The district is offering FREE parent workshops at 10 locations.
The next one is Friday, January 20, 2017 from 9-10am.
**Click on images below to enlarge**
Eyal Bergman, Family and Community Engagement Officer
Miller Elementary Staff has been immersed in the Common Core State Standards. They are excited about the positive changes they believe are in store for them. The work has really led to a focus on working through the ELA standards and breaking them down to truly have a better understanding of the expectations. The efforts have led to a more focused approach on teaching the standards effectively and planning measurable academic student tasks. As a follow-up to a workshop on teaching with the standards in mind, this past week in particular was spent meeting with PLC grade-level teams to refine and extend the learning to ensure equitable access for all kids.
“Our session was informative and eye opening. [The] coaching has already shifted our thoughts, planning, and intentions in a positive and meaningful direction. More importantly, our teaching will be more focused and effective. Our entire staff looks forward to our future professional learning and growth. I know this is a more efficient and meaningful way to teach, so thank you for your patience and thoroughness.” -S.Klan
“I know a big [take-away] was the clarification on the I do, we do and you do aspects of our mini lessons. Teachers are now clear on how to implement that during the Daily 5 mini lessons. Another piece was looking at the (quarterly) pacing guide to help teachers plan their lessons based on hitting certain standards on a weekly basis. It’ll help everyone get a lot more organized and teach strategically.” -S.Alawy
“Great PD…an eye opener to unwrapping the standards and great lesson ideas that were compatible with standards that we are teaching.” -M.Abdulla
Check out HR’s post on Loan Forgiveness:
This afternoon, Title I Resource Staff revisited the key elements of a language-rich interactive classroom by engaging in a variety of strategies tied to the common core state standards. The strategies focused on developing speaking and listening skills, reading with a purpose and writing. The strategies included the Oral Retelling Task, ABC Brainstorming, Academic Language Word Work, Structured Reading, Structured Writing using textual evidence and foldables. To sum it up, they had lots of additions to their Strategy Toolboxes!
Here’s some feedback from our 3-2-1 Tickets Out:
3 things I learned are the importance of word work, setting clear content and language objectives and close reading.
2 things I will implement in my classroom are word work and more total response signals.
1 thing I wish is more PD on newcomer strategies!
3 things I learned are the word work activity, how to take the oral retelling task to writing, and new ideas to implement the strategies into different subject areas.
2 things that I want to implement into my class are word work and reading comprehension strategies.
1 thing I wish is more PD on any new strategies. Thank you! I love coming to these!
3 things I learned are word work activity, mini-book (foldable) and ABC brainstorm > from lower level to higher level tasks.
2 things I will implement are the ABC sort and word work.
I thing I wish is more PD on strategies for teaching higher level (depths of knowledge).
This morning, ELD Specialists participated in collaborative learning opportunities facilitated by colleagues. The focus for this meeting was on Specially Designed Instruction (SDI) for newcomers and small group strategies that work! Participants rotated between four rounds that focused on Oral Language Development, Word Work/Phonics, Guided Reading and Structured Writing.
On December 14 and 16, a district team from Cajon Valley Union District visited Dearborn Public Schools to learn how the district supports the teaching and learning of English Learners as well as the specific initiatives the EL Department has in place to serve refugees, a population that is growing exponentially. The visitors spent two days walking through classrooms and meeting with school staff to debrief and get their questions answered.
The discussions were astounding as they were really impressed with what Dearborn has in place for meeting the needs of all students. Some of the topics that were positively highlighted through observations and dialogue were the collaborative teaching models, the focus on academic language development, the emphasis on all four language domains, the positive culture and climate in the schools (including the positive relationships among staff and between staff and students), the centralized professional development for support staff and the depth and breadth of professional development opportunities provided to staff.
Thank you to the staff at Salina Elementary, William Ford Elementary, Woodworth Middle School, Miller Elementary and Geer Park Elementary for opening their classroom doors and showcasing the great work that Dearborn teachers do every day!
EL Language and Literacy Trainers led the November 30th workshop session for new teachers with a focus on Sheltered Instruction Observation Protocol (SIOP) strategies. The session focused on developing academic language through structured word work, reading, writing, listening and speaking.
Here is what some new teachers had to say:
“One take-away is the implementation of structured conversations within the EL classroom to ensure students are practicing oral language.”
“One take-away is the use of a word sort to have students make connections between content related vocabulary.”
“One take-away is how important it is to implement SIOP strategies to build language.”
“I really like the accountability piece for both partners.”
LANSING – Michigan’s move to become a national leader in literacy continues as the first meeting of the Governor’s PreK-12 Literacy Commission will be held from 9 a.m. to 3 p.m. Monday, December 5, in Room 426 of the Capitol Building.
The commission was formed by Governor Rick Snyder through Executive Order 2016-18 to provide policy recommendations and reports on the state’s progress in becoming a national leader in literacy. The first meeting will focus on establishing the scope of work for the commission and hearing overviews of the literacy achievement, policy and leadership efforts in Michigan.
“Literacy is the foundation of learning and a keystone in moving Michigan forward both academically and economically,” said State Representative Amanda Price (R-Holland), chair of the commission. “My goal is to tap the expertise and insights of the commission’s members and develop precise strategies to help every child learn to read and write.”
The 13-member commission was appointed by the Governor, with two members submitted by the State Superintendent and one each by the Speaker of the House of Representatives, Minority Leader of the House of Representatives, Majority Leader of the Senate and Majority Leader of the Senate.
The PreK-12 Literacy Commission members and their backgrounds include:
The commission was created after state government leaders formed a workgroup to review state policies on literacy and determined that an independent commission was needed to set literacy goals for the state and provide reports on progress.
Established within the Michigan Department of Education, the commission will investigate, analyze and advise on changes to state programs, statutes, regulations and policies relating to the assessment, professional development, education programming, socioeconomic challenges, best practices, collaboration, parental engagement and teaching of literacy.
EL & Compensatory team members have been immersed in the Culturally Responsive Instruction series hosted by Wayne Resa. The workshop sessions examine processes and tools that facilitate and support cultural competency at every level as well as practices to support higher achievement for all student groups. As part of day three, our EL team facilitated a segment on how to utilize the cultural richness of Arab-American and Muslim children. The session sought to dismantle normative assumptions while examining the mismatch between home cultures and US school culture in order to create positive and valuable change in individual and social systems.