Hudson Professional Learning Jan. 27, 2014

We want our professional learning on January 27 to be personalized and meet your needs.  We have gained your feedback to plan this day to make sure it is productive.

Hudson Professional Learning 

Jan. 27, 2014

8:00-10:00am- Collaboratively  scoring our On Demand Writing with our Willow River colleagues at Hudson Prairie  in the grade level pods.

Protocol for collaborative scoring of writing

Preparation

• Leadership (SMART) team members- choose 1 writing sample from your class and make 8 copies for the team to score.  Hide name before copying. Also, bring staplers.
• Everyone brings all of their ODW samples.
• Blank rubrics will be copied.

Here is the focus for other special educators:

Media Teachers	Refine SLO and discuss how you have increased your technology integration collaboration sessions
Music	Refine HSD Music Vision, establish benchmark (2, 5, 8, 12) goals; Schedule 14-15 Music Events
Art	Refine HSD Art (elementary) vision; establish benchmark (K,1,2,3,4,5) goals
PE	Common Assessments and intro. to Build Your Own Curriculum (BYOC) tool
Counselors	PBIS Tier 1 & 2
ESL	Team Meeting – student progress in ACCESS
GT	Team Meeting – supporting students’ social and emotional needs
Reading Teachers	Meet with Sandi at ASC – reading interventions
SLD/ EBD	Collaborative scoring of writing
EA	Not working unless directed to and supervised by Sped. staff with plan approved by principal
OT/PT (motor)	Seclusion and restraint training; website work
S/L	Team Meeting – per Tony

10:00-4:00pm- Choice Menu of Learning Opportunities

ü  Continue scoring of On Demand Writing and enter completed data on the building drive

ü  SLO mid-year preparation- Organize data, reflection form  SLO Wikispace

ü  Application of technology learning or technology exploration

ü  Data analysis- DIBELS, MAPS, F & P, daily formative assessments  Article on using Winter MAP

ü  Integrated Units Planning

ü  Complete grade level writing prompts similar to Pay it Forward aligned with Integrated Units of Inquiry Water Writing Prompt &  Units of Inquiry

ü  Exploration of media resources   and Hudson Professional Development Site

ü  Committee work (PBIS, SST, Leadership/ SMART)

ü  Individual Planning

ü  Other Ideas

My expectation is that only 3 hours is utilized for individual planning.  I am available to help with data, SLO, and other areas in the conference room.  Please also invite Jodi Magee, Nancy Dressel, Becky Brooks, and Sue Hellmers for support.  I look forward to a great day of learning. 

Susie

Writing Inspiration

Create a writing habit!  

Don't forget to complete your On Demand Writing by Friday.

Sue will have copies of the rubrics sent to us.

Please comment on how you have created a writing habit in your classroom!

Formative Asssessment Post from Ann Mitchell

As assessment season begins with MIDYEAR assessments, it is important to put these assessments in perspective and understand the rationale of why we continue to monitor our students progress and how we can glean information from these assessments to INFORM INSTRUCTION.  

Remember the 3 reasons for assessment include:
1.  Know students and for students to know themselves as learners.
2.  Guide or inform instruction
3.  Communicate learning or report progress

Click here to see a case study of the use of Midyear MAPS and look at the norms.   Click here for information on using PALS information.    Click here to view a DIBELS Effectiveness worksheet to anyalyze your data.  






Ann Mitchell wrote a guest blog to illustrate the connections of teaching, learning, and assessment.

Educators enjoy at least two New Year celebrations: one at the beginning of a new school year and another at the beginning of our calendar year. As an educator, I enthusiastically and fondly refer to the latter as RE-New Year! It's a time to REnew our commitment to student learning, REview our students' progress, REvisit instructional strategies, and REset goals and priorities.  Our mid-year assessments provide multiple sources of data to help us re-evaluate instruction, re-charge interventions, and re-consider innovations.

In our efforts to thoughtfully and strategically personalize teaching and learning, multiple sources of data are critical. While we assimilate new assessments into our practice (PALS, F&P in K&1, and DIBELS Math, AIMSWeb, and NWEA Primary MAP for Math, depending on your building), we have an opportunity to cross-reference with older and more familiar assessments. We are carefully discerning which assessments to continue as we anticipate the addition of the PALS state requirement to second grade, a district decision regarding a math universal screener and eventual implementation of Smarter Balanced Assessment. In the meantime, let's glean as much information as we can from these tools to make the most effective instructional decisions for each student.

