Presented by Susan Brooks

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Dispelling The MythLockhart Junior High School
Presented by Susan Brooks Linda
Bertram Jeffrey Knickerbocker Andrea
Lopez Bonnie Salome Robert
Anchondo Susan Schroeder
Lockhart Junior High School
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Overview

• Introduction Susan Brooks
• Motivation Linda Bertram
• Math Jeffrey Knickerbocker
• Writing Andrea Lopez
• Language Arts Bonnie Salome
• ESL Robert Anchondo
• Special Education Susan Schroeder

Lockhart Junior High School
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Susan Brooks, Principal

• Education Master of Arts Texas State University
• Experience 37 years as Texas Educator
• Superintendent
  Curriculum Director
• Assistant Superintendent
  Elementary and Secondary Principal
• Secondary Teacher - History, Theatre Arts, Speech
  Communication
• Philosophy Student Data Driven, Results Based.
• No excuses. Successful Results from students and
  teachers.
• All students will learn and learn well, if given
  the appropriate classroom/school setting.
• To capture the minds of students, we must first
  capture their hearts it is then that their
  learning takes flight, and they will rise to our
  high expectations.

susan.brooks_at_lockhart.txed.net
Lockhart Junior High School
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Closing the Gap LJHS Success Plan
100 Success, Every Child, Every Time
Lockhart Junior High School
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WE SOLVE CHALLENGES BY ASKING OURSELVES
WHAT DO WE WANT? WHAT WILL BE THE END
RESULTWHAT DO WE KNOW? WHAT DOES THE
LATEST/BEST RESEARCH TELL USWHAT DO WE BELIEVE?
WHAT DO OUR BELIEF SYSTEMS TELL US ABOUT
STUDENTSWHAT DO WE DO? WHAT ACTION WILL WE
TAKE TO ACHIEVE THE END RESULT
Lockhart Junior High School
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WE BELIEVE
THAT ALL CHILDREN CAN LEARN AND LEARN WELL IF
GIVEN A PROPER LEARNING ENVIRONMENT. THAT ALL
TEACHERS CAN TEACH AND TEACH WELL IF GIVEN A
PROPER TEACHING ENVIRONMENT.
THAT A PROPER LEARNING AND TEACHING ENVIRONMENT
IS SAFE, CALM, AND CARING. THERE IS LAUGHTER,
THERE IS FUN, THERE IS HARD WORK AND HIGH
EXPECTATIONS, THERE IS CELEBRATION WHEN GOALS ARE
ACHIEVED. FAILURE IS NOT PERCEIVED AS AN OPTION.
STUDENTS SHOULD BE IN COMPETITION WITH WHAT IS
TO BE LEARNED, NOT OTHER STUDENTS. STUDENTS AND
TEACHERS MUST STAND AND DELIVER EVERYDAY.
Lockhart Junior High School
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WE KNOW ALL STUDENTS WILL LEARN AND LEARN WELL
1. IF THEY BELIEVE THEIR TEACHERS REALLY
CARE ABOUT THEM AS INDIVIDUALS2. IF THEY
UNDERSTAND WHAT IT IS TEACHERS WANT THEM TO
LEARN3. IF THEY KNOW THE PREREQUISITE SKILLS
NEEDED4. IF THEY ARE GIVEN ENOUGH TIME TO
LEARN5. IF THEY FEEL SAFE6. IF THEY UNDERSTAND
WHY THEIR TEACHERS WANT THEM TO LEARN
Lockhart Junior High School
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WE KNOW ALL STUDENTS WILL LEARN AND LEARN WELL
CONT
TEACH WHAT YOU TEST, TEST WHAT YOU
TEACH.AVERAGE HUMAN LEARNING REQUIRES AT LEAST
SEVEN REPETITIONS FOR SHORT TERM
LEARNING.HANDS ON LEARNING IS BY FAR THE MOST
EFFECTIVE WAY FOR MOST HUMANS TO LEARN. TEACHER
GUIDED PRACTICE IS ALWAYS NEEDED BEFORE STUDENTS
CAN MASTER NEW LEARNING.RATE OF LEARNING IS
DIRECTLY RELATED TOTHE CLIMATE IN WHICH THE
LEARNING TAKES PLACE.HUMANS DO NOT LEARN AT
THE SAME RATE OFSPEED, THE TEACHER MUST PROVIDE
TIME FOR ALL STUDENTS TO LEARN.
Lockhart Junior High School
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WE KNOW ALL STUDENTS WILL LEARN AND LEARN WELL
CONT
STUDENTS KNOW WHEN THEY FAIL TO LEARN THEY DO
NOT NEED TO BE TOLD. ALWAYS TELL STUDENTS WHAT
THEY DID RIGHT BEFORE YOU DISCUSS WHAT THEY DID
WRONG.NEVER, NEVER, GIVE UP, KEEP TEACHING, AND
USE ALL LEARNING MODALITIES. ALWAYS, TELL THEM,
SHOW THEM, AND HAVE THEM BECOME PHYSICALLY
INVOLVED IN THE LEARNING.HUMANS, NO MATTER HOW
OLD THEY ARE, LIKE TO BE REWARDED, REWARD
LEARNING.TELL STUDENTS EVERYDAY WHAT IT IS THEY
ARE GOING TO LEARN AND WHY.
Lockhart Junior High School
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WE KNOW ALL STUDENTS WILL LEARN AND LEARN WELL
CONT
MEET YOUR STUDENTS AT THE DOOR AND SPEAK TO THEM
AS THEY ENTER YOUR CLASSROOM EVERYDAY, YOU WILL
GET BETTER LEARNING RESULTS. EXPECT THE BEST
FROM YOUR STUDENTS AND YOU WILL GET THE BEST.DO
NOT ACCEPT SLOPPY OR INCORRECT WORK FROM YOUR
STUDENTS, IF YOU START OUT ACCEPTING IT, THAT IS
ALL YOU WILL EVER GET.THIS IS JUNIOR HIGH,
NEVER, NEVER, NEVER, GIVE UP.
Lockhart Junior High School
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THIS IS WHO WE ARE
Student Information
Lockhart Junior High School
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THIS IS WHO WE ARE
Teacher Information
Lockhart Junior High School
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Racial/Ethnic Composition of Students
Lockhart Junior High School
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KEYS TO MOTIVATE ALL STUDENTS
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Linda Bertram

