Motivation Monday

Motivation comes in many forms. Family, quotes, and Sundays are my greatest source of motivation. 

I am fortunate to have a family that is so supportive of my goals and dreams. Through it all they are encouraging and empowering. My two boys are a constant reminder that I cannot be settled with status quo. I am charged with setting an example of excellence for them, but I also feel compelled to push the norms of education because of the resulting impact. I want their leaders and teachers to get out of what used to be and start thinking about what is and is to come. We have to work together to feed their curiosity and creative natures. 

Sundays are a great source of motivation and inspiration. My first dose comes in morning worship. I am so blessed to have found a church home with amazing examples, teachers, and leaders. Replacing our church will definitely be one of the hardest parts of the move. From the music to the ministry everything about Sourhside compells me to change the world. In the evening NBTchat has my attention. This wild idea of Jonathan Kegler's was brilliant and I'm grateful he brought me along for the ride. Since it's inception in February I have learned and grown from amazing educators worldwide. 

Lastly, words are a huge source of motivation for me. I have quotes and sayings everywhere, in my home, office, car and on my phone. 

Thank you to Jennifer Hogan for the Motivation  Monday challenge. http://thecompellededucator.blogspot.com/2014/08/motivation-monday-31-link-party-august.html?m=1

 

A Careful Combination

Phonics or Whole Language? Which produces the best readers?

Ask that in any elementary staff meeting or teacher's lounge and you're just looking for a fight!

However, I see the merit in both approaches. Throughout literacy  research "best" practices are sited (depending on the researchers agenda:). I propose that we move past what was "best" ten years ago, three years ago, or even one month ago. Let's move into the "next" practices. These practices aren't in a BOXED program. These practices are well planned by the teacher who is looking at the readers in his/her classroom. These practices are developed and refined year to year based upon each student's needs. 

Check out our week two summer newsletter. There's a fun teamwork video and an article.

Please share your takeaways with me via text, twitter, email, or in the comments below.

All I Really Need to Know I Learned in Kindergarten

I recently read this article:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/06/02/you-wont-believe-these-kindergarten-schedules/

The author seems to be concerned about the amount of time students spend on structured learning activities rather than constructive based play.  I am an advocate for developmentally appropriate practices. However, I am also keenly aware of the research that ties long term achievement to students' earliest success in school.

What are your thoughts?

How do we find balance between work & play in the kindergarten classroom?

I can't wait to hear from you!

Weekly Newsletter #1:

Life Requires BALANCE

Many people will argue the definition of success. Dictionary.com defines success as:

suc·cess

/səkˈsɛs/ Show Spelled [suhk-ses] Show IPA

noun

1. the favorable or prosperous termination of attempts or endeavors; the accomplishment of one's goals.

2. the attainment of wealth, position, honors, or the like.

 

For me, success is finding BALANCE in those things that make you happy (whatever those things are). Success does not look the same for each person or for the same person in a different season of her life. Success if ever-changing, always evolving, failing, and growing.

 

 

 

When I think about success from the standpoint of a reader I do not see how it is much different. A successful reader takes on a balanced approach. Changing, evolving, failing, and growing are all part of being a successful reader.

 

If we begin to embrace that definition of successful reading how would our reading instruction change?

 

Our goal as teachers is not to teach students to read, but to teach students to love to read. I cringe at the sound of someone saying reading "program." Most reading programs are sequential and rigid. Teaching reading is neither. Teaching reading is MESSY.  Find out what the student is most interested in, peak his interest, give him reading material that is not always a book. The most effective way to not only teach a child to read, but teach a child to LOVE to read is to know the student. Programs don't come with that information pre-loaded in a cute cart with a flash drive! 

 

Reading instruction takes work. Capitalizing on the student's strengths and building on his deficits are the best way to teach students who love to read!

 

 

 

Over the course of the next weeks I will be sharing strategies what I consider to be most effective reading strategies. These strategies are not ordered or rigid...they are BALANCED. By balanced I mean that they incorporate all modalities and take into consideration word study, writing, whole group instruction, small group instruction, fluency, and independent practice.

