As we continue to prioritize student engagement and valid assessment results, Pear Deck is a great tool to assist teachers with both of these items.

What is Pear Deck?

Pear Deck Learning is a powerful educational tool ecosystem that assesses progress, offers real-time feedback, and provides differentiated instruction and gamified practice that keeps students engaged and excelling.

Take some time to explore Pear Deck and how you can implement it into your lesson plans for delivering instruction and assessing students' academic outcomes. The next 2 weeks would also be a good time to practice with Pear Deck.

Upon our return from the winter break, the assistant principals and academic coaches will provide professional learning on Pear Deck and expectations for implementation. If you know Nearpod, this should be an easy transition to Pear Deck.

We have 2 weeks before the winter break. This is the time to set the tone and expectations for when we return from the winter break. Take this time to implement the following:

• classroom expectations
• academic expectations
• Parents/Caregivers Contacts
• Add grades to the ASPEN Gradebook (18 grades per 9 weeks) (Review the MLK Handbook for weighed grades)
• Clean Classrooms before the winter break
• Create fun academic projects for the next 2weeks
• Create a Service project for students
• Starting planning for the hallway winter decoration contest
• Go worksheet free for the next 2 weeks
• Practice using Pear Deck
• Create an Educational TikTok with your students (post on the STEM Podcast)

Below are observation cues for teachers:

• Review the DASH
• State the learning target and/or ask a student to explain the learning target in their own words.
• Identify which HITS (High Impact Teaching Strategies) will be used to deliver the instruction.
• Review C.A.R.D. and B.U.C.K. Teaching Strategies
• Use cold calls to engage students.
• Use non-verbal hand signals to communicate with students (restroom break, need to sharpen pencil, etc.)
• State the text the students will be reading.
• Ask students to provide evidence when answering a question
• Students should be using their interactive notebooks.
• Should be writing about what they learned.
• Identify Kagan and Teach Like a Champion techniques being used in class.

The unified school reading comprehension strategy C.A.R.D. is not being used across the contents and some teachers who are using it, are not using it correctly..

The C.A.R.D. strategy is more than just highlighting words and/or sentences. The strategic plan, helps students break down reading material into small manageable pieces when used correctly.

Students can use more than one color highlighter when identifying essential information. This must be explicitly communicated to students. For example, a pink highlighter is used to highlight the main idea, and a yellow highlighter is used to highlight the supporting details, etc. Teaching has to be intentional and not done for compliance.

The expectation is that C.A.R.D. is used whenever a student comes in contact with written text, regardless of the content or class.

Mandatory Professional Development will take place this week during your planning period. It will be done by grade level. The literacy coaches will lead the PD. Please be on the lookout for an invite this week. Everyone, including the elective teachers, should use the C.A.R.D. Reading Strategy whenever students engage with text reading, nonfiction, and fiction. This includes all genres.

In addition, all classrooms should have a C.A.R.D. Anchor Chart posted in their classroom by Monday (COB), 18, 2024. You can create one big anchor chart or you can create 4 anchor charts, on each part on a separate chart. Reach out to the literacy coaches, for help.

Also, utilize the additional resources identified to support student engagement and student academic outcomes like The B.U.C.K Strategy (should be posted in all math classes), Teach Like a Champion, and Kagan, just to name a few.

High-impact teaching strategies (HITS) do just as their name implies—deliver high impact for students and their learning. When incorporated into the classroom, these pedagogical approaches have proven to consistently improve the student experience.

This article breaks down what HITS are and provides some simple suggestions on how you might like to lean on them to support your students.

Why high-impact teaching strategies?

While we work away in our classrooms, we sometimes forget some of the awesome educational ideas and research we can use to support our students. Researchers like John Hattie have trawled tens of thousands of educational papers to find, summarize and rank the best instructional approaches by how much they improve student understanding, creating a gold mine for teachers to use (Victorian Government, 2022).

The 10 high-impact teaching strategies that have been identified to provide the most benefits are:

1. Setting goals
2. Structuring lessons
3. Explicit teaching
4. Worked examples
5. Collaborative learning
6. Multiple exposures
7. Questioning
8. Feedback
9. Metacognitive strategies
10. Differentiation

Note: Click on a strategy to learn.

High Impact Teaching Strategies (HITS) aren't new. However, using these strategies consistently and effectively is. The HITS are a part of our School Improvement Plan (SIP). The expectation is that these strategies are our main focus for implementing instruction.

When you create your lesson plans, please identify which HITS you will use to deliver the instruction. A drop box will be added to lesson plans with the HITS strategies.