• Grade Level Principal, Lockhart Junior High
• Principal Certification Grades (EC-12) 2005
• Masters in Education 2004
• Professional Development and Appraisal System
  (PDAS) 2004
• Instructional Leadership Development (ILD) 2004
• Probationary Principal Certification Grades
  (EC-12) 2003
• Cognitive Coaching 2002
• Texas Beginner Educator Support System (TxBESS)
  Mentor of Mentors 2001
• Capturing Kids Hearts 2000
• Generic Special Education Grades (PK-12) 1999
• Bachelor Of Social Work, U.T. Austin 1994
• 
  linda.bertram_at_lockhart.txed.net

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Goals and Objectives

• Identify Key Culture and Climate Issues that
  Influence Student Motivation
• How Rules, Procedures, and Rituals Benefit
  Students
• How Classroom Relationships Improve Student
  Motivation
• General Guidelines to Motivate Students

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KEYS TO STUDENT DISCIPLINE

• Unlocking hearts to unlock minds
• Learning requires discipline. Educators can
  impose discipline upon students, or they can use
  strategies that help students form
  self-discipline.
• All actions by educators related to discipline
  will fall into one of three categories. These
  are proactive measures, reactive measures and
  interventions.

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Capturing Kids Hearts

• Building perceptions of capability or success
• Building perceptions of importance or
  significance
• Building the perception of empowerment by
  allowing students to make decisions and
  experience the consequences
• Building an environment of consistency
• Building mutually respectful relationships

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Success as a Motivator

• Success in school is not only
• a strong deterrent to
• improper behavior,
• it is also
• a key to student motivation

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Importance

• All students have a need to feel they have a
  meaningful role in some area of the school
  culture and a belief that important persons in
  the school community care about them.
• Students need to feel a sense of belonging.

