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As we anticipate our upcoming break, here are some things to remember…

Rest

The days off from school are a great time to catch up on sleep!  Take a break from the busy schedules of
school and outside events, and rest.  Enjoy time to just be.

Relax

Take advantage of the extra days to spend time with family and friends.  Set aside time to relax and
do something you love to do.  

Rejuvenate

These extra days off give you extra opportunities to do something for you. Give yourself a clean
break from school and put your school things aside. When you return, you will be ready for the
second half of the year!

Most importantly, savor the time you have together with your friends and families.  Enjoy!
Merry Christmas, and a happy and healthy new year!

Problem Solving Mindset

Thank you.  Thank you for your problem solving mindset when faced with new challenges.  Thank you for creatively approaching issues in a way that doesn't take no for an answer.  Thank you for collaborating with staff, families, and students to get the best results possible.

When you have an effective problem solving mindset, you become a valuable resource for friends, family, and colleagues. Even in the most stressful of situations, you are seen as an ally and a cheerleader for the good of the group.

Critical aspects of a problem solving mindset

The following skills are critical aspects of a problem solving mindset: 

1. Responsibility

Responsibility is both a skill and an attitude. When you encounter a problem in your life, you can either bury your head in the sand or, you can choose to do something proactive about the situation. With a problem solving mindset, you know that if you do not attempt to deal with the problem; you are creating a bigger problem which, when you are eventually forced to deal with it; it will be more difficult to resolve successfully. Therefore, when you see a problem, you are willing to step up and attempt to resolve the situation.

2. Emotional intelligence

When things go wrong, it is easy to lose control of your emotions. With a problem solving mindset you take ownership of your emotions, think calmly, and then choose a response to the situation.

3. Goal identification

When trying to solve a problem, a problem solving mindset realizes that it's important to first understand the true nature of the problem, and then decide what solution you would like to achieve. It's very difficult if you have no idea of the outcome you are trying to achieve!  It's also important to see the big picture of the problem, and not place blame on individual people, programs, etc.  Identify what can be controlled, and focus on that.

4. Active listening

When you genuinely listen to people and take an interest in what they say, this communicates itself to the person speaking. When you listen actively, ask questions and reflect, the speaker feels valued and appreciated thus encouraging them to be more open, trustworthy and helpful as you try to resolve the problem. Active listening is not just listening. It is listening with the purpose of gathering as much information about the problem as possible to clarify any misconceptions, and to start to work on a solution.

5. Desire to find the most appropriate solution

Too often, when trying to solve a problem, people jump at the first solution that comes into their head. In my experience, the first solution is rarely the best or most appropriate solution. It is best to take a period of time to generate as many potential solutions as possible. Invite all of the relevant stakeholders to offer their thoughts. Then, together, you can evaluate each potential solution to determine which one is most likely to bring about the conclusion that you are seeking.  Don't be afraid to share your solution -  this might be the key to success!

All Students

We started the year with reading an article about the idea of teaching ALL students.  As we approach the midway point of the year, I'd like to remind ourselves of what we talked about, way back in August! I've highlighted some of the ideas we identified as important - things we'll circle back to at this week's Late Start.

All Means All

Anne E. Conzemius

“This is a social justice issue,” Superintendent Demond Means tells a room full of educators and community members. “All means all! We made a commitment as educators when we walked into our classrooms for the first time that we will reach every kid in our classroom. We didn’t make a commitment to reach 75% of the students.” (Promoting Excellence for All: A report from the State Superintendent’s Task Force on Wisconsin’s Achievement Gap, page 8)

You might not expect to hear these remarks from the superintendent of the district named the #1 K-12 district in the state of Wisconsin the past three years, whose high school achieved an ACT composite score of 26 and whose middle school, it was learned just the day before, is being recognized as a National Blue Ribbon School.

Dr. Means, now in his eighth year as superintendent of the Mequon-Thiensville School District, is passionate about closing the achievement gap. He is fearless in his pursuit of excellence, because of a deeply held sense of responsibility for each and every child in our state. As Chair of the State Superintendent’s Task Force on Wisconsin’s Achievement Gap, he led the state’s effort to identify proven-effective school and classroom practices that do just that – close the gap for children of color, English language learners, students with disabilities and students living in poverty.

