A few months ago, Rochester Public Schools updated our public-facing website. As a result, some items were relocated while others were temporarily removed. One such item: our Prioritized Learnings and Proficiency Scales.
We've been working hard to get these back online; ideally, in a way that will be even more user-friendly!
Below are a few tips for navigating the new locations of our Prioritized Learnings and Proficiency Scales, along with tips of what you'll find once you get there.
Accessing from the Internet
However, if doesn’t spark joy, set it aside. Consider making three piles or lists for those items that no longer spark joy in you and your students:
This, at least for me, is the hardest part of tidying up. It may help to keep in mind what Marie Kondō notes in her first book: “when we really delve into the reasons for why we can’t let something go, there are only two: an attachment to the past or a fear for the future.”
| 5 |
Finish discarding before moving on.
Likewise, in our classrooms, we have to get rid of—or least commit to revamping—those items that no longer fit our students. Only then, once we see what remains, do we know what new format or structure might work best for the year to come. Only then, do we see if we have any gaps in our instruction.
| 6 |
Organize by category.
| 7 |
Designate a spot for everything.
This step reminds me of what I did about ten years ago when I revamped the American Literature course I was teaching. After having purged a few novels and some grammar units that were no longer sparking joy in my students, I rearranged. Because I figuratively laid everything out on the table, I was able to then see that my remaining content, texts, lessons, etc. fit into six themes. Embracing that fact, I rearranged from teaching American Literature chronologically, as I had always done in the past, to teaching it thematically. But it also meant I had some holes to fill: I was suddenly able to weave in a new book group unit and adjust how I taught grammar by embedding into our reading and writing tasks. It was a lot of work, but, ultimately, it lead to more effective learning in the years that followed.
As my husband and I are experiencing firsthand with our home, the act of downsizing can feel overwhelming while in the process of discarding. However, we look forward to placing all our remaining items back in the best order (ideally, in our perfect-for-us condo in downtown Rochester).
As Marie Kondō states, “the space in which we live should be for the person we are becoming...not for the person we were in the past.” This is true for our classrooms, too: we need to make them a place where students can grow into who they will become in this ever-changing world...not for the students we taught in the past.
For today’s post, I thought I would step outside of my comfort zone and go in the complete opposite direction: almost NO words!
Disclaimer: this blog entry and its contents are intended to be lighthearted; yet, on topic. I did my best to find relevant memes with a low likelihood of offending readers. If I have missed either target, I do apologize.
Why Grading for Learning is important
Grading for Learning, Big Idea #1: Homework, quizzes, and other daily tasks are formative practice and should not negatively impact a summative academic grade
Grading for Learning, Big Idea #2: Reassessment is allowed on all summative assessments
Grading for Learning, Big Idea #3: Nonacademic factors are not counted in the summative academic grade
Grading for Learning, Big Idea #4: Only evidence of student proficiency toward learning targets on summative assessments is used to reach a summative academic grade
- Grading for Learning
- Homework and Extra Credit: Grading for Learning , Part II
- Academic Dishonesty and Late Work: Grading for Learning , Part III
If you have any questions about Grading for Learning, please do not hesitate to connect with me.
Here are three quick tips and resources to help shore up your classroom routines and procedures so you maximize learning in the fourth quarter:
| 1 |
Greet students at the door with a sign that says I Love a Silent Start and train them to read the board and begin the entry task silently. This is a great way to channel the high energy that may be coming in from the hallway and get students focused on the learning that they’ll do during the hour. Some teachers do a quick write on the topic that you’ll be working on or a quick review from the day before.
The Teaching Channel has this great video of the routine!
| 2 |
Plan for Movement
Since we know students are going to be needing to move even more in the spring, plan this into your lesson. Here are some of my favorite teaching moves that allow students to move and talk with one another:
| 3 |
Be Explicit about Behavior Expectations
- How should students enter the room?
- What should students do when they hear my signal?
- What should students do when they return from being absent?
- What are the teacher’s expectations for electronic devices in the classroom?
- What are my expectations for classroom clean up?
- What is our ending classroom routine?
If you would like help with any of these tips your instructional coaches are an awesome resource! You could request that they support you with one particular hour that may need additional reinforcement or just do some planning with them.
