00:00:01:19	00:00:02:28	>> Narrator: Empowered by a
00:00:02:28	00:00:05:01	multi-level system of support,
00:00:05:01	00:00:06:14	and guided by culturally
00:00:06:14	00:00:08:19	responsive practices,
00:00:08:19	00:00:10:09	Wisconsin's vision for RtI
00:00:10:09	00:00:11:16	integrates three essential
00:00:11:16	00:00:14:09	elements:
00:00:14:09	00:00:16:20	High quality instruction,
00:00:16:20	00:00:18:22	Balanced Assessment,
00:00:18:22	00:00:21:16	and Collaboration.
00:00:21:16	00:00:23:07	This RtI story focuses
00:00:23:07	00:00:25:09	on High Quality Instruction,
00:00:25:09	00:00:26:26	at Sherman Middle School,
00:00:26:26	00:00:29:19	in Madison, Wisconsin.
00:00:30:19	00:00:32:00	>> RtI, that Response
00:00:32:00	00:00:33:07	to Intervention, catching
00:00:33:07	00:00:34:22	students before they fail.
00:00:34:22	00:00:36:15	Sherman didn't start RtI
00:00:36:15	00:00:38:23	because RtI came out.
00:00:38:23	00:00:40:06	The philosophy of the teachers,
00:00:40:06	00:00:41:12	the staff in this building,
00:00:41:12	00:00:43:14	is to include and to catch
00:00:43:14	00:00:44:26	all students to make sure
00:00:44:26	00:00:46:05	that they are successful.
00:00:46:05	00:00:47:15	>> We generated all these ideas,
00:00:47:15	00:00:48:27	right, about things that we
00:00:48:27	00:00:50:15	might--
00:00:50:15	00:00:52:14	Initiatives, or ideas, or things
00:00:52:14	00:00:53:21	that we might want to work on
00:00:53:21	00:00:55:05	as a group for next year.
00:00:55:05	00:00:56:07	>> Narrator: Sherman Middle
00:00:56:07	00:00:57:10	School effectively combines
00:00:57:10	00:00:59:01	academic and behavior systems
00:00:59:01	00:01:00:25	into an integrated school-wide
00:01:00:25	00:01:03:10	system of supports for students.
00:01:03:10	00:01:05:03	>> Discipline had been going
00:01:05:03	00:01:07:20	a little bit crazy, so to speak.
00:01:07:20	00:01:09:14	And there was some of that
00:01:09:14	00:01:10:27	detachment to school
00:01:10:27	00:01:12:09	with students.
00:01:12:09	00:01:13:12	>> Narrator: Sherman Middle
00:01:13:12	00:01:14:19	School uses Positive Behavioral
00:01:14:19	00:01:16:10	Interventions and Supports,
00:01:16:10	00:01:17:27	or PBIS.
00:01:17:27	00:01:19:07	>> We were able to sit down
00:01:19:07	00:01:21:03	and focus on the positives,
00:01:21:03	00:01:22:11	and not have to sit down
00:01:22:11	00:01:23:07	and say, "Don't do,
00:01:23:07	00:01:24:04	don't do, don't do,"
00:01:24:04	00:01:25:19	all the time.
00:01:25:19	00:01:27:07	That's powerful.
00:01:27:07	00:01:28:09	And focusing on the positives
00:01:28:09	00:01:30:09	and then reteaching behaviors
00:01:30:09	00:01:31:25	to the students that
00:01:31:25	00:01:33:28	might have made poor choices, or
00:01:33:28	00:01:35:29	that were making poor choices,
00:01:35:29	00:01:37:22	that's an RtI model.
00:01:37:22	00:01:39:06	>> Our school behavior plan,
00:01:39:06	00:01:41:20	really, it focuses on respect.
00:01:41:20	00:01:43:05	We have the three Rs of Sherman,
00:01:43:05	00:01:44:12	which is Respect Education,
00:01:44:12	00:01:45:17	Respect the Environment,
00:01:45:17	00:01:46:25	and Respect Everyone.
00:01:46:25	00:01:49:02	It really is a proactive model.
00:01:49:02	00:01:50:18	We look at the positive
00:01:50:18	00:01:51:23	behaviors that students
00:01:51:23	00:01:52:20	are doing.
00:01:52:20	00:01:53:26	We try and get students to
00:01:53:26	00:01:55:01	engage in the positive behaviors
00:01:55:01	00:01:56:05	without trying to focus
00:01:56:05	00:01:57:25	specifically on the negative.
00:01:57:25	00:01:59:07	>> So, earlier today before you
00:01:59:07	00:02:00:21	went to lunch, I had explained
00:02:00:21	00:02:01:27	what our Cool Tool was
00:02:01:27	00:02:03:03	for this week.
00:02:03:03	00:02:04:06	Does anybody remember
00:02:04:06	00:02:05:17	what the Cool Tool was?
