Congratulations to the following students who auditioned and
were selected to be a part of the All State Choral Festival March 7-9 at
Samford University: Kathleen Caraway, Abby Cunningham, Bailey Dodson, Andrew
Easterling, Alyssa Edwards, Kent Glover, Becca Hasenbein, Brendon Hathaway,
Kalen Kenedy, Jordan Long, Jay Naylor, Austin Sandford, Alyssa Serena and Maya
Viinkinsalo. The HTHS choral teacher is Allen Gillespie.
Engaging All Learners
Studio Day April 2019
Wednesday, February 27, 2019
Paine Hosts Literacy Night
Paine Elementary hosted "Recipes for Reading Success," last night for parents and students to gain a view into how TCS teachers teach reading and how parents can support their children at home. There were sessions for each grade level where students and parents participated in a reading lesson. Additional activities included a Book Tasting, where students could view trailers about various books and write reviews of ones they have read. A book swap, Literacy Breakout Session, photo booth, delicious snacks, and delightful decorations made the evening magical for parents and students.
We are so thankful for the hard work of the staff to make the night such a success.
We are so thankful for the hard work of the staff to make the night such a success.
Hewitt-Trussville High School's Curriculum Night Success
Last night the faculty of Hewitt-Trussville High School greeted students and parents during their annual Curriculum Night. Teachers, counselors, and administrators shared information on a variety of topics. Joy Young, one of the administrators at HTHS, indicates "HTHS Curriculum Night was
very well attended and highly informative to the many students and parents who
came. Counselors provided grade level course selection sheets that
attendees used as they visited with teachers to learn more about course options
for the 2019-20 school year. Parents were amazed by the number of options
HTHS students have for AP level courses, academy, fine arts and foreign
language courses, and other unique options such as the work-based learning
program. The evening was definitely a high point in the school year for
teachers, parents and students alike."
If you are interested in seeing the course options at HTHS, you can find the HTHS Curriculum guide in the link below.
https://sites.google.com/trussvillecityschools.org/hthscurriculumschedulingwebsit/home
If you are interested in seeing the course options at HTHS, you can find the HTHS Curriculum guide in the link below.
https://sites.google.com/trussvillecityschools.org/hthscurriculumschedulingwebsit/home
Tuesday, February 26, 2019
HTHS JV Scholars Bowl
The Hewitt-Trussville High School JV Scholars Bowl team made the playoffs, defeated Spain Park High School, and ultimately finished third in the JV ASCA State Championship Saturday. The team also had big wins over the Loveless Academic Magnet Program, Gadsden City High School, and Bob Jones High School. This is only the second time that HTHS has qualified for the JV state tournament, and it is a huge accomplishment for our school to rank as the third best team in the state of Alabama.
Students who competed are:
J.P. Campbell
Evan Moore
Jacob Copham
Juliana Eberhardt
Students who competed are:
J.P. Campbell
Evan Moore
Jacob Copham
Juliana Eberhardt
Their amazing coach is Josh Haynes.
Monday, February 25, 2019
Important Dates
February 26 Paine Literacy Night 5:30 -7:00
HTHS Curriculum Night 5:30 -7:00
March 1 Administrators Upload PLP Evidence
March 6 Elementary Math Teachers (EMT) 8:00-3:00
March 7 HTHS Literacy Turnaround Training 2:30-3:30
HTMS Social Media and Healthy Behaviors 6:00-7:00
HTHS Curriculum Night 5:30 -7:00
March 1 Administrators Upload PLP Evidence
March 6 Elementary Math Teachers (EMT) 8:00-3:00
March 7 HTHS Literacy Turnaround Training 2:30-3:30
HTMS Social Media and Healthy Behaviors 6:00-7:00
Saturday, February 16, 2019
HTHS Chamber Choir Presents Joseph and the Amazing Technicolor Dreamcoat
The Hewitt-Trussville High School Chamber Choir is performing "Joseph and the Amazing Technicolor Dreamcoat" February 14-17 in the HTHS choir room. Musical directors are Allen Gillespie and Kim Hutchens. Choreographer is Kim Hutchens. The show features 18 musical numbers with twenty-one talented performers. These students are quite talented, and the performance is outstanding. This is one show you will not want to miss! Click here for a quick peek at this spectacular performance.
