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MY STORY, MY VOICE

Springs’ parents, teachers, and staff, we want to hear from you! Use your voice and share your story as part of our “My Story, My Voice” series. There is so much wisdom and joy to share among our community members and we invite you to share your experiences.

The Reflection Process with Mrs. Cozzitarto

Reflection— a process where students describe their learning, how it changed, and how it might relate to future learning experiences, is one of the most important things we practice at Springs.

We know that reflection increases student learning. It supports growth mindset and encourages students to improve and learn from their mistakes.

This process is key for the teacher in the classroom and the parent at home and requires intentional practice and patience for it to become a habit (it doesn't happen overnight).

How can you submit YOUR story for our site?

There are many stories to tell and general categories include:

Testimonials-how Springs made a difference.
What matters to you?
What did you do to have a great summer vacation?
What did you learn during the pandemic?
What brings you joy?
Have you solved a problem working with your child or with your class?
What has touched your heart over the years?
How have your students/children taught you lessons?
How have you used your voice for change?
What lessons have you learned in life?
Why is it important to advocate for your students? For school choice?
What's important to you? It could be as simple as "I found a way to improve my child’s focus.”

There are many ways to share your story and remember, everyone loves practical tips that we can use right away. Check out the following guidelines and please share your stories. Submit a written story with optional photo (no more than one page in length)

Send an audio clip with optional photo (3 minutes max)
Send a short video (3 minutes max)

We will edit all formats and are happy to help polish up your story! Your voice matters!

My Story, My Voice - Submission Form

ASK THE EXPERTS

In this monthly column, parents and teachers can submit questions and our experts will answer them!

Use your VOICE and submit a question for a future column by filling out THIS FORM.

This month, we hear from one expert teacher and one of Springs most cherished leaders.

How do we support the student who refuses to participate? They sink down inside their hoodie and close themselves off to me, the other students, and life in general.

It’s important to recognize that student behavior can be a form of communication to those around us that there is something going on internally. While there is no easy or quick solution to how to address students whose behavior is sending a clear message of the desire to isolate and be left alone, there are a few tips that may be helpful in addressing these situations.

Don’t personalize the student's behavior as a message that they are disinterested in learning or interacting with others. Students, particularly middle and high school ages, are intrinsically drawn to peer relationships. When a student is showing signs of withdrawal, especially from peer interactions, there is, most likely, something deeper going on with the student.

Consider that some students, particularly middle and high school age, are experiencing tremendous physiological changes that often result in disrupted sleeping and eating patterns. In addition, the stress of academic and social performance can result in fatigue, hunger, and emotional dysregulation.

Regardless of the reason, it is important to handle the situation diplomatically without drawing attention to the student. In addressing the situation:

Make certain that the student is aware of the expectations of the class and the importance of engagement in order to be academically successful.
If appropriate, talk with the student privately to determine what might be going on with the student. Ask questions like “is there something you would like to share with me about what is getting in the way of you participating in class?” to see if you can identify the cause. Or “is there something you need that will help you to be more attentive in class?”
Teachers may also want to reach out for assistance and consultation from other teachers, administration, or school counselors.
It is important to remain positive, supportive, and patient with the student and encourage ongoing communication in assisting the student to re engage with the school community.

Students that are struggling with the need for isolation and who are disengaged can be a challenge, but with patience and understanding, the situation can be managed.

Debbie Daniel

I'm having a conflict with the other adult in my student's life. They don't believe my account of what is happening with the child and are not supporting me! What do I do?

Niki Wakelin says:

If this were a situation in my classroom, I would take into consideration that my student may have a very different perspective of what is going on in the classroom and is only sharing this point of view with the adult in their life.