00:02:05:17	00:02:06:22	Quincy?
00:02:06:22	00:02:07:27	>> Narrator: Cool Tools are
00:02:07:27	00:02:09:02	lesson plans used to teach the
00:02:09:02	00:02:11:05	school's behavior expectations.
00:02:11:05	00:02:12:12	>> It is No Name Calling Week.
00:02:12:12	00:02:13:23	In honor of that, this is one of
00:02:13:23	00:02:15:21	the lessons that we came up with
00:02:15:21	00:02:17:03	our Cool Tool.
00:02:17:03	00:02:18:05	>> Narrator: They teach all
00:02:18:05	00:02:19:10	the students what is expected of
00:02:19:10	00:02:21:10	them, and what that looks like.
00:02:21:10	00:02:22:16	>> So, some of you
00:02:22:16	00:02:23:13	may have read this.
00:02:23:13	00:02:24:08	This one is called
00:02:24:08	00:02:25:21	"How Full Is Your Bucket?"
00:02:25:21	00:02:26:24	>> Narrator: In this lesson,
00:02:26:24	00:02:27:26	the teacher uses literature
00:02:27:26	00:02:29:17	to introduce the Cool Tool.
00:02:29:17	00:02:31:06	>> So, what lessons did we learn
00:02:31:06	00:02:32:15	from reading this book?
00:02:32:15	00:02:33:17	>> If you help others,
00:02:33:17	00:02:34:27	it also makes you feel better.
00:02:34:27	00:02:35:28	>> Don't take your anger
00:02:35:28	00:02:37:01	out on other people.
00:02:37:01	00:02:38:04	>> How do people
00:02:38:04	00:02:39:08	take from your bucket?
00:02:39:08	00:02:40:16	What happens?
00:02:40:16	00:02:41:15	What do people say?
00:02:41:15	00:02:42:28	What do they do?
00:02:42:28	00:02:44:00	>> Like, if someone pushes you
00:02:44:00	00:02:45:15	in the hall, that's when
00:02:45:15	00:02:47:04	they dip your bucket.
00:02:47:04	00:02:48:10	>> Michelle?
00:02:48:10	00:02:49:25	>> If somebody puts you down,
00:02:49:25	00:02:51:02	but then somebody tries to make
00:02:51:02	00:02:52:28	you feel better, you usually
00:02:52:28	00:02:54:05	feel better than before you got
00:02:54:05	00:02:55:07	put down, because you know
00:02:55:07	00:02:56:11	somebody's there for you,
00:02:56:11	00:02:57:11	or something.
00:02:57:11	00:02:58:16	>> What fills your bucket?
00:02:58:16	00:02:59:24	Hailey?
00:02:59:24	00:03:01:01	>> Like, being kind to somebody
00:03:01:01	00:03:02:10	you don't know.
00:03:02:10	00:03:03:12	>> Being kind to people
00:03:03:12	00:03:05:08	that you do not know.
00:03:05:08	00:03:06:18	Deavion?
00:03:06:18	00:03:08:05	>> One of the ways I fill up
00:03:08:05	00:03:09:10	people's buckets, and fill my
00:03:09:10	00:03:10:18	own bucket up, is like making
00:03:10:18	00:03:12:04	people laugh and stuff.
00:03:12:04	00:03:13:06	>> Narrator: In the upcoming
00:03:13:06	00:03:14:16	week, students will apply
00:03:14:16	00:03:15:19	what they have learned
00:03:15:19	00:03:17:09	to real life situations.
00:03:17:09	00:03:18:19	>> Let's see if next week,
00:03:18:19	00:03:20:20	if we can get this bucket filled
00:03:20:20	00:03:22:11	will all sorts of compliments,
00:03:22:11	00:03:23:28	appreciations,
00:03:23:28	00:03:25:14	why we respect each other
00:03:25:14	00:03:28:25	in this classroom, okay?
00:03:28:25	00:03:30:12	>> Narrator: At Sherman Middle
00:03:30:12	00:03:31:26	School, students look forward
00:03:31:26	00:03:33:18	to Friday lunches.
00:03:33:18	00:03:35:06	>> We do have some great prizes.
00:03:35:06	00:03:37:06	There's movie tickets up here!
00:03:37:06	00:03:38:21	We've got the green coupons,
00:03:38:21	00:03:40:18	so that you can job shadow
00:03:40:18	00:03:42:11	Mr. Hernandez, myself,
00:03:42:11	00:03:43:28	Mr. D, or Ms. Conklin,
00:03:43:28	00:03:45:16	they're all up here.
00:03:45:16	00:03:46:24	And also, there's a free pass
00:03:46:24	00:03:47:28	for the next social,
00:03:47:28	00:03:49:26	which is on Valentine's Day.