Thursday, February 14, 2019
Five TCS Teachers Complete State PLU
Teachers and administrators who hold administrative certification are required to achieve a minimum of 5 Professional Learning Units (PLUs) in 5 years in order to renew that certification. At least two of those PLUs must be State PLUs; the others may be local PLUs. Jaime Giangrosso, Cahaba physical education teacher, approached me last fall with a request for a PLU that would support her growth and learning and help prepare her to one day be an administrator. Together, Coach Giangrosso, Dr. Jennifer Cardwell, and I wrote a PLU and submitted it to the State for approval as a State PLU. In addition to Coach Giangrosso, four other teachers with administrative certification completed the course and were awarded a State PLU: Monica Bramlett, Maggie Burns, Rhonda Loveless, and Amy Meredith. We congratulate these teachers for their continuous learning and hard work.
Requirements of the Course included
Requirements of the Course included
- Read and discuss Leading
for Instructional Improvement by Fink and Markholt through an
online classroom.
- Work with academic coaches, school administrators, and central office staff to complete classroom walkthroughs and observations followed by debriefing sessions.
- Develop expertise in the Trussville City Schools Educator Effectiveness Nine Indicators and recognize them when presented during an observation or walkthrough.
The professional learning occurred through one after school meeting at Trussville City Schools Board of Education, in TCS classrooms, and through online classroom discussions. The course will be available for the next two years for other teachers with administrative certification.
Quotable Quotes
“A person who has good thoughts cannot ever
be ugly. You can have a wonky nose and a crooked mouth and a double chin and
stick-out teeth, but if you have good thoughts they will shine out of your
face like sunbeams and you will always look lovely.”
—Roald Dahl
(1916-1990)
British Novelist |
Tuesday, February 12, 2019
TCS District Literacy Committee Meets
The District Literacy Team met this afternoon, focusing on implementing nonfiction strategies from Jennifer Serravallo's The Reading Strategies Book. Dr. Jennifer Cardwell, Kelly McGough, Edra Perry, and Jenni Peters designed the agenda for the meeting. The group members have been focusing on Doug Lemov's Reading Reconsidered for three years. Today, the group revisited his chapter on Interactive Reading. The two texts provided information and strategies for teaching students how to get the most from nonfiction text.
Lemov contends that simple habits like interactive reading and discussion are two vital systems for building habits of lifelong readers. During Interactive Reading (IR), a student engages with the text by underlining, marking up key points, and summarizing ideas in the margin. IR causes students to interact more directly with the text and thus helps increase student attentiveness and focus during reading. It also provides students with tools to break down and make sense of otherwise daunting texts. The process starts with teacher planning, explicit modeling and instruction, and, of course, lots of practice.
According to Lemov, teachers need to help students develop discussion skills. Students gain greater depth of understanding when they are able to communicate effectively with their peers. Strong habits of discussion support students in learning to entertain opposing viewpoints and to change their opinions in acordance with fact and reason. The goal is shared collaborative inquiry, not debate.
The District Literacy Team members will share their new learning with colleagues at their schools in turnaround training.
Lemov contends that simple habits like interactive reading and discussion are two vital systems for building habits of lifelong readers. During Interactive Reading (IR), a student engages with the text by underlining, marking up key points, and summarizing ideas in the margin. IR causes students to interact more directly with the text and thus helps increase student attentiveness and focus during reading. It also provides students with tools to break down and make sense of otherwise daunting texts. The process starts with teacher planning, explicit modeling and instruction, and, of course, lots of practice.
According to Lemov, teachers need to help students develop discussion skills. Students gain greater depth of understanding when they are able to communicate effectively with their peers. Strong habits of discussion support students in learning to entertain opposing viewpoints and to change their opinions in acordance with fact and reason. The goal is shared collaborative inquiry, not debate.
The District Literacy Team members will share their new learning with colleagues at their schools in turnaround training.
