Mr. Remillard - Maise E. Quinn School

Activating the Desire to Learn - ASCD Conference

2009-03-16T14:39:00.015-04:00

2:30-3:30
(I have this book)- brief handout provided
Bob Sullo
Three things worth remembering...
Behavior is Purposeful
Everybody is doing the best they can
Why did you do that

External Control Psychology
(the "carrot and stick" model)
Outside events "make" us do things - I can control your behavior through the systematic presentation of rewards and punishments

"You can't motivate other people... they are already motivated"

Coercion, Fear and learning
The limit of coercion is compliance - learning beyond boundaries
If you aspire to inspire, coercion is not effective
Impact of fear on learning - "Downshift" to survival

We are born with a natural desire to learn and achieve

What about rewards?
"Do this and you'll get that" makes people focus on the "that" and not the "this" Alfie Kahn - Punished by Rewards

Impact of external rewards...
We unintentionally devalue academic learning
Students work for reward rather than develop a love of learning
Need for freedom drives us to resist control even when rewarded

Responsibility
Behavior is predictable and control able response to outside stimuli
Teacher who uses the right "rewards" and punishments has a well-behaved class
THIS MEANS THE TEACHER IS RESPONSIBLE FOR THE BEHAVIOR OF THE STUDENT - the students just react to rewards and punishments

Internal Control Psychology
Outside events provide us with information but never "make" us do anything
We are internally motivated by what we want at that moment
People are fee and accountable for their actions

'Create a shared vision with the kids of what you want as an educator"

Engaging the English Language Learner: Strategies for Success - ASCD Conference

2009-03-16T12:14:00.030-04:00

12:30-2
Dr. Gerard Buteau, Dr. Marianne True, Plymouth State University, NH
Manchester School District - Bakersville Elementary School - 1 of 14 schools in the district - 40% ELL (Cultural and Linguistic diversity) - 80% free and reduced lunch - Mt. Pleasant School

Developmental Phases of Second Language Acquisition
Home Language Use
Non-verbal Period
Telegraphic and formulaic language
Productive use of language
(Tabors, 2008)

THIS TAKES TIME!

Language Acquisition Phases
Preproduction/Silent Period - Several Months
Pearly Production - 6 months
Speech Emergence - 1 year
Intermediate Fluency - 1-2 years
Academic Fluency - 5-7 years

Social and Academic Language Acquisition
Social and Survival language
Academic language - Listening, speaking, reading, writing related to academic content
(Cummins 2003)

Common Challenges in Both Urban and Rural Settings
Logistics Around Scheduling
The "territorial" classroom teacher
Respect for and knowledge about the position of the ESL teacher
Communication between classroom teacher and ESL teacher - Curricular, Pedagogical, Cultural

Getting to Know the ELL Student
DIEBELS
Language and Culture Questionnaire
Classroom Practice questionnaire
Goals Chart
W/APT

Classroom Organization
Routines to increase comfort
Visuals to reinforce routines
Safe Havens - Manipulative Tables, Sensory tables, Quiet Reading area, Dramatic Play Area, Opportunity to show competency rather than feel pressure.

Circle Time/Morning Meeting - areas that can be modified for ELLs
Meeting Area
Days of Week
Weather
Attendance
Songs and Movement
Introduction of themes
Personal stories

Classroom Strategies
Language Techniques - Non-verbal communication, keep the message simple, talk about here and now, emphasize important words in sentence, combine gestures with talk
Tell the story rather than read
"Read Alouds" in small groups
Read books more than once
Encourage book sharing
Choose books carefully
(Tabors, 2008)

Additional Techniques
Story Reading: fiction and non
Use Cognates
Choral reading
React and mimic facial expressions associated with language
Act out stories
create an individualized word library
Arrange for peer support - unconditional companion

Lesson Format - dvd clip
Cue to the organized plan (e.g. "folders in")
Relaxation techniques
Discuss last night's story
Read the story (create success from the start)
Review sounds that are in the story
Play a game with the words
Make personal connections to the story
Provide visuals that highlight vocabulary
Engagement throughout!

