Bridging Achievement Gaps

 

When I was a little girl, every Labor Day was the Jerry Lewis Telethon.  Imagine a marathon TV show that lasted for hours on end. It was like a nonstop variety show filled with comedians, singers, dancers, and movie stars. The goal wasn't just entertainment, though. It was to raise money for a significant cause: helping people with muscular dystrophy.  Jerry would stay up for 24 hours. The song Jerry Lewis would often sing at the end of the telethon was "You'll Never Walk Alone". Originally from the musical Carousel, this classic song became synonymous with the telethon and symbolized hope and perseverance. Lewis would often sing it as a heartfelt plea for donations and a message of solidarity to those affected by muscular dystrophy. I gotta tell you, I cried every time!  I know it's a bit campy, but it's an excellent metaphor for the importance of collaboration.

I had the greatest question this week:  What is the difference between collaborative teams and action teams (academic and SEBH).  She also asked for a definition of professional development as we implement it in CBCSD.

The Council Bluffs Community School District's approach to professional development is a testament to its commitment to its educators. It defines professional development as a sustained, intensive, collaborative, job-embedded, data-driven, and classroom-focused learning experience. This approach is like a guiding light in a storm, designed to enhance educators' knowledge, skills, and abilities, as the storm represents the challenges and difficulties they face in their roles. The district provides a range of professional learning options, including Collaborative Teams (utilizing the 4 PLC questions), instructional coaching, early-release and choice-after-school sessions, and summer learning opportunities. These opportunities are not just support but a recognition of the educators' dedication and a testament to the district's unwavering belief in their potential. They are the stones that strengthen the bridge, allowing educators to provide a solid foundation for students' learning journeys amidst the storm.  This is professional development as defined by the District.  It is about your learning and how it impacts your teaching and, consequently, achievement. This is about the universal tier until all achieve 80% proficiency.

Our dedication to professional development is based on our school improvement plan and coordinated efforts to reach higher levels of achievement collaboratively. 

In addition to these efforts, we also implement other facets of our MTSS model. Academic/SEBH action teams are similar to explorers navigating a stormy academic landscape. Just as a group of explorers must work together to navigate a treacherous terrain, academic action teams must collaborate to overcome the challenges of improving student achievement. They must analyze student data (the map), develop targeted interventions (the compass), and adapt their strategies based on the ever-changing educational landscape. This is a critical component to for MTSS and how we intervene with kids.  This is how we address the needs of students below or far above grade level.  It is a collaborative decision making opportunity.

Together, these teams can weather the storm of academic challenges and guide students toward success.

How will you and your team maximize these collaborative opportunities?  Please answer as a group in the comments below.

If You Say You Can... You are usually Right!

This is a quote from Henry Ford which emphasizes how much attitude determines success or failure.

    I use that quote a lot and often couple it with YET(if it's I can't).  We may not find that our path is clear or success quick but we can control our attitude, our willingness to persist and the opportunity to find joy.  I think I may have told you in the past that I was voted most optimistic my senior year of high school.  I really don't think that it's always a great quality to be so optimistic.  There have been times when working a plan with staff in a school my optimism got carried away and when the results came back I found myself super disappointed.  I do know this, however, that working in a title one school is difficult.  I mean super difficult.  It's rough on a good day.  The grind can start to wear you down if you do not find joy, happiness and dare I say FUN in the work.  We have to mine our inner optimism and say:

I CAN HAVE FUN AT WORK!  I CAN INCORPORATE FUN INTO LEARNING!

Remember if you say you can't you are usually right.

    No one can tell you to have fun or make you have fun; it's a choice.  Though fun at work is sometimes thought to be a distraction, research suggests that it has a positive impact on engagement, creativity and purpose.  When we find tasks enjoyable, we're more eager to dig in and complete them.  When we make time for joy and laughter we become resilient.

It's Possible

Fun in Collaborative and Action Teams

Consider this email our 1/2 CT received on Friday:

I just wanted to send out a quick thank you for this morning.  I know that seems silly, but it genuinely meant a lot ot me.  It has been a very long and trying month and things are FINALLY starting to look up!  Today was the first time in a long time I felt like myself again and it was so rejuvenating to be able to laugh and joke with you all.  I know that I often have quite the RBF and I don't intend to.  Thank you Kim for pointing this out to me a few weeks agao. :).  (By the way I didn't tell her she had RBF.  I said you look stressed.)  Please know I genuinely appreciate everything you all do for our students and for our staff.

