SPARTAN ACADEMY

Week Of October 17, 2016 to October 21, 2016 (Wk7)

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.

  1. 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.

  2. 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.

  3. 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.
  4. 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).
  5. 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.
  6. 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.
  7. 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.

POLSKY'S DIAMOND

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"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.


Attendance

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.


Security Reminders


  • 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 17th - October 28th: CLASSROOM TALK

Classroom Talk creates the space for students to articulate their thinking and strengthen their voices. Classroom Talk takes place in pairs, in Collaborate Group Work, and as a whole class. As students become accustomed to talking in class, the teacher serves as a facilitator to engage students in higher levels of discourse. Teachers introduce and reinforce the use of academic language and encourage students to use that language in their classrooms.


Teach Like a Champion strategy of the week: Technique #11 No Opt Out

Turn "I don't know" into success by ensuring that students who won't try or can't answer practice getting it right.

One consistency among champion teachers it heir vigilance in maintaining the expectation that it's not OK not to try. Everybody learns in a high-performing classroom. One key step in the process is eliminating the option for students of "opting out": muttering "I don't know" or shrugging impassively when asked a questions, and enforcing the message that they wish to be -- they they will be -- left alone by individuals who presume to teach them. No Opt Out can help ensure that all students, especially reluctant ones, take responsibility for learning. In the end, there's far less incentive to refuse to try if doing so doesn't save you any work, so No Opt Out's attribute of causing students to answer a question they've attempted to avoid is a key lever.


SOL Updates


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.

§ MEMO 173-16
Shorter Version of the Grades 4 and 5 Mathematics Standards of Learning Tests Administered in a Computer Adaptive Testing Format beginning in Spring 2017



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


VDOE English SOL Resources


VDOE EOC Reading Spring 2014 Student Performance Analysis


VDOE EOC Reading Spring 2013 Student Performance Analysis


Text Dependent Questions: Sample Question Starters


Prompts for Text Dependent Questions


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.



Science


VDOE Science Spring 2014 Instructional Guidance based on Student Performance


VDOE Earth Science Spring 2013 Student Performance Analysis with Instr. Guidance


VDOE Biology Spring 2013 Student Performance Analysis with Instructional Guidance


VDOE Chemistry Spring 2013 Student Performance Analysis with Instructional Guidance



Math


VDOE Algebra I Spring 2014 Student Performance Analysis


VDOE Geometry Spring 2014 Student Performance Analysis


VDOE Algebra II Spring 2014 Student Performance Analysis



History


VDOE North America Geographic Regions


VDOE Virginia Geographic Regions with Counties


VDOE Virginia Geographic Regions of Virginia Outline


VDOE CTE Career Clusters

Positive Interventions

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 - October 17, 2016


Continue MAP assessment - Middle School students - will begin on Tuesday -- All English and Math teachers please watch video link -


https://teach.mapnwea.org/assist/help_map/Content/AboutMAP/VideoBrowse/VideoTutorials.htm?cshid=667


Professional Development - 3:00 - 4:00 pm - "Unpacking the Standard" - Media Center



Tuesday October 18, 2016


Leadership Team Resource Meeting 6:45 am


Continue MAP assessment - Middle School students - Group A- Media Center - 9:00 am - 11:00 am


School Social Worker - Ms. Callender - will be onsite to support our students and Camelot staff members - 11:30 am - 3:30 pm


Common Planning - Instructional Staff w/ Ms. Jewett - Media Center 3:00 pm - 3:45 pm



Wednesday -October 19, 2016


Continue MAP assessment - Middle School students - Group B - Media Center - 9:00 am - 11:00 am


Leadership Team Resource Meeting 6:45 am


LIFE Program to begin with select students 8:30 am - downstairs conference room


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



Thursday - October 20, 2016


Continue MAP assessment - Middle School students - Group B - Media Center - 9:00 am - 11:00 am


Continued ARDT for Algebra I students - Media Center - 10:00 am - 11:30 am


Leadership Team Resource Meeting 6:45 am


Senior Credit/Verified (SOL) Credit verification meetings - 9:00 am - 2:00 pm - Conference Area with Ms. Henson - school counselor


Monthly Transformation Team Meeting with Leadership and select staff members -- 3:15 pm - 4:30 pm



Friday –October 21, 2016


Continue MAP assessment for Geometry students - Media Center - 9:00 am - 11:00 am


Leadership Team Resource Meeting 6:45 am


High School - English WorkKeys training -- 11:00 am @RTC

Concerns and Updates

  • NWEA MAP Reading will be administered to grades 6-10; MAP Math geometry students; ARDT 6-8, Algebra 1, and AFDA - Schedule forthcoming - Plan for Week of October 10th
  • October 14, 2016 - Early dismissal for students - teacher workday
  • WORKKEYS assessment - Reading and Writing - Alternative Assessment - Testing Window October 24 - November 18th
  • Writing SOL - Term Grads and retakes
  • The F.A.S.T. (Families and Schools Team) Committee of the Richmond Alumnae Chapter of Delta Sigma Theta Sorority Inc. will meet the third Tuesday of each month from noon to 1p.m. during the school year with the teen mothers and interested female teens attending the Richmond Alternative School.

  • November 7, 2016 - District Wide Parent Teacher Conference 1:00 p.m - 7:00 p.m.
  • November 8th - Election Day - No School for students
  • November 14, 2016 Report Cards Mailed Home
  • 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!
Superintendent's Memo #294-14

Information regarding SOL History Tests

Google Docs Blank Lesson Plan Template

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!

Microsoft Word Doc Blank Lesson Plan Template

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!

Lesson Plan Guided Notes

A quick reference for the lesson plan format.

GALE VIRTUAL REFERENCE LIBRARY eBOOK

Click to access the professional library of resources!

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Questions, Comments, Concerns? Please email me at your earliest convenience.


As always, thank you for all of your hard work and for continuing to Inspire Excellence for all of our students!

A good teacher is like a candle, it consumes itself to light the way for others