Overcoming Obstacles in a Positive Way

The high stakes testing environment's biggest victims are our third graders.  At least in my opinion.  In third grade, they experience their first year of state standardized tests, and in Ohio, they are told that if they do not meet a certain score, they do not pass the Third Grade Reading Guarantee and will be retained in third grade.  Of course there are more technical details to this so-called Third Grade Reading Guarantee, but the bottom line is that our third graders are under a tremendous amount of stress, particularly those who entered third grade one to two years behind grade level in reading to begin with.

As a third grade teacher, I am stressed.  But, I still say that the biggest victims of this are the children.  When I started off this academic year, I put in front of my students their first reading passage and series of questions, and staring back at me were 25 frightened faces who, in that moment, were very afraid of what third grade was going to be like.  From that point on, I knew that I had to prop each one of them up and double up my efforts (that had already been tripled) to teach them how to handle this year with the right attitude.

Let's face it.  It is unfair.  Eight and nine year-old should not have "their entire future" based on one test.  My particular class of students is more than just a classroom, it is a family.  These kids are CLOSE!  I, as their teacher, think over and over daily, who among them could be missing from this group as they move on to fourth grade next year with a reason for that, that they did not meet the cut score of the reading guarantee.  That evil thought lights a fire in me to make sure that does not happen.  These kids are CLOSE!  Not one of them will be left behind...even if it takes me until August to make sure of it.

I have seen my students' anguish on their faces.  I have seen my students cripple under stress as they rub their brow, bury their heads, moan, wring their hands, and bluntly refuse to create goals.  I have held my students and rubbed their backs when they cry.  So, what is a teacher to do with all of this madness?

For one thing, I lead by example.

I am asking them daily to answer questions with evidence.  I want text specific evidence on reading comprehension questions.  I want "work" shown and written explanations on math problems.  I show them the EVIDENCE of why they should believe in themselves.  I keep tons of data and I make sure I am up to date on my information.  I show them where they are and where they need to be so that they can see proof of how good they are becoming and how much they have grown.

Secondly, I help them to lay a good foundation.  We focus on P.R.I.D.E. in room 177.  We need to show that we are proud students by doing our best and neat work on all assignments.  We show that we are responsible students by coming to school prepared with all supplies and homework complete.  We are independent learners in that we attempt to use our strategies to solve problems before asking for help.  We are dedicated students in that we remain on task and do not disrupt others learning. And, with all of those things combined, we can become educated students.  We know that when any one of those five elements is broken that we become LAZY.

Additionally, we work on the keys for success.  One of my "go to"  Ms. A-isms is "attitude is the most important key to success."  I have even gone so far as to show my students the following infographic:

It is simple...do the math.  We need to have a LOT of hard work.  This is definitely important for my third graders.  They are given challenge after challenge.  I ask them to struggle so much.  Through this struggle and through our phenomenal interdisciplinary units, students have the opportunities to gain knowledge.  If we are lucky, we can add a little bit of love of learning.  But, it is our ATTITUDE that will get us up to 100%.  Each one of us is in the classroom experiencing the same thing each and every day.  Twenty-five students and one teacher.  Some students can begrudgingly take on their academic day while others can embrace it.  In the end, the one who will be more successful will be the one who embraced it with a positive attitude.  Same lesson, same experience, same teacher, same activity, same opportunity...different attitude, different outcome.

Another thing I do to help my students overcome their stress is HAVE FUN!  They are not the only ones stressed in the classroom.  As their teacher, I feel stressed as well, but in addition to my own personal stress, I carry their stress on my shoulders as well.  These children are mine to teach and protect, to nurture and grow for one year.  I can't have them hammered by the burden of "this test".  So, when I feel the pressure or when I see their woebegone faces, I do something contraindicated--the opposite of what is expected.  Normally under pressure, we start to boil or explode.  To rant or yell.  I try to not let that happen often.  My little contraindicated "moves" are never planned.  I am not sure how they come to mind, but they always get my students giggling and usually keep learning right on task.

