Less Can be More

Less Can Be More

Now that school is well underway, we are settling into our routines.  It feels good to regain some consistent structures and begin to really dig into the work.  At this point we are full of energy and enthusiastic in our plans.

I was reminded recently that in our sincere efforts to do all that we can, we sometimes go too far, overthink it, and actually create a less than effective outcome.  In the last few weeks, I have encountered two situations where a team of educators created carefully constructed plans in order to resolve difficult obstacles that students were encountering.  In both cases, efforts by staff were sincere and well-intentioned. And in both cases, the plans did not work in allowing the students to move past the barriers that limited their progress.

Both teams eventually found success in an alternate plan that was far simpler than the original plan.  In both cases, the successful solution used peer supports, was more aligned with authentic general education practices, and was far less complicated.  In the end, the successful solutions worked because they held more meaning for the students.

I commend these teams for backing up and looking for another method when their original plans failed.  We can use these examples as a reminder for ourselves. When we are struggling with our outcomes, let’s remember to back up and look for the simple, authentic, meaningful opportunities we may have missed on our way, because following that path just might lead to real success.

All I really need to know I learned in Kindergarten!

Omar Masis at Blair Elementary

A timeless saying such as, all I need to know I learned in Kindergarten, rang true for me this week as I heard a quote from one of our K teachers, Omar Masis, that resonated with me. While I was in his classroom at Blair Elementary, he was engaging in an activity with his scholars and he said to me, "see you celebrate what you value."

I am choosing to celebrate our teachers and assistants this week because I value them!

I have seen caring, thoughtful educators excited to work with students and patient in re-establishing routines of engagement and learning.
I have seen coherence around high expectations, classrooms creating literate rich environments, and a belief that none of us can do this life changing work alone, but that through teamwork and collaboration, we can impact student lives.
I celebrate everyone working with our most precious children because I know that we will reach our achievement goals when everyone is collaborating around student results.

What are you willing to sacrifice so that a team in your school can be better at getting better?

Before you sign up for that free trial...

In the recent weeks, there have been a few discussions about new apps or digital resources that have been emailed to staff in buildings. You may have seen an email that said every teacher in the school has access to a new digital resource. More than likely this email is the result of one teacher signing up for a free trial of a digital resource and as part of the marketing, the company asks how many teachers are in the school. Then they say to the teacher upon confirming their trial that they have licenses for every teaching in the school, so please email your colleagues to let them know.

In the course of the day, each one of us receives dozens if not over a hundred emails. It is easy for us to read that we have access to a new resource and not see that this is a free trial. If you happen to like the resources you become disappointed, maybe even frustrated, when you find out the access has been taken away and the is a fee to continue the license. So what do you do? How do you know what resources are already purchased for the district?

Recently the Tech Team posted an article about how Apps are approved in the district and a link to our district website where they have a comprehensive list of all district-purchased Apps. That article has been reposted in this week's Connect. Additionally, the Library Media Team has a similar list of all purchased digital resources, which can be found by going to your school's library website. For a complete list of the district's library websites, follow this link: District Libraries.

If you find an App or another digital resource that you want to you, check the Approved Apps list or your libraries Purchased Digital resources to see if we already have a district subscription. If your resource is not on either list and before you sign up of the free trial, you will want to think about if this resource is really worth it. Recently, ASCD printed an article about using digital resources. You can read it here. In the end, the question to be answered is, how does the App or digital resources support, enhance, and/or extend the learning objectives you have for your students?

Repost: Reviewing the App Approval Process

Repost from SDW Tech Integration Now

The current app approval process in the School District of Waukesha is in full use across the district. The goal is to make it easier for students to get access to the apps they need for use in class.

Staff members use this process to have apps pushed out to students. However, there are still some questions about the app approval process, so let's take a moment to review.

Before Requesting an App in Self Service

First, ask yourself: Do students already have access to an app that can do something similar? We always aim to multi-purpose apps when we can. If you are unsure, ask your Instructional Technologies Coordinator for clarification.

If not, just as teachers have always done, staff should check out the quality and safety of the app before submitting it for approval.  There is a helpful guide that can get you started as you explore an app that you would like to see students use in your classroom.

Additionally, we ask that teachers of similar grade levels or subjects within a building come to a consensus on which apps will be available to students. For instance, teachers at each building in Kindergarten and 1st Grade across our elementary schools started this process by calling meetings, discussing which apps would be on their approved list, and then submitting these apps for approval. We ask that you work with your colleagues to do the same before submitting an app request.

Request Apps to be Placed in Self Service

App requests must be entered into the SDW Self Service App Request Form available here: https://goo.gl/G7sf7S

Apps will be reviewed for key elements that include:

• instructional value, 
• terms of use, 
• student privacy 
• data collection

This process may take some time depending on the volume of requests, so please plan ahead. Not all apps will be approved.  Whether approved or not, the person submitting an app approval to SDW Self Service App Request form will receive email notification of the determination made.