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Consistency

• Students are creatures of habit and react
  positively to routines in the classroom.
• Teachers establish a routine for the class period
• Greeting students at the door
• Make eye contact with all students
• Bell to bell instruction
• Role check
• Daily objectives on the board
• Classroom rules and expectations along with
  consequences posted
• Follow Madeline Hunter lesson design
• Use higher level questioning strategies
• All students are expected to stand and deliver
  everyday
• Follow campus and district code of conduct for
  students without exception
• Attend to discipline matters before they escalate
• Deal with facts
• Stay emotionally neutral

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Respect

• Respect is a universal need of all humans.
• Every adult must treat all students with respect
  at all times.
• Every student must treat all adults with respect
  at all times.
• Students who do not respect teachers will not
  learn teachers who do not respect students will
  not unlock their hearts and therefore will fail
  to unlock their minds.
• The key to earning a students respect is
  preserving his or her dignity.

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Functions and Impact of Culture

• Culture builds commitment identification of
  staff, students, and administrators.
• Culture amplifies the energy, motivation
  vitality of a school staff, students community.
• Culture increases the focus of daily behavior
  attention on what is important and valued.

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A Framework for Analyzing School Culture

• Rules, Rewards,
• Sanctions

Shared Values Beliefs
Rites Rituals
Physical Environment
Communication Network
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Goal for School Culture

• All settings to be Safe and Productive
• A Positive Climate
• Highly Motivated Staff and Students
• A Spirit of Collaboration and Problem-solving

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Teachers as Motivators

• Personality Traits of Good Motivators
• Charisma- the ephemeral quality of
• personality that attracts and inspires.
• Caring- refers to the teachers willingness to
  work on behalf of the students.
• Enthusiasm- is contagious, as is a lack of it.
• Remember, it must be genuine.

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Teachers as Motivators Cont

• Trust- is when a student can count on their
  teacher for support and guidance. They can also
  be comfortable to make choices and mistakes
  without harm or reprisal.
• Respect- relates closely to trust, and
• should be mutual.

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Strong Foundations Through Relationships

• Learn students name
• Greet students as they enter your classroom
• Dont be afraid to tell students about
  yourselfoutside interests
• Regularly engage students in team-building
  activities
• Teach to a variety of learning styles

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Keystone

• Learning communities thrive when classroom
  management is effective.
• School leaders need to recognize that
  teacher-student relationships are the keystone
  for classroom management and positive school-wide
  culture.
• Many behavior problems ultimately boil down to a
  break down in teacher-student relationships.

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Motivation

• Sass(1998) asked his classes to recall two recent
  class periods, one in which they were highly
  motivated and one in which their motivation was
  low. In over 20 courses, Sass reported, the same
  eight characteristics emerged as major
  contributors to student motivation

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• Instructors enthusiasm
• Relevance of the material
• Organization of the course
• Appropriate difficulty level of the material
• Active involvement of students
• Variety
• Rapport between teacher and students
• Use of appropriate and understandable examples

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General Strategies for Motivating Students

• Hold High Expectations for students
• Capitalize on students existing needs
• Make students active participants in learning
• Help Students Set Goals
• Inform students on what it takes to be successful
  in your class
• Vary your teaching methods

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General Strategies for Motivating Students Cont

• Offer student choice when possible
• Strengthen students self-motivation Value
  student input
• Be enthusiastic about your subject
• Give student feedback as soon as possible
• Reward Success
• Share proficient work
• Be specific in feedback
• Ask students to journal about learning
  experiences--Reflect

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BOTTOM LINE

• Create a Culture that Emphasizes Responsibility
  for Learning
• Create a Classroom designed for SuccessRules,
  Procedures, Routines
• Form Positive Relationships through Caring
• Differentiate Instruction to meet the needs of
  your students

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MOTIVATION THE KEY THAT WILL UNLOCK THE DOOR TO
LEARNING!100 SuccessEvery ChildEvery Time.
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RESOURCES

• Building Classroom Relations. Educational
  Leadership. ASCD. September 2003. Vol.61. No.1
  www.ascd.org
• KEYS Document. Lockhart ISD. http//www.lockhartis
  d.org/admin/KEYS.pdf
• Neely, E. (1997) Presentation
• Sass, E.J. (1989) Motivation in the college
  classroom what students tell us. Teaching of
  Psychology, 16(2), 86-88.

