Our focus is on serving you!
The
A Message from Dr. Bell
Connector January 2016
I have been working so hard at my desk preparing all of the necessary documents for the annual school district visits. Carol Smith, the Connector editor, startled me when she asked when my January article would be completed. I guess it is time to pause and wish you all a happy, successful, and harmonious new year as you follow AQuESST for greater student achievement. (I threw in the last part just to impress Dr. Blomstedt.) It is once again time for all of us at ESU 10 to develop our short and long term plans as we try to focus our resources on your needs. We do this, of course, “to partner with stakeholders to meet changing needs through professional expertise in providing services, learning opportunities and support.” A school visit meeting schedule document will soon be shared with all of the superintendents so that we can accomplish this task by April 1. We hope to use the distance learning devices more this year to better value each other’s time in this busy whirlwind of pedagogical pursuit. It’s time for all of you to get your wish lists ready. The annual visits are coming at a good time in my thought process. I had the opportunity to attend the Association of Educational Service Agencies Fall Conference a month ago. One of the keynote addresses really caught my attention. Brandon Busteed from Gallup Education has a mission to create a national movement to measure educational outcomes that matter most, connect education to jobs and job creation, and promote a paradigm shift from knowledge mastery to emotional engagement in education. He made me think more about the importance of “well-being” as a key component for an organization’s success. One of his thoughts really made me think about how things are done here at ESU 10. He stated that there was research that found that less than 50% of workers say they get to do what they do best each day. That was a profound and provocative statement. Think about this in your situations. Is that true of the people you lead or the students that you teach? It makes me want to emphasize to all ESU 10 staff the importance of living our mission and values. Would work productivity double if people felt emotionally supported and participate in collaborative experiential type of activities? I think that thought is accurate. I have noticed over the years that the closer the ESU 10 staff gets to schools, the more they seem to like us and use us. We enjoy being liked and used so get ready for a renewed emphasis in this area.
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Our focus is on serving you!
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
ESU 10 Workshops
January 13 PowerSchool - Graduation Plan Set Up 26 Academic Literacy Project Grades 4-12 Day 2 27 LAN Manager Meeting
February 02 Windows Server Administration: Windows Deployment Services 08 The ABCs of Early Intervention for Part C
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09 MTSS Collaborative Problem Solving 10 Science Teachers Network 10 PowerSchool Scheduler - Set Up 11 Google Apps and Google Drive for Beginners 15 Transition to the ELA College and Career Ready Assessment 16 School Librarians 16 Technology Integration Specialist Meeting 17 Career & Technical Education Collaboration Day 18 MTSS Collaborative Problem Solving
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
Retirement Reception at ESU 10 A Retirement Reception was held for four of our ESU 10 staff on December 11, 2015. We honored Gaylene Mays, Teaching and Learning Secretary, John Stritt, Distance Education, Susan Sandoval, Media Specialist, and Graci Gillming, Teaching and Learning Coordinator for their years of service at ESU 10. Best Wishes to all of you as you begin this new chapter in your lives!
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76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
Learning Forward Reflection
by Jami Schaffnitt, T and L Coordinator
“Leaders must work with teachers in the same way we ask teachers to work with students.” ~ Carol Ann Tomlinson I had the opportunity to attend a session led by Carol Ann Tomlinson at the annual Learning Forward Conference in Washington DC. Ann Tomlinson is an educator and speaker most known for her work with differentiating instruction. This statement she shared with us is powerful and one that I think ties nicely into the products and services that we offer in the Teaching & Learning Department. Administrators and leaders need to keep this thought at the forefront of everything we do. The professional development experiences we offer for teachers need to offer choice, flexibility and an individualized path just as we would ask teachers to do for the students they work with. Differentiation can do that. Tomlinson discussed the five pillars of differentiation: 1. An environment that supports learning (mindset, connections, community) 2. Powerful learning destination (KUD, engagement, understanding) 3. Knowing where students are in relation to the destination along the way 4. Adjusting teaching to make sure each student arrives at the destination 5. Effective leadership and management of flexible classroom routines.
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What is more powerful than the five pillars of differentiation listed above however, is that the same five pillars above apply to principals and leaders seeking change for differentiation. Simply substitute the word teachers for the word students and you can see how to best support the teachers we work with. I think this is a very powerful concept to apply to all we do. Modeling for our teachers what we would want them to use in their classrooms. Learning Forward has been a powerful conference and one that is really pushing to “Lead Change. Maximize Impact.” I am thankful for the opportunity to attend, learn and network with other educators across the nation.
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
Beginning the Work of MTSS
by Patrice Feller, MTSS Facilitator/Coach
The mission of ESU 10 MTSS is to support the MTSS process in all ESU 10 districts and schools (preschool through high school) in order to improve the academic, social, emotional, and behavioral development of every student. MTSS, or Multi-Tiered System of Supports, relies on evidence-based practices and data-based problem solving to provide proactive instruction and support for students. The goal is to prevent problems or to identify and respond to students’ needs in a timely manner. The MTSS process is flexible and designed by each school to meet the needs of that school and their individual students. The MTSS Facilitator and members of our ESU 10 MTSS Team are available for technical assistance to schools making this effort. Core beliefs guide our efforts.
