Week Of November 7, 2016 to November 11, 2016 (Wk10)
WORKING THE DIAMOND
Howard W. Polsky, Phd, created Polsky’s Diamond as the final product of his research regarding the culture and group dynamics of at-risk male youth. He received a B.A. in Social Psychology from the University of Wisconsin. Camelot Schools deploy Polsky’s Diamond as a psychoanalytical tool for assessing student behavior and manipulating group dynamics to enforce a learning environment.
The diamond is split in half horizontally into the Big Crowd (leaders) and the Small Crowd (followers). The diamond is split vertically in half into Positive and Negative types of personalities. Students are classified within the diamond as belonging to one of the following social types.
- The Leader – Leaders are usually assertive and confident, but not necessarily high-profile. They carry themselves in a way that commands attention. Everybody listens when they are speaking. They frequently lead silently or by example.
Positive leaders model good behaviors and unite students.Negative leaders entrench and divide.
- The Lieutenant – The Lieutenant is the Leader’s strong arm, right-hand man. He or she does the Leader’s dirty work. He or she is often noisy and visible and draws a lot of attention to him or herself – people therefore frequently mistake them for the Leader. They are not.
Positive Lieutenants support the Positive Leaders in confronting their peers and modeling good behaviors.
Negative Lieutenants are the Negative Leaders’ bitch.
- The Con Artist – This kid makes deals with all the staff and generally stays out of everyone’s way – they don’t have a natural instinct to lead, but love attention. Class clown types frequently fit into this profile. They know how to get what they need out of people, but they’re not necessarily evil. They’re just con artists.
- Dyads – Dyads are a pair of students who cling together and support one another. When they are not together, they are frequently alone. Multiple Dyads exist on the line between the Big Crowd and the Small Crowd – pairs of students frequently either contribute positively to peer pressure situations (join in confronting kids who are being dumb in class) or join in on negative peer pressure situations (e.g., egging the Con Artist on in class).
- Isolates – Isolates are islands: students who don’t want to associate with anybody. New students frequently assume this role coming into the school. They keep a low profile and don’t talk to anyone, because they’re new. Within their first week, Isolates will usually reveal themselves to be their actual diamond type. If they push buttons, they’re usually a Con Artist, Lieutenant, or Negative Leader. If they fall in line, they’re either part of the Positive Small Crowd or potential Positive Leaders-in-waiting. If we figure out they’re the latter, we groom them into peer pressure forces that keep the other kids in line. If we figure out they’re a Negative Anything, we break them. Usually that means the behavior staff restrain them in the first week, either publicly or in private. If restraints don’t work, the next best strategy is keeping them close (” …enemies closer”). Usually what ends up happening is that one staff member will take to the student, “adopt” them, and reform them in a positive way. We’ve had “unreachables” (a self-explanatory term I made up for some kids) do complete 180s after being taken under the right person’s wing.
- Gophers – Kids who “go fer” everything – they’ll trade cigarettes, their seat in townhouse, their pencil, whatever, just to be left alone. They’re lackey-types, but not as high up in the hierarchy as lieutenants. Gophers are usually not a big deal, but they’re still sneaky and can’t be trusted.
- Scapegoats – The most vulnerable kids with the lowest self-esteem. They are the ones who get relentlessly picked on. Sometimes students are reverse Scapegoats, meaning EVERYBODY hates them but they’re actually Positive Leaders with high self-esteem. Kids usually just hate on them because they’re succeeding in the school, academically and behaviorally.
Check out the diamond below.
"THE FOUNDATION OF SPARTAN ACADEMY" - "WHERE STUDENTS SUCCEED AND FUNCTION WITH BEHAVIORAL NORMS"
- Lesson Plans are non-negotiable – Lesson plans must be submitted weekly using the new RPS format – UBD model – Lesson plans are a clear picture of Teaching and Learning opportunities in your class. Lesson plans are due every Friday.
- Please remember to highlight the JFF Strategies Common Instructional Framework Strategies on your lesson plan and implement them in your classroom: Questioning, Scaffolding, Classroom Talk, Literacy Groups, Collaborative Group Work, and Writing to Learn.