Dvd lesson - use of idioms (wrong side of the bed), opposite of grumpy, "how do we know...?", each read/then choral read, making predictions, another idiom (blow his top), story done - recall questions, homonyms, digraphs, sky-writing

Resources
Classroom Practice Questionnaire
Language and Culture Questionnaire
Goals Chart

Article Provided - Differentiating instructional strategies to support ELL - Buteau and True

Shuttle Launch

2009-03-15T20:00:00.000-04:00

Great time to be in Orlando - not the greatest pictures, but cool nonetheless

Suspensions are Old School: A Proactive Approach to Student Management and Discourse - ASCD Conference

2009-03-15T15:00:00.033-04:00

3-4:30
Dennis G. Queen, Principal Seneca Valley High School, Montgomery County, Maryland
Slide Show handout provided

Pillars to the Success of a School
Teacher Empowerment
High Expectations
Transparency
Invitational Schools
Stakeholder Accountability
Focused Staff Development
Student Centered

Why is is up to the administration to create a safe classroom for the teachers? This is not necessarily true.

Change - Culture, Leadership, Proactive, Celebrate - paradigm shift

If you are constantly reacting to students, they are running the class/school.

Teacher Empowerment
Give teachers control over their classroom
Accountable for Student Achievement
Accountable for Student Management
Documentation - get you out of a "he said, she said" every time

High Expectations
Students - attendance, homework, behavior
Staff - relationships, relevance of instruction, rigor, data
Parents - active participation, emails, phone calls, conferences, mandatory meetings involving achievement and/or behavior

Transparency
Sharing of Data
Parent Classroom Observations
Volunteers

Invitational Schools
Legendary Service
Parent Welcome Center - coffee, brochures, TV/Computer access

Stakeholder Accountablity
Same as "High Expectations" above

Focused Staff Development
Identify top 5 areas of need based on data
Staff Development Process - Introduction, Modeling, implementation, Evaluation

Student Centered
Schedule built around around student needs
Do school activities focus on student interests
Tough Love - honesty
Relationships - staff, student, community
Relevance of Instruction
Rigor

Transforming the Challenging Child: The Nurtured Heart Approach - ASCD Conference

2009-03-15T13:35:00.004-04:00

1:30-2:30
Going to try to sneak in... sign on door says "session full"...

Was not able to get in... oh well.

Developing LIteracy, Math and Social Skills for At-Risk and "ELL" Students - ASCD Conference

2009-03-15T12:35:00.013-04:00

12:30-1:30 (did not stay for entire presentation)
Judy Stoehr - NON-comprehensive handout given
Children of Poverty: At-Risk
Related factors - Abuse/neglect, substance abuse, dangerous neighborhoods, homelessness, mobility, exposure to inappropriate experiences, single or low educational level of parents

Indicators - Aggression, violence, social withdrawal, delay in language development, delay in reading development, irregualr attendance, substance abuse, depression, uncompleted assignments, unprepared for tests, learning

Words students hear in 1 hour:
Professional Parents 2153 words
Middle Class Parents 1251 words
Poverty Parents 615 words

English Language Learners: At Risk - 3 types- see handout
Long-Term English Learner - usually above grade 2 - non longer get ESL service, continue academic difficulties, proficient conversationally but not in content language - NEED BACKGROUND KNOWLEDGE

Learners with Limited Learning - may be new arrivals to US, not fluent conversationally, MAY NOT HAVE DEFELOPED PROFICIENCY IN THEIR NATIVE LANGUAGE

Learners Proficient in Native Language (but not English) - Demonstrate capability of language learning, may have less difficulty becoming proficient in English

General Characteristics of At-Risk Learners- see handout
Global (big picture) - the kids that are always asking "why"

Need Cooperative Experiences - new information should not be introduced for more than 5-8 minutes. Time better used for student centered cooperative learning.

Tactile/Kinesthetic -

Readiness and Intervention: Suggestions-see handout
Identify at-risk students ASAP, offer explicit, intensive, systematic instruction, target multiple learning styles, create peer mediated instruction, connect content, reflect, refocus attention frequently, activate prior learning, develop relationships with students/parents, connect with students' culture, help students become responsive, create flexible grouping, assess regularly, provide parents with information on how to reinforce, incorporate inquiry learning, use organizers, repitition and rehearsal

Vocabulary Activity - 4 square paper - definition, picture, synonym, antonym - on the back write a sentence and as a team come up with a movement/gesture.

