Leaders Leading Learners
Curriculum & Instruction Newsletter January 23, 2015
Believe there is always, always, always a way.
"When you have exhausted all possibilities, remember this: you haven't." Thomas Edison
Core Content Area News
RtI Universal Screeners: As a reminder, all universal screeners should be administered during the January MOY testing window. Once the screeners are administered, teachers should enter their students' data into AWARE. The latest date for entering data into AWARE is Monday, February 2. Based on MOY qualification criteria data, campuses should identify students that qualify for Tier II or III interventions based on qualification criteria. Please see the Elementary and Middle School RtI timelines.
Benchmarks: As benchmarks are quickly approaching, please make plans for benchmark days to mimic STAAR. Please work with your leadership team to create a testing schedule that allows for 4 hours of testing (5 hours for English I, II, & III) and then a revised instructional schedule once testing is complete. It is important to remember that the time after testing should be used for instruction.
Writing Training: All 4th grade writing teachers are asked to attend the Writing Training to receive support for the upcoming STAAR Writing Test.
- When: January 26, 4-6pm
- Where: Crockett Elementary
Destination Imagination: Destination Imagination (DI) is a volunteer led organization designed to inspire and equip students to become the next generation of innovators and leaders. Team activities focus on developing critical and creative thinking, problem-solving, communication, and collaboration. Campuses form teams of students, which work together on a regular basis to solve specific problems in order to prepare for regional competition. Teams pre-determine which problem they will be solving ahead of time and work with Team Leaders to prepare for that event. Branch and Johnson each have two teams that will be competing in the competition on Feb. 28. Branch’s K-2 team contains 9 students who will be competing in the Mish Mash event. Their 4-5 grade team contains 7 students who will compete in the Brand Aid Service project – Help Stop Hunger. Branch Team Leaders include Michele Ray (Counselor), and teachers, Laura Stafford, Leah Riggs and Brandon Barrett. Branch had two teams compete last year, both earned places in the competition. They are eager to return and perform well again. Johnson has created their first teams and is eager to test their student’s abilities with others from across the state. Their two teams are made up of ten 4-5 graders who will be competing in the Robotics and the improvisational event. Johnson’s Team Leader is parent, Adam Peairson.
MIDDLE SCHOOL PRINCIPALS
MOY Testing: The MOY testing window
- MSTAR grades 6-8: January 12 - 30
Professional Development News
Administrator's Meeting: January 29 from 8:00am to 4:00pm, Bryan High School Blue
Campus Learning Walks: February 10
TE Day: February 16, 8am Bryan HS Silver Room 1200
Administrator's Meeting: February 24, Bryan High School Blue 8:00am to 4:00pm
AP PLC: February 26 Board Room 8:00am to 11:00am and 1:00pm to 4:00pm
SHSU Graduate Programs: February 10 - RHS Presentation Room 4:30 to 5:30 Sam Houston State University is currently accepting applications for Masters and Doctorate Degrees in Educational Leadership, as well as principal and superintendent certification. Come and find out more at an information session on both programs..Enroll Today Click Here.
Elementary PrincipalsLPAC Spring Decision-Making: February 4, 2015 from 4-5pm at Fannin Cafe for all LPAC members (teachers & LPAC administrators). LPACs should not be held before the training session occurs.
Calendar: The week of January 26-30 is an "B" week
January 28 - Deadline to submit LPAC - 3rd Six Weeks for Monitored/Failures
February 16 - Deadline to submit LPAC - Spring Testing Decisions
LPAC Spring Decision-Making: Februay 5, 2015 from 4-5pm at Fannin Cafe for all LPAC members (teachers & LPAC administrators). LPACs should not be held before the training session occurs.
Special Education News
This is the second of a series on the Special Education Continuum of Services. Please make sure that all administrators who attend ARDS are aware of this information.
The following are services and placements to consider:
General Education Placement with no supports:
The student is capable of receiving instruction in the same manner as a non- disabled peer in this specific class.
General Education Placement with accommodations and instructional support provided by a Certified Special Education Teacher. This is our co-teach model. These students need more support than can be provided with the in class support model. These students may have supports such as reteach, break assignments into chunks, small group instruction, or other accommodations that require a certified teacher to implement. Ideally Special Education, Section 504 and LEP students should not make up more than 30 to 40% of the class. At the secondary level, the amount of time should be about 2 or 3 periods per week. While students with varying needs will be placed in the same class, this will indicate to the teacher how much support the students will require. It is not a good idea to put 5 periods per week because we often are not able to have substitutes in these classes or the teacher may need to miss a class once in a while to attend an ARD. At the elementary level, the number of minutes per week needs to be reasonable. The ARD committee should consider some where between 30% to 70% of the class time. Students who require a higher level of support or more individual attention to be successful may not be in the correct placement.
General Education Placement with modifications and instructional support provided by a Certified Special Education Teacher. This is also an arrangement that is part of our Co-Teach Model. Students who are behind and require modifications to the general education curriculum should be considered for this level of support. Examples of the type of accommodations/modification would involve reduction of required curriculum. The IEP goals and objectives would indicate the specific areas of weakness and in some manner limit what is required for the student to be considered successful in the classroom setting. As students are required to meet grade level expectations, this option is very important to consider. Ideally no more that 30 to 40% of the class will include students with needs, including Special education, Section 504 and LEP. At the secondary level, these students need Co-Teach support 4 days per week and at the elementary level they need support 80% of the class time.