• Elm Creek Public Schools -- leadership training
During this first semester, priorities have been on strategic planning for supports to schools and on providing requested supports. One of the core beliefs that guides this effort is “...challenges are ever-present and best addressed within a system of coordinated supports.” As part of strategic planning for coordinated supports, our vision, mission, goals and action steps have been outlined. Team members have also taken time to increase their own knowledge and skills in regards to MTSS by looking to the Nebraska MTSS Implementation Support Team model and by accessing information from the Kansas MTSS model. On a recent visit to Kansas school districts, we found that deep implementation of MTSS takes time as well as continuous support. In those school districts, a culture of learning was present that was unique to each district. For instance, in Abilene, the culture might best be described as “every teacher, a teacher of reading.” From preschool teacher to high school biology teacher, all have training and established beliefs in the science of reading instruction. On the other hand, at Morris County USD 417 in Council Grove, the culture might be tagged, “reliance on data and communication.” In this district, teachers, administrators and para professionals are involved in discussions about student progress on a weekly or bi-weekly basis. Each district has developed strong teacher leaders who sustain the efforts and work of MTSS.
Other districts -- more short term assistance, for instance, developing parent materials, training for reading fluency instructional practices, ideas for math intervention, etc.
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for initial implementation of MTSS Lexington Public Schools and the NeMTSS Implementation Team -- collaboration to restructure elementary buildings and use of explicit instruction in reading Riverside Public Schools -- guidance in revising their model of MTSS to be consistent at each of their sites at Spalding and Cedar Rapids Ravenna Public Schools -- development of a model of MTSS for social, emotional, and behavioral supports Broken Bow Junior High School -- expansion of the MTSS model from the Elementary Schools into Junior High
Finally, because we believe “...supports must be easily accessible,” the ESU 10 MTSS team is intentionally using online collaboration tools (such as Google documents, sheets, and forms as well as Lifesize Cloud) to accomplish our mission. After developing relationships with district personnel, we rely on these tools to bridge gaps of distance and time. When we share a vision of meeting the needs of each school and supporting student development, time is of the essence and distance can be managed.
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At home, several ESU 10 districts have reached out, affirming our belief that “...every individual, classroom, school, and district can benefit from supports.” These districts view MTSS as an important way of doing business. Here are examples of our on-going work:
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
Attention Deficit Hyperactivity Disorder (ADHD) Background ADHD is a well-known condition in the world of education – small wonder considering that as many as 1 in 10 children aged 4-17 years are diagnosed with ADHD. According to the CDC, the average age of diagnosis is 7; with boys more likely (13.2%) than girls (5.6%) to ever receive the diagnosis. The average age of diagnosis is a telling fact about the impact of this condition on a person’s life. This disorder comes to life in places where expectations include listening, focusing, applying skills you’ve learned, tuning out distractions, staying organized, planning/prioritizing, sticking with something despite frustration, managing emotions, self-starting, and persisting toward goals. Do any of those sound important for school success? Those are just some of the skills that fall under the umbrella of executive functioning, which has been identified by some researchers as the single best predictor of achievement.
by Chris Denton, ESU 10 School Psychologist
with ADHD are often one of two things: (1) Increase the productivity of the student; or (2) Increase the accuracy of the students work.
1. Increasing productivity
a. Establish a baseline for the amount of work typically completed in a given amount of time. For example: during independent seatwork time in math class “Student” usually completes 4 problems. b. Have a very brief conversation with “Student” right before they start independent seatwork. Talk about the number of problems they completed yesterday and set a goal to complete more problems. Have the student chart their performance:
Accommodations and Strategies In this light, ADHD can be a significant handicapping condition, which is why schools have become increasingly efficient at providing the accommodations necessary for students to be able to access the curriculum. Depending on the severity of ADHD, these accommodations can be every bit as important as a ramp for a child in a wheel chair to be able to get into the school building. Walk into a given classroom and you stand a fair chance of seeing one of the following accommodations or strategies that can be helpful to a child with ADHD.
1. Allowing the student to stand/move while working at
their desk, study carrel, or another designated location.
2. Providing the student a fidget to focus their attention. 3. Having a student check-in and check-out with a men4. 5. 6. 7.
tor who helps the student stay organized and plan/ prioritize work completion. Chunking assignments to increase the likelihood of successful completion. Having a student repeat directions. Building in brain breaks or opportunities to move. “Do 3, check with me”.
