THE SKY NEEDS STARS
NUDGE: ROBERTS MIDDLE SCHOOL VOLUME 15
Dear Roberts,
People like us do things different from other schools. When Johann Gutenberg launched the printing press in 1468, 94% of the people in Europe didn't know how to read. Should he have waited? Karl Benz launched the first car in 1879; there were no roads or gas stations. Should he have waited? People like us teach; know that we are the architects of our future thinkers. People like us have created a system where our students are challenged in Tier 1 instruction through gradual release and small group instruction. We have created a system where instructional gaps are closed in real-time by consistently checking for understanding. Teachers like us, will never serve our students an average lesson, because our students deserve better.
Our tribe of teachers has the arrogance to believe in each and every one of our students to make the necessary gains to push them forward. People like us understand that title means nothing at Roberts. People like us understand that nothing at Roberts is somebody elses problem. People like us know that we all are playing a role in simply making students better.
I want to give a compass in how we are going forward for the next four weeks. We must close the year by pushing our students. To push our students forward, we must be intentional in our PLC and plan collaboratively. Like Gutenberg and Benz, we must build it and they will come. Teach, love, and build relationships, then you will see that you are trailblazers that are forging the path for our students.
Jorly
Segura closing gaps and releasing upon mastery
Why Sentence Stem?
Meaningful conversation embedded in instruction can make learning more personal, immediate, and emotional. During meaningful conversations, students are forced to be accountable for their positions, to listen, to analyze opposing perspectives, and to adapt their thinking on the fly. Have you ever heard the saying, whoever is doing the talking is doing the learning? Structured student discourse is a way to put the ball in the students’ court, so to speak.
How can we support students as we guide them in engaging in meaningful conversation? How can we support students as they talk math, talk reading, talk science, talk social studies?
Tomita meeting individual needs at small group
Thank you Maritta for contributing your BBQ skills to our Thanksgiving lunch!
We are so thankful for our Roberts Family!
We are so thankful for our School Board members and District personnel
T-TESS 2.1 Achieving Expectations
As we walked through your classrooms focusing on classroom environment, routines and procedures, we have many celebrations and are proud of the solid foundation you have built in your classrooms to begin working towards our instructional focus. Productive classroom environments, routines and procedures do not happen by accident and your effort does not go unnoticed. Continue to deliberately practice and revisit expectations and make adjustments as necessary.
Beginning Wednesday, as we walk through your classrooms we will be focused on T-TESS Dimension 2.1: Achieving Expectations (The teacher supports all learners in their pursuit of high levels of academic and social-emotional success), another step in personalizing small group instruction. As you work towards our instructional focus, you must establish a learning environment that supports and motivates students to do their personal best.
Listed below are examples of evidence of Achieving Expectations.
High Expectations Set
- Sets academic expectations that challenge all students
- Posts academic expectations and communicates academic expectations to students
- Maximizes instructional time by facilitating bell-to-bell instruction
- Reinforces desired academic and social-emotional behavior
Students Demonstrate Mastery
- Persists with lesson until there is evidence that students demonstrate mastery
- Checks for understanding via informal assessment throughout lesson
- Offers retest opportunities to allow students to demonstrate mastery and reflects mastery in Gradespeed
- Provides extensions for students who demonstrate mastery
Address Student Mistakes
- Recognizes and addresses student mistakes
- Provides immediate feedback and reteaches in a timely manner
- Embraces student mistakes as an opportunity for growth
Provides Students Initiative Opportunities
- Provides students opportunities to take initiative of their own learning and self-monitor
- Encourages students to take initiative of their own learning by attending RMS Tutoring
- Enables students to set goals and monitor their progress
Birthday over Thanksgiving break
- Jessica Borden
Monday
- Write DT selection in planners
- 6th Connect Math PLC
- 6th Math PLC
- RMS Giving Tree begins
Tuesday
- Write DT selection in planners
- Touchdown Tuesday
PLC's
- 1st Period 5th Connect PLC - all contents
- 2nd Period 5th Traditional PLC - Reading, Sci, Math
- 3rd Period - Intervention PLC
- 4th Period - 6th Connect PLC
- 5th Period - 6th Traditional PLC - Reading, Sci/SS
Wednesday
- See to Succeed Field Trip
- Student Progress Goals passed out in 5/6 Reading, 5/6 Math, and 5th Science
Thursday
- Art/Tech Night 5:00-6:30
Friday
- No Tutoring
- Aviator Breakfast
- Orchestra performing at City Hall for the Pasadena Christmas Tree Lighting at 6pm