Conversation with Latinos about Race

https://www.nytimes.com/2016/02/29/opinion/a-conversation-with-latinos-on-race.html

Measuring Discussion

Discussion and student conversation have become the heart of our classrooms in both literacy and math (Language Workshop, Numeracy Routines, Math Congress).  When students are given the opportunity to co-construct meaning together, they are strengthening their conversational skills, practicing language, and reaching deeper levels of understanding

Jeff Zwiers describes this in his book called Conversational Discourse in Context.  “So, what effect does conversation discourse have on students?  Students’ language, literacy, and thinking develop as a result of academically rich conversations... Content understandings and skills also develop.  On a wider scale, the world becomes a better place because all of our students are becoming better prepared to engage in rich conversations with each other and future people with whom they interact in their colleges and careers.”  (page 13)

How do we know that we have turned the conversation over to students?  How do we know if ALL students are participating at high levels? How do we ensure that we have reached a level of equity, empowerment and achievement among ALL our students?

The answer begins with measuring it and collecting data on student discussion.  Below is a progression of collecting data on student discussion.

• Teacher talk vs. student talk: Analyzing how many times or for how long the teacher talks and the students talk.
• Are ALL students talking?: Tallying which students are doing the talking.
• What are students saying?:  Analyze if they are agreeing, disagreeing, adding on.  Then analyze who is co-constructing meaning and taking the conversation to a deeper level.
• Student initiated discussion:  ALL learners independently seek academic conversations for learning and making meaning.  Teacher observes, monitors or assesses for future preparation. Students and the class participate in goal setting around future growth.

Here are some different ways that Bethesda teachers are measuring Oracy:

What are you ready to analyze in discussion?  As they say, “Whoever is doing the talking, is doing the learning.”

CIM in SDW: What is the Comprehensive Intervention Model? (from Wendy Hamilton)

In the past couple of years, you may have heard the term “sim” pop up in conversations around literacy intervention. This is not referring to a fancy, new game simulation you have to learn about. It’s much more exciting! This “sim” you may have heard about is actually referring to CIM, SDW’s Comprehensive Intervention Model. The CIM includes research-based individual and small-group interventions that align with classroom curriculum. The development of the CIM dates back to 1991 and was designed using the same theories and practices as Reading Recovery, which is also part of SDW’s literacy intervention portfolio. The CIM is a comprehensive and systemic design for matching interventions to the strengths and needs of struggling readers. It includes strategy-based interventions which are “designed to foster the development of self-regulated processes, that is, the student’s capacity to use knowledge, skills and strategies for solving problems, generalizing information, and constructing new learning (p. 2).”1

The CIM has a portfolio of interventions that address student literacy needs at the elementary and secondary levels. Each intervention includes authentic reading and writing opportunities. The primary CIM interventions are: Interactive Writing (K-1), Guided Reading Plus (1-3), Writing Aloud (2-5+) and Comprehension Focus Group (3-8+). Interventionists choose the intervention the best matches the students’ needs to accelerate their literacy growth.

Part of the power of the CIM is that it aligns with classroom instruction. SDW adopted the Comprehensive Literacy Model (CLM) as our framework for universal literacy instruction several years ago. This framework has afforded our learners the opportunity to take advantage of powerful literacy instruction in the form of whole class minilessons, small group instruction and one-on-one conferring. Interventionists implementing CIM interventions work to align their instruction, language and curriculum with our universal instruction. This congruence and collaboration with universal/classroom teachers enhance and accelerate the learning for our readers and writers.

One of the key elements for using the CIM is to use highly trained teachers. SDW has created a training protocol that any teacher wishing to implement a CIM intervention must go through. At this time, SDW is working to train teachers in the various CIM interventions. Title 1 buildings all have CIM Specialists who can implement several of the interventions. There are also some literacy coaches and middle school interventionists who have gone through training for certain CIM interventions. In the near future, we will be training some non-Title elementary teachers in GRP who will then be able to implement that intervention.

Implementing and growing the CIM in SDW is truly exciting! Our interventionists are thoughtfully assessing and matching the best intervention for each learner, collaborating around these learners with classroom teachers, working from an asset model, and growing self-regulated, strategic readers and writers. Knowing this work and student progress is on the rise makes us feel extremely optimistic on where we are headed. If you are interested in learning more about the CIM, you can check out Chapter 1 of Interventions That Work, connect with your building Title 1 Teacher, Literacy Coach or SDW CIM/Literacy Intervention Coach.

