The June 18th meeting is cancelled! I apologize for the late notice but something came up that I must deal with. I think we have enough to digest for the next few weeks as it is.
After reading the comments let me make a suggestion. A handbook that comes up with every possible contingency in black and white is not feasible. At Adaptive Schools, during the managing meeting session, it is suggested that mundane things (like the handbook) are fine in an email. True, but only if people read the darn thing. The other option is to hold a 6 hour meeting where we go through each section - good for some... horrible for most of us. Another handbook dilemma: we are in the people business and that requires more gray ares than most of us would probably like. Now, with that said a revision is in order... but ultimately situations will arise that require flexibility! Let's continue the dialogue about the Altona Way.
What is missing?
What needs clarified?
What do you think of other's suggestions?
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25 comments:
Things that needed added and clarified:
The Altona Way for staff
Copy Totals
Assemblies - PLC days?
Building Passes
Rooms
Job Roles
More will come
The ALtona Way for Parents and Students
Communication Plan
Attendance Policy (Revised BOE)
Athletic Participation
LEAD
New grading Scale
Keep in mind: BOE Policy trumps all.
2 Comments:
Reassessment Policy - I think it is very clear, and would be very simple to just deliniate fewer opportunities to reasses based on the "taeacher's professional judgement." Not a big deal, other than aligning within our building.
Extracurricular participation. MS Intramurals were designed to be the opposite of HS sports (clear CHSSA expectations). just a few years ago we let kids play regardless of theri behavior and academic performance - the thought that participation was a hook to said performance. As we have increased pressure: HWC, Summer School, Retention - things are changing on a sport by sport basis.
I let students know before our last unit test that they would not be able to reassess - there wasn't time. For other assessments, I let them know when the reassessment contract and reassessment itself needed to be completed and when a few of them thought they could come reassess without the contract, I didn’t let them.
I recall in ND going over the handbook with the kids the first day to hit the highlights. Not all kids will have e-mail access (some of my ELLs don’t).
Some of what was said in last week’s blog was just consistency. I know I was better about contacting parents when the log started two years ago.
*Learning Activities may receive a score ranging from 0-100%. Some Learning Activities may only be checked for completion.
Ok, I just thought I’d look through the handbook again. The question came up last week about LE&As and agenda checks. This says that some may only be checked for completion – does that mean they get no grade, or do they get a completion grade, or does it count towards the borderline grades?
• During an academic year, students should be assessed approximately three times per standard. The assessments should be designed in a variety of methods to ensure students are given multiple opportunities to demonstrate proficiency, and to take into account multiple learning and teaching styles. Further, assessments to reach a given standard may increase in difficulty over the course of a year.
World languages have 5 standards. We have an assessment about every two weeks and each assessment covers the standards with new vocabulary. Can only three assessments really give an accurate picture of the ability and knowledge?
While reassessment and only reassessing the part missed was mentioned in the class, it might be something to have in the staff handbook or mention (various times) to all instructors. I hadn’t just reassessed the missed areas before, but I like the idea!
My Response to "Results Now"
“… learning communities encourage teachers to recognize and share the best of what they already know.” This was one of the most meaningful parts of the Results Now reading for me. I think we are all full of fantastic ideas, strategies, and lessons, and if we simply take the time to productively share these with one another – and help each other to improve and add to these ideas – then we’ll make some terrific progress toward collective school improvement. I emphasized the word “productively,” because I feel strongly about this: very often, when we leave meetings muttering “that was a waste of our time,” we fail to recognize our own responsibility to be actively engaged and ensure that these meetings employ the essential features of teamwork that are described in the text: “This time must be very focused; most of it must be spent talking in ‘concrete, precise terms’ about instruction with a concentration on ‘thoughtful, explicit examination of practices and their consequences’.” None of us can afford to spend precious meeting time chit-chatting, or listening to several different anecdotes that merely confirm the same point. We don’t have time for that, and if I get off-track and start engaging in these behaviors, I hope that my colleagues will be willing to respectfully “call me out” and adjust the course of the discussion.
