Waiver Day 2 @ Lincoln

High School:2015_10-26.

AGENDA OVERVIEW:• 7:30 – Community, Norms.• 8:00 – Interactive Notebooks (AVID).• 8:45 – Language Acquisition.• 9:45 – EWIS• 10:00 – HIB.• 10:30 - lunch.• 11:30 – Gradebooks.• 1:00 – Inquiry Groups.• 2:30 – Closing Remarks / Logistics.• 3:00 – İAdios!

Coffee and Donuts

on the way!!!

Introductions: 7:30am

•NAME.•SUBJECT.

•If you weren’t a teacher, what would your DREAM JOB be and WHY?

Norms: 7:45am

• What of Sweeney’s 7 Collaborative norms did you focus on at SI 2015? • Which will you focus on this time? Why?• How does this challenge or inform your work?

1. Pausing before responding allows time for thinking and enhances dialogue, discussion, and decision-making.

2. Paraphrasing allows us to hear and understand each other as we evolve in our thinking.

3. Probing Using gentle open-ended probes or inquiries increases clarity and precision of a person’s thinking.

4. Putting Ideas on the Table Sharing ideas are the heart of meaningful dialogue. However, one must remain open-minded and thoughtful in relationship to the ideas that are being shared by themselves and others.

5. Paying Attention to Self and Others Meaningful dialogue is facilitated when we are aware of both what we are saying as well as how others are responding.

6. Presuming Positive Intentions Assuming that a colleague’s comments, questions, or statements are coming from a positive place promotes and facilitates productive dialogue and eliminates unintentional resentment, hurt feelings, and misunderstandings.

7. Pursuing a Balance Between Advocacy and Inquiry Maintaining a balance between advocating for a position and questioning one’s own position assists the group in becoming a learning organization.

ESSENTIAL QUESTION: How do we make student achievement both IMPORTANT and URGENT?

• Interactive Notebooks (AVID).• Language Acquisition.• EWIS.• Gradebooks. • Inquiry Groups.

AVID Notebooks: 8:00am

INTERACTIVE NOTEBOOKS

Waiver Day October 26, 2015

Learning Targets• I will understand how to build and

incorporate an interactive notebook to help students process and master concepts

• I will understand how to use a variety of resources to facilitate and enhance student engagement and mastery of learning standards.

Step In, Step OutStep in if the statement is true for you

See, Think, Justify, Wonder

• 3 minutes – PRT – look at student notebook

• 5 minutes – group discussion

• 5 minutes – Whole group discussion

Reasons For Using Interactive Notebooks

1. Interactive Notebooks teach students to organize and synthesize their thoughts.

2. Interactive Notebooks accommodate multiple learning styles at one time in (and out of) the classroom.

3. Students are building a portfolio that allows for teachers to track growth over time.

4. Interactive Notebooks have students create a resource to use as they continue to extend their learning.

5. Students take ownership of their learning through color and creativity.

6. Interactive Notebooks reduce clutter in the classroom as well as in student's lives.

Interactive Notebook Setup

• Left side = student thoughts

• Right side = shared work

• The use of foldables

• Personalize

Assessment• Use of Rubric

Wonder QuestionsWhat questions do you still have?

Tips – PRT • Handout

• Questions on backside of tip sheet.

Academic Language Acquisition: 8:45am

Classrooms that Talk

Review with Alissa FArias & Hope Teague

Learning GoalsI can review why explicit and rigorous vocabulary instruction is essential for

all

I can identify essential tier 2 and 3 vocabulary words for an upcoming unit

I can integrate shared instructional strategies that support academic discourse

Turn and TalkHow well are your students using academic language in the classrooms?

• Share something going well• Share something you'd like to see improved

Why focus on Academic Language Development?