TCS Phonics Professional Learning
Today was filled with lots of collaboration and learning among teachers throughout the district. Lead by reading coach Jenni Petters, kindergarten, first, and second grade teachers reviewed the success ingredients for phonics instruction. The team members are reading Wiley Blevins' book, A Fresh Look at Phonics. Mrs. Riley, Magnolia kindergarten teacher, modeled how to utilize decodable test to reinforce phonics skills. Mrs. Odom, Cahaba second grade teacher, modeled sounding, blending, and dictation. The group designed turnaround training for teachers in their schools.
Thursday, February 7, 2019
SDE Visitor Today
Trussville City Schools was honored by a visit today from Ms. Telena Madison from the Alabama Department of Education. Ms. Madison presides over the Alabama Principal
Candidate Semester Residency Program. Reading coach, Kelly McGough, is currently working as a principal candidate under Dr. Lisa Lothspeich at Paine Elementary. We are thankful for Ms. Madison and the State Department of Education for this opportunity.
Quotable Quote
“Every experience is a stitch in the fabric
of your character.”
—Gary Clausing Musician
Sunday, February 3, 2019
Renaissance Reading Tip #3: Understanding text complexity
Are your students challenging themselves with their reading choices?
The latest research reveals most are not. On average, students are choosing to read books at the very bottom of the recommended reading level range for their grade. As a result, they're likely not building the skills needed to comprehend grade-level texts.
Here are 3 essential insights for understanding text complexity—and helping students read at the just-right level of challenge to boost their reading growth.
Text complexity and background knowledge
Measures of text complexity, such as ATOS® or Lexile®, are helpful for understanding which texts might be too easy or too difficult for a student to read. For example, if a student can comfortably read texts at ATOS 5.6—meaning the typical reading level of a fifth grader in their sixth month of the school year—then a book at 2.3 might be too easy, while one at 8.8 might be much too hard.
However, no measure of text complexity can account for a student’s vocabulary and background knowledge. If the student is very familiar with a topic, they may have little difficulty reading a book at an 8.8 level. If the topic is totally new, the text at 5.6 might actually be too hard—and a less-complex text might actually be the “just-right” option.
Reading below-level texts to reach grade level
When students engage in high-quality reading practice with texts at or just above their reading level—texts in their zone of proximal development—they can grow their reading skills and, over time, work their way up to grade-level reading. For struggling readers, this means reading lots of below-grade-level texts may be exactly what they need to get up to grade level.
In contrast, pushing below-level readers to read grade-level texts may not actually help them reach grade level. One study found that students who read texts far above their individual reading levels made the same reading gains as students who read at their individual reading levels—but the first group was less motivated to read and less likely to stay on task. Over time, lowered motivation can mean less reading practice and students falling even farther behind.
Scaffolded exposure to grade-level texts
While it may not be beneficial to push below-level readers to read grade-level texts, it can be powerful to expose them to this level of text complexity—with the appropriate support.
• Read aloud: Many students can understand more of a complex text when it’s read aloud than they can when they read the same text independently.
• Build background knowledge: Have a student read a text or two on a topic at their individual reading level, then read and discuss an excerpt of a grade-level text on the same topic in pairs or small groups.
• Model comprehension strategies: As a whole class, read an excerpt of a grade-level text together, pausing after each paragraph to analyze the information presented. Out loud, walk through applying a specific comprehension strategy to the text.
The latest research reveals most are not. On average, students are choosing to read books at the very bottom of the recommended reading level range for their grade. As a result, they're likely not building the skills needed to comprehend grade-level texts.
Here are 3 essential insights for understanding text complexity—and helping students read at the just-right level of challenge to boost their reading growth.
Text complexity and background knowledge
Measures of text complexity, such as ATOS® or Lexile®, are helpful for understanding which texts might be too easy or too difficult for a student to read. For example, if a student can comfortably read texts at ATOS 5.6—meaning the typical reading level of a fifth grader in their sixth month of the school year—then a book at 2.3 might be too easy, while one at 8.8 might be much too hard.
However, no measure of text complexity can account for a student’s vocabulary and background knowledge. If the student is very familiar with a topic, they may have little difficulty reading a book at an 8.8 level. If the topic is totally new, the text at 5.6 might actually be too hard—and a less-complex text might actually be the “just-right” option.
