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Inside this issue
Important Upcoming Events/Meetings
November 4 RBEC PD/Workday November 6 Social Worker Cohort Birth - 3 Cohort November 7 AT Cohort November 12 EBD Cohort November 13 Birth - 3 Cohort November 14 Principals Meeting, including ACEs Training November 15 MAG - MN Assessment Group November 18 Special Education Leadership Team Meeting November 20 Superintendent Council Coaches PLCs November 21 R180 Universal Cohort - PLC & PD November 22 School Psychologist Cohort November 28 Happy Thanksgiving |
The Progress, November 2019:
Volume 5, Issue 3 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 
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When Change Doesn't Require Change
by Weston Johnson
I try to find the humor in improvement efforts that are simply name changes for what is already known and should already be implemented by previous initiatives. Sure, there might be a little bit more to it but usually it’s not a lot more. The current name change I’m seeing in the area of literacy is going from “Balanced” to “Structured” literacy. Who comes up with these names?
Balanced Literacy.
Well, you’ve read this far, so you’re either bored or care about my opinions to some degree. My thoughts are that we need balanced literacy instruction that provides skill instruction for literacy elements based on proportions appropriate for students’ developmental needs, and we need to provide instruction that has a structured sequence for skills that is developmentally appropriate, cumulative, and systematic. You have to have it!
Again, if we only take these two approaches (i.e., balanced and structured literacy) on the surface level, we will be stuck with the “problems” and be calling for something new in 5-10 years. What we need is “effective” literacy instruction. This name never changes! Yet, it still allows for literacy instruction to improve overtime.
Lastly, if schools (Multi-Tiered Systems of Support) are going to have effective universal learning supports (Tier 1) with a guaranteed and viable curriculum (Core) that is aligned across increasingly intensive support (Tier 2-3), they will need to (a) know what to teach developmentally and in proportion to other skills, (b) develop a structured sequence, and (c) provide explicit instruction of those literacy skills. If you don’t have it, you’re going to keep looking for it when change doesn’t require change for those who have it.
I try to find the humor in improvement efforts that are simply name changes for what is already known and should already be implemented by previous initiatives. Sure, there might be a little bit more to it but usually it’s not a lot more. The current name change I’m seeing in the area of literacy is going from “Balanced” to “Structured” literacy. Who comes up with these names?
Balanced Literacy.
- Where did it come from? Balanced literacy came about after the Reading Wars and became prominent with the Common Core State Standards and the Reading Workshop framework (the Daily 5 and CAFÉ trend). Also, it was tied to gradual release of responsibility and explicit instruction.
- What is it? At its core, balanced literacy is the instruction of balanced proportions of literacy elements based on the developmental needs of students. A quick list of literacy elements includes: print concepts, phonological awareness, phonics and word recognition, fluency, literature and informational comprehension, writing, language (and vocabulary), and speaking & listening. Instruction of these elements should be balanced based on the developmental needs of students. For example, kindergartners need instruction with print concepts while 5th graders do not. (See image to the right)
- Problems? The Reading Wars of the past still echo today. Educators may not be aware of the evidence-based outcomes of this educational fight. Educators may still be fighting for what is effective. Educators may still disagree with the need to teach foundational reading skills using effective practices. Nonetheless, balanced literacy has been criticized for (a) focusing too much on reading skills isolated from the content of a text, (b) not emphasizing effective instruction of reading skills (i.e., allowing whole language to reemerge), and (c) when foundational reading skills are emphasized, they are not done so in a systematic (or structured) manner.
- Where it came from? Structured literacy appears to be emerging out of the disapproval of balanced literacy outcomes and lingering concerns that evidence-based skills are not being taught. It is commonly estimated that up to 15% - 20% students having symptoms of Dyslexia. Based on this, it almost seems long overdue for Dyslexia to have the spotlight in education. The International Dyslexia Associate includes structured literacy as a part of its knowledge and practice standards.
- What is it? It is the systematic instruction of literacy which teaches reading elements (i.e., phonology, sound-symbol association, syllables, morphology, syntax, and semantics) in a cumulative way that reviews previously learned skills and introduces new skills based on a developmentally appropriate progression.
- Problems? While not new, this specific approach is emerging more broadly, but I’d expect others to argue that (a) too much control over word recognition skills negatively impact generalization to less controlled texts and (b) too much attention to word recognition will negatively affect reading comprehension (the overall goal for reading).
Well, you’ve read this far, so you’re either bored or care about my opinions to some degree. My thoughts are that we need balanced literacy instruction that provides skill instruction for literacy elements based on proportions appropriate for students’ developmental needs, and we need to provide instruction that has a structured sequence for skills that is developmentally appropriate, cumulative, and systematic. You have to have it!
Again, if we only take these two approaches (i.e., balanced and structured literacy) on the surface level, we will be stuck with the “problems” and be calling for something new in 5-10 years. What we need is “effective” literacy instruction. This name never changes! Yet, it still allows for literacy instruction to improve overtime.
