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Inside this issue
Important Upcoming Events/Meetings
February 2 EBD Cohort February 6 ASD Cohort February 8 Perkins: Industrial Technology Regional Meeting February 9 Instructional Coaches PLC February 15 Principal Meeting February 16 EL Cohort @ Goodhue February 21 Superintendent Council February 21 Perkins: School Counselor Regional Meeting February 23 AT Cohort February 26 SPED Leadership Team @ RBEC |
The Progress, February 2018: Volume 3, Issue 6
The Progress archive
Click here to view past issues from the current school year. Comments? Suggestions for new articles?
Contact Jillynne Raymond, jraymond@gced.k12.mn.us. IMMIGRANT STUDENTS: How Schools Can Help |
Behaviors: Building Positive Relationships
by Kristin Kirk, School Psychologist
High fives, fist bumps, and secret handshakes. Establishing positive relationships with students can help minimize classroom disruptions, improve student engagement, and reduce stress for everyone! Students need to know that you promote a sense of community and safety within their learning environment. Students will open up and engage more when they feel like they are valued.
---Get To Know Your Students
It is our responsibility as educators to get to know students at different levels, not only academically, but personally and socially as well. Simply asking children about their weekends can be the first step to connecting with them. When teachers take advantage of opportunities to speak with their students about life outside of school, it's an indication to students that their teacher actually cares about them as a person. Work at getting to know your students as individuals. Find out their interests. Initiate conversations with them about sports, TV, or school activities. As you talk to them and listen to what's on their minds, they will begin to see that you're not just another adult, but someone who is genuinely interested in them.
---Build Goodwill on Good Days
Too often teachers only interact with students when there is a disruption. When things are going well and students are quietly reading, doing their work, or listening attentively, we just silently accept this situation and enjoy not having to correct misbehavior. Yet this is the time to build a little goodwill by commenting on how much you appreciate your students' good study habits. Use those PBIS positive behavior phrases! Here's a great opportunity to use statements like these:
“It's really great to see all of you start your homework.”
“I appreciate that you are all working so quietly.”
“The bell just rang. I see that everyone is in the right seat. That's great.”
“It sure is easy to carry on a discussion when people raise their hand and don't interrupt others. I appreciate that.”
“You're a great class; I enjoy being your teacher.”
---Watch What You Say
One mistake some teachers make is using harsh language with students. They use sarcasm when joking or unkind words when disciplining them. Then, everyone is uncomfortable. Educators can create an environment where students feel comfortable learning and the teacher maintains order without using such language, simply by being mindful of the choice of words used. Teachers can build good relationships with their students by treating them the way they would like to be treated. Simply stated, students want to be treated with respect. Talking down to students or lecturing them about their inadequacies will only irritate or frustrate them. Offering positive reinforcement, being consistent, smiling, and listening to their concerns all help to gain students' trust and friendship.
---Keep Trying to Reach Your Students
These tips are just a few ways you can build bonds with your students. Setting expectations, enforcing classroom rules positively, consistently making an effort to learn who they are outside of school, individualizing instruction, and using appropriate language in class will show how much you care. Relationships make a difference in the way students perform in school. They can also make the process of giving students what they need in the classroom a little easier.
High fives, fist bumps, and secret handshakes. Establishing positive relationships with students can help minimize classroom disruptions, improve student engagement, and reduce stress for everyone! Students need to know that you promote a sense of community and safety within their learning environment. Students will open up and engage more when they feel like they are valued.
---Get To Know Your Students
It is our responsibility as educators to get to know students at different levels, not only academically, but personally and socially as well. Simply asking children about their weekends can be the first step to connecting with them. When teachers take advantage of opportunities to speak with their students about life outside of school, it's an indication to students that their teacher actually cares about them as a person. Work at getting to know your students as individuals. Find out their interests. Initiate conversations with them about sports, TV, or school activities. As you talk to them and listen to what's on their minds, they will begin to see that you're not just another adult, but someone who is genuinely interested in them.
---Build Goodwill on Good Days
Too often teachers only interact with students when there is a disruption. When things are going well and students are quietly reading, doing their work, or listening attentively, we just silently accept this situation and enjoy not having to correct misbehavior. Yet this is the time to build a little goodwill by commenting on how much you appreciate your students' good study habits. Use those PBIS positive behavior phrases! Here's a great opportunity to use statements like these:
“It's really great to see all of you start your homework.”
“I appreciate that you are all working so quietly.”