Reading below-level texts to reach grade level
When students engage in high-quality reading practice with texts at or just above their reading level—texts in their zone of proximal development—they can grow their reading skills and, over time, work their way up to grade-level reading. For struggling readers, this means reading lots of below-grade-level texts may be exactly what they need to get up to grade level.
In contrast, pushing below-level readers to read grade-level texts may not actually help them reach grade level. One study found that students who read texts far above their individual reading levels made the same reading gains as students who read at their individual reading levels—but the first group was less motivated to read and less likely to stay on task. Over time, lowered motivation can mean less reading practice and students falling even farther behind.
Scaffolded exposure to grade-level texts
While it may not be beneficial to push below-level readers to read grade-level texts, it can be powerful to expose them to this level of text complexity—with the appropriate support.
• Read aloud: Many students can understand more of a complex text when it’s read aloud than they can when they read the same text independently.
• Build background knowledge: Have a student read a text or two on a topic at their individual reading level, then read and discuss an excerpt of a grade-level text on the same topic in pairs or small groups.
• Model comprehension strategies: As a whole class, read an excerpt of a grade-level text together, pausing after each paragraph to analyze the information presented. Out loud, walk through applying a specific comprehension strategy to the text.
Renaissance Reading Tip #2: How to boost nonfiction reading
For nearly a decade, there has been a call for students to read more nonfiction. Many standards and frameworks recommend students read between 50–70% nonfiction, but today’s students only read about half that (20–26%).1
Your students need your help to increase their nonfiction reading.
Read nonfiction aloud.
The magic of reading aloud isn’t limited to fiction—nonfiction can be just as entrancing when read aloud. Plus, reading nonfiction aloud is a great way introduce students to new academic vocabulary. You can model the pronunciation of words students may have never heard before, pausing as needed to explain new terms or concepts as you go along. Look for titles on topics that match your students’ interests—and don’t be afraid to look several grades higher or lower, as students can often understand more complex text when it’s read aloud than when they read independently.
Focus on visuals.
Informational texts are often filled with graphs, charts, maps, diagrams, and other information-heavy visuals. Taking the time to dig into text features and reveal all the interesting information they share can make reading nonfiction much more engaging for students.
You can use any nonfiction text—even a science textbook—for this activity. Use a projector or smartboard to display a visually heavy informational text for a small group or classroom. Ask students what they think the main idea or theme is using only the visuals, then read the article as a group and have students discuss how the visuals support or enrich the text.
Connect to real life.
Students who read about something that pertains to their lives pay more attention and begin to develop a greater love for informational texts. Encourage students to find nonfiction books and articles on topics that relate to their daily lives or personal interests.
Your students need your help to increase their nonfiction reading.
Read nonfiction aloud.
The magic of reading aloud isn’t limited to fiction—nonfiction can be just as entrancing when read aloud. Plus, reading nonfiction aloud is a great way introduce students to new academic vocabulary. You can model the pronunciation of words students may have never heard before, pausing as needed to explain new terms or concepts as you go along. Look for titles on topics that match your students’ interests—and don’t be afraid to look several grades higher or lower, as students can often understand more complex text when it’s read aloud than when they read independently.
Focus on visuals.
Informational texts are often filled with graphs, charts, maps, diagrams, and other information-heavy visuals. Taking the time to dig into text features and reveal all the interesting information they share can make reading nonfiction much more engaging for students.
You can use any nonfiction text—even a science textbook—for this activity. Use a projector or smartboard to display a visually heavy informational text for a small group or classroom. Ask students what they think the main idea or theme is using only the visuals, then read the article as a group and have students discuss how the visuals support or enrich the text.
Connect to real life.
Students who read about something that pertains to their lives pay more attention and begin to develop a greater love for informational texts. Encourage students to find nonfiction books and articles on topics that relate to their daily lives or personal interests.
Friday, February 1, 2019
Rennaissance Reading Tip #1: How to help kids find books they'll love
Did you know 76% of kids think they should read more, but 41% have trouble finding books they like? They also think educators are the top source of good book ideas—more so than friends, family, book stores, or social media!
