Monday, August 31, 2015

Moving Learning Forward One Step At A Time

 If you are looking for my testing resource page - you can find it here:bit.ly/OHTests1516

"Put one foot in front of the other and soon you'll be walking cross the floor. Put one foot in front of the other and soon you'll be walking out the door."  This song refrain from one of my favorite holiday shows, Santa Claus Is Coming To Town, is appropriate for this start of the school year.


It is easy to get caught up in the procedural side of education and lose sight of what has to happen in a classroom to move learning forward.  What are the steps you can take to help your students grow their learning or grow your own learning? Pick one step to start!


Clean Out Your Assessment Closet


  • What evidence of learning does this assessment collect for me or for my students?
  • How does this assessment match to the standards I am teaching
  • Where does this assessment fall in the continuum of assessment in my classroom - from formative to summative?
  • What can I do to revise this assessment to build in more stretch?





  • Resources for Assessment Literacy:
    Use Informational Text To Help Students Build Knowledge
    • What texts, including print, digital,  video, audio and graphics, are you using in your classroom?
    • How are you building academic and content area vocabulary through a variety of texts?
    • What opportunities are you building into your lessons to allow students to interact with the text and each other?
    • Are the texts you are using appropriately complex for your students? 
    Resources for Informational Text
    Build A Professional Learning Network For You & Your Students
    • What doors can you open that will allow you or your students to connect with others who share similar interests or passions for learning?
    • How can you use technology to help you to collaborate on student learning or help students collaborate with each other around their learning?
    • What learning networks are you already a part of? How can you continue to make the focus of those discussions around "moving learning forward"?
    • What do you want to learn more about? What steps do you need to take to make that happen?
    Resources for Professional Learning Networks & Student Collaboration

    Friday, August 14, 2015

    Welcome To Open House 2015-2016!


    Char's Testing Resource Page for 2015-2016 can be found here bit.ly/OHTests1516


    The start of school brings with it the annual Open House.  This is one of the few chances you may have during the school year  to communicate face to face with large numbers of your parents and family members.  
    • What do you want to learn from the parents? 
    • What do you want parents to learn from you?   
    • What class management information can be shared through a handout or on your website to allow you more time to interact with the parents? 
    • How will you reach out to parents or family members who may not be able to attend the Open House?


    As we have shifted to new learning standards, more and more parents are wanting to know what they can do to help their child at home.

    • What suggestions can you make on ways to read out loud with children, or have children read to parents?  
    • What activities, websites or books  could they use together as a family that might connect to topics being learned in class.


    Math has become a particular hot button topic as parents try to understand why their child's homework may not look like the math they did when they were in school.

    • Suggest some real world math activities that can be done at home to help build a child's understanding of math.  
    • Set up learning centers or stations with hands-on math activities for parents to try.  
    • What math games  might you recommend they play at home?  
    • For older students, consider having parents work through a short math task together, or provide them with some real world scenarios where the math skills the children will be learning can be applied.


    If you teach science, social studies, technology, the arts, physical education, world languages or family consumer science, think about how to give parents some first hand experience doing the kinds of learning activities their students will be doing throughout the year.

    • How might you help parents to see the connection between what their students will be learning in class and what they may be doing at home or in the community?
    • How could you share examples of work students have done in past years to give parents an idea of what typical work looks like for a student in the grade and class?


    Testing is another topic parents may have questions about.  Think through how you can help parents understand the role of formative assessments in your planning of day to day instruction to help their students move their learning forward.

    • What examples might you use to demonstrate the difference between frequent formative assessment and the more long term summative assessments?  
    • Where does state testing fit into the picture? 
    • One way to explain state testing might be to make a comparison to a check-up at the doctor's office. The doctor will usually show the parent a graph that places  a child on a line for height and weight, putting them in the context of other children their age. State Tests do the same thing, only using where a child is in their learning of a set of knowledge and skills.  These check-up results can be used to make a long term plan for learning, provide information on whether a child is on track, and help teachers see where a child's strengths and weaknesses are in comparison to a larger group.


    Finally, parents are looking to teachers to provide information on state testing.  Think about how you can share what we know right now about state testing with parents.