The Altona Way
SSR
I could not agree more with Jenay – and others – that we must all be consistent with making sure kids are reading or doing work during SSR. I learned very quickly when I was a substitute that it is useless to be the “cool” teacher who the kids “like,” if you don’t first command their respect and give them clear and consistent structure and expectations. Adding to that discussion thread, I think we should agree upon just how much actual reading is required during SSR. I’m on the fence on this one: one the one hand, the research certainly supports giving students a chunk of uninterrupted reading time; on the other hand, if one of my SSR students is all caught up on her reading but need to catch up – or ask for help – on her science project, I have a hard time demanding that she sit and read a novel. But, whatever we agree upon, we need to all be consistent, so that I’m not sending students to Jayme to get extra help on a day that she has designated for Reading Only. In any case, it sounds like Accelerated Reader will add a lot more structure to the SSR period, which will be helpful.
Lit Lab
Also, I know we’ve discussed this before, but I agree with Mary Ellen that it would be very helpful if we could establish more clear guidelines for what qualifies a student to enter or exit Literacy Lab and Math Lab.
Athletic Participation
I believe strongly in recruiting "at-risk" kids to participate in sports. I think it's great motivation for them to keep their grades up, and I make it clear to my b-ball players that they will not play if they're in HW Club or failing a core class. However, I also think we should occasionally make exceptions when a kid has extenuating circumstance -- like way-below-grade-level reading skills -- and sports may be his only motivation to even stay in school.
There is definitely a "wealth of information" contained in chapters 8 through 10.
As I read each chapter I recognized many ways to improve my own instruction from the time students entered class until they left and how to carry over improvement from one class to another. I also recognized the ways to share student accomplishmensts with parents.
I then recognized that the most effective tool for any improvement would be leave our autonomous classrooms and communicate our successes and shortcomings with one another. The communication can be an informal meeting during class changes or during a more formal team meeting.
We also need to communicate with our students. Not just about our curriculum goals but with what they can share for our overall classroom and instructional improvements.
I asked each student to answer three short questions at the end of the semester to help me improve as Tech. Ed. teacher.
1. What did you most enjoy about Tech. Ed. this semester?
2. What did you least enjoy about Tech. Ed. this semester?
3. What can be added/deleted to make Tech. Ed. a better educational experience?
The responses proved to be most helpful to me.
I'm thankful I took the time to communicate.
Brendan mentioned kids who need to finish projects, etc. I recall something being said about reassessing in brown bag club. Could a student “choose” to attend for the day to finish “homework” or a project that is coming due rather than wait until it is too late or would that become to confusing? If like the brown-bag club kids they missed lunch and recess with friends, they wouldn’t take it daily just to get out of reading. They need to learn to use time wisely, but sometimes things come up and make meeting deadlines tougher…
I think that one solution to the SSR problem is to assign a certain day (or days) of the week that can be used for reassessments or extra help (anything that might require students to go to another's classroom). This would be school-wide; for example, Tuesdays and Thursdays are the only days kids are allowed to go to other classes (with a pass), all other days are strictly reading days. This way, when Brendan sends one of his students to Jayme's class on a Tuesday, he knows he is not trampling on Jayme's read only day. I think this would also be useful for Laura and I (and anyone else doing specific classes during SSR) to plan when kids may be missing. I often have guests clinicians come into jazz band, and I can try to get them on the 'read only' days so that a minimum number of kids is missing.
The SSR situation might need to also be handled from a grade specific viewpoint. Do first semester sixth graders perhaps need more than two days a week to go get extra help? I think so. In the past, the sixth grade team assigned specific days for language arts, math and science/social studies. Personally, I'd like something very spelled out like that for at least the first semester for sixth graders.
Should seventh graders be ready from the get-go to only need the two days of help that Dana suggested? Yeah, I think so on that one, too. One of the things I am most interested through this PST and with the development of The Altona Way projects is really refocusing on what was previously done at Altona so well - grade level specific teams managing the unique needs of their collective students. By being committed to supporting professional learning communities by grade level (culture of learning focus) and cross-referencing that with subject area learning communities (content of learning focus), I think we can really improve how our students learn and grow under our tutelage.
SSR: This sems to me to be very muddy. Is SSR in fact time for sustained silent reading, reassessment, meeting with a teacher, chatting with a friend, catch all/flex time? Each teacher/grade level looks at this time very differently. How do we arrive at that definition of what SSR really is and then follow suit? My definition is very different. Is this my lack of knowledge, my professional decision to use this time in a different way, my interpretation of what ssr means?
I think we all lhave to start at the same place with the same information of what this looks like.
Don't forget, our next meeting is this Tuesday, the 30th, at Altona's Library.