00:03:49:26	00:03:51:09	>> Narrator: At Friday lunches,
00:03:51:09	00:03:53:03	Falcon Pride Award recipients
00:03:53:03	00:03:54:16	have a chance to win prizes
00:03:54:16	00:03:56:02	for their great conduct.
00:03:56:02	00:03:57:01	>> We want to cheer on
00:03:57:01	00:03:58:13	our first winner.
00:03:58:13	00:04:00:23	That person is Austin!
00:04:00:23	00:04:03:00	Austin, congratulations!
00:04:03:00	00:04:04:27	(cheers)
00:04:04:27	00:04:05:26	Tia!
00:04:05:26	00:04:07:11	Tia, congratulations, Tia!
00:04:07:11	00:04:08:20	(cheers)
00:04:08:20	00:04:09:26	Jerrod!
00:04:09:26	00:04:10:26	Carl!
00:04:10:26	00:04:12:07	And our final winner today
00:04:12:07	00:04:14:04	for sixth graders, is Alexis!
00:04:14:04	00:04:16:00	Alexis, congratulations!
00:04:16:00	00:04:17:20	(cheers)
00:04:17:20	00:04:18:20	>> Narrator: Rewards are
00:04:18:20	00:04:19:22	are a core feature of building
00:04:19:22	00:04:21:16	a positive school culture.
00:04:21:16	00:04:22:17	>> All right, thanks again
00:04:22:17	00:04:23:17	sixth graders!
00:04:23:17	00:04:24:20	Nice job!
00:04:24:20	00:04:26:25	We'll draw again next week.
00:04:26:25	00:04:27:26	>> Narrator: The Equity
00:04:27:26	00:04:29:20	Leadership Council, or ELC,
00:04:29:20	00:04:30:24	is an integral part
00:04:30:24	00:04:32:22	of Sherman Middle School.
00:04:32:22	00:04:33:28	This is an example of how
00:04:33:28	00:04:35:05	students can provide valuable
00:04:35:05	00:04:37:18	input into the RtI system.
00:04:37:18	00:04:39:16	>> Student voice is critical.
00:04:39:16	00:04:40:29	Sherman has always just,
00:04:40:29	00:04:42:29	it's been about student voice.
00:04:42:29	00:04:44:05	>> When students see themselves
00:04:44:05	00:04:45:27	as being a part of this school
00:04:45:27	00:04:47:26	itself, and a part of the change
00:04:47:26	00:04:48:28	that could happen within our
00:04:48:28	00:04:50:08	school, it changes their
00:04:50:08	00:04:52:15	perspective on them taking
00:04:52:15	00:04:54:05	ownership of the school,
00:04:54:05	00:04:55:26	also being a part of it.
00:04:55:26	00:04:57:04	>> ELC is a Response to
00:04:57:04	00:04:58:22	Intervention, as far as trying
00:04:58:22	00:05:00:14	to change the school culture.
00:05:00:14	00:05:01:16	ELC started because
00:05:01:16	00:05:02:17	of recognizing,
00:05:02:17	00:05:03:19	in order to change things
00:05:03:19	00:05:04:27	in the building, you really need
00:05:04:27	00:05:06:01	to have the students take
00:05:06:01	00:05:08:04	that active role in that.
00:05:08:04	00:05:09:07	>> This group of 8th graders
00:05:09:07	00:05:11:01	meets weekly to identify
00:05:11:01	00:05:12:15	and problem solve concerns
00:05:12:15	00:05:13:27	in the school, and in
00:05:13:27	00:05:15:15	the immediate neighborhood.
00:05:15:15	00:05:16:17	>> Today, we're going to try
00:05:16:17	00:05:18:06	and like, really try and focus
00:05:18:06	00:05:20:03	in on the maybe one, two
00:05:20:03	00:05:22:02	or three most important things
00:05:22:02	00:05:23:15	on this list, that we really
00:05:23:15	00:05:26:21	want to focus on this year.
00:05:26:21	00:05:28:01	So, the first one was,
00:05:28:01	00:05:29:14	that we have up here
00:05:29:14	00:05:30:18	is "blurting out."
00:05:30:18	00:05:32:10	Spence?
00:05:32:10	00:05:34:22	>> Like when people are talking,
00:05:34:22	00:05:37:13	when like a teacher talks,
00:05:37:13	00:05:40:22	and that's really unacceptable
00:05:40:22	00:05:43:09	for the teacher himself.
00:05:43:09	00:05:44:17	>> Who had talked about
00:05:44:17	00:05:45:27	sexual name calling?
00:05:45:27	00:05:47:06	Sonya?
00:05:47:06	00:05:48:10	>> I think people will have to
00:05:48:10	00:05:49:27	really think about what you say,
00:05:49:27	00:05:50:27	and what comes out of your
00:05:50:27	00:05:52:25	mouth, because somebody like,
00:05:52:25	00:05:54:08	in this room, can be gay
00:05:54:08	00:05:55:23	or bisexual, and it can hurt
00:05:55:23	00:05:57:05	their feelings.
