THE SKY NEEDS STARS
NUDGE: ROBERTS MIDDLE SCHOOL VOLUME 21
In the 1970’s, Japanese television manufacturers weren’t very well known in the US. Sony wanted to get in the game, but knew that American manufacturers dominated the industry. Sony’s rise to being the powerhouse in TVs did not come from some breakthrough of innovation or something totally new. They perfected their system of efficiency by making the same televisions as everybody else, but created a work environment where they made fewer mistakes than anybody. Sounds simple, but they even went as far as putting tools in an area that would reduce the amount that people would have to turn in their chairs to access them. Sony completely optimized the physical environment and over the next two decades became the leader in TVs.
I am not writing this to say you have to have a factory mindset in the classroom, but I want to lead you to understand that it is about the little tweaks in our lives that have the biggest impact. Is your classroom optimized for small group instruction? Sony’s rise to the top was directly related to the system and environment they created. If your student did not master a concept in your class, are you able to pull them into a quick small group instruction? By you checking for understanding and utilizing real-time data, you have optimized an environment to do Tier 2 intervention immediately. Remember, you want to create a system in your classroom, PLC, and life that will maximize your time and effort. By creating these systems at home and work, you can have addition by subtraction. What do I mean? I mean, by doing this you remove the useless waste, turns, and efforts in your life.
We always want to improve our performance in the classroom. Personalizing instruction based on real-data is what we do at Roberts, but have you created a system that makes it easy and efficient? What can you tweak in your classroom to make pulling a small group easier? What can you tweak in your classroom to make pulling a small group easier? By creating a system in your classroom, it helps you manage time. Systems allows us to go as far as we possibly can to help our students.
Thank you for being amazing teachers. I want you to know that you belong here. This is home. Your work matters. You are worthy and loved. Thank you for changing the world one student at a time.
Jorly
Lanham working on prefixes in small group!
Del Valle differentiating for student SUCCESS!
Mims working 1:1 to fill gaps!
Ebinger hosting workshops toward SUCCESS!
Camfield building relationships!
We love offering incentives for students! Mary Poppins was a SUCCESS!
Del Rio filling gaps!
Williams hosting SE targeted workshops!
Small Group Differentiation
T-TESS 2.1 Achieving Expectations
As we walked through your classrooms focusing on classroom environment, routines and procedures, we have many celebrations and are proud of the solid foundation you have built in your classrooms to begin working towards our instructional focus. Productive classroom environments, routines and procedures do not happen by accident and your effort does not go unnoticed. Continue to deliberately practice and revisit expectations and make adjustments as necessary.
Beginning Wednesday, as we walk through your classrooms we will be focused on T-TESS Dimension 2.1: Achieving Expectations (The teacher supports all learners in their pursuit of high levels of academic and social-emotional success), another step in personalizing small group instruction. As you work towards our instructional focus, you must establish a learning environment that supports and motivates students to do their personal best.
Listed below are examples of evidence of Achieving Expectations.
High Expectations Set
- Sets academic expectations that challenge all students
- Posts academic expectations and communicates academic expectations to students
- Maximizes instructional time by facilitating bell-to-bell instruction
- Reinforces desired academic and social-emotional behavior
Students Demonstrate Mastery
- Persists with lesson until there is evidence that students demonstrate mastery
- Checks for understanding via informal assessment throughout lesson
- Offers retest opportunities to allow students to demonstrate mastery and reflects mastery in Gradespeed
- Provides extensions for students who demonstrate mastery
Address Student Mistakes
- Recognizes and addresses student mistakes
- Provides immediate feedback and reteaches in a timely manner
- Embraces student mistakes as an opportunity for growth
Provides Students Initiative Opportunities
- Provides students opportunities to take initiative of their own learning and self-monitor
- Encourages students to take initiative of their own learning by attending RMS Tutoring
- Enables students to set goals and monitor their progress
Monday
- No students
- Campus PD day
- LPAC 9 Meetings
Tuesday
- Julie Lanham's Birthday
- Teacher Made Tuesday
PLC's
- 1st Period 5th Connect GLT
- 2nd Period 5th Traditional PLC - Reading, Sci, Math
- 3rd Period - Intervention PLC
- 4th Period - 6th Connect GLT
- 5th Period - 6th Traditional PLC - Reading, Math, Sci/SS\
Courtesy Meeting 4:15 - 5:00
Wednesday
- Melissa Ebinger's Birthday
- Wellness Challenge Dress Incentive
- Clubs
Thursday
- Dads and Dodgeball 6:00 - 7:30
Friday
- Honor Roll Field Trip
- End of grading period