in this issue >>>

Growth Mindset for Teachers

Issue
Teaching Strategies to Help Your Students to
Succed in Math
Feb. 2020
Creating Islands of Confidence
Repairing Student Relationships
Ma! The Data!
Using Parents as Motivators to Support
Intervention
Social and Emotional Updates

A Monthly Insight into Curriculum Corners

at David Ellis Academy West

current corners >>>

Growth Mindset for Teachers
Coaching Math
ACE’s in the Classroom Student Grouping Society is only beginning to examine the positive effects of growth mindset for educators. Some
Academics Reading SEL educators believe teaching is a natural ability that you either have or don’t have (fixed teaching
mindset), whereas others believe teaching ability is something that can be developed (growth

Coaches Corner teaching mindset). Just as with students, there are benefits of a growth mindset for teachers.

Submitted by: Why you should have a growth mindset:

Your Academic Achievement Coaches,
Amanda, Kim, and Maria
o A greater focus on learning and professional development. People who believe they can improve
are more likely to seek out opportunities to learn, including taking on directed readings, observing
experienced instructors, and attending workshops and other trainings.
o Improve from feedback! We are continuously assessed through student evaluations and/or
observations. Those with a growth mindset are more likely to apply appropriate constructive
criticism to improve their teaching while those with a fixed mindset take critiques as a sign of
limited teaching ability.

o Take more risks and persevere. People with a growth mindset are not afraid to try new things in
their classrooms. As we all know, sometimes our new strategies do not work! Those with a growth
mindset continue to search out new pedagogical techniques and don’t give up.
o Encouraging success in our own students. People with a growth mindset model this type of
thinking for their students. In addition, if we believe our ability is fixed, we likely think the same
of our students, which is limiting them.

Theodore Roosevelt said, “It is hard to fail but it is worse never to have tried to succeed.”

References
Shazia Ahmed, PhD, and Lisa Rosen, PhD. (2019). A Growth Mindset: Essential for Student and
Faculty Success. Available from Philosophy of Teaching database.

https://www.facultyfocus.com/articles/philosophy-of-teaching/a-growth-mindset-essential-for-
student-and-faculty-success
 Teaching Strategies to Help Your Students Succeed in Math
Submitted by: Daniel Walton
K-6th Math Specialist

The Importance of Place Value in Division

The standards for third grade have our students learning the foundations of division as it relates to number
arrangements and multiplication. When your students get into 4th and 5th grades they learn different
strategies to help them with division. Even though most of us have learned division the traditional way, it is
only right that our students learn division with number sense in a way that has our students focusing on
place value before they are taught the traditional strategy. To be sure, the traditional strategy can be very
confusing for kids. For example, drawing arrows down is a great shortcut for division, but entering into that
strategy without laying the foundation for it by using strategies, such as Multiplying Up and Partial
This Photo by Unknown Author is licensed
Quotients, then the traditional method will totally confuse our kids. Any shortcuts can be introduced once the foundations of number sense has been laid and
firmly established.

To begin, our students must have a good understanding of the concept of what division looks like and the kind of language we use. For example, in
multiplication we say, “There are 4 groups of 5, how many are there in all?” In division we say, “How many groups of 5 are there in 20?” Also, our kids need
to understand that they are dividing up their target number into groups to see exactly how many groups there are within that target number.

This understanding of division can be developed first through work at the concrete level with place value disks, then at the pictorial level by drawing place
value disks on a place value chart, and finally through the abstract work of long division. By making use of place value disks, we can help our kids understand
the concept of division. Also, using strategies such as Multiplying Up and Partial Quotients, your students can begin to see how division works in a traditional
algorithm.

An example for the traditional algorithm is the expression 256÷4. In the traditional method we begin this problem by asking, “Does 4 go into 2?” This is not a
good thing to do because that 2 is not really a 2; its value is actually 200, and as you know, 4 can go into 200 quite a few times. However, when you look at the
traditional algorithm, we really need to keep from saying that a number doesn’t “go into” another number because it just might. Look at our example; 4 doesn’t
go into 2, but 4 does go into 25 six times, but that 25 is actually 250 and 4 goes into 250—60 times.

So the sooner we, as teachers, can help our kids understand the concept of “paying close attention to place value,” when kids do begin to learn the “shortcut
version of division later on, your kids will really understand what they are doing.

In summary, before developing an understanding of division with standard algorithms it is important that we, as educators, stress place value strategies within
our everyday math lessons. This strong focus on place value strategies plays a crucial role in the development of mental and written computation strategies,
while giving your students the opportunity to develop a deep understanding of how the standard algorithms work. The Common Core Standards clearly
reference strategies that are based on place value. These standards include: 1.NBT4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 3.NBT.2, 3.NBT.3, 4.NBT.5, 4.NBT.6,
5.NBT.6, and 5.NBT.7. Regardless of which place value strategies are taught it is important that there is consistency across each grade level, and that a clear
progression is maintained from one grade level to the next within a school.
 ACEs in the classroom: Feedback!
Submitted by: Marcy Novak
Curriculum Program Principal

Welcome February! Not only do we celebrate Black History Month, did you know February is filled with many other
small celebrations? This is the month of Ground Hog’s Day, Super Bowl Sunday, Galentine’s Day, Valentine’s Day,
President’s Day, Send a Card to a Friend Day, Wear Red Day, International Day of Women and Girls in Science Day,
Make a friend Day, Random Act of Kindness Day, Rhianna’s Birthday, Mardi Gras and for our teachers, the most
important – Mid-Winter Break!

