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“Students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personal success. Students will learn to be caring and civil, to make healthy decisions, to problem solve effectively, to value excellence, to be respectful and responsible, to be good citizens and to be empathetic and ethical individuals.”

(Kansas Social Emotional Character Development Standards)

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“Students will take ownership of their own learning, while also developing deep, personal connections with each other, their teachers, and other adults. Personalized learning seeks to accelerate student learning by tailoring the instructional environment- what, when, how, and where students learn to address the individual needs, skill and interest of each student.”

Wright, Caitrin, Brian Greenberg, and Rob Schwartz. All That We've Learned. Rep. Silicone Schools, 2017. Web. <www.siliconschools.com>.

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Students will build engagement (degree of attention, curiosity, interest, optimism and passion) and be empowered to take their learning to deeper levels through voice and choice, reflection and self-assessment while developing essential skills that will prepare them for success in the 21st century.

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Do what is best for our students.

Teacher flexibility

Choice

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“A responsive organization is one that puts responsiveness at its foundation - responsiveness to new information; to the needs and talents of staff, teachers, students, and the community; to unforeseen challenges and opportunities.”  “A responsive organizational approach has three big promises that can also serve as a guide to measure success:

1. Responsive schools and districts are alive and changing.

2. Responsive schools and districts have a clear and motivating purpose.

3. Responsive schools and districts are continuously acting, evolving, improving, and aiming higher.”

(The New School Rules, 2018, Anthony Kim and Alexis Gonzales-Black)

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A roadmap is a plan for change, not perfection.  This roadmap should provide you with the tools necessary to make quicker and better decisions on your own.  The roadmap, along with constant communication, will allow us to “build in a regular cadence to evaluate progress and to pivot if needed.”  “If the planning and desired results aren’t working or meeting expectations - then it’s time to pivot.”  This innovative journey is one of constant learning and iteration. We will “continuously evolve, improve, and aim higher.”

(The New School Rules, 2018, Anthony Kim and Alexis Gonzales-Black)

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Communication with stakeholders will be ongoing through USD 271 social media platforms, district website, on-going community meetings, student led parent-teacher conferences and student presentations.

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https://casel.org/

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Take Care of Maslow before you can BLOOM!

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Take Care of Maslow before you can BLOOM!

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Kansas Social Emotional Character Development Standards

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Kansas Social Emotional Character Development Standards

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SECD Model Standards Final Draft May 2018.pdf

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USD 271 - Stockton Public Schools - Redesign

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In August of 2017, staff at USD 271 took the first steps to becoming trauma informed with ESSDACK trainer Rebecca Lewis. Activities have included a poverty simulation, a viewing and discussion of the documentary “Paper Tigers”, and professional development on the roles of adverse childhood experiences and resilience in learning. Becoming trauma informed has left us with the question, “What can we do to help?”

Resources Needed:

Continued coaching with Rebecca Lewis-Pankratz and Derby-Hills Elementary staff

Professional Development

Zones of Regulation resources

Time

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Strategy 1:                          Zones of Regulation

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Strategy 1:                          Zones of Regulation

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Zones of Regulation Implementation Rubric

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Zones of Regulation Implementation Rubric

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http://www.beyondconsequences.com/schools
Twitter: @HeatherTForbes

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Rebecca Lewis: @PovertyEdge
Jim Sporleder: @SporLin
James Moffett: @DHEPrincipal
CIndy Blasi: @cindy_blasi

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Research shows that the biggest indicator for student success and resilience is a long-term, positive relationship with a caring adult. This will give our students a place to belong as well as a safe environment to explore character development and social emotional learning.

Dr. Becky Bailey, founder of “Conscious Discipline,” writes that “The school family does not replace the family unit, but uses the healthy family metaphor as a guideline to create a positive school climate that promotes optimal development of all children, staff and faculty. It builds on the success of the family model for children who already have a balanced family life, and provides a sense of safety and belonging for children who lack the experience of successful relationships at home.”

Preschool through seventh grade students will participate in mixed grade level communities with 12-15 kids and 2-3 community leaders daily from 8:10-8:40.  This includes travel time.  As community groups gain new members or leaders, it will be the responsibility of the group to teach the new members about their culture and routine. Staff will work together to build a library of resources to be used for team building and lessons.