“The bell just rang. I see that everyone is in the right seat. That's great.”
“It sure is easy to carry on a discussion when people raise their hand and don't interrupt others. I appreciate that.”
“You're a great class; I enjoy being your teacher.”
---Watch What You Say
One mistake some teachers make is using harsh language with students. They use sarcasm when joking or unkind words when disciplining them. Then, everyone is uncomfortable. Educators can create an environment where students feel comfortable learning and the teacher maintains order without using such language, simply by being mindful of the choice of words used. Teachers can build good relationships with their students by treating them the way they would like to be treated. Simply stated, students want to be treated with respect. Talking down to students or lecturing them about their inadequacies will only irritate or frustrate them. Offering positive reinforcement, being consistent, smiling, and listening to their concerns all help to gain students' trust and friendship.
---Keep Trying to Reach Your Students
These tips are just a few ways you can build bonds with your students. Setting expectations, enforcing classroom rules positively, consistently making an effort to learn who they are outside of school, individualizing instruction, and using appropriate language in class will show how much you care. Relationships make a difference in the way students perform in school. They can also make the process of giving students what they need in the classroom a little easier.
Assessment: Fall to Winter Changes
by Weston Johnson
Growth can be narrowed down to change over time. It seems like a simple concept to understand. We are surrounded by examples. The grass grows. Children grow taller. Waistbands grow after a Thanksgiving dinner. For each example, the point to make clear about growth is that it is different from achievement. It’s not the achievement of a larger waistband but the change of the waistband from before dinner to after dinner. Achievement is performance at one point. Growth is change over two or more points in time.
Growth can become complicated, however, when the various growth models are considered. Some are straightforward while others are a bit more complex. Regardless of their complexity, they all attempt to summarize a change and support interpretations about students, groups of students, supports provided to students for learning, or educational systems. Three models are of particular interest to educators within a Multi-Tiered System of Support and using FastBridge Learning assessments: Gain-score, categorical transition, and student growth percentile.
Gain Score Model. This model provides a basis for most models of growth. It is based on the score gains on a scale over time. Growth is described as the simple difference between the current score and previous score. The primary question it addresses is “How much growth in terms of absolute growth?”, and the answer addresses the amount learned on an absolute scale. For group-level interpretations, the average gain is used.
Categorical Transition Model. Categories are simply chunks of score ranges. While it does simplify interpretations, there is a loss of information compared to what would otherwise be available if the entire vertical scale was used. Growth is defined as the transition among the categories, such as Low Risk, Some Risk, High Risk. The primary question it addresses is “How much growth in terms of category transition?”, and the answer addresses the amount learned to transition in categorical terms. For group-level interpretations, the percentage of students is often used.
Growth can be narrowed down to change over time. It seems like a simple concept to understand. We are surrounded by examples. The grass grows. Children grow taller. Waistbands grow after a Thanksgiving dinner. For each example, the point to make clear about growth is that it is different from achievement. It’s not the achievement of a larger waistband but the change of the waistband from before dinner to after dinner. Achievement is performance at one point. Growth is change over two or more points in time.
Growth can become complicated, however, when the various growth models are considered. Some are straightforward while others are a bit more complex. Regardless of their complexity, they all attempt to summarize a change and support interpretations about students, groups of students, supports provided to students for learning, or educational systems. Three models are of particular interest to educators within a Multi-Tiered System of Support and using FastBridge Learning assessments: Gain-score, categorical transition, and student growth percentile.
Gain Score Model. This model provides a basis for most models of growth. It is based on the score gains on a scale over time. Growth is described as the simple difference between the current score and previous score. The primary question it addresses is “How much growth in terms of absolute growth?”, and the answer addresses the amount learned on an absolute scale. For group-level interpretations, the average gain is used.
Categorical Transition Model. Categories are simply chunks of score ranges. While it does simplify interpretations, there is a loss of information compared to what would otherwise be available if the entire vertical scale was used. Growth is defined as the transition among the categories, such as Low Risk, Some Risk, High Risk. The primary question it addresses is “How much growth in terms of category transition?”, and the answer addresses the amount learned to transition in categorical terms. For group-level interpretations, the percentage of students is often used.
Student Growth Percentile Model. Growth is conditional based on prior achievement using this model. Growth is defined as the percentile rank of growth gains relative to a reference group. The reference group is often students with similar start scores. Another common reference group is grade-level students. Typically the norms are national. The primary question it addresses is “What is the percentile rank of student growth compared to a reference group?”, and the answer addresses the amount learned relative to the reference group. For group-level interpretations, the median growth percentile is often used. Below is a visual for student growth percentiles when the reference group is initial level peers. For grade level peers, the norm group is across the entire achievement score range.
