The Reds Tale
December 6, 2018
From the Desk of Mr. Roote
With ten weeks behind us and maybe a taste of failure on our minds, begin to think about helping your students and colleagues loosen their grip a bit as sometimes looser is better. I don't mean to say reduce expectations or to make things easier, I am suggesting that we follow a bit of advice that was easy to ignore or to work smarter instead of harder.
I was asked to check in on a student in a classroom that was frustrated and demanding to leave because he did not see any value in the lesson. When I arrived at the classroom I accompanied him on a very long walk to my office. We chatted freely and along the way and he stated, "I hate what the teachers want me to do.". Given his statement I asked him to describe all the things his teachers ask him to do that are bothersome and not related to teaching. I also asked him to describe the bothersome things his teachers ask him to do that are not related to his learning. We took twenty more steps and he was unable to answer either question. I hope he realized that maybe his demand to avoid the lesson was akin to squeezing the yoke to hard. I ended my conversation with him by asking him to consider just letting his teachers teach and allowing himself to be a learner.
From the Desk of Ms. Ross
John Hattie, author of Visible Learning, has researched and written about the value of learning targets and success criteria. Learning targets are descriptions of what learners should know, understand, and be able to do by the end of a period or unit. Learning targets are the basis for tracking student progress, offering feedback and assessing their success. What we use to determine how well a student has met the learning target is through success criteria. Success Criteria answer the questions: “How will teachers and students know when the learning target or goal has been met? What are we looking for during the learning to inform our instruction?”
Success Criteria are statements that describe what success looks like when the learning target is met. The statements are specific, concrete, and measurable. When success criteria are communicated clearly, and teachers and students are actively looking for evidence of learning, learners understand the importance of the lesson. The success criteria describe how students will be expected to demonstrate their learning based on the learning intention.
Most importantly, the learning target should clearly lead to the criteria for success. They have been described as bookends. One bookend is the learning target(s) and the other bookend is the success criteria. The success criteria must be directly linked with the learning targets in order to have any impact.
It is important to know and communicate the learning target(s) and success criteria to students. Strategically using the learning target and success criteria promotes student reflection and metacognition.
From Ms. Garrett: "Due to the increasing number of students with accommodations, their very specific needs and the extensive volume of testing, the Testing Center will no longer be available to provide makeup testing support for students without accommodations. This change will take effect Monday, January 7, 2019. I appreciate your understanding and support. Please feel free to contact me with any questions."
Social Emotional Learning and the Plan for Excellence
Differentiating instruction is the process of matching students’ needs to the requirements for achievement. Differentiated instruction, recognizes students’ varying background knowledge, readiness, language, preferences in learning, and interests. It provides different avenues for acquiring content, processing or making sense of ideas, and developing products so that each student can learn effectively. In other words, differentiating instruction helps all students reach their learning targets. Learning targets should help teachers decide how and when to differentiate instruction. In principle, we support giving students choice and variety whenever possible. However, there are degrees to which choices matter for learning. The choices that matter most lie in the ways we deliver content to students, the ways students engage with the content, and the ways students make the content their own. The more directly a differentiation strategy leads to the learning target, the more important it is for learning. The learning target is central to planning good differentiated instruction right from the beginning. It is the reference point toward which your observations and assessments of students’ readiness, interest & affect, and learning profile need to point for you to plan effective instruction for that specific content or skill.
Document Sharing Space
December 10 and January 14. Below 65 Reports. Contact: S Mateo
Tuesday's in the LGI: January 8, February 5, March 5, April 2, May 7 and June 4. Staff Meetings. Contact: T Roote.
December 13, January 17 and 31, February 14, March 14 and April 2. SELF Days. Contact: T Roote.
Wednesday, December 12. College Wear Wednesday. Future College Wear Wednesdays are: 1/9, 2/13, 3/13, 4/10, 5/8, 6/12. Contact: Sue Gardner.
Friday, March 15. NHS Program/No WTCC Program. Contact R Ross.
Band and Choir upcoming performance dates. Contact: Cynthia Briggs.
- Friday, December 7 - Eastview Performance (Bands and choirs)
- Monday, December 17 - Winter Concert (Bands and Choirs)
- Friday, December December 21 - Outlet Mall Performance (Bands and Choirs)
December 21 in the gym. Winter Pep Assembly. Contact: L LaPaglia or B Yuhas.
Tuesday, April 30. Capstone Day. Contact K Ganter or D Barry
Close Up/Share a Pic
The Newark High School Mission, Vision and Values
The Newark High School Mission: We are a school community with deeply held hometown pride, committed to readying young people to be life-long learners with experiences aimed at continuously motivating us to hone our skills in the complex tasks of teaching and learning. Our community is devoted to providing supports for the aspirations of our adolescents as they mature into adults with ambitious plans for college and careers.
The Newark High School Vision: Staff embody the school values and impart confidence while providing an inviting classroom environment with clear expectations and specific academic and behavioral goals. Students embody the school values through intellectual and emotional perseverance. Families embody the school values while remaining actively involved as advocates for their children and supporters of the school programs and staff.
The Newark High School Values: Safe, Responsible, Trustworthy, and Respectful.