ALL MEANS ALL Presenter Carl Zoolkoski Oakview Middle

ALL MEANS ALL Presenter: Carl Zoolkoski Oakview Middle School, Lake Orion Contact: czoolkoski@lakeorion. k 12. mi. us Classroom philosophies and instructional strategies that can help us to lead all students on a path toward successful and engaged learning.

Oakview Middle School – TEAM 7 L Special Needs 2014 -2015 � My current team is a great example of the diversity we find among the learners in our classrooms. Below is a breakdown of students with documented special needs that seriously impact their school success… � � � 12 Students 0 Students (this year) 2 Students 15 Students 0 Students � LD (Learning Disabled) AI (Autisim/Aspergers Disorder) ADD / ADHD (504 Plans) EI (Emotionally Impaired) Gifted and Talented (in my opinion) POHI or OHI (this year) 21 out of 90 students with special needs � 23% of our team

It is important to keep in mind that “special needs” are not exclusive to“special education students. ” Consider the following factors that many of our “regular education” students are bringing to our classrooms each day. (This year) � Grief and Loss (parents, siblings, friends) – (3 that have lost mom or dad) � Depression, Anxiety, other mental health challenges – (3) � Emerging GLBTQ challenges - ? � Victims/Survivors of present or past physical/sexual/emotional abuse - ? � Challenges of divorce/challenges of new blended families - ? � Drug/Alcohol abuse – (5) � Poverty – (16…The types of poverty: Situational, Generational, Relative, Absolute, Urban, Rural ) � Other factors…. .

We can’t expect to be Superheroes in facing all of these factors. However….

Ten KEYS to operating an ALL MEANS ALL classroom Ø Ø Ø Ø Ø Create a Climate and Culture of Success Know Yourself Be Vulnerable Seek to know their stories and share yours Be empathic not sympathetic Be positive and proactive: Listen, Notice and Support Be patient but not a push-over Lead and engage students in respectful work Choose inclusive instructional strategies Be an expert about the needs of young adolescents

#1 � Create a Climate and Culture of Success “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized - Haim Ginott

� � � � � Everyone is welcome, everyone is valued Create kid friendly classroom space Allow for movement Approach the class with a "We're all in this together" mindset. Make the classroom colorful and inviting Have basic class materials available Instead of shouting or speaking with a loud voice use a gentle tone Use encouraging statements and actions in class and outside of class Fill class dialogue with open ended statements… try NOT to say “Yes that’s right. ” or “No that’s wrong. ” Accept many contributions from many students. Shape their comments into useful dialogue… Tell me more… who can add to that… what’s another way of saying that? ?

#2 Know Yourself Be honest with yourself when things work or don’t work (is it you or is it the kids? ? ) � Have a philosophy and work by it � Accept and seek constructive criticism � Think reflectively and critically about your classroom practices � When things aren’t working change them � Have dialogue about classroom practices with veterans you know and trust �

#3 Be Vulnerable � Acknowledge that we’re all equally human. The only difference between us and them is that we have more experience living! � When you hurt or when you’re happy tell them why. Be Courageous � When you’re wrong or unfair, accept it and admit it � Larry… in hard times, tell them � Laugh at yourself !

#4 Seek to know their stories and share yours � Share who you are � Tell stories (from your past and present) � Have photos and posters of things that matter to you in the classroom � Answer questions about your life openly and honestly � Ask questions about non-academic parts of their lives

#5 Be empathic not sympathetic � When you learn important or serious details about your kids, let that knowledge paint your interactions with those kids. � Aidan’s story, Angel’s story, Falon’s story, Devon’s story… so many stories. No pity parties, have proactive parties instead

#6 Be positive and proactive: Listen, Notice and Support � Communicate with special education staff, support staff and administration proactively � Notice struggles, consider the causes and change what you can � PROXIMITY to learners, be around them and available to them as they work and learn � Call parents and be positive and supportive (even with the toughest kid)

#7 � Stay Be patient and kind but not a push-over calm, “The Frog” � Understand the challenges of puberty and adolescence and how those challenges impact social and emotional choices for kids � Talk to students in separate settings (one on one) when problems with behaviors or academics arise � 6 th hour this year. . . Micky, Austin, Tori, Alec, Alyssa, Collin Argh!!!!!!!!

#8 Lead and engage students in respectful work Differentiate assignments Identify the core concepts and have systems where all students can demonstrate that core concept � Use systems and strategies that allow for students to go further than the core standard/concept � Create a grading system that is fair for all, not just for most or some � Don’t wait for permission to accommodate assignments, take action when you see the need � �

3 rd hour last year. . . Jessica, Ben, Nick G, Alex, Evan, Katherine, Maddie, Brandi, etc. � Know key IEP goals and seek help in meeting these as needed � Build student choice into assignments � Use rubrics (not to detailed not too open ended… it’s a fine line) � Ensure that tests matter but that they are not the “end all be all” � Have homework but do not allow compliance to count more than understanding �

#9 � Choose inclusive instructional strategies Use cooperative learning › strategic groupings and pairings (3 rd hour) › seating charts › random groupings Accommodate for differences (special ed, regular ed, at-risk, etc. ) not just for tests but for the daily work of the classroom � Be mobile as you teach, MOVE! � Use PROXIMITY (its value can’t be overstated) � Let their voices be heard! �

#10 Be an expert about the needs of young adolescents � Advocate for students � Shut down negative “shop talk” about kids… flip it. Or, stay away from it. “Avoid the Scene. ” � Speak respectfully about ALL students… even the ones that make you cray � Become familiar with: �This We Believe from AMLE �Schools To Watch social equity and developmentally responsive rubrics �Resources that relate to adolescent developmental psychology

Check out these resources: � � � � This We Believe – AMLE position paper Schools to Watch – The National Forum to Accelerate Middle Grades Reform Fires in the Middle School Bathroom – Kathleen Cushman and Laura Rogers Brainstorm – Daniel Siegel Daring Greatly (and her TED talk) – Brene Brown Teaching with Poverty in Mind – Eric Jensen Turning Points 2000 (oldy but goody )

Thanks for coming to the session � Questions � Comments � Discussion � Ideas Finish strong in the spring of 2015! TEACH with an ALL MEANS ALL mindset!