A Call for Exemplars

Please send me examples of exemplary lessons that you are willing to share with colleagues through our Curriculum and Instruction Blog.

Implementing CCRS

Paine Intermediate fourth grade literacy and social studies teachers, Jana Feild, Kimberly Felts, and Tamra Higginbotham,  designed a rigorous Alabama Prehistoric Native American  Unit that adheres to the Fourth Grade Alabama History Standards, and moreover, the fourth grade College and Career Ready Standards.  

The teachers collaborated to determine how best to meet the following fourth grade standards:

Common Core Standards	Weekly Goals	Focus Skills
RI 4.1- Refer to details and examples in the text RI 4.3- Explain events, procedures, ideas, or concepts in a historical text, including what happened and why RI 4.5- Describe the overall structure (chronology, problem/solution) RI 4.7- Interpret information presented visually, orally (charts, graphs, timelines, interactive element)	â I can determine the main idea and detail of a text â  I can determine the order of historical events â I can understand how to interpret non-fiction text features.	â  Main Idea and Detail â  Sequencing â utilizing non-fiction text features
History Standard 2. Describe cultures, governments, and economies of prehistoric and historic Native Americans in Alabama. • Identifying locations of prehistoric and historic Native Americans in Alabama • Describing types of prehistoric life in Alabama Examples: plants, animals, people • Identifying roles of archaeologists and paleontologists.

The Integrated Literacy collaboration and design team (CAD) planned a mini- archaeological dig and archaeological presentation to culminate the unit of study.

Fourth grade students participated in a prehistoric mini-archaeological dig this past Friday. Students learned interesting facts from archaeologist, Joel Watkins. Mr.  Watkins, from the Office of Archaeological Research at The University of Alabama,  talked with the fourth grade students about the Trussville Stadium Archaeological Dig Site and the pre-historical artifacts that were unearthed.

eLearning Courses Begin October 1

Want to know more about College and Career Ready Standards? Need PD for your Flex Day(s)? 

Check out the free courses on CCRS that will start October 1 for 6 weeks.  If you choose an elearning course for your Flex Day, remember to submit a proposal to your principal prior to signing up.  At the end of the course you will need to submit the documentation for completion of the course to your principal and to Theresa Ray.

Many other elearning courses are available in addition to the new ones on CCRS.  To see the full listing of courses, go to http://elearning-atim.cc/Registration/course_schedule.htm.

Fall Semester 2014
(Oct 1 - Nov 18 for 6 week courses)
*new	College and Career Ready Standards
CCRSELA01	ELA CCRS Overview for K-5
CCRSELA02	ELA CCRS Overview for 6-12
CCRSLIT01	CCRS Literacy in the Content Areas for 6-12
CCRSMTH01	CCRS for Mathematical Practice Overview for K-5
CCRSMTH02	CCRS for Mathematical Practice Overview for 6-12

Effective Practices to Help Students Meet Standards

What are the most effective tasks and questions of powerful teams?

Co-Creating Lessons  - What learning experiences do our students need to reach this standard?

Co-Creating Assessments - How will we know if they have reached it?

Looking at Student Work - What does their work suggest about what they do and don't understand and what will we as teachers need to do next?

College and Career Ready Standards

The Alabama State Department of Education provides training during quarterly meetings to school district teams throughout the year.  The TCS District Team includes:

Beth Bruno

Betsy Schmitt

Autumm Jeter

Lisa Berry

Melanie Glover

Donna Brumlow

Lisa Lothspeich

Charlotte Booker

Tommy Abney

Edra Perry

Kelly McGough

Amanda Roberts

Jennifer Cardwell

Joy Young

Kim Lewis

Ryan Minisman

DeAngelia Dailey

Mindy Dennis

Christi Williamson

Diane Byars

During year one of implementation, the state established new English Language Arts and Math standards, new assessments to inform instruction, and a new accountability system.  Schools began the process of building awareness of the CCRS among educators, including the rationale for having common standards across states.

During year two, school districts were asked to go deeper into the standards to identify, understand, and implement significant instructional shifts in the ELA and mathematics standards and to develop lessons and units of study that reflect the CCRS.  