 

If you want to learn more about balanced or comprehensive literacy please follow myself @JennGRoach and my partner in crime @bethhill2829 as we embark on this journey together. The first week in June we will host our inaugural #complitchat to learn and share all things balanced or comprehensive literacy. We haven't decided a time so please leave us a proposed day or time in the comments or tweet us with what you think would be most convenient.

 

Until next time, READ on! :)

 

 

Nacho Normal Math Night

I was given the opportunity to plan a Parent Education Series this spring. If you'll remember we began with "Fall in Love with Reading" back in February.

http://literacyleadershipandlife.blogspot.com/2014/02/fall-in-love-with-reading.html

While literacy is my passion I definitely wanted a fun atmosphere for our math event. Thanks to the great idea of a 1st grade teacher we hosted "Nachos & Numbers." 

The only parameters provided were that teacher teams had to create math games for families to enjoy together. Our second grade team had students create their own math games, Caine's Arcade style. https://www.youtube.com/watch?v=faIFNkdq96U (If you're unfamiliar with Caine's Arcade it is a must see.) We had bingo, a real life in & out box, dominoes, card games, trail games, a duck pond, and much more.

After a musical by our first and second graders our families hit the halls to play math games and learn math strategies that would support student learning. Students were asked to visit five math stations, get their punch card punched, and return to the cafeteria for nachos. We had a HUGE turnout.

It was exciting to see our reading teachers embracing math. Math night opened the doors for many conversations about how parents can support math instruction through relevant daily activities...laundry-sorting, shopping-money, driving-measurement.

Parent nights always serve as a simple reminder that these parents love their babies. They send us the best they have to offer-their precious children. With a little insight and some encouragement they are happy to support instruction.

Stay tuned for the remainder of the Parent Education Series:
March Madness SuperSTAARS
Tech Night & Parent Appreciation

Big Bad Test

Last week was the grand finale of our "Testing Season." Throughout the week I began to see an increase of parents and educators posting prayer requests on Facebook about the STAAR (State of Texas Assessment of Academic Readiness). While I am all about praying for our students and teaching staff I grew more concerned with each post. And then I opened my big mouth...

 

Many comments ensued and I attempted to help my friends understand that they control the lens through which the assessment is seen. It's all about PERSPECTIVE!

 

I kept getting the same question, "But what if my child has all As and then doesn't pass the test?" For me, this is less of an assessment issue and more of an alignment issue. If your child has all As and can't pass the test that is given over the standards for which he receives As I would have some difficult conversations with the classroom teacher.

 

Another question was asked, "What if my child fails?" To this I say use this as a stepping stone. Work with the teaching staff to devise a plan for success. One failing grade does not have to be a trend.

 

It's all about perspective.

 

STOP allowing numerical data to define our children. No number on any assessment will determine who they are, how much they are loved, or their lifelong potential.

 

Admittedly, I am not a huge fan of standardized tests when they are used improperly. I feel like we expect teachers to differentiate instruction. Therefore we should (and do)  use differentiated assessments to measure understanding of taught concepts.

 

So what is the BIG scare? While I think that we can and should use multiple modalities to assess students I do not think that standardized tests are going anywhere. We are required to complete assessments to drive a car, apply for most jobs, get into college, and become certified for most professions. If schools really exist to prepare global citizens to navigate the world in which we live isn't it important to give them the necessary tools?

 

Special thanks to @DrMattParker for the encouragement! :) Check out his blog for more on testing: http://drmattparker.wordpress.com.

 

 



An Open Letter to "Count Downers"

Being an educator is the most rewarding career one can choose. In addition to the hugs, kisses, and sweet words of encouragement comes lots of responsibility. When I received my first teaching assignment a non-educator friend purchased a gift for me. When I opened it it was appley-teacher sign that said, "Teachers live for June, July, & August." Thus began my despise of the countdown. 

I love countdowns. I count down the days until a fun trip, birthdays, and other exciting life events. But one particular countdown, and I see it more and more with the influx of social media, is the countdown until summer vacation, which I absolutely despise. 

• Yes, I am human. 
• Yes, I have a family. 
• Yes, I love to sleep late.
• Yes, I love the summer. 