Leadership Lessons from Apollo to Discovery - ASCD Conference

2009-03-15T10:10:00.008-04:00

10-11:30
Eileen Collins - National Aeronautics and Space Administration
Columbia Accident 2003 - Organizational and Cultural Factors (aside from physical/structrual reasons)

Classic Leaderhship Principals - Be the best you can be, work well with people, integrity

Columbia Accident 2003 - NASA asked Air Force to turn satellite to take pictures of wing after foam hit - satellite was never turned, pictures never taken - Many could not believe that the foam would break the heat shield. (Organizational and Cultural Flaw)

Now - robot arm used to take pictures of heat shield, shuttle flips when meeting with space station so they can take pictures even though flight rules prohibited loss of visual with space station(new protocal developed - thinking outside the box)

A leader doesn't need to be liked, a leader needs to be respected.

The Respectful School: Where Every Student Can Learn to Potential - ASCD Conference

2009-03-15T08:05:00.014-04:00

8am-9am (Center for the Prevention of Hate Violence)
Anecdote - John decided to skip a school dance. Other boys didn't like it... Started calling him horrible names. Started calling him names in class, pushing in halls, cornered in school yard and attacked, attacked in bathroom, threatened with noose, threatened with gun. Police were finally called after 5 months of this. Boys were arrested and sent to juvenile detention. These boys were 12 years old in Maine in a K-8 school.

Assessment - Rate the school as 1-7 (1 being safest) - Level 6 and 7 are where outside involvement (police etc.) happens.

How would the perception change between asking, administrator, teacher, students?

Student Statements - Feedback from students all over the US regarding their experiences (inappropriate to record)

Key Elements of a Respectful School - Response, Prevention - Develop a Harassment Policy, Discipline System, Faculty and Staff Intervention, Student Programs, Intervention Strategies, Impact Analysis

Digital Media Tools for Bilingual or English Language Learners - ASCD Conference

2009-03-14T17:17:00.015-04:00

5:15-6:15
"Must Have" Hardware Tools - Computers, Projectors, Digital Cameras, Web Cams, Document Camera (Lumens), Ipods, Digital Voice Recorder

Comprehinsible Input - Ipod - exposure to "taped" text - lots of free content on Itunes

--------FREE-------
http://www.storynory.com/ : free audio stories.
http://www.oup.com/elt/students/?cc=global
http://etc.usf.edu/lit2go/ : Classic literature in audio
http://www.breakingnewsenglish.com/ : Lesson Plans for Current Events (check this before sending students - just to be safe)
http://www.voanews.com/specialenglish : News stories
http://www.english-trailers.com/ : Trailers of movies with attached activities

-------Some FREE Some NOT--------

Older students:
http://www.librivox.org/ : free audio books - all public domain - FREE
http://www.gutenberg.com/ : eBooks - text - often scans of 1st editions

Video:
http://www.discoverystreaming.com/ : also has songs, speeches, etc. 100 in Spanish (NOT FREE)

Images:
http://www.flickr.com/ : search terms (may be safer than google)

Background Knowledge - virtual experiences

http://www.brainpop.com/ : 3-4 minute videos that cover a variety of topics (high elementary)
http://www.archive.org/ : public domain videos - "duck and cover" videos - news reels (WW2)

Academic Vocabulary - create nonlinguistic representations

Digital pictures representing vocabulary - especially when students are involved picture creation
http://www.picnik.com/ : photo editing
http://www.mywebspiration.com/ - Online version of Inspiration and Kidspiration
http://www.bubbl.us/ - simple graphic organizer
Comic Life - comic book creation program plesq.com
http://www.kerpoof.com/ : comic like creation - no frames
http://www.makebeliefscomix.com/ : simple comic creation with frames

Audio:
Audacity - free sound recorder for the computer
http://www.gcast.com/ : free podcast server
http://www.voicethread.com/ : voice collaboration over video, document, powerpoint, etc.

MORE HERE - http://eduese.com/links/

It ALL Happens in the Classroom: Supervision that Really Works - ASCD Conference

2009-03-14T15:21:00.032-04:00

3:30-5:00
Slide Show and Bibliography Provided - Hard Copy
Tom Gannon, Mount Union College, Barbara Lentine, NJ Schools (teacher, school board), Mark Wigler (Chicago Teacher's Union), Judy Conk (Former Superintendent)

Consider our current district/school supervisory climate... How does it compare to the most current research/literature on good supervisory practice?

