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I loved some of the reminders/tips this article gave on changing the words we use to communicate growth!

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Language matters. It's that simple. What we say and how we say it has a big impact on how students and other stakeholders respond to our choices.

Students are always waiting from a variety of cues from their teachers and peers to determine what and how much they are learning. So rather than perpetuate the issues around grading by using the same language we've always used, it's time to be deliberate in the shift as we change our assessment practices.

Getting rid of grades is a big and challenging step to make, but it can be done and even if you aren't ready to go all in, there are ways to adjust small things in the classroom that will lead to important growth for students.

Start with the words you use when communicating learning.

Look at the below chart from Hacking Assessment:

The traditional grading language is passive and judgmental and subconsciously by using this language, we are putting the focus on the wrong things.

When we say to each other or to kids that we are "grading", it reduces the work that we are trying to do. What we are actually doing is "assessing" growth and understanding.

Rather than "scoring", again use "assessing" because we are spending time trying to see what students know and can do. When we start to adjust what we call what we are doing, students will do the same.

" What grade did I get?" or some variation like "What did I get?" is a question that most teachers don't enjoying having to answer. But imagine if we could get student to think instead, "What did I learn?" This has the opportunity to be a rich conversation. So parents reading this, fight the urge to ask your child, "What did you get on the test?" and instead ask, "What did you learn in school today?"

When students see a red x on their papers or we tell them they are wrong, we are shutting them down and ending a potential learning experience. Why not say that "you aren't there yet" or "try another way" to encourage students to keep going.

As we start to shift our words, the behaviors will follow. And once all of these things are in sync with each other, then changing the way we assess in class becomes the next logical step.

Learning should be equipped with an endless feedback look rather than a terminal grade. Start the loop of communication by changing the words you use in conversation about learning and then it will become about the mastery instead of getting great grades on a report card.

Think about the words you use in class. Which ones can have potentially negative connotations and how can they be adjusted for a growth mindset? Remember, words matter.
How can you shift the way you talk about learning in your space to impact growth in your students? Please share

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Shifting the Grading Mindset Starts With Our Words

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Think about the words you use in class. Which ones can have potentially negative connotations and how can they be adjusted for a growth mindset? Remember, words matter.

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This makes my heart happy.

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Brown Point Shoes Arrive, 200 Years After White Ones (Published 2018)

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Ballet dancers of color have long painted, dyed or covered point shoes in makeup to match their skin. Could this small barrier to inclusion finally be disappearing?

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Thanks for sharing Arla!

The Windows to the Universe website is a richly interlinked ecosystem for learning about the Earth and Space sciences for use by the general public, students, and teachers. Windows to the Universe has been in development since 1995. The

goal is to build an internet site that includes a rich array of documents, including images, movies, animations, and data sets, that explore the Earth and Space sciences and the historical and cultural ties between science, exploration, and the human experience. The site is written in three reading levels approximating elementary, middle school and high school reading levels. These levels may be chosen by using the upper button bar of each page of the main site.

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I have been thinking about how we can keep track of how often you assign and/or use ELL Vocabulary books, comic conversations, or power packs.   I can easily see how much you are using the program; however in terms of exactly what you are assigning...that's a different animal.  Here's what I was able to come up with:  Once a month or so, I'll post this Google Form on RAZ ELL Use in our Padlet.   The form will always be the same, so if you want to do it weekly or something, just copy and paste the link into your calendar.  I know our data won't be perfect, but I feel like this is a better way to capture ELL-specific assignment usage than simply reflecting at the end of the year.  Data will be shared regularly, and comments will also be shared, but kept anonymous.

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We will be meeting Tuesday afternoon from 12-3:30p.  Here is a link to our MS ESOL Leadership agenda for 11.6.18.

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From the OPD Academic Language Accelerator

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From the OPD Academic Language Accelerator

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From the OPD Academic Language Accelerator: Sharpen your saw or share with colleagues.

Total Physical Response
Developed by Dr. James Asher.  Students learn the target language by listening carefully to spoken commands and acting out the appropriate actions.  It is appropriate for all language proficiencies and while it facilitates the performance of an action, TPR also helps focus on the task being asked, instead of how to do it + the task being asked!  TPR can be used to do anything from practice grammatical constructions to building academic and non-academic vocabulary.

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Elementary ESOL Leadership team members, long story short, when you search the title "INVITE ONLY--Elementary ESOL Leadership," set your search parameters to start on 10/1/18...that should help you to find it/sign up on MLP.