    • Ohio State Tests will be in ELA, math, science and social studies. 
    • There will only be 1 test for each subject area.  
    • The tests have been shortened. Each child will have up to 3 hours to complete each test, but most will be able to finish in less time. 
    • Districts can choose to do the test in one sitting or split it into two 90 minute sittings.  
    • The tests will be aligned to our Ohio Learning Standards. 
    • There will be one testing window that runs from April through the beginning of May. 
    •  Ohio teachers will be helping to select the items that will be on the tests.  
    • We will be using the same computer platform that the science and social studies tests were given on last year, so students and teachers have had experience using it.  
    • Paper and pencil tests will be available to districts who may choose to use them for all or part of their testing.

    Here are some great resource sites to direct parents to:

    Tuesday, August 11, 2015

    What Has Changed & What Stays The Same 2015-2016

    Char's Testing Resource Page for 2015-2016 can be found here bit.ly/OHTests1516



    "Be the change." 
    There is an undercurrent of change that runs through education and carries along with it the constant need to adjust and update to new classroom conditions, new standards, new assessments, new teaching strategies, new students and new colleagues.

    This summer in Ohio brought about a number of changes to the plan for Ohio State Tests.  These changes were based on the input of teachers, parents and community members who wanted a shorter test aligned to Ohio Standards that could be given on one testing platform closer to the end of the school year.   Ohio teachers will be working side by side with the Ohio Department of Education and AIR to build Ohio State Tests for ELA and math.  These new tests will join our existing Ohio State Tests for science and social studies and will be given this year.   The good news is that Ohio teachers and students already have taken tests on the AIR technology platform.  Districts who have been working to add devices and build infrastructure will be able to still give online tests. Paper and Pencil versions of all the tests will also continue to be available.

    In addition to the change in the testing platform, new Safe Harbor provisions that put a hold on the use of Ohio State Test results in teacher evaluation,  will allow teachers the opportunity to focus on instruction and on revising classroom assessments to better gather evidence of student learning.  Achievethecore.org has excellent resources for teachers to use to continue to change their instructional practice to meet the depth of our standards and develop assessments to match to these standards.

    There are a number of key pieces in Ohio education that are staying the same.  Our Ohio Learning Standards have been in place since 2010 and Ohio teachers continue to locally develop lessons around these more challenging standards.  Instruction that meets the needs of all students will always be the main priority in Ohio classrooms. Good Formative Instruction and Assessment are essential to planning instruction that helps all students succeed. Teachers have been using formative assessment to make changes in instruction to immediately meet the needs of their students.   Parents are partners in the education of their children. The Ohio PTA is working to continue to support parents as districts move forward with the new Ohio State Tests.

    All of the work Ohio teachers and administrators did last year to make the shift to the new, computer based, standards aligned tests has helped to build a solid base for the 2015-2016 tests.   This year, we can keep our focus on instruction.






      Sunday, November 30, 2014

      Three Instructional Shifts for Assessments

      Making the shift to our new learning standards includes shifting the way we think about assessment too.  Assessment is a part of instruction. Start with an honest conversation with yourself about the role of assessments in your classroom.  How have you remodeled your assessments to match the depth of knowledge expected in the standards? How do you use assessments as tools to collect evidence of student learning? How do your students view your assessments?  What is your vision for assessment? How do you use a balance of Formative and Summative assessments?  These same questions can be asked at your team meetings, staff meetings or district leadership meetings.


