Buckeye MS 11/05/19

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Buckeye Middle School--November 5, 2019 PD 93 Items

Columbus City Schools' Buckeye Middle School Professional Development. T he day focused on Instructional Strategies, Learning Labs, and Team Planning.

DOK 4: Research and Co-Creation

DOK 4: Research and Co-Creation

Buckeye 8th Grade Wakelet

Research and add three- DOK 4 resources that you will use with your students in Learning Labs. In this collection, type the days and fivelearning labs that you will use.

Buckeye 7th Grade Wakelet

Research and add three- DOK 4 resources that you will use with your students in Learning Labs. In this collection, type the days and fivelearning labs that you will use.

Buckeye 6th Grade Wakelet

Research and add three- DOK 4 resources that you will use with your students in Learning Labs. In this collection, type the days and fivelearning labs that you will use.

Instructional Strategies Herman's Flipgrid Response Flipgrid.

Instructional Strategies Reflection

Herman B.'s Response Instructional strategies I did learn that doing group work is fun. I do a lot of group work and I can tell that they enjoy. It so this is something that I am coming into N felt kind of bad earlier today. 'cause I'm like you're not doing anything right. So yes, I am doing this part right then I look at some of our competitors in the science class. T his is pretty good, I like the little cat feeder. I don't know if that's a litter box or whatever, but that's pretty good, and Bill Cosby.

You guys right on all this other stuff. I don't know anything about. I think we have a speaker system that really works with this kind of sweet so yeah. Learn to live in this and have fun too.

Lucinda's Flipgrid Response Flipgrid.

Instructional Strategies Reflection

Lucinda W.'s Response Our group today worked with Miss Page, an instructional strategies and as I look back on a reflection. I found lots of things that I can use in my classroom one. She likes to start with a warm up and this was on the design cycle so having the kids. She calls it a Bell ringer, but having the kids work with a Bell ringer getting them thinking in the design mode. T hat's a good way just get the class started other things that we did. While we were working on her assignments. She did the plastic Cup tricks, which a Green Cup means everything's good. T he Yellow Cup means you have a question. But it's not urgent and a Red Cup with your group means we need help right away and one thing that I didn't know that you could do is you could also use that on the teachers desk. So that it could be an indicator for the kids like when's a good time to ask the teacher questions. So if the teacher has a Green Cup. She's answering questions so I really liked that one that was something new. Formative assessment rubrics. It was another thing that she showed us that we can use with their students. So when we're doing group work. We're not just looking at the output of what they created but we're also looking at how did they get along as a group? How do they collaborate? How did they share ideas? Was everybody involved all of those are different things that we can be grading to give kids points for an activity like this and the last thing was. Giving everybody group rolls making sure that everyone's involved and one of the things.

Matthew's Flipgrid Response Flipgrid.

Instructional Strategies Reflection

Matthew S.'s Response As an instructional strategies today. What we did was we had to do some group work together and build Something. So, what we did was we built a pet feeder out of some supplies and some of the things that I think I'll use in my classroom is that we used different colored clips to show what roles each person in the group had. We also use cups to show. What level of questions we've had for the instructor so red green yellow cups one of the other things we looked at is an article about. 75. Digital tools that we could use to support assessment in the classroom and the one that I looked like the most was probably the one that was for all rubrics for helping grade students work as they're working in groups. T hank you very much.

Lauren's Flipgrid Response Flipgrid.

Instructional Strategies Reflection

Lauren G's Response OK, I think we're recording. I just ended the session with miss page. Instructional strategies and some of the things that I picked up from that where I really like the cups, the red, yellow and green cups. I've done that before with paper. But the Cubs make it equal make it easier to see who needs help. And when they need help. and I never thought of using done rolls before for activities. Giving kids jobs, but I like using the color coded clips that way you can easily see who is doing what job. I think those are things that can be used pretty immediate once you have the. Necessary tools to do so.

David's Flipgrid Response Flipgrid.

Instructional Strategies Reflection

Team Planning Matthew's Flipgrid Response Flipgrid.