However, every student I encounter may not go home to a mom who loves the summer time snuggles of her children. Therefore our beautifully constructed "Blast Off to Summer" bulletin boards may bring about a dreaded time for some. It may remind our students that they won't have books, routines, nurturing, or even food. Is that what we want students to perceive as our celebration?

Furthermore, as educators do we want the world to think we became teachers for the summer off? We, as educators, want respect. We want our voices heard. We love our students. So let's act like it. Take down your countdowns! Celebrate the learning, and quit wishing away your lives and the lives of our students. 

Let's all learn to live in the moment we are in. Live like this is the last opportunity to impact the lives of your students. 

🎶What Does the WALL Say? 🎶

What do your walls say about your school? Are they filled with student work? Inspirational messages? Or rules and schedules? How does what is posted on your walls speak to your students and staff? 

If we want our school culture to be that of a family shouldn't we make our school feel more homey? 

Upon entering my home you immediately know that I'm a proud mom of two boys. With a bit more investigating you would notice that my boys love sports; I have three precious nephews; I am a believer. It is obvious. I don't need a poster or bulletin board to indicate these things. The photographs on the walls, the artwork, and the mess say it all! 

Why should our schools be any different? Shouldn't they be a reflection of who we are as a campus? Who wants to be greeted by all of the "Do nots," and really, who is reading all of that anyway? How many mischievous students have stopped running because of the posted rules? How many boys go back into the restroom to wash their hands because of a sign? I'm not saying they shouldn't wash their hands or we shouldn't post a sign, I'm simply curious about the efficacy of the system. 

Because of our life changing involvement in No Excuses University our school is full of college paraphernalia. Every classroom adopted a different university. Each university is represented with banners, pennants, flags, jerseys, bulletin boards, and photographs. We are sending a powerful message that, "After high school comes college," thanks to Damen Lopez. I love that this symbolism serves as a message of hope for many students. It opens their eyes to the many possibilities. 

In addition to college proofing our campus we were also challenged by a leading Learning Walk consultant, Nancy Mullen, to post exemplary student work with rubrics. That has been a challenge our teachers have risen to and surpassed. 

Academic vocabulary walls throughout the campus are another feature we've added. Our teams went above and beyond and we now have several science, language arts, and math word walls throughout the campus. The walls were strategically placed at waiting points, such as near the cafeteria and gym. As students wait for electives or lunch teachers can reiterate learning targets. These walls serve as reminders for older students, but primary teachers also preteach by utilizing academic word walls. 

In addition to college proofing and academic word walls we also fill our walls with photographs of students playing, working, and learning. We show off all of the amazing learning that is taking place, both in photographs and student work samples. 

What do your walls say about your office, classroom, or school? What can you add or eliminate to ensure that they reiterate the message you hope to send? 

Differentiation VS Standardization

 

Last week during #sunchat I tweeted, “We cannot keep differentiating instruction and standardizing assessments. No continuity or transparency for students or parents.” After being favorited, retweeted, and discussed, Jeffrey Farley (@FarleyJeffrey) asked, “Which practice leads to a more authentic learning paradigm-differentiation or standardization?” To which I asked for a little time to ponder that thought. After thoughtful consideration I’ve decided that my answer cannot be contained to 140 words, much less 140 characters.

In order to answer that question, one must understand that I believe wholeheartedly that we must educate EVERY student in a way that prepares him for college. No exceptions, no exclusions and no fine print. This is not making a declaration that all students WILL go to college. It is just a statement of belief that says I will not decide which students will or will not have the prior education necessary to excel if they so choose to attend college. It is by no mistake that our district’s mission and our school’s vision fall right in line with this belief.

 

With that in mind, I will step out on a limb and say that high standards are not the problem. I believe we need to hold everyone to high standards, starting with the adults in our building but trickling down to all students. How we assess those standards, now that is a problem. Standardization of assessments is problematic, but I believe it is necessitated by the desire for accountability. We want to know that our students know concepts and content without assistance. But isn’t assistance part of real world working and learning? I’ve never been reprimanded for asking a colleague or my supervisor for assistance. But on test day we only want to see what students know in isolation. We do not take into account that as college students or adults they will have technology and human resources at their fingertips. I do not feel that standardized assessments are the root of all evil, but like everything else, they need to be made relevant.