1 - Interventions That Work: A Comprehensive Intervention Model for Preventing Reading Failure (2012), Dorn & Soffos

Written by: Wendy Hamilton, SDW CIM/Literacy Intervention Coach & Trainer

The past cannot be changed, the future is yet in your power

With state performance data being released to school districts this week, administration and teaching staff alike will experience emotions that span the high/low continuum.  In the end, each school district and school will need to respond to the data in a way that grows student performance moving forward.  I recently listened to a discussion on Waukesha's 2017-2018 Wisconsin Forward Assessment results.  As I listened and reflected, I began to think of the SAIL work and goals that each building has dedicated that last 2+ years to.  I reminded myself that true, long-lasting change takes time, especially when you are instituting new and/or changing old practices.  While we all want to see an immediate result from our efforts, we are frequently reminded about that tortoise analogy and, I guess it applies here as well.  Since patience is not something I am particularly good at, my attention immediately shifted to actionable steps that we can take now to impact the end result.  One of the areas of focus for the District Director team is that of intentional planning for student learning.  Are students learning?  How do we know?  How can we respond to students who are not learning?  Many if not all schools are currently taking steps to strengthen the building PLC, SST, and PST process so that the questions posed above have a platform to be discussed and problem solved.  Scheduling and engaging in these problem-solving practices with fidelity will prove great benefit for the collective success of the students in each building in the end.

Honoring Hispanic Heritage is Everyday Work

Honoring Hispanic Heritage is Everyday Work

This youtube video was courageously made by SDW Parents to help us to get to know and understand them as vital partners in education.  

Leaders, at every level of our organization, take the next step to set up a viewing of this short film to build the collective capacity of our staff to include ALL of our community.  

Join the conversation on FLIP GRID



*Ms. Sarahi Monterrey, Wisconsin Teacher of the Year and North ESL Teacher, curated and created this film in service to our community and commitment to the voiceless.

NOV 6th Language Learners and Special Needs

Description:

All Administrators 8am-12pm, and School Psychologists, Speech and Language and Dual Language Special Educators 8am-4pm, are asked to attend a workshop on:

November 6, 2018

Language Learning and Disability At West High School

This session will be facilitated by Professor Courtney Siedel, UW Madison Associate Clinic Professor Department of Communication Sciences & Disorders

Professor Siedel offers this learning as part of a grant to support new teachers to the field of Special Education, and as an added bonus, she is able to create an experience for this targeted group.

AM Objectives for learning:

Identify red flags for language disorders in the ELL population

Complete a guided reflection on an ELL student from your school/district

Receive a "toolkit" to support documenting concerns prior to referral

Break for Lunch 

PM Objectives for Learning:

Increase collaboration between special education staff and ELL staff during the evaluation process

Consider if standardized assessment is appropriate for the bilingual population

Understand the important components of a bilingual language evaluation report

All In.

Educators enter into this field for a variety of reasons. I have previously spoke about these passionate individuals and the various reasons for selecting this as a career when others question that choice. We give so much of ourselves to this profession and it can extend beyond a typical day or duty.

Becoming a member of a school team is part of the "signing on" process. You find clothes and shoes in your school colors. You put stickers on your computer so that when you are working at the coffee shop, people understand that you work at a school. You rock spirit wear on Fridays (and wish for more days to rep your school if it includes jeans). You attend social events with your co-workers and school events to help foster the relationships with students. You may even be lucky enough to chaperone a dance!  Some staff members bleed their school colors and are all in--dressing up for spirit days, while others may not be all in. Being all in for a brand new staff member may take some time.

Recently, I was at Waukesha North visiting with a new technology education teacher to the district and profession. We spent some time talking through the first two weeks to see how it went, what support and resources were needed, and just the general feeling so far. Toward the end of our chat, a student came in to see this teacher so I went on my way.

Fast forward twenty minutes. I am leaving the parking lot and see that same student who stopped in my the teacher. She was on her cell phone and her spare tire was out. As I drove past, I noticed the brand new tech ed teacher, in his dress clothes, on his prep or lunch, changing this student's tire. This is all in. This is helping students be a part of our big Waukesha family and feel safe. This is building relationships. This is going above and beyond. Kudos to our new family member for being all in...in September.