The challenge facing high-performing organizations like Mequon-Thiensville is convincing people that improvement is needed. In this case, their greatest accomplishments will be their greatest challenges. In the words of our friend and professional colleague, Kathy Larson, “change is inevitable, improvement is optional, transformation is a courageous choice.” Transformation is what Dr. Means is all about. The courage comes from within and is fueled by his commitment to justice, not test scores. His responsibility is to frame the transformation as a journey toward a larger vision of a culture that “supports and challenges all students to achieve their full potential” (Mequon-Thiensville Strategic Plan). The job of educational leaders is to build capacity not just for great results, but for continuous improvement of the learning experiences that students and adults have within the organization and the community.

Two things today...

Two things today...

1.  Choose Kind

When given the choice between being right and being kind, choose kind.  -Dr. Wayne Dyer

If anyone saw the movie Wonder this weekend, you met a teacher who had a monthly precept (a general rule intended to regulate behavior or thought).  I was thinking about the upcoming weeks, both at home and at school, and how things can get a little hectic.  I challenge you to remember this precept, in your interactions with friends, families, and colleagues - this can be a stressful time of year, so choose kind.  And, I'd highly recommend that you see the movie if you haven't already!

2. We have a lot of learning coming up this week!

Tuesday, November 28th
Data Roll Thrus: Focus on Reading

Wednesday, November 29th
Staff Meeting: Digital Communication: Jen Lotze (Raider Portal)

Friday, December 1st
Team Meetings: Focus on Math
Lisa Skoyen will meet with each team during your common planning time, to go over math updates and answer any questions, in preparation for the December 7th Late Start focus on math planning time.

Thankful

During this time of Thanksgiving, I give thanks for the 

Houlton staff ...

• for the commitment and dedication to the students of Houlton Elementary.
• for the sense of humor, willingness to play,  and desire have fun.
• for the growth-mindset of staff members when asked to try something new or different.
• for the fine-tuned ability to monitor and adjust their work with kids so it best meets their needs.
• for making Houlton the place I want to come to every day.

Wishing everyone a blessed Thanksgiving with family and friends, and well-deserved time to do the things you love to do.

Happy Thanksgiving!

Using Student Data to Support Instrutional Decision Making

As we prepare for the upcoming Reading Data Roll Through, I found this paper from the National Associaion of Elementary School Principals (NAESP) - and it really affirms the work we are doing.  So, I wanted to share it - and celebrate the best practices we are implementing every day.

✔ Make data part of on ongoing cycle of instrutional improvement

Key words: variety of data, interpret, develop hypotheses, use data to guide

✔ Establish a clear vision for schoolwide data use

Key words: critical teaching and learning concepts, develop a plan, ongoing

✔ Provide supports that foster a data-driven culture within the school

Key words: targeted professional learning, discussion, problem solving, collaboration

I look forward to meeting with teams, as well as other staff that work with our students, during our roll through on Thursday.  Come prepared to interpret, problem solve, collaborate and develop!

Family Communication

As we near the end of the 1st Trimester, 

a quick reminder about the importance of communication with parents:

Communicate Often and in Various Forms

Provide information about what's going on in your class (weekly would be ideal): what students are learning, what they've accomplished, what you're excited about, what they're excited about, and the learning and growth you're seeing. This can be done via newsletters, class or individual emails, sending photos, or face to face. Suggest things that they might ask their child about: "Ask them to tell you about what they learned last week about mealworms," or "Ask them to read you the haiku they wrote."

Make a Positive Phone Call Home (this one has a HUGE impact!)

If you have a self-contained class, call all homes within the first couple of weeks and then at regular intervals throughout the year. If you teach many students, identify those students who perhaps need a positive call home.

Ask Questions about the Child

"What kinds of things does he enjoy doing outside of school? Who are the special people in her life -- family or family friends? What do you think are her best characteristics? What was he like as a little boy?" Demonstrate an interest in knowing your student. Really listen. They know a whole lot about their kid.

