Alice ISD - ISC Gazette
October 2015 Publication
Alice ISD ISC 2015-2016 Gazette!
The Alice ISD Instructional Support Center Gazette is a newsletter written by district administrators that includes articles with information of upcoming events, recognitions of faculty and staff, updates on staff development or training sessions and much more! It is published on the last day of every month or the last Friday of the month - except December. We hope that you will find this newsletter to be informative and helpful!
The second six weeks ends Friday, November 13!
From Our Superintendent...
The focus for this year is to teach students to read and close the reading gaps between grade levels so as to ensure the continued success of our students. Going into the holidays, it is important to remind parents about continuing the reading process at home. Parents have the power to boost their children's learning potential simply by making books an integral part of their lives. Take time the next couple of weeks to meet with the librarian, literary coach, and/or reading specialist to develop strategies that can be implemented over the holidays to ensure student have books or other materials to read. Working together to promote reading can only help your campus develop better readers, which will result in the children’s development of a more extensive vocabulary and better communication skills along with other reading skills needed to do well in school and on the STAAR exams. Promote reading!!
Dr. Grace Everett
Texas Teacher of the Year 2016 Awards Ceremony
Congratulations Barbara Garcia, 2016 Texas Region 2 Secondary Teacher of the Year! We are all so very proud of you! Thank you for all you do for our students!
EVIDENCE OF LEARNING
Thinking and discourse about the product is evidence of learning."
~Ervin Knezek, Lead4Ward CEO & Founder
Alice High School Pink Day - October 14, 2015
First Impressions
The information in these slides comes from Owning It, by Alex Kajitani.
Connect
When we greet and acknowledge our students as they enter our classrooms, we make them feel welcome, relaxed and ultimately more open to learning.
Having students working before the bell rings keeps students engaged.
Purpose
* Have your objective (TPO) clearly posted in the same place every day. Make sure it is in student friendly language.
* Say it in a straightforward manner. (Ex: We will calculate mean, median, and mode using data from tables.) Further, tell students how this will be useful to them in the real-world!
* Ask for students to relate the objective back to you. And touch base on this objective at the end of class? Did we complete our objective?
Math Corner
Is there a difference between knowing and understanding? In "Teaching Student - Centered Mathematics" the authors stake the claim that it is very different. I think anyone who has followed the progress in from one state assessment to another (TABS, TEAMS, TAAS, TAKS, STAAR) can say that is pretty evident.
Students can know their multiplication facts but not understand multiplication or be able to give you a problem that illustrates multiplication. Understanding is flexible thinking and is more than a collection of facts. Students who understand can justify why an answer is correct or why a rule makes sense.
Teaching today requires teaching for understanding. That is why the Process Standards are so important. By designing activities that incorporate these Tools to Know and Ways to Show, we help students go beyond knowing to understanding.
Math Facilitated Planning (Roll Outs)
Nov. 3 . . . 5th Grade (Dubose) and 7th Grade (WAMS)
Nov. 4 . . . 4th Grade
Nov. 5 . . . 3rd Grade and Algebra 1
Nov. 6 . . . 2nd Grade
Nov. 9 . . . 1st Grade
Nov. 10 . . .Kindergarten (half-day only a.m. or p.m.)
TI- Navigator Training
For several years we have been fortunate to have the TI-Navigator systems in our middle school and high school classrooms. Training for teachers new to the district will be held on Nov. 12 and ____.
See the info below from www.education.ti.com about how the system can impact instruction.
The TI-Navigator system creates a powerful connection between students and educator wirelessly networking each student’s graphing calculator to the classroom computer.Effective use of the TI-Navigator system and graphing calculators improves student engagement, understanding and performance. Educators can:
- Track the progress of individual students or the class in real time
- View student coursework, check problem solving techniques and guide performance
- Use instant feedback to create a dynamic learning environment proven by research* to increase student success
TI-Navigator system's integrated approach is based on:
- Instruction that becomes more dynamic, intimate and intuitive in a more connected and collaborative classroom
- Assessment of student comprehension that can be performed at any point to monitor progress and instantly adjust instruction
- Content that is standards-based, fast and easy to deliver, and designed to promote an engaging, interactive classroom
Upcoming Science Planning Dates
November 4, 2015- 7th & 8th ( William Adams Middle School)
November 5, 2015- 5th (Dubose Library)
November 10, 2015- Bio (Alice High School)
Professional Development Opportunity for Science Teachers
November 9, 2015
Workshop #1295606
For: Science teachers of any grade level
Reading, Writing, Science, ELPS.....Oh My!