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Jeff Knickerbocker8th Grade MathLockhart Junior
HighLockhart, TX

• BS, Geophysics, University of Delaware
• MS, Geophysics, University of Washington
• TX Teacher Certification Math 6-12
• Alternate Certification Program, ESC XIII,
  Austin, TX
• jeffrey.knickerbocker_at_lockhart.txed.net

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My name is Jeff and this is my classroom
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Texas Math Teacher Survival Guide
Written for teachers by a teacher
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My scores are bad what should I do?

• Step 1 Accept that it is your job to help
• at-risk kids succeed in the
• high-stakes testing culture,
• whether you agree with it or not.

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Step 2

• Get a list of objectives the student is expected
  to master
• This is published by the state testing agency.
• This is your curriculum.
• Your math textbooks no longer existput them all
  in storage.

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Step 3

• Break down objectives.
• Break the state curriculum down into small
  pieces.
• Each piece covers only one skill, which is one
  lesson.
• If a piece will take more than 5 minutes to
  explain, you need to break it into even smaller
  pieces.

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Step 4

• Write your tests and quizzes
• Use released tests, study guides and workbooks to
  write questions.
• Give preference to materials published by the
  state testing agencymost materials published by
  outsiders are worthless.
• Your questions should mimic in both style and
  substance questions that have appeared on the
  test in the past.

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Step 5

• Test your students weeklyand teach to each
  weekly test!
• Your weekly tests all reflect the material that
  will be on the big test at the end of the year.
• Each week, teach the material that is on that
  weeks test. Teach it the way it will be tested.
  

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Step 6

• Intervene!
• When a student fails a test or when their average
  dips below passing, that is a signal to intervene
  immediately...dont wait!
• Work with that student one-on-one or in a small
  group.
• When you intervene with a student, prepare a
  practice testthis is a copy of that weeks
  test with the numbers changed.

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Dont Panic!

• I expect every student to pass the state test at
  the end of the year.
• Once I started teaching
• the curriculum the way
• it was going to be tested,
• I was amazed at how
• quickly scores improved!

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Writing

• How Does it Happen for All?

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ABOUT ME

• B.A. History, Southwestern University
• M.A. Latin American Studies, UCSD
• M.Ed. Curriculum Instruction, Texas State
• Certified in English Language Arts and Reading,
  Social Studies, and Speech
• Experience
• Teaching Assistant for three years at university
  level
• Third year teacher at Lockhart Junior High School
• andrea.lopez_at_lockhart.txed.net

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HOW DOES IT HAPPEN FOR ALL?

• OBSTACLES TO OVERCOME
• An unfamiliar, SCARY process.
• WHAT DO WE DO?
• Small, concrete tasks
• ANALYTICALLY BREAKING the process into pieces.

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WE ARE ALL AUTHORS.

• OBSTACLE TO OVERCOME
• I have nothing to write about!
• WHAT DO WE DO?
• Dont panic. Choose key words and list five.

Options Experience
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TAKING THE FIRST STEP

• OBSTACLE TO OVERCOME
• How do I start writing?
• WHAT DO WE DO?
• Provide think time, but hover.

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THE BASICS

• OBSTACLE TO OVERCOME
• Poor spelling, grammar, mechanics.
• Stuck on ideas.
• WHAT DO WE DO?
• Peer editing

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FULL CIRCLE

• OBSTACLE TO OVERCOME
• How do I put the pieces together?
• WHAT DO WE DO?
• Individual student conferences.

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AUTHORS SHARE THEIR WORK

• Final Presentation
• Accountability for Student
• Reinforce KEY IDEA All students have something
  to say that is worth listening to.

Publishing
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RESULT
Students ACTIVELY LISTEN to their peers.
Students ENJOY SHARING their WRITTEN WORK.
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In closing
We are all AUTHORS.
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Bonnie Salome, 8th grade Language Arts Teacher

• Graduated from Southwest Texas State University
  in 1995 B.A. in English
• 12 years teaching at Lockhart Junior High

bonnie.salome_at_lockhart.txed.net
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• Making Kids Fall in Love With Learning
• Capture their hearts
• Captivate their imaginations
• Cultivate joy for reading

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• Capturing Hearts
• The theme is the message or insight the story
  gives the reader about life or humanity. It is
  the heart of the story.
• The readers are humans.
• Find a way to connect their experiences with the
  events and characters in literature.
• Allow students the opportunity to relate to a
  work of literature.
• Share your own humanity with your students.