Installing the Apps to Student iPads

Once an app has been approved, students should visit Self Service to download the app. No Apple ID is required. Teachers will need to download the apps from the App Store with the professional Apple ID created when you received your district Mac and iPad. 

As students move through the system, these apps will come and go from their iPads automatically (within a reasonable amount of time). 

As  a student moves from one building to another, or to a new grade level (as indicated in Infinite Campus), new apps will become available to the student in Self Service while some previously assigned apps may leave the student's iPad.

List of Approved Apps

For those that wish to view a list of the approved apps, it is available for review here: https://sdw.waukesha.k12.wi.us/Page/2584

Classroom Bias

During the 2018-19 school year, the district has established several goals around student achievement.  One such goal this year is the 3rd Grade ELA goal which states, "2018-19-55% of students will be proficient or advanced as evidenced by the Forward Exam.”  The link below takes you to an article from Education Week that discusses the impact of bias in the classroom.  As I reviewed our discipline data today, I noticed that as a district we had 174 referrals for 12,827 students. Of those, 33 referrals were recorded among our 6,306 female students.  Thirty-five referrals were reported from the 377 African American male students in our district.


Classroom Bias Hinders Student Learning

Elementary Math - CGI Benchmark Assessment Window Opens

The elementary math CGI Benchmark assessment window officially opens on Monday, September 17th and goes through October 5th.  This year there are new assessments for grade levels so please make sure you are printing off the new ones and not using any old copies.

To find the assessment, please go to BB9, SDW Elementary Math, and CGI Benchmark Assessments in the left hand tool bar.  Once there, make sure you then go to the first section called District CGI Benchmark Assessments to find the grade level you need.  Please make sure to print out the administration directions so we have consistency in how the assessments are delivered.

Stay tuned to next week's blog post on analyzing the results and recording the information from this assessment!

Add+VantageMR (AVMR) Learning Opportunities for 2018-2019

In the School District of Waukesha, we have been training teachers in Add+VantageMR
since 2015.  During that time, many teachers have experienced the value of learning
more about numeracy development in students and how to better facilitate their learning.   
If you are interested in joining an AVMR course, participating in a book study, or taking
an AVMR TDP, please see the information below.

FYI - If you are AVMR trained, you should be able to access the AVMR BlackBoard site by
logging in with your SDW username and password. All AVMR trained teachers have been
added to the site.

 

AVMR Trainings:

AVMR Course 1 involves teachers learning about Add+VantageMR assessments and focusing
on a continuum of learning in relationship to the Learning Framework in Number.  Teachers learn
to use a series of three assessments to develop a profile of number knowledge for children:
number words and numerals, structuring, and addition and subtraction.  The profile then assists
teachers in making informed instructional decisions to advance students' knowledge and skills.

AVMR Course 1-Fall Semester	AVMR Course 1-Spring Semester
October 9th - 8:00 - 3:30 October 11th - 8:00 - 3:30 October 18th - 4:15 - 7:15 October 22nd - 4:15 - 7:15 October 29th - 4:15 - 7:15	April 9th - 8:00 - 3:30 April 10th - 8:00 - 3:30 April 24th - 4:15 - 7:15 April 27th - 8:00 - 3:30

AMVR Course 2 is a continuation of numeracy continuum of learning in regards to t
he Learning Framework in Number.  You will learn about place value and multiplication/division
assessments that can be administered to your neediest students to know exactly where they are i
n their numeracy development so you can make instructional decisions that will help to move
the students along in their learning. To sign up for this course, you need to have completed
AVMR Course 1.   

AVMR Course 2 - Fall Semester	AVMR Course 2 - Spring Semester
October 30th - 8:00 - 3:30 October 31st - 8:00 - 3:30 November 8th - 4:15 - 7:15 November 10th - 8:00 - 3:30	February 20th - 8:00 - 3:30 February 21st - 8:00 - 3:30 February 28th - 4:15 - 7:15 March 6th - 4:15 - 7:15 March 13th - 4:15 - 7:15

Fractions Course (AVMR Course 3) is the newest AVMR Course!  
Developing Fractions Knowledge by Amy Hackenberg, Anderson Norton, and Robert Wright
serves as the course text and provides a detailed and comprehensive guide to classroom and
intervention teaching of fractions.  This course combines online learning with team meetings.
The teaching approach for this course relies heavily on working with students and then observing
and documenting students' mathematical activity and thinking.  Instructional sequences take into
account detailed information about students' current levels of knowledge, as well as how students
reorganize their ways of working with whole numbers in order to meaningfully work with fractions.
It is highly recommended that you have completed AVMR Course 1 and 2 before signing up
for this course.