This year, year three, Dr. Bice has asked that we "stay the course," equipping teachers with pedagogy and content knowledge.  All educators will collaborate to develop and adopt curriculum and materials that are aligned to the College and Career Ready Standards and access the full range of assessment strategies to ensure success for all students.  

The role of each district CCRS Implementation Team is to serve as leaders in the implementation process and to share new knowledge and learning with all teachers in the schools.  The first task for our team is to develop a district CCRS plan for professional development.  The plan will include developing a clear vision for CCRS implementation, a plan for articulating that vision to all stakeholders including parents and the community, developing consistent expectations for implementing CCRS, and outlining our goals with a coherent set of strategies for achieving our goals.

To learn more about the College and Career Ready Standards:

AchievetheCore.org 

The 2010 Alabama Course of Study for Math:

http://alex.state.al.us/ccrs/node/74 

The 2010 Alabama Course of Study for ELA:

http://alex.state.al.us/ccrs/node/69

Hispanic Heritage Month

September 15 through October 15 is Hispanic Heritage Month.  Check out resources and information at http://www.hispanicheritagemonth.org/ .

Recommended Resource

Carrie Almon, fifth grade teacher at Paine Intermediate, recommended Google Apps Meets Common Core by Michael J. Graham.  This book is being used as a class textbook in her technology graduate course.  She says it is an excellent resource for using Google Drive.  It explains how to use Google Drive and discusses how it can be utilized with Common Core.  

http://www.amazon.com/Google-Apps-Meets-Common-Core/dp/1452257337

Sharing Learning Targets with Students

“If you don’t know where you are going, you’ll end up someplace else.” Yogi Berra

Students who have clear pictures of the learning target and of the criteria for success are likely to also have a sense of what they can and should do to make their work measure up to those criteria and that goal. Clear learning targets direct both teachers and students toward specific goals. Students can meet goals only if they are actually working toward them, and they can't work toward them until they understand what they are.
To read more about sharing learning targets and criteria for success, click on the link below.

http://www.ascd.org/publications/books/109031/chapters/Leveling-the-Playing-Field@-Sharing-Learning-Targets-and-Criteria-for-Success.aspx 

Check out some ways TCS teachers share the goals or targets.  I invite you to send me pictures of ways you display learning targets.

Talk Less and Get Students Talking More

Who is doing a majority of the talking in your classroom? It’s the person who is doing the majority of the talking that tends to do the most learning, so what is the teacher/student talking ratio in your classroom? If you find yourself always talking more than your students, try and figure out some ways to empower your students so they are more involved in the learning.

Click here to see 8 ways teachers can talk less and get students to talk more:

http://thecornerstoneforteachers.com/2014/09/8-ways-teachers-can-talk-less-get-kids-talking.html 

Observing Classroom Environments

The Effective Learning Environments Observation Tool (ELEOT) tool helps identify and document observable evidence of classroom environments that are conducive to student learning.  These student-focused observations look at the extent to which the classroom environment is equitable, supportive, active, and well-managed.  Are expectations high?  Is student progress being regularly monitored followed by helpful feedback?  Are students using technology to collaborate, communicate and research?

The ELEOT is a useful tool for teachers to use for reflection. Spending a few minutes each day reflecting and writing down your ideas can be a powerful tool for individual development. Take a look at the criteria below for an effective learning environment. In the fall of 2016, TCS will undergo a district accreditation review.  The ELEOT will be the tool used by AdvancED to corroborate information obtained from interviews, artifacts and student performance data.  Take a look and start reflecting on the environment in your classroom.

