Standards Based Assessment and Reporting
DCSD TEach MagaZINE
Curriculum, Instruction & Assessment Director Update
Welcome to Teach Magazine! This year, we will continue to focus on the four pillars of the Teaching and Learning Plan. The goal of this magazine is to showcase research and our teacher practice into a fun and easy-to-read magazine. This publication is for DCSD teachers by DCSD teachers. Would you like to read previous issues? Click here.
Is there something you'd like us to highlight? We want your ideas, quotes, pictures, resources or any other items Please send all submissions for the next issue to email@example.com.
Welcome to the second issue of the 2017-2018 TEACH magazine. This edition is an extension of the impactful day of district professional learning we had on January 12th with Dr. Sharroky Hollie. In this issue you will learn more about both the mindset and skillset needed to have a Culturally and Linguistically Responsive approach. Dr. Hollie shared that Cultural Responsiveness is a journey that starts with examining the underlying beliefs and biases that inform our practices (mindset), while incorporating strategies that validate and affirm the cultures of the students you serve (skillset).
In the last issue of the Teach Magazine, the article Accountability for All listed three tenets of Culturally Relevant Pedagogy. Our DCSD collective responsibility belief states" Every member of the DCSD Team is responsible for the success of ALL of our students; as we embody this belief we build on the tenets of using culturally responsive strategies to engage all students in learning. This means we must be responsive to who our students are culturally (see Rings of Culture image), validating and affirming them while recognizing and using their culture as an asset to our instruction. Remember the behaviors that many students demonstrate in class that can drive you crazy, like wearing their hoodie or falling off their chair, is typically more about them being 17 and acting cool or being 8 and having a lot of energy than any other factor.
No doubt about it the responsibility of teaching our youth is tough! However, I contend it is also the most important work to be done in a community. Keep up the hard work; your students, parents, and community members appreciate it even if they don’t always verbalize it. I hope you find some tools within this issue to enhance your toolkit in ensuring all students are successful.
Attention Signals: Small but Mighty
Who Have You VABBed today?
See It In Action
To Be Responsive or Culturally Responsive? That is Not the Question. Dr. Hollie discusses how mindset and skillset must be used together to create a culturally responsive activity.
What is CLR? This article discusses rings of culture and the iceberg model of culture as well.
5 Tips to Introduce CLR to Your Students This article answers the question, "How do I discuss CLR with my students?"
In this video, Dr. Hollie discusses CLR and how it is implemented.
When looking at Culturally and Linguistically Responsive (CLR) teaching and learning, we need to look at two different aspects of teaching and learning: mindset and skillset. Dr. Hollie suggests that there are four areas which teachers must address for CLR learning to occur. These include: classroom management, academic vocabulary, academic literacy and academic language. He maintains that in order to be culturally and linguistically responsive, our teaching must incorporate a variety of strategies intentionally and strategically.
Dr. Hollie touched on the idea of VABB during the January 12th inservice. When we validate and affirm student cultural behaviors, including cooperation, spontaneity, and sociocentrism, students will be more likely to be engaged in the learning.
Additionally, when we build and bridge, we create connections between home and school which leads to the academic success of all of our students. Let us know how you VABB!
Further Reading and Watching
Call and Response is a verbal cue to bring students back to focus when the students are already engaged. Click here to see a list of call and response ideas.
Call and Response is used to:
Clarify directions already given or give further directions
Transition during a lesson
Bring a lesson, activity, or class to a close
Checklist for success:
The teacher uses call and response ...
for transitions, clarifications, and terminations
when there is a meaningful reason to bring students back to focus
for instructional purposes only
The teacher has a variety of different attention signals, including call and response
The teacher has an immediate signal for classroom management which is different from other attention signals
At the 4:28 mark, the teacher uses "Bring it/Back" to give additional directions to the class to help them with their silent partner.
At the 9:00 mark, the teacher uses "everybody clap your hands" to signal a transition from one activity to another. Notice that the teacher begins talking shortly after the signal.
SBAR and CTT Resource Spotlight: Achieve the Core
PD Preview: ELLs and strategies
Standards relate to one another both within and across grades. When CTTs are planning core instruction and Tier II, the Achieve the Core Coherence Map provides teachers with a wealth of resources. The map can be used to identify holes in student learning as well as ways to extend the learning. Underneath each standard, there are example tasks, the learning progression and an assessment item. When collaborative teacher teams use this resource, they are able to answer the four questions of a CTT. Click here to go to the Coherence Map.