Differentiation occurs when we take the learner’s prior knowledge, readiness, learning style, and interest into account and act accordingly. Differentiating instruction to meet the needs of learners is an important process that great teachers utilize. Do I think we may be taking differentiation a little too far, definitely. We are differentiating so much, with the best intentions, that we water down the curriculum to a point that mastery is easily attained without a challenge. Differentiation was not designed to make content less difficult, but to provide the content in a way that gave students the opportunity to rise to the challenge.

 

 

 In all actuality, the students who will be most successful are not those who have all of the answers, but those that have the perseverance it takes to find the answers. The time is now to equip students with the thinking skills necessary to create their own solutions when the answer is not readily available.

In answer to the initial question, “Which practice leads to a more authentic learning paradigm-differentiation or standardization,” my answer is neither. I do not think that an authentic learning paradigm can be boxed into a buzz word or catch phrase. Authentic learning is as different for each teacher as it is for each student. We must create classrooms that foster a love of learning while always inspiring students to create and share their learning globally. That is a real paradigm shift.

Baby Momma Drama

Please excuse the regularly scheduled education jargon as I interrupt with some Baby momma drama. 

This sweet, blue eyed monster is the Baby. He may be the smartest, sweetest, most tender hearted, random, caring, compassionate, strong willed Baby ever. He is a fierce competitor both athletically and academically. He is proof that big things come in small packages. 

As I reflect on what the last eight years of being Weston's momma entail I can't help but smile, then cry. Tomorrow he will be nine years old, which means he is half way to "adulthood." He has huge dreams of playing baseball for A&M and later becoming an engineer. I couldn't be more proud of his aspirations, but I really want to hold on to the little boy that he is now. 

As parents we memorialize all of our children's "firsts."  First smile, first tooth, first words, and first steps. Have you ever paused to think about their lasts? 

When will be the last time two little feet kick me in the back because the Baby has climbed into our bed well after midnight? When will be the last time he invites us to a school event? When will be the last time he climbs into my lap? When will be the last time he falls asleep on the ride home and I get to carry him to his bed? 

How will we know to hold on just a little tighter, make the moment last a little longer if we don't know it is the last? 

As I strive to be the most dedicated educational leader, I am reminded today of the need to find balance. Enjoy the work I do, but cherish the time I have with my family. 

I am blessed beyond measure to have the privilege of being momma, taxi driver, encourager, tutor, launderer, chef, doctor, nurse, cheerleader, and comforter to these two amazing boys. 

Happy, happy birthday, Baby! 

http://m.youtube.com/watch?v=Vyjq5SCbjQk

Making the Shift: RRRR to CCC

Don't run! RRRR doesn't include Rigor (this time) & CCC doesn't reference common core! 

The focus of the early school was Reading, 'Riting, and 'Rithmetic often in a Rote sense. However, we should no longer be thinking like 19th and 20th century educators. We are well into the 21st century. It is time for schools to embrace a CCC approach. The shift from RRRR to Collaboration, Critical thinking, and Curriculum are essential to the next step for Learners. 

As we design learning for students we must keep in mind the rate at which the world is changing. Just think about your career. What tools did you use early on? What tools are you currently using? For me, in eleven years in education I have moved from a chalkboard to a dry erase board and from there I utilized Mimio (an interactive whiteboard) and ultimately a SmartBoard. We have gone from a 3 computer classroom to an almost 1:1 device setup. Times are changing and it is no secret that it is happening at an expedited rate. Therefore, as we think about the time we have with students we have to use it wisely. Stop teaching facts (and spelling words) that can be Googled and begin teaching learning skills and strategies. That's where the CCC come in-and no, I mean nothing about the Common Core. 

Curriculum: Curriculum references the WHAT of teaching, but the beauty is it doesn't dictate the how. That's where the art of teaching comes in.  Yes, it is still important to have learning targets and know what students are accountable for. But it is even more important to let students grow the learning. Allow students to extend their learning and share what they know globally. How we teach the content should be as individual as the students we teach. When planning for a specific learning target we should begin with the end in mind. Look ahead and behind to see how to scaffold and what we are building to. It isn't just about the one skill of the moment, but the bigger picture. 

