2023.02 The Voice

THE VOICE February 2023, Issue No. 2

What’s in This Issue CEL 5D: High-Quality, Culturally Responsive Tier 1 Instruction CEL 5D Tier 1 Instruction Promising Practice Spotlight Multitiered Systems of Support and Universal Design for Learning Blended Learning TFL-Instructional Technology Multilingual Services

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Scholars of Refugee Status 7 Highly Capable Services 7 CTE/CCR 8 Standards Based Instruction 9 Meeting the Needs of Scholars 9 with Disabilities Office of Equity 11 Coming Next Month 12

CEL 5D: High-Quality, Culturally Responsive Tier 1 Instruction Give the Ownership of Learning to Scholars through Talk and Questioning Of our district’s six focus indicators, we’ve spent time learning about CEC2: Learning Routines and SE5: Student Talk.

We are now focusing on SE1: Quality of Questioning.

Did you know that scholar ownership of learning cansignificantly increase through SE5: Student Talk and SE1: Quality of Questioning?

SE5: Student Talk at a proficient level is a mix of teacher-student AND student-to-student talk. The conversations students are having with one another are focused on discipline-specific content knowledge and ways of thinking. In addition, students provide evidence to support their thinking.

As a next step, intentionally teach your scholars how to talk to their classmates for the purpose of learning content.

Stage 1 – Use low stakes topics to teach scholars how to talk with a partner. Hold them accountable for taking turns, listening to their classmate and following the classroom talk norms.

Stage 2 – Use academic topics and provide opportunities for scholars to talk with their partner for the purpose of learning. Possible protocols: Think-pair-share, turn and talk, give one, get one.

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When SE1: Quality of Questioning is at a proficient level, the teacher asks scholars questions that deepen their understanding of the learning or uncover misconceptions.

Also, the teacher assists them in clarifying their thinking with one another.

As a next step, plan questions in advance of lessons that will probe and deepen student understanding or uncover misconceptions. Below are just a few sample questions or stems from the book, Choice Words: How Our Language Affects Children’s Learning by Peter H. Johnston, that invite classroom discourse: Invite scholars to notice and name: • “Did anyone notice… (e.g., any interesting words, how the dialogue is written)?”

• “Did you notice anything that surprised you here?”

• “What kind of story is this?”

Encourage a sense of agency: • “How did you figure that out?”

• “How are you planning to go about this?”

• “Why…?” (Asking “why” questions in ELA content assists in developing the consciousness and ownership of their choice)

Teach scholars to generalize, reflect and/or justify: • • • •

“What is another way you might…?”

“What would happen if…?”

“Can you make a prediction?”

“Would this method work in other problems?”

CEL 5D Tier 1 Instruction Promising Practice Spotlight In this edition of the Wayfinder, we are pleased to spotlight Star Lake Elementary 5th grade teacher, Cherie Blair!

Mrs. Blair’s class recently completed ELA, Module 1, Unit 2 Stories of Human Rights. They read an article and wrote multiple paragraphs aligned to a human rights challenge and the Universal Declaration of Human Rights (UDHR).

1. Together, each scholar team read the text following the close reading process, answered questions and identified key vocabulary.

2. Then, each team wrote a paragraph response to the question, “What was a human rights challenge that the family faced?” The idea was for team members to support the learning of one another through this process.

3. Using the gallery walk protocol, each team reviewed the work of the other team: What did they notice? Did they notice clear evidence of a topic sentence, conclusion?

Did they quote from both texts, etc.

4. As a next step, each scholar independently followed this process.

Below is an excerpt from this lesson with evidence of SE5: Student Talk and some evidence of SE1: Quality of Questioning: Teacher (T): So, we’ll spend some time on this one, do you guys have a noticing and wondering? Think about those 5 lenses.

Student (S) 1: I really like how the…(inaudible) it looks like they had a really good group project.

S1: I wonder why they think they turned the potatoes into a black lump violation?

S2: They never specified if someone did that, it would be a violation of…

S1: I like your idea, I think it kind of makes sense because they probably didn’t give them enough money…

T: Where in the paragraph do they explain their thinking?

S2: In the pink.v T: In the pink, what does the pink say?

S1: (References chart): This is a violation of article 25 which states that you have a right to whatever you need so that you and your family do not fall ill and go hungry.

T (to S2): Does that answer your question as to why they might think having black lumps in their field?

S1: That’s their food pretty much S2: We don’t know why they took that...

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Multitiered Systems of Support and Universal Design for Learning There are five key components to guide system development and implementation of MTSS: 1.

2.

3.

4.

