THE SKY NEEDS STARS
NUDGE: ROBERTS MIDDLE SCHOOL VOLUME 22
Dear Roberts,
One thing I have learned as an educator is that a sense of urgency emanates from the teacher's attitude. Where there is urgency, creativity is needed to meet the demands of what still needs to be done. I believe teachers have to make magic happen out of creative desperation. I truly believe that we are more creative when our back is against the wall. We only have a few months with our students to push them forward on a path of growth and progress. Through urgency and necessity, we must give ourselves permission to take risk. Roberts teachers are different because we believe that at any moment in time, a child can change his or her narrative. I believe Steve Jobs described our staff best by saying, “Here's to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes... because the people who are crazy enough to think that they can change the world, are the ones who do.” Thank you for being the crazy ones that give kids a chance to make it in this world. The crazy ones who understand that time is a teacher's greatest resource to push the human race forward.
At Roberts we have created a system of innovation to ensure that our students are not falling behind the curves. This is why our system of personalizing small group instruction and systematically intervening when students struggle is our priority. Out of creative desperation to save our students, we have created a system that track student’s progress. Creativity isn't about people being creative, but It's about having a creative system. It is about working together for the good of the school.
What does urgency look like at Roberts? Urgency means that we have to shift our lens from My (ME) to Our (We) students. As I mentioned in our last RMS Huddle, I want you to operate in your excellence. Teachers who understand urgency are pushing forward with data driven small group instruction, creating sentence stems that nudge critical thinking, checking for understanding by roaming the classroom and spot checking, and teaching students that are not on your class roster. With this being said, I promise my team and I will be with you. You are never alone at Roberts.
Call us misfits, troublemakers, the round pegs in the square holes, because average is boring. I cannot convey this enough, thank you for doing work that matters. You are loved and you are home!
Jorly
Haas pulling small groups to instantly intervene!
Purucker modeling and building relationships!
Redd incorporating writing into small group!
Nguyen using a Flashcard Multiplication Greeting Activity!
Silver working collaboratively with students!
Palma working in small groups!
Alarcon modeling fluency!
Honor Roll students at the Science Museum!
What a GREAT turnout to Dodgeball, Dads and Dinner night!
Thank you Alarcon and Weber for joining in the FUN!
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 Registration for Intermediate in 6th Sci/SS classes
- 6th Math PLC - Connect and Traditional
Tuesday
- GT Testing
- Teacher Made Tuesday
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
- PISD Math Department classroom visits 10:45 - 11:30
Wednesday
- GT Testing
- AR Musical Incentive
- Progress Report Go Home
- Clubs
Thursday
- Aviator Breakfast
- No Tutoring
- GT Testing
- Orchestra Solo Competition
Friday
- GT Testing
- Band Solo Competition