Consider using this protocol as you and your colleagues review and analyze assessment data and make decisions to support each child's learning goals, progress towards proficiency, and growth over time. Note the three-legged stool our assessments ought to keep in balance: goals, proficiency, and growth. Students are more likely to work towards goals they have a hand in setting. We know all too well the expectations of grade-level proficiency against standards. Most significantly, are we seeing meaningful and measurable GROWTH at a rate each student and we can celebrate?

Essentially, we're seeking answers for these three questions as we examine assessment data:
1) How effective are our instructional strategies, interventions, and innovations?
2) What impact are our efforts (student and teacher) having on growth in learning and what's our evidence?
3) What are our next steps to move learning forward?

Happy RE-New Year to our remarkable, renascent, and reflective teachers and learners!

Pay It Forward

 

I am impressed by the all school response to the Pay It Forward all school write.  Thank you for taking this risk and seeing what the SMARTER Balanced assessment will ask for and for supporting our Learner Qualities which are a part of PBIS.    

  

This project also included the phases of inquiry...

IMMERSE- The idea of Pay It Forward. Ask questions. 

INVESTIGATE- Watch video clips and read articles while annotating learning. 

COALESCE- Make sense of how they can pay it forward.

GO PUBLIC- Writing Narrative, Opinion, Informative.

   . 

  
Check out the trailer below and maybe rent or stream it.



The third grade team will be leading the all school meeting focusing on this topic and celebrating student ideas!  I am looking forward to it.

We IMMERSED and INVESTIGATED the topic with the PowerPoint including videos and text.
Pay It Forward Part 1
Pay It Forward Part 2

Note Taking

Here are some quotes that came from Mrs. Stubbendick's class.   This is in the COALESCE Stage!
"Anyone who has the power to see has the power to do!" Ryan

"Accept the act with kindness!"  Ainsley

"It makes me notice the little things people had done for me!" Courtney

"Paying it forward is like a life cycle!" Ben

It's a chain of goodwill!" Unknown

Check out a video from Mrs. A's Class.  This is a great example of the GO PUBLIC Stage.  Boy, Heidi Hayes- Jacobs would be so happy!

Please share your reflections from the all school write in the COMMENTS section.  What worked?  What suggestions do you have for improvement?








I am looking forward to you working with your SMART Team on creating a similar reading/ writing experience around a content area your grade level will be studying in February and March.  Watch for more information.

Water Sample

Possible Content Areas

New Years Resolutions

One week until winter break:)  Try to keep routines going in your classroom as that is helpful for student learning and appropriate behavior.  Don't forget to come to Perkins on Tuesday from 7:15-8:30 for breakfast and time to socialize with our HP staff.  Everyone is invited.  Check out the Tellegami invite On Friday we will have the sing along from 2:30-2:50 in the gym and immediately following we will do Santa or Snowman Bingo from 3-3:30.  Our all school celebration dance will be done right before Bingo starts.  

I want to wish all of you a wonderful winter break.  Take some time to enjoy family and friends and do something kind for yourself.  

It's hard to believe it's almost 2014.  Happy New Year!
That is a time to stop and reflect on our lives and how we can improve ourselves.  Most of us make resolutions to save money, build more time for family, and to lose weight.  We also need to think about our jobs.  Here is an article to help you think about resolutions for 2014.  We are always trying to do more, meet every individuals need, try all of the new technology ideas out there, etc.  We need to focus our efforts and celebrate our progress.  This article may inspire you in making a resolution for school.  New Years Resolutions for Teachers

You may want to make New Years Resolutions with your students when you come back on Jan. 2nd and 3rd.  This is a 

good follow up to our Hopes and Dreams we made in the Fall. Students can reflect on their hopes and dreams and either update them or make New Years Resolutions.  Here are some resources to support making New Years Resolutions with students:
PBS Article Making New Years resolutions with your child
Scholastic New Years Resolution Time Capsules
Positive-and-Healthy-New-Years-Resolutions-for-Kids  
Please comment and add other ideas or links you may have to share.


Think about making resolutions...  
At school
To be healthier
At home

HSD 2025 and Technology

HSD 2025 and Technology  

On our December 11th Late Start, we are going to revisit our enduring understanding

Preparing learners for a changing world requires responsive shifts in teaching and learning.

