Alice ISD ~ ISC Gazette
Instructional Support Center - November 2015
We will be having two sets of vacation days and it is that time of year when everyone begins getting a bit tired.
Keep your focus, recall your goals and vision, work your plan and remember, you are creating the future every day!
Using Data to Effectively Conduct Math Remediation
Remediate the skill, not the grade. Resist the urge to remediate based solely on the grade a student scores. The overall grade tells you little about the student's needs. We just know "they didn't get it". Look at the skills missed, not the grade.
Remediate the skill, not the question. Just because students miss the same question doesn't mean they all have the same remediation needs. Students might miss the same question based on various reasons. You can't rely on the data that comes from the scantron...you have to look at the thinking the student puts on the paper.
Data is only as good as how it is used. We are fortunate to have Eduphoria to help us analyze, but it is what we DO with that analysis that will make our students successful.
For more thoughts see: http://www.mathcoachscorner.com/2015/10/15/using-data-to-plan-effective-math-remediation/ (Math Coach's Corner)
Anchor Charts
What are anchor charts? Anchor charts record students (and sometimes teacher) thinking and highlight important parts of a lesson.
Why use anchor charts? They help students! Students can "anchor" their own thinking to these charts when they refer to them, use them to check their work, validate their points, etc.
When is an anchor chart necessary? Use these whenever you want students to remember or be able to refer to something. Use the students to guide you. Typically I used them for math rules, examples, etc.
When do I make an anchor chart? I used to make them myself, so they'd be neat, but thinking now says that students should make these or make them with you.
How long should I keep it on the wall? There really is no set rule. Leave them up as long as they are useful, but the key is to point them out to students and help them learn to refer to them. They are not just decoration.
If you haven't been using them, try it. Your students will certainly benefit. There are great examples on Pinterest if you need an idea or two, but remember, the power comes in creating what your students need.
Thanks to Kristella Laso from Schallert for allowing me to snap a few pics of her anchor charts. I have seen some great charts on other campuses and sharing them in future issues!
Math Anchor Charts
Area Model Division
Array and Area Model Multiplication
Area Model Multiplication
Google Classroom
Articles and videos will be posted. It can also be a forum for questions.
Instead of....
Instead of "You were supposed to have learned this last year." Try:
- "Let me see a show of hands of who does remember this. Now, those of you raising your hands have 3 minutes to pair up with those who do not and tell them everything you know about the topic."
- "Let's step back and look at some of the information you need to know in order to understand this."
Instead of "This is important. It will be on the test." Try:
- "This is important. It will help us understand the link between x and y."
- "Tomorrow, we're going to study y. Let's make sure we understand x, so we can easily understand the connection tomorrow."
Instead of "Please stop talking." Try:
- "If you can see me clap once. If you can hear me clap twice."
- "As I lower my hand, change your conversations to a soft whisper, until my hand is lowered completely." (This requires a bit of training.)
- "I am going to count down from 10. In those ten seconds I want you to read the objective on the board, and be prepared to discuss it."
Students talk when they are excited. The trick if to transition student talking into learning the subject in a way that is smooth, effective and respectful.
Instead of: "Why didn't you do your homework?" Try:
"If you could change one thing about when and where you get your homework done, what would that be?"
"What are the biggest obstacles to you not getting your homework done?"
Zig Ziglar says, "Failure is an event--not a person." Treat failure to complete homework as decision or event and move toward a solution. When we ask questions that focus on process and success, not failure, we can empower our students to achieve.
Do Your Students Talk AT Each Other or WITH Each Other?
Spring Semester 2016
Monday, January 18, 2016 is a Student Holiday/Teacher Work Day
January 19 - June 2 = 89 school days!
Graduation is scheduled for Friday, June 3, 2016!
Winter Break
Winter Break starts Monday, December 21, 2015 and ends January 1, 2016.
Classes resume Monday, January 4, 2015!
Have a safe and happy Holiday Season!
Key Elements in TIER 1 Instruction (RTI)
•Content area instruction that focuses on the grade-specific essential component
- Balanced Literacy Framework
- Guided Reading
•Behavior instruction that focuses on expectations for classroom and common areas
•Research-based instructional practices
•Systematic assessment of all students three times per year
•Ongoing professional development to provide teachers with the necessary tools to ensure that every student receives high-quality instruction
High Quality TIER 2 Intervention
•Targets struggling learners (e.g., identified by assessments given three times per year).
•Includes additional targeted instruction in the essential components that have the highest impact on student learning.
•Involves frequent progress monitoring (e.g., every
2 weeks).
•Uses assessment data to inform instruction
(e.g., grouping, planning and delivering effective lessons, scaffolding instruction).
How does Tier II intervention differ from Tier I small-group instruction?
•Tier II intervention is more explicit, systematic, intensive, and supportive, with struggling learners receiving more instructional time (e.g., an additional 30 minutes) than Tier I classroom instruction.
•Tier II is conducted with same-ability small groups inside or outside the classroom setting.