This workshop will focus on strategies that can be used to help struggling learners understand difficult science concepts. Participants will explore hands-on activities that will provide English Language Learners with meaningful access to the science curriculum, while fostering the development of academic language.
If teachers are interested in attending they will need administrator approval and will need to sign up through the education service center.
Science Resources
Science Centers for Grades PK-K
CHANGES to STAAR ELAR WRITING ASSESSMENT
“House Bill 743, which was passed by the Legislature earlier this year, requires STAAR assessments be designed so 85 percent of students can complete the grades 3–5 assessments in two hours and 85 percent of students can complete the grades 6–8 assessments in three hours,” said Commissioner Williams.
This year Commissioner Williams has announced changes to testing that will meet the legislative requirements of HB 743.
TEA will take the following actions in the 2015-2016 and 2016-2017 school years:
- For 2016 only, TEA will remove all currently-embedded field-test questions for STAAR grades 3–8, which will reduce the length of each assessment by five to eight questions.
- TEA has also redesigned the 2016 STAAR grades 4 and 7 writing tests so they will be completed in one four-hour administration. The length of the STAAR Writing Assessment has been shortened in number of multiple choice items and students will only have 1 composition to write [it will be expository]
During the spring 2016 test administration, TEA will collect detailed data on the time it takes students to complete the assessments. That data will then be used to determine how to adjust STAAR 3-8 assessments for the spring 2017 assessments.
Revised 4th Grade Writing Blueprint
4th Grade Writing Schematic
Reduced to One Expository Prompt
Revised 7th Grade Writing Blueprint
7th Grade Writing Schematic
Reduced to one expository prompt
Teachers Implement the Balanced Literacy Framework
During their October training days new teachers reviewed the writer's workshop components and began on implementing the readers workshop framework with a specific focus on guided reading. With B.O.Y. testing complete, teachers now have students grouped to begin guided reading instruction.
Guided reading is the heart of an effective literacy program - this is where teachers can show children how to read at their level and provide the needed support. Guided reading leads to the independent reading that builds the process. When students engage in smooth, efficient processing of text with deep understanding, they can steadily increase their abilities.
Guided reading:
- gives children the opportunity to develop as individual readers while participating in a socially supported activity.
- gives the teacher the opportunity to observe individuals as they process new texts.
- gives individual readers the opportunity to develop reading strategies modeled during shared reading time.
- develops the abilities needed for independent reading
Essential components of guided reading:
- teacher works with small group
- children with similar reading development are grouped together
- each child reads
- the goal is for children to read independently
- children are grouped and regrouped in a dynamic process that involves ongoing observation and assessment [Teachers need to become expert in forming and reforming groups to allow for the differences in learning that are evident in students. -Fountas & Pinnell, 2013]
November and December Balanced Literacy Days
November 4th - Danni on-site visiting classrooms
November 18th - New Teacher Cohort (K-2) Balanced Literacy training
- Location Alice High School Library
- 8:00 a.m. - 3:30 p.m.
- Focus: Taking running records and digging deeper into book introductions
December 1st - Kellie on-site support
December 2nd - Danni on-site support
December 9th - Danni on-site support
Making Changes in 5th - 8th Grade ELAR Classrooms!
Sam Collette and Roseanne Smith of the Collette Consulting Group have been working with ELAR teachers at both Dubose and Memorial Intermediate Schools to help them with classroom environment, setting up their libraries, and planning for guided reading instruction. Furthermore, teachers have also been guided and supported in this new instructional framework by their campus literacy coaches Dr. Barbara Stottlemyer, Deborah O'Neil, Margaret Everett-Garcia, as well as with Becky Krsnak, our Texas Literacy Initiative liaison, and Dina Hinojosa our Texas Literacy Initiative Grant Project Director.
The task of changing their instructional practices has not always been easy for our teachers, but they are motivated to make an impact on the students they teach. They understand that in order for us to impact and improve reading levels across the district students need guided reading instruction. We are so proud of our teachers for taking on this endeavor and are thankful they have been open to change. Our students love their new classroom environment and are beginning to develop a love and appreciation for reading all over again.
