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Curriculum, Instruction &Assessment Newsletter

N o v e m b e r 2 0 1 5Newswor thy, upcoming events & profess ional learning

Lead4wardResources

The Lead4ward STAAR Field Guides for Teachers aredesigned for use by teachers to connect STAAR

standards to the curriculum, to build contentknowledge, and to plan for more rigorous instruction. Each of these course guides contains the following

components:

Steps to Success - How to use the STAAR Field Guidesfor Teachers � Step by step processes for using theSTAAR Field Guides for Teachers in a professional

learning community setting.STAAR Readiness and Supporting Standards Analysis

Sheets � overviews of each of the readiness andsupporting standards assessed on STAAR, designed

to be used in planning.STAAR-Curriculum Planning Worksheet � reproducibleteacher guides in the following content areas/grades:

Quick Reference Sheet for Selected Lead4Ward Resources

Instructional Resources

I want to… I can learn more about this from this training video…

… learn more about the design of the STAAR/EOC Assessments

Design of STAAR video

… learn more about the TEKS and their structures, categories, and implications on instruction and assessment

TEKS Study Video

I want to… The tool I need is… I can learn more about this from this training video…

… view a snapshot of all of my course/grade TEKS, sorted by Readiness/Supporting Standards

Snapshot

Snapshots Video

… track performance on scaffolded skills from lower grades to the tested grade.

Scaffold

TEKS Scaffold Video

… examine released STAAR/EOC assessment items, sorted by grade level.

Released Tests (IQ)

Released Tests (IQ) Video

… study academic vocabulary for my grade/course by the TEKS and/or released assessments.

Academic Vocabulary

Academic Vocabulary Video

… study a Student Expectation in-depth and look at instructional implications, misconceptions, vocabulary, etc.

Field Guides for each grade/course Housed in SchoolNet – See Teacher Resources

Field Guides Video

… unpack Readiness Standards with a guided worksheet or by diagramming the standard.

Unpacking the Readiness Standards

SE Diagram Video

Quick Reference Sheet for Selected Lead4Ward Resources

I want to… The tool I need is…

… provide students with a variety of sentence stems for critical thinking skills.

Thinking Stems

… provide students with a variety of sentence stems for critical thinking skills in Spanish.

Thinking Stems in Spanish

… have students set goals and track their own learning. Student Learning Repots

Data Resources

I want to… The tool I need is…

… see how often a Student Expectation has been assessed overall and by each year.

Frequency Distribution

… enter my data to create a chart of students by STAAR Performance Level (Level I, II, or III) at Level II Phase-In.

STAAR Performance by Performance Level Template

… create a color-coded Heat Map of student performance at the SE level.

Heat Maps

… create a quintile report to analyze student performance Quintiles

Quicklooks

I want to… The tool I need is…

… view summaries of various topics including… Assessment and accountability for 2015-2016

Education-related bills passed in the 84th Legislature

STAAR requirements for special needs students

Quicklooks

Performance Standards

I want to… The tool I need is… I can learn more about this from this training video…

… view Spring 2015 Raw Score Conversions with alignment to 2015-2016 PhaseIn

Spring 2015 Raw Score Conversions Grades 3-8 and EOCs (With Alignment to Scale Score Cut Points for Proposed New Standard Progression Phase-In for 2015-16)

Making Sense of Scale Scores and Raw Scores

Accommodations and Assessments

I want to… The tool I need is…

… review a summary of requirements for accommodations on state assessments.

Testing Accommodations – 2015

Lead4Ward offers a fantastic, free app for iPads or iPhones. In the app, you can…

Access Snapshot documents and other resources.

Set a timer that generates a random instructional strategy when time is up!

Watch training videos.

Attention: Economics Teachers

Campuses will need to provide subs for attending teachers.

Registration is available through Region 10. Click to register. Seating is limited.

For questions or comments, please contact Amy Mount at

almount@garlandisd.net or 972/487-3142.

Mock Legislature

2015

Garland ISD

Thank you to the dedicated sponsorsfor your hard work with our students!

Good Luck at District and State! Middle Schools: Kristin Pershey, AustinKevin Thompson, AustinTheresa Liska, BrandenburgClaire McGlynn, BrandenburgChawn Cummings, JacksonRhett Lange, JacksonKarie Anderegg, Sellers

High Schools: Yvette Richardson, GarlandAllison Shepheard, Garland

Sue Troutte, Lakeview CentennialChris McMillan, North Garland

Jacka Brandler, RowlettTerry Reddy, Sachse

David Serene, Sachse

A very special thanksto Naaman Forest

High School and EmilyHaecker for hosting.