Issues - Versus Culture, Expertise, Cost, Time, Results in terms of student achievement, Lack of credible data, Idiosyncratically based, Improvement in teacher effectiveness??????

"... teaching is too sublime to be reduced to a few descriptions that fit on one page." Green and Smyser (1996)

The ultimate goal of supervision is to increase student learning.

"...supervising practice must be regulated in large part by the teacher."
Danielson (1996)

Solutions - New Models, Better instruments, Alternatives to traditional supervision, Research-based principals, Teacher empowerment, Use of data, Change culture

Building relationships and trust is critical!

"Promoting teacher learning in collaborative teams, a principal is far more likely to improve student achievement than by focusing on formal teacher evaluation." Dufour & Marzano (2009)

Chicago - Union and School Board created partnership - Fresh Start - Instructional Leadership Teams - Teacher Advancement Program - Frameworks for Teaching/Praxis III - Teamwork in BEST (Beginning Educator Support and Training)

"The Art and Science of Teaching" - Marzano (ASCD)

Qualities of Effective Teachers - Student Engagement, Instructional Strategies (more student led than teacher led), Communication of Content Knowledge and Skills, Instructional Complexity, Monitoring Student Progress, Respond to student need and abilities - Strange & Hindman (2006)

Mixed Methods Approach to Teacher Evaluation - Peer Ratings, Classroom Observations, Assessment of written communications skills, Standards-based Portfolio - Toledo, Ohio Public Schools

Improve Supervision - Team Supervision, Portfolios, Interactive journaling, Mentoring new staff, peer coaching, Action research projects, Other collaborative
activities.

Team Supervision - Norm of Collegiality, Peer based, Cooperative approach, student work samples, may be project based, produces life-long professional learning.

Differentiating Instruction for ELLs in the Core Content Areas - ASCD Conference

2009-03-14T12:29:00.025-04:00

12:30 - 2:30
Handout Packet Distributed
Cultural Difficulties - Male/Female, Attitudes to Teachers/Education, Parent involvement, etc.
Linguistic Difficulties - Multiple meaning words, Sentence structure, 24 tenses, idioms
Reading/Writing Challenges - Literacy in naitive language, Imagery/symbolism, etc.
Decomposing and Comprehension for ELLs - takes 5 years to develop complex language needed for interpretation

Support ELLs - Avoid idioms, simple sentence structures, modify writing assignments (accept shorter versions), provide word banks, use visuals

Vocabulary Building - (guided activity)- Preview-Predict-Confirm (PPC)- Preview pictures in book, predict words the author will use, discuss (activity in handout)

Did you know... students need to know at least 90% of the words in a text in order to understand what they are reading.
Did you know... an average native English speaker enters kindergarten knowing at least 5000 words.
Did you know... at least 30% of all English words have a cognate in Romance languages.
Did you know... at least 36% of daily language in English is figurative.

Cognate Activity
Figurative Language Activity

Tips for teaching Idoms: Cartoons, Comic Strips, Ads. Encourage students to record and discuss
Make and Take - Square paper, fold in corners to middle, write 4 items on outside (first, middle, then, last) and students will write thought, summary, picture, etc. on inside of "flap".

Multiple Meaning for Math Vocab - Table, Foot, Tree, Log, yard, meter, face, formula
How many different words we use for +, -, x, /, =

Support for ELLs in Math - Illustrations, diagrams, highlight important info/cross out unimportant info

Modifying an Assessment - shortening does not help (Will shortening a paragraph in Russian to two sentences help?

Make and Take

ELL Struggles in Social Studies - Government, personal beliefs contradict information

Promoting Peace Once School, One Child at a Time - ASCD Conference

2009-03-14T10:11:00.018-04:00

First: Encouraging words from Young Educator Award winners:
"All children learn... just not in the same way, and not at the same rate"

Greg Mortenson

To students: "How many of you have spoken to your grandparents about the depression, civil rights, Vietnam, WW2." In USA - 10% In India - 90%

Video - "Pennies for Peace" - Building schools in Pakistan and Afghanistan - "We have to build relationships..."