Here is an example:

One student is "one tough cookie" for me and I have a hard time getting her to complete assignments and answer questions in class...even the "easy ones."  Last week, when working on repeated subtraction as it is related to division, I asked her to answer "4-2=?".  Three minutes later and after watching her make her squirlly faces as if she is really trying hard to figure this "tough" question out, the rest of the class was starting to get antsy.  So, it was "do or die" time for me... I wanted HER to answer so all of a sudden I start singing (a' la the "Maniac" song from the Flashdance movie) "she's a maniac, maniac at MAAAATHHHH!  She's a maniac, maniac, at MAAATTTTTHHH!  And she's subtracting like she's never done before!"  The class erupts in giggles and the student responds, "Two.  You didn't have to embarass yourself singing you know."  And the lesson continued.

Today, I saw this roll across my Facebook newsfeed and I thought I would share it with you.  It really gets in the spirit of what I am trying to accomplish with my students.  Even in the midst of negativity and negative experiences, we can #MakeItHappy.  

Kid President does such a wonderful job of reminding us to be positive.  Our life experiences from home, school, work (for us grown-ups) can pound us with negativity.  There are days that we want to curl up and quit trying.  We get tired of struggle.  We wish things were easier.  A gentle reminder of the OPPORTUNITY for GROWTH that we have when we are presented with STRUGGLE turns the negative into a POSITIVE. We always feel PROUD after accomplishing a difficult task rather than an easy task.  STRUGGLE leads us to good things.  We just need to #MakeItHappy.

Why Use a Data Wall? Third Grade NWEA MAP Data Revealed

Each year, students take NWEA MAP tests in the Fall, Winter, and Spring.  These tests are used to show where students are ready for instruction (RIT score).  Teachers use the information gathered from these tests for a variety of reasons throughout the year.  But, Ms. A wondered, "Do the students know what these tests are for?" and "Do the students know where they should be performing?"

So, this year, Ms. A created data folders for each student in her homeroom so that students could track their progress throughout the year.  Lines were drawn across the bar graphs to indicate the cut scores for each performance level in reading and math so that students would know what score they needed to reach to be considered proficient, accelerated, or advanced.

Bar graphs were shaded in with the previous spring's results and students were conferenced with prior to the Fall testing to establish a goal.  The result... students met or exceeded their goal.  The class data was then used to create a Data Wall.  Student created owls were numbered according to our classroom numbering system (to protect student privacy).  Owls were placed in RIT band baskets that indicated the performance range in which their score fell.

On NWEA MAP Reading, of 25 students, 1 student performed at an Accelerated level, one student performed at a
Proficient level, 6 students scored at the Third Grade Reading Guarantee Level and all remaining students scored either
Limited or Basic during Fall 2014 testing.

Each month, students set S.M.A.R.T. Goals (see earlier blog post) for reading, math, and behavior.  These goals are designed to create an action plan to help them reach their growth target for the next assessment period.  Throughout the year, references are made to our Data Wall about the kinds and types of student behaviors that will help us to reach our goals and get our owls to the nests in which we would like to be.

When speaking with students, students admit that third grade is very difficult.  They understand that they are challenged this year more than other years but that "the growth happens in the struggle".  One of the most difficult things about third grade is that when a student enters third grade reading 1-2 years behind grade level, we have the Third Grade Reading Guarantee to worry about.  This means that we cannot simply consider growing academically one year.  We often have to grow 1-2 years (and sometimes even more) otherwise, the threat of retention becomes a reality.

This Winter, students took the NWEA MAP assessments following Winter Break.  Again, prior to testing, Ms. Amstutz conferenced with students, students established S.M.A.R.T. goals, and students established testing goals.  Perhaps the most important goal we have is to "be willing to struggle".  It was explained to students that the MAP test is designed to get more difficult as they answer questions correctly.  So, that it is getting hard is a GOOD thing!  This is when they have to be willing to struggle.  This is where they can show how good they really are!  Often, students don't want to sit and read the longer passages, particularly when reading is difficult.  But, with the motivation to reach those goals, now they understand that they have to have an internal willingness to struggle and grow.

And, the results were....OUTSTANDING!