Regarding the SSR policy, I was thinking exactly the same thing that Dana discussed. By having one or a couple of days set aside for make-up work, kids are still getting a good amount of uninterrupted reading during any given week. And I agree with Kathleen that this policy might served better on a grade level basis. And with the start of the Accelerated Reader program, kids will also have to start meeting certain reading goals. I am not sure if that will factor into an SSR "grade," but it is worth discussing.
I think what we are all aiming for is a document that transparently communicates to teachers, students, and parents what is expected of them as a member of the Altona Learning Community without laying out all of the fine detail (the mundane). We learn as teachers that the more succinct and clear we can be with our own classroom expectations, the better. Why should our school expectations be any different?
Up until last year, I think we had a good policy in the 7th grade with SSR. We had certain days that were solely for reading, and certain days for homework and reassessment. Exceptions would always arise, but we adhered pretty closely to what we decided. We also let the elective teachers know what we were doing. Our policy worked primarily because we developed it as a grade level, and we stuck to it. We also monitored ourselves and each other. Because the number of teachers with 7th grade SSR increased last year, and several of them were new, we couldn’t continue what we had done in the past. I hope we can change that next year.
This may surprise some of you, but I tend to be very organized. Because of that, I like having every possible detail spelled out. It used to drive me crazy when there were not policies for everything that can happen in a school. Now, I find myself more concerned with how teachers enforce the policies rather than with the policies themselves. As has been mentioned earlier, it doesn’t matter how structured and clear we are if teachers do not enforce what we agree upon. We need to be responsible for ourselves and our peers.
I would have to agree with what Kathleen said about making policies that are grade specific. It sounds like SSR in 6th grade is going to be very structured with the Accelerated Reading program. I personally believe that 8th graders should be using the whole SSR time for reading. They can work on homework at home or during brown bag club. If all the 8th grade SSR teachers had this expectation, then it would force students to do their homework ahead of time. So many times students would say to me that they had to finish up an assignment that was due next period, and when I told them that it was a reading day in SSR, they were really frustrated. But if the students know from the beginning that SSR is for reading only, then they may use their time more wisely and plan ahead. I agree with Victor that we need to hold each other accountable for this.
As a new teacher last year, I think it is important to stress these policies to the new teachers in the building. Hopefully the new teacher PST will go over these policies and let the new teachers know the expectations.
About athletic/extra curricular participation and grades, I agree with Brendan that there are students who really need this participation. I feel like middle school is a place where students shouldn’t be kept from participating in these activities because of grades. They can learn that tough lesson in high school.
I was here when Flex became SSR, but now I don't remember why. Were we supposed to be emphasizing sustained silent reading more than study time? I seem to recall that early on that was the case, but the pendulum has definitely swung back toward a more multi-faceted use for this short period of each day. I can't believe I am saying this, because the constant name changing of classes drives me batty, but if we are actually going to be using this period in myriad ways, it may need a name change so that SSR actually has a true meaning for the students ("We have SSR today, students, so please bring your novels."), if that makes sense. I agree with the idea being floated that SSR might be best designed by the grade levels for the grade levels; what works for the 6th grade will probably not be best for 8th grade, but if the individual grades are on the same page, then SSR (or whatever it is called!) should be successful. I do think, however, that policies should be shared and understood between grades, that there should be a coherent progression in class expectations grade-to-grade. Therefore, the class policies should be worked on--at some point, anyway-- through some sort of vertical articulation.
Joe, what is the word on AR, anyway? That would help clarify some of these discussions as we get closer to fall!
I notice that Joe has copy totals listed as a topic of conversation, but I don't think anyone has addressed this yet. I know it doesn't rank as a Top 5 concern, but it would be nice if we all started considering ways to cut back our paper trail. It is considerable! I would suggest two things-- whenever possible, use class sets rather than individual tests, packets etc., and also, incorporate a little more technology into your planning and utilize our Virtual Campus! It would be a great classroom tool. I would love to hear other suggestions... anyone?
I think that the fact that this discussion is even happening is a great indication of our desire to streamline our process and in general become better at our job, which is teaching children. SSR, as was previously stated, means only one thing. If the grade level teams decide on a different use for that time, and if that use is consistent, then they should probably call the period study hall, or homework time, or whatever they decide to use the time for. This will prevent any misconceptions on the part of the students who have to be confused by all the different ways that some things are being enforced by their teachers.