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• Captivating Their Imaginations
• Read aloud in class together.
• Model good reading for your students.
• Stimulate their senses and help them create
  mental pictures of a text.
• Teach and model reading strategies.

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BED AND BREAKFAST. BED AND BREAKFAST. Each
word was like a large black eye staring at him
through the glass, holding him, compelling him,
forcing him to stay
-from The Landlady by Roald Dahl
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I tryed hard but I still couldnt find the
picturs I only saw the inkI told him it was a
very nice ink blot with littel points all around
the egesit was a raw shok. He said people see
things in the ink.
-from Flowers for Algernon
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Teach Students to Dialogue with the Text
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Make Predictions

• Look at the cover, art, title, genre, and
  headings.
• Look at the graphs, charts, lengths, print size,
  inside flaps and back cover.
• During reading, make a prediction by saying, I
  think such and such will happen.

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Ask Questions What does this word/sentence
mean? What is happening in this
paragraph? Why does a character react this
way?
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Make Comments

• I like
• I dont like
• This part is interesting
• This doesnt seem like a good decision

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Make Connections This reminds me of This
story is like This character makes me think
about
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Use audio recordings of the text listen to the
authors words and sentences in order to grasp
the true meaning of the work. Voice, then, comes
from within the writer Listening to the writers
words enables the reader to transcend his own
reality and enter that of the author. If that
reality is a childhood adventure, a painful
memory, a happy event, the reader becomes part of
the happening, the adventure. - Voices Tapping
the Childs Voice by Pamela E. Watkins
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• Use movie clips and music to
• Exemplify literary devices, such as mood,
  flashback, foreshadowing, symbolism, and
  figurative language.
• Illustrate the elements of a story, such as
  characterization, conflict, and problem
  resolution.
• Compare and contrast story variants.

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They All Make It!
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Robert L. Anchondo

• 7th year at Lockhart Junior High School
• English as a Second Language (ESL) Teacher for
  6-8 grade
• Language Arts, Social Studies, and Mathematics
  Rescue Teacher
• Spanish Oral Reading Coach for UIL
• Adult ESL Teacher
• Sustained Professional Development
• Retired Military Officer
• robert.anchondo_at_lockhart.txed.net

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Students Stand and Deliver

• Create safe and secure environment
• Lower anxiety in classroom
• Build a community of learners
• Emphasis on reading and writing
• Acceptance at any time of
  the day for help in content
  areas
• Teacher collaboration

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1. Create a Safe and Secure Environment
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2. Lower Anxiety in the Classroom
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3. Build a Community of Learners
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4. Emphasize Reading and Writing
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5. Acceptance at any Time of the Day for Help
in Content Areas
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6. Teacher Collaboration
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In Conclusion

• Do not undervalue strengths and enthusiasm of
  students
• validate their experiences and offer support.

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ALL CHILDREN CAN LEARN. in their own time in
their own way!

• Presenter
• Susan Schroeder
• LIFE Class Special Education Teacher
• Lockhart Jr. High
• susan.schroeder_at_lockhart.txed.net

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Susan Schroeder

• Special Education Teacher in the LIFE class at
  Lockhart Jr. High (self-contained setting)
• 19th year in education --- all 19 years in the
  LIFE class at LJH
• B.B.A in Business Marketing from Texas AM
  University in 1983 M.Ed. in Special Education
  from SWTSU in 1993.
• Teaching students with special needs is my
  passion.

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Who are the LIFE Class Students?

• Classified as students with significant cognitive
  disabilities and speech, language, and social
  challenges.
• Known at our school as children that are
  important and have significance within the school
  community.
• Learning objectives include access to
  grade-level curriculum, functional academics,
  social skills, community skills and prevocational
  skills.

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100 SuccessEvery Child.Every Time

• Why are the LIFE class students
• successful at Lockhart Jr. High?
• We focus on the positive skills that these
  special children have and build on those skills
  to move them forward academically, functionally,
  and socially.
• We believe that every student deserves to reach
  their full potential.
• We NEVER, NEVER GIVE UP, no matter what!

