Corner
Rebekah Hornak Michelle Obama recently released her memoir “Becomingâ€. The book discusses her life growing up, her life with former president, Barack Obama, and life after the White House. What is so engaging about the book, is underneath her stories, there is an underlying issue being discussed - equity. A great example of this is her experience in the second grade. She was assigned a less than sufficient teacher. After months of complaining about her classroom, her mother advocated to have her switched to another classroom, which the school obliged to do. That left Michelle wondering about the other second graders “left behind.†Unfortunately, this is still a common occurrence in schools today. Equity in education is a difficult topic, but one that needs to be addressed. The reference is not about about taking away autonomy away from the classroom teacher, but rather creating high expectations and non-negotiables for all. Why should 30 students in Ms. Smith’s classroom be exposed to project-based learning and technology integration, while the 30 students in Ms. Doe’s room learn through memorization and worksheets. Simply because Ms. Smith likes projects and technology and Ms. Doe is uncomfortable? Students in the same grade level with two different teachers, should be exposed to the same best practices. The same can be said for elementary schools within the same district. Why is it that one building in a district can benefit from a strong social emotional learning environment and PBIS, while another simply chose not to implement or make it a priority. Why is it that two high schools in the same district can have startling differences in their curriculum, expectations, and resources? There should be consistency from building to building in a district to ensure that all students have the same access to a tier I curriculum and supportive environment. The most glaring example of inequity in education would be from district to district in the same county. The disparity in educational experiences for children within the same 50 mile radius simply because of location, economics, and even race is wrong. The solution is not clear, from funding to community ownership, as well as policy changes are needed. It would take a village to fix this type of inequity. But in the words of Michelle Obama, perhaps there is still “hope.†Coming together as a district, county and region to collaborate, ask the right questions, and take action would be just the beginning...you in? 

December 4, 2018
@SISDInstruction
Finding Equity in Becoming
Great Lakes Bay Instructional Services Newsletter
“If you really believe in what you're doing, work hard, take nothing personally
and if something blocks one route, find another. Never give up.†Laurie Notaro Review contracts for scott CAFR Statement Hartley - SSEA/Title IV Funding PBIS Webinars for ParaPros Educator Evaluation Process MyLearning Plan Webinars Edupath session - leadership Envision Math - Bridgeport IS Blog Our Community Listens HW Title III Pay Adaptive Schools RAG Dennis Barlow Reimbursement IB Invoices Ed Eval Wolrksheet AIMSWEB Invoices

Curriculum
@amywassmann
Looking for more support with Classroom Triggers and understanding how it applies to classroom management? CHAMPS Training is a researched based process that assists teachers with implementing solid classroom management while keeping in mind the building wide PBIS model, and tiered systems of delivery. In order to build capacity behind this approach, the SISD is in the process of creating a cohort of trainers to assist with implementation. The trainers have provided the two day overview in October and will again this week December 6th and 7th. Based in demand, there will be additional trainings on April 3rd and 4th, as well as on May 7th & 8th. Register today to develop sound classroom management embedded in research by the Safe and Civil Schools organization.
Amy Wassmann
Classroom Management Training - CHAMPS
Triggers in the classroom are situations, people and activities that remind the student of the trauma. These triggers can create feelings of being unsafe and create a traumatic stress reaction in your students. Possible triggers include: Unplanned change in routine (fire drill, "surprise" visit to classroom, early release, etc) Loud voices/yelling in the classroom Other students acting out People who look similar to the person involved with the trauma Certain smells (perfume/cologne, etc) Time of year (anniversary of loss, holidays, Friday afternoons, day before vacations, etc) Physical touch Isolation Try to find patterns to acting out behaviors. Once you have identified the trigger, you can be proactive to reduce its impact, such as establish routines for transitions, give extra time to prepare for an activity, etc. Or, you can eliminate the trigger all together, such as, finding other ways to connect with the child other than physical touch (air high fives) and creating appropriate redirecting of behavior that still allows students to be a part of the class. The next time a student acts out in class, try to determine the trigger for the behavior. With children who are experiencing trauma, behavior = communication. It is up to us to determine what they are trying to say.
*Open to all districts in the GLB Region
CHAMPS Registration
Classroom Triggers
Joe Trommater from Clare-Gladwin RESD has developed a State Assessment Report Guide to assist you through all of the various sources that you can pull information. From BAA Secure Site to MiSchool Data, there is a wealth of resources to pull from. Check out this guide to assist you and contact your ISD or RESD data person for further information.
Reading Now Network - Data Page
If you have not had the opportunity to dig into the Reading Now Network Data Tool Page, Curriculum Corner highly recommends taking a few minutes to do so. The page, developed by Doug Greer and the MAISA Region 3 Team, has developed some very useful and insightful information regarding district, regional and state performance on the M-STEP. The 2018 data is now available and includes middle school (6-8).
Reading Now Network
ISDs & RESDs Helping with Your Reporting Needs
Joe Trommater Clare-Gladwin/Midland Heidi Aldrich Gratiot-Isabella Lisa Zettle Bay-Arenac Terra Kelpinski Saginaw
This week in the Spotlight, be sure to check out the following information... Passage-Based Writing Field Test: Test Administration Guide School Accountability Index System Reports and Accountability Student Data files Coming January MDE Seeks Public Input on Waiver Request 1% Participation Rates on the Alternate Assessment is Now Available W-APT & WIDA Screener Cycle II WIDA Testing Window WIDA ACCESS for ELLs Preparation Preparing Students for WIDA
Text
State Assessment Report Guide
Assessment & Accountability Update
Number Talks
Michelle Spayd If you are looking to encourage more math conversations in your classroom, implementing Number Talks may be just the answer you need. Number Talks are 5-15 minute conversations in math classrooms that focus on a specific set of math problems to solve mentally. Students are encouraged to think strategically about numbers, learn to justify their thinking and to critique other’s thinking. Number Talks offer the opportunity for students to gain experience in the Eight Standards of Mathematical Practice. They foster thoughtful discussions and allow students opportunities to hear and process other students’ strategies. Number talks should be done 3-5 times per week and all students K-12 can participate. In the process of a Number Talk, the teacher writes a problem on the board horizontally. Students are asked to solve the problem mentally...no paper or pencil allowed. When students start thinking, they put their fist on their heart. When they have a solution, they pop their thumb up. This process creates less of a distraction for students than raising a hand, therefore encouraging all students to continue thinking even if other students have already found a solution. The teacher gives enough wait time for most students to have an answer. He or she then asks students to share their answers and records all given answers on the board. Students are then given the chance to defend their answers and share their thinking. It is important for the teacher to record their thinking accurately on the board. Students can sign “me too†if they used the same strategy and those who solved it differently can share their thinking as well. For a twist on the Number Talk, have students solve and then share their solution and strategy with a partner. Using sentence stems, students can learn to have a respectful conversation about math in a productive way. Explaining your thinking, and critiquing another’s, solidifies your own understanding of the concept and opens your mind to new strategies. As the teacher, be sure to ask questions like: How did you know? Why did you do that? Can you explain what you mean? Do you know another way? Number Talks are a great way to encourage mathematical discourse in your classroom. For additional information, video examples and number talk problems search Number Talks by Sherry Parrish.