Team Planning Reflection

Matthew S.'s Response So in our session we discussed a lot about informal formative assessments talk about how we're using bellringers to develop what are instructions for each day and how we're moving through that instruction we talked about how even just like our day-to-day class assignments are being used as formative assessment reteach and know what we need to study and things like that we were talking a little bit about how flip grid being used as a formal assessment.

Assessment in some peoples classes. Has been used except for that it that the kids are like almost scared to do. T he videos if they're in in the classroom around other people. T hey don't want other people to hear them or see what they're doing. One of the other things we spend a little bit time talking about was how. Sometimes form of its formative assessments for us that are oral are hard to work with because students are so scared of having of getting something wrong that they refused to participate. So something written on the computer something like that ends up being and ends up being more helpful and then at the end. We talked about incentives that we're doing as 8th grade class and things that we're doing with setting up an app called live school too. Monitor behaviors and things like that in class.

Lauren's Flipgrid Response Flipgrid.

Team Planning Reflection

Lauren G's Response OK, we just left the team planning session. We started talking about formative assessments, and some of the ones that we're doing our bellringers and a lot of informal things and we talked about. T hat being away, too, especially bellringers guide the rest of your lesson. You can easily determine what common misconception students are having and use that as a way to guide what you're doing that day or in the future future days ahead. Um. We also talked about. T hose students that in the equity of several students who want to want you to hold their hand every step of the way and that they are afraid of being wrong and so trying to foster that you know it's OK to be wrong. T his is the time that you should be wrong and take those chances. But Unfortunately they're not really willing to do that. And so it's something that we need to work on as well. And then we ended up talking about incentives for the month. We've planned an incentive for behavior for both November and December were going to do room rotations and then we ended by talking about doing something for report cards on Friday. Just something simple snacks during lunch for those students who have seas or higher, just to show them that way. We are pay attention and we see what you're doing, and we're proud of you and we want you to keep it up.

Seth's Flipgrid Response Flipgrid.

Team Planning Reflection

Seth H's Response So during a team meeting session, we discussed our incentives for the next few weeks and how we were going to work that also when we needed to have grades in for the incentives because the next one is going to be based off of grades. We also discussed what class periods and some activities that could be involved, so many activities were video games. Computers movies board games and how many basketball type of setup also talked about some discipline issues that were affecting all of us. And possible ways or maybe cutting down on Hall passes and also talked about students needs so they could be better, so that could be more successful during the school year and also talked about adopting A-3 pass per quarter for the bathroom.

David's Flipgrid Response Flipgrid.

Team Planning Reflection

Lucinda's Flipgrid Response Flipgrid.

Team Planning Reflection

Lucinda W.'s Response As far as the team planning and incentives first of all. We talked about assessments. In what common assessments. We can use uhm talked about some difficulties with using edge elastic for certain content areas and then talked about common lit as maybe an alternative for those areas, especially social studies in science in order to find assessment questions. We also talked about. Incentives that could be done with the 8th grade like the pancake breakfast and some other things. Uhm dividing up rooms and having stations and activities for kids so we set some of the incentives an? T hat's not it.

Tebeh's Flipgrid Response Flipgrid.

Team Planning Reflection

Tebeh W's Response Good morning, I'm so for our team planning we discussed the next couple incentives. Uhm the next incentive will be November 26 third and 4th period and it will be great base. We agreed that the students should have no S and all of their work should be turned in for Mister Brown to participate. T he next incentive would be sometime during the last week before. Winter break. Uh the upcoming incentive would have 5 stations for the students to choose from, and they would choose three of those stations to participate in. We also talked about having nurse car this car can nurse Lafferty come and talk to our students about Hygiene. During Town Hall. Since that seems to be a big issue that we're having with our students. Um we also discussed each teacher, allowing the students to have 3 Hall passes per quarter. Um. And that was basically it.

Sarah's Flipgrid Response Flipgrid.