"The real enemy is ignorance..."

If you educate a boy, you educate an individual... If you educate a girl, you educate a community. - African Proverb

Literacy for the 21st Century - ASCD Conference

2009-03-14T08:05:00.019-04:00

8-9:30 am - Douglas Fisher, Nancy Frey, Jane Hill, Amy Sandvold - http://www.fisherandfrey.com/ - Slides will be available on website - comments in bold
Communication that shapes beliefs, change, understanding and society.
Critical literacy the analyze informaiton that changes rapidly
Create, respond to, and act upon the information

Tensions in 21st century - Gadgets, projects vs. instruction, assessment systems, skills vs. content

From nouns to verbs - Searching (google...), Communicating (twitter...)

Assumptions - 1. Students know stuff in order to do stuff 2. Teachers know stuff 3.Students know stuff too 4. Teachers and students learn from eachother by interacting and collaborating.

Structure for Instruction that Works - From more teacher responsibility to more student responsibility
Teacher Responsibility - (Wide to Narrow) Focus lesson (mini lesson), Guided instruction
Student Responsitility - (Narrow to Wide) Collaboration, Independent

Often the Guided instruction and Collaboration are missing! From focus lesson to independent! Kids who do well in classes like this are those that know the content and just need practice.

Sometimes, even the focus lesson is missing!

Many classroom reading sessions incorporate shared reading, guided reading, independent reading. (focus lesson, guided instruction, independent) - collaboration is missing

Collaboration consolidates information before application.

We often forget, in an education world overrun with "differentiation" that we must also differentiate homework.

Video - Vocabulary - "I like to model my thinking..." - reading history, stops on vocabulary and examines (judicial - root is judge... ratified - text my big brained friend... presidents cabinet - chose his kitchen? No!)
Showing 11th graders that you have to WORK your way through text.

Invest in teachers intentionally releasing responsibility.
------------
English Language Learners
Q. Children learn second languages more quickly and easily than adults. T/F
Q. The younger the child, the more skilled he/she will be at aquiring english. T/F
Q. The more time they spend in english, the faster they will aquire english. T/F
Q. Parents of ELLs should be asked to speak as much english as they can to thier children at home. T/F

All False! Myths an Misconceptions about English Language Learning: What Every Teacher Needs to Unlearn - Barry McLaughlin http://www.ncela.gwu.edu/pubs/symposia/reading/article6/mclaughlin93.html

NCLB/National ELL office - Asking all teachers of ELLs to be teachers of language development AND content...

How much language do your ELLs need to participate? Will they predict, describe, etc.?

Why are their misconceptions about ELLs? - "My child learned by experience and immersion, must be the same for ELLs"

Functional Language and Oral Language - Key to 21st Century Literacy

ASCD Conference 2009 Orlando, Florida

2009-03-14T08:01:00.002-04:00

Hi all. Met up with a few Rhode Islanders. Attended first-timer session and welcome reeption. Ready to begin my schedule of sessions. Not off to the best start... first session I chose was cancelled. Have to choose another.....

IMPORTANT Calendar Updates - 1/8/09

2009-01-08T07:44:00.002-05:00

Here are a few IMPORTANT calendar updates:

Parent Conferences were moved to February 12 (Feb 13 for 1/2 day Pre K)
Writing Focus Group (staff) moved to January 30
MEQCO Chopstick Auction moved to February 27

The calendar can be found by clicking this link: Go to Calendar

Calendar Updates - 12/14/08

2008-12-14T15:50:00.002-05:00

Many updates have been made to our school calendar of events. Click here to visit.

Have a safe and happy vacation!

Report Cards

2008-11-10T18:29:00.002-05:00

Most report cards were distributed today. However, if your child did not receive their report card today, they will get it on Wednesday. We appologize for any inconvenience this may cause.

Reminder - there is no school tomorrow, November 11 2008 in recognition of Veterans Day.

In- School Halloween Dress Guidelines

2008-10-29T18:13:00.003-04:00

As announced to the kids earlier today, costumes are not to be worn to school on Halloween. This includes masks and face painting. There are several reasons for this: (1) Costumes can get ripped, stained, etc. during school (2) Costumes are not always appropriate dress for weather conditions (3) Masks can significantly decrease visibility causing a safety concern (4) Face painting can get very itchy throughout the day.