Thanks for your patience!

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Thanks for your patience and perseverance. After visiting a building or two Friday, I added several foundational reading skill goals to the bottom of the Goal Ideas handout as well as everyone's surveys...these might be great for younger ELs or newcomers.

Updated rosters will be coming out by the end of the day today. Please let me know if you notice any discrepancies.

I can create your building's ESOL Plans spreadsheet as soon as one person has completed the google form for a student.

I will be in and out quite a bit this week, but if you have any questions or wish to chat further about EL Plans, do not hesitate to email or call/text my cell.  I'll be around!

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11.06.18:  MS ESOL Leadership

11.13.18:  Elementary ESOL Leadership from 8:15a-12:15p

11.13.18:   ESOL Methods Preview, 4-6p for Elementary T taking Methods spring '19

11.14.19:  Elementary Job-Alike

11.15.18:  HS ESOL Leadership (AM)

11.19.18:  ESOL Academy

11.28.19:  MS Job-Alike Liberty Memorial MS

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Prior to Thanksgiving, I have to prepare all of the paperwork for the audit.  The electronic stuff was turned in last month, but the auditor comes in December and I have to make sure things are good to go.  I AM ITCHING TO VISIT, so, if I may be of any support, please let me know.
Elementary Schools

Will visit as needed / requested for support.

Middle Schools

Will visit as needed / requested for support.

High Schools

Free State High:  Wednesday

Lawrence High:  Wednesday

Other

Kennedy PreK:  Wednesday

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12.04.18:  MS ESOL Leadership

12.11.18:  ESOL Methods Preview, 4-6p for Elementary T taking Methods spring '19

12.12.18:  Project INSIGHT Practical Applications Meeting

12.17.18: ESOL Academy

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If a day/time does not work for you and/or you want me to visit with you 1:1, please shoot me an email or text message.

While I do my best to see all of you each week, it doesn't always happen and if you want to visit, I'll make time!

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Please respond to the email I sent Friday regarding our November 15th meeting in the AM.

Thank you for your insight and feedback last week.  Notes from  our agenda have been linked.

Please keep an eye out for the course proposals we discussed.  I will be working on them as soon as ESOL plan materials are done.

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01.22.19:  HS ESOL Leadership

01.24.19:  MS ESOL Leadership

01.28.19: ESOL Academy

01.30.19:   MS Job-Alike @ Southwest MS

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Sign up on MLP for the KELPA scoring day in March!

02.13.19:  Elementary Job-Alike

02.14.19: HS ESOL Leadership (AM)

02.18.19: ESOL Academy

02.27.19:  MS Job-Alike @ Southwest MS

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03.05.19 KELPA Scoring Day!

03.20.19:  MS Job-Alike @ West MS

03.25.19:  ESOL Academy

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4.10.19:  Elementary Job-Alike

04.15.19: ESOL Academy

04.18.19:  MS ESOL Leadership

04.25.19:  Elementary ESOL Leadership

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05.07.19:  Elementary ESOL Leadership

05.20.19: ESOL Academy

05.23.19: Last day of school...don't miss me too much!

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November feels crazy short to me!   Between conferences, PD days, Thanksgiving and the election, the month always feels like a blur!  I love it though!  There are some crazy cool things going on w/ ESOL leadership teams and at individual buildings.

I hope your week and/or conferences go well...vote if you can. :)

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The district is getting many requests from various non-homeroom teachers for access to PowerSchool and Curriculum Resources in GO.

That said, I will be representing ELL in a district meeting on this later this month.  Please respond to the questions below using this Digital Resource Request Survey if you would like to have input regarding digital access to core content resources.   All responses must be input onto this survey prior to Thursday, November 15th. A preview of the questions asked is below.

What kinds of instructional resources (digital) do you need?

What kinds of instructional resources (digital) do you want?

Is there a difference between 1 & 2? If so, what accounts for that?

Do you need rosters of students within the instructional resources or is it just to the actual resource itself?

What student information do you need access to in PowerSchool?  (I already have a good idea of this, but your ideas are definitely welcomed!)

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Ed has had an interesting start to this year. He's used to serving a variety of students, but this year has had a special friend that has pushed him a bit. Despite the trauma this student has faced as well as their efforts to push and cross lines, Ed has developed a positive relationship and ELL is quickly becoming a home for the student at Southwest. We all work with challenging students and whenever we make progress...wow, it just feels so great!