Team Planning Reflection

Sarah S.'s Response We had a productive conversation as far as the 7th grade team is concerned, we discussed our incentive and setting criteria for that as well as the activities that we will do to hopefully entice the students to actually participate in be successful. We also discussed the fact that we need to have a whole meeting with the 7th grade students with our wonderful. Mrs Clark as well as nurse, Lafferty to discuss hygiene. It's becoming increasingly. More apparent that our students need to have this conversation and although we've had some one on one conversations with students. It hasn't been as successful as we would like it to be. So we discuss those things as far as also implementing for to reduce the hallway traffic 3. Hollow passes per grading period for each of our students to have only 3 per the teacher that is assigning that and I think that's going to be very helpful thing as far as reducing the traffic in our hallways. OK. How do I save it in those arrows? Are you sure 'cause mine didn't say last time I did mine but do I just hit.

Michael's Flipgrid Response Flipgrid.

Team Planning Reflection

Mike Casale's Response All right, so this is my reflection video from our team planning time so we spent a lot of time discussing our next incentive our first incentives that go very well. T he kids weren't super interested in it, and then we actually ended it early, so we spent time discussing what we wanted to do next. So we're going to do a station site deal where they can rotate between rooms and they'll be able to play video games or board games or have some free time on the computers or play kahoot. Stuff like that, so we're planning that for the Tuesday before T hanksgiving break. During 3rd and 4th period and it's going to be great based. So our students are going to have to not have any FS in order to participate. So we're going to roll this out tomorrow. T hat was the plan. We're going to talk about it with them. Let them know what the criteria is what our expectations are and then give them a chance here in the next couple weeks to start working to bring those grades up because that is one thing through the first quarter, 7th grade definitely struggled academically. So hopefully this will help get some kids back on track. And then we discussed having a hygiene talk from their clafferty in Miss Clark so we reached out to them to try to find a day that they can come in and talk to the kids because we've noticed there's some kids that do not understand what they need to do to take care of themselves and it's becoming an issue inclass is an other students are starting to take notice and it's just becoming a disruption. When people are getting caught out for smelling so we're going to have them come in and talk to them. After Town Hall and and hopefully that can curb some of that issue and then we discussed a couple specific students and some issues were seen. Also, limiting Hall passes from 7th Grade I think we're all adopting A3 pass a corner method right now, so that should hopefully help cut down on some of our frequent bathroom trips. Because right now our hallway is a little too busy so it was, it was definitely a productive meeting so. Yeah, that's it.

Kristen's Flipgrid Response Flipgrid.

Team Planning Reflection

Kristen B.'s Response So we just let the team planning with my 7th grade team and to reflect. We talked a lot about our students behavior and what changes need to be made amongst the 7th grade. We talked about. Limiting bathroom breaks in recording what days they go and how many they get per quarter to help with the hallway behavior. We have an incentive in place for grades that will hopefully help them strive to do better grades wise because we had a lot with us last quarter. And we talked about getting Miss Clarken Lafferty involved in giving a hygiene talk as well as reinstating the rules that we set in some grade to reflect on the conversation. It was really nice to have. T ime to talk to the group and really discuss changes. We can make amongst the 7th grade as a whole instead of just the rules that are in state in state of our classrooms, so yeah.

Herman's Flipgrid Response Flipgrid.

Team Planning Reflection

Herman B.'s Response OK, we have team planning today mom. We talked about having uniform restaurant passes.

We're going to use three 1/4 per student. So that way we can try to keep. Lot of traffic down the hallway. We talked about 7th grade having a Hygiene is you. Hopefully I'm not apart of that we need to address so we're going to talk to nurse Lafferty and talk to Miss Clark and have a group discussion on some hiding tactics for them, so that we can get a little. T hat relief we also talked about having incentive. Uh with 26 of December and having shorter intervals for incentives so that they may be a little more effective. And generally we just had some good planning time so appreciate that.

Learning Labs John's Flipgrid Response Flipgrid.