Critical Thinking: While it is important to ensure that students understand grade level and state mandated concepts we have to push them farther. Foster critical thinking by facilitating learning, asking questions, and providing time for students to ask questions and research answers. The answer to most any question is at our fingertips. Show them (and in some instances let them show you) how to find answers, evaluate sources, and synthesize their learning to be shared with others through conversations or products. It is time to make the shift from teacher and owner of the knowedge to facilitator and learner. 

Collaboration: Can you think of one occupation that is totally isolated? What facet of life is totally independent? NONE. As preparers of the future we have to be proactive in this sense. We may not know what students will do as they progress in life, but one circumstance is certain: students will be required to collaborate. Provide students the tools, time, and opportunity to collaborate in small groups, large groups, locally, and globally. 

The content taught is still very important. Learning targets and student expectations must be the core of what we are teaching. But it is past due for educators to start making intentional plans that include the broad scope of the curriculum, critical thinking, and collaboration. 

If you're looking for innovative ways to think & stretch join @jonathankegler & I Sunday nights at 7PM CST on twitter for #nbtchat. 

Thanks,

Jenn

Perfection is Paralyzing

There comes a time when we have to stop planning, stop waiting, and just start doing. The time is always now. 

Easier said than done for some! I say to my students & staff, "Fail Forward." However, I require or attempt perfection for myself. I hold on to thoughts & ideas until it is, what I believe, perfect. 

Sometimes, it is better to just let go & do. Allow the process to perfect the practice. 

A prime example of this learning mindset is Fired up Friday (FUF). FUF wasn't always considered a positive solution to small group instruction. In fact, there was a time when the first F stood for a four letter word at BQJ. FUF started out as a crazy idea thrown out by our principal, but it has morphed into the most exciting way to begin each Friday. 

Initially, students were intimidated by the shift, but now they anticipate it. Each week the process is perfected, breakfast is more seamless, the message is increasingly profound, and instructional minutes are maximized. Until now, 6 weeks into inception, students are begging for more. They want FUF daily.  They want the edu-pep rally to be the expectation not the exception. Teachers are noting a difference in the "want to" of reluctant learners. 

This shift in thinking has brought about an equal shift in data. We are moving kids at the low, low price of FREE and without any worksheets. 

Miracles still exist at the expense of trying something new, fully prepared to go back to the drawing board each week to perfect the process. 

Fall in Love with Reading

When you are passionate about a topic it shows. A little nudge was all it took for me to share literacy with families at our school. 

Our evening kicked off with parents scanning QR codes on personal devices or our iPads to sign in. (Second to my passion for literacy is my love for technology.) Utilizing Google forms for sign in will allow us to sort and group data by categories. (I *heart* Google forms.)

We began with everyone in the cafeteria. I was excited and a little nervous to share with a large crowd. 

First I explained our campus expectations of nightly reading & its purpose. Thirty minutes of nightly reading is the campus requirement. 

Next, we discussed 6 reading strategies to ensure success. Then I shared with parents what strategies could be used in addition to the age old, "Sound it Out." 

A story was shared that encouraged conversation between students and families. Questions were asked and a read aloud was modeled. Three specific reading strategies were identified and modeled (inferencing, using context clues, and summarizing). 

At the conclusion of my presentation, families visited classrooms for skills and strategies specific to their grade level. 

Before departing all students were provided pizza and a free book. 

This was the first of four in our Parent Education & Involvement Series. Next up, March Madness where we will share strategies for how to be a SuperSTAAR (test taking strategies), followed by hotdogs and a staff VS students basketball game. 

Stay tuned to celebrate our success and for details on other upcoming Parent Education activities. 

If you're interested in a copy of the presentation please email jennroach@live.com or find me on Twitter @JennGRoach. 

We Are the Light of the World

As we sang this song in church today I thought about our school, staff, and students. Often times we get into a profession and it is just a job. In order to be an effective educator, and especially a leader, I believe it has to be a calling. You have to see, know, and understand that there is something greater.