00:05:57:05	00:05:58:16	>> Rumors and gossip.
00:05:58:16	00:05:59:20	>> I kind of put that one up
00:05:59:20	00:06:00:27	there because I kind of noticed
00:06:00:27	00:06:02:00	that it's like a lot of things
00:06:02:00	00:06:03:06	floating around the school
00:06:03:06	00:06:04:17	about everybody.
00:06:04:17	00:06:06:00	So, that's kind of something
00:06:06:00	00:06:07:14	I wanted to stop.
00:06:07:14	00:06:08:27	>> Okay, those are the five
00:06:08:27	00:06:10:11	topics that you still have
00:06:10:11	00:06:11:22	on the board.
00:06:11:22	00:06:12:22	>> It's all about you're
00:06:12:22	00:06:13:22	thinking right now,
00:06:13:22	00:06:14:27	looking at those five things.
00:06:14:27	00:06:15:28	It's like, this is what I think
00:06:15:28	00:06:17:01	we should work on this year,
00:06:17:01	00:06:17:28	all right?
00:06:17:28	00:06:19:00	>> Narrator: The ELC decided to
00:06:19:00	00:06:20:14	take action to encourage peers
00:06:20:14	00:06:21:21	to be socially compassionate
00:06:21:21	00:06:23:16	and respectful people.
00:06:23:16	00:06:24:19	>> Then you guys will be
00:06:24:19	00:06:26:12	forming groups around that,
00:06:26:12	00:06:29:17	as well, okay?
00:06:29:17	00:06:30:22	>> Narrator: At this assembly,
00:06:30:22	00:06:32:05	the ELC is tackling one of
00:06:32:05	00:06:33:10	the more offensive words
00:06:33:10	00:06:35:02	used in their school,
00:06:35:02	00:06:37:22	the word "retard."
00:06:37:22	00:06:39:06	>> It's time to say farewell
00:06:39:06	00:06:42:09	to the R-word.
00:06:42:09	00:06:43:18	It's time to really end
00:06:43:18	00:06:45:05	the R-word here at Sherman,
00:06:45:05	00:06:46:12	so let's see which team
00:06:46:12	00:06:48:05	wants it the most.
00:06:48:05	00:06:49:13	>> Narrator: Classrooms of kids
00:06:49:13	00:06:51:15	team up to bury the R-word.
00:06:51:15	00:06:53:04	>> If we tell everyone, like,
00:06:53:04	00:06:55:17	help them be nicer
00:06:55:17	00:06:57:03	to everyone else, then they'll
00:06:57:03	00:06:58:18	stop worrying about things
00:06:58:18	00:06:59:25	like that they're going to get
00:06:59:25	00:07:01:02	bullied, or like friend
00:07:01:02	00:07:02:12	problems, and they'll be more
00:07:02:12	00:07:03:16	concerned about their school
00:07:03:16	00:07:04:24	work.
00:07:04:24	00:07:05:27	>> Now we'd like to teach you
00:07:05:27	00:07:07:20	all a very special cheer.
00:07:07:20	00:07:08:23	When we say "Re,"
00:07:08:23	00:07:09:22	you say "Spect."
00:07:09:22	00:07:10:22	>> Re - Spect!
00:07:10:22	00:07:11:23	>> Re - Spect!
00:07:11:23	00:07:14:01	>> Re - Spect!
00:07:14:01	00:07:15:10	>> I think one person
00:07:15:10	00:07:17:13	can change the world.
00:07:17:13	00:07:18:26	And if we start small,
00:07:18:26	00:07:20:15	like start growing and growing,
00:07:20:15	00:07:21:23	eventually we'll get everybody
00:07:21:23	00:07:22:28	in.
00:07:22:28	00:07:24:04	>> My name is Rowan,
00:07:24:04	00:07:25:11	and I'm from the Fuzz Team.
00:07:25:11	00:07:26:22	I pledge never to use the R-word
00:07:26:22	00:07:28:03	again, because to some people,
00:07:28:03	00:07:29:08	it's a joke, but to others,
00:07:29:08	00:07:30:17	it's very serious
00:07:30:17	00:07:32:05	and can hurt self-esteem.
00:07:32:05	00:07:34:23	(applause)
00:07:34:23	00:07:35:28	>> I pledge never to use
00:07:35:28	00:07:36:29	the R-word again,
00:07:36:29	00:07:37:29	because I respect everyone,
00:07:37:29	00:07:39:07	no matter what,
00:07:39:07	00:07:40:14	and the R-word is disrespectful.
00:07:40:14	00:07:41:25	>> I'm Mike, on the Cash Team.
