Principal - September/October 2019 - 47

haven't always had the commitment
necessary to implement interventions. Now, K-8 classes work 30
minutes per day on Fast ForWord,
an evidence-based intervention that
provides students with the foundational language and cognitive skills,
practice, and guided reading support
they need to address the root causes
of their reading difficulties.
Share progress data with students. To help students focus and
take ownership of their learning,
we regularly share data on their
progress with them. For example,
our teachers share weekly reports
from the reading intervention
program with students. Students
talk with teachers about their successes and how they can improve
specific skills. This helps students
"own" progress and know that their
efforts are paying off.
Be inclusive. We believe in teaching children who qualify for special
education in the least restrictive
environment-most often in regular classroom settings. A Resource
Room is available for children needing additional services.
Integrate the arts. Arts integration
has proven highly effective among
students. Our teachers participated
in professional development and
collaborated with artists to create
arts-integrated academic units
as part of a three-year Southeast
Arizona Arts in Academics grant.
Upon completion of the grant, they
continued to integrate the arts into
academic teaching.
The arts tap parts of the brain
that subjects such as literacy, math,
and science don't, and using art as
a vehicle can boost understanding
among struggling students. We
expect students to be dedicated to
their work or performance, and they
do amazing things; many specialneeds kids have shown talents that
no one knew they had.
www.naesp.org

Incorporate real-world, hands-on
learning. Hands-on learning creates
real-world connections for students.
As part of our agricultural education program, an educator with a
local dairy visits the classroom once
a week, teaching lessons aligned to
state standards in science and math.
We participate in the WeatherBug
program and have a weather station
at our school, enhancing math, science, geography, and technology
study. Students also tend a school
garden and harvest produce for the
salad bar, which ties in with health
and wellness initiatives.
Take a brain break. Even with
the best instruction, children sometimes get antsy or have energy to
burn, which can lead to behavior
management issues. To give students

a "brain break," we use GoNoodle.
These short videos focus on movement and mindfulness so students
can move with purpose and then get
back to work.
Helping Students Succeed

It has been a joy to see students'
growth and their progress on state
assessments. It is also rewarding to
see them take responsibility for their
own learning, set high expectations
for themselves, persevere when
things get tough, and celebrate their
successes. Thanks to our efforts, students with different learning styles
feel welcome and are valued members of our community.
Sue Shepard is principal of Ash Creek
Elementary in Pearce, Arizona.

Microburst Learning

Changes
Student
Behavior!
A Social &
Emotional
Learning
Program

Contact for a demo!

803.719.5073 | softskills@microburstlearning.com
Principal n September/October 2019

47


http://www.naesp.org

Principal - September/October 2019

Table of Contents for the Digital Edition of Principal - September/October 2019

From the Editor
Snapshots
5 Things
Getting to Why
A Brighter Future for Personalized Learning
Models of Voice and Choice
When Rural Gets Personal
Research Roundup: The Personal Touch
New Sensation
The Language of Learning
Giving Back, Together
In the Spotlight
Practitioner’s Corner
Early Career
Raising the Bar
The Reflective Principal
Speaking Out
Parents & Schools
NAESP Partners & Advertiser Index
Principal - September/October 2019 - Cover1
Principal - September/October 2019 - Cover2
Principal - September/October 2019 - 1
Principal - September/October 2019 - 2
Principal - September/October 2019 - 3
Principal - September/October 2019 - From the Editor
Principal - September/October 2019 - 5
Principal - September/October 2019 - Snapshots
Principal - September/October 2019 - 7
Principal - September/October 2019 - 5 Things
Principal - September/October 2019 - 9
Principal - September/October 2019 - Getting to Why
Principal - September/October 2019 - 11
Principal - September/October 2019 - 12
Principal - September/October 2019 - 13
Principal - September/October 2019 - 14
Principal - September/October 2019 - 15
Principal - September/October 2019 - A Brighter Future for Personalized Learning
Principal - September/October 2019 - 17
Principal - September/October 2019 - 18
Principal - September/October 2019 - 19
Principal - September/October 2019 - Models of Voice and Choice
Principal - September/October 2019 - 21
Principal - September/October 2019 - 22
Principal - September/October 2019 - 23
Principal - September/October 2019 - When Rural Gets Personal
Principal - September/October 2019 - 25
Principal - September/October 2019 - 26
Principal - September/October 2019 - 27
Principal - September/October 2019 - Research Roundup: The Personal Touch
Principal - September/October 2019 - 29
Principal - September/October 2019 - New Sensation
Principal - September/October 2019 - 31
Principal - September/October 2019 - The Language of Learning
Principal - September/October 2019 - 33
Principal - September/October 2019 - 34
Principal - September/October 2019 - 35
Principal - September/October 2019 - Giving Back, Together
Principal - September/October 2019 - 37
Principal - September/October 2019 - 38
Principal - September/October 2019 - 39
Principal - September/October 2019 - In the Spotlight
Principal - September/October 2019 - 41
Principal - September/October 2019 - Practitioner’s Corner
Principal - September/October 2019 - 43
Principal - September/October 2019 - Early Career
Principal - September/October 2019 - 45
Principal - September/October 2019 - Raising the Bar
Principal - September/October 2019 - 47
Principal - September/October 2019 - The Reflective Principal
Principal - September/October 2019 - 49
Principal - September/October 2019 - 50
Principal - September/October 2019 - 51
Principal - September/October 2019 - Speaking Out
Principal - September/October 2019 - 53
Principal - September/October 2019 - Parents & Schools
Principal - September/October 2019 - NAESP Partners & Advertiser Index
Principal - September/October 2019 - 56
Principal - September/October 2019 - Cover3
Principal - September/October 2019 - Cover4
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