•Tier II instruction involves frequent progress monitoring (e.g., every 2 weeks) to track student progress and inform instruction.
Differentiated Instruction
Differentiated instruction IS:
•Using assessment data to plan instruction and group students
•Teaching targeted, small groups
•Using flexible grouping (changing group membership based on student progress, interests, and needs)
•Matching instructional materials to student ability
•Tailoring instruction to address student needs
Differentiated instruction IS NOT:
•Using only whole-class instruction
•Using small groups that never change
•Using the same reading text with all students
•Using the same independent seatwork assignments for the entire class
District Science Fair
District Science Fair will be held on December 2nd and 3rd.
Teachers,
Please be sure all projects are turned in on December 2nd. (High School Gymnasium)
ELAR - TEKS Resource System Update
Over the Thanksgiving Holidays the TCMPC has added new ELAR material - STAAR Analysis Resources for grades 3-12. The new material can be seen in one of two ways: either via the main "View TCMPC Components" menu page or from within the Unit IFD under the "System Resources" section.
Please visit your 3rd Six Weeks Unit IFD and resources. This STAAR Analysis tool is very similar to the Lead4Ward Investigating the Question documents; however, this resource takes it several steps further - the question analysis has been done for you.
The TEKS Resource System team has conducted an item by item analysis into how the state is assessing the Texas Essential Knowledge and Skills (TEKS) on STAAR.
The analysis includes the following information/ components/ sections:
- STAAR items in their entirety
- State data on each item
- Plausible rationale for student error
- Description of distractors (ELAR only)
- Stimulus type
- Bloom’s/DOK level
- Content/Process TEKS including a breakout of what part of the TEKS is actually being assessed
- TEKS Resource System notes including vocabulary, misconceptions, and other pertinent information about the item
From the "View TCMPC Components" Resources section
Notice the IFD "System Resources" Section
Special Programs
Sheltered Instruction Training
Alice High School Migrant Program
The AHS G.E.M.S. (Graduation Enhancement for Migrant Students) is once again participating in the Lacks Trim-a-Tree Contest. Students have decorated a tree located at the Lack's store on Main Street. As part of this contest, students are to collect donations of non-perishable food items. The group who collects the most items wins a cash prize. The GEMS club has participated in this contest for the last two years and have won 3rd place. All the food collected aids the Alice Food Bank. Participating in this contest has helped migrant students develop key leadership and communication skills.
The GEMS club would love to have your donations of food items. All items must be collected by December 10th. If you would like to donate items, you can come by the Administration offices and drop off your items, or you can call the Migrant Department at 361-664-0981 ext. 26 and we will pick up your items.
Please help the GEMS club if you can, it will help families here in Alice who are struggling at this time of year.
Classroom Strategy
Mystery Box
A good way to get English Language Learners talking to each other comes from Martha Kaufeldt's "Begin with the Brain" and is known as Mystery Box. Here are the directions:
- Wrap an old box with a removable lid with wrapping paper.
- Split students into teams of 2-3.
- Each team should choose someone to start the activity.
- Have that student place an object of a piece of paper with the name of the object in the mystery box.
- The other students are allowed to ask up to ten questions about what is in the box.
- The questions should be Yes-No questions. For example, "Is it a food?", etc.
- This will help ELLs to learn how to create questions.
This activity can be done in as little as 10 minutes.
Kaufeldt, Martha.1999. Begin with the Brain. Chicago, IL: Zephyr Press.
Technology Corner - Video Downloader
KeepVid Video Downloader is a free web application that allows you to download videos from sites like YouTube, Facebook, Vimeo and many more. All you need is the URL of the page that has the video you want to download. KeepVid will then fetch download links in all possible formats that the particular site provides.
- Copy the URL of the video you want to download, head to KeepVid.com, and paste it in the bar at the top. Then click "Download" to the right of that bar.
(Do not click the large green "Download" button) - It will load for a few seconds, then you'll have the option to download the video in FLV (Flash), MP4, or WebM format. I recommend you select the MP4 version, 480 or 720.
- Click on the appropriate “Download MP4” link. The larger number gives you better quality but larger size file
(Do not select the Video only or Audio only options unless that is what you want)
*** Please note that distributing copyrighted material without authorization is illegal and Alice ISD does not encourage or condone the illegal duplication of distribution of copyrighted content. Before copying or distributing any content, make sure you have the legal right to do so.
Alice Independent School District Instructional Support Center
Dr. Grace Everett
Velma Soliz-Garcia
Anna Holmgreen
Erika Vasquez
Elida De Leon
Marta Salazar
Dina Hinojosa
Ric Gonzalez
Gracie Garcia
Dr. Alma Garcia
Email: velma.solizgarcia@aliceisd.net
Website: aliceisd.net
Location: 2 Coyote Trail, Alice, TX, United States
Phone: (361) 664-0981
Facebook: https://www.facebook.com/pages/Alice-Independent-School-District/555189921231282
Twitter: @aliceisd