Community-Based Empathy Observations – S.P.I.R.I.T.S.

by TES_CIWebmaster | Sep 2, 2022

Our current practice of student observations for behavior support was not effective for all students. The information and insights gleaned from our observations didn’t lead to the results we wanted to see.

Change Idea:

Instead of educators completing student observations alone, they would partner with families and community members to conduct them together. Observers would use a semi-structured empathy observation protocol to observe the student in the school environment, then they would discuss what they observed, share inferences, and collaboratively design solutions as a team.

We predicted that families and community members would have wisdom, experience, and knowledge to help educators better understand the needs of the student currently unacknowledged by our policies and practices.

That turned out to be true—involving families and community members in observation of student behavior helps us to understand the students better, and this enables us to design meaningful and supportive solutions we would not have come to otherwise.

Status of the Change Idea: Adapted, Adopted, or Abandoned?

Adopted!

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by TES_CIWebmaster | Aug 28, 2022

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A Daily Walk for Connection – Forest Grove School District

by TES_CIWebmaster | Aug 28, 2022

At Echo Shaw Elementary in the Forest Grove School District, our early learning team found that our system was not designed to support the differing learning, behavioral, and emotional needs of a particular student who was having difficulty following instructions and participating in classroom routines, including nap/quiet time.

Change Idea:

This student’s teacher would use daily nap/quiet times to go for twenty-minute walks with the student to connect and talk, doing some collaborative problem-solving that might help the student feel more comfortable in class.

We enlisted the help of instructional assistants, who supervised the other children so that these daily walks could happen, and we worked with building administration to identify a safe route for the walks, as not all school grounds are approved for children of this age.

We hoped this change would bring about an increase in flexible thinking and adaptiveness in the student, and that they would begin to feel more belonging and significance in the classroom. The end goal was a reduction of behaviors that were disruptive to group learning and the student’s own learning.

Over the first couple of weeks, the teacher felt a growing connection with the student, who started to look forward to their walks together. We saw the reduction in disruptive behaviors that we’d hoped for. The teacher also developed a better understanding of this student’s needs and could adapt the classroom to better support this student.

This experience strengthened our understanding that connection is the best form of “classroom management.” If a student feels connected to their teacher(s) and peers, this increases belonging and significance, and the student will likely display fewer disruptive behaviors (and this level of connection is important for all students).

Status of the Change Idea: Adapted, Adopted, or Abandoned?

Semi-adopted! We no longer need to use this approach with this particular student, but will keep this tool in the “toolbox” for the future.

Cozy Corners – Crestview Elementary

by TES_CIWebmaster | Aug 28, 2022

School: Crestview Elementary
Grade: Preschool – 2nd grade

The Change Idea

At Crestview Elementary in Lincoln County School District, the system was not designed to support children’s social-emotional needs inside the classroom; instead, children often went to the principal’s office when they were struggling. The change idea was that each preschool and elementary grade teacher added a “cozy corner” in their classroom to support children experiencing big emotions.

Status of Change Idea: Adopted.

This is what adoption looked like for the school : “We will adapt this change to create more designated spaces, free of other distractions. We will add wholehearted counseling graphics for self-regulation, and we’ll add a music option.”

What are cozy corners?

A cozy corner is a small space in the classroom with soft materials such as a rug, beanbag, and stuffies. It may contain a poster with self-regulation strategies or visual cues paired with feeling words. Children elect to go to the cozy corner when they need a break, and may staff for a designated period of time, or indefinitely.

Process

Teachers partnered with each other to set up the cozy corners. The principal supported the teachers’ change idea and encouraged them to take data on its effectiveness.

Predicted Outcomes

Reduced number of students being sent to the office
Increased instructional time for all students.
Students feel more emotionally supported and safe.

What actually happened?

Students accessed the cozy corner both independently and upon teacher request.
Trips to the principal’s office were reduced.

Key Learnings

Clearly outlining the cozy corner’s purpose and guidelines prevented students from viewing it as a form of discipline or simply a recreational space.
The inclusion of soft furnishings significantly enhanced the cozy corner’s effectiveness.

Guided Questions

Coming soon!

Student-Directed Storylines – McKay Elementary

by TES_CIWebmaster | Aug 28, 2022

Systems for teaching literacy are usually designed to be “top-down,” teacher-led activities leaving less room for student interest and inquiry. As part of the Early School Success team at McKay Elementary in the Beaverton School District, two first-grade teachers and a literacy coach wanted to excite children’s curiosity, co-create a learning experience where students would feel reflected, and encourage students to see themselves as learners in a community.

Change Idea:

We offered a few “storylines” with geographic backgrounds for students to vote on, and they ultimately chose the African Savanna. We then purchased materials for students to feel immersed in the chosen storyline (e.g., vests, hats, badges, binoculars). Students learned about the geographic region and selected a role to explore within the storyline. They wrote stories about themselves in their roles.

In order to make this work, we needed to partner with the other first-grade teacher in our building to ensure consistency across the grade level. We all worked together with administration to establish a budget for materials.

We hoped students would experience excitement and motivation to read and write as a result of having agency over the topic and place. We wanted them to feel connected to their classmates as they learned more together about the geography of their chosen storyline.

Students read and learned about being a biologist or an animal reporter in the Savanna. Then they wrote about life in these roles. Teachers and literacy coaches noticed an increase in student joy and motivation to participate (compared to teacher-directed approaches to literacy). The volume of writing output also increased. Students reported seeing themselves as “learners,” and an unexpected bonus outcome was smooth integration with the science curriculum.

We learned that student interest increases when they have agency and choice over the way they will engage in literacy activities. The collective experience of writing while all wearing immersive costumes and using special materials is positive and palpable—students wrote more and seemed more enthusiastic.

Status of the Change Idea: Adapted, Adopted, or Abandoned?

Adopted! We’re going to continue with storyline-style learning to observe its impact on student literacy, both in terms of enthusiasm/joy and skill development.