Voices from the Field
There are over 400 English Language Learners (ELLs) who speak 22 different languages enrolled in DCSD schools. Statistically speaking, at some point in your teaching career, you will have at least one student enrolled in your classroom who is an ELL.
How do I help ELLs learn the content in my classroom? Are there strategies I can use that help ELLs? How do I know which ones to use? Who can help me with my ELLs? At the March 30, District-wide inservice, you will learn:
Who the ELLs are in DCSD
How ELLs in DCSD are performing on state tests
Why ELLs need an ESL Program, even if they speak English well
How ELL teachers/coaches can help you in your classroom
What are the best instructional practices to use with ELLs
How is This Mathematics Standard related to Others?
As teams engage in collaborative conversations about the Common Core State Standards for writing, it can be challenging to image what writing products for each grade level should look like. Achieve the Core has student writing samples to help make these expectations visible. The student writing samples bank includes annotated student work that provides a foundation for analysis and discussions that lead to a deep and nuanced understanding of the writing standards. Click here to see examples of the student writing.
At the January professional learning, Dr. Tate shared that last year he spent several hours with students and teachers discussing meaningful relationships and how they positively impact students' learning. This idea ties directly in with our district's work on the journey to cultural responsiveness. Teachers and students thought that overall, the following ideas could be implemented to help create meaningful relationships:
Be calm and pleasant
Know the whole student
Talk to your students
Click here to read all the responses from the teachers and students.
Visit Achieve the Core to get:
Rich and varied student examples in both ELA and Mathematics
Lesson plan resources in both ELA and Mathematics
What Does Proficient Writing Look Like Anyway?
PBIS Resources with a culturally responsive lens:
Personal Activity Matrix
Cultural Responsive Tools
Ideas to integrate CLR into PBIS
Suggestions to infuse CLR into PBIS
“The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change and the most powerful therapy is human love.”
Bruce D. Perry
Culturally Responsive approaches in Positive Behavior Interventions and Supports
Schools are not culturally neutral environments, but rather are constructed around sets of norms, values, and behavioral expectations that are culturally bound. Combining Positive Behavior Intervention and Supports (PBIS) with culturally responsive pedagogy helps to embrace a positive school climate for all.
PBIS is designed to support culturally responsive approaches. Many districts have done extensive work to incorporate culturally responsive approaches within their PBIS framework. We have begun the process with our PBIS teams in training.
As educators our objective is to validate, affirm, build, and bridge different ethnicities, cultures, and life experiences of students as they begin to understand and learn about expectations at school (VABB; Hollie, 2011). PBIS can be the framework to help all students.
Responding With Care To students Facing Trauma
In the article Responding with Care to Students Facing Trauma, Kristin Souers says, “Recognizing the trauma woven into some students' lives is part of educating for the whole child.” The question then becomes: how do we respond to students facing trauma while continuing to set high and demanding expectations for all students? When a brain is under a state of stress, it becomes hard for a student to use higher functions of the brain. One of the main themes of the article is that a teacher cannot do support by himself/herself. Luckily, as a district we have embraced the idea that students are ours, not yours and mine. In her article, Souers identifies six ways to reach these student:
Identify what need a behavior is expressing
See the worth in each student and build from his or her strengths
Remember, kids can't learn if they don't feel safe
Work from a team perspective
Consider whether a basic need isn't being met
Give students grace
If you would like to read the whole article, click here. Please contact Farrah Roberts or Ellen Reilly for more information and training on Trauma Informed Classrooms and ACES. Student Support Specialists have a library of books for check-out as well.
Standards & Objectives
Presenting Instructional Content
Lesson Structure & Pacing
Activities & Materials
TEacher Content Knowledge
Teacher Knowledge of Students
The questioning indicator can be grouped into two broad categories. The first focuses on what the teacher is asking and the second focuses on how the question is asked. Using the discussion and responding protocols along with high-quality, purposeful questions is key to being a rock star teacher.
Stephanie Schmid, North Teacher: During this lesson, Stephanie Schmid asks a series of questions that are sequenced to achieve the goal of interpreting linear models. Notice that the question complexity increases as the lesson continues. Click here to see the video.
Ben Reller, Monroe Teacher: In this video, Ben Reller asks follow-up questions that require students to explain their thinking. The students are engaged in answering the questions on their slates. Click here to see the video.
Want more ideas??? Click here for your first fab four and here for another fab four.
