Couch Comet Dust
February 17, 2018
3 weeks until SPRING BREAK!
~Lauren
4th Writing and 5th Reading MOCK STAAR
* Room set-up for testing environment.
* Remove or cover all subject material from the walls.
* Hang your DO NOT DISTURB sign on your door and your sign in sheet on
the outside of your door.
* Create your seating chart on the bottom of your materials control sheet.
* Testing needs to be started by 8:30 in order be completed with the 4 hour period by 12:30. Recess times need to be moved to after lunch (5th grade) to accommodate testing times.
* Students will be provided with a test booklet and answer document. Make sure they write their name and TEACHER NAME on them!
* Read the directions to the test information. YOU MAY NOT HELP THEM WITH ANY PART OF THE TEST!
* Make sure that students bubble their scantrons adequately.
* Once testing is complete, turn in your booklets and scantrons to Mrs. Jeffries. Booklets and scantrons need to be separated.
* Reminders:
- Students may bring a small, healthy snack to eat during testing. NOTHING MESSY! No TAKIS, HOT CHEETOS, etc. If it is viewed as a distraction, it will be taken. Water bottles may be brought.
- Restroom breaks do not stop the time. Students may leave the room one at a time to take a restroom break. There will be monitors at the restroom to ensure that students are not talking in the restroom.
- When students are done testing, they may lay their head down or read. These are the only 2 options they have.
TELPAS information
Attached is the TELPAS (Texas English Language Proficiency Assessment System) Training & Testing schedule.
- If you have not been TELPAS certified (new teachers), you will need to complete the online basic training by noon Tuesday, Feb. 19. Use the following link to access training https://texasassessment.com/assessments/. Mrs. George and Mrs. Way, as our verifiers you will only complete the assembly and verifying training.
- If you have previously been certified and were not on this campus last year, you will need to provide a certificate of basic training by noon Tuesday, Feb 19.
- All teachers are required to do the First Calibration in computer lab on Tuesday afternoon from 4:00-5:30. Your attendance is required.
- TELPAS Administration training will take place on Thursday, Feb. 21, during planning times in Castro's room #213. If for some reason you are not here on Thursday, meet with me on Friday during your planning time for individual training.
Please refer to attachment for dates and detailed instructions on signing up to log in. Please let me know if you have any questions. If you need any assistance over the weekend, please feel free to call or text me at 972-589-1631
Recycling Bins
FERPA reminder
Afterschool Daycare Holding Area
Key Essentials to Lesson Pacing
So let's take a look at the essentials when it comes to pacing the lesson and the learning:
1. Create a Sense of Urgency. The true art of pacing lies in creating a sense of urgency and also not leaving your students in the dust. Think diligent pace but not frenetic. This pacing feels just right to most learners in the room.
Using a timer on your desk (or try this one) can help create that "we are on the clock" feeling -- while moving steadily ahead proving ample wait/think time along the way. If a teacher question is asked of the whole group, don't expect an answer the first second or two, or three. Count to five when asking those particularly challenging questions. Sometimes we need to slow down in order to move the learning in the room forward.
2. Make Goals Clear. One way to avoid a clunky lesson pace is to make sure the learners know exactly what they are learning and doing for the day. "Our mission today is to discover... . We will be doing this by... ." Keep students focused as you transition from one learning activity to another, announcing how much closer they are to accomplishing the day's goal.
3. Have Smooth Transitions. Speaking of transitions, good ones demonstrate purposeful pacing and knowing next moves. Be thinking two steps ahead of the next activity, and begin setting up for the next activity without finishing the last. While students are completing one piece of the learning, pass out any materials, set up the projector, or have instructional notes in place so that there's little to no dead time between one learning activity to the next.
4. Be Sure Materials Are Ready. Doing this will let you keep the flow going. Have handouts, markers, scissors, and construction paper all in place. Many teachers create small supply containers of materials that include glue stick, scissors, highlighters, sticky notes, etc. and place it in the center of each collection of desks or team table. Each group can elect a Supplies Captain who keeps inventory and rounds up contents at the end of class time.