On the Winter 2015 NWEA MAP testing 5 students scored Accelerated, 6 students scored Proficient, and 4 students scored
at the Third Grade Reading Guarantee cut.  Four other students were within 6 points of the Third Grade Reading Guarantee
cut score while the rest were not far behind that.

Over 75% of third graders met or exceeded their mid-year reading growth targets.  Several  even met or exceeded their end of year growth targets!  Perhaps one of the biggest accomplishments of the class is "closing the gap".  At the beginning of the year, our classroom average was 12.4 points behind the national average.  As of the Winter testing, our classroom average is only 7.4 points behind the national average.  This means that not only have we grown as we are expected to grow, we have shaved 5.0 points off of the gap in reading!

Student response to using the Data Folders and the Data Wall has been overwhelmingly positive.  They now more fully understand where they are supposed to be and why they should put effort into THEMSELVES!  Over and over again, students say that they do not want things to be difficult for ever.  They understand that if they put a little bit of struggle in for a little while, it will eventually get easier.  They understand that it feels good to do good.  They understand that the feeling of "I am proud of myself" is the best feeling in the world!  They understand that it is important to be the BEST ONE DONE and not the first one done!  They understand that whatever their name is on is a reflection of them and that they have to make it good!

New to our Data Wall for the second quarter is a focus on NWEA MAP math.  Let's see how we can make our math scores soar to new heights as well!

NWEA MAP Math Data Wall by RIT Band

Integrating the Arts into the IUs

Connecting the Arts to the Interdisciplinary Units

This year, Concept Schools, through the new K-3 director Jennifer Sajovec, introduced interdisciplinary units.  As explained in an earlier blog post, interdisciplinary units relate one or more content areas into one unit of study.  The beginning of each unit begins with a lesson hook which has typically focused on at arts connection, making HSA-DE and other Concept Schools more of a STEAM (science, technology, engineering, ARTS, and math) focused school rather than a STEM school (science, technology, engineering, and math).

Taking this one step further, at HSA-DE, the third graders (and other grades) often complete art projects in Ms. Breining's Art class that have a special tie-in with the interdisciplinary units.  One such project was completed that bridged TWO interdisciplinary units.  The Folk Art Landform Zentangles featured in this post connected the theme of pioneer life from the first IU titled Value with the learning of landforms in the second IU titled Interdependence.  Students worked on this project over a period of several weeks.

A Little Bit about Zentangles

The Zentangle Method is an easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns.  A Zentangle is an abstract drawing created using repetitive patterns according to the trademarked Zentangle Method. True Zentangles are always created on 3.5 inch (8.9 cm) square tiles, and they are always done in black ink on white paper. The invention of the Zentangle was intended to make the act of drawing pleasurable, meditative and accessible to all.

Almost anyone can use it to create beautiful images. It increases focus and creativity, provides artistic satisfaction along with an increased sense of personal well being. The Zentangle Method is enjoyed all over this world across a wide range of skills, interests and ages.

To learn how to make a Zentangle, click here.

Folkart

Folk Art is characterized by a naive style, in which traditional rules of proportion and perspective are not employed.  Other terms that overlap with folk art are naïve art, primitive art, popular art, self-taught art, and working-class art/blue-collar art.

Folk art expresses cultural identity by conveying shared community values and aesthetics. It encompasses a range of utilitarian and decorative media, including cloth, wood, paper, clay, metal and more. If traditional materials are inaccessible, new materials are often substituted, resulting in contemporary expressions of traditional folk art forms. Folk art reflects traditional art forms of diverse community groups — ethnic, tribal, religious, occupational, geographical, age- or gender-based — who identify with each other and society at large. Folk artists traditionally learn skills and techniques through apprenticeships in informal community settings, though they may also be formally educated.

Folkart Landform Zentangles

In Ms. Breining's Art class, third graders drew repetitive patterns on landform drawings of hills, mountains, plains, and valleys.  Using watercolor pencils, they colored their Zentangles.  Finally, they added water to create the watercolor painted effect.

Ms. Breining thought that a nice  added component to this project would be for students to create their own home made scratch art.  Originally, it was planned that a piece of this scratch art would be cut and inlaid into the Zentangle.  However, due to student excitement, dedication, and detail to their scratch art pieces, it was decided to leave the scratch art whole and add it as a side piece of art.