Here’s to an awesome and productive spring filled with learning and engagement.
All of us have those days where we wished we could press rewind and start over. But there is no rewind button. We just have to keep on keeping on and hope that whatever has crept into our day to sour it dissipates as soon as possible. I would like to share a recent experience I had with my dog, Walda. (Did you really think I would write a blog post without mentioning her?)
While this girl is no longer considered a puppy (she turned 3 on April 2nd), she does possess an endearing puppy-like quality. Man, this girl has done so much for me. She’s licked my face, rested her head in my lap, brought me her tug toy to play with, you know, all the typical doggie-companion stuff. But just a few days ago, I realized what she has done for me in the vein of personal/spiritual growth.
Now, back to what she taught me a few days ago. I came home and, just like clockwork, she got all sorts of excited: zoomies, pet my belly, here’s my tennis ball, tippy-tappy with her big-girl paws, circle-circle-circle.
I asked Dr. Cecil White Hat (Rosebud Sioux Tribal Member, deceased) one time why it seems we suffer so much from historical trauma.
He looked at me and said, “We have forgotten how to use our natural medicines.”
Great. Now, here comes a discussion on roots and herbs. And, because I hold much respect and admiration for this Elder, I need to listen to what he is going to say.
He must have sensed what I was thinking, because he then said, “Our laughter and tears, we have forgotten how to use our laughter and tears.”
I know I always feel good after a laugh or a cry. But why? Our tears release cortisol. If that doesn’t come out during a good cry, it stays in the body and can cause all sorts of negative effects. Cecil was a very wise man. He never carried himself as if he were a walking library. He was a relatable guy. I am forever grateful to have spent time with him and I appreciate his words and lessons.
His brother, Albert White Hat (Rosebud Sioux Tribal Member, deceased), was also well known for his Lakota language and culture revitalization work on the Rosebud Indian Reservation. In this video, he talks about the importance of forgiveness and what can happen if you hold onto anger.
We all get caught up in our feelings and emotions and there is nothing wrong with that. But if we stay stuck in our own thoughts, we may just lose sight of what is really important. Make a commitment to yourself to never allow your own thoughts to blind you to what you have in front of you. Tears come up to come out. Let them out and let go.
One more thing, if your dog brings you her slimy tennis ball, or does circle-circle-circle, or wants sporadic belly rubs: engage. These beings are in our life not by accident, of this much I am sure. I love you and your slimy tennis ball, Walda.
Feel free to contact Bjoraker at 507.328.4236 or to connect with her via email
I was able to experience all the joy one experiences when walking into a neighborhood bodega with several food stamp bills stuffed inside my torn blue jeans. And although everyone in my neighborhood, an area roughly few miles long but supporting over 80,000 people, were in similar situations as my family, I still found it embarrassing using food stamps. I remember the feeling of shame and humiliation course through my body as I readied myself for the monetary transaction. Truth be told, I hated that our family needed help. Yet, like anyone living in poverty can tell you, the worst part is asking for it.
Several years ago I had the pleasure of speaking to a parent volunteer, Donna Greason. She had told me that if there were ever any student needs, she would be happy to help. I informed her that our school actually had a resource room for students who had clothing or food needs. The only issue was that it was only accessible by walking through a teacher’s personal office and, to top it off, a key was needed. Not many students knew about the room and those who did were required to ask a staff member to open it.
Basically, if I thought using food stamps was embarrassing, I could only imagine how it must feel to be a high school adolescent having to find an adult to open a room so I may pick out food for my family while inadvertently being gawked at by the same person who opened the room up for me. But like many of us are very well aware, space is limited in just about all of our school buildings. And, as is often spoken in my household, “You get what you get and you don’t throw a fit.”
Yet, when I brought Mrs. Greason to the 7’ x 7’ Support Our Spartans Resource Room, S.O.S. Room, she had other thoughts. She too had financial difficulties growing up and started questioning whether our school could provide a more appealing space. Being the only school social worker for over 1,700 students, honestly, the S.O.S. Room was not particularly on my radar…at all. It had been established well before I ever stepped foot into the building and was a group effort, mostly stocked by the generosity of other Mayo High School staff members.