Our essential questions are:

What do learners need to prepare for our changing world?

What shifts can we make in our practices to prepare our students (and ourselves) for our changing world?

We will continue our journey to UPGRADE our lessons, assessments, and activities utilizing technology.

We are not using technology for technology itself, but to upgrade understanding and learning.  

Heidi Hayes- Jacobs continues to inspire us to upgrade our work.  I recently emailed her sharing 

the progress here in Hudson and she said it made her day.  Here is one example of our students work.    Tellagami Example    
Her goal is to inspire and challenge educators

to upgrade our work.  Don't forget to visit  Curriculum 21 Clearinghouse for great resources.  

I would like to thank you all of the volunteers who are taking a risk and sharing what they know about technology.  Thank you to Jodi, Mary Beth, and Maija for facilitating sessions.

We will be meeting at River crest with our laptops.  Each session is designed for a 15 minute mini lesson with
30 minutes to apply your learning for something to use in your class,
8-8:45- Choice Session 1
8:50-9:35- Choice Session 2
9:40-10- Technology Overview with Nancy Dressel

I would like to encourage you to think about how technology can be used to help our students in reaching our 
Graduate Learner Outcomes:

• Global Literacy
• Technology Literacy
• Entrepreneurial Learning
• Environmental Sustainability
• Thinking
• Life Skills

Websites to check out include

 "Integration Matrix".  

Technology Matrix

I hope you find the collection of videos on the site showing technology being used in education to be helpful.  The videos are grouped according to the level of technology integration as well as the characteristics of the learning environment as defined below: (Our goal is to move toward the green!)

Levels of Technology Integration into the Curriculum

• Entry-The teacher begins to use technology tools to deliver curriculum content to students.
• Adoption – The teacher directs students in the conventional and procedural use of technology tools.
• Transformation-The teacher encourages the innovative use of technology tools.  Technology tools are used to facilitate higher order learning activities that may not have been possible without the use of technology.

Characteristics of the Learning Environment:

• Active-Students are actively engaged in using technology as a tool rather than passively receiving information from technology.
• Collaboration-Students use technology tools to collaborate with others rather than working individually at all times.
• Constructive-Students use technology tools to connect new information to the prior knowledge rather than to passively receive information.
• Authentic-Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on assignments that are not relevant.
• Goal Directed-Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.

December Dilemma

December Dilemma 

December can be a stressful and challenging time for students and staff, personally and professionally. Every December public school teachers and administrators face the difficult task of acknowledging the various religious and secular holiday traditions celebrated during this time of year while balancing the need for sustained high quality teaching and learning.  In an effort to help create a school environment that celebrates diversity by respecting differing points of view concerning religions, the following suggestions are offered.

·      Public schools must never appear to endorse religion over non-religion or one particular religious faith over another.

·       Public schools must be careful not to cross the line between teaching about religious holidays (which is permitted) and celebrating religious holidays (which is not).

·       Religious music, literature, art or other religious activities should not dominate school activities.  School events, assemblies, concerts and programs must be designed to further a secular and objective program of education and must not focus on any one religion or religious observance.

·       Religious symbols are not appropriate seasonal decorations in public schools. At the same time, students should not be restricted from choosing to express their religious views in course assignments (e.g., artwork, personal narrative).

My goal is to provide an inclusive learning environment for all students.  Every student should feel welcome and represented at a public school and should be able to participate in every activity we have.

High quality standards-based instruction and student learning is the expectation in December as it is throughout the school year. Holiday activities, parties and showing of videos should be a minimal part of the school day.  Maintaining routines are important to increase student learning and minimize behavioral difficulties.

Great Reads on this topic!

Religious Holidays in Public Schools

How-handle-religious-holidays-public-schools

Video Use Policy #6181

“Video presentations are primary for instructional use. However limited use of video presentations for entertainment purposes (e.g. holiday, long bus trips, behavior rewards, movie theater visits, etc.) is permitted with principal approval .”

Please remember to discuss with me entertainment videos you are thinking about showing and the purpose. Videos shown for holiday purposes should be shown on the day before a holiday break. Students do best when their learning routines are intact, right up breaks like vacations. Again thank you for your work, you’ve done a wonderful job in past years focusing on learning during the holiday season.

Here is another interesting read. Keeping Kids Motivated During the Holidays

If you have any questions, please contact me.