Khadijah

Jayda

Sharnetta

Second Quarter Honors

The second quarter of the 2014-15 school year is behind us and with that Horizon Science Academy took some time to recognize students who demonstrated outstanding achievement in academics, character, and citizenship. The following students from third grade were recognized at last week's awards assembly.

Merit Roll

Merit roll is achieved when a student earns an overall GPA between 3.0 and 3.49.  The following third graders achieved the Merit Roll for the first quarter of this school year:

Aaron, Lavon, Darren, Khadijah, TaMya & Abubakr (not pictured).

Honor Roll

Honor Roll is achieved when a student earns a GPA between 3.5 and 3.99.  When placed on the Honor Roll, students receive a McDonald's gift card in addition to their certificate. The following students achieved Honor Roll during the first quarter:

Karissa, Marion, Diamond, Ray'von, Shy'diamond, James, Kaylin, Da'Marieon

Super Honor Roll

Super Honor Roll is achieved when a student obtains a GPA of a perfect 4.0:

Angel, Cayla & Jayda

Special Honors and Awards

Highest Average in Science

Karissa & Kaylin

Highest Average in Social Studies

Da'Marieon, Cayla, & Kaylin

Highest Average in Reading

Angel

Highest Average in Math

Angel

Super Speller

Ray'Von

Most Improved

Math:  Diamond; Behavior: Adriana; Reading:  Jayda; Spelling:  Cayla

Horizon P.R.I.D.E. Award

Kaylin & Shy'Diamond

Citizenship

Angel

Dean's Student  of the Quarter 

Khadijah

Ms. A's Top Five List of Crazy Stunts to Capture Her Student's Attention in 2014

Third grade is one of the toughest years our students will have at HSA-DE as it is the first year our precious little ones are thrown into the world of state standardized testing.  Ms. A throws one challenge after another at them all year long as she tries to help build their independence and confidence.  To help lighten the load, she tries to build a strong "family" like community in the classroom and throw in a bit of humor, especially when the going gets rough.  None of these things are ever planned...they are just spontaneous things that seem to come out of nowhere and represent the true personality of our crazy little classroom.

5)  Giving students nicknames...not everyone has one yet, but by the end of the year, I am certain, everyone will!   Sharnetta Farnetta, Jayda May and TaMya JONES are just starters... There are also Beezus, Grumpy Cat, Lady Bug, Olaf, Lady Toots-Her-Own-Horn, and Fiona.

4)  BRING IT AROUND:Sometimes getting students to FINALLY arrive at a correct answer calls for a little celebration...

3)  TAP DANCING:  Because Teaching math in the afternoon (after TWO specials) felt a little bit like the Kid Snippets video below, I thought maybe I needed to be a bit more entertaining...so, I started to tap dance.  Needless to say, the whole class was busting up laughing and I had their attention better than most days at that time of the afternoon...so, maybe I really DO need to keep tap dancing.  (Since then, I have moved Math to the morning and things are going much better.)

2)  HUMOR: Sometimes, we just take a moment to laugh with and at ourselves. We all do funny things and embarrassing things. One of the easiest and best ways to to deal with those situations is to find humor in them. We never do things to hurt each other but we do try to have a sense of humor and not take things so seriously. Sometimes, I will do STUDENT IMPERSONATIONS and they will try to guess who I am doing. Other times, it is playing jokes on students. For example, one time I had a student turn in an assignment that was all rolled up in a tight roll like a telescope. So, the next day, her classwork and bellwork assignments were all given to her folded in various origami shapes. Another time, I copied everything a student did.  If she crossed her arms, I crossed mine.  If she covered her face, I covered mine.  It is a proven way to end a bad mood if your teacher acts like an 8 year old, too.  They never seem to see that one coming.  ;)

1)  SINGING:  This is probably my number one go to attention getter.  you never know when it will hit or what song will come out of my mouth.  Like I said earlier, I never plan it... it literally spills out of me.

It can be anything from answering a student's question of where to start...this results in my singing...

To a response to students quarreling...

To sheer nuttiness to out rank the nuttiness of my nuttiest of students...