Social Studies Quick Tips for SuccessImmediate, High Yield Strategies for Assessments

At the 2015 Texas Social Studies Supervisor's Association conference, Lynn Franzen,Manager of the Social Studies Assessments at TEA shared that one of the mostcommon problems seen in performance on the STAAR/EOC is that students do notread and analyze the questions. The following is a strategy that Social Studiesteachers should implement in all grade levels in order to help students processchallenging assessment items.

Contact Amy Mount, Social Studies Coordinator, for more information or to scheduletraining in these strategies for your PLC.

ERAExamine the question. - Carefully read the question. Be sure that you know what the question asks for. Recall what you know. - Take a moment to think about what you can remember about the topic. Apply what you know. - Try to answer the question BEFORE you look at the answer choices. See if any choices arewhat you thought it might be. Review all of the choices and choose the best one. Eliminateany that do not make sense. For more on the ERA technique, see Chapter 1 of the Jarrett Mastering the TEKS books for8th Grade, WGS, WHS, or USH.

Making Sense of StimuliThe most challenging stimuli students will encounter on the STAAR/EOC are primary andsecondary sources - either written or visual. Equipping students with techniques to approachthese "things in a box" will help them process information. Here are two acronyms that helpstudents remember what pieces they need to look for in analyzing sources.

SOAPSTONE

TACOS

For primary/secondary sources. Analternative acronym is APPARTS.

S - SpeakerO - OccasionA - Audience P - PurposeS - Subject Tone

T - Time/PlaceA - Action C - CaptionO - ObjectsS - Summary

Here's what an annotated question might look like.Click to watch a demonstration of the strategies.

When in doubt, cross it out!When students encounter words thatthey can't figure out from their contextclues, encourage them to cross it out andkeep going! They'll be surprised howmuch they can do without the word!

Social StudiesSuccess Strategies

Social StudiesSuccess Strategies

Join the GISD Social Studies team to buildstrategies that lead to student success in SocialStudies. We will demonstrate using tough­to­teach and tough­to­learn TEKS based on GISDdata. Teachers will leave with classroom­ready,student­centered strategies.

Half­day sessions are offered to allow teachers toshare a substitute and minimize cost and lostinstructional time. **Subs provided bycampuses.**

12/10 ­ AM or PM­ Small Group Strategies in Social Studies1/28 ­ AM or PM ­ Vocabulary Strategies in Social Studies2/23 ­ AM or PM­ Reading and Writing in Social Studies4/14 ­ AM or PM­ Formative Assessment in Social Studies

Open to Grades 4-12

8:30-11:30 OR 1-4Open to Grades 4-12

8:30-11:30 OR 1-4

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Con

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Discovery EducationAll K-12 teachers have access!Streaming Plus

Need help with your login? Contact the GISD helpdeskHelpDesk@garlandisd.net or 972-494-8566

http://garlandisd.discoveryeducation.com/

Use district credentials

What's avaliable?K-12 Science

(Biology, Chemistry, IPC, Earth & Space)

Math: Algebra I, Algebra II, Geometry

Social Studies:6th grade World Cultures9th grade Word Geography

US History to 1877World Geography US since 1877

Math Techbook Science Techbook

Social Studies Techbook

Want to learn more?Click for Flipped LearningTina Garrett

STEM Coordinator

Kevin Massey Secondary Math Coordinator

Amy MountSocial Studies Coordinator

Mary SheltonSecondary ELAR Coordinator

Aibeth LaugischBE/ESL Coordinator

Myra CrumpIntermediate ELAR Coordinator

Traci VickeryElementary Math Coordinator

Kelley SteinleyPrimary ELA Coordinator

Board Builder

ELL Strategies

Literacy Strategies

Training VideosSpotlight on Strategies

November 2015

Garland Independent School DistrictDiscovery Education Newsletter

Welcome to the Discovery Education GISD Newsletter! This monthly communication is intended to highlight an instructional strategy, links to upcoming events, student engagement ideas, and updates from Discovery Education that will help you continue to transform teaching and learning.

“Visual Walkabout”          Instruc)onal  Strategy:    Have  students  engage  in  a  new  concept  by  providing  them    sneak  peeks  of  important  components  using  a  series  of  images.  Students  can  make    connec:ons  and  ask  ques:ons  that  will  determine  the  flow  of  the  unit.    This  also    allows  educators  to  assess  prior  knowledge  and  address  early  misconcep:ons.