Happy Friday Heather

    Yes, we laughed but we also found time to dig through Bridges and find the standards that go along with workplaces.  The team was focused on targeted intervention and found new ways to support kids.  We also talked about how to make content fun and aligned with holidays.  People shared how they could use pumpkin seeds and other clip art to align with Halloween.  It wasn't a scary or meaningless CT.  It was FUN!

 

    Having fun and truly experiencing pleasure and joy in life is just as important as being productive.  For one, if we do not take the time to relax and have fun, we will just continue to build stress, which can lead to burnout and an even greater lack of productivity.

It's Possible

Fun in Math

Consider this third grade modification to a Bridges Lesson:

    Third grade students will be estimating how many seeds are in small, medium and large pumpkins.  Then they will getting their hands dirty, pulling out the seeds from the pumpkin to check their estimates!  When finding the total number of seeds in each pumpkin, they will need to decide if they're going to count by twos, fives, or tens.  Perhaps students will come up with other efficient ways to find the total number of seeds in each pumpkin.  Then they fun continues with the (cleaned) pumpkin seeds; each student will get a different number of pumpkin seeds to solve some addition, subtraction, multiplication and division problems about the pumpkin seeds of students in their class.  The kids will have a blast and the teachers will too!  Keeping math at the center of the work is easy when it's hands on. LITERALLY!

I've also observed making learning meaningful in fifth grade.  They often change the problem to involve Ms. Oswald, Mrs. McGee or Ms. Adams.  The team will also change the context of the problems without reducting the expectation of the grade level standard.  Whether simple or a little messy there is always an opportunity to have fun in math.

It's Possible

Fun in Literacy

Consider this:

You always have the option to intgrate reading and writing in the content area.  As a matter of fact, it's a super powerful ways to have kids apply what they are learning during comprehension within informational text.  There is absolutely nothing stopping you from ordering books themed or aligned with you Social Studies or Science units.  The AEA will  send them to your speciffication making sure there is an appropriate reading level range for your student.

    Finally, the units in the Literacy Resource are set up for you to. immerse your students in a theme.  You can do a little or a lot it's up to you.  I know Julie would love to partner with your CT to get this started.

When teachers use activities that make learning engaging and fun, students are more willing to participate and take risks.  Having fun while learning also helps students retain information better because  the process is enjoyable and memorable.  

What is your next move to have FUN in the classroom? Discuss with your team and share in the comments.

YEP! We know How to Fold the Cheese!

 

David, "Can you tell me one thing?"  

Yes, you just fold in the cheese! 

David, "I DON'T KNOW HOW TO FOLD BROKEN CHEESE!"

NOT THAT                                                      DO THIS

OK. IT'S TIME TO FACE THE MUSIC!  You and your team have figured out how to engage kids in authentic learning!  In addition, you have increased the amount of student talk, alignment to grade level and implementing the math workshop at high levels!  

BOOM!  FOLDING THE CHEESE!

We finished our last implementation walk through for the fall.  This time is was math's turn.   We had three days of interaction, professional development and feedback from Janis.  I will tell you she was SUPER impressed with your work!  Bri has worked with you and together you have unpacked the standards and then making sense of how to use the resource. You've maximized differentiation and are working at getting the results you know are possible.  

Here are the summary of Celebrations from the walkthrough:

• Engagement of students

• Turn & Talk, Add on, Agree / Disagree Signals: The use of talk moves was in nearly every classroom! Especially, with Katie, Heather and Sarah.

• Manipulatives - building numbers with base ten blocks. This was maximized in 2nd grade through share and real time assessment.

• Recording thinking in math journals. Check out the third and fifth grade examples. They are fabulous!

• Whole Group - Small / Partner - Whole Group {Cycle}

Use of Manipulatives.  Keep them on the table.  Strive for within 3 feet.

• Work Places: 

• Choice: Students were able to verbalize why they chose that work place, and what skill they were practicing. Janis said in Trish's room, "you can't tell that this isn't possible with every grade in every class!" 25 Kindergarten students were independent and Trish was doing a small group.

