Re-charging Our SuperPowers and Being Difference Makers

Topics of Discussion

• Techno Expo Expectations- Submisssions are requested. Does not have to be a final product for submission. If there is a product that is in the works, submit a written discription and a skeleton idea of what the final product will be. It can also be a demonstration/presentation not reliant on technology.
• Clubs- question about size of clubs. At this time clubs will remain larger in amount of students. Ideas regarding allowing more student led and pairing up older students with younger students. Slide show will be sent out around 2:30-3:00 Monday. Students will need to have made their selection by Friday morning. Students who did not get their first three choices and students who came to Sendera after clubs had started will get first choice over other students. Please let Wilson know if you have a new student or a student mentions that they were one of the few that did not get one of their first three choices the first time. Clubs will begin on January 29th.

Balanced Math with Meredith Cunningham

 

Continue to the link regarding the slide show presented by Meredith Cunningham on January 8th, 2018.

Presentation on Balanced Math by Meredith Cunningham

Balanced math is a focus on Math Literacy (the action of students to read, write, speak and listen about Math). There is specific focus/intention in students explaining their thinking outloud in both Math Workshop and Problem Solving Block. Both Math Workshop and PSB must hinge or balance around TEKS (what and why), Lesson Planning, Purposeful Talk and Components of Workshop. All come back to purposeful planning. What does planning look like on your grade level? Is one person the keeper of the knowledge and plans are handed out, or is their discussion about the problem solving/workng the problems out? 

Math Workshop is intended to build student capacity to be successful problem solvers when they enter Problem Solving Block. In Math Workshop minilessons should be designed so that your top 25% can immediately go into the task of the Origo lesson and work with success immediately while Guided Math groups and fluency stations are provided for others. Students who need the most support are met with immediately after the minilesson, followed by the next group of need, and so on. Only the top 25% should immediately go into the the Origo workbook, while the other students will need to meet with the teacher in a guided math group to continue instruction before working independently on the Origo workbook task. Groups should be fluid. Use of pretests help to determine groups. There are many resources available to help structure Guided Math Rotations in Moodle including Fluency Folders. It was also recommended that teachers utilize the old Investigation games as a resource for Math/Fluency Games. Another resource that was shared was the hand out for Guided Math Rotations.

Problem Solving Block is the other piece of Balanced Math and the focus of our Southwest Learning Team's learning walks. The purpose of the learning walks was not meant to be a "gotcha" but to obsercve what we are doing well and ways we can enhance and move our students' thinking forward in regards to math. When Young and McCowan spent the day with the Southwest Learning Team it brought about questions about what we do at SRE. We are seeing that we don't look the same horizontally or vertically. We are clear that Problem Solving Block is supposed to be at least 20 minutes every day and preferably 30 minutes. It can be useed to spiral in skills on low performing standards and you can utilize those problems provided in Moodle or utilize your own. There was discussion about modeling. Teacher models seems to be a best practice in getting better student product. Structure was also discussed. While structure does not have to look the same across grade levels it does have merit. If modeling and/or organization/structure are something you have not yet brought into Problem Solving Block it is never too late to begin! 

Problem Solving Block is designed so that there can be differentiation within the process based on who needs what. It was also mentioned that sometimes a problem may be a bit easier to help build confidence and provide balance with productive struggle.

Problem Solving Block Non- Negotiables for NISD:

• Happening daily (with exception for pre-test days)
• PAL time
• Solo time
• Productive Struggle
• Writing with explanation (K-2) and justification (3-5)
• Purposeful Student Presenters

It was also mentioned that it is better to have quality problem solving over quantity. It was suggested that students might solve on day one and write the explanation/justification on day two. 

Over the course of the next few weeks Problem Solving Journals will be looked at to determine what direction we are going as a campus. Today we had a short bit of time to discuss what it would look like as we vertically align our expecations for Problem Solving Journals and the work students produce. The discussion was in depth and as a campus we plan to return to this discussioin in future vertical Math PLC conversations.

Other Resources discussed that can be used were Education Galaxy (not endorsed by NISD) for K-2 and 3-5 after students complete expected components of the the grade level in Imagine Math. When in Math Instruction (Problem Solving Block and/or Math Workshop) student activities need to center around Math.

Mission and Vision

This continues to be an area of personal struggle for Mr. Booles. When looking at other Mission and Vision statements from other schools, academies and businesses it seems to fall short and he wants more for SRE.  He wants us to collectively put it together and it to mean something. It may very well take the whole year and that is ok. It has to be something that we all can buy into and that we can deliver. Reading from an email from Swearingen he shared her statement "I want them (students) to remember their years at SRE." Our mission and vision have to be something that is special... it is difficult for us to stay in the memory of our students when high school is right there, but we want that kind of campus. Additionally, Dr. Warren is redoing the mission/vision for the district so we want to wait to see what those expectations may result.

