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How do we collaborate with potentially fewer meetings next year

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How do we collaborate with potentially fewer meetings next year

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Keep Skype up and running
Pineapple charting
Google hangouts
#observeme
Slow chat through #

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Building students' capacity for creative visualization in all subject areas.

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Building students' capacity for creative visualization in all subject areas.

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- students build models
- tactile stimulus
- project based learning
-act it out
-model drawing for math/sentence mapping for language
-address the need for student interventions for those who struggle with visualization in reading (too much "screen" time before age 4)

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How do we incorporate technology in a math classroom?

Accountability sheet without one "paper per student".
Upload docs, anchor charts, use one note
One note vocabulary tab

Classroom one note
Seesaw apps

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Creating a literacy culture school-wide.

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Creating a literacy culture school-wide.

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How do we Create a culture of postitive, respective relationships with teachers, Admins and spectialist?

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How do we Create a culture of postitive, respective relationships with teachers, Admins and spectialist?

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Frequent conversations with Administration
You must have the support of your admin and allow them to advocate for you. It helps if they go before you when talking to teachings.
Keep the district vision in mind
Expectations are set in the beginning that Specialist are Empowered with content knowledege and best practices
Cosistency is key

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What does a culturally responsive classroom look like?

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What does a culturally responsive classroom look like?

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*Books/materials that represent different cultures
*Strategies that engage all learners
*The way lessons are delivered and communication. (2way...world)
*You must know your students and be sensitive to their needs.
*Acknowledging their cultural differences
*Celebrating their first language: differences/similarities
*Develop connections with their culture and the culture of students in the classroom
*Building cross-cultural awareness with students to teachers; as well as, students to students
*Taking time to help students understand the school culture
*Being an accepting environment
*Empathy that comes with being a global learner
*Connections are very important.
*Students need to see the beauty in the cultures that make up our classrooms.
*Focus on the positive
*RELATIONSHIPS!...RELATIONSHIPS!...RELATIONSHIPS!

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-Different structures for master schedule at elementary, intermediate and high school
-Other obligations can make scheduling interventions a challenge
-What do we do with students that seem to be stuck in tier 3 but do not qualify for other services
-Are our Tier 3 groups proactive or reactive in our scheduling and content?
-Secondary vs elementary uses and understanding of Tiers
-What are the qualifiers for each tier, who identifies where to place student
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What to do when students DNQ for Sped...

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What to do when students DNQ for Sped...

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- Drop out risk!!!!!!
- Not promise to purpose if we don't meet these kids needs.
- The gaps will continue to grow, if we don't meet their learning gaps now.
- Strongest teachers in K-2 and resources too (tutors, etc.)
- K-2 specialist and 3-5 specialist.
- Resources are not shared across the district.
- Preteaching during tutoring
- Teachers are working so hard for the child, with little support.
Too much paperwork, TIER III (time consuming).
- Effective (progress monitoring) in all content areas.
- District wide issue!!

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Before lesson begins how can we have structures in place to differentiate for all.
-Content, process, product, environment already set up.
Focus on TEKS-based planning/looking ahead
-We need to create wonderful plans away from Tier II obsession to Tier I obsession
Teachers must adjust on the fly - see the importance of working in the moment.
Looking ahead focuses on the TEK, instruction focuses on the activity.
- No ownership of teaching and planning when we departmentalize writing the plans.
- "Choose-your-own-adventure plans.
- Return to a lesson planning cycle
- CRA = concrete, representational, abstract
Strategies to fix all of this:
- What should planning look like?
- Utilize PLC questions - step up the expectations for PLC conversations
- Top-down problem.  Need a culture that supports a shift from remediation to facilitation
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* time sensitive
* What does it look like over time with TEKS that are throughout? Is there a way?
- Essential TEKS....would
- get a standard, break that in 1,2,3,4
1. Prior knowledge
2. Bare minimum
3. TEKS exact
4. Beyond that TEKS
After setting this they give a pre-assessment
* class divided into 4 parts.
*pre assessment is done quickly to move on. Leveling up is celebrated.
* the higher levels are going to have a little more choice. If the students choose they way they want to do it.
---> how does this relate to grading? How will parents see it? 1:60-70, 2:70-80, 3:80-90, 4:90-100 ( this is an example)

How did we motivate kids who are uncooperative?

Does the grade change with movement? Yes

Example: Readiness Standards- listed in gradebook and it can change.

Rubrics are imperative....you should be able to defend. Teams in PLC should come up with an air tight rubric.

Paradigm shift everywhere.

What can we do now?
- progress tracker
- grade each TEKS individually overtime.

Retest over TEKS are not optional. Retest over just TEKS not the whole test :-( .

Scale grades set up from the beginning. Students and parents will question but it will come. Test corrections are compliance not re teaching.

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*They may not be aware they are shifting.
*Gently nudge - bribes then wean off
*Observation & feedback - strategic, targeted, regular
*Writing across the curriculum
*Expert groups

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Revolutionizing Professional Development
- opening up professional development during the school day
- Pineapples are a universal sign of friendliness.  Symbol of welcoming someone into my classroom
- Anytime a teacher is doing something great in their classroom, they are encouraged to put a pineapple outside their classroom.
- Some schools do a sign-up sheet in the lounge
- Examples: guided reading, Makerspace activities, Nurtured Heart
- Seeing a teacher in action is a more valuable
- Personalizes learning for teachers
- Great for first-year teachers, and ACP teachers to see real-life master teachers
- Helps teachers realize their "super-powers" (teacher efficacy)
- Possibly introduce at the end of the school year - have teachers reflect on what they were good at this year
- Getting kids involved - what is a great part of our day that we want others to see?
- Encourages relationships between other grade levels (vertical alignment) 5th grade teacher going to see what is going on in the Kinder worl

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How can DLIS support K-5 campuses who have technology devices and no on campus to support them?

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How can DLIS support K-5 campuses who have technology devices and no on campus to support them?

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Make monthly visits to elementary campuses in our feeder pattern to work with teachers or provide specialized trainings
Create and share resources on different online tech tools
Establish a relationship and foster collaboration with instructional specialists on elementary campuses to support curriculum
Open up high school and intermediate campus summer PD to teachers in the feeder pattern

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What to do with students who have been denied credit:

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What to do with students who have been denied credit:

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-changing mindset from grades being seen as punishment
-understanding through the pathways how to reach the students and why the students are not coming to class
-working towards contacting parental support
-finding alternative ways for students to make up hours for being absent
-enroll in Credit Recovery to get the students back on the path to graduation
-encourage students to attend Second Chance to prevent drop out and have support with mentor program
-mentor programs with peer mentors as well as adult support
-using Advisory period to mentor students and support them through Character Building activities focusing on small groups
-how to identify more students and not allow them to "fall through the cracks," why are so many "falling through the cracks"

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-Some authors will give free copies if you ask!
-Contact public libraries: they will sell some books for cheap!
-Title III Supplemental Funds
-Ask principals about what funds are available, and WHEN these need to be planned/spent
-Barns & Noble
-Reading Conferences will give away free books
-Create a "platform" throughout the district, so we know if a teacher is retiring/leaving, and books are available!
-Contact Exxon/large companies
-"Book Drive"--ask parents & community members to donate books, or money for purchasing books.  Open House would be a GREAT time for this!
-Bring a book for an entrance fee for a popular event
-Post on neighborhood/Facebook groups, and ask folks to donate books!   Non-education people love to donate to schools :)
-Competition on which class can donate the most books (can get student council involved)
-Working towards creating a culture of literacy on our campuses--Literacy is EVERY TEACHERS responsibility!
-Literacy as a topic during "Parent University".