Did you try one of these? Let us know how it went! We want your voice heard!
Number Heads Together:
Students are grouped into 4-6 students and numbered. Students work together to find the best answer to the question. A die is rolled and students with that number are asked to stand.
Validates and Affirms: sociocentrism; cooperative
Builds and Bridges: active listening and individual accountability
PDF: Tips page
Stop and Scribble:
Students respond to various prompts throughout the classroom. Students move about the room while the music is playing. When the music stops students write their response on the nearest paper.
Validates and Affirms: spontaneity, movement, sociocentrism
Builds and Bridges: time specificity and independence
Google Slide: Directions
Google Doc: Ways it can be used
4-5 students have a discussion around a given topic. Students write responses to the prompt on sticky notes and place them in the center of the table. Students take turns reading them aloud.
Validates and Affirms: honors background knowledge; sociocentrism
Builds and Bridges: teaches collaboration and listening to a partner
Google Doc: Explanation and directions
Video: Campfire Discussion 5 steps in 2 minutes
Featured Videos from the Teach Website:
Discussion and Responding Protocols
Teaching videos at teach.davenportschools.org are protected since they feature student faces and voices. They are accessible only to DCSD Google accounts.
Observing colleagues in action has become easier with the addition of our district-wide pineapple charts. Pineapple is the international symbol for welcome. Model Teachers and TIMs are rolling out the welcome mat and inviting you to visit their classrooms. Pick your school and week, and you will find when fellow DCSD teachers are inviting you to come visit them. With over 250 teachers serving in leadership roles, there are countless options for collaborating and observing colleagues. Lead and mentor teachers can assist teachers in setting up observations if necessary.
Model Teachers have also continued to add videos to our video library. Be sure to take a look!
DCSD Teachers Complete Blending and Flipping Cohort
Bucket Bytes are 1 hour professional development sessions led by our very own DCSD teachers. We aim for a great variety of topics, locations, and times to accommodate as many people as possible.
If you’re familiar with how Bucket Bytes work, you can go here to view the calendar.
We welcome anyone in DCSD to lead sessions. If you’re interested, check out the info here.
Google Training and Certification
Our Google for Education Level 1 Cohort is well underway and is available for any DCSD educator. Currently we have almost 150 people on board for this cohort.
This is a special learning cohort where you will have control over when, where, how, and with whom you learn.
You can find complete information about the cohort on our website.
All DCSD employees are welcome to join the cohort. Contact your TILT, TIM, or Teacher Librarian if you are interested.
Want to network with other DCSD educators about anything at all? Check out our professional learning handle on Twitter: #dcsdpln
How a DCSD teacher could use #dcsdpln:
Stealth mode: It’s okay to “lurk” on Twitter. You can get a lot out of reading what others put out there before you even decide to tweet.
Tweet anytime: Write your own tweet about anything you want to celebrate or discuss, and include the #dcsdpln hashtag. Other #dcsdpln educators will reply!
Your building might also have its own hashtag. Ask around, and tweet away! It allows us to write our own stories of our buildings and our work.
A group of DCSD teacher completed a series of classes to earn their certificates in Blending and Flipping. This is our first group of teachers who completed this training. Click here to read more about the process. If you are interested in learning more about it, please contact Jen Van Fleet.
Garfield Elementary has begun the process of upping their game in posting their standards. In addition to the "I can" statements, many teachers have added a success criteria. This addition gives students a clear explanation of the teacher's expectation. The success criteria and the objective is now referenced throughout the lesson. This would be an example of the NIET Rubric indicator Expectations, where the "teachers sets high and demanding expectations for every student." Click the image above to see examples and hear teachers discussing how they use objectives in their classroom.
Standards and Objectives
training and networking
Model Teachers Rolling Out the Welcome Mat
Instructional Practice Tidbits
Professional Growth Opportunities
Every year the state of Iowa appropriates a set amount of money for teachers' professional growth. This money is designed to improve teacher quality. DCSD divides the money into three different categories of use. Click on each pot to see the use and the next steps.
Building Teaching and Learning Plan
Professional Learning Request Form
It is the policy of the Davenport Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices.There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the district’s Equity Coordinator: Mr. Jabari Woods, Associate Director of Human Resources & Equity (563-336-5089) or Dr. Erica Goldstone, Director of Human Resources & Equity (563-336-3812), 1606 Brady Street, Davenport, Iowa 52803.
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