00:07:41:25	00:07:43:01	I pledge never to use
00:07:43:01	00:07:44:06	the R-word again.
00:07:44:06	00:07:45:10	>> I pledge never to use
00:07:45:10	00:07:46:14	the R-word again,
00:07:46:14	00:07:47:23	because it's offensive.
00:07:47:23	00:07:49:01	>> Narrator: Sometimes,
00:07:49:01	00:07:50:06	students have more influence
00:07:50:06	00:07:51:10	on each other's behavior
00:07:51:10	00:07:52:09	than teachers do.
00:07:52:09	00:07:53:10	>> Like, if you hear it
00:07:53:10	00:07:54:15	from a teacher, you know, that's
00:07:54:15	00:07:55:16	their job to like, tell the kids
00:07:55:16	00:07:57:00	not to do this and that.
00:07:57:00	00:07:58:01	But we're not actually
00:07:58:01	00:07:58:27	getting paid.
00:07:58:27	00:07:59:23	It's 'cause
00:07:59:23	00:08:00:29	it's coming out of us.
00:08:00:29	00:08:02:03	So kids think more, like,
00:08:02:03	00:08:02:28	oh, they're doing it.
00:08:02:28	00:08:03:28	And they're, like,
00:08:03:28	00:08:05:06	they're our age, so I think
00:08:05:06	00:08:06:25	we should start doing it, too.
00:08:06:25	00:08:07:27	>> Thanks to everyone
00:08:07:27	00:08:09:01	for being here today,
00:08:09:01	00:08:10:24	and supporting our cause...
00:08:10:24	00:08:11:27	>> Narrator: Taking the time
00:08:11:27	00:08:13:09	to teach expected behaviors
00:08:13:09	00:08:14:19	allows great things to happen
00:08:14:19	00:08:17:08	in Sherman classrooms.
00:08:18:22	00:08:20:03	>> What makes this different
00:08:20:03	00:08:21:10	from the graphs that we did
00:08:21:10	00:08:22:20	to begin the school year?
00:08:22:20	00:08:23:23	>> Narrator: Sherman Middle
00:08:23:23	00:08:24:28	School is dedicated to the
00:08:24:28	00:08:26:13	education of all children.
00:08:26:13	00:08:27:29	In this sixth grade classroom,
00:08:27:29	00:08:29:11	heterogeneous grouping
00:08:29:11	00:08:31:24	mirrors the diverse community.
00:08:31:24	00:08:33:19	It is an inclusive classroom,
00:08:33:19	00:08:35:03	where a teaching team works
00:08:35:03	00:08:36:19	to facilitate an atmosphere that
00:08:36:19	00:08:38:09	focuses on students' individual
00:08:38:09	00:08:42:13	gifts, talents and challenges.
00:08:42:13	00:08:43:25	>> It crashed into an iceberg.
00:08:43:25	00:08:44:23	Is there a Spanish word
00:08:44:23	00:08:46:06	for "iceberg"?
00:08:46:06	00:08:47:09	Who knows, right, because
00:08:47:09	00:08:48:14	in Mexico, they don't have
00:08:48:14	00:08:50:10	big problems with icebergs.
00:08:50:10	00:08:51:16	>> Narrator: High quality
00:08:51:16	00:08:52:20	instruction responds
00:08:52:20	00:08:53:22	to individual differences
00:08:53:22	00:08:55:01	in a learning community.
00:08:55:01	00:08:56:08	>> Our goal for the next section
00:08:56:08	00:08:57:14	is for you to like, start
00:08:57:14	00:08:59:01	thinking and start speaking
00:08:59:01	00:09:00:14	like an archaeologist.
00:09:00:14	00:09:01:17	You're going to get into groups
00:09:01:17	00:09:02:27	of four or five.
00:09:02:27	00:09:04:07	>> Narrator: In this classroom,
00:09:04:07	00:09:05:29	hands-on learning puts the child
00:09:05:29	00:09:07:02	into a total learning
00:09:07:02	00:09:08:03	experience.
00:09:08:03	00:09:09:14	>> All righty, at your
00:09:09:14	00:09:11:15	archaeological site,
00:09:11:15	00:09:12:28	you are going to look around,
00:09:12:28	00:09:14:10	and you are going to make a list
00:09:14:10	00:09:16:01	of artifacts.
00:09:16:01	00:09:17:11	>> Narrator: Even in a class
00:09:17:11	00:09:18:26	of 47 students, this is possible
00:09:18:26	00:09:20:09	because of the Cool Tools
00:09:20:09	00:09:21:25	lessons that have taught
00:09:21:25	00:09:24:11	students the expected behaviors.
00:09:24:11	00:09:26:15	(indistinct conversations)
00:09:26:15	00:09:28:00	>> So, to review, everything
00:09:28:00	00:09:30:06	alive is made of cells.