I would like to take a moment to thank each of you for advancing your professional growth by fully participating in the
Eureka Co-Teach PD. I appreciate your time and effort in the preparation. There was a different energy throughout the
school for the three days of PD! The APs and Coaches are looking forward to seeing the strategies you learned as you
practice these in your lessons.
Creating Islands of Confidence
As we move through the year, we can’t forget to support our students, especially those that have experienced trauma.
Recognizing areas of strength in students is a powerful way to combat the poor self-concept and negative thinking
associated with trauma. To support a more accurate self-concept, teachers can provide what Robert Brooks calls
"islands of competence" for students swimming in a sea of inadequacy. When a student thinks negatively, the negative
moments during the day tend to weigh more heavily than the positive moments. We need to counter this effect with
positive experiences. Educator teams need to ask themselves, "Does the student feel competent during the day?" If the
answer is no, contriving an island of competence for the student is in order. You can ask the student to help a younger
student or a peer who was struggling in an academic area the student is strong in, or have them do some simple task
that they are good at, perhaps fixing the stapler when it is not working properly. You could also point out in a written
note to the student that they were the first student to finish a math activity.

It is important that students experience competence to develop a more accurate self-narrative and to begin to create a
positive future picture of themselves. We want them to say, "I really helped that student with her artwork. When I grow
up, I could work with kids." Or "I am good at fixing things. I could be a mechanic someday."
Take a minute to think of one or two of your most challenging students. Where can you assist them in turning their
negative moments to positive moments? Think about where they excel and build on that to help them turn a bad day
into a good one.

Enjoy your Winter Break!

 Repairing Student Relationships
Submitted by: Kimberleyn Robinson M.S.Ed
Academic Assistant Principal Grades 6th - 8th

Effective teachers are always working very hard to build and repair relationships with individual students. But what do you do if you mess up in front of an
entire class one day? What do you do if you find out a co-worker is mad at you? What do you do if you are grading papers in your room at 6 p.m. and suddenly
realize you forgot about the staff meeting that was supposed to be right after school?

As human beings, and teachers, we are going to make mistakes. Those mistakes might be in the classroom with a room full of students watching you. That
mistake might end up being an email you sent that was taken the wrong way. You might upset a parent, a co-worker, or you’re principal.

In situations like these some people are more tempted to slide the issue under the rug, ignore it, or run from it. Those responses may seem easier, but we are
going to encourage you to take a different approach.

Admitting faults or mistakes can be difficult for anyone. But in this profession, and in life, we cannot be afraid to repair. And the sooner the better!

When You Misstep in Front of Your Class

Our first example is going to show you how to repair
with an entire class. Imagine that you are doing an activity
with your seventh hour on a Friday. Not only is it
Friday, but it just so happens to be the Friday before a
break. It’s the last class of the day and they start off a
little squirrely.

You begin by giving a few redirects to a pair of

overly chatty students. You then try to compliment good
behavior from the students who really are working
diligently. However, as the hour continues the volume
rises and more and more people seem to be getting off
task.

You see a pencil fly across the room. Then a couple

students try to make a three- point shot into the
trashcan with their scraps of paper. Your patience is
waning and you finally ask for the entire class’s
attention. It takes what seems like several minutes for
everyone to stop talking and turn their focus to you.

By this point you are so frustrated that you sternly

tell them to put everything away, put their heads on their
desks, and sit there in silence the last few minutes of the period. They leave when the bell rings and immediately you start to feel anxious. You worry all
weekend about how you should address the situation and the class on Monday.

When reflecting on what happened, you feel uncomfortable with how you handled the situation. Yes, they were misbehaving, but there is a chance you were
too. You know that when Monday comes and seventh hour arrives, you need to repair the relationship and apologize for your unprofessional actions.

On Monday, the students trickle into the room and after the bell rings you let them know you have something you need to say. “I want to apologize for what
happened Friday in class. I am so sorry that I raised my voice inappropriately and ended the fun activity we were doing. I handled the situation and more
importantly handled myself unprofessionally.”
 Ma! The Data!
Submitted by: Matthew Golusin
Academic Assistant Principal Grades 3rd – 5th & Electives
http://www.ascd.org/publications/educational-
leadership/feb03/vol60/num05/No-Schools-Left-Behind.aspx

Ma! The Data!

Wouldn’t it be much more convenient if data was this easy to get? Instead, data is often considered a nuisance by many
educators. Several factors lend to this impression, as data is considered synonymous with accountability, evaluations, inaccuracy,
and low teacher morale. In this digital age, we are constantly inundated with an abundance of data. As adults we wear smart
watches, connected to smart phones, which provide us with the ability to stream live television/music, browse the internet, and
connect with anyone from almost anywhere in the world. Information is always at our finger tips, however, does this make us
better or smarter humans?

