THE SKY NEEDS STARS
NUDGE: ROBERTS MIDDLE SCHOOL VOLUME 26
Dear Roberts,
Did you know that 70% of the workforce hate their job and are disengaged? This is alarmingly high, and always scary for any leader to grasp. Being hyper focused on creating an optimal work space, my team and I still want to give you all that you deserve. This is why it is important to be working in your sweet spot. How do you know if you are not in your sweet spot? Education is fascinating because there are so many moving parts. Each part of our system is vital to continue the momentum of pushing kids forward. I teach that we are not about scores, sterile classrooms, and a negative work environment. This school serves a larger purpose. If we are not about scores, then what is this school’s sweet spot? We are in the business of recreating stories. We love a good story here at Roberts. This school takes on the challenge of abandoned and unfinished stories, and methodically brings life and purpose in the next chapters. This school thrives on the fact that every student has a personal narrative, but our sweet spot is empowering students to edit their stories.
I can’t convey enough how much I still get emotional when I hear about your stories of students who are able to read for the first time. Students who passed the STAAR test for the first time. Do you know how many parents call me to tell me that their kid never was excited about school until they came to Roberts? I cannot overstate how many times I hear about your unwavering stronghold not to underestimate the potential you see in each of your students. Do you know what I tell parents when they are in awestruck about your brilliance, compassion, and story editing capabilities? I simply tell them that we have teachers who love kids. Nothing more and nothing less. When you love making a difference, that is when you know you are in your sweet spot. When you have pure joy rewriting a broken, unfinished, and abandoned autobiography of your student, that is when you are in your sweet spot.
Roberts family, never lose sight of your “why” you came to this profession. Never lose sight that you are building a better story for each of your students. Please, never lose sight that you are building a better life for each of your student. Your work matters.
As we prepare for testing season playbook, I want you to understand that innovation is looking at the same data and seeing what no one else sees. This means that we don’t have outside resources to help us get our students to the promise land. We have to design a strategy by looking at the same data, and see what can be done. The instructional Coaches will be in the trenches with you to help you implement the play of action. My team and I will support you in whatever you need. I cannot convey enough the urgency to help our students reach their progress goals. It is game time! This is where Roberts rises to the occasion!
Jorly
Few Stories From Mock:
- Francisco Delgado was so excited after he took his math test. He said that he was able to use so many of the resources, and they really helped him. He was able to beat his goal easily, AND gained more confidence going into real STAAR.
- Miguel M. mentioned that he really liked the resources available on the computer STAAR. It helped him pass his test for the first time! He said he cannot wait to improve his scores with the real STAAR after more practice online.
- Joycelyn Sims was elated with her scores on the mock STAAR She loved the resources, and how easy they were to access. She was able to beat her goals in all subjects, AND said she was excited to take the real STAAR.
Klein encouraging collaboration and student talk!
Segura pushing students to their full potential through small group instruction during Airtime
Varghese assisting to deepen understanding in small group!
Congratulations to our Scholastic HARDEST MATH Contest Finalists!
Donias taking kids from good to GREAT in small group!
Purucker building a community of readers within her classroom!
We are FULL of talent at RMS! This week Crystal Polo presented at the Connect Convening and the Instructional Coaches presented at Focus!
Lanham using RTD to pull small groups and target instruction!
We love carving out time for our RMS family to spend time together during Aviator Breakfast!
Lidrbauch differentiating in small group!
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
- TELPAS Writing Collection sample- 5th and 6th grade Math
- 6th Math PLC - Connect and Traditional
- 5th Grade STAAR Groups begin
Tuesday
- Spelling Bee support: You can Wear Jeans with Black or Yellow
- TELPAS Writing Collection Sample- Ext Writing 5th and 6th Grade Traditional Reading Teachers
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
- District Spelling Bee - SoHo HS
Wednesday
- Teacher Made Tuesdays (On Wednesday)
- TELPAS Writing Collection sample- 6th Grade Connect Science/Social Studies
- Clubs
Thursday
Celebrate Dr. Seuss and wear jeans and a college shirt!
PISD AVID Visit
- TELPAS Writing Collection sample- 6th Grade Connect Science/Social Studies
Friday
- TELPAS Writing Collection Sample- 6th Connect Reading