I was very interested in the last reading packet we received because it directly addressed the way we teacah and what is expected of all of us, from the new 6th grade students to the principal of the school - all the way up to the top levels of the State Education office. I am always leery of those who preach their system with the level of guarantees present in the reading, but it all sounds so logical, and so many examples of successful implementation are given, that this system is something that we should definitely try, especially since Altona seems to be well on the way toward reaching the goals stated than many other schools I have been associated with as either a teacher or a parent. All we need is to make sure we are consistent in our implementation and then we can be a true test of the system.
I like Dana’s idea as well. At each grade level there should be certain days designated as “Reading Only” and certain days that our “Flex Time.” Flex time could include:
• Re-Assessments
• Meeting with teacher to fill out/discuss re-assessment contract
• Meeting with teacher for re-teaching
• Checking Grades (Can the computer lab be reserved so students can check grades once a week?)
• SSR
• Homework
• Counseling Department - affective needs could be addressed
The key to all of this is communication and organization. Students would need to obtain a pass from that teacher prior SSR time for them to leave.
Also, is there any type of peer tutoring available during this time? That might be an effective way to challenge some 8th graders, give 6th and 7th graders some assistance and improve the school community.
I also think assemblies on PLC days are a great opportunity to recognize students for academic performance and intramural/club participation. This will help emphasize us being a LEAD school.
It might also help to include a list of staff that includes department heads and grade level leaders (if you have them).
Wow - SSR was very well covered. I added my thoughts about that in the last post, so I want to address the PLC days. I think it would be great if we could use these days for assemblies or special event/activities that are school-wide. I always did an activity during these days, even though the period was quick. I did not make this day a review/catch-up day because I think you can use any time you are given. However, Altona can use these days for special activities, like a career awareness day or a wellness awareness day or the like. Students will not skip out on these days because if will be like a special day at school. Also, this will make Altona stand out from other middle schools in the district....hmmm, why am I suggesting this when I am going to be at another middle school in the fall :)
As someone already mentioned we can have great policies, but if all teachers don’t follow them it weakens what we are trying to do. SSR works for some teachers, but other teachers have not used it for the intended purposes. I like the idea of some reassessment days or just work days on certain days of the week. That gives special ed. a chance to help students that are behind or at least help them contact the teacher that they need to see. A PLC day as student recognition days is a great idea or some type of assembly given by one of the student leadership groups. It builds school spirit. Ashley and Justin have them at their school and they always speak very positively about it.
No news here as it has been said repeatedly already, but even the best policies are effective if the staff is united in adopting and following them. That would seem to be a paramount issue, as it has always been the case where some jump on board and some don’t. If we can all agree on a schedule of which days are for reading only and which days are for other things (seeking help, reassessing, etc.) and adhere to that schedule, I think designating days in SSR would be a very logical and workable idea.
I didn't know who "Mom15" was until she mentioned her kids. For those of you who are wondering, Laurie R. is "Mom15." Does that mean you secretly have 15 kids???
At our last meeting my group discussed homework: is it a must? How much is needed? Should it include all subjects, or even all academic subjects. I was the one at my table saying that, yes, I do give homework every night, even if the assignment is to think about what was covered and come in with questions or comments. I believe in the importance of daily homework for several reasons.
1. It makes school work as important as the extra curricular activities that our students enjoy, such as sports teams and music recitals.
2. It reinforces what has been taaught and helps students to find out where they need help and where they are proficient.
3. As we have been reminded several times this year, some students need multiple repetitions of anything in order to have any chance of retaining the information being taught. This si true in every class, not only academic classes. Sice their is only so much time in the school day, some of this repetion needs to be done at home with reinforcement from the parental units.
Let me reiterate that I do not propose written homework in every subject every night, but I do advocate some homework daily to keep students sharp and in the academic mode. Consider how much your students seem to have regressed over the summer to support the need for student to be actively involved in learning for them to truly perform at the highest level.
SSR should be a sacred time dedicated to reading only. When the door is opened to last minute homework or other opportunities, even on a limited basis, it encourages poor time management and the assumption that work can be finished at school.
A question that must be answered is what is the purpose for SSR at Altona? Is it to help improve student reading skills (including fluency and comprehension) or is it to juggle different aspects of "pick up" tasks while some read and others catch up?
Routine is a key to success, and it is hard for students to fall into that routine when there are so many variables to what it seemingly a daily activity.
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