Your students need you to guide them to their next great read.
Ways to help students locate titles they’ll fall in love with:
Create a bookstore-style display.
You know the feeling you get when walking through a bookstore? Titles, authors, and covers call to you, piquing your interest. You pick up books and read their first pages or back covers.
Use the “Top 25 Books Overall” lists in What Kids Are Reading to identify which books are the most popular for each grade. In the school library or classroom, create a display that features a selection of the top books from the report. Use sticky notes or bookmarks to indicate a book’s ranking—and don’t be surprised if #1 is constantly checked out!
Read aloud to students of all ages.
Even adults love hearing their favorite books read aloud. Scheduling an “author reading” can be a great way to expose students to new genres and authors as well as model comprehension strategies such as visualizing, making predictions, previewing, questioning, clarifying, and summarizing.
Look at the “Educators’ Top 5 Must-Read Books” for some engaging titles to read aloud. Pick a passage that can be read aloud in about five minutes. Before reading, introduce the book with an interesting fact about the story, an anecdote about the author, or a personal story about why you chose the book. Consider dressing up as the author if you can!
Make reading a social experience.
Book clubs are popular for a reason—it’s fun to talk with others about books! Making reading an experience students can share with their peers can increase motivation, and discussing books after reading is a great way for students to review their understanding, share their opinions, and create personal connections with books and with one another.
As a whole class or in small groups, have students elect one or two titles from the “Kids’ Highest-Rated Books” list for their grade or nearby grades to be their new book club books. During the day or after school, set aside time for student groups to meet and discuss books. Put up a bulletin board—or create a moderated section on your class or library website—where students can post comments. Encourage book summaries and honest reviews!
Your students need you to guide them to their next great read.
Ways to help students locate titles they’ll fall in love with:
Create a bookstore-style display.
You know the feeling you get when walking through a bookstore? Titles, authors, and covers call to you, piquing your interest. You pick up books and read their first pages or back covers.
Use the “Top 25 Books Overall” lists in What Kids Are Reading to identify which books are the most popular for each grade. In the school library or classroom, create a display that features a selection of the top books from the report. Use sticky notes or bookmarks to indicate a book’s ranking—and don’t be surprised if #1 is constantly checked out!
Read aloud to students of all ages.
Even adults love hearing their favorite books read aloud. Scheduling an “author reading” can be a great way to expose students to new genres and authors as well as model comprehension strategies such as visualizing, making predictions, previewing, questioning, clarifying, and summarizing.
Look at the “Educators’ Top 5 Must-Read Books” for some engaging titles to read aloud. Pick a passage that can be read aloud in about five minutes. Before reading, introduce the book with an interesting fact about the story, an anecdote about the author, or a personal story about why you chose the book. Consider dressing up as the author if you can!
Make reading a social experience.
Book clubs are popular for a reason—it’s fun to talk with others about books! Making reading an experience students can share with their peers can increase motivation, and discussing books after reading is a great way for students to review their understanding, share their opinions, and create personal connections with books and with one another.
As a whole class or in small groups, have students elect one or two titles from the “Kids’ Highest-Rated Books” list for their grade or nearby grades to be their new book club books. During the day or after school, set aside time for student groups to meet and discuss books. Put up a bulletin board—or create a moderated section on your class or library website—where students can post comments. Encourage book summaries and honest reviews!
Why Solving Fewer Math Problems May Actually Benefit Some Kids
While children who are numerate (having the ability to understand and work with numbers) can apply the math and problem solving skills they have to problems that are similar to the ones they have already solved, mathematical mastery prepares youngsters to combine the tools they already have to solve problems unlike ones they have seen before, said Richard Rusczyk, founder and CEO of the Art of Problem Solving (AoPS).
Sam Vandervelde agrees. He's the head of school for Proof School, a San Francisco based private liberal arts secondary school that caters to "students are internally driven to spend more than two hours on math in school every day," according to its website. The school has a need-blind admissions process.