- Lesson plans will be posted outside your door beginning in October.
- Reminder to all teachers - please ensure that you are using your Daily Attendance Logs to keep documentation of your back up attendance. More Logs are available at your request.
Remember to only use the attendance on the home page of ASPEN. Please, update any tardy students in ASPEN when they arrive late!
Teachers are reminded that Daily Attendance is to be taken in ASPEN within the first 15 minutes of class each period. Usage of the Daily Attendance Logs is not an option, it is mandated per the Code of Virginia - § 22.1-259.
- Always lock up all personal items
- DO NOT give students building keys for any reason.
- DO NOT open doors for staff. Side entrance will be locked by 8 AM each day. After 8 AM only use the front door entrance.
- Restricted Movement means Restricted Movement! No one is to move when a Restricted Movement Notice has been given. Students nor staff are permitted to be in the hall way. It is for your safety!
- DO NOT purchase snacks for students out of the vending machines.
- DO NOT block a door if a student is trying to leave. Alert your team leader, behavior specialist or security.
- DO NOT encourage students to leave you room. If you need a student removed, ask your team leader, behavior specialist or security.
- DO NOT deny students entrance into class if they are late.
- Please place notification on your door if you are relocating your classroom.
- In order for a student to leave the classroom - 1. you must grant them permission, 2. a pass must be given to the student, 3. time frame expectation must be communicated to the student
Strengthening the Craft of Teaching and Learning
Jobs for the Future focus strategy for October 31st - November 11th: SCAFFOLDING
Scaffolding helps students to connect prior knowledge and experience with new information and ideas. Teachers use information from assessments of prior knowledge to plan a careful sequence of activities that continually links that knowledge ad understanding to new knowledge and skill attainment. Teachers challenge students, step by step, with increasingly more difficult tasks and concepts to ensure they are continuously learning.
Teach Like a Champion strategy of the week: Technique #13 STRETCH IT
One key differentiator of teachers with high academic expectations is that once students get the right answer, they're not done teaching. Instead, the learning process continues, and they Stretch It, making their classroom a place where the reward for right answers is harder questions. In addition to posing a challenge to a successful student, Stretch It can help you ensure the reliability of correct answers when you make your follow-up a "how" or "why" question. With consistency of application, Stretch It can help build a culture where students want, expect, and relish challenge, and where they perhaps embrace a growth mindset.
Stretch It involves doing three things:
* Making a habit of asking follow-up questions to successful answers
* Asking a diversity of types of questions
* Building a culture around those interactions that helps students embrace, and even welcome, the notion that learning is never done
Teacher: How far is it from Durango to Pueblo?
Student: Six hundred miles.
Teacher: How'd you get that?
Student: By measuring three inches on the map and adding two hundred plus two hundred plus two hundred.
Teacher: How'd you know to use two hundred miles for each inch?
Student: I looked at the scale in the map key.
TestNav 8 Updates to Mathematics Tools Practice Items
TestNav 8 conversions to the Mathematics Tools Practice Items are currently in progress. A completion date will be communicated through a mathematics update when the items become available. TestNav 8 SOL Practice Items are currently available for Grades 3 – 8, Algebra I, Geometry and Algebra II.
Computer Adaptive Testing (CAT) for Grades 4 and 5 MathematicsThis Superintendent’s Memo provides information regarding the transition between static and computer adaptive testing for Grades 4 and 5 Mathematics beginning Spring 2017. Please note that revised SOL Testing Blueprints for CAT are now posted, as well as additional CAT resources. If you try to view the new blueprints and see the “original” version, please clear your Web browser’s cache and history.
Superintendent’s Memo #244-16
COMMONWEALTH of VIRGINIA
Department of Education
September 23, 2016
TO: Division Superintendents
FROM: Steven R. Staples, Superintendent of Public Instruction
SUBJECT: 2016 Mathematics Standards of Learning and Curriculum Framework
On September 22, 2016, the Board of Education adopted the Proposed Revised 2016 Mathematics Standards of Learning and the Proposed Revised 2016 Mathematics Standards of Learning Curriculum Framework for public schools in Virginia (see Agenda Item D). The final version of the 2016 Mathematics Standards of Learning and the 2016Mathematics Standards of Learning Curriculum Framework will be posted on the Virginia Department of Education's website no later than December 31, 2016.
