B. A. U.

Bryan Adams Schools United

Feeder Weekly Bulletin

Operation Comback at Bryan Adams High School

Thanks to Mr. Cabrera and several staff members, a handful of Bryan Adams students were located Saturday morning and encouraged to return to school. Parents and students shared appreciation and set plans for re-enrollment, many were just one or two credits short of graduation. Strong example of our Core Beliefs.

Upcoming Meetings

Feeder Principal Meeting

Principals, we will meet at BAHS 8:30-12:30.

Please bring the following items:

  • Technology
  • Feeder Framework
  • TEI Rubric, Section 2.1
  • Sample Curriculum Map & Lesson Plan
  • Your Plan for Data Walls/DDI, Artifacts
  • Tiered Support for Teachers, Ideas/Artifacts
  • Any Tools you use to Support of our Framework

Friday, Sep. 26th, 8:30am

2101 Millmar Dr

Dallas, TX

Middle School Collaborative Meeting

MS Principals, Assistant Principals and Campus instructional Coaches, join us at Gaston MS for a 2 hour meeting to share best practices.

Agenda: PLC Content, Data Meetings, Data Walls

Tuesday, Sep. 30th, 4pm

9565 Mercer Dr

Dallas, TX

Teacher Focus Group for 2014-15

Yes, it is time for forming our new Teacher Focus Group! Two teachers from each school are needed to meet with J.Healey, Feeder Pattern Executive Director, each month on the first Thursday from 4:30-5:30 in the Bryan Adams HS Library. This group will learn about feeder & district initiatives. As campus representatives, these teachers will have opportunities to share valuable input and ideas. Please contact your principal if you are interesting in making a commitment to serve in this group.

Thursday, Oct. 2nd, 4:30pm

2101 Millmar Dr

Dallas, TX

Instructional Notes & Reading

Science Notebooks

What expectations do we have around science notebooks? What features are most important for helping students read, write and think critically about science? As we begin the new year, let's create criteria for high quality science notebooks. Let's focus on purposeful writing, recording, and reflection. Below are some samples with authentic writing, not copying, cutting and pasting. Let's raise the bar across the feeder. Visit the link above for some ideas.

Balanced Literacy

As leaders of literacy, we must constantly think in two lanes at once: (1) using grade level texts for teaching content and skills to ensure rigor and mastery of state standards and (2) using differentiated/leveled texts to match student reading levels. Both practices are important and should occur daily. The second, however, is imperative for every struggling reader and often the hardest for teachers to facilitate.

"There is extensive research to support the premise that the best way to become a better reader is to read more. (Allington, 2001). Unfortunately, often the instructional solution for readers ... is to focus on "skills instruction" rather than connected reading. As a result, struggling students usually end up reading less than their classmates, thereby having fewer opportunities to build competence, a phenomenon Keith Stanovich calls "The Matthew Effect" (Stanovich, 1994).

For struggling readers is to increase both the quantity and quality of reading, they need reading materials that they can read and will want to read. While capable readers often have a wide range of reading interests, and can access texts in a variety of genres and levels of difficulty, struggling readers tend to be more narrowly focused both in terms of interest and ability. Finding the "right book" is essential to build both confidence and proficiency.

As far back as 1946, researcher Emmett Betts suggested that we should be giving students texts in which they could read at least 90 percent of the words and comprehend at least 75 percent of the information enhanced both learning and attitude (Betts, 1946, in Allington, 2001). Subsequent research supports the premise that success with learning generates more learning (Allington, 2001). Yet all too often, struggling readers are subjected to texts that are much too difficult for them, that inhibit learning and decrease motivation." Excerpt from Reading Rockets: Link below

Updated Daily 5

The new edition of The Daily 5 is thoroughly revised and expanded, with new ideas for launching and sustaining the management structure used by hundreds of thousands of teachers to help students independently choose and practice key literacy skills. Preview the entire book online at the link below!