Lastly, if schools (Multi-Tiered Systems of Support) are going to have effective universal learning supports (Tier 1) with a guaranteed and viable curriculum (Core) that is aligned across increasingly intensive support (Tier 2-3), they will need to (a) know what to teach developmentally and in proportion to other skills, (b) develop a structured sequence, and (c) provide explicit instruction of those literacy skills. If you don’t have it, you’re going to keep looking for it when change doesn’t require change for those who have it.
SEA/Students Experiential Adventures: Feed My Starving Children
RBEC Science/Art Project: Mummy and Sarcophagus Science
RBEC middle school teacher Pam Hellsten's mummy and sarcophagus science/art project.
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sar·coph·a·gus
/särˈkäfəɡəs/ Learn to pronounce noun noun: sarcophagus; plural noun: sarcophagi
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GCED special education teacher Pam Hellsten is no stranger to embedding multiple standards into a project. Her students may be in multiple grades, thus have multiple grade level standards, and have varying degrees of skills; this is the world of special education. The standards are important to her; she wants all of her students to be successful and designing projects that connect the learning dots help her and them.
The photo above represents students' work, but I wanted to know more so I went to the source - our students, the learners. The first question was so obvious, but it had to be asked - what does sarcophagus mean? Three of Pam's students answered and then 2 of those 3 students went further and demonstrated their knowledge. Without prodding, Kellann Stachowski and Mason Howe were able to recall their learning and that:
The photo above represents students' work, but I wanted to know more so I went to the source - our students, the learners. The first question was so obvious, but it had to be asked - what does sarcophagus mean? Three of Pam's students answered and then 2 of those 3 students went further and demonstrated their knowledge. Without prodding, Kellann Stachowski and Mason Howe were able to recall their learning and that:
- Sarcophagi is the plural for sarcophagus.
- A sarcophagus is like a coffin, but different. Both hold a dead body. The sarcophagus is more to keep the body preserved. Sometimes a sarcophagus would go in a coffin before burial.
- In ancient times they emptied the brains of the body (before it becomes a mummy) with homemade tools. A hammer and stone could create a hole in the head, plus the insides came out of their noses too. To help get to the brains, they had a little hook for a tool that they pushed up the nose to pull the brains out. This empty space would be filled with sawdust.
- In addition to the brains, they would take all of the guts and organs out. They preserved them in separate jars with salt. The heart was the only organ not removed because it was so special.
We are grateful.
RBEC teacher Stephanie Schiltz is grateful for the love and support from her family. She and her husband Lance welcomed Malcolm to the family on 10/27/19; he joins big sister Aria.
RBEC Students and Staff Members are grateful for...
I am very grateful to work for a district that supports my continuing education as an occupational therapist! Thanks to GCED, I've taken a variety of worthwhile courses that have helped me learn skills and best practices for working with families and children with special needs. I'm also thankful to GCED for ordering the OT supplies and books that help me in my job with children of all ages - thanks Cherie & Cindy!
Plus, I'm thankful to work on teams with many caring, smart, creative, and supportive co-workers. Plus thankful that I get paid to play with kids and help them develop their skills! - Mary Testen |
We are grateful to welcome another GCED baby, Berkely Quinn Mattson. Her mom, Tess, is one of our school psychologists.
These witches are grateful for ALL of our ghosts and goblins.
I am grateful for so much! Just one of the things that I am grateful for is that you are reading our newsletter. To help show my appreciation, send me an email with the words "Jillynne is grateful" in the subject line. If I receive yours first, I will send you a "fabulous" prize. You rock - thanks! - Jillynne, jraymond@gced.k12.mn.us
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Step Students are Grateful for Crafting
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We are Grateful for Collaboration
On Tuesday, November 12, Student Support Services Night was held at Lincoln High School in conjunction with parent-teacher conferences. Parents had an opportunity to meet with representatives of Vocational Rehabilitation Services, SE Minnesota Center for Independent Living, and Ugly Dog Therapy. Also, they met with educators associated with the PAES (Practical Assessment Exploration System) Lab, and STEP (Secondary Transition Education Program), which are both housed at the River Bluff Education Center in Red Wing. Teacher Siri Vollan coordinated guests so that students and parents learn about things such as:
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Sonia Smith, Director of Special Education/RW
Have you heard? We have a new Director of Special Education assigned to Red Wing; help us welcome Sonia Smith.
Sonia is “a California Girl! I was born and raised near Los Angeles, California,” graduating from Morningside High in the 1980s. She grew up in a strong church family and participated in many youth activities that helped shaped the woman that she is today.
“I am a multi-degree college grad, which is code for I was searching for what I really wanted to do.” During that search she earned the following degrees:
was to help people become the best version of themselves; “I naturally went into teaching with the hope to make that type of difference.”