ENGLISH LANGUAGE LEARNERS (ELLS)

Identified by WELPA Language learning is developmental –5 stages of language acquisition Proficiency varies within the 4 language

domains ELP standards

www.k12.wa.us/migrantbilingual/eld

ACADEMIC ENGLISH LEARNERS

(AELs) Students who need accelerated growth in

language and literacy to meet grade-level demands

Many are born into and raised in English speaking homes and struggle with the ‘language of school’ or academic English

Zwiers, O’’Hara, and Pritchard, 2014

Rationale• We need a systematic, intentional plan to build academic language for all students at LHS

• Can be used cross-content• Supports our ELL, AEL and SPED students• Scalable--teachers can use a few strategies consistently or embrace entire unit lesson planning

Strategies for Academic Language Development

• Collaborative Routines: • Numbered-Heads-Together/cooperative grouping strategy

to increase academic interactions (Connection to No Opt Out)

• T-Graph for Social Skills/ High expectations for collaborative work

• Academic Vocabulary Acquisition• Cognitive Content Dictionary/ Explicit focus on Tier 2

vocabulary & cross-content word study (Connection to OLA)

In our classrooms:o More involvement in class discussions

and activitieso Stronger pieces of writing o Better quality of worko To be critical thinkers

Students’ vocabulary knowledge is directly tied to their success in school. This is partly because vocabulary is an important aspect of reading comprehension and reading is an important part of learning in school.

Marzano, Vocabulary for the Common Core

Gallery Walk—5min

•Complete SEE/THINK/WONDER as you examine examples of Cognitive Content Dictionaries by your colleagues

Cognitive Content Dictionary Teacher Notes

Blank Cognitive Content Dictionary

Sample CCD and how to instructions

Most common tier 2 words

Differentiated Work Groups

o Get into a work group that makes sense for you and work together to fill out the teacher notes handout to set up a CCD for an upcoming lesson.o Someone in your departmento Your co-teachero If you want a bigger review, come up front

o Handouts include:o Cognitive Content Dictionary Teacher Noteso Blank CCD o Sample CCD and how to instructionso Most common tier 2 words

Waiver Day 2 @ Lincoln

High School:2015_10-26.

AGENDA CHECK!!!• 7:30 – Community, Norms.• 8:00 – Interactive Notebooks (AVID).• 8:45 – Language Acquisition.• 9:45 – EWIS• 10:00 – HIB.• 10:30 - lunch.• 11:30 – Gradebooks.• 1:00 – Inquiry Groups.• 2:30 – Closing Remarks / Logistics.• 3:00 – İAdios!

EWIS: Early Warning Intervention System: 9:45am• Purpose.• Referral Procedure.• Intervention efforts

by the team.• Mondays @ 7am

in room 209 (Ruby’s).

• Building-wide intervention strategies.

EWIS

Prevention of Student to Student Harassment, Intimidation and Bullying (HIB)

Certain language in this presentation is offensive and is included because it is

deemed necessary for this training.

HIB training: 10:00am

• Understand your general obligation to report Student to Student Harassment, Intimidation, and Bullying

• Understand signs of Student to Student Harassment, Intimidation, and Bullying

LEARNING TARGET

POLICY 3207 REGULATION 3207R IS THIS A HIB INCIDENT?SUGGESTED PROTOCOLS FOR

STARTING SCHOOLCONNECTION WITH TITLE IXDISSEMENATION OF

DOCUMENTATIONQUESTIONS

AGENDA

Harassment, intimidation or bullying means any intentional electronic, written, verbal, auditory or physical act, including, but not limited to one shown to be motivated by any characteristic of race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics such as, but not limited to, physical appearance, clothing or other apparel, socioeconomic status, marital status or weight…..

TSD POLICY 3207STUDENT PROHIBITION ON HARASSMENT, INTIMIDATION AND

BULLYING

When the intentional electronic, written, verbal, auditory or physical act:

• Physically harms a student; or

• damages the student’s property; or

• has the effect of substantially interfering with a student’s education; or

• is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment; or

• has the effect of substantially disrupting the orderly operation of the school.

POLICY 3207STUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND BULLYING

School districts may be sued for not responding to Harassment, Intimidation or Bullying issues under federal Civil Rights Statutes. Individual employees can be held personally liable for violation of Civil Rights Statutes in certain circumstances where they do not act reasonably and in good faith or act outside the scope of their duties.

RUSSELL DICKERSON III V. ABERDEEN SCHOOL DISTRICT NO. 5

Failure to follow a policy or regulation may be

evidence of negligence.

The goals of this policy are to foster a safe and civil educational environment through training, prevention and intervention strategies and to support targeted student(s), victims and/or others impacted by the violation.