  
  
  

• Sentence Frames & Student Directions. This was very clear in Tracy's room. In addition, she pretaught and launched them with a CHAMPS reminder.

• Logs & Work Place Folders. This was very clear and evident in Tracy's room also. She gave students choice and a target of what do you need to work on?
  
  

• Clarity in Learning Intentions directly related ability to give Targeted support to students “Just in Time”.

• Observe students in the learning. They could talk the math in workplaces (Kindergarten and Third Grade) Independent work Abby O's room and group work, (Audrie Adams room)

• Real time feedback {Before - During - After}.

  
  
  
  
  
  

• Respond to students with appropriate scaffolds or challenge opportunities.

Real Time Feedback

Differentiation

Here are the summary of what our next steps are:

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  Increase Opportunities for Student Production {Independent Work}: This is how we know kids have learned what's been taught.

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  Personal Practice:  Student Workbook Pages, Number Corner Problems, etc.



Using the Called to Work page  from the lesson

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  ICON:  → Daily Practice {Personal Practice - Work Places - Independent Practice}

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  ICON:  →  Called to Work in the Lesson {Not Optional - Guided to Independent}

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  ICON:  →  Home Connections

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  ICON:  → Assessment

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  The above are opportunities for meaningful feedback for students. Provide feedback DURING their work to catch them before they fall. However, that doesn't mean that they don't struggle first. Use prompts, cues and questions. We want to scaffold to learn rather then to complete.

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  Agency:  Students choose which problem they want to start with. How could you incorporate more agency in the learning, the dispensing of materials, and share time.

Question for Discussion. Which of the Celebrations are your superpower? Is there someone on your team to 'has it' and you could go observe?

Regarding next steps: How will you incorporate agency and feedback? Maximize with clarity!

How Do you Solve a Problem like...?

    The Sound of Music is a Broadway Show (1959) and film (1965). It's iconic! The film won 5 academy awards.! I'm sure many of you have seen it as it plays often on cable (when that was a thing) or when your family had a movie night.  Just in case you haven't seen it here is the plot:  It's a sweeping tale of Maria, a hard to handle women who was preparing to be a nun in Salzburg, Austria.  Her enthusiasm and lack of self-control causes some concern (They break into the song:  How do you solve a problem like Maria?).  So the Mother Superior sends her to be a governess for Captain Gerog von Trapp's seven children.  (A governess is someone who rich people(think royalty, Jane Eyre, etc.) hired to educate and basically raise their children. but you probably already knew that)  By the way this is a true story from 1938.  The captain is as strict as Maria is free-spirited.  The children, when the Captain isn't looking, are really rotten to Maria.  They do super mean things (G-rated frog in her bed, spider in her shoe).  One night at dinner, when the Captain comes home, Maria shares in a kind and loving way a restorative and empathic conversation.  The children start to cry and basically feel really guilty to have been so mean.  They grow to love and trust her as she builds relationship and teaches them how to care for one another and do the right thing. Yes, eventually the Captain falls for Maria (who doesn't become a nun) and marry.  They escape the Nazi's by walking over the mountains.  Of course, all of this occurs with a lot of singing, dancing and joyful expression(except when they confront the Nazis).

So...How to Solve a Problem like behavior in the classroom?

    This week as I prepared to sit down to write the blog about the foundation's walkthrough last week; I thought about this film.  One of the songs that happen right at the beginning of the movie is "How do you solve a problem like Maria?"(MENTIONED EARLIER)  I kept thinking about it and made a connection to all of the hard work every staff member goes through each day to create a safe and engaged environment at Bloomer.  Every guest who visits comments on how calm and engaged our school is.  This doesn't happen by accident.  It is intentional and based on many of the same principles that Maria employed.  Relationship, calm positive correction, teaching children when they made a mistake and restoring teacher authority if a first responder had to be called.  In addition, the quality of instruction and authenticity of activity drives students to be engaged.  They don't misbehave as often if they are interested.   We are a work in progress and are trying to support kids to reach goals day by day.  Your support and loving commitment keep everything together.

Here are a few notes from the walkthrough:

Thank you to the Foundations Team along with Trish Skyles(Consultant), Kate Boes (Lead Foundations), Tim Hamilton (Student and Family Services).  Foundations team:  Julie D., Bri H., Kari M. Sue M. Ashley C., Tracy S. Emily B., Kate L.)