      Three Instructional Shifts - Assessment   



      • Evidence Assessments are tools to collect evidence of learning. What evidence do your assessments give you and your students? Instead of teaching students strategies for answering specific item types, shift your thinking to selecting specific item types that will help students demonstrate where they are in their learning.
          Start with the types of items you choose.  Make the shift from traditional multiple choice questions to two part multiple choice items that allow students to not only answer, but give evidence for why they chose the answer.  Performance tasks let students apply what they know in a real world context and let you assess multiple standards in one task. Try creating items that ask students to find multiple correct answers. This eliminates guessing and lets you see evidence of their depth of understanding. Be intentional about distractors you include. This can give you evidence of misconceptions or misunderstandings. Using text dependent questions allows students to find evidence to support their answers from the text passages you provide. This can give you evidence of comprehension, analysis, and inference.   Beyond item types, also think about how you structure your assessments. How do you scaffold questions to help get student thinking moving in the right direction so they can produce quality evidence of their learning? How can you tier your questions using DOK levels or Blooms' Levels to go from basic knowledge to higher level thinking within one assessment so that you can get evidence of where they are in their learning? 
      • Vision   Having a clear vision for assessment allows all stakeholders to understand the role of assessment in instruction, and what evidence of learning will be used in making instructional decisions or evaluating programs and staff.  There has been much discussion around time spent on assessment or too much assessment. Both discussions are worth having if they take place in the context of creating a shared vision of assessment.  Taken out of this context, they will lead only to disjointed assessment planning that won't benefit teachers or students.
         Starting at the classroom level, think about how you find a balance between Formative Assessments [for learning] and Summative Assessments [of learning]. As you plan instruction, how do you include formative and summative assessment in your lesson plans? How do you predict possible misconceptions and plan assessments to help you identify and address them?  How do you balance assessment of content knowledge and higher order thinking skills? How do your assessments mirror the time you spent on instruction? Common assessments, whether they are at the grade, district or state level have value. They serve as touchpoints, allowing teachers and students to compare the evidence of learning gathered by classroom assessments to a common standard.   An assessment vision also must include clear expectations for how evidence of learning growth will be gathered, and also how evidence of learning mastery will be collected. How this evidence will be used is the starting point for discussions about classroom grading practices and teacher evaluation.  One way to begin building an assessment vision is to work with a grade level or district team to make an assessment continuum. 

      Building an Assessment Continuum

      • On individual post-it notes, write the name/description of each assessment used in a class or building or district (depending on the group who is doing this)
      • Arrange the post-its as a continuum from those that are most formative (assessment for learning) entrance/exit slips, thumbs up/thumbs down are examples of most formative ---  to most summative (assessment of learning) - State tests, ACTs tests are examples most summative
      • Discuss as table groups or whole group what patterns can be seen in assessment?
      • Discuss formative vs summative - should assessments be equally distributed along the continuum or would it be best to have more at one end or the other?
      • Discuss any assessments that provide duplicate evidence - is this necessary?
      • Discuss how the evidence from the assessments are used - by whom? for what purpose?

       Looking for information on Making Instructional Shifts for ELA/Literacy and Math? Find resources at http://achievethecore.org/ or on my Supporting Ohio's New Learning Standards Homepage http://iteachbay.blogspot.com/p/onls-ngas-2014-15.html  Click here to go directly to my Assessment Literacy Resources http://iteachbay.blogspot.com/p/assessment-literacy.html




      Wednesday, October 1, 2014

      Have You Unpacked Your Standards? What's Next?




      My suitcase is sitting in a corner of my bedroom.  I got back from my trip to Baltimore 11 days ago, but my suitcase is only partially unpacked.  I took out the things I really needed, but haven't had the time or energy to unpack the rest.  This weekend I am going to finally work on unpacking everything.   I also brought back new things from my trip- souvenirs and books, and ideas!  I need to think about what I will do with them too.

      Since the spring of 2010, we have been working on unpacking our New Learning Standards.  It has taken us 3 years to completely empty out that suitcase.  First, we unpacked the standards that fit into our existing spaces because they were very similar to what we already had.  We also found that there were some new things to consider as we continued to looked through the standards we unpacked next.  This year, as we fully implement the new standards, we are able to focus on what these new standards really look like, sound like, write like in our classrooms and what instructional shifts need to be happening in our teaching to help our students build the knowledge and skills they need to be have choices in their lives beyond high school.

      There are 6 Instructional Shifts, 3 in ELA/Literacy and 3 in Math. These Instructional Shifts are NOT standards. There are a lot of videos, resources and sample activities available to help teachers understand these shifts. It isn't so much the need to understand them as it is the need to reflect on our own teaching practice to decide what these shifts will look in action in our classrooms that is key.  As a teacher, the challenge is to teach our new standards through the lens of the instructional shifts. If we do this, the learning environments that we create in our classrooms will be richer because of it.

      I put together a set of Guiding Questions and Resources to help you with your reflection on Instructional Shifts and where they fit into your instructional practice as a teacher.

      Guiding Questions
      [Based on the Instructional Shifts At A Glance Document]

      ELA/Literacy Shifts - Remember, we are ALL teachers of the language of our content. Students need to know how to read, write and speak like artists, historians, scientists, mathematicians.