A. Equitable Learning Environment: 
1. Has differentiated learning opportunities and activities that meet her/his needs
2. Has equal access to classroom discussions, activities, resources, technology, and support
3. Knows that rules and consequences are fair, clear, and consistently applied
4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences

B. High Expectations Environment:
1. Knows and strives to meet the high expectations established by the teacher
2. Is tasked with activities and learning that are challenging but attainable
3. Is provided exemplars of high quality work
4. Is engaged in rigorous coursework, discussions, and/or tasks
5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing)

C. Supportive Learning Environment:
1. Demonstrates or expresses that learning experiences are positive
2. Demonstrates positive attitude about the classroom and learning
3. Takes risks in learning (without fear of negative feedback)
4. Is provided support and assistance to understand content and accomplish tasks
5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs

D. Active Learning Environment:
1. Has several opportunities to engage in discussions with teacher and other students
2. Makes connections from content to real-life experiences
3. Is actively engaged in the learning activities

E. Progress Monitoring and Feedback Environment:
1. Is asked and/or quizzed about individual progress/learning
2. Responds to teacher feedback to improve understanding
3. Demonstrates or verbalizes understanding of the lesson/content
4. Understands how her/his work is assessed
5. Has opportunities to revise/improve work based on feedback

F. Well-Managed Learning Environment:
1. Speaks and interacts respectfully with teacher(s) and peers
2. Follows classroom rules and works well with others
3. Transitions smoothly and efficiently to activities
4. Collaborates with other students during student-centered activities
5. Knows classroom routines, behavioral expectations and consequences

G. Digital Learning Environment 
1. Uses digital tools/technology to gather, evaluate, and/or use information for learning
2. Uses digital tools/technology to conduct research, solve problems, and/or create original works for learning
3. Uses digital tools/technology to communicate and work collaboratively for learning

For New Teachers: Communication Tips

In her book, The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom,   ASCD author Ginni Cunningham shares helpful information about communicating.  She says that communication plays an important role in the day-to-day functioning of a teacher and their eventual success as a teacher.

Click on the link to read more.

http://inservice.ascd.org/education-resources/book-excerpt-the-new-teachers-companion-practical-wisdom-for-succeeding-in-the-classroom/

Two Minutes to Better Student Behavior

There’s a simple way to connect with a challenging student, according to “The Two-Minute Relationship Builder” from the July issue of Education Update. Spend two minutes a day for 10 days having a personal conversation with the student. Talk about whatever topic interests him—sports, cars, family life, Legos, whatever—but keep discipline and academics off the table.

Want to read more?  Click on the link below.

http://inservice.ascd.org/education-resources/two-minutes-to-better-student-behavior/ 

Resources and Tips for Talking to Parents about the Common Core

Click on this link for excellent resources for sharing Common Core with parents.

https://www.teachingchannel.org/blog/2013/09/13/talking-to-parents-about-the-ccss/ 

EdCampELA at Hoover High School

Saturday was a fulfilling day of learning!  I had the opportunity to spend the day at Hoover High School with five HTMS colleagues and teachers from all over Alabama and Georgia at an EdCamp that was focused on English Language Arts.  However, we learned so much more than just language arts.

EdCamps are referred to as "unconferences."  There is an agenda, but no predetermined sessions. Participants sign up to lead a session or to facilitate a session about a topic he/she wants to learn more about.  The leader does not have to have a big presentation, just a desire to share some knowledge or to learn something new.

An empty grid is displayed with time and space slots.  Teachers sign up to present in one of those slots and participants go to the sessions and listen and share and LEARN.    If a participant feels like they are not learning, they are encouraged to  leave and go to a different session.

As the day went by, more and more sessions began to fill in the slots.  I was very proud of Kathy Troncale and Melanie Peck who collaborated to share information about how they teach grammar. One of the best sessions we all attended was a panel discussion with student ambassadors from Hoover High School.  Other outstanding sessions pertained to teaching vocabulary, using Google in the classroom, hashtags, Instagram, and Pinterest.  

Lunch was served, more sessions were offered, and at the end of the day we reflected and door prizes were given out.  It was about 3:00 before we left. I never planned on staying the whole day!  I didn't want to leave because of the excellent information. 

By the way - Our group decided this format would be ideal for students to assume leadership roles and to teach topics for a student EdCamp.  How about using this format at the end of the 9 weeks to review for a summative test?  Or how about using this format for students to teach and learn specific math, science, physical education or technology skills?