POLICY 3207STUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND

BULLYING

2014-2015 HIB reported cases

Building Relationships with Your Students – PreK-12: Strategies and Tips to use in the classroomhttp://mps.milwaukee.k12.wi.us/MPS-English/CAO/Documents/PBIS/teacher-behavior-lesson-Building-Relationships-Book.pdf

Building a Positive Classroom – Seven Strategies(Teach Positive Action – Motivation – Reinforce Positive Behaviors – ALWAYS be Positive)http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Seven-Strategies-for-Building-Positive-Classrooms.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=Express-10-22

Building Relationships and Community in School – Power of the Circle(We are community – Always having a conversation – Students taking ownership)http://www.ascd.org/publications/educational-leadership/jun14/vol71/num09/The-Power-of-the-Circle.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=Express-10-22

Cult of Pedagogy – Icebreakers that Rock(“Blobs & Lines” – “Concentric Circle” – “This or That”)http://www.cultofpedagogy.com/classroom-icebreakers/

It’s About Connections https://usergeneratededucation.wordpress.com/2011/08/21/class-beginnings-its-about-connections-not-content/

Relationships – Engaging Every Student, Every Day

HIB terminology

Aggressor – is a student, staff member, or other member of the school community who engages in the harassment, intimidation, or bullying of a student.

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT,INTIMIDATION AND

BULLYING

HIB terminology

Targeted Student – is a student against whom harassment, intimidation or bullying has allegedly been perpetrated.

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT,INTIMIDATION AND

BULLYING

HIB terminology

Staff – includes, but is not limited to, certificated employees, classified employees, school board members, substitute and temporary employees or volunteers.

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT,INTIMIDATION AND

BULLYING

HIB terminology

Retaliation – is an act of harm or discrimination in response to a report of harassment, intimidation and/or bullying by anyone involved in the incident.

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND

BULLYING

Staff Intervention

All staff members shall intervene when witnessing or receiving reports, complaints or grievances of harassment, intimidation or bullying.

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT,INTIMIDATION AND

BULLYING

2. Students consistently making “cat-calls” to one student (or a group of students)

Consistently whistling, making noises, etc. at a student or a group of students

IS THIS A HIB INCIDENT?

3. A student is consistently following another student after being asked to stop

IS THIS A HIB INCIDENT?

1. Student(s) consistently commenting to another student or group of students, characteristically in a repetitive manner.

• “Hey there gay boy”; “You’re gay”; “How’s it going lesbos?”

IS THIS A HIB INCIDENT?

4. A student gets into a screaming match with another student and it turns into a fight.

IS THIS A HIB INCIDENT?

Staff Intervention

-If you hear something inappropriate, say something and address it

-If you see something, address it immediately

-Model appropriate behavior

-Documentation – Email to principal, FYI referral, discipline referral, phone call home to parents/legal guardian

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND

BULLYING

Reporting an Incident

Harassment, intimidation or bullying may be reported verbally or in writing to any staff member in one of three ways:

1. Informal verbal;

2. Informal written; or

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND

BULLYING

Reporting an Incident

3. Formal written (Incident Reporting Form and/or TAC referral process [TWCI cohort schools])

REGULATION 3207RSTUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND

BULLYING

Formal reporting form snapshot

POLICY 3207STUDENT PROHIBITION OF HARASSMENT, INTIMIDATION AND

BULLYING

Point of Contact:Building Administrator

Compliance OfficerJennifer Kubista253-571-1123jkubist@tacoma.k12.wa.us

Allegations of student to student sexual harassment must be addressed under the Harassment Intimidation and Bullying statute/policy/regulation AND Title IX.

Connection with Title IX

A critical issue under Title IX is whether the school recognized that sexual harassment has occurred and took prompt and effective action calculated to end the harassment, prevent its recurrence, and, as appropriate, remedy its effects. Following the HIB process should result in meeting Title IX obligations when done properly.

Connection with Title IX

Title IX Compliance Officer

Jennifer Kubista

253-571-1123

jkubist@tacoma.k12.wa.us

Connection with Title IX

QUESTIONS???