Here's what the kids CAN do: WEAR A CRAZY HAT! It can be a Halloween hat or any other type of hat. Coloring hair is OK too!

In the future, I would like to consider creating some sort of after-school social event that will give students the opportunity to enjoy the fall season and dress in costume. This should be discussed with the MEQCO.

October 2008 Highlights

2008-09-28T11:50:00.002-04:00

October 13 - Columbus Day/No School
October 15 - Hearing Screening Up Through Grade 3 (in school)
October 17 - Grade 5 Basketball Game at W.W. High School 6pm
October 21 - School Improvement Team 6pm
October 30 - Picture Day

For more information, see the School Calendar and/or District Calendar

*As the weather gets colder, children should be reminded to dress warmly. Layers are appropriate at this time of year as mornings may be chilly but the temperature may rise considerably within the school building. Children should not be dropped off at school earlier than 7:50 as they will be asked to wait outside until the bell rings. This will surely be undesirable as winter approaches.

*If children report lost clothing items, the first place they should check is in the lost and found area on stage. Any articles of clothing brought to the office are placed directly in the lost and found area.

*As children gather their costumes together in anticipation of Halloween, please be advised that many costume pieces and accessories are not appropriate to bring to school. As Halloween approaches I will send out information on how the school will allow the students to show their spirit.

Pie Fundraiser - Beginning 9-29-2008

2008-09-28T11:45:00.003-04:00

Beginning on Monday, September 29, 2008, the Maisie E. Quinn Community Organization will sponsor a Pie Fundraiser. Notices, information and order forms will be sent home starting on monday the 29th.

If you signed up at open house to be involved in MEQCO fund raising, you will recieve a phone call shortly to explain how you can help.

Welcome Back! - 9-11-08

2008-09-11T16:55:00.004-04:00

The opening of the school year was great! We are well on our way to some great learning experiences. I have updated the web site in a few ways. Here are the highlights:

Added scrolling quick view of the Calendar and Notices
Updated calendar with many important dates and events
Added Sept 08 Newsletter, Parent Info and Bus Saftey Info to Notices
Added translation tool and weather information to the bottom of the web site

Check back soon for updates and announcements. As always, contact me if you have any questions or concerns.

DISCIPLINE FORM

2008-03-28T22:38:00.002-04:00

A sample of the new discipline form is being sent home with an explaination letter attached on the reverse side. If you have any questions, don't hesitate to contact Mr. Remillard.
UPDATE - this discipline form has been retracted for further review.

ELECT TO READ

2008-03-28T22:34:00.003-04:00

Elect to Read night will be held on April 4 at 6:30 pm. Bring a blanket and comfortable 'jammies and enjoy. Contact Mrs. Gregory for more information.

Kindergarten Registration

2008-03-10T21:26:00.002-04:00

Kindergarten Registration will be the entire week of March 24 - 28. Please drop by the school between 8:30 - 10am or 12:30 to 1:30 pm. Refer to the newspaper ad or the notice sent home for the information you will need to bring for registration. You may also call the school for more information.

PLEASE BE ADVISED - if you wish to be in the full-day-kindergarten, you must submit your complete registration on or before March 28th.

Parent Survey

2008-03-09T21:49:00.001-04:00

Please take a few moments to fill out our Online Parent Survey (click here). The information gathered will help us to know what we do well and what we can do better.
UPDATE - parent survey form closed until further notice

Welcome

2008-03-08T15:22:00.002-05:00

Maise Quinn School has quite a bit going on at this point in the year. This week begins our "Ramp-Up" Clubs: (1)Health, Fitness, Nurtition and Literacy Clug (2) Literacy Club. I am confident that the children involved with these programs will make both personal and academic gains.

We continue with our "Hands-Off" policy. This is a very strict policy through which we identify students who use their hands inappropriately (aggressively, playfully or in self-defense). Notices and phone calls are made to parents and suspention will ultimately be explored if 3 incidents are reported. The children need to learn to keep their hands to themselves in any and all situations. I am concerned with how many notices I am getting and recording, but will hopefully see a decline as this problem continues to be addressed. I thank all parents and teachers for their continued understanding and support.