Problem of Practice

Some discussion went into our problem of practice. There was discussion about an emphasis on more time observing each others classrooms. Scheduling time for teachers to visit other teachers in a variety of ways (using extended PLC time, guidance time and/or planning time). Purposeful staff development was also discussed with learning happening amongst one another capitalizing on the expertise within our campus. We got rid of the Google Classroom discussion threads. Clarified that student data folders with student learning goals can be on paper or digital.

The biggest discussion came from our Instructional Focus statement where the question was raised regarding "all students will make at minimum one year's growth in reading and meet or exceed end-of-year grade level expecations in all content areas. Suggestions were made to bring in individual student goals (not necessarily academic in nature) and tie to the social/emotional needs of students. Some debate was made regarding the Instructional Focus statement being a high expectation and the reality of certain situations. The illustration of how all NFL football teams start the season with the intent and goal to win the Super Bowl, but only one team reaches that goal. While the debate was passionate, it was beneficial and gave everyone a lot to consider.

Final Notes

Mr. Booles shared the following video "This is how 936 Marbles Can Change Someone's Life."

Kinder through 5th grade we have 216 marbles. When they reach second grade we have 144 marbles. 5th grade 36 marbles... 18 marbles because we are halfway through the year. How are we going to make a difference with the time we have left? "The difference between a success story and a statistic is you..."

What "Fuels" Our Superpower?

Now that we have our first week of the 2017-18 year under our belt we can begin to determine what is it that truly fuels us as a campus. What rises to the top in our beliefs and actions that says... "This is Who We Are... This is a Longhorn!"?

As you built efficacy with your students, established norms as a grade level and came together as a

team, what consistently stated who we are as a campus? What vision did you and your students cast for what you hoped your class would be as a community of learners? How did that carry over into your classroom's mission for learning?

Reflecting on this past week, what was done well and worth repeating and/or revisiting? What might you want to improve or change?

When you consider your reflections of this past week and compare them to the eight criteria we had determined during our discussion about mission and vision during our beggining of year professional development, what remains true?

Here are the eight criteria:

1. Character and Individual Development
2. Measurable and Accountable ----> Data Driven
3. Accountability with all stakeholders
4. Learner Centered
5. Positive/ Affirming Relationships
6. Simple/Kid Friendly
7. Actionable (Intentional/Purposeful)
8. Worth Fighting For

Do the criteria we had determined still apply as what determines a well written and implementable Mission/Vision statement?

Based on what we have done, what we have set in motion to move forward and what we hope to do, how will that author our mission and vision statement?

How can we create a mission and vision that will "fuel" our superpowers and keep us continually striving? How can we ensure that what we do every day we are, in some way, changing the world for the better?

As we move forward in creating our mission and vision this Thursday during profesional development, consider where do you want us to be as a campus and how are we going to get there?

What's Your Superpower? -Day 2

The second day in many things had been accomplished the day before and today was no different. The morning discussion started in where a question had been raised the day before...

Question: We noticed that there is a new format for the "Who Am I?" on the shared drive. Is there going to be a new expectation this year?

The answer... Yes!

The 4 square was shared out. A sample and template can be found on the the shared drive in the "SRE and More Folder" in the sub-folder "Who Am I?"

Teachers are encouraged to make a copy and then personalize.

In Quadrant 1 (top left) the teacher is encouraged to identify this where the mission and vision will be and then add an image to indicate this is under construction.

In Quadrant 2 (top right) the teacher is encouraged to add information about themselves, the college(s) they attending and degree(s) earned, and/or hobbies or interest. This will serve dual purposes. By including the college(s) attended and degree with a small college image/pennant it will align with the Generation Texas week expectation for teachers to display the college they attended.

In Quadrant 3 (bottom left) teachers are asked to put two to three goals they are working in regards to professional growth and/or student growth. It is strongly encouraged to align this to T-TESS goals.

In Quadrant 4 (bottom right) teachers are to create a Google Form for feedback from walkthroughs done by peers, administration and district personnel. This Form designed by the teacher is intended to provide them feedback based on the two to three goals they have posted in Quadrant 3 of the "Who am I?"- Four Square.

A specific name for this "Who Am I?"-4 Square has yet to be determined. Teachers are encouraged to work on Quadrants 2 and 3. Rene Egle will be available for support to help with the Google Form for Feedback Thursday, August 24th in the afternoon. Email her to set up an appointment at regle@nisdtx.org.


Dr. Warren's Imperatives/Goals were shared out. His direct instructional questions are more purposeful and drive home the expectation for collective efficacy. Emphasis was placed on knowing our kids well, especially those that fall into our PBMAS data.

You can review those imperatives and questions HERE.

Instructional Focus/Problem of Practice (POP) was discussed. The collective whole was asked their thoughts, including did it need revamping.

4th Grade liked it and how it moved us toward more rigorous and relevant instruction and student work. They also noted that we need to add more about positive relationships and culture.