Documents available after this presentation• Policy 3207• Regulation 3207R• Month by Month Awareness Information• Staff and Student resources can also be found on the Student Life webpage, under the Harassment, Intimidation, and Bullying link

Lunch: 10:30-11:30.•RETURN READY TO GO @ 11:30am•Discuss your “If I wasn’t a teacher…” with someone new at lunch.

•PRINT OFF one of your regular class’ gradebook.•PRINT OFF your seminar gradebook.

Waiver Day 2 @ Lincoln

High School:2015_10-26.

AGENDA CHECK!!!• 7:30 – Community, Norms.• 8:00 – Interactive Notebooks (AVID).• 8:45 – Language Acquisition.• 9:45 – EWIS• 10:00 – HIB.• 10:30 - lunch.• 11:45 – Gradebooks.• 1:15 – Inquiry Groups.• 2:30 – Closing Remarks / Logistics.• 3:00 – İAdios!

Sign in up front (green sheets)!

Sign in with Yolanda in office!

Gradebooks: 11:45am.

• District-Wide Data: all secondary.• District-Wide Data: high schools.• Building-Wide Data.

20 minutes

• What do you SEE?• Facts, objective, observables only.

• What do you THINK?• Inferences, connections, ponderings, applications.

• What do you WONDER?• Questions.

• District-Wide Data: all secondary.

• District-Wide Data: high schools

• Building-wide data

• Building-wide data: 9th

• Building-wide data: 10th

• Building-wide data: 11th

• Building-wide data: 12th

Gradebooks.ESENTIAL QUESTIONS:• What does individual gradebook data indicate about your students’

learning?• What does individual gradebook data indicate about your department’s

common assessments, practices, and curriculum?• What does individual gradebook data indicate about your teaching?

30 minutes totalTASK:• 4 minutes: Use rubric. Pick one or two rows to focus on and score

yourself.• 10 minutes (5 minutes each): Find a “Critical Friend” who you can work

with constructively to answer above essential questions.• 15 minutes: discuss with departments (next slide).

GradebooksDepartments (15 minutes):• 1. Discuss consistencies and inconsistencies among individual gradebooks.• 2. Identify rubrics to create for current and future summative assessments.• 3. Identify rubrics or checklists to create for current and future formative

assessments.• 4. Create common formative assessments.

30 minutes totalSeminar Groups (15 minutes):• 1. Discuss consistencies among individual gradebooks.

Inquiry Groups: 1:15pm• Gather in inquiry groups. Discuss work done thus far. (15 minutes)

• Create summary posters – content & creativity over quality!!!

• Each small group share with whole group. (30 minutes)• Discuss opportunities for inquiry groups with new topics and / or opportunities to

change based on work areas of focus. (30 minutes)• Inclusion• Gradebooks, cont. • Rubric writing• Common formative assessments• Academic language acquisition

• Part II• AVID strategies / interactive notebooks• Standards Based Practice • Guidance (for the Guidance Dept.).

Closing: 2:30pmPut onto PD feedback forms (anonymous bubble sheets). 

Think & Write. Pair. Share.

"Gots" +I learned that... I enjoyed the focus on... I made connections with... This reminded me of...

"Wants" ΔI would appreciate more...I wonder if...I want to know more about...I suggest that...

Logistics: 2:45pm• Bubble sheets.• Clock hour forms.• Sign-in sheets.

Mission & VisionLincoln High School is committed to graduating all students. We are a diverse community of scholars dedicated to personal and academic excellence. We strive for the development of strong character and intellectual engagement for all students, ensuring success beyond Lincoln High School.

We Will:- Develop Personal Responsibility- Act With Integrity- Value Each Other- Embrace Challenge- Take Risks- Cultivate Success- Be Agents of Change in Our Community- Lead

Mission & VisionLincoln High School Common Agreements:1.We will use AVID strategies with fidelity.2.We will actively participate in our weekly inquiry groups.3.We will act with integrity and in a spirit of collaboration and

support.4.We will effectively and intentionally implement student

engagement strategies that align with the 5-D (CEL) student engagement framework.

5.We will use the 10 Common Principles from the Coalition of Essential Schools to guide and inform our practice.

6.We will utilize weekly seminar lessons and actively support seminar students.

7.We will use standards-based grading.