Note: The student’s gain of +10 is compared to the growth of students nationally with the same initial
achievement score to receive a percentile rank for growth. This student’s gain was ranked at the 50th %ile.
SKOL: River Bluff has spirit!
Cindy Luhman, Viking Fan Extraordinaire.
Hunter Reinke and Ronald Green demonstrate that the Viking pride is strong at any age.
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Tramonie Stingley is Vikings proud!
SKOL Although the Vikings did not make it to the Super Bowl, GCED/RBEC has the Viking Spirit! Young and older RBEC students united for a school wide SKOL cheer, which was later aired on Kare 11 News. 
RBEC Paraprofessionals Holland Kane and Brian Sherman work with students on their SKOL hats and cheers.
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RBEC Students prepare for the SKOL chant for Kare 11 News.
RBEC students prepare for their group SKOL cheer.
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Super Kids -- Super Sharing is an 18 year old service learning event designed to teach young people about the Super Bowl while giving back to the Super Bowl's host community. This year's MN Super Bowl provided an opportunity for MN students, including RBEC students. On January 18, 2018 social worker Matt Rodgers and PE/DAPE teacher Josh Nalan took five RBEC students to the event. Students and staff members sorted books, school supplies, sports gear, and games for Minnesota students in need. MN exceeded previous totals, a message of giving that our students heard according to Matt Rodgers, "I think a cool part was that our kids got to see how much was donated. They heard that MN was great with donations. It was a surprise for our kids; they don't always see that side."
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Students spent time at learning stations to complete the work as well as to build their football skills. Retired Vikings linebacker E.J. Henderson led games of flag football. The older RBEC students were happy to be able to play often.
Far top: Brooke Lyman demonstrates her spirit with Vikings mascot. Top: Josh Nalan and Eric Harvey also have the Viking spirit. Top left: Eric Harvey and Brooke Lyman enjoy a moment with Viking cheerleaders. Left: E.J. Henderson teaches RBEC students teamwork. |
American Sign Language Class - GCED offers 2 more classes
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Over the past several years, there are more students throughout our member districts who are using sign language as a means of communication. IEP teams, including general education teachers, working with students who are using sign language have requested support in learning sign language and finding reputable resources.
To help meet needs GCED is offering American Sign Language Classes to member districts taught by Michele Kremer, GCED American Sign Language Interpreter. Our first session is currently being held at Bluff View Elementary School in Lake City. We are happy to announce our next 2 offerings of the course; see right column for specifics. 
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ASL Course #2
Kenyon Wanamingo Elementary School Media Center Wanamingo Thursdays 3:30 - 4:30 pm 3/8/18, 3/15/18, 3/22/18, 4/5/18, 4/12/18 (4/19 make up date if needed) Registration now open on our website. ________________________________________________________ ASL Course #3 River Bluff Education Center Red Wing Thursdays 3:30 - 4:30 pm 4/19/18, 4/26/18, 5/3/18, 5/10/18, 5/17/18 (5/24 make up date if needed) Note: Staff members from our member districts may register for the ASL course at any location. |
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Jeff's Superbowl Prediction (made on 1/3/18): Vikings to beat the Patriots ...or anyone! |
Jeff Pesta, KW Superintendent
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Jeff Pesta, Kenyon-Wanamingo (K-W) Superintendent, has a key message for high school seniors in his district and for the one in his home. He hopes that seniors can relax about the decisions they are making for their future. Granted, they are making important decisions but there are times when seniors "have no idea of what they want to do and we have to help them know that it's okay." For Jeff, it sure worked out not knowing exactly; in fact his story came around full circle when he joined Kenyon-Wanamingo in 2015.
After college, Jeff was doing scientific field research in Alaska and in Asia along the Pacific Rim when he faced a conundrum. He loved the work he was doing, after all he got "to do science." His conundrum came as his wedding was quickly approaching; he had to figure out how to do science but also be at home. By the way, the wedding all turned out well. Jeff and Sherri have been married for 26 years. They make Northfield their home; Sherri is an RN at Northfield Hospital. Their daughter Amanda is majoring in business at Concordia University in St. Paul; she was able to do an internship with her dad in the district office - a parenting highlight. Their son Joseph is a senior at Northfield High School.