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Its a COLLABORATIVE Effort!

• I use the word we because it is a collaborative
• effort between the teacher, paraprofessionals,
• speech language pathologist, occupational
• therapist, physical therapist, vision support,
  regular
• education teachers for curriculum support, and
  the
• administrators.
• We work together in the best interest of each
  child.

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How do we help the LIFE class students become
high achievers?

• We focus on these areas
• Behavior Management
• Motivation
• Instruction
• Assessment

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Behavior ManagementWe take a proactive approach
to behavior management by

• providing a structured, picture-supported
  learning environment, including scheduled
  transitions and common routines, while being
  flexible enough to do whatever is needed to take
  advantage of teachable moments

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• maintaining consistent student behavior
  expectations and enforcing specialized behavior
  management systems tailored to the individual
  student
• using a visual system of rewards and
  consequences to hold students accountable for
  their behavior choices

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• keeping parents informed daily using a
  communication book, additional communication via
  e-mail and phone, and giving the parents
  permission to contact me anytime they have
  questions or concerns about their child

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MotivationOur students are motivated because we

• let them know that they are important and
  significant to us and to the whole school
  community
• give them some control over their environment by
  providing choices, teaching them about choices,
  and holding them accountable for their choices
• take time to get to know them and what motivates
  them, no matter how bizarre the motivators are

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• acknowledge all genuine success, no matter how
  small it might seem to others
• use a What are you working for? strategy,
  paired with receiving circles on their work
  chart and a visual and predictable behavior
  management system
• make connections between concepts taught and
  real-life examples and experiences to enhance the
  purpose for learning and to help with
  generalization of skills to other environments.

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Instruction

• Our instructional approach is based on proven
  methods
• Mastery Learning
• Madeline Hunter Lesson Design
• STAR Questioning
• But that is not enough!

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We also have to use

• research-based best practices for special
  needs populations, with a commitment to using
  what works-whatever it takes
• day-to-day assessment of progress, using
  checklists, data sheets, and written data sheets
  tailored to the individual student

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• multi-sensory delivery of material, with a heavy
  emphasis on visual supports

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• integration of technology, such as augmentative
  and alternative communication devices, single and
  multi-level switches, and computers to facilitate
  participation in learning and to complement the
  curriculum

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• generalization of skills to other environment by
  taking our students on community trips 3-4 times
  per month

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How do the LIFE class students demonstrate
understanding when pencil/paper tasks are not an
option?

• activation of an assistive technology device
• use of pictures/objects
• use of communication symbols
• eye gaze
• touching, pointing, gesturing, sign
• typing responses using picture/ symbol and word
  prediction software
• visual scanning
• 2 switch scanning
• any other way we can think of !

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How is this student showing success at school?
She is accessing the curriculum using single
switch, while in a physical therapy position with
visual schedule support .
She is using two switches to step scan through a
power point and select topics she wants to tell
others about.
She is participating in a reading activity that
is projected onto a screen, using a single
switch, asking her classmates whats next? to
go to the next page.
She is participating in a cooking activity with
her classmates using a single switch to operate
the blender.
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State AssessmentThe LIFE class students are

• Assessed using TAKS-Alt, to meet the Federal NCLB
  guidelines
• Accessed using alternate standards on grade-level
  curriculum through essence statements and
  prerequisite skills.
• Accountable in the AYP calculations for the
  2007-2008 school year
• How is this being done at Lockhart Jr. High?
• teacher collaborates with the regular education
  content teachers to find out how they are
  teaching specific objectives
• teacher researches curriculum content, TAKS
  learning guides, and teaches the required content
• teacher designs TAKS-Alt testing activities,
  containing 3 pre-determined criteria per
  activity, that use modified delivery and response
  methods to demonstrate knowledge
• teacher follows state guidelines for testing
  procedures, data collection, data input,
  scoring, and reporting

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Lockhart Junior High School
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Thank You!
500 City Line Road Lockhart, Texas 78644 Phone
512-398-0770 Fax [phone] ljhs_at_lockhart.txed.
net
Lockhart Junior High School