TOSA Tribune

Nixa Public Schools
October 2010

October M.A.P. Checklist
purposes. _____7. I administered and scored the beginning of the year writing inventory to gather baseline data to drive writing instruction. _____8. I gathered and analyzed the data from district assessments and am using this data to drive instruction. _____9. I teach the written curriculum and have students write in all content areas. _____10. Higher-order thinking skills are embedded in all content areas. _____11. I am using the math examples from DESE’s website for cumulative review. _____12. I am using questions from the Communication Arts Interpretation Guide in my reading conferences. _____13. I model mini-lessons with targeted skills. _____14. Students are given ample time to practice targeted skills. _____15. Cold assessments/ formative assessments are used to check for mastery of targeted skills. _____16. I collaborate with my colleagues. _____17. I believe that my students can learn and achieve at high levels. _____18. I build relationships with my students and colleagues. _____19. I have a positive attitude and communicate that to my students. *Items are NOT numbered by importance. :)

Volume 5, Issue 2

Inside this issue:
M.A.P. Checklist 1

RtI: Nixa’s Ahead of the Game Differentiated Instruction Continuum



_____1. I know what percentage of my current students scored proficient or advanced on the 2010 tests so I can determine growth after the 2011 test. _____2. I know that DESE expects 75.5 proficient or advanced in communication arts in 2011 and 72.5 in math. This is an increase in expectation from 2010. _____3. I know which students in my classroom were barely proficient or almost proficient (on the bubble) for tutoring/conferring purposes. _____4. I compared my students’ SRI scores with their communication arts M.A.P. to see if there is a correlation or discrepancy. _____5. I gave the math and communication arts inventory tests and compared these scores to see if there is a correlation or discrepancy to their 2010 M.A.P. _____6. After giving the math and communication arts inventories, I determined specific strengths and weaknesses of each child for tutoring or conferring

Visual Learning Trail Ideas for Reading


Visual Learning Trail Ideas for Math


RtI: Nixa’s Already Ahead of the Game; We’re Doing What’s Best for Students Check out this quote from a recent publication: “In Tier 1 of RtI, the school must ensure that every student has access to rigorous, grade-level curriculum and highly effective initial teaching. Teacher teams should work collaboratively to define each essential standard; deconstruct the standard into discrete learning targets (determine what each student must be able to know and do to demonstrate proficiency); identify prior skills needed to master the standard; consider how to assess students on each target; and create a scope and sequence for the learning targets that would govern their pacing.”
Buffman, A., Mattos, M., Weber, C. (2010). The Why Behind RTI. Educational Leadership. 68(2).

More complex doesn’t mean more work, and fair isn’t always equal.

Differentiated Instruction Continuum
Not Differentiated Highly Differentiated

“One Size Fits All”

Assessment Drives Instruction Multiple Intelligences Tiered Activities Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Stations Problem-Based Learning Project-Based Learning

If you could place a dot on the continuum reflecting your journey in differentiation, where would you place it? To continue on your journey, reflect on your strengths before choosing an area in which to concentrate for improvement. Contact the education office if you’d like assistance in any of the areas mentioned above. *Modified from Staff Development for Educators (

Page 2

TOSA Tribune Intermediate

Check Out this Visual Learning Trail: R1H and R2C in 3rd Grade

A special thank you to Ms. Yen and Ms. Floyd for allowing me photograph and share the learning trail in their classrooms at Mathews Elementary.

Volume 5,

Page 3

Anchor Charts Anchor Learning
N1A, N1C, N3C: In a classroom with rich anchor support, there can be little doubt as to what learning is under study and what students are expected to learn. Anchor charts are co-constructed with students, record and display new knowledge, have an organized appearance, match the learners’ developmental level, support ongoing reading, can be added to throughout the year and should be easily accessible to students. In addition to chart paper, capturing student learning through images leaves a powerful learning trail. What does the visual learning trail look like in your classroom?

(This photo is from Ms. Yen’s class.)

A special thank you to Ms. Doty for allowing me photograph and share the learning trail in her classroom at Espy Elementary.

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