1. Materials: paper, pencils/pens, a series of images from DiscoveryEducation.

2. Post a T-chart under each image. On the left side of the chart, writeConnections and, on the right side of the chart, write Questions. Tip:You could also display the images on a device and have studentscomplete a digital version of the T-Chart.

3. Explain to students they will be beginning a new unit, and today’s activitywill provide a sneak peek of the topics.

4. Divide students into pairs or groups of three. Have groups visit aminimum of 5 images. As they visit each image, ask students toconsider how the image may relate to the unit. Each pair or small groupshould add at least one Connection and one Question to the T-chart for

each image.5. Throughout the unit, refer back to the

images and the student’ initial connections and questions.

Discovery Education Tidbit: Online Entry for Constructed Response Questions Take  your  assessments  online!    Discovery  Educa)on  has  added  online  entry  for  constructed  response  items.  

Discovery Education has included online entry assessments that can be found on the Evaluate tab of any Techbook concept. Students can use the digital platform to enter and submit their response to constructed response questions. Teachers can read the assessments in their dashboards, grade

the assessments using the digital rubric, and even provide feedback to students. The assessments are also still available to printable PDF form.

UPCOMING  EVENTS5  Ways  to  Use  Discovery  Educa=on

When:    November  30,  2015  6PM  CST  

Don’t  hit  play  and  walk  away!    Discovery  EducaIon  is  much  more  than  just  videos.    In  this  webinar  we  will  showcase  five  ways  you  can  use  Discovery  EducaIon  in  your  classroom.    From  content  to  tools  to  strategies,  we  will  bring  together  the  Discovery  EducaIon  Community  to  share  the  best  of  integraIng  Discovery  into  your  everyday  classroom  pracIces.

To  register  for  this  FREE  virtual  event  visit  here.

STUDENT  CORNER

LIVE  from  the  Smithsonian’s  NaIonal  Zoo  on  November  18  at  12PM  CST,  we  invite  students  for  the  Racing  Ex:nc:on  Virtual  Field  Trip  to  learn  why  biologists  believe  

one-­‐half  of  Earth’s  higher  life  forms  will  be  exInct  by  2100.

Register  here!

BE/ESL

Newsletter

November

2015

Fifth Annual Youth Summit

October 29-30, 2015

The Fifth Annual Youth Summit was a tremendous success! On Thursday night, approximately 100 parents and students came to hear Quynh Chau Stone and Consuelo Castillo Kickbusch speak at South Garland High School. On Friday morning, approximately 500 students and GISD staff members gathered at the Curtis Culwell Center to enjoy a day filled with activities and messages focused on promoting positive community interactions. All who attended were inspired to develop a philosophy of service leadership and volunteerism. Both Mrs. Stone and Lt. Colonel Kickbusch (Retired) reinforced the purpose of the Student Leadership classes, which develop the skills necessary to be a successful 21st century leader. All of the high school leadership classes are currently involved in service projects within our community.

New Online LPAC System

November 6, 2015

ESL teachers and administrators met to train on Ellevation, a new online LPAC system, which is being piloted by all seven high schools, eleven middle schools, five elementary campuses, and MPA.

Imagine Learning

School board member, Linda Griffin, joined the staff at Golden Meadows for hands-on training with Imagine Learning, an innovative literacy and language software program for ELLs.

#GISD4ELLs

K-1

• Reading: ISIP Español

• Math: Spanish Successmaker

2nd•Reading: ISIP Español

•Math: Spanish MAP

3-5

• 1st-Test with English MAP Reading & Math. If students do NOT meet cut scores, then administer the following:

• 3rd Grade Reading: ISIP Español

• 4th & 5th Grade Reading: DORA

• Math: Spanish MAP

Met District Tier II Cut Scores=No Intervention

Did NOT Meet District Cut Scores=Intervention Required

The following assessments are administered at BOY, MOY, EOY following our district testing calendar. K-2 assessments are administered in

Spanish. 3rd-5th grade students are first given the English MAP Reading and Math assessments followed by the Spanish Reading and Math

assessments if Tier II cut scores are not met. All students who do NOT meet cut scores are to receive intervention.

Initial Placement Kinder: 0.01 level, with no IPM. 1st Grade: 0.5 level, with IPM. BOY (Beginning of Year) decisions:

Kinder- at end of BOY window (Sept. 30, 2015), look at “Cumulative Performance Reports” and identify “Current Level” make Tier II decisions based on cut score table. NOTE: It is important to place the kinder students in the program as much time as possible, in order to collect data/information.