The debate over how much data is too much data spills over into our classrooms as well. If we were to examine and quantify the
different types of data we collect minute by minute, to an outsider, it would be overwhelming.

In our school alone, teachers and the Leadership Team collect data based on:

· NWEA-MAP
· Mastery Connect
· iReady
· Formative Assessments (ie. Exit Tickets…etc.)
· Summative Assessments (Mid/End of Module/Unit…etc.)

These types of data sources do not include watching our students eyes as they enter
our classrooms, observing how students interact with one another, or how our
students behave before or after recess.

"How do you go from where
you are to where you wanna
be? I think you have to have
an enthusiasm for life. You
have to have a dream, a goal.
And you have to be willing
to work for it."
-Jim Valvano
. potential of a student lay beyond a RIT score.
Below is a link to a short article which sheds some light on how to streamline our
multiple sources of data to impact our teaching. Virginia Bernhardt separates school
data sources into four main categories: Demographic Data, Student Learning Data,
Perceptions Data, and School Processes Data. Additionally, she argues for teachers
and schools to sharpen their ability to streamline data sources from each of these
four categories, in order to make informed decisions based on intersecting data
points (ie. Learning/Perception, School Processes/Perceptions/Demographic…etc.)
As a school, we will continue to search for the best practices using all sources of
data for the betterment of our students. Sometimes the answers to unlocking the

I would be happy to discuss your thoughts and reactions to this article with anyone,
and how we can implement these types of questions into our regular Grade Level
and Data Meetings.

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/No-Schools-
Left-Behind.aspx
Using Parents as Motivators to Support Intervention
up the routine.

When children are faced with having to catch up

on a skill that they missed out on the first time,
it is essential that they practice the skill as often
as possible, and we all know there just isn’t
enough time to allow that student to practice
that skill enough during our rigorous
curriculum-driven day. Having a day carved out
for remediation and enrichment helps, but
sometimes it still isn’t enough. That’s where we
need to enlist the help of parents and
guardians. I’m not saying that parents should or
even know how to catch up a student who is a
Submitted
year or two behind. But they can assist with by:
small tasks to stay on track, and most
importantly, assist with motivation to succeed. Sarah Smarsch
Reading
Urgency
Specialist/MTSS
Remediation must take precedence over the Coordinator
abundance of after-school activities that many
of our students participate in; cheer, football,
basketball, karate, art, etc. It must even occur
during precious weekends and holiday breaks.

The good news is that these skills can be, and
should be, small and quick. Whether you are
sending home letter sounds, a list of sight
words, a short passage to read, vocabulary or
spelling words, iReady, Khan Academy
practice, or a missed assignment, parents can
assist without cancelling their plans. It’s their
mindsets we are really out to change. Parents’
attitudes about school/schoolwork are crucial to
student success. If we can encourage parents to
prioritize learning at home, we can accomplish
more.
Coming Together
Parent-teacher communication is key. Class DOJO is quick and easy.
Keep the information and positivity flowing. Set small goals for home
practice and ask parents to track them. Encourage parents to share their
at-home successes. Imagine how far students could go when both
school and home is rooting for them to succeed!
Mixed Emotions
Parents sometimes feel anger or
embarrassment when their child is
behind. They may have the
misconception that reading is natural
(it’s not) and easy (it’s not), and so
their child should be able to do it with
ease. Perhaps they don’t think that
their child is trying hard
enough. Perhaps they blame you, the
teacher. We can understand how a
parent could become frustrated. It is
then our charge to dispel any
misconceptions, to insist that their
child is intelligent and hard-working
and CAN be successful. Celebrate
success and keep going!
 Social and Emotional
Learning
UPDATES…
Finding An Agent That’s Right For You
Submitted by: Sharisse Spencer
Dean of Students /McKinney Vento Liaison

SEL Focus! Second Step

This month’s Focus is Fair Ways to coming soon >>>

play! Many recess referrals are generated The Second Step Problem-Solving Unit
during gym and recess time due to our young includes lessons on these friendship skills.
scholars not having social skills for interactive Please notice students who demonstrate
play. This month we’ll be reminding students
David Ellis Academy West
friendship skills this month and reinforce
to invite others to play, play in fair ways, take
their behavior with specific verbal feedback
responsibility for mistakes by making amends, or Dojo points . Remember to model these
and how to handle name-calling assertively. skills too. This will make it easier for
Students will learn what sharing looks like, students to learn and practice making and
trading skills and most importantly taking keeping friends every day.

Dean of Students /McKinney Vento Liaison

turns playing games and using items . These
Dates to Know
skills help students make and keep friends..

February 5 - Staff Meeting

February 12 - Staff Meeting
February 14 - Valentine's Day
February 17-21 - Mid-Winter Break
February 26 - Early Release PD
February 27 - Wax Museum

Continuing through the Month:

Black History Month
Black History Dress Down - Look for Calendar!
Making a Difference Program 7th/8th
Unannounced Observations for Teachers < 3 yrs
Volleyball & Basketball