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Multi-Tiered System of Support Universal Screening Data-Driven Decision Making Progress Monitoring Collaboration and System-wide implementation

Here we’ll focus on multi-tiered systems for core instruction, intervention, and supports: • Tier 1 core instruction is the universal instruction provided to each and every scholar • Tier 2 and 3 interventions are additional layered interventions that are varied in intensity and frequency based upon a scholar’s demonstrated needs

What happens when scholars are not yet showing mastery through tier 1 instruction?

Tier 2 and 3 interventions have the following guidelines: To determine what and how to provide tier 2 and 3 interventions, PLC and MTSS teams engage in the

Academic • • • •

Targets identified areas of need based on data Uses research based instructional strategies Happens in flexible small groups Uses highly interactive strategies with skills directly applied • Does not replace core instruction

Problem Solving Process: 1.

2.

3.

4.

Define the problem Develop a plan Implement the plan Evaluate effectiveness

• PLC and/or MTSS teams start by Defining the Problem

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Social-emotional/Behavioral • Provides additional instruction on social-emotional / behavioral skills • Provides additional structure and predictability throughout the day • Involves increased opportunities for feedback from staff on specific social emotional or behavioral strategies of focus

Dr. Catlin Tucker is an expert on Blended Learning, and author of books such as UDL and Blended Learning, and the Ultimate Guide to Blended Learning.

Watch this video to learn more about the station rotation model: How and Why to Integrate Station Rotation into Your Classroom Here is another example of blended learning and students working through stations based on their specific needs: The key to defining the problem is getting clear on the specific skill or strategy you want scholars to learn and ensuring the skill/strategy is focused enough to be worked on in a short time frame (1-6 weeks). For example, a scholar might need additional support in informational comprehension but they could work on that all year. A more focused skill would be using text features provided in grade level text to be able to cite what the text says explicitly and to make inferences from the text. Once you have determined the skill scholars need, you begin planning for whole group reteach, small group instruction, or one on one support.

Read the next section about blended learning to learn more about using small groups to provide tiered interventions focused on the data-based identified skills needed.

Blended Learning Introduction to Station Rotation

A Student-Centered Model of Blended Learning Check out the Canvas course linked below to learn more about this blended learning strategy. The course includes three “stations” that allow you to learn about station rotation at your own time, place, pace, and path through: • a selection of readings about station on a Canvas discussion page, allowing you to engage in discourse with peers • a video about station rotation with a chance to reflect on a Canvas discussion page • the exploration of a station rotation planning template in which you can explore possible teacher led stations, online stations, and offline stations

To explore this introductory course to station rotation: • Log in to Launchpad • Log in to Canvas • Navigate to this self-enrollment link to enroll in the introductory course: https://fwps.instructure.com/enroll/ K8NM7P

As we strive to support scholars as expert learners in our classrooms, blended learning provides a way to give scholars some control of time, place, pace, and/or path.

Blended learning strategies can also create opportunities for more human connection in the form of small groups and 1 to 1 instruction.

In blended learning there are four “rotation” models of instruction (Models - Blended Learning Universe): • • • •

Whole Group Instruction Flipped Classroom Individual Rotation Station Rotation

Station Rotation is a blended learning model that requires teachers to establish routines for students, where they “rotate” through stations or centers tied to the learning they are doing in class. Oftentimes, this includes a teacher led group, a group where students actively engage with online learning resources, and a group that might include active engagement with offline activities. This creates opportunities for teachers to be intentional about groups, based on student needs, and to have time to meet with small groups or individuals to target instruction.

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TFL-Instructional Technology Nearpod and Station Rotation

Nearpod enables users to create quick but effective Tier 2 interventions/Extensions and formative assessment opportunities aligned to scholar need. In alignment with what you reviewed about Station Rotation from Blended Learning, please see the following resources to

support creating and implementing Nearpod interventions, extensions, and formative assessments: • Join and work through the following self-paced Nearpod lesson to explore and experience how to add premade content to Nearpod and utilize interactive videos to support Learning Routines and Quality of Questioning in the classroom. ◊ Access the self-paced Nearpod lesson here.

• To continue your own learning, enroll in the Nearpod Winter/Spring 2023 self-paced online Canvas training. ◊ Visit the CLC and navigate to February 13, 2023 to find all 3 Nearpod course offerings. ◊ After requesting a course, use the self-enroll link: https:// fwps.instructure.com/enroll/7WRP8A to begin your training. (Log-in to Launchpad and Canvas prior to clicking the link.)

Multilingual Services Multilingual Family and Staff Handbooks ML Services is proud to announce its completion of a Multilingual Family Handbook and a Multilingual Staff Handbook.