1st- At end of IPM, identify “IPM Level” to make Tier II decisions based on cut score table. NOTE: IPM is composed of 300 problems and, on average, students do 40 problems in a 20 minute session. IPM requires teachers to monitor that students are engaged and also look at reports to see how students are pacing. Also, if some students require extra time to get through IPM, please consider placing them on the program whenever possible in classroom computers or have them spend extra time before or after school

*Use monthly ISIP scores for progress monitoring

Success Maker Spanish Math (K-1) (UPDATED August 2015)

GRADE BOY (end of IPM)

MOY EOY

Course Level Course Level End of Year IPM Level

KN 0.1 (with no IPM)

0.4 .8

01 0.8 1.3 1.7

ISIP Español* Cut Scores 2015-16

BOY (Sept) MOY (Jan) EOY (May)

Kindergarten <629 <649 <658

Grade 01 <699 <699 <731

Grade 02 <802 <809 <825

Grade 03 <855 <868 <886

Spanish MAP Math Cut Scores 2015-16

BOY

(Sept) MOY (Jan) EOY (May)

Grade 2nd

– 5th Grade

≤20% Did NOT meet district recommended cut score.

Tier II Intervention is required

≥21 % Met district recommended cut score.

Tier II intervention is not required

Spanish DORA Decision-Making Process

Comprehension - will be the initial indicator to help make Tier II decisions.

Did the student score above the Tier II level in “Comprehension.”

o Yes-Student does NOT require an intervention plan. If the teacher , based on data, is still concerned abuout the student, the teacher can

always tutor or intervene, but intervention documentation is not requried.

o No-Student requires and intervention plan. Teacher may also need to look at other literacy component scores (vocabulary, spelling, etc.)

to analyze weak skills and develop a plan of intervention.

How will the students be progress monitored?

o Once the student has been identified as Tier II and the intervention plan has been put in place, the teacher/staff working with the student

will use the results of resources they are using to monitor progress. As the student demonstrates progress, or not,t he teacher will go on

to the next weakest skill or make changes to strategies to improve success. Since comprehension is the ultimate goal, most monthly

progress can be evaluated by checking for comprehension with reading passages.

At MOY and EOY, the student will take Spanish DORA again to evaluate growth and make data-informed decisions.

Spanish DORA Cut Scores (August 2015)

GRADE HFW

(high frequency words)

WR (word

recognition)

PH (phonics)

PA (phonic awareness)

SP (spelling)

VO (vocabulary)

CO (comprehension)

04 3.83

(max score) 4.83

(max score) 3.83

(max score)

0 (Should not have a score. Unless the

program saw a need to address this basic

literacy skill.)

3.0 3. 0 Below 3.0 (Tier II)

3.0-3.75 (on level tutoring) 3.75 + (on and above level)

05 3.83

(max score) 4.83

(max score) 3.83

(max score)

0 (Should not have a score. Unless the program saw a need to address this

basic literacy skill.)

3.5 3.5

Below 3.5 (Tier II) 3.5-4.25 (on level tutoring) 4.25 + (on and above level)

Spotlight

FIRST CYCLE

MAKERS

Bussey Middle School

Click hereto check itout...

STEAM Saturday

Hosting a VirtualExperience

EmilyGathman6th GradeScience

VEX Robotics CompetitionOctober 31, 2015 :: Official Rec Competition

VEX Robotics

STEAM Publication: Students and Teachers Energizing Active Minds

Team 7504X competed at the Berkner mixed HS/MS tournament on Saturday,October 31, 2015. It was a great day for Austin Robotics! The team made it to thefinals but lost in the final match. Nevertheless, the team finished third inprogramming skills and second in robot skills. Their impressive performance,engineering design notebook, sportsmanship, and a great interview earned themthe Excellence Award which is the highest honor given out at VEX competitions.

Where will you be January 30, 2016?

Garland is set to host an official REC VEX competition at the Curtis Culwell CenterJanuary 30, 2016. All GISD competitive VEX teams are encouraged to participate.

Register today!!

Congratulations Barbara McCoyCongratulations Barbara McCoyCommunities Foundation of Texas and Educate Texas have partnered with the Teaching Channel to produce a series ofshort films highlighting best practices in teaching middle school students. The films feature local teachers and school

leaders from CFT’s middle school Community Impact grantees, and will be available online at the Teaching Channel websiteas a professional development resource for teachers across the country.