00:09:30:06	00:09:31:12	>> Narrator: In this science
00:09:31:12	00:09:32:21	lesson, universal instruction
00:09:32:21	00:09:34:03	is differentiated to meet
00:09:34:03	00:09:36:00	individual student needs.
00:09:36:00	00:09:37:12	>> Right now, you are getting
00:09:37:12	00:09:39:28	a reading.
00:09:39:28	00:09:41:05	The first thing you're going to
00:09:41:05	00:09:42:27	do is you are going to read this
00:09:42:27	00:09:46:00	article silently, to yourself.
00:09:46:00	00:09:47:08	Remember, we've worked on
00:09:47:08	00:09:49:01	strategies like underlining
00:09:49:01	00:09:50:21	the stuff you already know,
00:09:50:21	00:09:51:26	putting questions by the things
00:09:51:26	00:09:53:11	that seem confusing,
00:09:53:11	00:09:54:20	watching out for the words
00:09:54:20	00:09:57:03	that are in bold,
00:09:57:03	00:10:00:00	like endoplasmic reticulum.
00:10:00:00	00:10:01:08	The purpose of this reading
00:10:01:08	00:10:02:14	is to try to get information
00:10:02:14	00:10:04:03	about the parts of the cell.
00:10:04:03	00:10:06:16	It is more important to know
00:10:06:16	00:10:08:22	what the parts of the cell do
00:10:08:22	00:10:10:02	than to know their actual
00:10:10:02	00:10:12:10	exact names.
00:10:12:10	00:10:13:14	>> Narrator: The reading
00:10:13:14	00:10:14:24	materials for this lesson
00:10:14:24	00:10:15:24	are written at three different
00:10:15:24	00:10:16:25	levels.
00:10:16:25	00:10:18:12	This example of differentiation
00:10:18:12	00:10:19:21	shows how all kids
00:10:19:21	00:10:20:24	can be supported
00:10:20:24	00:10:22:12	at the universal level.
00:10:22:12	00:10:23:16	>> (whispering to student):
00:10:23:16	00:10:24:23	You're just taking information
00:10:24:23	00:10:26:05	you find here and putting it
00:10:26:05	00:10:28:18	back on the chart here, okay?
00:10:28:18	00:10:30:16	>> We're going to shift gears,
00:10:30:16	00:10:32:10	even though we know you're not
00:10:32:10	00:10:33:12	all done with your reading.
00:10:33:12	00:10:34:07	That's okay.
00:10:34:07	00:10:35:11	Not all learning
00:10:35:11	00:10:36:19	is going to come in reading.
00:10:36:19	00:10:37:25	What we're going to do now,
00:10:37:25	00:10:38:25	is we're going to split up
00:10:38:25	00:10:40:06	and work in groups.
00:10:40:06	00:10:41:10	>> Narrator: Student needs
00:10:41:10	00:10:42:10	drive instruction
00:10:42:10	00:10:43:14	at Sherman Middle School.
00:10:43:14	00:10:44:28	>> Yes, I knew it!
00:10:44:28	00:10:45:29	>> Narrator: The range of
00:10:45:29	00:10:47:04	instructional needs within
00:10:47:04	00:10:48:18	this classroom is large.
00:10:48:18	00:10:50:07	Students' individual needs are
00:10:50:07	00:10:52:03	met in small, flexible groups.
00:10:52:03	00:10:53:17	>> What kind of cells
00:10:53:17	00:10:55:11	have a cell membrane?
00:10:55:11	00:10:56:19	Look at the pictures in your
00:10:56:19	00:10:58:06	readings, and other things
00:10:58:06	00:10:59:13	on your things to see
00:10:59:13	00:11:00:19	what other parts of the cell
00:11:00:19	00:11:01:20	you can figure out.
00:11:01:20	00:11:02:24	>> Narrator: Inherent
00:11:02:24	00:11:03:26	to high quality instruction
00:11:03:26	00:11:04:28	is rigorous content.
00:11:04:28	00:11:05:29	>> So that has to do
00:11:05:29	00:11:07:13	with chlorophyll.
00:11:07:13	00:11:08:21	>> Narrator: Delivered through
00:11:08:21	00:11:09:23	differentiated instruction.
00:11:09:23	00:11:11:02	>> I think that that's not
00:11:11:02	00:11:12:16	the chloroplast.
00:11:12:16	00:11:14:19	(teaching in Spanish)
00:11:14:19	00:11:15:21	>> Narrator: English language
00:11:15:21	00:11:16:23	learners receive additional
00:11:16:23	00:11:17:27	support from the bilingual
00:11:17:27	00:11:19:10	resource teacher.
00:11:19:10	00:11:20:29	>> We have students of varying
00:11:20:29	00:11:22:15	English language ability.
00:11:22:15	00:11:23:22	We have students of varying
00:11:23:22	00:11:25:01	special education needs.