Photocopying can be the bane of the teacher's day. Do you really need to have the quiz or the writing prompt on individual copy paper? Can it be displayed on the projector screen instead? Can there be just one copy on the group table for all to look at? (Less passing out and collecting saves time and keeps the focus on the task at hand.)
5. Present Instructions Visually. This helps keep that pace uninterrupted. For each set of instructions, write them ahead of time on the board or have a slide in your PowerPoint or Prezi. If you are relying on giving oral directions only, think of those students that have poor listening skills: "What are we doing again?" What do we do after this?" The energy and time you take to make the instructions visible will pay off.
6. Check for Understanding. Taking time to see where your students are during the lesson and adjusting accordingly means formative assessments play a key role in pacing.
Pair and share creates energy in the room following direct instruction. Keep it in short spurts, breaking up every five to seven minutes of new information with "turn and talk with your elbow partner." Walk around the room and listen in to gauge understanding. These pauses for students to talk with each other can be as brief as 45 seconds. Also, use non-verbal quickies like thumbs up/thumbs down to see where students are and assess if more time or re-teaching is needed.
7. Choose Most Effective Type of Teaching. How will I get this new information to my students? Teachers must ask themselves this question continually when lesson planning. Sometimes new information is so new that students need to first see a visual representation and then require some information directly from their teacher to think about. Other times, it's best to set up a situation connecting to student schema and then group work to follow. Deciding the instructional mode (direct, student-centered, or facilitation) can be as important as choosing the content.
When that pacing seems off, is it time to switch the mode of delivery? Do they need a mini-lecture to clarify some misconceptions? Might a re-energizing activity be necessary, like a choral reading or class A-Z line up? Use a variety of activities with different formats to keep that flow and rhythm in the room.
How do you set up lessons so they flow? What pacing tips might you like to offer up that work well with your students?
Team Leader Meeting Follow-Up
I. Closing the Academic Gaps- (ISIP data and MAP data)-Focus on in school/narrow focus-Need-without focus and data conversations students will not make academic progress
TIME TO TALK ABOUT DATA
How can we better use assessments to drive instruction, improve student achievement, and meet state grade- level standards?
Starting in February Data will be reviewed during weekly PLC meetings to provide teacher collaboration to close the Achievement Gaps and complete classroom visitation/walk-throughs by administration, ISTs, and colleagues
a. Share the data with students to ensure effort for testing-
b. Use Student Profile Report to find areas of weaknesses and develop I Time work.
c. Review teacher made assessment data to drive instruction
II. Differentiation of instruction/ensure that all students are engaged in the learning process by providing tasks that match each individual’s needs-tiered assignments/aligning with standards and are appropriate for diverse learners-Need identified-refinement of teacher practices
ENGAGE ALL
Campus Professional development will provide teacher training so that modifications of general education assignments can differentiate instruction for special education, ESL and Tier II students
III. Balanced Literacy Implementation- (Use guided reading, running records, literacy stations and campus and district ELAR specialist to improve reading and writing) Need identified-improving quality of literacy centers and management
MAKE IT HAPPEN-Couch Literacy Centers
Provide classroom-based coaching and professional development, on how to tailor instruction for literacy stations and how to provide different methods of center management for different teachers and/or grade levels (engaging and meaningful materials and structure) (Ex. general set of expectations for all of the centers such as working with a low voice and asking for help from three friends before interrupting the teacher and how to hold the students accountable for their center time; students work alone or interact with one another using instructional materials to extend their learning)
IV. Grade 3-5 Core content: Reading and Writing, Mathematics, Science and Social Studies-school focus – make sure that students are mastering reading/literacy skills
CORE CONTENT REVIEW-
· Writing: Monitor implementation of Lucy Calkins by ELAR IST and lesson plans (adjust pacing and components)
· Reading and Mathematics: Implement Reading and Mathematics STAAR plans- Grades 3-5
· Science and Social Studies: Monitor teaching and learning of Science and Social Studies for each grade level by analyzing student work in their interactive notebook
· Provide vertical planning professional development for Grades 3-5Grade Level Action Steps Reminder
Kindergarten
Action Step-1: Kinder will include this information in their parent conferences this month and all will adopt a model to share goals with their students monthly.