The 2016 Mathematics Standards of Learning identify academic content for essential components of the mathematics curriculum at different grade levels for Virginia's public schools. The 2016 Mathematics Standards of Learning Curriculum Framework, a companion document to the 2016 Mathematics Standards of Learning, amplifies the standards and further defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments.
The implementation timeline for the 2016 Mathematics Standards of Learning and 2016 Mathematics Standards of Learning and Curriculum Framework follows:The implementation timeline for the 2016 Mathematics Standards of Learning and 2016 Mathematics Standards of Learning and Curriculum Framework
2016-2017 School Year – Crosswalk between 2009 Mathematics Standards of Learning and 2016 Mathematics Standards of Learning
- VDOE staff provides a crosswalk between the 2009 Mathematics Standards of Learning and the 2016 Mathematics Standards of Learning.
- School divisions incorporate the new standards into local written curricula for inclusion in the taught curricula during the 2017-2018 school year.
2017-2018 School Year – Crosswalk Year
- 2009 Mathematics Standards of Learning and 2016 Mathematics Standards of Learning are included in the written and taught curricula.
- Spring 2018 Standards of Learning assessments measure the 2009 Mathematics Standards of Learning and include field test items measuring the 2016Mathematics Standards of Learning.
2018-2019 School Year – Full-Implementation Year
- Written and taught curricula reflect the 2016 Mathematics Standards of Learning.
- Standards of Learning assessments measure the 2016 Mathematics Standards of Learning.
Recognizing that curriculum alignment efforts require planning, time, staff development, and resources, school divisions should begin to:
- review and align mathematics curricula with the revised standards;
- review current resource materials and correlate them with the revised standards;
- develop new materials where needed; and
- provide staff development for teachers.
If you are in the process of planning professional development in mathematics, please consider using all or parts of the VDOE mathematics professional development resources available. The resources from the 2012, 2013, and 2014 institutes were designed as self-guided professional development for teams of teachers (grade level or course), broken into modules that are rarely longer than 40 or 45 minutes in length. Parts of these professional development modules could be used/modified to create division-level professional development.
Online Technical Assistance Resources
The Virginia Department of Education’s website includes multiple resources to assist focus schools with meeting the needs of identified proficiency gap groups.
- English Language Learners (ELL) Instructional resources: http://www.doe.virginia.gov/instruction/esl/index.shtml
- Special Education Instructional resources: http://www.doe.virginia.gov/special_ed/tech_asst_prof_dev/index.shtml
- Differentiated Technical Assistance resources: http://www.doe.virginia.gov/support/school_improvement/training/index.shtml
Please use the link and password below to access a tutorial for NoRedInk Premium. Pass this along to your English department for those who did not attend training.
Link to video library: https://vimeo.com/album/4159266
Password (please do not circulate outside of RPS): bDpfVamg6yq!
Please let me know if you need any additional assistance with the program.
click the box above to access the article regarding two different approaches/beliefs to dealing with problem behaviors
"Less Than 100 and 80" days to make a difference in the lives of our students"
Monday - November 7, 2016
Word of the Day: Plethora: an excess.
District Wide Parent Teacher Conference 3:00 p.m - 6:00 p.m.
Begin entering grades --
Tuesday – November 8, 2016
Word of the Day: Repudiate: shun; eschew.
Election Day - No School for students - Part 2 of Parent Teacher Conference 9:00 am - 12:00 pm - staff may leave afterwards if all lessons plans have been submitted and prep work is completed for all of the classes that you teach --
Wednesday -November 9, 2016
Word of the Day: Abstemious: self-denying; refraining from indulging.