@numbertalks
WE Are Innovators Program Brochure
The "WE Are Innovators" Program
STEM@SVSU is excited to share information about an exciting STEM initiative that is available to middle and high schools throughout Bay, Midland and Saginaw counties this year. Two schools in our region participated in the "WE Are Innovators" challenge last year and were awarded the life-changing opportunity of going to Ecuador on a service-learning trip to learn more about STEM solutions globally. The “WE Are Innovators†Program Overall, the idea is that students use innovative (STEM) thinking to develop solutions to some of the world’s most pressing challenges: Sustainable Innovation, Circular Economy and Nature, Food Waste, Energy and Housing, and Transportation Solutions. These themes correspond with five educational modules that students can explore, selecting one (or more) to use as a starting point to come up with a solution for such a challenge in their community. Steps to participate: Step One: You can register to participate using this link: https://forms.we.org/campaigns2018/we-are-innovators?cmd= Alternatively, email alison.haier@we.org and she will register on your behalf *Students can work in small groups and multiple groups can participate within one classroom/program Step Two: Pick one of the 5 following sustainability issues that interest your group. You can download all of the classroom resources under the ‘download now’ button on our landing page here: https://www.we.org/we-schools/program/campaigns/we-are-innovators/ Step Three: Brainstorm to develop an innovative and sustainable solution to your selected issue that you could implement in your community to make a positive impact for the future. Step Four: Submit your idea by February 1st. By applying, you have a chance to receive a financial grant for your school and join a service - learning trip to Kenya!
Coaching & Feedback 
with Molly Funk
Leadership Academy
School Counselor Summer Academy
MEMSPA
Counselor Network
MACUL
Adaptive Schools Seminar with Steve Seward
2018-2019 PD Guide
Statewide Conferences MEMSPA Conference December 4-7 2019 MACUL Conference March 20-22, 2019
CHAMPS Training
Professional Development Opportunities
CNA with Sara Shriver
Continuous Improvement Series
MCL: 380.1280f Assessments
Updated Read by Grade 3 Guide
U of M Website
Facts for Families
Early Literacy Update
Short Read by 
Grade 3 Video
Parent Video
New Read by Grade 3 Resources The Michigan Department of Education recently released several new videos for helping to communicate about the Read by Grade 3 law. An updated version of the "Read by Grade 3 Guide" was also released this month. Please take a few minutes to review these important communication tools using the links provided.
Disciplinary Literacy - Online Course Offering
Disciplinary Literacy: Apprenticing students as readers, writers, and thinkers in the disciplines Learn more about this 10 hour online course and/or register at: Upon finishing the course successfully participants receive course completion certificate; Michigan SCECH hours are available through CEDER upon request (notify CEDER prior to completion that you want the hours) Group discounts available:
Regular Price
$125 USD
Number of Licenses
Discount
Cost of Course
5-10
10%
$112.50
10-20
15%
$106.25
20-30
20%
$100
30+
25%
$93.75
Full Video - Read by Grade 3
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Kathy Peasley Associate Superintendent of Instruction Contributor
Michigan ASCD Symposium
Program Flyer
John Mertz Director of Instructional Services Editor
Subscribe
Teaching To Strengths: A 
Blended Learning Symposium Michigan ASCD will be offering an exciting new professional learning opportunity in our region on January 29, 2019 at BAISD and GIRESD. This blended-learning symposium will encourage educators to embrace teaching and school-wide practices that support and enhance the academic and socio-emotional development of students living with trauma, violence and chronic stress. In this unique environment, participants will have the chance to interact with the authors directly via a live stream, while processing their learning in small groups with professional facilitators at several locations across our state. Take a look at the program flyer and Michigan ASCD site for information on this dynamic program. Registration is through Michigan ASCD and seating is limited.
Michigan ASCD
Deb Snyder Assistant Superintendent for General Education Contributor
Rebekah Hornak Director of Instructional Services Creative Director
Michigan ASCD - @MichiganASCD †Michigan ASCD, along with ASCD, is a global community dedicated to excellence in learning, teaching, and leading. #michascd