Fractions - Fall Semester	Fractions - Spring Semester
September 26th - 4:15 - 6:30 October 3rd - 4:15 - 6:30 October 10th - 4:15 - 6:30 October 16th - 8:00 - 3:30 November 1st - 4:15 - 6:30 November 7th - 4:15 - 6:30 November 14th - 8:00 - 3:30 November 28th - 4:15 - 6:30 December 12th - 4:15 - 6:30	January 9th - 4:15 - 6:30 January 16th - 4:15 - 6:30 January 23rd - 4:15 - 6:30 January 31st - 8:00 - 3:30 OR February 1st - 8:00 - 3:30 February 6th - 4:15 - 6:30 February 13th - 4:15 - 6:30 February 28th - 8:00 - 3:30 March 14th - 4:15 - 6:30 April 4th - 4:15 - 6:15

AVMR Book Studies

AVMR Book Study/Make 'n Take - Teaching Number in the Classroom with 4-8 Year Olds

This book study will read and discuss the purple book that teachers receive with course one of
Add+VantageMR.  The topics covered in this book are beginning number and early counting strategies,
multi-digit addition and subtraction, and early multiplication and division. This book study will look at
the various assessment tasks and teaching activities that can be used in your classroom. Participants
will make and share resources for the various activities.

Teaching Number in the Classroom with 4-8 Year Olds  - Purple Book Study

October 8th- 4:15-6:15 October 15th- 4:15-6:15 November 5th- 4:15-6:15 November 12th- 4:15-6:15 November 19th- 4:15-6:15 November 26th- 4:15-6:1

AVMR Book Study/Make 'n Take - Developing Number Knowledge: Assessment,
Teaching and Intervention with 7-11 year olds .

This book study will dig into the red book that teachers receive with course two of Add+VantageMR.  
The key domains of number instruction, conceptual place value, mental computation, written
computation methods, fractions, and early algebraic reasoning will be discussed.  We will look at
various activities that could be incorporated into your math instruction to help meet the needs of
students. Participants will make and share resources for the various activities.

Developing Number Knowledge: Assessment, Teaching and Intervention with 7-11 year olds  - Red Book Study

January 31st- 4:15-6:15 February 7th- 4:15-6:15 February 21st- 4:15-6:15 February 27th- 4:15-6:15 March 7th- 4:15-6:15 March 21st- 4:15-6:15

TDP Courses

The following TDP courses will be offered during this school year.  

• October- AVMR Course 1 Revisited - Planning for Implementation
• 2nd, 9th, 16th, and 23rd from 4-6pm
• January- Differentiation of AVMR Games and Activities
• 8th, 15h, 22nd, and 29th from 4-6pm
• February- AVMR Course 1 Revisited - Planning for Implementation
• 5th, 12th, 19th, and 26th from 4-6pm
• March- AVMR Course 2 Revisited - Planning for Implementation
• 5th, 12th, and 19th of March, and April 2nd from 4-6pm

If you are interested in participating in any of these learning opportunities, please fill out
the Google Form and indicate your choices.   Since only a limited number of spots
are available for each course, sign up early to guarantee a spot.  You must attend all of
the dates/times for each particular course.

Proven Results: LEARN Spanish UWM Cont. Ed. Classes

Online, face to face, proficiency based Spanish Language Acquisition, for the adult learner.  

https://uwm.edu/sce/program_area/languages/languages-programs/spanish/?utm_source=AP-16-18-E&utm_medium=email&utm_campaign=LANG_FALL_18&utm_content=spanish#tab-courses

Language Workshop Celebrations incoming 6th Graders

Language Workshop Celebrations

By D Garcia

On the first day of school, I had the pleasure to visit 8 schools, and in those, I visited all three middle school Dual Language Sites at Horning, Butler and Les Paul Middle Schools.

What I heard, not just once, but multiple times from teachers and coaches, was the cognitive, linguistic and socio-cultural impact Language Workshop has had on our incoming 6th grade students.  Our 6th grade students have had the benefit of experiencing Language Workshop intensively as fifth graders with Ms. Lunar at Blair, Ms. Coronado at Heyer, Ms. Torres at Bethesda and Ms. Hegg and Ms. Carey at Banting, and in regular education classrooms around the district.

6th and 7th grade Dual Language Teachers and coaches noticed the following:

• Students demonstrate academic maturity and expect high expectations and teacher preparation from their learning experiences.  Student own their learning and are expecting to be engaged!

• Students can and want to collaborate to share their voices and build learning together.

• Students ability to engage in inquiry (questioning, discussion and building ideas) is developed way beyond past cohorts.  Students expect to be asked to do these things with the skills they have developed as elementary students.

• Students engagement in the curriculum and with each other around the complex cognition of thinking and making meaning has risen to a totally different level.

Maybe I have said the same thing in four different ways.  The bottom line is this:  Middle School Teachers have reported that the student preparation in elementary Dual Language has shifted their thinking on student learning, what is possible, what can be expected and what will become!

Let's consider ourselves a team and partners in growing Comprehensive Literacy as Culturally Responsive Practice across K-8 so that ALL of our learners have the opportunity and expectation to become more than they were as the result of their learning with us!

"Culture is what we allow", let's continue to build our learning and collective capacity around our CLM Practice.