Professional development will be provided to take a deeper dive into how to effectively incorporate these strategies into your lessons.

The HITS anchor charts were supposed to be posted in all classrooms last Friday, December 6, 2024. I will be around tomorrow at noon, to check for the HITS anchor chart. Also, number each HITS. Please have it posted by the time stated.

Student engagement is important because it can lead to better academic performance, positive attitudes toward school, and other benefits.

Here are some additional benefits to student engagement:

• Academic performance: Students who are engaged are more likely to do well in school and on standardized tests,
• Critical thinking: Engaged students are more likely to develop critical thinking skills that can be applied to real-world situations.
• Collaboration: Engaged students, are more likely to collaborate with their peers.
• Positive attitudes: Students who are engaged are likely to have positive attitudes toward school.
• Higher GPA: Engaged students are more likely to have higher grade point averages.
• Life skills: Engaged students are more likely to learn life skills.
• Interpersonal skills: Engaged students are more likely to develop interpersonal skills.

Teachers can promote student engagement by:

• Using a student-centered approach: teachers can get to know their students, set expectations, and establish a positive learning environment.
• Promote active learning: Active learning strategies encourage students to participate in the learning process, rather than just listening and taking notes.
• Provide prompt feedback: teachers can provide students with prompt feedback.
• Communicating high expectations: Teachers can communicate high expectations to their students.
• Respect diverse talents: Teachers can respect the diverse talents and ways of knowing their students.

You’ve likely heard the term STEM, but what does it stand for? STEM is an acronym for science, technology, engineering, and math. These four fields share an emphasis on innovation, problem-solving, and critical thinking. And together they make up a popular and fast-growing industry.

Why Is STEM Important?

As society innovates and technology advances, the need for professionals who understand how these technologies work and who can propose practical solutions continues to grow. The U.S. Bureau of Labor Statistics (BLS) calls STEM careers “tomorrow’s jobs,” emphasizing the importance of these unique industries.

Please make sure you are restating your STEM Connection at the beginning of each class, along with the learning target. The STEM Connection should be posted on the board and in your lesson plans.

This will be one of the "looks fors" during classroom observations this week.

What Are STEM Fields?

STEM comprises the following major areas of study:

• Natural, physical, and life sciences (sometimes including medicine)

• Computer, electronics, and other technology-related disciplines

• All types of engineering

• Mathematics, or any field involving a heavy application of mathematical principle

STEM activities do not require specific materials and processes; instead, STEM learning is about developing learning habits of inquiry and critical thinking skills. Children enjoy asking questions, exploring, and solving problems, but they need adults to facilitate their explorations and help them dig deeper.

In conclusion, STEM education is an essential component of any student's education. By providing students with critical thinking skills, career opportunities, and a lifelong love of learning, STEM education is shaping the future for a better tomorrow. By investing in your student's STEM education today, you are helping to secure their future success.

We still have a few laptop carts that need to be unlocked. But, for those content teachers who have their classroom laptop cart, you can start creating your small groups this week. Small group instruction should be implemented during the last 30 minutes of class and the exit ticket should be completed before small group instruction.

Tutors are supposed to start this week also. The academic coaches will monitor the tutors and assign them to teachers. You will receive an email with additional information this week. If you have any questions, please see one of the academic coaches.

Please make sure you continue to set the tone for your classroom by implementing the following procedures:

• Set class rules and post them in your classroom
• Set culture and climate expectations for your classroom
• Keep in touch with parents routinely and not just to communicate challenging behavior.
• Set expectations for academic performance
• Have students set academic and personal goals for the first 9 weeks and write them in their interactive notebooks.
• Check students' academic progress weekly.

Teachers should be assessing students weekly. These assessments should not be more than 5 -to 10 questions and model them from the state of Texas assessments for SOL-tested classes. For any additional assistance, please contact a math or literacy coach. These assessments should be attached to your lesson plans,

• Identify which HITS -(High Impact Teaching Strategies) you use in your lesson plans. Feedback should be used be used daily.
• C.A.R.D. and B.U.C.K. Strategies should be included in lesson plans.
• All lesson plans should be aligned with the new standards for English and math and the current standards for all other contents and departments.
• Lesson plans are due every Wednesday, by 4:00 p.m., to the Google Classroom. If you need assistance, please see your grade-level administrator or one of the literacy or math coaches.
• The "I can statement", the behavior, should be displayed on your board daily; the condition and criterion do not.
• SPED teachers should attach the SDI to lesson plans.
• Content vocabulary should be introduced weekly. Vocabulary instruction is ongoing all year.
• Small group instruction should be identified in your lesson plans.
• Student Engagement (30/70) - Direct instruction from the teacher should be about 30% of the class period. Students should be engaged with each other and/or the text for about 70% of the class. This should reflected in your lesson plans.
• Assessments should be attached to lesson plans.