00:11:25:01	00:11:26:17	We have students
00:11:26:17	00:11:28:20	of varying regular education,
00:11:28:20	00:11:30:11	talented and gifted.
00:11:30:11	00:11:32:04	We work to build our curriculum
00:11:32:04	00:11:34:05	around those students' needs.
00:11:34:05	00:11:35:14	And they always change.
00:11:35:14	00:11:36:19	>> So, when we're trying
00:11:36:19	00:11:37:23	to identify kids' needs
00:11:37:23	00:11:39:07	when we're planning instruction,
00:11:39:07	00:11:40:20	we do a lot of informal
00:11:40:20	00:11:42:18	assessment.
00:11:42:18	00:11:43:21	One of the advantages to having
00:11:43:21	00:11:45:22	multiple adults in the classroom
00:11:45:22	00:11:46:26	is we have a lot
00:11:46:26	00:11:47:27	of opportunities to really
00:11:47:27	00:11:49:15	just observe,
00:11:49:15	00:11:51:10	take sort of informal data
00:11:51:10	00:11:52:28	as the kids are learning.
00:11:52:28	00:11:54:13	So we can kind of, like,
00:11:54:13	00:11:56:08	shift those interventions,
00:11:56:08	00:11:57:20	day to day, topic to topic,
00:11:57:20	00:11:59:09	depending on what we see
00:11:59:09	00:12:00:20	in the needs of the kids.
00:12:00:20	00:12:01:29	Sometimes, it can actually be
00:12:01:29	00:12:03:17	pretty overwhelming in terms
00:12:03:17	00:12:05:00	of how much data there could be
00:12:05:00	00:12:06:24	about a kid.
00:12:06:24	00:12:08:03	The data we tend to actually
00:12:08:03	00:12:09:14	use more in our day to day
00:12:09:14	00:12:11:07	instruction has to do with the
00:12:11:07	00:12:13:11	informal and formal assessments
00:12:13:11	00:12:15:05	we are doing in the classroom.
00:12:15:05	00:12:16:25	So, we're looking at an exit
00:12:16:25	00:12:18:28	slip we did from yesterday,
00:12:18:28	00:12:20:09	or we're taking a quick glance
00:12:20:09	00:12:21:26	at the homework they handed in
00:12:21:26	00:12:23:07	in the morning, to think about,
00:12:23:07	00:12:24:09	like, who's going to need
00:12:24:09	00:12:25:23	extra this or that,
00:12:25:23	00:12:26:28	when we come to that in class
00:12:26:28	00:12:28:07	later on today.
00:12:28:07	00:12:29:25	Have a fabulous time...
00:12:29:25	00:12:31:00	(indistinct talking)
00:12:31:00	00:12:32:11	Awesome.
00:12:32:11	00:12:33:26	>> Narrator: At Sherman Middle
00:12:33:26	00:12:36:02	School, curriculum, instruction
00:12:36:02	00:12:37:24	and assessment are grounded
00:12:37:24	00:12:39:02	in the culturally responsive
00:12:39:02	00:12:40:24	practices of relevance,
00:12:40:24	00:12:42:24	identity, belonging,
00:12:42:24	00:12:45:04	and community.
00:12:45:04	00:12:47:02	>> We do readings, book groups.
00:12:47:02	00:12:49:14	We have conversations about
00:12:49:14	00:12:51:29	culturally relevant curriculum,
00:12:51:29	00:12:54:03	about relationships,
00:12:54:03	00:12:55:22	about matching up students
00:12:55:22	00:12:57:26	that are struggling.
00:12:57:26	00:13:00:14	We, as a staff, do this.
00:13:00:14	00:13:02:05	We have these conversations.
00:13:02:05	00:13:03:20	We look at data.
00:13:03:20	00:13:05:01	We look at trends.
00:13:05:01	00:13:06:13	(teaching in Spanish)
00:13:06:13	00:13:07:27	>> You can't teach the same way
00:13:07:27	00:13:09:17	that we did two years ago,
00:13:09:17	00:13:11:11	much less 20 years ago.
00:13:11:11	00:13:12:24	So, we're constantly
00:13:12:24	00:13:14:12	making that change.
00:13:14:12	00:13:15:25	It's an easy conversation,
00:13:15:25	00:13:17:15	because, as I mentioned,
00:13:17:15	00:13:19:10	95% of the staff here
00:13:19:10	00:13:20:27	are student-centered.
00:13:20:27	00:13:22:16	I wish I could say 100, but
00:13:22:16	00:13:24:18	that's difficult to say 100%.
00:13:24:18	00:13:26:11	But 95% of the staff here
00:13:26:11	00:13:29:08	are so student-centered
00:13:29:08	00:13:30:18	that they are constantly
00:13:30:18	00:13:32:15	self-reflecting, re-evaluating
00:13:32:15	00:13:34:26	their teaching methods
00:13:34:26	00:13:36:24	to hit all students.