Common Area Celebrations

1. Lunchroom: Guideline for success & common area expectations posters; high rate of student compliance; 90%, 96%, 98%; positive interactions, smiling adults, positive corrections; lowest area was correction - not because it was negative but because we aren’t always referring back to the expectations/pillars.

2. Recess: high rate of student compliance, supervisors in zones in both grade levels (5th & 3rd); quick transitions. We watched 5th and 3rd grade. Every teacher & Paraprofessional were in their zone to watch the playground areas. Please make sure you are not standing an talking to one another. They stated this was why our playground looked SO safe!

3. Trish, the consultant, said it was the best lunchroom she had been in!

Common Area How could we prevent a problem like...?

1. Large water jug so kids aren’t going to the restroom to fill water bottles? The team thought this may prevent so many students from going to the bathroom to fill cups. In addition, please do not allow kids to bring their water bottles to lunch.
2. 1 boy & 1 girl restroom pass per grade level.  It was observed that as many as 6 students (boys and girls) were in the restroom along with students getting water.  The suggestion is to limit the passes and put the girl/boy pass on either side.  IF the pass is gone they do not go.
3. If we stay in our zones or more staff, would be less behaviors at all grade levels?  Different grade levels have been observed outside of the zones.  If you need a reminder please let someone on the Foundations team know and they will help.
4. Is this a good time of year to revisit passive and active supervisors?  The team of observers thought that making a list of lookfors for active supervisors would help make the expectation transparent.

Classroom Observation Celebrations

1. Student engagement; high ratio of positive to corrective interactions. They suggested to observe or video Abbey Oswald, Trish Dew, and Katie Naughton to see how this is done. Abbey had 100% of her students using their tables with dry erase markers to do a problem string. The ratio was off the chart. Trish managed to move her students with seamless effort through transitions. When Katie's students were working independently it was obvious that expectations were taught and CHAMPS observed because on-task and engagement were high. Voice level and movement minimal.
2. CHAMPS has been established - even though not addressed while in there, kids are following the expectations; expectations posted in every classroom and paired with visuals. Remember to keep these in mind for celebrations of success when kids are doing the right thing even when they aren't reminded!
3. Trish said, "It's often difficult for teams to see the connection between on-task behavior and engagement." She said that over her observation she felt that there was a clear connection because she could see learning happening as kids worked with their teacher!

Classroom Observation How to prevent problems?

1. Data collection is easier when expectations are clearly posted. Thank you! Every classroom had them clearly posted. Some were referenced but it was obvious that kids knew them! Seriously guys, you can't fake that!
2. They team hypothesized that this contributes to subs wanting to come back because expectations are clear in classrooms and common areas? I would also say Yes INDEED! We had 12 people out that day. They team really came together and supported students who acted out and responded to students in need. WOW!

Classroom Teacher Interviews Celebrations

1. Staff is consistent in responses. There were individual's with a variety of styles but there was a common thread to what was said.

Classroom Teacher Interviews How do we prevent problems?

1. Do we need to find time in PD to circle back to Foundations info. They answer is. "Yes". Even though Bloomer was one of the strongest walkthrough to date (Trish's words), we need to keep our skills sharp and continue to refine using the continuous improvement cycle.

2. Coming back from breaks to revisit expectations/foundations. This is a practice that we did last year and it seemed to follow a consensus that it's a great idea for everyone to do it again.

Student Interviews Celebrations

1. Champ of the week as school wide reinforcer! Thank you to all of you who continually keep this on your Thursday To Do list. Especially, thank you to Kari, Bri, Julie and OF COURSE SHANNON KELLY! Without this team we may not get it produced each week!

2. It’s a fun place! "Of course it is". It's the school where everyone wants to be!

3. We have nice teachers. "Of course you are!" You are like Maria! Even without the singing!

4. All could say 3 Bloomer pillars. They couldn't do that last year! Yeah for you!

Student Interviews How do we prevent problems?

1. Should we have a staff member take over morning announcements including stating the pillars? Yes, especially until our new SOM starts. Interviews are tomorrow! I'm confident we will find someone!

So Long, Farewell, Auf Wiedersehen, Goodnight 

So there you have it!  That is what it looks like when the implementation of CHAMPS and foundations are successful!

