As the Sequoia Union High School District moves into year 4 of Program Improvement, it is important that we keep all stakeholders involved with the transitions and challenges we are working through while remaining focused on what we are here for – our students and their achievement!
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All of our English teachers (including those who teach Special Education courses) as well as a couple of math folks and the administrative team went through specific, focused training this summer (or during the early fall) with Action Learning Systems, learning about strategies for engagement – most notably the use of Direct Interactive Instruction. Additionally, all 9th and 10th grade English courses are following a Prentice Hall pacing guide to insure teacher collaboration and focusing on ELA standards.
As part of the work we are embarking upon with ALS, our District Assistance and Intervention Team provider, there have been opportunities for demonstration lesson days (Sept 29), accountability coaching for administration (Sept 19), and co-plan / co-teach days (5 days from now through January 2012.) All of these activities are to support and encourage best practices in all of our classrooms.
On Thursday, October 6, ALS had its first formal visits (drop-ins) to all sites within the district. The Carlmont team was made up of myself, Dr. Zamora, two ALS personnel, and two district office personnel. We visited 21 different classrooms between 1st and 6th periods. The visits were more of a snapshot than anything, ranging from four to six minutes in length. We were very pleased with the great instruction, student engagement, and classroom management we witnessed. ALS’s findings included the following commendations and next steps:
Commendations:
1. Pacing for Course à all 9th/10th ELA classrooms demonstrated fidelity to the pacing guides that have been implemented
2. Standards and Measurable Objectives à
a. The majority of classrooms had standards and objectives posted clearly.
b. Students were regularly able to restate the learning goal(s).
3. Clear use of core adopted materials in all classes.
Next Steps
Explicit use of engagement strategies when: 1. Checking for understanding
2. Implementing / using leveled questioning
3. Using correctives and specific positive feedback.
It was quite evident during our drop-ins that our staff has embraced many of the initiatives brought forth by the district and ALS in recent years. By embracing these initiatives and best practices, we will certainly be able to work towards the district goal of helping all students increase by one performance level on each CST.
In the weeks and months ahead, ongoing support will be provided for staff members. ALS will be making its next formal visit Tuesday, March 6, 2012.
When I feel challenges coming on or I am looking for resources that will help me support our already dynamic teaching staff, I am often drawn to the book Teach Like A Champion by Doug Lemov as well as the George Lucas Education Foundation website (www.edutopia.org).
Lemov’s book highlights 49 proven techniques that enhance student achievement. After reading many of Lemov’s suggestions, I realized that they easily align with strategies Action Learning Systems has introduced to our district.
For example, the first technique Lemov discusses in his book is “No Opt Out.” No Opt Out is a sequence that begins with a student unable to answer a question, ending with the student answering questions as often as possible. ALS’s suggestion to use equity cards can assist with the No Opt Out technique; what else can help is not accepting “I don’t know” as an answer from a student.
Let’s say that a student truly does not know an answer. What’s next? We can use our equity cards to call upon another student; when the correct answer arrives, the teacher should then circle back to the first student to ensure he/she can state the answer and understand the answer. We can also put students into pairs and discuss the topic, think-pair-share, 30-30-Go, or use other methods.
Another technique Lemov suggests is “Stretch it.” This is when the sequence of learning does not stop with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. Consider the exchange below regarding stretching it – and expanding sentence structure and use of descriptive words:
Teacher: “Who can use the word stride in a sentence?”
Student: “I stride down the street.”
Teacher: “Can you add some detail to show more about what stride means?”
Student: “I stride down the street to buy some candy at the store.”
Teacher: “Can you add an adjective to modify street?”
Student: “I stride down the wide street to buy some candy at the store.”
Teacher: “Good, now can you add a compound subject to your sentence?”
Student: “My brother and I stride down the wide street to buy some candy at the store.”
Teacher: “And can you put that into past tense?”
Student: “My brother and I strode down the wide street to buy some candy at the store.”
The teacher should now provide affirming, positive feedback, such as “Excellent work Jackie. Those were challenging questions and look how well you handled them. Not only that, look how more descriptive and complete your sentence is now.”
Think how you can use your SMARTBoard or another manipulative to write out this sentence? If students get stuck, it would be quite easy to get others involved to add to the activity. This guided practice can then lead to individual practice opportunities and improve the writing process for students.
If you have questions about any of Doug Lemov’s techniques or those of Action Learning Systems, speak with your friendly Instructional Vice Principal.
What we all must remember as we continue in the era of high-stakes accountability and program improvement is that we are all in this together. As an administrative team, it is our goal to provide each of you with the proper resources and support; in turn, it is our sincere hope that all Carlmont students will receive the best possible education and continue to feel and achieve success.