Action Steps-2: Continue to serve struggling students in small group, Jaime pulling students, and include information to parents for them to support student’s academic needs at home Action Steps-3: Kinder teachers will develop lesson plans and customize pace and activities. Include Readers Response as part of writing folders
First Grade:
Action Step-1. Improve Guided Reading – running records-Refine practice of running record
documentation by in house training on running record documentation during guided reading groups Activities-a. classroom coaching - Amy Clark and b. classroom visits to observe other teachers –debrief during PLC
Action Step-2. Implementation of Lucy Calkins writing curriculum-Customize the Lucy Calkins lesson by adjusting pacing and components-Amy Clark and Michelle Warren will help with this planning during IPC planning
Action Step-3. Building student understanding of what is being asked of them-academically as well as social emotional independence - Continuing One-Five Content check daily -Did we do what we say we would do? Students provide evidence of “I will” and “we will” daily and connecting this to the classroom social contract and debrief with grade level week
Second Grade:
Action Step 1: Literacy Stations-improve quality and structure: Set up management plan and structure for literacy stations-Amy Clark will provide coaching and teachers will visit other classrooms to see practices in place
Action Step 2: Lucy Calkins writing curriculum Customize pacing and components in lesson plans. Develop pacing during IPC planning with Amy next week
Action Step 3: Model teamwork as you continue to collaborate and support substitutes with lessons and materials. Identified and placed certified teacher in the classroom for one teacher; another substitute teacher added additional substitute-teacher helper for classroom management in the 2nd classroom
Third Grade:
Action Step 1: Third Grade- increase level of rigor in Guided Reading and use RAZ to support the students with reading levels. Shields needs access to Gogel and Carney's Class if possible so she can assign books on the student levels.
Action Step 2-continue implementation of Lucy Calkins. We need to continue to ensure proper planning and preparation. Gogel and Carney are sharing in the responsibility. Maybe Amy can help review with them in IPC as well.
Action Step 3-concerns with working on some test taking strategies to prepare for STAAR. Working on a plan for how to start working on these skills.
Fourth Grade:
Action Step 1. Reinforce and reconnect every student to the classroom Social Contract and have students write out goals to earn privileges for those that are acting out during instructional time
Action Step 2. Continue to implement balanced literacy and Lucy Calkins writing (refine 4th grade literacy stations); added Thrilling Thursday to Writing block to work on Revising and Editing
Action 3.ELAR teachers schedule Library instructional time with Ms. Marston to reinforce
independent reading for 4th grade
Fifth Grade:
Action Step 1. - Continue to follow Balanced Literacy Framework and enhance Literacy Station work also include one day of STAAR Prep Day-Thrilling Tuesday
Step 2. Customize Lucy Calkins writing to break into 15 minute blocks – pace it and describe components and realign to reading
Step 3. Reschedule I-time utilizing Ms. Hudson as the primary computer teacher so that Ms. Mance and Ms. Poor can provide small group intervention to struggling student
Coming Soon
Random Acts of Kindness Week February 17-23
President’s Day - Staff Dev/Student Holiday District PD February 18
5th Six Weeks Grading Period Begins February 19
Planning Kinder and 1st February 19
New Teacher Meeting TELPAS February 19
Mock STAAR 4th Writing, 5th Reading February 20
Dental Presentation February 21
8:30-9:30 2nd grade, 2:00-3:00 3rd grade
2nd grade Literacy Night February 21
TELPAS Testing LEP K - 5th February 25 - April 5
Mock STAAR 5th Math February 26
PLC WDM - all grades during conference February 27
Digital Learning Day February 28
National Science Day February 28
PTA Board Meeting 4:30-5:30 February 28