Her idea was to move out of the space we were currently in and be more centrally located. The other portion of her idea was to be more selective in terms of the items we were taking in, and lastly, “make it look like Target.”
Growing up surrounded by poverty, many of my classmates would still manage to come to school with new Jordan sneakers, Guess Jeans, and Hilfiger sweatshirts, although they too were living in the same poverty stricken neighborhood as I was. So, it was difficult for me to imagine students embracing walking into a resource room to grab a pair of pants and walk out with little shame. And yet, it was so much the opposite of everything most of us were brought up to believe that it might actually work!
With support from our administration, we were provided a larger room right across from the lunchroom. The room is left open, unlocked, and largely unstaffed throughout the entire school day. Meaning, students can simply walk in and out of the room at their leisure. No more hiding in a small space, no more needing to ask for an adult to unlock the room, and no permission needed. Although we have no prior data to compare how many items are coming and going, I can gladly say we estimate it to be about a thousand items every month. We count empty clothing hangers to provide us with a base number of how many clothing items are taken from the room. The difficult part of keeping track of everything is that we offer more than just clothing: we also have school supplies, hygiene products, college readiness information, shoes, water bottles, books, and--to top it off--we also have a food pantry room for our weekly backpack program.
Within a year of implanting the new strategy, our room was so successful that we expanded into the hallway. Many of our school supplies are now located outside of our room and regularly stocked. Three clothing racks are also located in the hallway where students can grab a winter coat when needed. This model has opened the room up not only to those who are impoverished, but to any and all of our 1,700 students here at Mayo High School. It has really helped me reframe my initial position of what a student in need looks like. Because regardless of how much money your parents have, if you rip your jeans in gym class during 2nd hour, straight down the crack, you’re now in need – true story.
The initial planning took more than simply receiving a centralized location. In order to make the room look the part, it was going to take money. We enlisted the help of several Mayo students who were able to write grants for our room and generated about $2,000. The money was used to purchase shelving, clothing rods, hangers, etc.. Recruiting Mayo students to write grants took the burden off of my shoulders and provided students with an opportunity to give back to their community as well as provided them with a life learning experience and an additional item to add to their resume.
The next step was finding students who could be in charge of the daily maintenance and upkeep of the room. This was accomplished by soliciting the help of two student aides per semester. Simply put, there is no way any one person is going to be able to perform their job and effectively maintain a room of this nature. The last piece of the puzzle was to create a club that would be responsible for all of the behind the scenes operations involving the room.
Most people don’t know the S.O.S. Room is actually run by a student club. They meet every Tuesday morning for 40 minutes to discuss current and future needs, donations, monthly newsletters, and social media pertaining to the S.O.S. Room. The last several meetings, however, have not been about our room but were spent discussing ways of establishing a resource room in every school across our district. They are willing to write grants, organize food drives, and donate clothing resources in order to help any school get up and running, or anything else that a school might find beneficial to establishing their own resource room.
There are many myths surrounding a resource room that I would like debunked. The most important one in my opinion is that we need to secure the room behind a locked door. If I were to provide one bit of advice, it would be to make it easily accessible to any and all students. Throughout the past several years I can easily recount only three instances where students disrespected the work put into the room. When weighed against the thousands of times students have appropriately utilized the room...there is no contest.
Some of my tips would include:
- Get students involved. Why? Because if you believe doing everything alone will have an impact, you’re probably right. But if you embrace the student aspect it will not only have an impact, it will become a part of the school’s culture.
- Remember, neither Rome nor the S.O.S. Room was built in a day. It takes time and patience to get everything in order.
- You’re not in it alone. I have found our community and student body to be very responsive when asking for donations.
Outside of those three suggestions, any of the S.O.S. club members will be happy to do whatever it takes to help out another school because they all share the same common belief that all students can be more successful academically when their basic needs are met.
Enjoy our Blog!
Members of the Secondary C&I team weekly post useful tools, tips, and tricks to help you help students.
Analysis & Inquiry
Grading For Learning
Instructional Learning Formats
Planning For A Sub
Quality Of Feedback
Regard For S's Perspective