I would first attempt to engage the student in a conversation with the goal of trying to see the situation from the student perspective to ensure that I personally am seeing both sides. Perhaps there is something that I am unknowingly doing that is triggering the student to the point of conflict. If this is not the case, and support from the adult in the student's life is required, it would be necessary to meet with both the student and the adult in their life so that all perspectives can be explored honestly and realistically with all parties present. In this meeting I would attempt to establish some guidelines for acceptable behavior and communication in the classroom that everyone can agree upon and create a list of what I will promise to do and ask the student to make a list of what they will promise to do. At the end of each day (at first, and then only as needed) I would review the list with the student to determine how well we both kept our promises. I would send communication to the adult in the student's life, making them aware that the list had been reviewed, request that they do the same and then provide feedback, comments or suggestions as needed.

SPEAKING THE SPRINGS WAY

Things we say and things we don't say at Springs. This month our focus is on words we say when focusing on MASTERY.

We use Mastery Grading instead of Grading. Levels of Mastery range from needing help to being able to independently apply concepts to new ideas. Students in TK-8 receive mastery learning grades based on Springs Proficiency Scales. The mastery learning grades ranges from 1 to 4 (Novice, Apprentice, Practitioner (Master) to Expert) and reflects the level of understanding and applied knowledge of the concept or skill. We have a list of specific skills for each I CAN! that represent each level of mastery. Insert graphic.

Mastery Paths are templates that guide the Mastery Wheel Cycle. Teachers and students set a goal and develop a plan together for the mastery goal. During the process as the student is on the path to mastery, the student meets with the teacher in short 5-10 minute Tuning Meetings which guides each step from setting the goal to celebrating success.

We have a Mastery Wheel (Set the goal, make a plan, (learn, try, reflect), prove, celebrate). Springs learners use the Mastery Wheel to promote their success. It helps our teachers partner with our students take ownership of their learning… What do we want learners to learn? How do we know they’ve learned it? How will we recognize and celebrate growth? The Mastery Learning Wheel includes seven stages: 1) Set the goal, 2) Make a plan, 3) Learn, 4) Try, 5) Reflect, 6) prove, 7) Celebrate.

Instead of giving grades for completing work, we give feedback. Teachers review work to celebrate success and communicate next steps in the learning process.

Instead of typical assignments, students provide evidence of Mastery. Mastery assignments are intentional work done after the learning that demonstrates the learner has mastered the skill. We also offer multiple attempts at mastery.

We say First Attempt instead of “Due Date.”

Redos and Retakes are available for learners after they have reflected on their feedback, and have a plan for improvement.

We say Milestones instead of Mid-Terms or Final Exams. I CANS! should be taught and mastered according to the Pacing Guide, and milestone assessments are scheduled as opportunities for students to demonstrate their mastery of grade-level standards. Assessment data is used to then further plan learning.

WHY IS FEEDBACK SO IMPORTANT?

Parents and Teachers,

Did you know there are many different ways you can provide feedback to your students? It's important to understand the benefits of how you are providing information on progress to help kids grow to their maximum potential. Here are three types of feedback that make a difference for student learning:

Basic feedback - This is informing the student which answers are right and which are wrong. This is most beneficial if it's immediate, and even more so if the child is able to grade their own work. This type of feedback lends itself most to assignments that have clear and explicit answers, and is the simplest, quickest form of feedback for teachers. But don't stop here! Basic Feedback is not effective to increase students' strategic improvement or critical thinking.
Instructional feedback- Students are given specific pointers for improvement. Modeling may be provided by the teacher on a particular area for improvement. The teacher may observe a student completing some practice and offer real-time support for improvement. This helps students identify effective strategies to hone their skills.
Coaching feedback- In order to help students think critically about their learning process, open-ended questions are asked by the teacher to help students clarify their understanding and identify gaps in knowledge. Coaching feedback is a great way to deepen and expand learning beyond the superficial level. For examples of open-ended coaching questions, click here.

Feedback can be time-consuming, but it is one of the most beneficial teaching and learning practices for students. And as you're having these great conversations with your kids, make sure to take note of what you learn from your students about their learning. This will help you as you develop future lessons.

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