OSP Connected
March, 2018-Office for School Performance-Volume 17
Message from Dayle
At the beginning of the month I visited the jail. For those of you who don’t know, we educate all students without a diploma through age 21. Incarcerated students age 18-21 can complete classes in jail taught by an incredible teacher named Stella who teaches in a centrally located classroom in the jail. Adjudicated youth under 18 are sometimes assigned to Harkins House- where they live- and they have have a full day of classes on site as well. It’s all pretty impressive and many of our students who have made some choices that violate the law continue to work towards graduation in these programs.
At the end of our visit, while visiting with the staff in these programs, I asked, “What patterns do you see? What are the strengths and challenges of the students from an educational lens?” They shared that most of the students are capable. Most who choose to take the classes are fairly good readers and have predictable rusty math skills. Many of them struggle with writing- (a focus on language and rigor should address that.) “But what they need the most,” they said, “is someone to believe in them!”
Sound familiar?
Despite the fact staff have test data in their hands to show the students their strengths, they don’t believe it. They doubt their ability to learn and yet soak up celebrations of their accomplishments.
HSD family of educators- we need to get serious about spreading our belief in the students we serve. Each one has strengths we need to identify and reflect back to them. And for those who are faltering, we need to loan them our belief in their success and abilities.
It is not by accident that we say “every child needs to be known by name strength and need”. Relationships matter. Whether you serve kids in a 3rd grade class, an SLC, a wellness center, the jail, an Algebra class or a gym- tell our students you believe in them. It can be a life saver.
HSD Focus 2017-2018
INSTRUCTION: Over the Shoulder Assessment and Listening: The power of observation
Assessment can be a intense endeavor. Do you use a rubric or not? Which one? Essays or not? Are my questions and tasks culturally relevant? At the right DOK? How do I really know if the student completed this project by themselves?
Kindergarten teachers have it figured out and we need to learn from them. Want to know what they do? They observe. They talk to kids. And they trust their judgement. (They have to because most of their kids are just learning how to read and write and produce tangible evidence of their thinking.)
As an Algebra teacher, I remember all the stacks of homework and tests. As an middle school English teacher, I remember the stacks of essays. I spent many days and evenings grading all those papers. But if I had it to do over, I’d channel my inner kinder teacher. I’d grab a clipboard with my students names on a paper, objectives at top, and boxes for comments and marks and I’d just wander my class! I’d be observing and asking kids things like, “Show me how you solved that?” “What are you wondering about?” or “What did you try that didn’t work?” I’d take notes about their thinking and knowledge.
Observations are valid forms of assessment. Give yourself permission with your next learning objective to just observe and interact with students instead of carrying all those papers home. Ask good questions and take some anecdotal notes. And if you need something for the grade book - use your expertise of your content and use those observations to evaluate a student's grasp of a standard. Papers won’t remember the time you spent with them but a student will! (And your friends and family will enjoy spending time with you and your new found free time.)
BUILDING RELATIONSHIPS: Kids Do Well If They Can
“Kids do well if they can” OR “kids do well if they want to?” To which do you prescribe? If you prescribe to the theories of Stuart Ablon and Ross Greene it’s all about the “can”. The focus is always on looking at the demands placed on a student and identifying the skills they need in order to be successful. If they have lagging skills we make it a point to teach them those skills. Seems simple right? If these were academic skills we would develop an intervention, right? Why is it that we view behavior far differently than we view academics? If a student is struggling academically, our tendency is to find some extra help for that student. Why then, if a student misbehaves, do we immediately jump to giving “consequences” thinking that the student should “know better?” Guess what? In the majority of cases they don’t “know better”. They have lagging skills!
For far too many, we base our approach on equating consequences to punishment and completely forget that our primary job is to teach the “hidden curriculum” of school. The rules, social norms, and expectations are something that doesn't come naturally to lots of our kids.
We owe it to our students to teach them the skills necessary to navigate a system that in many ways wasn’t designed with their needs in mind. Flexible seating, student choice and voice, high quality culturally relevant curriculum all play a part. However, a strong student/teacher relationship that is filled with grace, empathy and a focus on teaching and learning first is where it all starts.
As we enter the last few weeks before spring break, we'll undoubtedly experience students that are struggling. The question is... What are you going to put in place in your classroom that supports your students and at the same time keeps the teaching and learning going right up the last minute?
CAREER & COLLEGE READY: Middle School to High School CTE Bridge
STATE ASSESSMENT: Creating a Positive Testing Culture
State testing can be a stressful time for all involved: administrators, teachers, support staff, parents, and students. As teachers and support staff, we have a lot of influence over the testing culture that is established in our buildings and classrooms. Our attitudes and behaviors are easily picked up by our students. Here is a list of pointers and suggestions in creating a positive testing culture:
Positive attitude - if you are positive about the assessments, it’s that attitude will rub off on your students
Parent connection - keep them aware and informed about state assessments and let them know how they can support their student(s) during this time.
Friendly competition - how can you partner with other teachers/classrooms in your building to create friendly competition? Think beyond results based competition
Encouragement and support - Little notes and comments like “You are going to rock this!” to your students can mean a lot.
Focus on “Do your best” rather than “Passing the test…”
Wonderful Third Wednesdays (WTW)
And, as always, if you have professional development needs that are not reflected in our offerings or the timing is not matching your need, please contact Becky Kingsmith or Arcema Tovar for problem solving.