LIFE Program with select students 8:30 am - downstairs conference room
Last Day to Enter grades -- all grades must be entered by 12:00 pm
Weekly SAST meeting - Conference Room
Middle and High School "Rating Team Meeting" check with team lead for location
Team Meetings - High School - location Ms. Sweet's Room - Middle School - location computer lab - 3:00 pm - 4:00 pm
All core teachers to receive common assessment folders in preparation for testing on Thursday, November, 10th and Friday, November 11th ---
Thursday - November 10, 2016
Word of the Day: Blithe: free-spirited; carefree.
RASCredit/Verified (SOL) Credit verification meetings - 9:00 am - 2:00 pm - Conference Area with Ms. Henson - school counselor
Common Assessment for all core content classes - 6-12 - EVEN DAY --
Friday –November 11, 2016
Word of the Day: Abolish: to do away with.
Common Assessment for all core content classes - 6-12 - ODD DAY
Concerns and Updates
SOL-Based Lesson plan for
World War I Memorials in Virginia
2016 Civics Summit Registration
The VDOE website has invaluable lesson plans along with practice problems for students to improve math skills. Click on the following link for lesson plans for all Algebra Readiness grade levels: http://www.doe.virginia.gov/instruction/mathematics/middle/algebra_readiness/curriculum_companion/index.shtml
- WORKKEYS assessment - Reading and Writing - Alternative Assessment - Testing Window October 24 - November 18th
- Fall Non-Writing Plans ( 11/14/2017 High Schools)
- November 7, 2016 - District Wide Parent Teacher Conference 3:00 p.m - 6:00 p.m.
- November 8th - Election Day - No School for students - Part 2 of Parent Teacher Conference 9:00 am - 12:00 am
- Grade Verification sheets in teacher boxes by noon on 11-12-16 -- or accessed on line
- All grade corrections must be entered by noon on 11-13-16
- November 14, 2016 Report Cards Mailed Home
- WORKKEYS ASSESSMENT - TUESDAY, NOVEMBER 15TH -
Mathematics Instruction – Secondary – November 18, 2016 – reserved one seat for one school level lead mathematics teacher
Kristin Lee –Lead Math Teacher – email@example.com
Graduation Audit Process for Special Education – November 15, 2016 – reserved seats for five school counselors - 1. Graduation Audit Process for Special Education (Nov. 15, 2016) - Valarie Henson(firstname.lastname@example.org) April Hawkins – Principal – email@example.com Valerie Henson – School Counselor – firstname.lastname@example.org Andrea Jewett – Academic Coordinator – Camelot Education Services – email@example.com
- In spring 2016, the Standards of Learning (SOL) history tests contained multiple choice and technology-enhanced field test items that assessed the current 2008 History & Social Science Standards of Learning. In spring 2017, the SOL history tests will contain multiple choice and technology-enhanced field test items that assess the revised 2015 History & Social Science Standards of Learning. In order to support student preparation for technology-enhanced items (TEI) that may appear on history assessments, sets of practice items have been developed and will be delivered via electronic Practice Assessment Tools (ePAT).
- Please be mindful of the students that rotate out of your class with or without a pass. All students must be given a pass to exit your classroom. Hall walkers should not be given an exit ticket out of your room.
- It is imperative that the Faculty and Staff adhere to all due dates and meeting times.
- Common Planning Time will begin the first week of October. Day and time to be announced!
- Make sure student attendance is taken in every class.
- All teachers are expected to stand at their door during the change of class.
- Please encourage students to move along quickly. We all must communicate the same message to these young people.
- Thank you for all of your hard work!
6-Sessions All About Google
Learn how easy it is to use Google tools for any classroom.
- Find the Google tools every teacher needs in their digital toolkit
- Collaborate anytime and anywhere with Google Drive and Docs
- Overcome group project issues with Presentations and Spreadsheets
- Take the complication out of formative assessment with Google Forms
- Discover the best Chrome Apps for your classroom
- Go beyond the basics with your class using Google Drawings and Slides
click link below ---
If you are completing your lesson plans in Google Docs, this is the Google Doc to make a copy of and edit. Don't forget to rename the file to reflect your name and subject!
If you are completing your lesson plans in Microsoft Word, this the the Word Doc to download and edit. Don't forget to rename the file to reflect your name and subject!