Learning Labs Reflection

John F's Response I think I could use the learning labs to teach a lot of different things. Here, whether it would be designed process and using different tables that each each of the different steps or I could use it for safety and protection one table and. Maybe uh? Other tables teach specific tools and things where you might need to be safe and proper usage, etc. Stuff like that.

David's Flipgrid Response Flipgrid.

Learning Labs Reflection

David A's Response So, in the summer I had been introduced to Wakelet, excuse me in the past so. I went a little bit forward instead of doing the depth of knowledge assignment just created an actual assignment. I could use Wakelet for my students in the future. I also was able to brainstorm with Mrs Griffin Weird? How to really make these stations work in a social studies class so we were able to come up with some really good ideas that I think I'm going to try to use for my next subunit.

Lauren's Flipgrid Response Flipgrid.

Learning Labs Reflection

Lauren G's Response Just finished the learning lab session and this was the one that I was most looking forward to because it's doing. T he station rotation, with something that I wanted to do all year, but just haven't gotten got it started. It's definitely something I could see myself using next week in class where I maybe have them read work on Achieve 3000 Monday and Tuesday we'd go through the five step process with that because it does take them more than one period to do the thought question discuss it as a class. And then read the article answer the questions and do the written response so that would take two class periods and I'd like to do those back to back so that way. T hey have some consistency in what they were working on and then Wednesday and T hursday. Try the state for different station rotations and then Friday, allowing as needed a day for. Catch up so there's things they didn't finish through the stations. T hey have an opportunity to finish that or if there's something else that we need to cover that maybe we haven't or if we lost today due to some unforeseen event or day off or whatever, maybe at least try it. T hat way to see how it works, and then if I don't need that Friday for catch up, I can add more stations or some more. Classwork.

Herman's Flipgrid Response Flipgrid.

Learning Labs Reflection

Herman B.'s Response Hello I guess I didn't say my first video. But in the learning labs. I did learn that I was, I did have a lab environment on Mondays. I introduce information that they have not been Privy to so that they can individually research before I introduce the topic. T hen, on Tuesday. I formally introduce the topic, and read. I reinforce some of the ideas that I want them to learn.

An hopefully always ask them You know three things they want to learn and if those match up. Once I introduce the activity or the information. T hen, after like we're on the same page.

So after Monday. I give them the individual assignment, then I. Assess it on Wednesday and T hursday to see how well they grasped the information. So what I need to do, though, is make sure that after. T hey have some level of mastery won't be OK. One and 2 that I then massage that into Level 3 and 4. And for A further assessment so.

Kenneth's Flipgrid Response Flipgrid.

Learning Labs Reflection

Kenneth T 's Response Good afternoon, basically what I learned today is highlighted in his classroom setup where the kids can go to their individual stations, which I really like and I just left adaptively to modify it different grade levels being in a special room with 678 graders in different learning abilities. I've learned how to just break that down and focus group extra. Work I can pull them aside and work with them individually. Sorry I thought it was actually I'm still sick so I'm a cut you short. Yeah. Yeah. Outlook. I really, really want to be still it still that code. Yep.

Matthew's Flipgrid Response Flipgrid.

Learning Labs Reflection

Matthew S.'s Response Intersection of learning labs what we did was we looked at how kids can access hired at the knowledge questions by by using learning labs and in science, especially I think that one of the great things that I'll be able to do is I'll be able to give them chances to do assessment do some do some background information. But at the same time work towards doing some hands on activities and things like that. With learning labs and having all these small.

Sections where kids can do different things at different times. It also gives me the opportunity to sit down with kids who are struggling and work with them on the things that they're struggling while other people are working on other things.

Michael's Flipgrid Response Flipgrid.

