Second Quarter is a new beginning for all. We will have some returning students and begin to experience the influx of new students. I encourage everyone to look at the successes of the quarter. There are many, even though at times it does not seem so. The key is that we need to believe in the program and work the program. Quality lessons will help immensely in keeping our students focused. The work given to them has to be meaningful. Every one of our students is different so we cannot teach them the same nor can the activity always be the same. Again when we work with small class sizes, we can do this. Planning is paramount for success. I ask all of you to look at what worked and keep it. Be creative and be in control. Never let the clients push your buttons. We will continue to move forward but I urge you to keep perspective. We have a solid program and great team of people to make it work. We do have students that are growing because of what we do. Let’s not forget them when someone else decides to do otherwise. Let’s continue to explore how we can help this generation learn and grow in order to become productive citizens.
Paul D. Martin
Paul D. Martin
Fri Nov 3 End of the 1st Quarter/ 1/2 day for students/ Ask chair about afternoon activities
Mon Nov 6 BCPS One Gradebook into BCPS One SIS at 5 PM
Mon Nov 6 Department Meetings for English and Math
Tues Nov 7 Department Meeting for Social Students
Wed Nov 8 Deadline to review grades in SIS for grade reporting
Wed Nov 8 Leadership Meeting
Mon Nov 13 SIS /Program Meetings
Mon Nov 27th Schoolwide PD
Mon Nov 6 BCPS One Gradebook into BCPS One SIS at 5 PM
Mon Nov 6 Department Meetings for English and Math
Tues Nov 7 Department Meeting for Social Students
Wed Nov 8 Deadline to review grades in SIS for grade reporting
Wed Nov 8 Leadership Meeting
Mon Nov 13 SIS /Program Meetings
Mon Nov 27th Schoolwide PD
Assessment Time Does Not Have to Equal Break-Down Time!
Many of you may have noticed that some of our students get a little squirrelly, frustrated, or shut-down at different times during the madness that can be assessment time.
All of these behaviors can be signs that a students has poor executive functioning in relation to goal setting, time management, and self monitoring. Before executing your next round of essays, tests, or project assessments consider how you can support your student in these areas.
SET GOALS: Help Students Set Goals and Talk about the obstacles that might stand in the way of completing the assessment. Students can use “reflection of past successes” as a way to overcome obstacles. Check out some of these Goal Setting Templates.
MONITOR TIME: Help the students determine how much time each of the parts of the assessment might take. Then encourage students to make time check evaluations.
BREAK DOWN STEPS: Help the students develop or give the students a list of the steps needed in order to complete the assessment. Use these blank step-by-step sheets to help students keep track of the steps needed to complete an assessment.
REDUCE DISTRACTIONS: For assessments, change seating to minimize distractions and to signal the importance of an assessment.
MAKE SUCCESS EXPLICIT: Most importantly, outline and put in print success criteria for the assessment. Success criteria can be much different than a rubric (especially those ugly PARCC ones). Written is student friendly language, success criteria outline what an exemplary assessment looks like
Success criteria lists also allow you to give students very specific feedback on changes that can be made. This helps students find a willingness to make adjustments and revisions.
Talk to department members or your STAT teachers if you want to talk out the success criteria for your assessment. Check out these student friendly success criteria sheets that you can modify.
All of these behaviors can be signs that a students has poor executive functioning in relation to goal setting, time management, and self monitoring. Before executing your next round of essays, tests, or project assessments consider how you can support your student in these areas.
SET GOALS: Help Students Set Goals and Talk about the obstacles that might stand in the way of completing the assessment. Students can use “reflection of past successes” as a way to overcome obstacles. Check out some of these Goal Setting Templates.
MONITOR TIME: Help the students determine how much time each of the parts of the assessment might take. Then encourage students to make time check evaluations.
BREAK DOWN STEPS: Help the students develop or give the students a list of the steps needed in order to complete the assessment. Use these blank step-by-step sheets to help students keep track of the steps needed to complete an assessment.
REDUCE DISTRACTIONS: For assessments, change seating to minimize distractions and to signal the importance of an assessment.
MAKE SUCCESS EXPLICIT: Most importantly, outline and put in print success criteria for the assessment. Success criteria can be much different than a rubric (especially those ugly PARCC ones). Written is student friendly language, success criteria outline what an exemplary assessment looks like
Success criteria lists also allow you to give students very specific feedback on changes that can be made. This helps students find a willingness to make adjustments and revisions.
Talk to department members or your STAT teachers if you want to talk out the success criteria for your assessment. Check out these student friendly success criteria sheets that you can modify.