I think about the students I taught, my precious 22, and the way they each changed my life in some way. It is our duty to be life changers. This is why I believe education isn’t a job, but a calling. I feel called to be where I am.

So how do we minister to our school, staff, and students?  I’m pleased to say we cover every need we know about.

·         We minister to our staff by smiling, sending encouraging cards or emails, providing small treats, and luncheons. This is definitely not our strength and we are working to be better.

• Not only do we provide breakfast and lunch  to students, but we send home weekend food for students who would otherwise go hungry.

·         When a student’s home burned down we collected not only clothes, but household items to help them get back on their feet.

·         When a student’s family has turmoil our counselor is fearless to get in and help in any way possible.

·         When students are worried about the safety of a parent we make home visits during the day to ensure that all is well.

·         When parents need job assistance we point them to agencies that can assist.

·         When parents need help advocating for proper medical treatment we assist.

·         When students need uniforms or shoes we rally to provide those items.

·         We have parent education nights and serve dinner.

·         We give away free books to students and families.

·         We have mentors from church organizations and the University’s athletic department who read to and mentor students

·         We collected donations to ensure that students received Christmas gifts.

Shot clinics, translations, transportation and so much more fall under this umbrella that we call school. In addition to all of these “non-school” items we do our best to provide students with a 21^st Century education. We know the plight. We see in our neighborhoods what happens to those who are uneducated, and the life isn’t luxurious. We know the generational poverty cycle all too well, and we want more for our students. We demand more! It is about so much more than just educating in content areas. It is about creating a culture and building a team that exists to change the world, one person at a time.

A good friend told me if you spend your entire life and only change one person for the better your existence was worth it. We have the opportunity to impact over 800 children and their families-don’t waste it!

What's the Target?

In order to judge success you must first have a target. Our target is for all students on our campus to be proficient or advanced in reading, writing, and math. 

When I came across this quote found on Krissy Venosdale's Flickr stream (http://venspired.com) I immediately thought of our campus target. 

No, we may never see a day when all students are proficient or exceeding our expectations. However, if we hold fast to our beliefs and push the envelope from every angle we will get that much closer to our target goal. By focusing on this target that doesn't exclude anyone, we are determined to see progress for all students. 

Our lofty goals were met with cynicism. How could we have such high expectations for our students? Then I began to think. I have two sons and three nephews. I never say, "80% of my boys will go to college." It is always a 100% expectation. We talk in the when not the if. Why should our expectations be any lower for our students?

Game Changer

Growing up I never thought of myself as a game changer. Sure, I had a plenty of love from my family and lots of friends. School was effortless, but I always considered myself average.

I fell in love with kids my senior year in high school as a volunteer at the HeadStart program that was housed on the same campus as my high school. (Well, the entire school itself was housed on one campus. Yes, PreK-12th grade on one campus. The city's population is 212, so go figure!) My love for kids grew into a love for education which has morphed into way more than I had imagined.

After high school I lived at home and went to a nearby college. Throughout college I worked at childcare centers and I was even a prek paraprofessional at a public school. I taught first grade for two years in my hometown. Then I went on to teach kindergarten through third grade in a large 5A district. While doing so, I attained my Masters degree in Early Childhood Education and learned that my real passion was literacy. My goal was never lofty. I simply wanted to make life better for the children in my classroom, specifically at risk children.

Throughout my last five years in the classroom I dabbled in curriculum writing in my district and contracted for another district. I enjoyed that work, but learned quickly that I enjoyed the fast pace that comes with being with students.

Then I got a call, a strange opportunity from the same campus where I was a paraprofessional in college. A balanced literacy specialist-what is that anyway? A quick interview, which included a resume with a typo, and I was offered the position. It was definitely a defining year. I always wanted to change the world for the kids in my classroom-my precious few. I never knew how rewarding it would be to help adults see their potential and the widespread difference that could make.

One year and the tragic loss of our principal-next thing I knew I was interviewing for the assistant principal position. Taking the call and finding the courage to make drastic changes on our campus has been exciting.

It is one thing to see what you can do alone, but when you are working on a team toward the same goal the game is changed.

-Jenn