As we continue with the second nine weeks of learning, we must be laser-focused on identifying and implementing the correct aligned instruction based on current SOL standards and objectives. As we all know, the current SOL standards and objectives are more rigorous than the previous ones. Based on overall classroom observations, this is not being done. To assist teachers with more rigorous instruction and activities that are

aligned to the SOLs, we will focus on "purpose-driven teaching, also, known as backward design.

During lesson planning meetings, teachers will design their assessments first and create lesson plans based on assessments aligned with the SOL Standard and objective. This is a requirement for all content areas.

Please utilize the anchor texts Teach Like A Champion 3.0 and Kagan Engagement/Cooperative Techniques, to assist with identifying activities for student engagement.

Identify and use the HITS (High Impact Teaching Strategies) daily to deliver the instruction.

1. The second nine weeks will focus on activities aligned to the current SOL standards, using HITS (High Impact Teaching Strategies) and specific learning techniques from Teach Like A Champion and Kagan Engagement anchor texts that promote rigorous instruction.

2. Purpose -Driven Teaching (backward design) - is a teaching method that involves planning instruction by starting with the end goal in mind, and then working backward to choose instructional techniques and assessments.

3. Student Engagement - Are students completing work independently, collaboratively, in small groups, in teams, reading independently, completing a gallery walk, etc.? Students should be responding to written text, with written responses. Students' ownership should be evident. Are student efficacy and teacher efficacy evident?

4. Checks for Understanding/Formative Assessments -The teacher regularly assesses whether students are learning the material taught through different strategies. This is a key part of effective instruction and should be done throughout a lesson, not just at the end. Exit tickets should be completed before students leave the class, which includes reviewing the answers.
5. Specially Designed Instruction (SDI) - is customized instruction for students with disabilities to help them access and progress in the general curriculum. It is based on a student's IEP and their unique needs. This may include academic, behavior, and communication.
6. A Moment in STEM- A statement and brief discussion that identifies the connection between the learning target and STEM. This statement should be posted on the board and shared verbally with the students during each class period.

Based on the new math and English standards, teachers need to review the state of Texas assessments as models for weekly assessments.

Your exit tickets should be given 10 minutes before the end of class so that you can share the results with the students and clear up any misconceptions.

• An environment where students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them

TLC Technique - 100% Participation

• One hundred percent of your students follow a given direction in your classroom.

TLC Technique - Do It Again

• When students fail to complete a task, ask them to do it again correctly.

https://www.kaganonline.com/free_articles/dr_spencer_kagan/281/Kagan-Structures-A-Miracle-of-Active-Engagement,3

Below are the SOL results for the 2023-2024 school year:

• Reading -61.23%(+17 % increase)
• History - 43.7%(+21% increase)
• Science -37.33%(+17% increase)
• Math - 58.20%(+4% increase)

At least 50% of students will pass the reading, math, science, and civic SOLs.

This year we will create an in-house end-of-the-year assessment for non-SOL content classes. Additional information is coming soon.

The instructional focus is on tier I instruction, for maximum growth, for all students.

All attendance should be taken on ASPEN. If you need access, please, email your grade-level administrator.

Students should have a pass when they leave your classroom.

Review expectations for fire and other safety drills.

Informal observations will focus on student engagement and checks for understanding/ formative assessments. However, we will continue to observe the culture and climate of the classroom.

Please see below

• student engagement (30/70))
• independent reading
• C.A.R.D. Strategy
• small group instruction
• Ignite Reading
• students going to the board to explain problems
• vocabulary instruction
• TLC techniques - think-pair-share, elbow partners, turn and talk, etc.
• cold call
• four corners (checks for understanding)
• Frayer Model
• writing prompts (all content classes)
• STEM activities
• etc.