Patricia Mejia's Classroom- Small Group Instruction at William Adams Middle School
Mrs. Sonia Carbajal's Classroom - Memorial Intermediate
Mrs. Sonia Carbajal's Classroom- Literacy Workstations
Clarissa Moreno's Classroom- Dubose Intermediate
Clarissa Moreno's Classroom- Dubose Intermediate
Feedback
When you try something new, or want to improve, what do you seek? Feedback!
Providing meaningful feedback is one of the best things educators can do to help improve student learning. Great feedback is more than "good job" or a smiley face. It must be specific and timely.
The article below addresses great tips for giving feedback. Take some time to check it out!
What Is the Olweus Bullying Prevention Program (OBPP)?
The Goals of the Program Are:
- To reduce existing bullying problems among students.
- To prevent the development of new bullying problems.
- To achieve better peer relations at school.
What Are the Effects of the Olweus Bullying Prevention Program?
OBPP has been more thoroughly evaluated than any other bullying prevention/reduction program so far. Six large-scale evaluations, involving more than 40,000 students, have documented results such as the following:
- Average reductions by 20 to 70 percent in student reports of being bullied and bullying others. Peer and teacher ratings of bullying problems have yielded roughly similar results.
- Marked reductions in student reports of general antisocial behavior, such as vandalism, fighting, theft, and truancy.
- Clear improvements in classroom social climate, as reflected in students’ reports of improved order and discipline, more positive social relationships, and more positive attitudes toward schoolwork and school. For students in grades 4–7, most of the positive results can be seen after only eight months of intervention work, given reasonably good implementation of the program. For students in grades 8–10, it may take somewhat more time, maybe two years, to achieve equally good results.
What Are the Components of the Program?
OBPP is not a classroom curriculum. It is a whole-school, systems-change program at four different levels. The program components include:
Level I-Schoolwide:
- Establish a Bullying Prevention Coordinating Committee.
- Conduct committee and staff trainings.
- Administer the Olweus Bullying Questionnaire schoolwide.
- Hold staff discussion group meetings.
- Introduce the school rules against bullying.
- Review and refine the school’s supervisory system.
- Hold a school kick-off event to launch the program.
- Involve parents.
Level II-In the Classroom:
- Post and enforce schoolwide rules against bullying.
- Hold regular class meetings.
- Hold meetings with students’ parents.
Level III-For Individuals Who Bully or Who Are Bullied Supervise students’ activities:
- Ensure that all staff intervene on the spot when bullying occurs.
- Hold meetings with students involved in bullying.
- Hold meetings with parents of involved students.
- Develop individual intervention plans for involved students.
Level IV-In The Community:
- Involve community members on the Bullying Prevention Coordinating Committee.
- Develop partnerships with community members to support your school’s program.
- Help to spread anti-bullying messages and principles of best practice in the community.
For more information on the Olweus Bullying Prevention Program visit www.hazelden.org/olweus or visit with your campus counselors.
Gifted & Talented 30 Hour Awareness Workshops (Days 1-5)
Workshops will be at the ESC-2 in Corpus Christi, Texas.
G/T Training Day 1 of 5 (Nature and Needs)
This is Day 1 of the 30 hours required for teachers of gifted students. Participants will learn about the cognitive, social and emotional characteristics of gifted students.
Date: Jan. 19, 2016
G/T Training Day 2 of 5 (Identification and Assessment)
This is day 2 of the 30 hours required of teachers of gifted students. Participants will learn about methods of assessment that help accurately identify the needs of gifted students in a district.
Date: Jan. 27, 2016
G/T Training Day 3 of 5 (Designing Curriculum)
This is day 3 of 30 hours required of teachers of gifted students. Participants will learn about the Texas Performance standards Project and other innovative and practical ways to design appropriately challenging curricula for gifted students.
Date: Feb. 3, 2016
G/T Training Day 4 of 5 (Differentiating Instruction)
Day 4 of the 30 hours required for teachers of gifted students. Participants will learn about what differentiation truly means and what it should look like for gifted students.
Date: Feb. 8, 2016
G/T Training Day 5 of 5 (Setting Standards)
This is day 5 of the 30 hour required training of teachers of gifted students. Participants will learn about assessment used to measure student growth and the quality of a district's serves for gifted students.
Date: Feb. 17, 2016
Contact the Gifted Education Department at 361-664-0981 X 30 to register or for more information.
Clipart: Source Karen's Kids
Gifted children in your classroom? Gifted kids in your home?
