Friday, April 11, 2014

April 11, 2014


Crestwood Secondary Schools (7-12)
Twitter: @Crestwood_HS

 

  

Special Events for the Week of April 14 - April 20, 2014
Monday:         Grand Meadow, MN School Meeting - 8:30 a.m.
Tuesday:        State Competency Based Education Meeting - Des Moines
Wednesday:   Friends of Howard-Winn Schools Foundation - Board Meeting - 7:00 a.m.
                       Junior High and High School Iowa Youth Survey Student Meetings
Thursday:       Capturing Kids' Hearts Tour - Anamosa High School
Friday:            NO SCHOOL - Spring Break
Saturday:       
Sunday:         

Youth Frontiers Character Challenge of the Week

What If Our Schools Actually Made Sense In A World That Is Increasingly Innovative?

MAPS Testing
Junior High and High School students will be completing Measures of Academic Progress (MAPS) tests April 22 - May 2.  This is required for all 7th through 11th students.  Tests will be administered with the subject matter teacher.  For example, the MAPS Science test will be completed with the Science teacher.

Capturing Kids Hearts
Success Program staff and Guidance Counselors will be visiting with Anamosa High School personnel on April 17 to learn more about the Capturing Kids Hearts (CKH) program. CKH provides tools for administrators, faculty and staff to build positive, productive, trusting relationships — among themselves and with their students. These processes can transform the classroom and campus environment, paving the way for high performance.

Outcomes: 
Participants will learn proven, repeatable skills that help: 
  • Develop safe, trusting, self-managing classrooms 
  • Improve classroom attendance by building students' motivation and helping them take responsibility for their actions and performance 
  • Decrease delinquent behaviors such as disruptive outbursts, violent acts, drug use and other risky behavior 
  • Utilize the EXCEL Model™ and reinforce the role of emotional intelligence in teaching
  • Develop students' empathy for diverse cultures and backgrounds  
Approach: 
CKH is a dynamic, skill-driven, participatory experience. It is not a theoretical or motivational lecture, but the beginning of an important transformational process. Teachers, staff, and administrators learn and practice skills they will use and model in their schools.

Why?
Crestwood Junior High and High School staff are revising their thinking regarding STUDENT VOICE in education.  Either through classroom choice or decision making voice, STUDENTS MUST BE A VALUED PIECE OF THE EDUCATION REDESIGN PUZZLE.
http://www.flippengroup.com/education/ckh.html

Site Council/Restorative Justice
The team of teachers, students, and administrators who visited New Hampshire last week learned about two student focused decision making bodies.  These student led groups will be analyzed for implementation at Howard-Winneshiek in the near future.

The first student majority group is Site Council. This governing body is composed of students, educators, parents, and community members that review, modify, and make decisions regarding procedures, practices, policies, and structures of the school, with the students having the majority voice in order to have a positive impact on the educational process and school climate. 

The second group is Restorative Justice.  This is approach to discipline focuses on the needs of the victims and the offenders, as well as the involved community, instead of policies or punishing the offender. Victims take an active role in the process, while offenders are encouraged to take responsibility for their actions.  Restorative justice involves both the victim and offender and focuses on their personal needs. In addition, it provides help for the offender in order to avoid future offenses.


JH and HS Iowa Youth Survey Meetings
On April 16, selected Junior High and High School students will meet with Amy Holst, Keystone AEA Equity Consultant.  Students and Mrs. Holst will discuss results from the Iowa Youth Survey.  

The major topic of discussion will involve:  "Do the adults in my life care about me?"  This would consist of parents, community, school staff, etc.  Having a focused conversation with students will allow school personnel to develop deeper relationships with students.  The goal is to develop strong connections with school to improve climate and culture.

More information and a plan of action will follow.


Seven Reasons for Standards-Based Grading   
The following information is the fifth of a seven-part series
http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx


Reason 5: It Helps Teachers Adjust Instruction 
Imagine two different grade books for the same set of students, as shown in Figure 1. Which one of the two better illustrates what students know and what they still need to learn?
Figure 1. Comparing Traditional and Standards-Based Grade Books

The standards-based grade book gives a wealth of information to help the teacher adjust instruction. Note that two objectives (1 and 3) may require more class instruction. The notations for Objective 2, on the other hand, suggest that the class only needs practice and one student needs some reteaching.

Students can also see much more information about their learning. In the traditional grade book, Amanda would assume she is in great shape, but standards-based grading reveals that she has not mastered a crucial concept.

Gifted and talented students can be truly challenged in a standards-based classroom because if they show early mastery of fundamental skills and concepts, they can then concentrate on more challenging work that is at higher levels of Bloom's taxonomy or that seeks connections among objectives.

Students who struggle can continue to retest and use alternate assessments until they show proficiency, and they are not penalized for needing extended time. I guide students with special needs to modify their work and, if needed, develop different ways of demonstrating that they've met their proficiency goals. Their working styles can be easily accommodated in this system because modified assignments and assessments require no special adjustments in the grade book. The grade book simply shows where they are in meeting the standards, without reference to how they are demonstrating their learning or what modifications needed to be made.


A Growth Mindset
 



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