• Ignite Reading tutoring should occur daily for a select group of students.
• Lexia should be used in all English classes for personalized learning groups.
• C.A.R.D. and B.U.C.K. Strategies (anchor charts) posted in all the classrooms.
• Personalized Learning Groups should be up and running.
• Teachers should arrive at work by 7:45 a.m. and follow established procedures for reporting absences.
• Teachers should be at their classroom doors or on morning duty, by 8:00 a.m.
• Homeroom teachers are to collect students' cell phones and place them in the Yondr pouches during homeroom. follow the same process for students who arrive late to school.
• Attendance is to be taken daily, with no exceptions, on ASPEN.
• Review classroom rules, expectations, and routines daily.
• Practice student ownership daily
• All teachers should be using the C.A.R.D. Reading Comprehension Strategy, for reading comprehension. Each student should have a copy of this strategy glued in their interactive notebook or taped to their desk. To reinforce this strategy, teachers can make an anchor chart, to display in the classroom.
• All math teachers should be using the B.U.C.K. strategy in their classrooms.
• Lesson plans are due on Wednesdays, by 4:00 p.m.
• If you see something, say something...
• Everyone should be implementing the 30/30 classroom rule, daily.

Monday - Wear a Santa Hat or Jingle Bells

Tuesday - Holiday Glow Up! Wear something shiny, sparkly, or bright.

Wednesday - Feeling Frosty? Wear as much white or off-white as you can.

Thursday - Candy Cane Day! Wear red and white stripes.

Friday - Festive Sportswear! Which team has the most spirit? Rep your favorite sports team.

Monday, December 9, 2024:

• A-Day
• Admin. Meeting - -10:15 a.m. -Pear Deck Initiative/ Review Interim Data
• Angel Tree Initiative - Ms. DePriest
• Winter Grade-Level Hallway Decoration Contest Continues
• Faculty Meeting - Restorative Practices - Dr. Ram Bhagat

• Wear a Santa Hat or Jingle Bells

Tuesday, December 10, 2024:

• B-Day
• Content Grade Level Lesson Planning

• MTSS Meeting - Ms. Liggans

• VLA Training for Reading Coaches @ Norrell -8:30 -3:30 p.m.

• School Spelling Bee

• Community Event @ MLK 5:30 p.m. - Delores McQuinn (State Delegate)

• Holiday Glow Up! Wear something shiny, sparkly, or bright.

Wednesday, December 11, 2024:

• A-Day
• Attendance Meeting -Postponed
• Lesson Plans Due
• English and History Department Meeting -3:45 p.m.

• Instructional Coaches Meeting w/ principal -postponed

• Feeling Frosty? Wear as much white or off-white as you can.

Thursday, December 12, 2024:

• B-Day
• Elective Team Meeting
• Winter Concert for the school - 2:00 p.m.
• Winter Concert for parents -5:30 p.m.
• CIS Meeting w/ Ms. DePriest - 9:00 a.m.
• Field Trip to see the Nutcracker - Mr. Buffington and Ms. Hayward -Jones

• Candy Cane Day! Wear red and white stripes.

  
  

Friday, December 13, 2024:

• A-Day
• Grade Level Meetings

• Festive Sportswear! Which team has the most spirit? Rep your favorite sports team.

Saturday, December 14, 2024:

• Heart of Zion Holiday Giveaway - location TBD

Shout-out to Mr. James Jackson. He was partial features in a Richmond Times Dispatch Newspaper article, where he spoke of the importance of mentoring youth and paying it forward. He highlighted the work we are doing at MLK with the Young Kings and Queens in Action at MLK. Take a few minutes to read the article when you can.

The article was featured in the Saturday edition on December 7, 2024.

• Ms. Humphries, Ms. Bailey, and Ms. Stewart- for participating in the Richmond Christmas Parade. with our amazing cheerleaders.
• Mr. Wingfield and Mr. Gaskins - for the first Boys' Basketball Game win against Henderson Middle School.
• Mr. Woodson - for being the supervising teacher for our first swimming class at MLK.
• To all the finalists - for the New Teacher of the Year and Support Staff of the Year for MLK. The finalist will be revealed tomorrow when staff will be asked to vote for a winner for each category.

Thank you to everyone who showed up and showed- out last night! We had a ball. This was one of the best parties yet! We had about 90 to 100 people attend this year's party.

A special thanks go to our community partner, First Presbyterian Church, who donated the food, drinks, and decorations. Thank you, Ms. DePriest, for always advocating for MLK staff, students, and parents.

Ms, Carter has created a Google folder for our social media pics and videos. Please drop your pics and videos into the folder. Also, contact Ms. Carter or your grade-level administrator if you have any questions.

Suggestions for school pic and/or videos:

• students of the month
• grade -level hallway decor
• special grade-level and/or department events
• student projects with a descriptor
• Special recognition awards/shout-outs for staff
• School Spirit Week
• etc.

We want to fill our social media pages with pic highlighting the great things happening at MLK!