These handbooks are intended to be a tool and resource for scholars, parents/families, staff, and stakeholders. There is valuable information such as Scholar & Family Rights, Language Access, Family Engagement & Community Resources, Programming, World Language Programs, International Transcript Evaluation, Assessments, and College & Career Readiness. As we continue to expand resources regarding MLs, we hope you find these tools helpful. You may find both handbooks on our district’s website under Multilingual Services (https://www.fwps.org/domain/1703 or you may access these directly by clicking on the link for each handbook. We are in the process of translating the Multilingual Family Handbook in our top languages and will make those available soon.

Multilingual Family Handbook

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Multilingual Staff Handbook

Learning Routines and Student Talk for MLs In alignment to our district’s six focus indicators, CEC2: Learning Routines and SE5: Student Talk are critical components of ML’s English language acquisition. A strategy that is effective for MLs is Think, Pair, Share. Think, Pair, Share allows MLs the opportunity to practice English and provides time to write responses to a thought-provoking question, additional time to discuss with a peer, and finally share their conclusion with the class. However, when pairing MLs with peers, understanding their English language proficiency levels will help appropriately partner them with their peers. You can find their language proficiency levels by reaching out to your ML Specialist.

The above visual shows the different proficiency levels from Entering to Reaching and an example of how you can intentionally group MLs in your class or content area. The four tips to promote oral discourse with all scholars but specifically MLs include:

Here is an example of Think, Pair, Share in action with MLs:

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Scholars of Refugee Status

take a moment to build a few DOK (Depth of Knowledge) Level 3/Level 4 questions to push and extend the thinking of Highly Capable identified and other scholars in your classroom. These types of questions push scholars to compare and contrast, consider cause and effect, make predictions grounded in analysis and facts, and consider the impact of their learning on other content/ domains. Teachers with Highly Capable identified scholars can also use DOK level questioning and discourse opportunities to support the academic goals and services outlined in their HC Scholar Learning Plan. (see DOK level sample below from Maverick Learning)

Do you wish to learn more about how to best support scholars of refugee status? Here you will find a toolkit provided by Bridging Refugee Youth & Children Services: • Tool 1: The Birthdates of Refugee Children and the Impact on Grade Placement • Tool 2: Schools and Refugee – Serving Agencies: How to Start or Strengthen Collaboration • Tool 3: Refugee Child Welfare: Guidance for Schools • Tool 4: Refugee and Immigrant Youth and Bullying: Frequently Asked Questions • Tool 5: Federal Requirements to Provide Interpretation/Translation in the Schools • Tool 6: Enrolling Refugee Children in U.S. Schools

Highly Capable Services As we continue our district-wide focus on student talk and questioning, these present another opportunity for differentiation as part of our Highly Capable services.

As we have been exploring, meaningful academic discourse and rich questions can deepen learning, push thinking, and promote new learning.

As you and your PLC are planning key GVC instructional units and outline the academic questions you will use,

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For example, the overarching unit focus for our 3rd Grade ELA GVC Module 1: Unit 3 is, “scholars will explore how geography impacts readers’ access to books.” This unit focus could be differentiated for Highly Capable identified scholars (and other scholars needing enrichment) in the form of a question centered in DOK Levels 3 and 4such as... “What if the impact of geography on a reader’s access to books? Compare and contrast four different nations on at least two different continents. Be sure to share one way you believe each country could mitigate their geographical impact to books.” A complex question like this would allow for differentiated learning opportunities for scholars to conduct research, push their critical thinking, and (by sharing their learning with others in the classroom) increase the learning for themselves and other scholars as well.

CTE/CCR CTE: Supporting high quality instruction As we continue to review and refine our curriculum frameworks to meet OSPI’s CTE Program Approval process, we have many opportunities to embed our district’s six focus indicators from the CEL 5D Instructional Frameworks to provide high-quality, culturally responsive Tier 1 instruction. When addressing Performance Assessments and Leadership Alignment in the CTE curriculum frameworks, CEL 5D indicators SE5 (Student Talk) and CEC2 (Learning Routines) are great instructional frameworks that support high-quality teaching, especially if we address these components through performance tasks.

Because CTE programs often include performance tasks framed by 21st Century Skills, incorporating student talk strategies and learning routines is a natural fit. To support the development of high-quality performance tasks, EPIC and Oregon’s Department of Education created the rubric below to evaluate performance tasks with the quality of cognitive demand. The work is based on David T. Conley’s Key Cognitive Strategies and Norman Webb’s Depth of Knowledge.

