THE SKY NEEDS STARS
NUDGE: ROBERTS MIDDLE SCHOOL VOLUME 28
As Spring Break comes to an end, I hope you have rested, recovered, and enjoyed your family. I think of Roberts as an institution that is consistently defying the odds of fixing kids. Students come to us with cards stacked against them, which makes us their first responders. To be first responders, you have to be someone designated or trained to respond to an emergency. Many kids come to us below grade level in both reading and math. This is why I believe that teachers are the real first responders.
Before you shut me down and say that label only belongs to police officers and fire fighters, please let me explain. Let it be clear, this school focuses on pushing kids to do better. We are hyper focused on progress. We are the specialists who are trained to respond with precision to any emergency that walks through our doors. We cannot control the hand that we are dealt, but we can execute the necessary treatment of care. Our students come to us from broken homes, parents who work two jobs to pay rent, and unthinkable life experiences. Your commitment to answer the call to serve, makes you the first responders to students who never had a chance. I believe that in this pivotal time of our student’s lives, you were strategically placed to interject your unwavering commitment to help them improve in all facets of life.
How do we do this at Roberts? We focus on our system. We do not compromise on the process of our system.We have to look at each student and figure out, what does support look like case by case. By focussing on the process of pulling small group, we are treating the emergency. We also believe that school should bring joy and healing to any student. This is why we are committed to giving student's various experiences with field trips and incentives. Roberts will continue to create an environment where we don't harp on mistakes, but believe that anyone can edit their story. By your relentless pursuit of responding to each student’s emergency, you have changed the game for many. Thank you for all that you do, it is the 4th quarter.
Bring it,
Jorly
Evans working 1:1 to instantly intervene!
Bounds modeling strategies at Small group!
Hernandez building relationships and student confidence!
LIDRBAUCH PARTNERING WITH STUDENTS TO HAVE OWNERSHIP IN THEIR LEARNING!
Ramella bringing technology into the library!
SMALL GROUP IN ACTION
Reading thinking outside the box for Reading Academy! Reading Relays!
5th grade having a BLAST at Tug of War!
6th graders exploring their inner SCIENTIST at Mind Trekkers!
Join us in welcoming the newest Aviator to our RMS family! Congratulations Alysia!
T-TESS 2.4 Differentiation
AS WE WALK THROUGH YOUR CLASSROOMS WE WILL BE FOCUSED ON T-TESS DIMENSION 2.4: DIFFERENTIATION (THE TEACHER DIFFERENTIATES INSTRUCTION, ALIGNING METHODS AND TECHNIQUES TO DIVERSE STUDENT NEEDS), ARGUABLY THE MOST IMPORTANT STEP IN PERSONALIZING SMALL GROUP AND INDIVIDUAL INSTRUCTION.
“High achievement always takes place in the framework of high expectation.” As we walked through classrooms focusing on Achieving Expectations, it is evident that you believe our students can succeed; however, these expectations are not a self-fulfilling prophecy. High expectations is something you do, not just believe. Every instructional decision must be consistent with high expectations.
Beginning Monday, as we walk through your classrooms we will be focused on T-TESS Dimension 2.4: Differentiation (The teacher differentiates instruction, aligning methods and techniques to diverse student needs), arguably the most important step in personalizing small group and individual instruction. Differentiation is tailoring instruction, from planning to implementation, to meet individual student needs and maximize the acceleration of each individual student’s mastery. As you work towards our instructional focus, consider using real-time data to differentiate the content, process, product and learning environment in the classroom and Destination Time to meet the diverse needs of every learner, from SPED to GT.
Listed below are examples of evidence of Differentiation.
Adjusts Instruction for Student Needs
- Uses time flexibly so all students can demonstrate mastery of the objective
- Uses formative assessment to check for understanding (i.e. observation, exit ticket, checkpoint, etc.)
- Provides instruction at students’ individual instructional levels
- Varies the learning process based on student need (i.e. technology, teacher-led small group and independent instruction, etc.)
Monitors Quality of Student Participation and Performance
- Asks open-ended questions and encourages discussion
- Randomizes questions to hold all students accountable
- Asks questions before selecting students to respond
- Surveys student interests and learning preferences to motivate students
- Monitors on-task and off-task behavior of all students
Recognizes/Responds to Student Confusion or Disengagement
- Provides wait time to allow student processing time
- Intervenes at the moment of misunderstanding
- Reteaches or clarifies in response to individual student learning needs
Provides Differentiated Instructional Strategies
- Varies student grouping (i.e. homogenous, heterogeneous, partner, cooperative, independent, etc.)
- Provides choice in student tasks
- Allows student voice in product selection
- Challenges students demonstrating mastery of the objective to learn with deeper understanding
Monday
- 6th Math PLC - Connect and Traditional
- TELPAS Testing AM Session 8:40 AM, PM Session 1:30 PM
Tuesday
- Teacher Made Tuesdays
- 5th STAAR Online tutorials during AIR Time in MPR
- 6th STAAR Online tutorials during AIR Time in Computer Lab
PLC's
- 1st Period 5th Connect PLC
- 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
- Orchestra Solo Contest 4:30-6:00
- TELPAS Testing AM Session 8:40 AM, PM Session 1:30 PM
Wednesday
- Clubs
- TELPAS Testing Make Ups
- UH Pre Service students on campus observations 8:40 AM - 1 PM
Thursday
- Report Cards Go Home
- 6th STAAR Online tutorials during AIR Time in Computer Lab
- 5th STAAR Online tutorials during AIR Time in MPR
Friday
- 6th STAAR Online tutorials during AIR Time in Computer Lab
- 5th STAAR Online tutorials during AIR Time in MPR