We are seeing it everywhere! Teachers are using Kahoot! and the students love the game play form of the platform.
What is it?
Kahoot is a tool that teachers can use for formal assessments or informal surveys. By using game-like play, Kahoot engages users in assessment through multiple types of questions. Videos, pictures, and text are used to create a dynamic assessment. The quiz is projected on the board and players are able to use any type of device to answer. Response data is collected in a leader board and can be downloaded for analysis or record keeping. Student accounts do not need to be created.
How to get the most from Kahoot!
Sins of Kahoot! How not to use a Kahoot!
We are seeing it everywhere! Teachers are using Kahoot! and the students love the game play form of the platform.
What is it?
Kahoot is a tool that teachers can use for formal assessments or informal surveys. By using game-like play, Kahoot engages users in assessment through multiple types of questions. Videos, pictures, and text are used to create a dynamic assessment. The quiz is projected on the board and players are able to use any type of device to answer. Response data is collected in a leader board and can be downloaded for analysis or record keeping. Student accounts do not need to be created.
How to get the most from Kahoot!
- Make your own Kahoot! You can design assessment or survey questions that address the problems, questions, or misconceptions that you know will reach your students and match your assessment.
- Word your questions in easy syntax and sentence structure.
- Pay attention to the data. What do you do if you see that 50% or more of your students are answering incorrectly? Remember, your oral review of responses that students get wrong is very low on the retention scale for students.
- If you are using Kahoot! as a review or study session, then allow students to access resources. Also, require that students explain answers using those resources and evidence.
- Keep it short and sweet. A couple of rich questions beat 10+ questions any day.
Sins of Kahoot! How not to use a Kahoot!
- Beware the pre-made Kahoot! The beauty of Kahoot! is that you can design assessment questions based on what you know students need to know. Pre-made Kahoot!s often use terminology that students are unfamiliar with; skipping questions during the Kahoot! not only devalues scores but also begins to confuse students. Find the directions to make a Kahoot! here. So easy!
- Beware using too many questions. Students need to study or preview in small chunks. 10+ questions have maxed out students’ retention abilities, especially if the success rate on the questions is low.
- Don't let a Kahoot! replace challenging instruction. Kahoot!s test low level recall in most cases and are great for academic vocabulary review. Not so great, however, for application, deep thinking, and connecting content to personal experiences.
Be Trauma informed
Trauma can alter brain functioning in many ways, but 3 of the most important changes appear to occur in the following areas:
1. The prefrontal cortex (PFC), known as the “Thinking Center” becomes UNDERACTIVATED
2. The anterior cingulate cortex (ACC), known as the “Emotion Regulation Center” becomes UNDERACTIVATED
3. The amygdala, known as the “Fear Center” becomes OVERACTIVATED
What these activations indicate is that, often, a traumatized brain is "bottom-heavy," meaning that activations of lower, more primitive areas, including the fear center, are high (flight, fright or freeze), while higher areas of the brain are underactivated (reasoning and making decisions). In other words, if you are traumatized, you may experience chronic stress, vigilance, fear, and irritation. You may also have a hard time feeling safe, calming down, or sleeping. At the same time, individuals who are traumatized may notice difficulties with concentration and attention, and often report they can’t think clearly.
So, when dealing with students who have experienced trauma, first respond to the safety needs. THEN respond to the behavior that happens when that student feels threatened.
CONNECT then redirect.
Here is a short video that describes what happens to the brain.
https://vimeo.com/109042767
See Missy Sachs-Cohen with questions or for more info.
1. The prefrontal cortex (PFC), known as the “Thinking Center” becomes UNDERACTIVATED
2. The anterior cingulate cortex (ACC), known as the “Emotion Regulation Center” becomes UNDERACTIVATED
3. The amygdala, known as the “Fear Center” becomes OVERACTIVATED
What these activations indicate is that, often, a traumatized brain is "bottom-heavy," meaning that activations of lower, more primitive areas, including the fear center, are high (flight, fright or freeze), while higher areas of the brain are underactivated (reasoning and making decisions). In other words, if you are traumatized, you may experience chronic stress, vigilance, fear, and irritation. You may also have a hard time feeling safe, calming down, or sleeping. At the same time, individuals who are traumatized may notice difficulties with concentration and attention, and often report they can’t think clearly.
So, when dealing with students who have experienced trauma, first respond to the safety needs. THEN respond to the behavior that happens when that student feels threatened.
CONNECT then redirect.
Here is a short video that describes what happens to the brain.
https://vimeo.com/109042767
See Missy Sachs-Cohen with questions or for more info.
