Instruction Insider
The Latest News from Curriculum and Instruction - 2020-2021
Hello May!
Who Knew??
Who knew a 5-year old could learn solely by connecting with their teacher on a computer?
Who knew we had such high technology skills in our entire staff?
Who knew we could have meetings, celebrations, interviews, and all KINDS of other things virtually?
Who knew kids could check out books through a drive through, and also receive awards that way?
Who knew we could provide engaging learning experiences all while wearing masks and staying 6 feet apart?
Who knew we could do a prom outside or in the school building and it be just as fabulous?
Who knew we could do online state testing - with no booklets or scantrons??
We have all done such amazing things this year.
As we round out the year, and to help you make May matter – please utilize this final Instruction Insider for the 2020-2021 school year.
Let us know how we can support you!
Hang in there - it is almost summer.
Susan
Connecting with Our Mission
I have been thinking a lot about our mission and the work we have been doing lately - in response to the pandemic, to keep kids safe, to ensure staff is safe, virtual learning experiences (although that might not be the best), etc. etc. I feel weary and want to get back to the time when we can plan and implement innovative ideas and engaging activities for our students. Our mission is built around the philosophy of growing students who achieve academically, lead with integrity, develop authentic relationships, and have an innovative spirit.
...And maybe because Spring Break just occurred, maybe because it is actually springtime, or maybe because Easter is later this week... I am feeling the need to RENEW - to start fresh, look at things differently, to grow in ways we haven't before. The definition of "renew" is "give fresh life to, to strengthen, to extend." I know the pandemic is wearing on everyone, but during this time, could we begin to think of what's to come? Do we see the light at the end of the (pandemic) tunnel? New ideas? In what ways could we strengthen our student experience? Are there ways to provide new experiences for our students that we have not considered?
How might we engage our learners to strive to achieve, contribute, and lead? How might we build capacity in our students to innovate, think creatively and critically, to collaborate and communicate? I remain open to new ideas, new experiences for our students, and I hope you do too. That is what makes our organization a destination for so many families.
I am attaching a few articles (below) I have read recently. Check them out when you have time.
Hope April is fabulous for you,
Susan
And After the Winter Storm...
Wow! Nothing like a pandemic, a tropical storm, a hurricane, and an ice storm all in ONE school year! The curriculum team has worked diligently this week to make some adjustments to core content curriculum. In essence, we have worked to find ways to compress some content and prioritize other content by utilizing our High Priority Learning Standards previously identified in the curriculum. Here is a brief summary, but please click on the links below for the details:
Elementary
ELA suggestions:
· We recommend teachers use this week (February 23rd-26th) to teach the last week of Unit 6 (Informational) and prioritize evidence collection for 3rd nine-week report cards.
· Next week- March 1st, begin and teach Unit 7 (Literary) for the two weeks before Spring Break (formerly a 2-week unit)
· After Spring Break, teach Unit 8 (Putting it all together Informational) for 2 weeks until Easter vacation, prioritizing skills not mastered in Unit 6. Unit 8 has few new skills and is mostly a chance to practice and master skills taught previously. (The exception is 4th grade writing Unit 8, is the STAAR prep unit)
· After Easter, teachers should move into Unit 9 and get back on track with the Year At A Glance.
4th grade Writing Benchmark and 3rd grade Writing CBA should be rescheduled for this week and Learning checkpoints for Unit 6 and, combined, will be shared with teachers on Monday. **Focus on 3rd nine-week progression targets and small group reading between now and Spring Break. **
Math will be adjusting YAGs to reflect changes due to the ice storm days off. Focus will be given to high priority standards which are on learning progressions and other math topics will be encouraged to be tucked into number talks and personalized math goal time as time allows. As has been the case this school year, unit plans have been created for teachers for each unit (kindergarten through fifth) that support a compacted curriculum and fewer days to teach this curriculum.
