EIE Fun Run
Early Bird Rate!!!! Here is a fun opportunity to help support the EIE as well as CONNECT with each other! Families are encourage to participate!!!!
The Spirit RUN kickoff date is Monday September 17. The rates are as follows:
$10.00 Ages 12 and under
$15.00 Ages 13-18
$20.00 Adult early bird rate through October - DEADLINE Extended
$30.00 October 13 – November 2
$35.00 Race day
Planning/ Staff meetings
Staff meetings -
Data meetings:
Required PLC 10/15 - ISIP data review
k-1 Phonic review PLC data meeting
Upcoming CBA's for the week:
October 15-19
3rd Math CBA U 2-3
4th Math CBA U 2-4
5th ELAR U 2
6th Science U 1-2
6th Math CBA U 3-4
5th Math CBA U 2-4
PLC data meeting:
PROFESSIONAL LEARNING COMMUNITY MEETINGS:
Pre-K/PPCD: Mon. 11-11:30
Kinder: Wed. 11:20-11:50
1st grade: Wed. 12:35-1:15
2nd grade Tues and Wed.: 1:20-2:05
3rd grade: Wed. 10:30-11:15
4th grade: Thurs. 9:45-10:25
5th grade: Thurs. 8:35-9:20
6th grade:Wed. 7:55-8:30
Specials: Thursday 2:10-2:50
ILT: Friday 10:00-12:30
Special Education:
ESL: Wed. 3:15-4:00
All Things PLC
Great article for collaborative planning!
Tidbits and Technology
Don't share this document with the kids. Their passwords still need to remain safe from the other students.
https://docs.google.com/spreadsheets/d/1_geHQo6vm9Iwkg_6bw0r2e8_8eQ0ngF01wiQ3kQ5B7E/edit?usp=sharing
Announcements:
Weekly Food for Thought - Just for you this week!
Connecting Students to Standards: Six Questions for Educators
NEW STANDARDS MEAN DIFFERENT GAPS
1. What evidence do you have from daily work and classroom assessments that each student can independently demonstrate an understanding of the content, concepts, and skills associated with each standard? We should celebrate areas of strength in student learning as aligned to the new standards. And we must address areas of need to ensure that curriculum is augmented, revised, or (if warranted) completely changed to turn those areas of need into new opportunities for student learning.
OPPORTUNITY TO LEARN
2. What processes are in place to ensure that each student has the opportunity to learn the content, concepts, and skills associated with each standard? Although there is a significant amount of flexibility afforded by the standards—including how content is taught and how students develop and demonstrate competence in their day-to-day classwork—the rigor of the Common Core standards requires a systematic approach that scaffolds specific student learning needs across lessons, units, and grades or courses.
SHARED LANGUAGE AND VOCABULARY
3. How is the language of the standards incorporated into each student’s learning experiences? Words like recount, determine, distinguish, and interpret are in the 3rd grade standards. A student who has not been exposed to this vocabulary may shine when prompted to “tell what happened in the story,” but that same student might not even attempt to answer when prompted to “recount the main events in the text.” If the standards include academic language to describe the quality, direction, and complexity of student work, we must see that same academic language as a crucial component of our curriculum.
INSTRUCTIONAL STRATEGIES
4. How will students’ learning experiences look different in classrooms that intentionally address the TEKS? Among other shifts, the standards emphasize interpreting informational text, citing textual evidence to support analysis, and using data to construct viable arguments. So instructional strategies that were efficient for presenting content to students to recall later may not align well to other instructional strategies that address the standards’ new emphasis. Standards implementation requires an intentional alignment process and intentional shifts in classroom practice.
RUBRICS, FEEDBACK, AND FORMATIVE ASSESSMENT
5. How will the learning targets we create and the feedback we provide be aligned to the quality and rigor of the standards? Building a shared, K–12 language of quality that uses words from the standards—such as clear, coherent, relevant, logical, and plausible—on rubrics helps ensure everyone’s efforts are aligned. An effective rubric can be used to guide teachers’ efforts to prioritize the skills and strategies that are most likely to influence and guide students’ efforts to produce quality work.. Each student’s work serves as feedback to the teacher as to the extent that the instruction guided students toward quality while the feedback teachers provide to students guides their efforts to get even better. This formative approach ensures students and teachers see the language of the standards as a tool to guide, rather than judge their shared efforts.
ENGAGEMENT AND AUTHENTICITY
6. How will the system of curriculum, instruction, and assessment that is put into place not only align to the standards, but meet students’ needs to engage in meaningful, authentic learning experiences? Although the Common Core State Standards have been delineated and defined, the standards are not the curriculum. 100,000 curricula could be derived from the standards. Some will be fragmented and didactic, and some will be coherent and meaningful. The challenge—and opportunity—for teachers is to develop a curriculum that tends to the interests and learning needs of their students. Few students wake up in the morning eager to tackle standard TEKS 6.1 A or Figure 19D on a Monday morning. However, some students may be thrilled to write a letter to the mayor that explains the feasibility of how a vacant, 12,328 square-foot lot could be converted into a skateboard park.
These six questions can guide classroom, school, and district leaders’ efforts to connect students to the standards. If they are addressed strategically and systemically, they have the capacity to improve student learning to change those lunch table conversations for the rest of the school year. After students have a short chat about how easy the test was, they can move on to even more important conversations about the interesting book they just finished, why their favorite football team will win on Sunday, or maybe even the mayor’s support of their plan to build a new skateboard park.
Article website:
http://www.nea.org/tools/60429.htm
Want to Collaborate? Here's your chance!
RS Systems of Support: The TnL team will be offering monthly pacing/tool/ performance assessment/ unit planning in each subject area. These sessions are completely optional; but teachers are encouraged to attend these sessions facilitated by our TnL Curriculum directors and content specialists.
Location: PDC
Time 3:45 – 6:00
Course number in True North Logic: #12448 – search for the section that corresponds with your grade level
Credit: Non-Duty credit hours will be awarded
- Science: 2nd Mondays (except October-3rd Monday & March- 1st Monday)
- K-2 ELAR/ SS: 2nd Tuesdays
- ELAR 3-12 3rd Tuesday
- Social Studies: 1st Wednesdays
- Math: 2nd Wednesdays
- Pre-K: 2nd Tuesday
- Bilingual: 3rd Thursday (All elementary)
- ESL: 3rd Thursday
TnLAlways Here: Have a question? Need assistance? Here is a directory of the TnL staff – who is happy to support you and the teachers on your campus - please share with your staff https://docs.google.com/document/d/14sP2Wyw2_39DdwCoTVWUydqRRDw5t6w5or-aQQLSp68/edit?usp=sharing