Since solving unfamiliar problems requires contemplation, less is more when it comes to the number of problems kids tackle at once. For instance, kids might spend several hours -- or even days -- attempting to solve five problems.
"My contribution to this discussion would be to underscore that tackling a hard problem is a big deal, and that the process of solving it should not be foreshortened," Vandervelde said.
Coaching Kids Through Mathematical Challenges
Rather than showing high-scoring kids more problems that are similar to the ones their teacher already covered in class, it's beneficial for teachers or guardians to find more difficult problems that may involve five to eight steps before a solution is reached, said Rusczyk. "The point where you're stuck is the point where you learn the most," he said.
Teachers and guardians can help kids develop mathematical mastery by adopting a coaching approach, Rusczyk and Vandervelde noted.
"To illustrate, consider the classic question of which numbers can be expressed as the sum of two or more consecutive positive integers. (For instance, 14 is one such number, since we can write 14 = 2 + 3 + 4 + 5.) For most, this qualifies as a hard problem, in that we’ve never encountered a question like this before, so can’t base our approach on any known method, and consequently may have no idea where to even begin. In this situation, the teacher adopts the role of a coach, providing problem-solving strategies (try specific cases, collect data, look for patterns), supplying encouragement not to give up, celebrating partial results, pushing for a thorough explanation of conjectures, and guiding the student to make an effective presentation of their findings," Vandervelde explained, adding "I would rather a student occasionally spend several days wrestling with a single problem in this manner than forever plowing through more routine exercises."
If more than one student is ready for an extra challenge? Vandervelde has a classroom tip: "Assign each student, or pair of students, unrelated problems so that they can own their progress and not compete with or be scooped by classmates."
Click on the link to read the entire article.
https://www.forbes.com/sites/rachelcrowell/2019/01/30/why-solving-fewer-math-problems-may-actually-benefit-some-kids/#6438011fc174
Sam Vandervelde agrees. He's the head of school for Proof School, a San Francisco based private liberal arts secondary school that caters to "students are internally driven to spend more than two hours on math in school every day," according to its website. The school has a need-blind admissions process.
Since solving unfamiliar problems requires contemplation, less is more when it comes to the number of problems kids tackle at once. For instance, kids might spend several hours -- or even days -- attempting to solve five problems.
"My contribution to this discussion would be to underscore that tackling a hard problem is a big deal, and that the process of solving it should not be foreshortened," Vandervelde said.
Coaching Kids Through Mathematical Challenges
Rather than showing high-scoring kids more problems that are similar to the ones their teacher already covered in class, it's beneficial for teachers or guardians to find more difficult problems that may involve five to eight steps before a solution is reached, said Rusczyk. "The point where you're stuck is the point where you learn the most," he said.
Teachers and guardians can help kids develop mathematical mastery by adopting a coaching approach, Rusczyk and Vandervelde noted.
"To illustrate, consider the classic question of which numbers can be expressed as the sum of two or more consecutive positive integers. (For instance, 14 is one such number, since we can write 14 = 2 + 3 + 4 + 5.) For most, this qualifies as a hard problem, in that we’ve never encountered a question like this before, so can’t base our approach on any known method, and consequently may have no idea where to even begin. In this situation, the teacher adopts the role of a coach, providing problem-solving strategies (try specific cases, collect data, look for patterns), supplying encouragement not to give up, celebrating partial results, pushing for a thorough explanation of conjectures, and guiding the student to make an effective presentation of their findings," Vandervelde explained, adding "I would rather a student occasionally spend several days wrestling with a single problem in this manner than forever plowing through more routine exercises."
If more than one student is ready for an extra challenge? Vandervelde has a classroom tip: "Assign each student, or pair of students, unrelated problems so that they can own their progress and not compete with or be scooped by classmates."
Click on the link to read the entire article.
https://www.forbes.com/sites/rachelcrowell/2019/01/30/why-solving-fewer-math-problems-may-actually-benefit-some-kids/#6438011fc174
Paine Hosts Family Math Night
Paine Elementary hosted Family Math Night Thursday. Families enjoyed refreshments, a photo booth, an estimation station, door prizes, and 30 minute sessions for each grade that included number talks, math games, investigative tasks.
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