Learning Labs Reflection

Michael C.'s Response All right, so this is my reflection from doctor Sampson's session about learning labs. So I think I left the session with a lot more questions and I started with as far as stations and everything and how that would end up looking. I'm just not sure activities instead of our students need a lot of feedback and. T hey are seeking that feedback a lot of the time from us and so finding activities that will give them that instant feedback, but then also that if you know the feedbacks negative or they missed a problem or didn't do something correctly that there. It's given to them in a way that they can interact with these align understanding easily so they can correct their mistakes lot of times. Even with Aleks where it tells you you're incorrect, they get frustrated or they? Aren't quite sure what the explanation is trying to tell them for as to why they missed the problem. So I think my biggest question right now would be with the Aleks activities and things like that, on the Chromebook just finding stuff that. Where can I find some resources that will give them the feedback that they need to make that practice time meaningful? But it's definitely something I would love to look into because I would like to do more. Small groups 'cause I think small groups are really valuable and really important, but So any suggestions I would be open to them.

Kristen's Flipgrid Response Flipgrid.

Learning Labs Reflection

Kristen B.'s Response So, just let the learning labs session here at PD and I took a couple different things from it.

T he main thing being trying to find a balance in my classroom. To actually do stations and make them work. I've attempted it in the past, this year for a good amount of time. And was unsuccessful due to me not being able to monitor and make sure the kids are doing their work. While I'm with my small group and to me working with a small group is the most important thing that. I would like to take from using learning labs or stations to do. I feel like I was pretty organized when I tried it. T he first time and I guess. Maybe having more paper activities instead of trusting that they can be on the computer will be a different way to go because I do really like the idea of independent learning and making them responsible for getting the work done. But I worry about 20 minute time frames and having to have them. I'll take 2 days to redo everything even though I gave them ample time. So just some thinking.

Tebeh's Flipgrid Response Flipgrid.

Learning Labs Reflection

Tebeh W's Response Hurry so the last group uh. We talked it out learning labs, which are stations. And we talked about how to incorporate them into our classes and what it would look like to you stations.

Um we looked up resources online for D.O.K. 4 questions and we added that to Wakelet.

Sarah's Flipgrid Response Flipgrid.

Learning Labs Reflection

Sarah S.'s Response T he learning lab session with Doctor Samson. We went over several things I found it to be helpful as far as looking in seeing how we can incorporate stations on Tuesdays and T hursdays, so that way. I can have the students do more of the independent practice and then I can a lot more time for myself to do my direct instruction on specific things and also using technology? As a resource in the classroom, hopefully on more of a continual basis.

Seth's Flipgrid Response Flipgrid.

Learning Labs Reflection

Seth H's Response Alright just got done with doctor Sampson's Professional development looks like we will talk about how far away clip. I think is what it was and how to make questions that were DOK 3 and 4 and it was also interested in how to group students how to set up the groups in the classroom. T hings of that nature. He also had a lot of good strategies for being able to respond to students. Maybe not particularly want to do their work. Uh in the group and he also helped with. Developing our way of. I haven't students to have the resource with inside the way clip to have the text be in red, which was very interesting for the students. T he other thing that was very interesting was we learned the logistics and some strategies and practices to set up stations.

Carol's Flipgrid Response Flipgrid.

Learning Labs Reflection

Carol M's Response OK, so I just did the whole thing and realized I didn't hit record so I'm starting over. Um so we learned about learning labs and I'm really excited about it because years ago, I used to teach read 180 and it was that sort of model where you had kids doing different tasks at different tables. You know summer reading summer working on skill than other kids were working with the teacher and it was a really successful thing for me because you know, I had these kids that were really the bad kids and they were really low. And I did not have any behavior issues that behavior issues went away basically because the kids were really engaged in what they were doing. T hey had fun. It was something different. T hey got to move around and also I was able to sit with the kids who were struggling and have like 3 to 5. Kids at a time and work with them on what they needed and that was really beneficial. So I'm excited to go back to a model like that learning labs. Also I've been thinking about how I'm going to incorporate what I'm doing right now in the classroom. Doing argument writing and probably about 1/3 of the kids really, really struggle and this matter fact. I wrote notes on the Top of their writing.Please see me, so I can help you organize this essay. I couldn't even grade them.

T hey were so bad and I'm thinking how in the heck am I going to sit and work with these kids.