Roll out the red carpet! #gisdSuperStar

8th Grade Science Teacher at Webb Middle School

Classroom Accommodations Pre- Reading Strategy:

-Exploring prior knowledge that is relevant to the text -Setting a purpose for reading -Contextualizing the text -Previewing to get a sense of the structure and content -Providing students with “tips” before reading

Classroom Accommodation: Pre-reading-The teacher introduces a new book to a struggling reader prior to reading it aloud or independent reading. The topics discussed might include major concepts, difficult words, setting, characters, or prior knowledge of the subject.

Embedded STAAR A Accommodation: Pre-reading Text: Preview text before reading to activate prior knowledge, draw conclusions, and set a purpose for reading.

So, what does this look like?

Book Club Events

Advanced organizers

Visual Aids

Mind Mapping

Pre-reading

The largest learning event in history

Computer science is a foundation for every student. Join us to help millions of new learners start with one Hour of Code. Sign up at hourofcode.com

What is the Hour of Code? A one-hour activity. Students of all ages can choose from a variety of self-guided tutorials, for kindergarten and up. Tutorials work on any modern browser, tablet, smartphone, or even with no computer at all.

Code.org’s own tutorials feature Disney’s Frozen, Scrat from Ice Age, Angry Birds, and Plants vs. Zombies. New tutorials are coming to kick off the 2015 Hour of Code!

During Computer Science Education Week, December 7-13, 2015

A spark to keep learning computer science. Once students see what they create right before their eyes, they’re empowered to keep going.

No experience needed from teachers and students.

A global movement with more than 100 million learners in 180 countries. Anyone, anywhere can organize an Hour of Code event. Tutorials are available in 40 languages.

Why computer science? Every 21st-century student should have the opportunity to take part in creating technology that’s changing our world. The basics help nurture creativity and problem-solving skills, and prepare students for any future career. But most schools still don’t teach computer science.

The Hour of Code

is coming, again!

“ I challenge girls in every single country to learn one Hour of Code”

— Malala Yousafzai Nobel Peace Prize winner

Get involved

Host your own Hour of Code.

Spread the word with

#HourOfCode!

The incredible Hour of Code movement:

The Hour of Code is organized by Code.org, a public non-profit dedicated to expanding access to computer science and increasing participation by women and underrepresented students of color. The Hour of Code is celebrated during the annual Computer Science Education Week in December.

Over 100M students have participated at 77,000 events worldwide.

More girls have tried computer science than in the last 70 years.

1 in 3 students in US schools have tried an Hour of Code.

Code.org®, the CODE logo and Hour of Code™ are trademarks of Code.org.

*demographic estimates are sourced from surveys sent to registered Hour of Code organizers in December 2014.

Celebrities, tech visionaries, and even the President• Every Apple Store in the world hosted an Hour of Code.

• President Obama wrote a line of code with students at the White House.

• The movement has been featured on Google, YouTube, Yahoo!, Bing and Disney homepages.

• Celebrities Ashton Kutcher and Jessica Alba and tech leaders Sheryl Sandberg, Bill Gates and Jack Dorsey talked with classrooms in live video chats.

Together, we can fix the diversity gap in computer science By exposing both girls and boys to fundamental computing concepts on a level playing field, starting with the earliest learners, we can inspire today’s generation of students to build technology.

Almost half of all Hour of Code participants are girls. 35% of participants are black or Hispanic*

VSOn average, computer science classes are only 18% female and 8% black or Hispanic

Over 300 partners have come together to support this grassroots campaign, including DonorsChoose.org, The College Board, Microsoft, Google, Salesforce, The Walt Disney Company, Target, Teach for America, Khan Academy and more.

Prizes for EVERY organizer• Every organizer will receive $10 to Amazon.com, iTunes or the Windows store as a thank you gift!

• One lucky school in every US state (+ Washington, D.C.) will win $10,000 worth of technology.

Mark your calendars for December 7-13, 2015!Start at hourofcode.com

“ I have never, ever seen my students so excited about learning.”

— Michael Clark Teacher

More prizes

coming soon!

!

!

(Garland(ISD(&(Atomic(Learning(have(your(back)(

{ {EASY%ACCESS%INSTRUCTIONS:%No!matter!what!time!of!day,!you!are!able!to!get!the!tech!help!you!need!with!24/7!online!video!training.!Training!on!Microsoft!Office,!Adobe!Creative!Cloud,!Blackboard,!Research!Paper!Basics,!and!much!more.!The!best!part!is!Garland!ISD!offers!this!online!resource!free!to!students,!teachers,!staff,!and!even!parents!!!

TO%LOG%IN:%Visit!www.atomiclearning.com/login/garlandisd!!!Simply!enter!your!district!username!and!password!and!!you’re!in!!!