Reflection:

If you would have been observed would we have seen similar things?  Which of them would you consider thinking about and working to improve?  You are the Captain and the governess for our students!  Let's continue to make it happen!

The Halls Are Alive with the Excellence of Bloomer

I meant to say that

 

    Last week I shared what many people noticed in your classrooms engagement and clarity.  Believe me, they were impressed.  That doesn't happened by chance.  You can not just turn it on and perform like that without expecting learning and engagement each and every day.  The thing is we do get better: day by day, week by week, month by month.  You plan and teach.  You assess your students and then you reflect or analyze on the result.  This is the formula that you've embraced over the last five years.  In addition, you are really proficient at utilizing the Gradual Release of Responsibility (GRR) instructional model.  You consistently meet with small groups, you differentiate for individuals, you collaboratively plan and you participate in PLC.  Doing these things has really gotten us to percentages in the high 60's.

SO

    How do we break through to the high 70's or 80's?  You only have so much time in the workshop.  The answer isn't doing more.  It's knowing what to say so kids can do the cognitive work.  It's precision of language and flexibility in teaching moves.  That is what is going to make the difference.  My advice is to focus on those students approaching proficiency first.  You have excellent learning intentions and success criteria already written.  Maximize your talent and use them throughout the workshop with intentionality.  The students in the approaching band need targeted support at grade level.  The key is knowing where their learning is breaking down.  What is missing?  Is it a tool, a scaffold, a prompt or another success criteria that is the foundation of one that was written.  Is it feedback to support the misconception you observed.

Consider This 

4th Grade Example from James Keller

Learning Intention: I am learning how the elements of an argumentative text help me to understand the author’s message. 

Success Criteria:

I can explain graphs, text features, and headings to find understanding from the story 

I can summarize the main idea and explain how it is supported by key details 

I can describe how the text is organized

I can reread the text to help me understand this information

If students need a targeted intervention on this learning intention here are a few examples of what could be done.

• Is it a tool they need? Do the students need graphic organizer or bookmark with a close reading strategy written on it? The graphic organizer could be customized for specific learners. If they aren't familiar with the close reading strategy you could do a demonstration of it and model close reading for them.
• Is it a scaffold they need? You can assess the student to determine if they know the difference in text features and also provide a talk aloud to demonstrate how one of the graphs or photos is connected to the text. You can get there through questions, prompts or cues before you went straight to direct instruction.
• Is it a prompt they need? You could say look at this photo and read the caption. Now read the the text that you point to. How are these two connected?
• Is another success criteria needed that is foundational to one already written? Let's look at: I can summarize the main idea and explain how it is supported by key details. Foundational success criteria for this could by I can summarize. I can state a main idea or what this passage is mostly about in my own words. I can find key details. All of these could be just the ticket to support a learner reach the full expectation of the success criteria. Your feedback to students based on what you are seeing in their work is the key.
• Is it that the student needs feedback on one of the success criteria? Students may overlook key words like describe, explain, supporting. Your feedback to help the student attend to these words and be able to define them could be another way to provide the targeted intervention.

Teach with intention knowing what to do as you mindfully and carefully observed students work.

    The point of intentionality is to know what to do and what to say in the moment. It's not exclusive to reading either.  Every content area needs precision with language for kids to break through to the learning intention.  This happens when your conceptual knowledge is deepened around the grade level standard and teaching behavior you'll use, like feedback or small group guided instruction.  Intentional choices are deliberate and purposeful decisions.  Teaching intentionally means thinking ahead and making choices based on your strengths and goals.  Teachers who teach with intention try not to act on impulse, but instead, think ahead and choose things that affect instruction positively.

OK 

How do we consistently break through to the percentages in the high 70's and 80's?

Teach with intention and say:

I meant to say that!

What is your next move?  How will you consistently accomplish what is laid out in the blog.  Is this a common challenge for your collaborative team?  Please comment below.

STAND UP! BE Proud!

 

When I was in high school our favoritE cheer at football and basketball games was a call and response "We are the Modeltowners". (I know it's a weird name for a high school mascot.)

STAND UP!

CLAP CLAP

BE PROUD!

CLAP CLAPP

SAY YOUR NAME...OUT LOUD...