Resources needed

Tiger Touchstones

Habits of Mind resources

Coaching with Noalee McDonald-Augustine

Time

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When students are given 10-15 minutes at the start of each day to quietly transition into the school day, they will be more productive all day long. “This is a gentle, individualized, and peaceful beginning, driven by personal choice. If kids begin the day gradually and on their own recognizance, they will feel safe and in control, and can later glide into challenging inquiry work more smoothly and with more genuine engagement.” Daniels, Harvey. The Curious Classroom. Portsmouth: Heinemann, 2017. Print.

Resources needed

Time

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Standards Based Grading measures student proficiency on standard based objectives while helping adjust and focus learning.  Standards based grading will provide a better insight into a student’s strengths and weaknesses allowing for multiple attempts to master standards.

Resources needed

Rubric

Coaching

Student Information System transition

Time

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"Blended learning is any formal education program in which a student learns at least in some part through online learning, with some element of student control over time, place, path, and/or pace.  Online and face-to-face components work together to deliver an integrated course."

Horn, Michael, and Heather Staker. Blended. N.p.: Jossey-Bass, 2015. Print.

Whole group instruction will be limited through the use of a rotation or flexible model where students receive small group instruction with the teacher, individual learning through an online learning tool, and modeling learning where students apply what they have learned.

Kindergarten through third grade students will participate in mixed-aged guided reading groups. Once students complete all levels of their online learning platform, Lexia, they will participate in Genius Hour.

Staff will collaborate to create a stable learning environment that supports student developmental changes and responds to individual needs. Fourth and fifth grades as well as sixth and seventh grades will use vertical looping, allowing all parties to be deeply invested in overall student achievement and growth.

Resources Needed

Dreambox

Lexia

Reading Plus

Genius Hour

Time

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"In project based learning (PBL), students work on an extended project that engages them in addressing a real-world problem or answering a complex question. Students demonstrate their knowledge and skills by developing a product or presentation, which they make public to people beyond the classroom. As a result, they develop deep content knowledge as well as 21st century success skills. PBL unleashes a contagious, creative energy among students and teachers."

Larmer, John. Getting Started with Project Based Learning:. Alexandria, VA: ASCD, 2014.

Print.

Resources Needed

Coaching through Buck Institute

Professional Development

Classroom Environment

Time

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The students at SGS will be engaged with experts in our community to learn about health, history, hobbies and more.

Resources Needed

Community partners

Time

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Mentors guide sixth and seventh grade students to become self-directed learners who can set and achieve goals and seek out new challenges.  Mentors will partner with parents and families to support students’ goals and academic successes.

Resources Needed

Executive Function resources

Coaching

Time

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Digital Portfolio at Kindergarten through Third grades: SeeSaw will be used to communicate with parents and allow students to showcase daily learning and growth.

Resources Needed

SeeSaw for Schools subscription

Peer Coaching

Time

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We offer monthly birth-6 year old reading events with stories, activities, songs, snacks and a free book to take home. During enrollment parents of incoming kindergarten students will fill out the ASQ-3 and ASQ-SE snapshots of development. Kindergarten students will start the school year two days after the official start date.  Classroom teachers will contact each family to set up collaboration times.  These 30 minute time slots allow the family, student, and teacher to get to know one another, ask questions and explore the room.  This soft start helps to ease the anxiety of students and families as kindergarteners ease into the school year by building a relationship with the teacher prior to the first day. We have also implemented an Early Childhood Advisory Group in our district to improve communication with our early childhood providers, medical providers and additional family support resources for the birth-6 year old population.

Resources Needed

ASQ-3 and ASQ-SE

Dolly Parton Imagination Library

Time

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Quarterly Family Nights will be hosted for Pre-Kindergarten through seventh grade families.  These will build relationships, engage and educate parents, and build student passion as they showcase learning.

Resources Needed

Collaboration and coaching

Time

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Key Elements of Personalized Learning (Implementation Rubric)

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Key Elements of Personalized Learning (Implementation Rubric)

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Key take aways from implementing Personalized Learning in Silicon Schools

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Buck Institute Project Based Teaching Rubric

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Buck Institute Project Based Teaching Rubric

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Buck Institute: http://www.bie.org/

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Tubric: a tool for writing driving questions

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Tubric: a tool for writing driving questions

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We are in the process of purchasing SeeSaw for schools. Use the link below to start a free account and begin exploring now!

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Monday, September 17
Showcase school communities

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Monday, November 19
Makerspace night

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Monday, January 21

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Schedule a date in the spring to bring families and students together to celebrate learning.

