https://padlet.com/andrea_spas/nextsteps Shared consensus for next steps... en-us 2017-07-25 00:32:21 UTC 2026-01-22 14:21:27 UTC hello@padlet.com andrea_spas https://padlet.com/andrea_spas/nextsteps/wish/179358619 Click here to access our list]]> 2017-07-25 00:35:58 UTC https://padlet.com/andrea_spas/nextsteps/wish/179358619 andrea_spas https://padlet.com/andrea_spas/nextsteps/wish/179358658 (keep in mind how this fits w/ Social Emotional Structures)
Click here to access CPS website]]> 2017-07-25 00:36:25 UTC https://padlet.com/andrea_spas/nextsteps/wish/179358658 andrea_spas https://padlet.com/andrea_spas/nextsteps/wish/179359055 Click here to access library]]> 2017-07-25 00:41:32 UTC https://padlet.com/andrea_spas/nextsteps/wish/179359055 andrea_spas https://padlet.com/andrea_spas/nextsteps/wish/179365871

What have we learned?

What are some next steps we can all agree upon?

• (Keeping in mind our 3 resources from the week:  Lost at School text, IL bodies of reading, statements of deficiencies)

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Administrators will educate staff about the CPS model and the value of the shift in mindset about lagging skills and the Plan B process (with a focus on empathy).  Frame this as a preview of another tool that T's can use.  To be implemented by the end of November.

Administrators will complete the ALSUP and Plan B process with 1 student by the end of October .

Administrators will model positive phone calls home by contacting 15 families by mid September. 

]]> 2017-07-25 15:16:20 UTC https://padlet.com/andrea_spas/nextsteps/wish/179417189 andrea_spas https://padlet.com/andrea_spas/nextsteps/wish/179418584 Click here to access Learner Library Group Notes
DAY 1: 

• Peer critique groups - ask students to critique each other’s projects and practice communication skills and build confidence  (Thinkering Studio Video)  GG/AS
• Open the ceiling to what students can do - they surprise us  (trust and letting go of the control)   (Thinkering Studio Video)
• Students need to manage their own learning, navigate interpersonal dynamics on diverse teams, engage each other in civil and productive debates, get comfortable giving and receiving critiques on their reasoning and presentation style, and accept disappointment when group decisions do not go their way.      (P3. This Time, With Feeling )      GG/AS
• Career Ready
• According to research by Ho and others, just under 40% of students score at college and career ready levels on NAEP....Except when you realize that the nationwide high school graduation rate was 82 percent not 40 (J and V)
• As we progress further into the 21st century, many emerging instructional approaches reflect the importance of increasing student ownership of learning. For this shift to happen, teachers need to support learners as they experience more autonomy and responsibility and face inevitable obstacles and challenges. BR/JS
• The traditional grading system has been replaced with a matrix of “competencies”, detailing the skills and knowledge students are expected to master in each class. MM, GZ
• “Spoon feeding in the long run teaches us nothing but the shape of the spoon.” E.M. Forster-MM
• “Flow is when learners are fully immersed in what they are doing because there is a balance and relationship between the challenge of the task and the skill of the learner.” MM

DAY 2:

• “The teacher is a leader, but like all effective leaders, she attends closely to her followers and involves them thoroughly in the journey.  Together, teacher and student(s) plan, set goals, monitor progress, analyze successes and failures, and seek to multiply the successes and learn from the failures.” (Pg. 191)
• How can/Should we at once practice and refine our Plan B work with individuals while embedding the philosophical/cultural shift schoolwide.
• “Fair does not mean equal” pg. 193 
• LIS pg. 189 Plan B is a good way to teach yearlong lessons in democracy, empathy, problem solving, and consensus building and to give lots of opportunities for  practice. 
• “Take a look at the number of students who have visited my office, the amount of time they’ve been about of class, and the number of ‘repeat offenders.’  These kids are clearly not fully accessing our learning opportunities and we are clearly not addressing their difficulties.” p. 265
• Good teaching means being responsive to the hand you’ve been dealt. P189
• Because every kid in a classroom has has different needs, treating them all exactly the same would mean no one’s needs were being met.  p. 192  (Fair does not mean equal).
• LIS 191 When a community member overcomes a challenge, the community overcomes a challenge.  Avoiding, ignoring, rejecting, teasing, ostracizing, bullying, withdrawing, being aggressive: These are all signs of the problems that a community has yet to solve.
• LIS pg 191 Everyone has gifts, everyone has things they are trying to improve.
• In our classroom everyone gets what they need, and in our classroom, we help each other. P. 193 regarding Plan B for all children
• “Well, here is some icing on the cake: there are also a variety of skills that kids learn and practice every time they participate in Plan B...Skills such as identifying, articulating, and clarifying concerns; taking into account situational factors they may not have fully appreciated; managing  their emotional response to frustration; understanding and taking into account the perspectives of other people; generating and considering alternative solutions; considering whether potential solutions are realistic and mutually satisfactory; and appreciating the impact of their behavior on others.”  LISp.159
• Vague concerns lead to vague solutions p. 121 (when you rush through the empathy stage)

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When students misbehave it is due to a lagging skill 

We have misdirected in our approach to addressing students with behavioral skills and also in some cases in our policies

There is a foundation in work that we have done at every level in how we approach students

Need to change a mindset in some individuals in how we think about students with behavioral issues

If you are looking at the behavior as a dev't delay, adults will look at the behavior differently

Using Plan B teaches students the skills that they are lacking

The new SEL standards link nicely to this work

In order to build an Independent Learner, we need to address the whole child

Need to be more collaborative with parents and proactive in addressing concerns

Teachers need to play a greater role in reaching out to parents

Students are all different and need to address their unique needs

Kids do well if they can

There is a high correlation between increasing S responsibility for learning and achievement

Punishing a student without teaching them strategies is not working

As leaders empowering our T's to implement T1 in their classroom is key

Teachers need skill instruction in SEL/CPS (just as students do)

We need to support teachers through this process - it is a big change

We need to promote whatever we decide to aggressively to parents

Validated the work at Ashaway's K and how to increase this work

Student involvement is critical for Plan B to be successful and letting students have a voice

The importance of modeling positive phone calls to parents

Empathy is a critical piece of arriving at student's lagging skill and finding a solution

Get input from teachers about the change in mindset

Important to determine which staff to try this with first for increased buy in - be strategic in your approach

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