Assessment While planning for quality questions is most importantly about deepening understanding and creating conditions for scholars to develop new learning, planning for questions can also directly align to collecting formative data.

PLC’s can strengthen their work by finding time to collectively identify 1-2 questions in their daily lessons that they will all use to determine who would benefit from quick small group support and/or if the whole group needs to be retaught. These questions help to inform real-time adjustments. They are also useful to revisit as a PLC team when discussing Dufour’s questions 3 and 4. Note that these questions are meant to provide quick feedback that allows for minor changes and support during teaching and learning. When designing these questions, make sure to consider: 1. Are the scholars expected to have already mastered the skill being assessed by this question?

2. What can I do if scholars are showing they do or don’t understand this?

3. Are the questions quick and easy to embed during student work time?

4. How can I efficiently track this data?

Early Learning “When children are talking, they are developing their identity, learning the give and take of conversation, articulating their thinking and providing formative assessment information to their teachers.”

- Sharon Ritchie

In our early learning classrooms, an emphasis on oral language development has been identified as one of the key instructional strategies to ensure success of children (Mason & Galloway, 2012). It is critical for young scholars to develop their voice and know that their thoughts, feelings and ideas are valued and heard by their classmates and teachers.

Quick idea reminders for creating opportunities for scholars to share out: • • • • • • • • • •

Elbow partners during circle time Think, Pair, Share with a partner Questions during small group time White boards – write and reveal Question of the day/Wonderings at snack or meal time Names in a jar/Popsicle sticks – Randomly pick out scholars to share Talk Token – select an item that is held by the scholar that is sharing Using questioning as a transitional strategy – i.e. Have scholars share their thoughts or answer as they are transitioning Turn and Talk Post questions and prompts throughout the classroom environment to spark high quality questioning during different parts of the daily schedule

Additional resource on high quality questions: https:// www.naeyc.org/resources/pubs/tyc/apr2018/conversations-with-children

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BEST - Road to Proficiency All teachers are welcome to dig deeper into CEL5D and earn clock hours at our upcoming Professional Development opportunities.

Description

Strategies for supporting multilingual scholars in our classrooms

We will learn about the stages of language development and high yield strategies for supporting all multilingual scholars, particularly our newcomers and refugee scholars.

Road to Proficiency Curriculum & Pedagogy

3/16/23 Diving into the CP dimension of CEL5D 4:00 with a lens on SEL and Equity 6:00pm

Standards Based Instruction 5 Questions PLCS Should Ask to Promote Equity (excerpt) by Douglas Fisher, Nancy Frey, & John Almarode “How might the work of professional learning communities (PLCs) focus on the changes necessary to ensure that all students are engaged, inspired, and successful? Despite current efforts, some groups of students are not making expected progress to meet grade-level standards and achieve at the highest levels. PLCs present a rich opportunity to improve instruction, as there is evidence that teacher teams, collaborating together, impact the learning outcomes of students (e.g. Reeves, 2010).

But PLCs may not be fulfilling the promise of equity, especially for students who continue to face opportunity gaps and those who have historically been marginalized. How can we light the path to equity by refocusing PLCs so that they are more than a series of meetings and result in real change for the students who need it most?”

Full article Link

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Date/ Time

Title

Presenters

Audience

Location

Clock hours

ML Dept.

All teachers

ESC Room 104

1.5 hours

Megan Michele

All teachers

2/9/23 4:30 5:30pm

Zoom Link

https://wps.zoom. us/j/94374812138

1.5 hours

Meeting the Needs of Scholars with Disabilities Many of the strategies in The Voice this month are also fantastic strategies for scholars with disabilities. The use of stations, attending to the types of questions used during instruction to increase critical thinking, and response methods like Think, Pair, Share provide teachers with opportunities to scaffold instruction when needed and also provide high levels of engagement in lessons. One of the High Leverage Practices in Special Education is Explicit Instruction. All of our supplemental resources used in FWPS are based on Explicit Instruction. The four essential delivery skills in explicit instruction are outlined below.

Four Essential Delivery Skills for Explicit Instruction (Archer and Hughes, 2011).

Requiring frequent responses is in alignment with increasing student talk (SE5) and provide high levels of active engagement, another High Leverage Practice in Special Education. Whether you are teaching a large or small group, you must elicit frequent responses by requiring scholars say, write, and/or do things. If instruction is truly interactive and scholars are constantly responding, then attention, on-task behavior, and learning increase, and behavioral challenges decrease. The cycle of instruction should include teacher input/information, a question, a scholar response, teacher monitoring, then affirmative or corrective feedback as shown in the figure to the right.