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5 Ingredients to Create a Culture of Innovation in Your District.pdf

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+Math | Go Math! (K-5) and Big Ideas (6-12)

+ELA | Journeys (K-6) and Collections (7-12)

Guided Reading (K-3)

Zaner-Bloser Handwriting (K-3)

+Science | Studies Weekly (K-5) and Dimensions (6-8)

+Social Studies | Studies Weekly (K-3), Pearson (4-5), McGraw Hill (6-7)

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Please post your "I can statements" for Math,  ELA, Science, and Social Studies standards.

I can statements assist students in becoming more responsible for their learning and to be reflective of their own work. Students can track their learning and know exactly what they are working on or towards at any given time. The "I can" statements are standards based or based on the essential question.

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Community Group structure should include:

A community name (a tiger touchstone in a foreign language) chosen by the group.

older students are responsible for helping younger students arrive safely at the meeting spot

Greeting: handshake, chant or cheer

1 minute share/celebrations

Gratitude journal - 1 day per week

skills lesson focused on Tiger Touchstones, Habits of Mind, and Social Emotional Character Development standards - 2 days per week

goal setting

team building - 1 day per week

Community is also valuable in each classroom.

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"Before you speak, listen." -William A. Ward Listening With Purpose As I listen in on the student conversations occurring around the classroom, I notice that my students have a firm grasp on the basics of listening and speaking. They turn their attention toward the speaker and maintain a calm...

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Responsive Classroom is an evidence-based approach to teaching that focuses on the strong link between academic success and social-emotional learning (SEL).

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The First 20 Days of Personalized Learning 07%2F31%2F2018 2

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Core 4 Continuum of Personalized Learning - 05%2F25%2F2018 2

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Twitter Hashtags for Personalized Learning

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Twitter Hashtags for Personalized Learning

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#plearnchat
#personalizedlearning
#studentcentered
#learnercentered

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Core 4 - Flexible Content and Tools: If/Then

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Core 4 - Flexible Content and Tools: If/Then

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[RESOURCE] Flexible Content and Tools Continuum for Teachers

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[RESOURCE] Targeted Instruction Continuum for Teachers

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Core 4 - Student Reflection and Ownership: If/Then

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Core 4 - Student Reflection and Ownership: If/Then

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[RESOURCE] Student Reflection and Ownership Continuum for Teachers

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[RESOURCE] Data-Driven Decisions Continuum for Teachers (use)

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Ancient Rome - Learning Menu - High School History

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Reflection of Practice for PL and PBL Fall 2019

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Take this survey to clarify the role you prefer in taking to help others learn.

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(Stockton) Personalized Learning_  Workshop 3 hour

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Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional Teams.

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Instructional Teams use student learning data to plan instruction.

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All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.

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All teachers interact socially with students (noticing and attending to an ill student, asking about the weekend, inquiring about the family).

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The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.

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https://www.ksde.org/Portals/0/Communications/KC_School_Redesign/Redesign%20Rubric.pdf?ver=2021-01-06-130045-383

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https://docs.google.com/presentation/d/18BMmKj4JOBJ5668q2gEvLLfFM4xn1scvtqsnTwkdVss/edit#slide=id.g9629cb851f_0_0

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School staff create and maintain connections between the school community and the broader community to support student learning.

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Buck Institute - Project Design Overview

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Buck Institute - Project Design Overview

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https://docs.google.com/document/d/1vc7TszhaO-S0CSDy9JtNyVNQIcpoG9Bsfag7LhiB-ZM/edit

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http://www.cccframework.org/

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The College and Career Competency Framework, developed by Drs. Gaumer Erickson and Noonan, supports educators in systematically embedding intrapersonal, interpersonal, and cognitive competencies into course content. In this way, educators support students to develop into career-equipped, lifelong learners who are socially and emotionally engaged. The College and Career Competency Wheel includes 26 specific competencies categorized in three domains. Each competency is integral to in-school and post-secondary success, as determined by current and emerging research.

This site includes free, research-based instructional resources for all 26 competencies, as well as professional development opportunities to systematically teach competencies and academic learning standards simultaneously, thereby improving academic achievement, engagement, and post-school outcomes.

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College & Career Competencies FrameworkOverview

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The College and Career Competency Framework, developed by Drs. Gaumer Erickson and Noonan, supports educators in systematically embedding intrapersonal, interpersonal, and cognitive competencies into course content. In this way, educators support students to develop into career-equipped, lifelong learners who are socially and emotionally engaged.