Science curriculum includes the week prior to Spring Break as a review and catching up week, so this flexibility in the curriculum should allow teachers the time they need to continue on track. The 4th nine weeks unit studies are the first two weeks of March so teachers will receive the planning guides at that time as well. The elementary science curriculum will be do-able for our teachers as long as they continue to teach science per our Time to Teach recommendations for brick and mortar as well as Clear Connections.
Social Studies suggestions:
Grades K-3:
· Spend 2 weeks in Unit 6 (originally 3) and embed technology skills in the last two units to support students that have not yet mastered the skills.
· These skills are not part of learning progressions.
4th Grade:
· Teach one more week of Unit 7 and shorten Unit 8 by one week, as this unit already allows 2 weeks of flexibility for STAAR writing prep.
5th Grade:
· Teach one more week of Unit 6 and shorten Unit 8 by one week, as this unit already allows 2 weeks of flexibility for STAAR reading prep.
GT/Alpha – Calendars have been adjusted to add one additional day for Alpha, with the session ending on April 16, 2021, rather than April 9, 2021. Campus GT specialists will support teachers as they adjust the curriculum, offering challenge opportunities or curriculum extensions, focusing on deep and complex thinking for advanced learners.
Secondary
AP teachers should stay the course with their curriculums and use the guides that College Board has put out. The weekly AP videos will be a great source of support for students and teachers to fill in gaps.
ELA - recommend that secondary ELA teachers, in PLC teams and with the support of their instructional coach, start with revaluating the collection of grades based on assessments they already had planned. This may be necessary as teachers need to look at the timing of expectations for writing assignments, for example.
Instructional coaches have been tapped to share other recommendations that may be used to adjust curriculum throughout this week and will be shared with teachers soon.
Math curriculum is currently in review and teachers will receive an updated adjusted calendar for the rest of the year with emphasis on the high priority learning and readiness standards. Instructional coaches will be consulted for recommendations in making curriculum adjustments.
For Gr 6,7,8 and Alg 1, the current calendar has 2 weeks for STAAR review. Recommendations may include that teachers use that time to “make up” for the lost days last semester and this semester rather than “review” content already taught.
The pacing calendar for the non STAAR math courses will be adjusted for the remainder of the year. Depending on the course, the number of learning objectives may be reduced, to give more time for mastery of the high priority and readiness standards. In the best interest of students, working toward mastery of the high priority learning standards rather than skimming through less important standards would be beneficial.
Science – PLC teams should focus on essential standards and/or HPLS. There is built-in time in the intermediate schedule and with a later test date, allowing time to catch up.
High school coaches have talked about a 1-week more focused review for biology. The most important point is to focus on essential and high priority and focus on the learning. Teams have the flexibility to focus on what their students need.
Social Studies - Where teams have identified essential standards, those should be their focus along with HPLS. 6th grade will prioritize standards using learning progressions.
In virtual after school collaboration sessions, course leads (participating teachers for intermediate and senior courses) will review building blocks to identify where content can be compressed or eliminated. Discussion will consider vertical alignment, critical learning goals, process skills, and areas impacted last Spring.
For tested contents, including AP courses, frequently assessed content and integrating conceptual review and practice during unit instruction rather than using weeks for test cram will be part of the adjustment conversation.
Remember: Teachers know their students best. Please encourage teachers to consider their specific students, current data, and the information they know about their kiddos. The resources below provide a guide with ideas for curriculum and standards prioritization.
Diverse Books, Student Choice, and Our Libraries
We sometimes receive feedback ragarding both school and classroom library selections. One of the most important roles of a library is to provide a diverse collection of materials to meet the needs of students and families. Every family is unique, with varied beliefs and thoughts on material that is appropriate for their child. For example, LGBTQIA books may not be the right books for some families, and for others, they may be an important choice for students. Books can act as mirrors, windows, and doors - allowing students to see stories that reflect themselves as well as stories that allow readers to empathize, understand, and respect others. This applies to both materials in print and digital format.