SUpporting our EL students:
Mind the level
If you know your EL student's WIDA Level descriptor than you have a lot of information about the best way to present information to your students and what type of responses to expect. Level 1 students benefit from key words highlighted and practice with phrase rehearsal that related to academic content. These students also need ample opportunity to practice speaking and listening to those key terms and phrases. The good news - all of your students will benefit from targeted focus on academic terms and practice using academic phrases. Check out the WIDA descriptors charts to guide more of your instruction.
Writing = equity
As you challenge your students to dive into the writing process remember to let the prompt help guide your students through the writing task. You can use these pre-made avatars (thanks, Ms. Brown!) to remind you and your students about how you can tailor feedback that supports strong writing. You can find all the writing resources from this year's trainings in the Rosedale Professional Development Notebook under Literacy Mini-Lessons.
Anonymous thank yous to those who make our time a little brighter. :)
To Ms. Grab for showing teamwork when you stepped up to do bus duty! You're awesome!
To Ms. Finney for showing kindness when you always listen.
To Alive Averitt for showing flexibility when you seamlessly when you seamlessly joined our middle school program! You're already an assets to the team!
To Lou Wikes for showing helpfulness when you assisted me with my computer/email issues.
To Jen D for giving me shoulder to cry on.
To Ms. Heddinger for showing flexibility when you assisted a student with his work.
To Ms. Boyd, Ms. Heddinger, and Ms. Averitt for showing helpfulness in assisting with the Health/PE classes.
To Ms. Ferra for showing cooperation and helpfulness when you assisted in the drug science unit.
To Ms. WiIlson for showing kindness when you covered my class when I was out. thank you, thank you, thank you!!
To Ms. Brown and Mr. Wikes and Ms. Sachs-Cohen for believing in our student and helping them through the PSAT!
To Ms. Dabirsiaghi for showing fairness when you ran the restorative formal conferences!
To Ms. Smythe for showing commitment when you trouble shoot all the MAP testing issues!
To Monica Willson for showing hard work and dedication planning a wonderful senior interview day!
To Ms. Poller and Ms. Lelonek for keeping us organized and on track!
To Ms. TK and Ms. Ahmed for showing thoughtfulness and commitment when you assisted the students with "me" in Spanish.
To Ms. Ferra and Ms. TK for showing kindness when you provoded me with much needed hands!
To Tammy Jackson for showing caring and gentleness when you helped me process some funky feelings. #healing
To Ms. TK for your friendship.
To Ms. Lelonek for showing consideration when you assisted with scanning assisstance.
To Ms. Johnson for showing friendliness when you always lend an ear. :)
To Ms. Ahmed for showing determination when you
To Ms. Froe for showing commitment when you assist students through rigorous writing.
To the Department Chairs for fearlessly leading Writing Mini-Lessons!
To Ms. Finney for showing kindness when you always listen.
To Alive Averitt for showing flexibility when you seamlessly when you seamlessly joined our middle school program! You're already an assets to the team!
To Lou Wikes for showing helpfulness when you assisted me with my computer/email issues.
To Jen D for giving me shoulder to cry on.
To Ms. Heddinger for showing flexibility when you assisted a student with his work.
To Ms. Boyd, Ms. Heddinger, and Ms. Averitt for showing helpfulness in assisting with the Health/PE classes.
To Ms. Ferra for showing cooperation and helpfulness when you assisted in the drug science unit.
To Ms. WiIlson for showing kindness when you covered my class when I was out. thank you, thank you, thank you!!
To Ms. Brown and Mr. Wikes and Ms. Sachs-Cohen for believing in our student and helping them through the PSAT!
To Ms. Dabirsiaghi for showing fairness when you ran the restorative formal conferences!
To Ms. Smythe for showing commitment when you trouble shoot all the MAP testing issues!
To Monica Willson for showing hard work and dedication planning a wonderful senior interview day!
To Ms. Poller and Ms. Lelonek for keeping us organized and on track!
To Ms. TK and Ms. Ahmed for showing thoughtfulness and commitment when you assisted the students with "me" in Spanish.
To Ms. Ferra and Ms. TK for showing kindness when you provoded me with much needed hands!
To Tammy Jackson for showing caring and gentleness when you helped me process some funky feelings. #healing
To Ms. TK for your friendship.
To Ms. Lelonek for showing consideration when you assisted with scanning assisstance.
To Ms. Johnson for showing friendliness when you always lend an ear. :)
To Ms. Ahmed for showing determination when you
To Ms. Froe for showing commitment when you assist students through rigorous writing.
To the Department Chairs for fearlessly leading Writing Mini-Lessons!