When I have 30 kids. Calling my name and need help. All the time so this scale solve that problem, so I'm just trying to figure out well. I'm going to figure out in a few minutes here.

What I'm going to put on the other stations. I do have some things but I don't want everything to be. On the computer 'cause I don't want the kids to go from 20 minutes on the computer too.20 minutes on the computer so I need maybe. A grammar station and then a station where they're reading and then the station where they come to me and I can work individually. With those who are struggling so I was thinking about the set of my room also my room has 4 rows of computers, so do I want to do each row as a station or I was thinking.

Maybe the kids who sit across from you that you can see like little chunks before they could that can be a station so I'm kind of working with trying to figure out how I'm going to set it up. I lost my train of thought, Gotta million things I'm trying to think about like how I'm going to set this up and I'm going to implement. It definitely definitely going to start it on Wednesday when the kids come back. I think I'll do like the whole group then and you know talk about stations and have some rules set up and then maybe give it a try on T hursday do our first set of stations, so that T hursday Tuesday. T hursday will wrap up the rotation and then usually on Fridays. I'd like to do some sort of a wrap up. And then we kind of test them in a fun way like they love to do quizzes so we make it like a fun quiz to see if you got whatever we're working on so I'd like to still keep that as part of what we do 'cause. T hey just they have fun and they like to show off what they've learned. Anyways I think that's all I have to say. Can we stop this?

Douglas's Flipgrid Response Flipgrid.

Learning Labs Reflection

Douglas H's Response OK, I will try this the second time here, we go enjoy the learning labs to learn how to put these things together. Maybe I would start very slowly and take a little bit of time to use these maybe once or twice in a classroom and then slowly get it to 3 or 3 times a week possibility to take a look at free assessment would be a stage and in a reading texts and in edge elastics and then mapping would be a good. I quit looking at different things learning labs are great. I just wish I would have known this. Before we started this year, I could probably moving things over into this way of teaching the different labs and different things and hopefully it works really well for our kids, so I hope we do very well with it.

Donald's Flipgrid Response Flipgrid.

Learning Labs Reflection

Donald H's Response So I just went through doctor, Sampson session on learning labs and I've learned a lot. I learn how inefficient is for teachers to extend the? T he efforts to elementary teachers day with kids in terms of just lecturing to them and not number one measuring what they retained and 2, having them challenge or dive deep into what they actually learn so we're learning labs. Does is it steps away from the conventional Oh. I'm just preaching and teaching him just feeding into their heads and actually having them explore what they've been learning having them expound upon what they've been retaining an they can do it in groups of 3 to 4 to where they're working with their peers on some. And there's even a group where you're interacting with the teacher personally and just being able to number one practice what they've learned so they don't only get to the test an Oh this is the first time they've actually stared at it on paper, and they have to think through the through their mind, but no they actually can go through practice and they can go through examples and then if they run into any questions or skepticism. From there, they can present it to the teacher so I just think it's an official way whether it's you doing, it on 2 days of the week, another 3 days be lecture. Or you can accommodate it to the student and you can even understand the students that you have worth are able to take and what they're able to intake and adjust your types of groups in there for example, if you're doing math. Some kids can handle Alex and edge elastic some camp or is it doing language arts. I'm can handle achieve 3000 and some camp so just accommodating into the class and to the type of student that you have and I believe it's going to be affective. cause a lot of students. T hey just become accommodated would come into class. T hey can zone out and especially on teachers standpoint, you're not really sure if they're getting anything from it. So instead of just encouraged him because of emotions are actually provoking them to learn so yeah. I love what I learned in the learning labs and just being able to measure with the student is learning and challenge them to challenge with their learning.

