Creating a strong rigor rubric
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The document provides guidance for creating a strong rigor rubric with an advanced level of scaffolding toward complex tasks. It recommends that teachers complete a task analysis, identify where students are in relation to needed skills, and create a strategic long-term plan to ensure all students can master and synthesize the skills to complete complex tasks at a high performance level, with appropriate modifications for students with disabilities.
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This document provides recommendations for improving adolescent literacy based on a review of research evidence. It is intended for educators working with students in grades 4-12. The recommendations are: 1) Provide explicit vocabulary instruction; 2) Provide direct comprehension strategy instruction; 3) Provide opportunities for extended discussion of text meaning; 4) Increase student motivation and engagement; and 5) Make intensive, individualized interventions available for struggling readers. Each recommendation is accompanied by a discussion of the supporting evidence and examples for implementation.
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The document summarizes news from Benjamin E. Mays Preparatory School. It discusses how the school will soon move from temporary trailers into the historic William Frantz Elementary School building. This building holds significance as the site of Ruby Bridges' desegregation of schools in 1964. The new building will be renovated with modern facilities like science labs and a gym. The move honors the building's legacy while providing students with an improved learning environment. It also highlights a teacher who spoke at a conference and partnerships that enabled a holiday gift drive for students and families.
Mays prep the roundtable issue vii
Mays Preparatory School has increased enrollment by 20% this year and is focused on preparing students for success in high school and college. The school recruited new students through family visits to the school and glowing recommendations from current parents. This year, third graders will take the iLEAP exam, which will be closely watched. Additionally, Mays Prep and New Orleans schools stand to benefit from a $650 million federal grant awarded to the New Schools for New Orleans nonprofit and $1.8 billion in FEMA funds to rebuild schools damaged by Hurricane Katrina.
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1) The principal expresses pride in the teachers for completing interim assessments by the deadline and thanks them for their efforts.
2) The first interval of student assessments is now complete and teachers are expected to analyze results by specific upcoming dates to inform reteaching.
3) The principal commits to remaining at the school for the long term to achieve the vision of all students achieving proficiency.
4) A new procedure is implemented for student seating on buses to reduce talking.
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The document discusses several topics related to the upcoming school week at McDonogh 26:
1) Collaborative planning time will be reduced to allow teachers to complete required assessments.
2) The school is embarking on a journey to improve student achievement but current proficiency rates are unacceptably low. Everyone must work together to reach the goal of all students achieving proficiency.
3) An upcoming collaborative planning session will focus on lesson planning using a new template and bringing necessary materials.
Dragon tales 8 30-2010
The principal provides an update on the upcoming school year at McDonogh 26. Key points include thanking the staff for their commitment to students, emphasizing the school's mission to increase performance scores by 20% in all subjects, and announcing important upcoming dates. Teachers are asked to sign up for committees to support the school's goals and priorities for the year.
Dragon tales 8 16-2010
This document provides information about the start of the school year at McDonogh 26, including thanks to staff for their dedication, a focus on purposeful planning and small group instruction, signups for committees, and instructional goals for the week. Teachers are reminded that their colleagues are a resource and asked to ensure their lesson plans incorporate objectives, small group structures, and alignment to standards and assessments. The impact of teacher effectiveness on student achievement is illustrated, and staff are asked what they are doing to help achieve 20% growth in each subject area.
Dragon tales 9 6-2010
The document provides an update on professional development activities at a school. It recognizes staff for improving lesson plans to include mastery objectives. Upcoming meetings and important dates are listed, including interim assessments and parent-teacher conferences. Instructional priorities for the upcoming week focus on purposeful planning, mastery objectives, and small group instruction. One teacher, Mrs. Davis, is praised for taking initiative to research mastery objectives online to help other teachers.
Lt meeting
The document outlines an agenda for a leadership team meeting at Live Oak school. The agenda includes:
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- Watching and discussing two videos about effective teams
- Reflecting on personal strengths and weaknesses in building effective teams
- Creating an action plan for professional development to improve team leadership skills
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Here are the key points about buy-in from the training:
- Buy-in from teachers is an outcome of effective training and supervision, not a pre-condition.
- In traditional districts, buy-in is often assumed up front which can undermine the training process.
- Charter schools don't have to get buy-in first since they select teachers who are open to being trained effectively.
- The goal of training is to build mastery of techniques, not immediate comfort or agreement. Mastery leads to buy-in.
- An effective trainer focuses on the work, not feelings, and addresses resistance respectfully without being derailed.
- Over time, as teachers see results from techniques,
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