      Shift 1: Regular practice with complex text and its academic language.
      • What process and tools will I use to make sure that the text I choose to use in my class matches task and reader, and is in the range of complexity for my grade level?
      • How can I best help my students understand the structures and vocabulary of text, graphics, tables, charts or other media presentations that they will be using to build knowledge in my classroom? 
      • How can I best help my students to apply what they know about the structures and vocabulary of these content specific texts in their written and spoken communication in my classroom?
      • What strategies can I use to help my students build their vocabularies by learning academic and content specific words through the text in my class?
      Shift 2: Reading, writing and speaking grounded in evidence from the text both literary and informational.
      • How can I use text dependent questions to allow my students to show that they have read/listened to the text carefully and can support their ideas with evidence from the text? 
      • What writing tasks can I build into my lesson planning that would allow students to use evidence from text to support their ideas? Write narratives? Do research?
      • What text based tasks can I build into my lesson planning that will provide opportunities for collaborative discussions?
      Shift 3: Building Knowledge through content- rich nonfiction.
      NOTE: The standards themselves include a significant focus on literature in grades k-12, especially in grades k-5 and in ELA classes through middle and high school.
      • How can I select a wide variety of text, both written and multi-media, that will help my students build knowledge?
      • How can I involve my students in the selection of content rich text materials to help them build their knowledge?
      • What sources of content rich non-fiction do I have access to? Do my students have access to? 
      • How can I use a text or set of texts as a jumping off point for a research project, discussion, performance task, experimental design? 
      Math Shifts:

      Shift 1: Focus strongly where the standards focus.

      • What is the major work of my grade?
      • What opportunities will my students have to apply their math skills to authentic, real world tasks?
      • How do I develop an instructional plan around the major and supporting work of my grade?
      Shift 2: Coherence: think across grades and link to major topics within grades

      • Where does my grade level content fit in the continuum of math learning k-12?
      • How can I use performance tasks and real world scenarios to help students connect major topics within my grade level math standards? 
      • What process/tools do I use to make sure that math materials I use in my class do not contain content that is outside the major/supporting content of my grade?
      Shift 3: Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.
      • How do I design lessons that will allow students to understand key concepts in math not just learn tricks or shortcuts?
      • What opportunities can I give my students to do activities that help them  practice important functions like single digit multiplication so that they increase the speed, accuracy and efficiency of their calculations? 
      • How can I create authentic tasks that will allow my students to apply their math in problem solving situations. 
      • How can I help students learn that math can be used in a variety of content areas to make meaning and build knowledge of content?

      Resources:
      Instructional Shifts:



      Literacy:
      Math:



      Sunday, June 1, 2014

      Understanding How Making Connections Is A Key Concept In Education...and Life.

      Making connections.  As I enter the final school week of my 25th year in education, I am realizing how essential the ability to make connections is to not only the learning process but to a person's ability to be successful and flexible in the world beyond k-12 education.



      Connecting Knowledge: 
      The old joke is that teachers have eyes in the back of their heads.    One of the members of my Professional Learning Network (PLN) on Twitter, @JeffCharbonneau , shared out that he has "teacher eyes" that allow him to see learning opportunities in everything he sees.  I love that image, because it really expresses how as a teacher, I have always seen the world around me.  Here is an example of how I use my teacher eyes.  A few weeks ago, I had a chance to work with one of our Kindergarten teachers on brainstorming for a week long science based unit I wanted co-teach with her.  I started by asking her what topics she will be working on in her class during that time- Insects, spring and weather. My teacher eyes see a number of possible connections here. Insect folklore related to weather, using insects as a predictor of spring, looking at how insects spend the winter, reading and writing a poem about insects and spring, doing insect math.... I think you get the idea.  Our students live in a world that is connected - not divided into math time, science time, English time.  We have to make sure that they learn in a connected classroom too.

      My colleague Lauren-Monwar Jones and I spent time talking through how we see connections across content areas and developed some tools that we hope will be helpful to other teachers as they look at the world through their "teachers eyes".  Our "Seeing Connections" Resource Page
      • Apples To Apples Model: In the children's game Apple to Apples, a topic card is placed in the middle of the table and all game players must choose an object card in their hand and come up with an explanation for how it is like the topic.   In Apple To Apples Unit planning, start with a learning standard or skill and then use your teacher eyes to see different content areas might connect to it.
      • Finding Common Theme Model : The real world context for English and math skill application can often be found in science and social studies.
      • Planning around literature or info text: A piece of literature or informational text can be the starting point for seeing connections to other content areas.
      • Building Collaborative Connections: What is it that you or your students are passionate about? How can you help to make connections between that area of interest and what the focus of your unit might be?
      • ODE Eye of Integration: When using our teacher eyes, we need to see connections not only to our content, but to the "metacurriculum" - those skills that go across content like writing with evidence, the ability to compare and contrast, using technology to collaborate on ideas.
      • Blank Connections Placemat: This is a tool to help you organize your brainstorming as a team.