00:13:36:24	00:13:38:09	>> We have the materials here
00:13:38:09	00:13:40:01	so that students can see
00:13:40:01	00:13:41:06	themselves in the books.
00:13:41:06	00:13:42:10	They can see themselves
00:13:42:10	00:13:43:06	on the walls.
00:13:43:06	00:13:44:07	They can see themselves
00:13:44:07	00:13:45:29	in each other.
00:13:45:29	00:13:47:01	They can hear themselves
00:13:47:01	00:13:47:26	in the music.
00:13:47:26	00:13:49:01	They feel like it's
00:13:49:01	00:13:50:06	a comfortable environment.
00:13:50:06	00:13:51:10	We foster that.
00:13:51:10	00:13:52:19	We want students
00:13:52:19	00:13:54:24	to expand themselves, and not
00:13:54:24	00:13:56:16	just make sure that everyone
00:13:56:16	00:13:57:26	is doing the same thing.
00:13:57:26	00:13:59:01	Expand their own excitement
00:13:59:01	00:14:01:01	with their work.
00:14:01:01	00:14:02:21	>> How do I know that
00:14:02:21	00:14:05:11	these are positive choices?
00:14:05:11	00:14:07:00	You walk the halls.
00:14:07:00	00:14:08:18	You talk to the kids.
00:14:08:18	00:14:10:00	You talk to the parents.
00:14:10:00	00:14:12:09	Our attendance rate
00:14:12:09	00:14:14:07	has gone up almost 4%
00:14:14:07	00:14:15:29	in the last four years,
00:14:15:29	00:14:17:10	from 92%
00:14:17:10	00:14:19:11	to a little under 97%.
00:14:19:11	00:14:21:19	(cheering)
00:14:21:19	00:14:22:23	That means kids
00:14:22:23	00:14:23:28	want to be in school.
00:14:23:28	00:14:24:29	How do I know these things
00:14:24:29	00:14:26:01	are working?
00:14:26:01	00:14:28:02	Because kids, our students,
00:14:28:02	00:14:31:04	are telling us that they are.
00:14:31:04	00:14:32:17	We give out surveys to students
00:14:32:17	00:14:34:23	that tell us, what can we do
00:14:34:23	00:14:36:17	to continue making positive
00:14:36:17	00:14:38:01	movement for you?
00:14:38:01	00:14:39:06	Our ELC students,
00:14:39:06	00:14:40:17	you've met them.
00:14:40:17	00:14:41:21	They're mature beyond their
00:14:41:21	00:14:43:09	years.
00:14:43:09	00:14:44:17	They bring us information,
00:14:44:17	00:14:45:27	as well.
00:14:45:27	00:14:46:29	This isn't a building
00:14:46:29	00:14:48:10	for adults.
00:14:48:10	00:14:50:26	It's for students.
00:14:50:26	00:14:52:25	>> We've seen an increase in
00:14:52:25	00:14:54:28	our WKCE scores across the board
00:14:54:28	00:14:56:29	for all different populations
00:14:56:29	00:14:58:06	of students that we have.
00:14:58:06	00:14:59:20	We've made a AYP for
00:14:59:20	00:15:01:05	two years in a row now,
00:15:01:05	00:15:02:12	which is something we've not
00:15:02:12	00:15:04:03	been able to do in the past.
00:15:04:03	00:15:05:22	The other thing is, when
00:15:05:22	00:15:07:09	we first implemented PBS,
00:15:07:09	00:15:09:07	the second year, we were able
00:15:09:07	00:15:10:17	to cut our teacher referrals
00:15:10:17	00:15:11:21	by half.
00:15:11:21	00:15:13:00	The following year, we were able
00:15:13:00	00:15:14:11	to cut it by half again.
00:15:14:11	00:15:15:22	>> So, we're doing good things,
00:15:15:22	00:15:17:02	but we're not doing
00:15:17:02	00:15:18:26	great things.
00:15:18:26	00:15:19:26	The enemy of great
00:15:19:26	00:15:21:02	is being good.
00:15:21:02	00:15:22:05	We're good.
00:15:22:05	00:15:23:12	We're not doing everything
00:15:23:12	00:15:24:23	we need to do.
00:15:24:23	00:15:25:27	That's just the biggest thing
00:15:25:27	00:15:26:26	right now.
00:15:26:26	00:15:28:05	So what's next?
00:15:28:05	00:15:30:19	Continually and constantly
00:15:30:19	00:15:32:20	self-reflecting
00:15:32:20	00:15:33:26	on what we're doing, so that
00:15:33:26	00:15:35:17	we can continue pushing students
00:15:35:17	00:15:37:17	as well as bringing students up.