Now I love to say it with my grandkids.  We shout their full name after out loud "Joyce Irene Smet!" or "Luke Richard Kazmierczak". Some things stick in your head even after 40 years. (I know that was a long time ago.)

My point this week is to Stand Up and Be Proud!  The representation of your work in literacy was superior on Friday.  The team from ESC along with Julie and I were there to look at implementation, sure.  However, their main goal was to determine how to support teachers throughout the school year.  Believe me when I tell you they were really impressed!

• What did we see in classrooms today in relation to our loo fors?

• Environmental supports were evident and student use of those supports was observed.

  
  
  Evident that this was a focus of the work you’ve been doing. (Translation: In every classroom it was clear that students were engaged in authentic work reading and writing. The evidence supported a strong implementation of SMART start. Students were able to articulate expectation when another classmate joined. ie in Carol B.'s room when a little girl was overhead to say. "Hi, if you are done with your Lexia you are supposed to be reading a good fit book."

• Evidence of collaborative team planning in common anchor texts. (Translation: This was really clear in Abby and Audri's rooms. They had their own spin but their charts on argumentative text was spot on!)

• High degree of engagement and student opportunity to respond
  were  seen throughout and in a variety of ways. Lots of turn and talk, explain your thinking, show me, did you find that in the text. (Translation: In the past they've noticed kids attending and behaving really well. However, when they finished it was really clear to Dr. Matthews that student talk was valued and nurtured. In Tracy S. room the kids were so excited about the topic of expository text. They were oohing and ahhing throughout the lesson)

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• Observed opportunities in all classrooms in various forms

  

• Feedback doesn’t always have to include a solution. (Translation: They really picked up on this in Abbey Oswald's room. They loved how she questioned to prompt and get kids to do the thinking. As a matter of fact they suggested that teachers go in and observe her for about 10 minutes with that look for in mind.)

They gave us three suggestions to mull over

• • 

    Use collaborative team time to spotlight a teacher’s strengths and look for transfer to other teachers. (i.e. prompts, cues, questions) Set up opportunities for teachers to observe others for a focused, specific reason. Translation: You have the agency to watch each other and learn from one another. There are amazing things going on each day! Like Sam Caughey's drive by pick up in writing after she taught a lesson on realistic fiction or Katie Naughton's precise language.. Another noted strength was Heather's precision in assesing while kids did whole group word work.)

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    Clarification of writing week 5, bringing back evidence of the work from the prior weeks for students to refer to and learning intentions and success criteria. Connecting the writing rubrics to student self evaluation, peer conferencing and teacher feedback. (Translation: Sam also displayed the writing rubric during her lesson. Consider using the writing rubric throughout the unit so kids can see how to read like a writing and write like a reader.)

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    Using backward planning from Week 5 writing and use of intentional links between practices and components within Wonders. (Translation: Consider using a backward plan to design your unit's lessons. This will bring to life the key standards throughout the unit and support the successful writing of students at the end of the unit.)

  
  

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• What did I see and hear? I heard the team: Carly Gates Auge, Janet julie Danker KIMBERLY KAZMIERCZAK Mark Schuldt Tracy Mathews Wendy Lutz gush on the performance of those observed, Heather, Katie, Carol, Sam, Tracy, Abby and Audri.

1. Everyone who visits our building is impressed with the level of engagement and the calm of well-managed classrooms. I know we have our challenges but you need to know that you stand out in the District.
2. Clarity is Key.  The learning intentions and success criteria viewed were superior.  It's clear that each of you use the standards ,collaborate and write high quality learning intentions and success criteria.  Janet Auge commented on the clarity and depth.  It was also clear that kids know them as well.
3. The gradual release of responsibility.  Every Lesson, Every Day, Every Classroom GRR is maximized.   Teachers were out and supporting individuals.  Clearly the write stuff.

Finally, the support and coaching from Julie was also notices.  The team was very specific on how well PD must have gone to integrate SMART Start and unit one.  In addition, your collaborative practices and use of the standards stood out.  You engage in PD and with Julie's support have gotten you to this point.   Let's keep going!  Let's keep Growth and Achievement in mind one student at a time.

So Stand Up!  Be Proud and say YOUR name out loud!  

You are making a difference each and every day with each and every child.