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2. Increasing productivity a. Establish a baseline for the percent correct during independent seatwork. b. Have a very brief conversation with “Student” right before they start independent seatwork. Talk about their percent correct from the previous day and encourage them to be cautious of making whatever kind of mistakes they are prone to make. Have the student chart their performance:
Any of the above strategies might be appropriate for a child with ADHD. Don’t forget to collect some data about how effective your efforts are! An MTSS team might appreciate the information following as it provides some data for decision-making. The primary academic goals for a student Continued on next page
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
Attention Deficit Hyperactivity Disorder (ADHD) cont. Additional Resources
The following websites offer resources above and beyond what you will find in the article above. The youtube video: 30 Essential Ideas Every Parent Needs to Know, by Russell Barkley, may be particularly useful for parents and educators alike. https://www.youtube.com/watch?v=SCAGc-rkIfo http://www.russellbarkley.org/ http://www.interventioncentral.org/ http://www.chadd.org/
Free NoodleTools Trial
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http://www.noodletools.com
FREE NOODLETOOLS TRIAL for ESU 10 schools! Contact Ron Cone rcone@esu10.org for your free-trial credentials. 76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
2015 College and Career Ready Mathematics Standards
by Dianah Steinbrink, T and L Coordinator
On September 4th, 2015 the Nebraska Department of Education Board adopted the revised Nebraska College and Career Ready Mathematics Standards. School districts in Nebraska have until September 4th, 2016 to adopt the revised standards or a more rigorous set of mathematics standards. During the revision process Nebraska math educators, postsecondary institutions, and members of Nebraska businesses all worked together to create standards that reflect the demands for content within Nebraska’s workforce and postsecondary education. There were also several opportunities throughout the state of Nebraska for the public to provide input. For more information visit the Nebraska Department of Education Mathematics Homepage at http://www.education.ne.gov/math/. On October 1st, 2015 the Teaching & Learning department hosted a day for mathematics teachers to become acquainted with the revised standards. K-12 math teachers, administrators, and curriculum directors joined us at ESU 10. Participants had the opportunity to unwrap the standards and create a crosswalk between the 2009 and 2015 mathematics standards. The crosswalk provided the insight to begin discussions about classroom implications that will occur due to changes in the indicators at each grade level. Romanek from the Nebraska Department of Education shared the revision history and upcoming NeSA-M timeline with us and spent the rest of the day answering questions from grade level teams. The day concluded with school districts working as a team to discuss grade levels implications, plans of action, and the scope and sequence. We also provided a survey to the participants and school leaders to assess the needs of each school district in the area of mathematics. With this information we will be able to provide individualized support for school districts and make strategic decisions as to the type of presenters and training we can provide here at ESU 10. 2015 Nebraska College and Career Ready Mathematic Standards Highlights • Reinforce number sense in K-5 • Focus on proportional reasoning in 6-8 • High school grade band changed from 9-12 to 9-11 and 12th grade advanced topics • Reduced duplication between grade levels, thus clarifying the level where mastery should occur
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4 Strands: 1. Number 2. Algebra 3. Geometry 4. Data 4 Mathematical Processes: 1. Solves mathematical problems. 2. Models and represents mathematical problems. 3. Communicates mathematical ideas effectively. 4. Makes mathematical connections.
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org
Using Data for Continuous School Improvement: A Collaborative Effort
by Denise O’Brien, Teaching & Learning Director
On December 3-4, 2015, the Nebraska Board of Education released the final AQuESTT classifications for schools to the public. The T&L Department is committed to assisting all of our school districts in their efforts to improve in the six areas of AQuESTT. We continue to collaborate with our team and schools in order to meet any new needs. Here are the district classifications for ESU 10 school districts: Level 4– Excellent: Riverside Level 3– Great: Amherst, Anselmo-Merna, Ansley, Arnold, Broken Bow, Burwell, Callaway, Gothenburg, Kearney, Ord, Pleasanton, Sandhills, and Wood River Level 2– Good: Arcadia, Central Valley, Centura, Cozad, Elm Creek, Gibbon, Grand Island, Lexington, Litchfield, Loup City, Northwest, Overton, Ravenna, Sargent, Shelton, St. Paul, and SEM Level 1– Needs Improvement: Elba and Loup County Loup County Elementary was identified as one of three priority schools in Nebraska. Our staff will continue to reach out to all ESU 10 districts to offer quality products and services that can assist in meeting their AQuESTT needs.
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BlendEd Learning School Librarian and Integration Specialist Workshop February 16, 2016 9:00 am - 3:00 pm BlendEd Learning…the new buzz word. What is it all about? Find out at the School Librarian and Integration Specialist Workshop. Sign-up now! Beth Kabes from ESU 7 will present BlendEd Learning for the School Library. In addition, Connie Jelkin and Kelly Melson, school librarians from Kearney Public Schools, will demonstrate how they have implemented this practice into their libraries.
Reminder~ For those of you with computer repair needs, ESU 10 is Apple Certified in iOS devices and computers.
76 Plaza Blvd • PO Box 850 • Kearney, NE 68848-0850 • Ph: 308.237.5927 • Fax: 308.237.5920 • www.esu10.org