When discussing diversity, one recognizes, “Diversity is understanding that each individual is unique and recognizing our individual differences in regards to race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religion, and political beliefs. It’s about moving past just being tolerant and actually embracing and celebrating the richness of each individual. The library has long been recognized as the most trusted environment in which discovery and exploration of these differences should take place.” (Libraries Need Diverse Books, 2016)
As a reminder, our district has a policy on reconsideration of materials. If a parent expresses concern about a material, we share our beliefs in regards to each family having the choice with selections but that doesn’t mean that we automatically pull selections away from other students. We often share the following resources as a discussion starting point and often the conversation concludes at that point. What we should not do is offer to immediately remove the book from the shelves or restrict it from checkout from all individuals.
http://www.ala.org/advocacy/intfreedom/librarybill
http://www.ala.org/advocacy/intfreedom/freedomreadstatement
If a parent or family has a concern about materials, our district has a reconsideration policy that can be found in CCISD Board Regulation EF, Exhibit A and B.
Now to February...
Amanda Gorman, on the other hand, had a lasting effect. Did you know she had a speech concern growing up? And that she was the first person to be named National Youth Poet Laureate? Her personal journey is just about as amazing as her poetry reading in Washington.
"I had a speech impediment. And so I couldn't use my voice. Then I would author my voice on the page. So it's really been a godsend and a lifeline for me... And so once I arrived at the point in my life in high school, where I said, 'You know what? Writing my poems on the page isn't enough for me. I have to give them breath, and life; I have to perform them as I am.' That was the moment that I was able to grow past my speech impediment," she told CBS news.
I had to give them breath. And life.
Isn't that the goal of every writer? And every teacher for his or her students? Writing changed everything for Amanda, and it can change everything for our students too.
"For there is always light if only we are brave enough to see it. If only we're brave enough to be it."
As we work to be the light in February, please utilize resources below to support you, your conversations, and your campus teams. #ShareYourLight
And if you have a moment, click HERE to watch the full poem The Hill We Climb, read by Amanda Gorman.
Have a great month!
Susan
Hello 2021...
As a leader, the energy you put into your team and culture determines the quality of it. Research from the HeartMath Institute shows that when you have a feeling in your heart, it goes to every cell in the body, then outward - and people up to 10 feet away can sense the feeling transmitted by your heart. This means that each day you are broadcasting to your team how you feel. You are broadcasting either negative energy or positive energy, apathy or passion, indifference or purpose. Research from Harvard University also supports the idea that the emotions you feel are contagious and affect the people around you. Your team is just as likely to catch your bad mood as the flu, and on the flip side, they will catch your good mood as well.
As a leader your attitude, energy, and leadership is contagious, and it has a big impact on your culture. Great cultures and teams are built with positive, contagious energy, so it's essential that you share those types of feelings. When you walk into the office or the meeting, or onto the field, you have a decision to make: Are you going to be a germ to the team or a big dose of vitamin C?
As we kick off 2021...be the vitamin!
Happy New Year!
Susan
Looking for something from a previous month?? Keep scrolling down...
Happy December!
I hope that each of you had a great Thanksgiving and got to spend at least a little time resting and relaxing. This is sure to be a fast and furious December!
Over the course of the coming weeks, let’s take time to refocus on what we value in CCISD. Let’s work toward focusing on relationships, care for one another, and encouraging each student and teacher to feel success each day in our schools. In this crazy time, we have learned to be resilient and innovative in our thinking, all to meet student needs and create opportunities to focus on learning.
Congratulations on the (near) completion of 2020! At times it may not seem like it, but we are better for all the learning through the new opportunities this year afforded us.
Have a great week!
Susan
Fall is in the Air...
Wow! What a crazy year is has been so far, and it is only October! I have talked to several teachers in the last few weeks and the resounding message I got from them was they are so glad the kids are back and there is teaching and learning going on. This, of course, is ultimately what we are all here for – to see those lightbulbs going on, the spark in the eye of a student who just “got it” and all the other tiny signs of learning. I know your plate is overwhelming full, but I encourage you to take a bit of time to see this in action – visit some classrooms, see the energy – it will revitalize you! At times like these we must make a concerted effort to schedule classroom visits, but I promise, it will be worth your time!
Feel free to share this Insider with others and use during instructional conversations on your campus.
