Hello LIs! It was great
seeing you all in action at Life Sciences yesterday! It looks like
everyone is settling in well and developing relationships with their PTs
already!
As you all settle into LI life, I've had lots of great questions come my way. Don't hesitate to reach out for any clarification or support you need!
I'll be at Life Sciences regularly starting next week!
Attendance
Clarification!
- 9 minutes late to SBS = tardy. Log each tardy instance as a separate FYI, escalating each instance to the next level.
- 10-19 minutes late to SBS = 0.5 absence (the TT2 attendance report is coded to calculate anything entered as tardy of 10 minutes or more a a half-absence).
- This only has to be entered into the attendance and not necessarily as a separate FYI (although if it becomes a pattern you may want to enter escalating FYIs anyway).
- 20 or more minutes = 1 full day absence. LIs must log any tardy of 20 minutes or more as an absence, not a tardy; otherwise, TT2 will code is as a half absence. Please ensure that you mark a PT absent if he/she is 20 or more minutes late to SBS.
Session
Handouts
In the digital handout for 02/06, some of the
links led to prior versions of our documents, and were therefore incorrect.
Angela has gone in and ensured all links now go to the correct and most current
versions of our documents. Please let your PTs know the links have been
updated!
- In addition, please make sure that you send out the link to your PTs to the correct version of the NYCTA Lesson Plan Template. You can send it out via email, TT2, or post it on Blackboard...please make sure they have easy access to the correct version.
Per
Session
Per Session will be collected at
the end of each month. I'll send a reminder a few days before the due
date. The next LI News Blast will contain the Per Session
Protocol so you know exactly what to do to get paid!
- Your TR pay for 1/30 and 1/31 will be submitted with your February per session at the end of this month.
Tech
Protocol:
- Dongles/Adapters: If you are using a dongle/adapter
from our office please, remember to leave the dongle/adapter in the locker
in room 210 at the end of the night. If you end up needing a sub and you
have the dongle/adapter with you, your sub will be left without easy
access to technology.
- Tech Agreements: If you have not sent Angela a
completed tech agreement, please ensure you do so by the end
of next week (Friday February 15).
- Smartboards: Our contact at Life Sciences asked that we
remind you to turn off your Smartboard at the end of the day. Those
bulbs are expensive!
Exit
Tickets:
As mentioned in last week's Blast,
PT Exit Tickets provide critical data for you as an LI, and for program
staff. We noticed a 36% increase in ET submission this week! However, that is still only 70% of PTs
completing Exit Tickets. Let's get that number to 100%! Please ensure you are
impressing upon them the importance of completing these with fidelity and
providing them time in the session to do so. In addition, if on or more of your
PTs is consistently not completing exit tickets, please have conversations with
them and log FYIs as necessary. A consistent failure to complete assigned work
in SBS constitutes a professionalism concern.
- Exit Ticket data can provide insight into:
program misconceptions, technique/content mastery, PT mindsets, SBS
engagement/materials, etc.
- As an example, a PT noted a "red
flag" response in an Exit Ticket and took the time to respond with a
thoughtful and detailed email. The PT reflected on his words and now
not only has a greater understanding of the NYCTA lesson plan template,
but is also handling himself more professionally.
- Here is the email the LI sent to the PT:
- I'm
responding to a comment you highlighted in the Exit Ticket from last week
around lesson planning and hope I can give you some insight. You wrote,
"This
lesson plan, in my opinion, is completely absurd. I would estimate that this
sort of lesson plan would require 4-5 hours to put together. If we have 5
classes per day, that is 20 hours of prep PER DAY. Multiply that by 180, we are
now looking at 3,600 HOURS of prep per year. I understand putting in the work,
but come on..."
You
are correct that lesson planning can be a bulk of what teachers do. This is not
a surprise to educators, though it certainly can be to new teachers. Some
teachers take longer to lesson plan than others, but over time it becomes more
familiar, and thus faster, to do. It is not uncommon for a new teacher to spend
several hours a day lesson planning.
Your
calculations also don't take into consideration that you will teach the same
lesson multiple times a week to different class sections. For example, I teach
10 different 45-minute lessons a week, and each lesson is taught three times.
Other teachers may teach fewer classes but with longer blocks.
Finally,
the double-planning template we use works as a scaffold to get you familiar
with all of the components that must go into an effective/highly effective
lesson plan. You may notice that your coach uses a different lesson plan and it
won't be as detailed as yours. This is because our lesson plan works as a
scaffold; over time you will have opportunities to show that you are
approaching mastery of this template and you won't need it anymore. Others
continue to use the template into their first and second years of teaching (I
did). Additionally, detailing your lesson shows us your thinking and in
turn, we are able to provide more specific feedback to get you classroom-ready
in just a few months' time.
Tomorrow
we'll have an opportunity to look at lesson planning in more detail. Please
feel welcome to ask follow-up questions after SBS.
PT Satisfaction Survey:
The session on 2/13 has a mandatory 15
minutes reserved for participant survey completion (slide 25 in the slide
deck). DO NOT skip or shorten the allotted 15
minutes. This survey is mandatory and urgent!
Upcoming
SBS:
2.13:
Universal Design for Learning:
- Layer in your own experiences with UDL to
help PTs internalize both conceptually and practically.
- Test the videos ahead of time to be sure
they are working correctly on your tech.
- Although PTs should look at the lesson
plans linked in the handouts for strong examples of UDL, they can also
consider the elements of UDL that are (or are not) evident in their
coach's lesson plans.
- You may consider moving the 15 minutes
dedicated to the survey (slide 25) to the beginning of the session to
avoid the potential for running out of time.
2.14:
Scaffolding (non-D75)
- Pay particular attention to the urgent
facilitator's note on Slide 1
- Slides 9-14 contain
subject-specific videos. Please choose ONLY the video that is most
tightly aligned to your SBS groups area of certification. DO NOT SHOW ALL 6 VIDEOS.
- It is suggested that subject
area SBS (ELA, Science, SS, and Math) show the corresponding subject area
video. There is also an ENL specific video, and an elementary school
video. For Special Education SBS, you can choose the video that feels
most applicable, though we often suggest math or literacy
- Please be mindful of the time
coding included in the facilitator’s guide on each video slide. Most videos are not intended to be shown at
full-length.
- Provide concrete examples of scaffolding
in your own classroom to underscore the concept.
2.14: Modifying Texts & Standards for D75
- This session is designed to instruct
participants on how to engage students with severe disabilities in
rigorous literacy instruction. Using a modified text, participants will
plan a common-core aligned lesson for students at the pre-symbolic,
early-symbolic, and expanded-symbolic levels of literacy instruction.
- On Slide 6, you are asked to
highlight teaching strategies for each level (pre-symbolic,
early-symbolic, and expanded-symbolic). Be prepared to share pictures,
resources, a quick model, or a description of something you have done to
instruct students on each level.
- The examples on slides 7-9 can
be replaced with your own experiences supporting students at each level.
- For the activity on Slide 12, there are
three modified texts that PTs can examine (linked in their handout).
You may let them choose or select the text to examine for them.
- For the practice starting on Slide 14, you
may choose to use your own model of a modified text, provided you are
using a rigorous texts that has been modified for the three levels of
literacy instruction.
- When planning instruction (starting on
Slide 20), PTs may struggle to select two standards. You may
consider selecting the standards for them at this point, as they will
become more adept at this later in the semester.
- Emphasize the 4Ms as PTs plan their
standards-based objectives (Slide 22).
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