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During this school year to help support my professional learning and growth, I have taken part in kindergarten team planning to review data (i.e LASW), worked with my co teacher to plan and make tiered groups for math, and work with Melinda to go over DIBELs data for my class. With all this support, it has provided me with many resources I can look back on to further my knowledge of content and truly see how taking data shows growth amongst my students.

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Kindergarten folder with all of the team meeting agendas

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Small Group FLSP - Early Childhood

These FSLP were used with a group of ML students who needed support with their letters and letter sounds. Students in this group were working on CVC words based off the letters and sounds they were taught.

This FLSP follows SOR routines

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When looking at student data that was collected throughout modules based off of checks for understanding, it showed me what lessons students weren't necessarily able to understand. Using the CFUs, students are put into tiers based off on if they're meeting the lesson objective and from there I am able to see which students either need more support with that lesson content of if they need an extension of the lesson. I am also able to adjust my practices depending on if students met the lesson objective or not. If they didn't meet the lesson objective, I often reflect to see how the lesson went and if I need to reteach so they're able to meet that objective.

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By the use of Class Dojo, I have connected with families throughout the school year by sending them photos of their child as well as communicating to their families about their childs day at school.

I have also attended report card night to review report cards and talk about the progress their child has made throughout the school year as well as any concerns the families may or may not have.

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This year I joined SLT which focuses on family engagement and building those connections between school and home. Throughout the school year, SLT has put on many different events for families to attend - Holiday Event, Special Persons Dance.

Families were also invited during WOTYC to participate in a closing circle and create a heart poster with half of hearts that families created at home.

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Morning Meeting follows the Responsive Classroom Approach:

-Greeting

-Share

-Activity

-Message

The performing morning meeting in this format is a way for us to begin each day as a community of caring and respectful learners. As well as having it be more of child directed rather than teacher directed and always talking.

Greeting: Each child is greeted by their name usually with an activity like Rainbow Greeting or Sailor Greeting (this type of greeting was done during Columbus domain)

Sharing: This is a way for students to turn and talk to one another

Activity: By doing an activity, the whole class is able to build class cohesion through actively participating

Morning Message: This allows students to practice their academic skills & warm up for the day by discussing the daily message

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By attending weekly team meetings to talk about student progress and LASW have helped support my ability to analyze student work and plan appropriate interventions that will support their learning.

Also meeting with our coach, Nicole, and going over math module data to see which students may or may not need tiered instruction support.

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Going into my second school year of co teaching with Melissa I have continued to strengthen my knowledge of SOR routines and implement them during daily small group phonics instruction. We have also worked together to create math small groups that are tailored to the needs of our students.

Melissa continues to make me a better teacher and provides with feedback that I use to make my teaching better. With her continuous support, I have felt that I have become a better and stronger teacher.

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Having multiple in house field trips created engaging and meaningful connections to content.

-Discovery Museum

-Native American Artifacts

Creating culminating activities based on knowledge helped extend students learning and thinking.

-Five Senses Fair

-Royal Ball

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Using this data tool, this allowed me to see where my students understanding is based on the learning outcomes for each of the lessons.

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Beginning of the year data to Middle of the year data

Based off of my classrooms BOY acadience data, I had 3 students who were below grade level, 1 student was at grade level, and 2 students scored at above grade level.

In comparison to my BOY data the MOY data showed growth with 4 students being at grade level, 1 student scored at below grade level, and 1 student scored at grade level.

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With the math CFUs, this data provides insight on what students need tiered support whether its in the classroom our outside the classroom. It also gives data regarding if students need an extension to the lesson that was taught to further their skills on that particular concept. By meeting with Nicole and the MTSS team, we discuss who is providing Tiered support to which student or students. We also discuss how we can extended students learning.

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Using this collaborative journal it provided a way to reflect on the modules as team and consider how we could put the modules we completed into practice. This journal serves as a tool that allows me to look back on and continue to incorporate UDL into my classroom and my teaching.

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Module 4 CFU

With the use of checks for understanding, I refer to this when I am doing math small groups during math intervention. I can see where my students are and if they need extra support with a certain lesson or if they are in need of an extension of the lesson.

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Families were invited to come into the classroom at add their heart to our family poster.

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Shake and Spill

Domino Addition