Please reach out to our team for support, conversations, or new ideas – we are here to help.
Enjoy the cool, fall weather this weekend!
Susan
The Professional Learning Department is excited to join the Instruction Insider! We will share information each month that is valuable to school leaders, instructional coaches and most importantly, teachers. Please click the link below to access updates, celebrations and opportunities to receive professional learning credit by engaging in asynchronous PL. We also have a segment titled, Voices from the Field, that incudes CCISD teachers sharing tips and strategies for navigating this school year. We hope our TEACHERS find it helpful!
Library Update
- Libraries can move from yellow to green status beginning Monday, September 28 with the expectation that campuses decide which level they are most comfortable with as COVID situations update and change. During the October librarian meetings, we will be sharing ideas and strategies for each level.
- The library department will begin work on creating a district shared Mackinvia ebook collection for elementary students. This initial collection will be funded with approximately $75,000 dollars, equating to 3700 titles for students to access. Secondary schools will begin worn on a district shared Overdrive collection for secondary students. This initial collection will be funded with approximately $100,000. We hope to have the first round of digital ebooks and audio books available to students by the end of October.
- Librarian meetings will be held at the LSC and subs can be scheduled for the library using the DPL code. Please see the schedule listed below.
Re-imagine Education for 2020-2021!
Students are resilient. Teachers are resilient, YOU are resilient!
In this time of uncertainty and ever-changing plans, please know WE can do this. Let’s keep our safety, relationships, and connections at the forefront. We can do this in our classrooms. We can do this in virtual classrooms, too. I know some pretty fabulous teachers, administrators, and some overwhelmingly supportive parents. #CCISDwegotthis
This is our work - and we will continue. Happy New Year!!
Here are the details about Library Cleaning...
- Students browsing the shelves must wear face masks and sanitize before / after shelf browsing.
- If there is a confirmed COVID case in the library, custodial will plan to wipe down all books and it would probably take 2 days. This will require a 3-day closure of the library area.
- After cleaning, the library could return to a green status.
- We recommend that the first two weeks with each incoming group would be yellow phase. Students can place books on hold and pick them up from the library in secondary. For elementary, we would have pre-selected materials and also learn the process of placing materials on hold. Digital lessons and activities could also take place.
- At any point in time, the principal could move to yellow phase depending on the number of times library is closing due to confirmed cases and overall school cases.
- Check out the details in the procedures below.
When handling the books in our classroom libraries this year, during the pandemic, our secondary ELA teachers will follow, in general, the guidelines for library use (linked above). Specifically, here are some guidelines we need to follow with regard to classroom libraries:
- Consider preselecting book choices and limiting number of students in the shelves.
- In order for students to shelf browse, students must wear a mask, sanitize hands and limit touching of materials.
- Returned materials will be quarantined for a minimum of 4 days prior to being checked in and shelved.
- Encourage students to utilize digital resources when available.
Additionally, in relation to the 3rd bullet, consider Mondays to be designated as “turn in” days for books that students are finished reading. This way, we can easily keep track of books being quarantined for the necessary 4 days.
When handling the books in our classroom libraries this year, during the pandemic, our secondary ELA teachers will follow, in general, the guidelines for library use (linked above). Specifically, here are some guidelines we need to follow with regard to classroom libraries:
- Consider preselecting book choices and limiting number of students in the shelves.
- In order for students to shelf browse, students must wear a mask, sanitize hands and limit touching of materials.
- Returned materials will be quarantined for a minimum of 4 days prior to being checked in and shelved.
- Encourage students to utilize digital resources when available.
Additionally, in relation to the 3rd bullet, consider Mondays to be designated as “turn in” days for books that students are finished reading. This way, we can easily keep track of books being quarantined for the necessary 4 days.
Curriculum Team Supports Your Campus PLCs!
Susan Silva, Ed.D.
Email: susilva@ccisd.net
Website: ccisd.net
Location: 2425 East Main Street, League City, TX, USA
Phone: 281-284-0075
Twitter: @sistasusan