Let Parents Know How They Can Help

Many want to help but especially as kids get older, parents aren't asked for help as often and don't know what to do. There's always some way they can help in the classroom. Provide specific ways parents can support their child at home, too. "You can help your child with her math homework by asking her to explain how she got an answer," or "As you're reading stories at night, ask your child to make predictions. This strengthens reading comprehension."

Thank Parents

Thank them for their help, both individually and publicly for their support, perhaps in your weekly newsletter. Recognize what they do to help your class, and/or at home, and how it's impacting students.

Student Goal Setting

Student Goal Setting

As I have looked through staff reflections in My Learning Plan, an area that has come up frequently is that of Student Goal Setting (4.2 Involves students in setting learning goals and monitoring their own progress).  As luck would have it, an article about this topic by Choice Literacy showed up in my email this week.  It's about student use of a writing checklist, which offers a way for students to understand what is expected.  Take a peek!

Getting Students in the Game!

-published by Choice Literacy

“Knowing yourself is the beginning of all wisdom.”   -Aristotle  

We were looking over the student checklist for narrative writing. We were about to launch the next phase of the narrative unit and we wanted the students’ to set goals.

• ·        Do you think this is overwhelming?
• ·         Will they just quickly check “Yes” for everything?
• ·         I am trying to envision how I would use this with my class.
• ·         Do you just hand it out?
• ·         Do you check it off the first time to model it?
• ·         Can they really assess themselves? Are they aware of their strengths and weaknesses?

After discussing the checklist for some time, we decided to introduce the tool to the students. We planned to simply show it to them, describe it and then have them work in partners to closely read it. We asked them to read together and jot down on the checklist they were using:

What do you Notice?
What do you Wonder?

The students set off and we listened in, we jotted down patterns with student names. Instructional goals started to emerge. We noticed that the students were quick to identify areas of focus, they marked items they didn’t understand, and had great conversations about the difference between “Starting To” and “Yes.”

As we debriefed after the lesson, we highlighted the difference in the students’ disposition. They were identifying what they needed and leading the process of reflecting on their progress. Their voices were dominant – they were in the game.  Black and Wiliam remind us, “Our profession needs to improve the quality of the feedback we give our students and the feedback our students give themselves” When they know their role in assessment and in the process of learning they are more engaged. Student checklists or rubrics are often used to collect summative data. When we use them at the beginning or during of a unit of study the tool can collect more formative data. It can help us and students’ see what instructional steps they need next.

Research demonstrates that students need to know the expectations, where they currently are in relation to the expectations and the action steps they need to take to achieve the goal. Checklists help students see the expectation and self-assess where they are in relation to the goal. Once the student understands where he is in relation to the goal, we can help him outline the steps he needs to take to reach his goal. It also teaches the student a process he can continually use to reassess himself and set new goals.

Other Suggestions:

1) Start slow - Use just a section of the checklist, first with a mentor text and then use it with student writing.

2) Cut up the checklist (Checklist Game) and draw out one item. See if you find it in the piece of writing. Be prepared to say both where and why you think that is an example.

3) Use cutup checklist strips. Have students tape or glue them ONTO their paper when they find examples.

4) Instead of merely having kids check off “yes,” encourage kids to use tally marks on each row. This encourages kids to try that thing often — across multiple pieces of writing — and show how many times they did it (rather than just checking yes).  Some checklists have a space for the student to write an example.

Surviving or Thriving?

I saw this article and thought it was very timely, during these last few weeks of conferences, SLOs, upcoming report cards, sickness going around, less daylight, and a lot to do.  

May you thrive, not just survive!

Surviving or Thriving?

Lori Sabo

My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style.
~Maya Angelou

I don’t know if you’ve seen it, but there is a show on the History Channel called Alone. Contestants are dropped off in a remote area where they won’t have anyone for company but themselves for as long as they can stand it. They are allowed a small pittance of supplies, which may or may not help them build a shelter, catch a fish, or ward off a wolf. The winner is the one who can survive the longest in the harsh and isolated conditions. It is brutal.

After watching a few episodes, I began to notice that all the contestants work hard to survive, but some also focus on thriving. Those who seek to thrive in the harsh climate with limited supplies seem to do better for longer.

And I can’t help but think of education.