As he thought about the alignment of work and home, he could not help but to think about all of the inspiring science teachers he had in middle school and high school. His main source of amazement came from having fun in science classes. No matter how challenging the subject matter, everyone learned and everyone had fun. One of his teachers simply shared great stories that connected to the students' learning in order to help fortify the learning for the engaged students. This worked well; Jeff's first college level science class was "super easy" because they had learned it in high school. His mindset was ready to build on that foundation while maintaining the fun of science. The idea of teaching science actually sounded like a great career, but he never explored it. "Circumstances helped me find my way back to the path."
Jeff's path in as an educator began in ISD 191 (Burnsville-Eagan-Savage) teaching middle school and high school science. After teaching he served as an assistant principal while continuing his own education. That eventually turned into 18 years as a principal. Then he took a year's leave of absence during the 2014-15 academic school year in order to finish his doctorate. One morning that fall he successfully defended his dissertation, only to realize that he still had 6 1/2 months left to fill his time. He took a look at administrative openings and saw that Kenyon-Wanamingo had posted for an interim high school principal. With a 20 minute commute to his home in Northfield he thought he would give it a try. Once on the job for 3 months and with the unfortunate passing of Jeff Evert, K-W was in need of a superintendent. The Minnesota Department of Education is clear; someone leading the district office had to have a superintendent license; it just so happened that Jeff had one and was willing to put it to use.
Now with three full years under his belt, Jeff is clear that the greatest challenge for K-W also has the potential for the greatest impact. It is challenging for a truly rural district to create a comprehensive education. Rural districts are not as dynamic as other districts that could have a growth boom or could have a new employer come to town, or shut down in a town; they are tied to the local agricultural community. It is imperative for a rural district to get to the core skills with as much creativity as it takes to make it happen. Jeff acknowledges that K-W is preparing students "for their future, not our past." Agribusiness is evolving and education needs to as well. So how does a rural district meet the needs? There is much talk about personalized learning plans for all students in today's world, but not always specifics on how to make it happen. Jeff believes to make it happen that it's time to transfer the control to the students and earlier rather than later.
Currently the focus for post secondary plans happens in high school, but it needs to happen sooner. He wants K-W to work with its 8th graders to build their own 4 year old plan. Rather than pushing students through a one size fits all education, he advocates for personalized goals pulling students through their own plans with district support. So imagine that for a moment, if a student loves writing and wants more of it, then give it to him/her. Or if a student needs/wants more hands on experiential learning then let that be a part of that students' customized plan. Students evolve and can change their minds so it is important that the students' learning plans evolve too, but it is important to start early.
K-W Middle School has already begun the process. For the second year, all 8th grade students take a course titled "High School Prep" that is co-taught by the MS and HS guidance counselors, Katie Kelly and Whitney Ryan. This required course helps students prepare to navigate the more complex high school system. Students focus on their strengths, their needs, and the requirements needed to graduate on time on a solid post-secondary education/career path. In addition the counselors and the students have an opportunity to develop relationships; this strengthens the perception that counselors are resources for all students. This course is just one system piece that Jeff feels good about. Together they are working out the rest. It's what makes K-W such a great district to be in - the "organization is made up of great people." He is most proud of the staff; reflecting on 25 years in education and he is clear, "this is the best group of people to work with." He goes on to describe their lack of complaint and competition for a focus of what they have and their collaboration. Jeff is also proud that with this staff, "we're focusing on what makes K-W great, creating a culture of positive energy. We're looking ahead and making it the best place we can be."
Jeff's spirit and vision are inspiring. They connect to the pictures that surround the wall behind him in his office. He began his decor with a school district map so that all could see the geography of the Kenyon-Wanamingo School District. And to remember that we are all more similar than different, he has included his own family photos of dairy farming not so far away in Rice County. The photos remind Jeff of his full circle. He began with his farming roots to lead a rural district. As he talks to the public, he is able to connect with their questions and concerns. He is able to and happy to talk about everything that makes K-W great.
After college, Jeff was doing scientific field research in Alaska and in Asia along the Pacific Rim when he faced a conundrum. He loved the work he was doing, after all he got "to do science." His conundrum came as his wedding was quickly approaching; he had to figure out how to do science but also be at home. By the way, the wedding all turned out well. Jeff and Sherri have been married for 26 years. They make Northfield their home; Sherri is an RN at Northfield Hospital. Their daughter Amanda is majoring in business at Concordia University in St. Paul; she was able to do an internship with her dad in the district office - a parenting highlight. Their son Joseph is a senior at Northfield High School.