GLAMP referred back to the "Who Am I?- 4 Square and the use of the  QR Codes tied to the feedback walkthrough forms and how that adds in the accountability and allows us as a campus to do more to move toward true transparency. They noted ways it could improve was with more friendly wording that cut to the chase.

Kindergarten and first grade followed GLAMP's remark about more friendly wording pointing back to last year when they re-wrote the POP for their students using student-friendly language. It was noted that first grade made it part of their morning routine/meeting and students would state the POP both with words and hand motions. Often the students led the stating of the POP.

At that point the conversation led into how did our POP tie into our Mission and Vision. No one commented. Then John asked if anyone knew what our Mission and Vision is. No one really knew.

John then asked the staff to read the following article by George Couros: "Accountability and Action Toward a Shared Vision" from his blog The Principal of  Change.

After discussion about the article at tables ideas were shared out.

-Redo the Longhorn Pledge? (relate it back to the mission and vison)
-Mission and Vision posted in all classrooms
-Posted on the website
-Mission and Vision have a 'sing/song' dance like action tied to the mission and vision when students recite it that encourage positive behaviors and/or signals as reminder for behaviors (like what first grade did with the POP last year)
-Not on announcements everyday... loses meaning?
-Bring to community/students
-Put on Campus Improvement Plan and involve all stakeholders

It was then suggested that we hash out as a campus, then bring to stakeholders includes students then adopt that vision and mission.

Last year the OHI showed we were strong in relationships and trust and lowest in being data driven. This indicated that we were lacking a common goal.. a shared vision.

The definition of mission- is how we do things...
The definition of vision- is where we want to be

BOTH must be aligned.

It is believed that parents will be most likely to respond to emotional/relational piece with the POP and Mission and Vision.

At that point a T-Chart collecting the characteristics/qualities of a Vision and Mission was created with the staff:

From the above T-Chart of characteristics/qualities a criteria was created for what determines a well written Mission and Vision Statement. A list of 8 Criteria was created:

1. Character and Individual Development
2. Measurable/Accountability (data driven)
3. Accountability with all stakeholders
4. Learner Centered
5. Positive/Affirming Relationships
6. Simple/Kid Friendly
7. Actionable (Intentional/Purposeful)
8. Worth Fighting For

At this point it was determined that we needed to step away and revisit at a later time.

T-TESS update was next.

Click HERE for the full presentation/update.

Points of emphasis:

• goals need to be tied to the criteria that will be used to determine and evaluate vision and mission
• collect evidence throughout the year (can use feedback from self-creatheduleed feedback walkthrough form on "Who Am I?"- 4 Square); teachers may want to set themselves up a calendar reminder every couple of weeks to ensure evidence does continually get added
• communicate goals created/kept to John and Wilson; New teachers must schedule a goal-setting conference

The remainder of the day was talking about paper clip items. 

There is a link HERE to the Google Slide Show that discussed the various matters. The items that additional information was discussed included:

Library-

Google Folders

Brain Pop Survey to determine if we should continue its subscription for the campus

September 5th Library classes will begin

Guidance-

Lessons/Schedule

Send Trice your top three days and times

Starting second week of school Trice will visit K-1. Third week of school she will meet with 2nd and 3rd. 4th Week of school she will meet with 4th and 5th.

Trice is plannig to bring back bucket fillers. She will be reading the book that goes along with this. She asked that teachers NOT read this book to the class as she will be reading it to them when she visits classes over the next few weeks.

We will start honoring studenst for character traits at assemblies the second or third assembly.

To keep from too much of the same kids getting the same awards there is a historical log of awards. This can be found in the campus shared drive... go to the Common folder> BOY> Character... there you will be able to see who has received an award over the last three years.

NISD Elementary Grading policy has changed in regards to number of summatives required in Math on the marking periods with 5 weeks. Additionally only four formatives are required in K-3rd with a suggested summative in 4th and 5th grade for social studies. An email with the policy highlighting the changes will be sent to teachers as well as uploaded to the SRE Virtual Collaborative Classroom to easily access and refer to as needed.

There was some confusion about what will be shared via the SRE Virtual PLC Team Drives that will be shared soon. Lesson plans will NOT be expected to be uploaded, however, having team plans where support services like special education, library and gifted and talented can see them allows for everyone to be aware, supportive and add to our collective efficacy. Teams WILL BE expected to update assessment calendars outlining a marking period at a time in their team folders located in the SRE Virtual PLC Team Drives and include the dates they plan together as a team. More clarification will be provided on Wednesday, August 23rd.

It was a great two days and it seems that our Superpowers are only growing in strength because of us working together and coming to a consensus. Enjoy your time working in your rooms today until convocation. Be sure to check with John or Wilson if you don't know where you need to be on Tuesday for District Professional Development/Curriculum Updates. We will see everyone on Wednesday at 8:00am for ongoing conversations and staff development in the Library. 

Thank you to eveyone for actively participating and sharing honestly, openly and with positivity your thoughts, concerns, hopes and ideas!