Visit the Hoagies' Gifted Education Page, the all-things-gifted site, full of resources, articles, books and links to help and support parents, teachers, and gifted children alike. Pick your path, and explore them all! Explore at : http://www.hoagiesgifted.org/
Texas Literacy Initiative Update
District BOY Literacy Line Meeting
Great things are happening at Alice ISD! All campuses, including Community Action Headstart campuses, met to share the beginning of year (BOY) data on Wednesday.Each campus shared 3 items:
1) a BOY celebration
2) plans for implementation on reaching sustainability in the assessment course
3) this year's focus - what they will do everyday with fidelity to reach their goals
Every campus leadership team presented their celebrations. From Literacy Night successes, implementation of guided reading and small group instruction, intervention, reaching data goals to team building, writing professional development, focused intervention and instruction based on data and team book studies. Each campus has a lot to celebrate. One big area of focus is Writing across all content areas. Way to go team! We are on our way to meet our TLI Goals! Thank you for all your hard work! Your dedication to our students doesn’t go unnoticed.
The next data meeting is February 24, 2016, at AHS library.
AHS Literacy News!
English I teachers have come together to plan lessons based on data analysis from Unit 1. With the guidance of Deborah O'Neill, teachers met to plan 5 weeks of lessons for explicit instruction. In the next few weeks, all students will have access to Reading Plus as an intervention to help struggling readers. In addition, AHS has set-up a new computer lab in the English wing - Room 113 with 32 new computers for students to use. English classrooms were also equipped with new computers for students to use during differentiated instruction. A special thanks to Cindy Sandoval, Curriculum Department Administrative Assistant, for her perseverance in setting up the lab and classrooms with computers for daily use. Kudos to you, Cindy!Technology Corner - Google Tips!
- Need a classroom timer?
While in Chrome, just enter "5 min timer" in the URL/Search box and the browser will auto start a 5 minute timer. - Did you know that Google Docs has Voice Typing?
Open a Google Doc and on the menu select Tools / Voice typing. Enable the microphone and start talking. (This does require a microphone.) Great resource for struggling students.
Discovering the World Through GIS (geographic information systems)
Map Your Future Career with GIS: Civil Engineering, Surveying, Geology, Land & Wildlife MGT, Geography, Precision Agriculture & Forestry, Natural Resources, Law Enforcement, Logistic & Transportation, Architecture, Marketing & Business.
Geographical Information Systems (GIS) is a high-demand technology field with high earnings potential and interesting, challenging work. GIS uses software to create maps, graphs, charts, and spatial reference data reports. Some examples are the location of fire stations in a city, hurricane evacuation routes, the best location for businesses based on demographic statistics, and maps of property boundaries. GIS technicians are highly skilled professionals responsible for acquiring, encoding, plotting, and mapping spatial data.
The National Geographic Society, along with TAMUK, TAMUCC, Del Mar, Coastal Bend College, Laredo Community College and the National Informational, Security, Geospactial Technology Consortium are inviting school districts to be part of this exciting event. This event is open to students in grades 6 through 12. GIS Day includes sessions that allow kids an opportunity for hands-on activities, and demonstrations allowing them to experience emerging information technologies, and a variety of natural, physical and social sciences, including STEM related fields. GIS is observed globally and builds awareness about geographic information system technology.
This event features indoor and outdoor hands-on activities, presentations, and booths. Students will visit with GIS professionals and experts working in industry, education, government and other organizations all utilizing GIS technology.
The event will be on Nov.17, 2015 at Del Mar College (Center for Economic Development) in Corpus Christi, Texas. The global GIS Day is officially observed on November 18, 2015.
Don’t miss GIS Day of the Coastal Bend 2015!
For more information or to book your campus session at the event, contact John Nelson with the Del Mar College Geospatial technology Program: jnelson1@delmar.edu or 361.698.1475, 361-698-1478.
Alice Independent School District Instructional Support Center
Dr. Grace Everett
Velma Soliz-Garcia
Anna Holmgreen
Erika Vasquez
Elida De Leon
Marta Salazar
Dina Hinojosa
Ric Gonzalez
Gracie Garcia
Dr. Alma Garcia
Email: velma.solizgarcia@aliceisd.net
Website: aliceisd.net
Location: 2 Coyote Trail, Alice, TX, United States
Phone: 361-664-0981
Facebook: https://www.facebook.com/pages/Alice-Independent-School-District/555189921231282
Twitter: @aliceisd