november 10 tosa newsletter

8/8/2019 November 10 TOSA Newsletter

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_____1. I use the correct M.A.P. math vocabulary in my lessons: http://www.dese.mo.gov/divimprove/curriculum/documents/MAgleglossaryK-6.pdf

_____2. I use the correct M.A.P. communication arts vocabulary in my lessons:

http://www.dese.mo.gov/divimprove/curriculum/GLE/documents/caglossary1109.pdf

_____3. I use the correct M.A.P. science and social studies vocabulary in my lessons:http://www.dese.mo.gov/divimprove/curriculum/GLE/index.html

_____4. I use the Mathematics Grade-Level Examples with my students: http://www.dese.mo.gov/divimprove/curriculum/GLE/examples/index.htm

_____5. I use questions from the Communication Arts Show-Me Standards Interpre-tations in my lessons: http://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdf

_____6. I have read through the achievement level descriptors and know exactly what

a student needs to know to score proficient or advanced on the M.A.P. test:http://dese.mo.gov/divimprove/assess/documents/ca_long_descriptors_new.pdf

http://dese.mo.gov/divimprove/assess/documents/ma_long_descriptors_new.pdf

http://dese.mo.gov/divimprove/assess/documents/sc_long_descriptors_new.pdf

November M.A.P. Checklist

Volume 5, Issue 3

TOSA Tribune

November 2010

Nixa Public Schools

November M.A.P.

Checklist

1

Brrr Benchmarks

are Cold Assessments

2

Shared Resources are

Just a Click Away

3

Wait! Thinking Takes

Time!

3

Bump Up Participa-

tion

3

Lighting and Learning 4

Inside this issue:

Intermediate

Page 1
http://www.dese.mo.gov/divimprove/curriculum/documents/MAgleglossaryK-6.pdfhttp://www.dese.mo.gov/divimprove/curriculum/documents/MAgleglossaryK-6.pdfhttp://www.dese.mo.gov/divimprove/curriculum/documents/MAgleglossaryK-6.pdfhttp://www.dese.mo.gov/divimprove/curriculum/GLE/documents/caglossary1109.pdfhttp://www.dese.mo.gov/divimprove/curriculum/GLE/documents/caglossary1109.pdfhttp://www.dese.mo.gov/divimprove/curriculum/GLE/index.htmlhttp://www.dese.mo.gov/divimprove/curriculum/GLE/index.htmlhttp://www.dese.mo.gov/divimprove/curriculum/GLE/examples/index.htmhttp://www.dese.mo.gov/divimprove/curriculum/GLE/examples/index.htmhttp://www.dese.mo.gov/divimprove/curriculum/GLE/examples/index.htmhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://dese.mo.gov/divimprove/assess/documents/ca_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/ca_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/ma_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/ma_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/sc_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/sc_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/sc_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/ma_long_descriptors_new.pdfhttp://dese.mo.gov/divimprove/assess/documents/ca_long_descriptors_new.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/GLE/examples/index.htmhttp://www.dese.mo.gov/divimprove/curriculum/GLE/examples/index.htmhttp://www.dese.mo.gov/divimprove/curriculum/GLE/index.htmlhttp://www.dese.mo.gov/divimprove/curriculum/GLE/documents/caglossary1109.pdfhttp://www.dese.mo.gov/divimprove/curriculum/documents/MAgleglossaryK-6.pdfhttp://www.dese.mo.gov/divimprove/curriculum/documents/MAgleglossaryK-6.pdf


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TOSA Tribune IntermediatePage 2

The M.A.P. tests are cold assessments. Weknow which GLEs to teach, but we never knowhow they will be assessed by the state depart-ment until the students actually take the tests.

For you to gather the best data to help you pre-pare your students for the M.A.P. assessment,use the district Scope and Sequences to ensureyou are teaching the correct GLEs. Then,without looking at the benchmark testsprior to administration, simply give yourstudents the tests. Follow the same guide-lines as administering the M.A.P. to see howyour students do. The Education Office will col-lect your data and create spreadsheets so youcan compare your students to other students

Brrr Benchmarks are COLD Assessments

in your school and other students in the district.Other teachers will not be able to see how thestudents in your class scored, but they will beable to see an average of how all the students in

your grade level in your building scored. Thisdata is simply to help you predict how your stu-dents will score in comparison to other studentsin the district. The only way for the data to bevalid is for all teachers to administer the tests ina cold setting.

DESE has sample items you may want to use ascold assessments throughout the year: http://dese.mo.gov/divimprove/assess/grade_level_resources.html .

It is the assessment which dis-tinguishes between the teaching

and the learning.
http://dese.mo.gov/divimprove/assess/grade_level_resources.htmlhttp://dese.mo.gov/divimprove/assess/grade_level_resources.htmlhttp://dese.mo.gov/divimprove/assess/grade_level_resources.htmlhttp://dese.mo.gov/divimprove/assess/grade_level_resources.htmlhttp://dese.mo.gov/divimprove/assess/grade_level_resources.htmlhttp://dese.mo.gov/divimprove/assess/grade_level_resources.htmlhttp://dese.mo.gov/divimprove/assess/grade_level_resources.html


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Volume 5, Issue 3

When is the last time you checked out the StaffCurriculum page? Its chalk full of Math Inves-tigations PowerPoints, science lessons, anchorcharts, etc. Donna Zauss is constantly updatingthe resources on this page. If you have re-sources you are willing to share, please sendthem to the education office:[email protected] .

www.nixastaffresources.net

Thinking Takes TimeWait time will increase the quality and depth ofanswers in general.

Some students from poverty need more waittime because they have less background knowl-edge and limited vocabulary.

Often English-language learners need additionaltime to process.

Many students with learning disabilities need

extra processing time too.Sometimes those highly able students in yourroom have neural networks that are muchdenser, and their thoughts and responses aremore complex (Kingore, 2004).

Bump Up ParticipationGive students about five seconds to respond to aquestion.

Make sure they KNOW that theyre expected touse that time to think about their answers.

Pose question . . . slowly count to five in yourhead.

Instruct students to Pair/Share answers.

Then, call on students to respond.

Dont call on students until at LEAST half ofthem have raised their hands.

Shared Resources are

Just a Click Awaywww.nixastaffresources.net
mailto:[email protected]:[email protected]://www.nixastaffresources.net/http://www.nixastaffresources.net/http://www.nixastaffresources.net/http://www.nixastaffresources.net/http://www.nixastaffresources.net/http://www.nixastaffresources.net/mailto:[email protected]


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We spend so much time in our classrooms rearranging libraries,

seating areas, and book displays to entice children to read more. Iwonder if we spend enough time thinking about lighting for our

students. When students are reading and working in your class-

room, can they see the words in front of them? As the quality of

light changes outside with the winter sun, maybe its a good time

to rethink the lighting in our classrooms. Something as simple as

bright lighting can enhance performance.

*Maintain a constant, adequate level ofbright lighting(2,000 lux recommended). Indirect, but bright naturallighting is best.

Many of the principles of lighting from home dcor guides can be

used to highlight and enhance literacy areas in classrooms, build-

ing interest and use among students. There is plenty of research

that shows more light of the right kind can elevate mood consid-

erably.

Lighting and Learning

Page 4

Maximize student exposure to daylight.

Make sure students are exposed to as muchnatural light as possible, especially during

fall and winter months.

~Eric Jensen

november 10 tosa newsletter

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