As he thought about the alignment of work and home, he could not help but to think about all of the inspiring science teachers he had in middle school and high school. His main source of amazement came from having fun in science classes. No matter how challenging the subject matter, everyone learned and everyone had fun. One of his teachers simply shared great stories that connected to the students' learning in order to help fortify the learning for the engaged students. This worked well; Jeff's first college level science class was "super easy" because they had learned it in high school. His mindset was ready to build on that foundation while maintaining the fun of science. The idea of teaching science actually sounded like a great career, but he never explored it. "Circumstances helped me find my way back to the path."
Jeff's path in as an educator began in ISD 191 (Burnsville-Eagan-Savage) teaching middle school and high school science. After teaching he served as an assistant principal while continuing his own education. That eventually turned into 18 years as a principal. Then he took a year's leave of absence during the 2014-15 academic school year in order to finish his doctorate. One morning that fall he successfully defended his dissertation, only to realize that he still had 6 1/2 months left to fill his time. He took a look at administrative openings and saw that Kenyon-Wanamingo had posted for an interim high school principal. With a 20 minute commute to his home in Northfield he thought he would give it a try. Once on the job for 3 months and with the unfortunate passing of Jeff Evert, K-W was in need of a superintendent. The Minnesota Department of Education is clear; someone leading the district office had to have a superintendent license; it just so happened that Jeff had one and was willing to put it to use.
Now with three full years under his belt, Jeff is clear that the greatest challenge for K-W also has the potential for the greatest impact. It is challenging for a truly rural district to create a comprehensive education. Rural districts are not as dynamic as other districts that could have a growth boom or could have a new employer come to town, or shut down in a town; they are tied to the local agricultural community. It is imperative for a rural district to get to the core skills with as much creativity as it takes to make it happen. Jeff acknowledges that K-W is preparing students "for their future, not our past." Agribusiness is evolving and education needs to as well. So how does a rural district meet the needs? There is much talk about personalized learning plans for all students in today's world, but not always specifics on how to make it happen. Jeff believes to make it happen that it's time to transfer the control to the students and earlier rather than later.
Currently the focus for post secondary plans happens in high school, but it needs to happen sooner. He wants K-W to work with its 8th graders to build their own 4 year old plan. Rather than pushing students through a one size fits all education, he advocates for personalized goals pulling students through their own plans with district support. So imagine that for a moment, if a student loves writing and wants more of it, then give it to him/her. Or if a student needs/wants more hands on experiential learning then let that be a part of that students' customized plan. Students evolve and can change their minds so it is important that the students' learning plans evolve too, but it is important to start early.
K-W Middle School has already begun the process. For the second year, all 8th grade students take a course titled "High School Prep" that is co-taught by the MS and HS guidance counselors, Katie Kelly and Whitney Ryan. This required course helps students prepare to navigate the more complex high school system. Students focus on their strengths, their needs, and the requirements needed to graduate on time on a solid post-secondary education/career path. In addition the counselors and the students have an opportunity to develop relationships; this strengthens the perception that counselors are resources for all students. This course is just one system piece that Jeff feels good about. Together they are working out the rest. It's what makes K-W such a great district to be in - the "organization is made up of great people." He is most proud of the staff; reflecting on 25 years in education and he is clear, "this is the best group of people to work with." He goes on to describe their lack of complaint and competition for a focus of what they have and their collaboration. Jeff is also proud that with this staff, "we're focusing on what makes K-W great, creating a culture of positive energy. We're looking ahead and making it the best place we can be."
Jeff's spirit and vision are inspiring. They connect to the pictures that surround the wall behind him in his office. He began his decor with a school district map so that all could see the geography of the Kenyon-Wanamingo School District. And to remember that we are all more similar than different, he has included his own family photos of dairy farming not so far away in Rice County. The photos remind Jeff of his full circle. He began with his farming roots to lead a rural district. As he talks to the public, he is able to connect with their questions and concerns. He is able to and happy to talk about everything that makes K-W great.
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Wellness...have you tried?
Do you find yourself feeling more down than you want this time of year? Or do you want to help your staff members' or students' sense of wellness? Try focusing on just 3 things. Describe 3 good things that happened in the past 24 hours. 1. What was the first good thing? What was the cause? 2. What was the second good thing? What was the cause? 3. What was the third good thing? What was the cause? Maintain your own wellness and help those around you by focusing on the GOOD. It's amazing how much good is all around us! |