Not an Alpha Dog

http://clipart-for-free.blogspot.com/2008/07/free-dog-clip-art.htmlion

This weekend I was visiting with my dad.  My step-mom is a teacher, so our conversations frequently turn to the topic of school.  While we were chatting, my dad asked me what my philosophy was on discipline.  He asked if I take the Alpha Dog approach or the gentler approach.  What he meant was, do I use the "I am the adult, so you must listen" method.

I told him Alpha Dog is not my style, because I prefer to build positive relationships.  I'm not sure if he agreed with my technique (he pictures himself as being old school tough even though he is a teddy bear at heart).  As I drove home I realized though, that really my dad and mom were the ones that taught me the relationship technique.

As a child, I grew up in a fairly calm house with limited yelling.  I'm sure there were moments that my sister and I sent our parents over the edge, but those times were pretty rare.  I in turn have tried to use those same methods with my own children and students.  I want to give and model for them that same sense of calm.  For example, the other day a student came into the building wearing a hat.  An Alpha Dog would have barked at the student to take that hat off.  I instead complimented the student on his cool hat, but told him he would have to take off until he left the building.  In both methods, the objective would have been met of having the student remove his hat, but I'm hoping that with my method, the student also sees school as a safe place.  A place where there are rules, but everyone is treated with kindness and respect.

So far the gentler approach has worked out well for me.  I have daughters that are fairly well-behaved, and I have created positive relationships with students and parents.  Every once in awhile, I'm sure the Alpha Dog must rear her head, but for the most part, I prefer to leave her in the doghouse.

Wading Through Ohio's 3rd Grade Guarantee

Being a principal at an Ohio elementary school means that I need to figure out what the deal is with the new Ohio Third Grade Reading Guarantee.  I want to make sure I understand the guarantee and can communicate what it is all about to my staff and parents.  I figured what better way to learn, and to share that learning, than right here.

I began my research on the Ohio Department of Education website (ODE).  Check out their link for more information, but here is what I learned in a nutshell:




The first thing I realized was the guarantee involves more than just 3rd graders.

• Students in kindergarten through third grade have to be tested in reading.  This test should tell us if students are "not on track" to read at grade level.  

Assessment Info:

• This year, schools can use the reading portion of the state's ELA diagnostic assessment or another diagnostic assessment.  Whichever assessment you use, you have to report it to the ODE in mid-August.  (Which I am guessing means any day now since I'm writing this on August 14.)  
• Starting next year (2013-2014), the state will give an approved list of diagnostic tools.
• Assessments must be done by September 30th.  (I bet that date will get here a lot faster than we think!)
• Once assessments are completed, parents have to be notified if their student didn't perform well.  This has to come in the form of a written notice.  We also need to tell parents what our game plan is for helping the students (current services, extra services we will add).  Parents need to be told that the OAA isn't the only measure of reading competency and that if a student's reading skills do not improve, the student will be retained.

What do we do after we identify students who need help?

• Once we identify the kids that are not on track we need to do the following:
• Within 60 days of learning of the student's deficit, a reading improvement and monitoring plan has to be created.
• Research-based interventions have to be started right away and the interventions need to target a student's specific areas of deficit.
• Those students need to be provided a teacher who has passed a reading instruction test or has a reading endorsement.  Details on the reading instruction test haven't come out yet.  

What needs to be in the plan?

• In the plan, you have to identify the student's "specific reading deficiency." 
• A description of the services that will be used
• Opportunities for the parent to be involved
• An explanation of how the services will be monitored
• A reading curriculum that will help the student, has reliable assessments, and analysis of progress
• A statement that says if the student doesn't reach the appropriate reading level by the end of 3rd grade, they will be retained
• The Ohio Dept. of Education will put out a template for this plan but not until 2013-2014.

What about the kids who are retained?

• Those kiddos need 90 minutes of reading instruction daily.
• The district has to offer that instruction from at least one provider other than the district.
• The students must be placed with a high-performing teacher.  This means a teacher who has strong student performance data or performance reviews.

What are some types of interventions ODE suggests?

• small group instruction
• reduced teacher-student ratios
• frequent progress monitoring
• tutoring or mentoring
• transition classes (3rd and 4th grade students combined)
• summer reading camps
• extended school day, week or year

What are the loopholes/ exceptions?

• This year's 3rd graders (2012/2013) who don't reach the score cut off can still go on to 4th grade IF:
• The principal and reading teacher think the student is prepared based on a different reading evaluation.  
• Interventions will be provided in 4th grade
• Limited English students who have been in U.S. schools for less than 2 years & had less than 2 years ESL instruction are exempt.
• Special education students whose IEPs exempt them from being retained under the guarantee are exempt.  (Is this wording we will need to add to IEPs?)
• Students who do an ODE approved alternative reading assessment and demonstrate reading competency are exempt from retention.  
• Students who go through intense remediation for 2 years AND were already retained in a lower grade are exempt from retention, but they must still get intensive reading instruction in 4th grade.  
• Districts need a policy saying students can be promoted to 4th grade ANYTIME they demonstrate that they are proficient - that means summer time and the middle of the year.

Other info you should know:

• ODE has not decided on a cut score yet.
• ODE says a lot more information and guidance is coming.
• Districts can apply for grants to help with the costs associated with the Guarantee.  The deadline is Dec. 31, 2012

To me, it seems like implementing the guarantee and implementing RTI are going to go hand in hand.  

If you are reading this and you have more information, PLEASE share.  If you have ideas of what your district will be doing to meet the requirements, PLEASE share.  If something I said above is not correct, PLEASE tell me. 

All of my information was gathered from the Ohio Department of Education website.  Click here to view their site.   

Book Bags, Pencils, and Nerves

I have one very excited daughter!  What generated all this excitement?  We went school supply shopping today.  She picked out her new book bag and pencil box, and we bought all the items on her supply list (including 84 pencils - that is A LOT of sharpening I need to do).  She is pumped!

During our shopping adventure, my daughter whispered to me that she is a little nervous about moving on to the next grade.  I tried my best to reassure her and reminded her that she is one smart cookie.  I know she is ready for all that the new year will bring.

As I sit back and reflect on the day, I chuckle at how much her feelings mirror my own.  I too am very excited about the new school year.  One of the great things about the education profession is that every year there is a new and fresh start.  Each year there are new, eager, smiling faces to greet you.  I love that!

I have to admit though, I too am a bit nervous.  This year will be a busy one.  We will continue working on updating curriculum maps, implementing a new RTI program, and another grade level is joining our building.  And that is just the beginning of the list.  I am going to try to remember though, that just like my daughter, I too am ready for this year.   I have a staff that knows their stuff, students that I can't wait to meet, and entering year two as a principal I even have a little more confidence than I did last year.      

A new year equals a new adventure!