Because let’s face it: the climate is a bit harsh right now. And many of us feel we are being asked to survive with limited resources, in our own rooms, isolated from each other. How might we focus on thriving instead of just surviving?

In the classroom: Let your gifts and talents shine.

*Do you love music? Infuse it into the day. Bring it in wherever you can, like Mr. Reed does. 

*Love drama? Bring the history book or social studies curriculum to life by acting out scenes or reliving history.

*Make time to read books that make you all laugh, cry, and wonder.

Outside the classroom: Find your tribe. There are a lot of teachers out there who haven’t lost their idealism, their enthusiasm, and their passion. We become like those we hang out with. So find people in the staff room, on Twitter, and on Facebook whose spirit of reflection, tenacity, and joy is contagious, and become part of their tribe.

At home: My husband and I kiss each other on the first day of school and say, “See you in June.” Teaching can be all consuming. An important part of thriving is letting that be a joke and not a reality. We need to eat well, sleep enough, find time to play, and feed our souls by

     *taking a walk outside,
     *listening to beautiful music,
     *getting lost in a good book,
     *learning something new, and
     *making something with our hands.

Things might seem harsh right now. But we can rise above it.

Let’s not just survive. Because unlike the people on Alone, we can all be winners who stand victoriously on day 180 knowing we gave it our all—and thrived. 

Best Practices in Instruction

As we reflect on where we are at this point in the year, I found that the tips below are not only are these good reminders on how to best meet the needs of our student learners -  but they also affirm the work we do at Houlton every day!  

Thank you for all that you do.

After you read through this, please respond with any comments or suggestions you have to support continued improvement in student learning at Houlton: Houlton Student Learning Feedback

5 Tips on How to Improve Student Achievement

by Dianne McKinley | Sep 4, 2017

Improving student achievement is one of the main goals of all teachers. Student achievement measures the academic content a student learns over a period of time. Test scores are commonly used to measure student achievement. However, if you want a more holistic perspective, a student’s character, skills, and ability to solve real-world problems should also be taken into consideration.   

1. Raise the Quality of Instruction

This is a deciding factor in improving student achievement. Teachers influence the quality of instruction by setting expectations for learning and measuring the level of understanding. A teacher should think of ways how to make learning more engaging.

Use real-life experiences, background knowledge, stories, prior learning, or videos to catch students’ interest and support the learning process. If instruction is presented in such a way that is boring, disconnected, or not easy to understand, it may be hard for students to meet the desired level of achievement. 

2. Support Teachers’ Continual Professional Learning

Student achievement is highly dependent on the quality of instruction. That is why developing the knowledge and skills of teachers through professional development is important. Teachers should be familiar with the components of great instruction, while school administrators must provide leadership, feedback, and support needed for teachers to improve their practices.

3. Use Data

Using data is an important step in improving student achievement. But, it’s not enough to just read the data. You have to do something with it. Identify strengths and devise strategies how to improve on weaknesses. Focus on “why” students are not achieving and what schools can do to support their learning without excuses.

Knowing the status of each student will guide teachers on how to differentiate instruction. Students don’t learn the same way or at the same rate. Understanding the individual needs and background of students will help a lot to increase learning.

4. Increase Rigor

Rigor refers to instruction, school work, or learning experiences that are intellectually stimulating and complex. Rigor allows students to learn more deeply. Many teachers believe that they have rigorous assignments, but in reality, they do not. Teachers often confuse difficulty with complexity.

While rigor is usually associated with difficulty, it’s important to note that lessons should be challenging and stimulating (complex), not difficult. There’s a difference between memorization and strategic reasoning. Increasing rigor both in instruction and assignments is a powerful combination that can improve student achievement.

5. Promote a Positive School Climate

A positive school climate can help boost academic achievement and outcomes for students. In promoting a positive school climate, schools allow greater equality in educational opportunities. Schools that combine academics with positive school climate tend to perform better over the long term.

When administrators and teachers collaborate to achieve a positive school climate, the whole school community will reap the benefits of an environment that is happier, safer, and more conducive to learning.

Conclusion

There are many factors that can impact student achievement. Teachers and school administrators should leave no stone unturned and explore all possible ways to increase learning, making sure that students reach their full potential.

Blog: How to raise student achievement