The teacher communicates high expectations for learning by developing, aligning, and communicating clear daily learning targets and/or longer-term learning goals (grade-level standards) with rubrics for the goals.

1. completion of assignments

2. participation in an activity

3. helping classmates

Class, class...

Silent sign

Class Rules

1. make good decisions

2. show respect

3. solve problems

This is hanging in our classroom and the teacher refers to the rules daily.

1. book bags

2. notebooks

3. folders

Morning routines are posted on the morning announcements daily.

1. put away book bags

2. put away folders

3. put away notebooks

4. pick up trash

5. wipe tables

6. organize table supplies

students are numbered for these jobs to ensure everyone helps.

2) Writing is next to recess door

3) Reading is in back library area

4) Science is on sliding door

5) Math is next to pod door

2) notebooks, folders, math books are in the front of the whiteboard

3) clipboards are by pod door and by back library area

#1 organize table baskets

#2 folders

#3 notebooks (reading/writing and science)

#4 books (spanish and english)

All students pick up 20 pieces of trash

Whole group area seating assignments are to minimize negative/disruptive behaviors and to keep in mind students who need more space (Rafael, Javier) and based on academic and linguistic needs and pairings.

Time out

Recess Time out

Call home

Referral

I got introductory workshops on Math strategies, ARC, and phonics.

Imelda came to my classroom to get feedback from me about her classroom set up.

I requested from Angela M, the building coach, if she could work with me this year to improve areas of the deficiencies that Shelton School District said I had. Unfortunately it was communicated to me later by Paula Canady that she could not coach me. This confused me since my evaluation from 2023-24 required me to be assisted.

I helped third grade with the GLAD chant details. Because I have extensive training in GLAD from a previous district and because I have been using GLAD strategies regularly in my classroom for 20 years, I was able to clarify the pattern of the Here, There chant so that it followed a predictable pattern of parts of speech and tenses, which can then be applied to instruction of specific language features and functions.

8/29/24 I worked with 3rd grade to create a GLAD chant on questions and to pick a mentor book, Jabari Jumps. I helped present the info at the ELD training and then emailed the chant to the entire school to share the resource with others (others were taking pictures of it or asking for a copy).

These meetings are once a week during the entire academic year. Up until now, I have given up close to 30 planning periods to attend these meetings. I do not miss these meetings unless I have a substitute. And even when I am out, I do check in with Melissa about the contents of the meeting.

Sept 25: spoke with Emanuel's family about his progress

Sept 25: spoke Silmer's family about his progress

Sept 27: spoke with Erick's family about his progress

Sept 27: spoke with Yami's family about glasses and rash

Dec: Spoke with Yami's mom about Yami's spelling progress

Dec: email mom of AA to discuss assignment related to social studies and reading.

Dec/Jan: filling out a form for Yami's doctor (email)

Dec: shared spelling patterns and HFW list with mom of YR.

Jan: Spoke with the parents of Urias in regards to school change

Jan: Spoke with parents of YR regarding a release of info regarding dyslexia.

Sept 27: spoke with Jack, Kelsey and Megan about Heily.

Jan 17: Meeting with counselor to discuss progress of Heily, Erick, Jisel, Yami

Jan 24: Follow up informal meeting with counselor regarding progress of Jisel. Also discuss progress of Silmer, Emanuel and Erick.

October 1

I later spoke with Sara W to find out about their unit 2. She shared that it was also informative but that there was no SBAC focus like 3rd grade's unit. I wanted to find out how 4th grade was addressing the CER and SBAC focus for an informative writing piece.

On Friday, February 21, my students and I did the practice test, as was scheduled for 3rd grade.

The week of February 24, I tested 20 students from my class and Ms. Lauth's class on Listening, Reading, Speaking and Writing. Even though I was not supposed to test one student, Santiago, from Williamson's class, I helped to have him come to my class per his IEP to get instructions first then test in a quiet location. I also communicated with my team and the test coordinator, Angela, about students who were absent and needed to do a test makeup.

I did share about my word study lesson that Chelsea had observed. I shared that I was trying what the trainers at the second word study training had suggested and what Paula had suggested, which was to have two groups in my group. I shared that the Word Hunt activity is an appropriate activity because it causes students to have to find words with initial consonant sounds within context of an actual text. I shared that we do this together and that eventually, students will be doing this independently.

Imelda Acosta