That love of education and learning continues. Sonia is currently completing her last semester of Law School. She is earning her J.D. with ADR certification from Mitchell Hamline School of Law. The degree,
J.D. is a Juris Doctorate (law) and ADR stands for Alternative Dispute Resolution. With a doctorate, there
is usually a dissertation involved. With a J.D. degree candidates write a paper equivalent to a dissertation. Sonia’s paper focused on the “pipeline-to-prison” concept and wrongful convictions. She was interested in studying the connections between the students served in special education and those of that population that also found themselves in jail or prison later.
My background and strong interest in helping to address the needs in special education led me to this journey. My hope is that my law degree and alternative dispute resolution certification, coupled with my other degrees and experience will help me to be a more well-rounded participator and voice at the table of discussion that is designed to make the best decisions on behalf of kids.
It is easy to see Sonia’s professional why when you get to know her. To expedite that process, when asked about her professional why - why this job, why this challenging work, why now? - her own words say it best:
I am all about making a difference. I worked hard to be a valuable player in an area that I believe has been overlooked or misunderstood for some time, special education. I accepted various roles that I thought would give me the best opportunity to make a difference. I was an elementary, middle, and high school teacher by choice. I was a campus and district administrator, and I’ve even worked at the state level to support students and special education departments. At this point in my career, I felt that I was ready to narrow my focus on one district, as opposed to many, and join a team that has the same goal as I do, which is to make a difference for students. The work of education, in any role, is a challenge. I chose the one I thought best aligns with my current skills and allows me to possibly make the greatest difference.
This certainly aligns with her personal why as well; she enjoys watching others become their best self. “I do what I do because I want to be a contributor to the change I’d like to see.” She sees the value added to her life when she is able to help a student or family.
The value does not come without challenges. From Sonia’s lens, the greatest challenge in public education today is “making the right choices for students we don’t fully understand and making decisions that have a lasting impact with limited resources.” Alongside that is the greatest opportunity in public education - to meet the “challenging needs of our students of today and making a difference for future generations.”
Sonia has a personal investment in those future generations as well. The shining stars of her life are her own children. Son Albert, 19, is a sophomore at Bethel University and daughter Soniya, 15, is a sophomore at EastView High School.
Red Wing is in good hands; welcome Sonia!
Sonia is “a California Girl! I was born and raised near Los Angeles, California,” graduating from Morningside High in the 1980s. She grew up in a strong church family and participated in many youth activities that helped shaped the woman that she is today.
“I am a multi-degree college grad, which is code for I was searching for what I really wanted to do.” During that search she earned the following degrees:
- Bachelor of Science and Master’s of Art in Organizational Leadership and Development from Biola University
- Master’s of Science in Special Education from the University of North Texas
- Master’s of Science in Professional Counseling from Grand Canyon University
was to help people become the best version of themselves; “I naturally went into teaching with the hope to make that type of difference.”
That love of education and learning continues. Sonia is currently completing her last semester of Law School. She is earning her J.D. with ADR certification from Mitchell Hamline School of Law. The degree,
J.D. is a Juris Doctorate (law) and ADR stands for Alternative Dispute Resolution. With a doctorate, there
is usually a dissertation involved. With a J.D. degree candidates write a paper equivalent to a dissertation. Sonia’s paper focused on the “pipeline-to-prison” concept and wrongful convictions. She was interested in studying the connections between the students served in special education and those of that population that also found themselves in jail or prison later.
My background and strong interest in helping to address the needs in special education led me to this journey. My hope is that my law degree and alternative dispute resolution certification, coupled with my other degrees and experience will help me to be a more well-rounded participator and voice at the table of discussion that is designed to make the best decisions on behalf of kids.
It is easy to see Sonia’s professional why when you get to know her. To expedite that process, when asked about her professional why - why this job, why this challenging work, why now? - her own words say it best:
I am all about making a difference. I worked hard to be a valuable player in an area that I believe has been overlooked or misunderstood for some time, special education. I accepted various roles that I thought would give me the best opportunity to make a difference. I was an elementary, middle, and high school teacher by choice. I was a campus and district administrator, and I’ve even worked at the state level to support students and special education departments. At this point in my career, I felt that I was ready to narrow my focus on one district, as opposed to many, and join a team that has the same goal as I do, which is to make a difference for students. The work of education, in any role, is a challenge. I chose the one I thought best aligns with my current skills and allows me to possibly make the greatest difference.
This certainly aligns with her personal why as well; she enjoys watching others become their best self. “I do what I do because I want to be a contributor to the change I’d like to see.” She sees the value added to her life when she is able to help a student or family.
The value does not come without challenges. From Sonia’s lens, the greatest challenge in public education today is “making the right choices for students we don’t fully understand and making decisions that have a lasting impact with limited resources.” Alongside that is the greatest opportunity in public education - to meet the “challenging needs of our students of today and making a difference for future generations.”
Sonia has a personal investment in those future generations as well. The shining stars of her life are her own children. Son Albert, 19, is a sophomore at Bethel University and daughter Soniya, 15, is a sophomore at EastView High School.
Red Wing is in good hands; welcome Sonia!
“The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.” |
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