      Connecting Professional Expertise:
      One of the great things that has come from sharing common standards and building common assessments is the ability to share ideas across classrooms, buildings, districts and states. Building a Professional Learning Network by connecting to other educators has allowed me to build knowledge of best practices, share out ideas for feedback, and have discussions that have helped me to reflect on my own thinking.  Professional Learning Networks (PLNs) magnify the power of an individual educator by 5, 10 or 100 fold.  I have learned that the old model of "go into your classroom, shut the door and teach" can no longer be supported in our 21st century world.   Our creativity builds when we can share ideas with each other. The way we think about instructional supports for students changes as we share data on what works and what may need to be changed.  I am constantly reflecting on my own beliefs by holding up new ideas or points of view to my own and making changes that will help me to be a more effective leader and educator.  Here are some resources to help you become a more connected educator.  Although these are technology resources, it isn't really about using technology to become connected. Technology is just a tool to help make these connections. Start with making connections across the hallway, across grade levels and across buildings in your district.

      Making Connections To The Larger Community:
      One way to build a stronger learning environment for teachers and students is to make connections with community partners, not just as field trip destinations or sources of speakers for career day, but partners in real world learning.  I am most excited about partnerships I have worked to strengthen between Bay Schools and the Lake Erie Nature and Science Center, and Tri - C Community College. Here are some guiding questions to get you started:

      •  Who in your community may be a source of real world data for students to work with in science, math or social studies? 
      • Informational text is an important part of supporting literacy across content areas. What community partners might be willing to serve as an "off site" location for reading opportunities - focusing on local history, science, the arts?
      •  How about real world writing and research tasks? How might your students be able to contribute to the work of your community partner by doing research, or helping to identify possible solutions to a real world problem? 
      •  Is it possible to begin to build a network of connections across your region?
       Places to look for community partners include:

      I know that I am a better educator because of the connections I helped to build this year.  I am looking forward to having some time this summer to look at how to continue to build connections across content areas, connections to my peers, and strengthen the connections with my community partners.


      Thursday, February 13, 2014

      How To Have An Open Source Mindset

      The whole concept of  "Open Source" technology came about because programmers wanted the ability to take existing computer programs and customize them, improve upon them and figure out the thinking behind the code to make their own programs better.  I have always looked at my own teaching from this mindset as well.  I spend time planning lessons and units of instruction that align to standards, that are integrated within strands of my content or across multiple content areas and are accessible to a wide range of students.  I can be better at lesson design if I have the chance to break apart someone else's work or to take an idea that worked in their classroom and build on it to make a new unit that will work in mine. So, I have always freely shared the work I do with others and in exchange, have grown as an educator because of opportunities I have had to work with and discuss lesson ideas with my peers.

      I have been fortunate to have many colleagues throughout my career who shared this "Open Source Mindset."  One, who I still refer to as the "other half of my brain", looked at science lessons differently than I did - even though we taught the same course.  Frequently, we would find ourselves meeting in the hall between our classrooms because we each had an idea to share with the other at the same moment. Our teaching styles differed, but we each were better teachers because of our willingness to open our lesson planning books to each other and share our thinking and ideas behind the lessons - and how they worked with our students.  I still find myself emailing her when I hear an NPR story on the radio or read a science article that I think might be a good lesson starting point.

      As a former technology integration specialist and now district level administrator, I have had lots of opportunities to work with a lot of different teachers on developing lesson materials.  Each conversation, each brain storming session, each lesson I have observed has given me new insights into my own thinking as a teacher - It is an opportunity to take out my own "teacher program" and reevaluate my thinking.  Is this new idea, concept, way of approaching something better than what I currently have in my "teacher programming" or can I tweak something in my own "program" to improve it because of an insight I gained?  Is there something in my current "teacher program" that I need to replace all together?  Think about becoming an "Open Source Teacher".  Don't keep your ideas, your strategies that work or your experience to yourself- open the classroom door and let them out! You may be surprised at what will come back in.

      Resources for developing an "Open Source Mindset"