AREA III Message Kelly's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Kelly P.'s Response OK, I hope I am recording an looks like I am, but just wanted to say it was a positive day today. And I'm excited to see doctor Walnut come in an emphasized the things that we have been working on in T BT and looking at our direction for where we're going with our building in our students. He brought up 3 questions that was the focus of our T BT where kids are in regards to what it is that they need to know and learn OK? How do we know that they have learned those? Gozan expectations an what do we do if they do not or if they do those are the focus of our T BT. So you also talk about our performance index. We looked at that and know that we have a tremendous amount of students who are in the limited portion of the OS so it is our job to move forward so as we continue to analyze the questions again last week. We focused on looking at our question types an the quality of questions. T he style and format make sure we're using the vocabulary, so that is where we're headed. But all the things that he mentioned today. We are focusing on in T BT and now just requires the teachers move forward and execute where our plan is and the other takeaway. I have today was didn't know that Ohio district solo amongst the state as far as educating our African American students did know that students only required to. To pass 50% to be at proficiency certain a goal that we can achieve we just need to focus continue to work in T BT. Teachers are beginning to focus on those things and we just need everyone's buying and go out there and to deliver so hopefully we're energized today as I was and I look forward to working and continue to do our work in T BTs.

David's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

David A's Response So I really appreciated are there Superintendent come today? And given us a story but also giving us some information as he said the rules to the game. I no longer teach English but. I think that this is definitely applicable to social studies. Specially, seeing is that Social Studies is tested, especially American history is tested in the high school. Uh. I think that I need to set back a little bit in regards to talk to my students about my rationale for doing what I do in the way I do it and hopefully connected to them in a way that really. Connects to the spirit in the hard and hopefully that will help with some of my students who struggle with completing assignments and understanding. Why do things the way that I do them?

Michael's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Michael C.'s Response So we just finished listening that doctor Walmart stock and I think it definitely puts it in perspective. When you look at it. T here's 3000 plus schools in the state of Ohio and we're in the bottom 300 of those, 3000, so I definitely think that was eye opening. But when you go through and you look at the performance level descriptors and you start looking at points that needed to pass the test and start reading through what they actually expect your children to be able to do it doesn't seem so impossible. I know there's a lot of extenuating factors and different things out of our control. But when you just look at what we're tasked with getting our kids to do. It definitely seems more doable. Now that we looked at it like that, so I'm definitely. Excited to get back into the classroom and kind of start using this as another lens to look at everything that I'm doing through in order to better prepare my kids for the spring. So I'm also looking forward, hopefully in the future PDC get more resources to help us do this because I think sometimes I get stuck with feeling like I need to recreate the wheel or invent something in order to give my kids, learning opportunities, so looking forward to that and just looking forward to getting back at it for the rest of the week and next couple weeks here before T hanksgiving.

Carol's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Carol M's Response T hank you doctor Womack that was very inspirational. It's kind of like the beginning of school when you get together for the big rally and you get all this inspiration. T hen it kind of dies down after awhile so I think you just let the fire. Again, I guess I realized that you only have to get about half the questions right to be proficient. But maybe the kids don't know that maybe that would make a difference if they really knew exactly you know what they have to score in order to be proficient. Um standards. Are pretty simple. T hey stay the same? I just feel like it's really hard for kids because they don't have that stamina for reading. And so many of them just give up, they don't want to. Take the time if something's too long. T hey're like, Oh I can't. I can't do that. So I'm just going to guess so that's one thing I was planning on working on this year and I worked on a bit last year was reading stamina and I think that will help a lot with bringing this test scores up, but thanks again. It was a great PD.

Angel's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Angel M's Response Well, I think they learned was how to? Make these lessons more legible to my students. Just 'cause I can teach him all about these things but. You're not going to understand it if I don't make it to really understand, um or into like today's lessons and what they are. Going through another dealing with today.

Matthew's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Matthew S.'s Response Besides start using the learning labs in my classroom. Hopefully, I'll be able to get some Chrome books in my room to be able to use those I also is really excited about seeing the performance level indicators. From the State Department where they're putting a nice simple way for us to know exactly what they're going to be looking at it on the test so I think all of that is going to help us out a lot and I'm ready to go home.