From the Marshall Memo: Engagement vs Compliance

The Difference Between Compliant and Engaged Students

(Originally titled “4 (Secret) Keys to Student Engagement”)

In this article in Educational Leadership, author/consultants Robyn Jackson and Allison Zmuda draw a distinction between compliant and engaged students. “The compliant, dutiful learner is easy to manage, does what’s expected, and participates when there’s little risk of being wrong,” say Jackson and Zmuda. They follow directions, complete assignments, and get good grades, but their hearts aren’t in it.

Engaged students, on the other hand, follow their own train of thought, focus on the learning, and share their thoughts without being prompted, sometimes without consideration of their classmates. “Straightforward questions bore them, but questions that are personally relevant or that require teasing out ambiguity fascinate them,” say Jackson and Zmuda. “These learners take risks; they’re not afraid to try something new. Engaged learners can be needy. They’re often annoyed by interruptions, they question everything, and they’ll follow an idea even if it takes them outside the parameters of the assignment.”

“Compliance may make for a smoothly run classroom,” they continue, “but it doesn’t help students expend the effort they need to meet the demands of challenging standards or take what they’ve learned and apply it to their lives.” But how do we get real classroom engagement? Jackson and Zmuda suggest four strategies:

Provide clarity. “When you’re in the weeds of daily instruction,” they say, “you may lose sight of the larger purpose. It’s vital you make sure that every assignment, question, and conversation is connected to a clear learning goal.” Ask yourself, what am I asking students to do? How do all these pieces fit together? What’s the point of learning this? How can students track their progress over time? Students should ponder big-picture essential questions about the unit. Rather than just having students memorize various energy sources – nuclear, coal, oil, solar, and wind – get them thinking about a bigger question such as, How can the United States become more energy independent? Then give students clear structures to answer the questions you pose. (Sounds like TEI 2.1!)

Offer a relevant context. Jackson and Zmuda describe a teacher’s frustration when she introduces a new unit on perimeter and area and students ask, Why do we need to know this? Why is it so important to be able to do this? and Why will we ever need to know this in life? “Our students need to know that the work they’re being asked to do is relevant and important to them – right now,” say Jackson and Zmuda, and quote a workshop participant saying, “Someday is not a day of the week.”

The challenge is to make curriculum relevant, meaningful, and designed for an audience beyond the teacher. “Once they understand area and perimeter,” they say, “students have a much greater understanding of space, and they can use what they learn to make all kinds of decisions about space – from installing carpet or a pool, to figuring out how many books they can reasonably stuff in their lockers, to determining how many props can comfortably fit on the stage for the spring play.”

Create a supportive classroom culture. Students get discouraged and disengaged when their work is criticized and given low grades. Can students access the material, understand the discussion, and meet the challenges you’re giving them? Have likely misconceptions been anticipated, have students been introduced to difficult vocabulary, is there a scaffold for handling new concepts, and is individual support available to help them revise their work when it isn’t up to par?

Provide an appropriate level of challenge. Students may be able to complete assignments that can be easily Googled or “Khanified”, but they don’t respect them and there’s little value-added. “We have to train them for the world they’ll inherit,” say Jackson and Zmuda, “and in that world it’s unlikely that employers will pay them to solve a non-problem.” Teachers need to give assignments that ask students to frame ideas, questions, or predictions; to figure out a real problem; and to risk failure to get to the final product. “Offer experiences that enable them to play with ideas; solve complex, real-world problems; and dig deeper” – for example, interviewing a personal hero, figuring out a way to cover themselves so they won’t get poison ivy next summer, and designing headphones that won’t cause long-term hearing problems.

“4 (Secret) Keys to Student Engagement” by Robyn Jackson and Allison Zmuda in Educational Leadership, September 2014 (Vol. 72, #1, p. 18-24), http://bit.ly/YMbriS; the authors can be reached at rjackson@mindstepsinc.com and zmuda@competentclassroom.com.

Division/District Dates to Remember - See attachments from Division