There are a number of ways to have scholars respond, with oral responses being the most common. There are a number of practices for eliciting oral responses that

provide high levels of engagement, as well as, allow for monitoring and immediate feedback.

These include, choral responses, partner responses, team responses and carefully designed individual responses. A second response method is written responses. In order to ensure monitoring of responses and high levels of engagement when using written responses, many teachers use response cards and response slates, these allow for frequent responses, monitoring and immediate feedback. The third most common response method in lessons is action responses.

These include touching and pointing, acting out or responding with gestures or facial expressions and hand signals. Action Cycle of Instruction responses provide a means to deliver lessons at a brisk pace while also monitoring and providing immediate feedback. A quick reference list of active participation methods can be found on our Student Support Services Teams site.

When using different response methods, you must explicitly teach them to your scholars. In the video below, Dr. Archer explicitly teaches a number of response routines to a group of 7th grade scholars.

7th grade Structuring Routines For more information on increasing active engagement visit this blog.

In the video below, Dr. Anita Archer delivers an 8th grade vocabulary lesson. Dr. Archer is reviewing vocabulary terms taught in the previous lesson: circle, diameter, radius, degree, and chord. Scholars are responding to review questions by writing answers on slates and displaying their answers. As you watch the video, note the use of response slates, as well as, how Dr. Archer has scholars explain their answers to their partners and asks questions to ensure understanding. Dr. Archer also engages in frequent monitoring of written and partner responses by circulating around the room.

8th Grade Vocabulary Lesson

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Office of Equity Positive Behavioral Interventions & Supports (PBIS) Featured Classroom Practice:

Engagement and Multiple Opportunities to Respond

What Is It?

• Maximize the simultaneous involvement of all students through strategies and questions to solicit group responses.

• Design lesson plans and instructional strategies so that multiple students are involved in thinking and problem-solving, rather than one-at-a-time.

CEL5D + Focus Indicator Connection --> SE1: Quality of Questioning and SE5: Student Talk

Benefits

Increasing academic opportunities to respond has many benefits to scholars and the overall learning environment in the classroom. High rates of opportunities to respond during instruction increase the accuracy of scholar responses. In addition, more response opportunities result in improved learning, thereby increasing the amount of material that can be covered.

When teachers increase their rates of opportunities to respond, scholars on-task behavior increases and disruptive behavior decreases.

Engagement and multiple opportunities to respond is trauma-informed:

• Allowing for differentiated response supports all scholars to engage in ways they are most comfortable.

• Facilitating multiple opportunities for scholars to respond provides time to process or apply what they are learning, which allows neural networks to be strengthened (Craig, S.E., 2016; via Midwest PBIS Network).

Examples: individual or small group questioning (e.g., use of equity sticks, turn and talk, think/pair/share), choral response, use of wait/think time of 5 seconds, white board response, response cards, signaling or movement activities, use of tech/apps, guided notes, etc.

Resource from Midwest PBIS Network: Snapshot Handout - 1 pager includes a self- and peer observational tool to check on opportunities to respond.

Native Education Have you seen this symbol in Synergy?

This indicates that a scholar is a member of our Title VI Native Education Program.

Would you like to learn more? Feel free to email Amanda Rambayon, our Native Education Coordinator (arambayo@fwps.org).

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Attendance & Reengagement It is our pleasure to introduce our FWPS Attendance Liaison: Kamilah Keyes-Brown! She will be working with school Attendance Teams and Community Engagement Boards.

Here are a few ideas to support regular attendance: • Talk with family members and scholars about what they like about school & what could be improved • Connect families with others in the school to get necessary supports • Encourage families to have morning and evening routines • Ask parents/guardians to check scholar attendance records for accuracy

McKinney Vento The McKinney Vento Act defines children and youth homelessness as lacking a fixed, regular, and adequate nighttime residence. Each the number of students who are identified as experiencing homelessness increases. So far this year, we have identified more than 1,100 scholars experiencing homelessness. The types of homelessness that scholars can experience are doubled, in a shelter, in a motel/hotel, or unsheltered. About 75% of students experiencing homelessness are double-up.

This means that the situation may be hard to identify as a situation of homelessness.

If you or someone you know may be experiencing homelessness, please reach out to your school counselor to get clarity about the situation to see if it is eligible for McKinney Vento Services. It is good for families to be connected to the school counselors even if they aren’t experiencing homelessness but are at risk of homelessness. It is also good to connect with resources in the community that can support families who are experiencing homelessness or at risk of experiencing homelessness.

Coming Next Month CEL 5D Spotlight on SE4: Opportunity & Support for Participation and Meaning Making