Donald's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Donald H's Response Hi my name is Deborah going somewhere, Buckeye Middle School and I work with special needs children. I'm I have a lot of issues with some but I have a lot of pride, with some of them, too. I just trying to find out exactly how I can implement this type type of separate my children. I work with I see a lot of potential with a lot of them, but I just don't know exactly how to get to him, so I needed to find out to see what I can do. To enhance their enthusiasm and maybe try to help him reach the goals that they are wanting to do advanced too, so but I will let you talk to my coworker here. My name is Donna Hutcherson. T he expectation or the goals or number one. T he fact that they only have to achieve like a 57% and the majority of them don't is kind of mind blowing but. Going back to my first point I think it is beneficial. We layout the expectation for them is because when they sort of approach school aimless or purposeless that's usually when they seem to miss the mark. When they fail. But when you bring that to the attention it will surprise you and actually surprised at how much they actually are able to fulfill that it's just a matter of making that intentional investment with that, so I appreciated the presentation. A lot and even though I'm not necessarily a school teacher and I can see how I can. Implement this when I am assisting kids in my room with their school Work etc, etc.

Kenneth's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Kenneth T 's Response I found all the information very useful, but it does need the tools and knowledge to be able to implement the different things. I learned today within the classroom and help me get a better perspective on the areas of context. If I need to work with these kids get to where they need to be able to get to school as a whole to where we need to be greatly appreciated presentation from both doctors and I look forward to doing this again.

Seth's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Seth H's Response Just got outta last session or eleven five 2019. And what was learned was very interesting.

Some of the statistics were very interesting, especially some of the statistics on graduation and where the school was at. As far as rankings in the state of Ohio. T he numbers of schools in Ohio is also very interesting. T he other thing that was very interesting too. Was the the ideas that were presented to try to help get the point across to the students and? Also, the available resources was very, very interesting as well.

Lauren's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Lauren G.'s Response OK, so one of the things that doctor Womack mentioned was. Avid strategies, which is something we used to do here at Buckeye. T hat seemed to make a difference so I think that's something that I can include in class maybe we. Get them exposed to colleges by taking them on trips like we used to do. Just really showing them the connection between what they're doing here and what they hope to do in the future or plan to do in the future that just so they see there is a connection between the two things I think will help make a difference and showing them like you know with this reading level and I know on achieve 3000 does show this, but with this reading level. You can work in this career or you can work. I have this job just so showing on those connections so it is relevant to them.

Herman's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Herman B.'s Response Well, that was a pretty good presentation. Never knew who Doctor Womack was, so nice to meet Doctor Womack... respect. Yeah, I didn't know the rules is going. I guess I need to buy only performance index was and how we achieve that gang seems pretty simple seems like a numbers game if you kind of can find out the. Little areas that we can improve is pretty easy, but it's just a matter of knowing all the information that you need to know in order to effect that change. Um. Cultural, I think I have the right idea in my classroom as far as. Oh, what my culture is trying to achieve. Definitely trying to foster intrinsic motivation. Uh I definitely communicate. T he reason and importance for education. To a point where? You know students typically become intrinsically motivated. I have some sort of gift for that. But getting us to pass these tests. Some motivating factor so. Lot of good information. Now I do know the rules of the game and I really like the way that you set it up because it makes sense. So I appreciate your time look forward to sitting down and speaking with you on a more candid basis. About what's going on in our district and how we can improve that thank you for your time.

Douglas's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Douglas H's Response I enjoyed learning that we now have now have the information needed to take a look at the different things that bring the school back to where it needs to be. I enjoyed the time we've had spending to have his talk about and discussing enjoyed how are speaker took his time really great attitude towards her kids at least 2 years to do so says costs will evaluate her kids.

Sarah's Flipgrid Response Flipgrid.

Area III Supt-What Does This Mean?

Sarah S.'s Response I can say my takeaway from today with Doctor Womack was one thing that really put it into perspective for me was put understanding in the context. And coming up with my best 3 lessons an also. We can't move anywhere. We can't go down any further. We have to move up so we're already at the lowest point so there's the only option is to move forward and move up.

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