Summer School: How to Tame the Paper Overload!

As summer school has started, I realize how much organization and streamlining I accomplish during the first day of any school.  It's always overwhelming, and stressful, but once my systems get into place, things tend to run fairly smoothly.  The expectations are in place, and the summer blahs that my resentful students seems to go by the wayside (for the most part).  With the program we have in place, they feel like they have control of what they can work on, as long as they are given timeline and score parameters, and it works.

This year, we set up a modified Interactive Notebook, mostly for accountability with scores, attendance, a table of contents, and scrap paper for the skills.  Training the students in our routine was half the battle.  Simple systems like numbering pages and writing the day's date at the top seemed basic, but until a routine was established, proved quite difficult.

Another paper overload area was tracking scores on the computer program.  We created two types of trackers.

One was a standards post-it tracker taped on the wall above each students' computer.  These trackers had the computer program coded skills on post-it tabs and allowed the students to self-monitor the skills assigned to the class.  They could move the tab along the spectrum, in four color-coded areas.  We discussed how they should set a small goal when they start a skill, like reaching a score of 50, then when that goal is reached, to modify it to another goal.  I was trying to get them into the 70% range (the orange, Satisfactory, area), which depending on the skill, could be quick, or could be quite challening.  However, many of the kids wanted to reach MASTERED (100%), and were frustrated when that proved too challenging.  They also noticed that their risk was greater the higher their score was.  Getting one question wrong while in the 90% range dropped significantly, and they needed one question correct for every point they wanted to earn back.

The other tracker was a hanging folder for each student and demonstrated where to access the daily data measuring their progress.  Having each student document their own data, rather than the instructor gathering everyone's, proved helpful in two ways.  They documented not only their cumulative scores,  but also their performance and time practiced.  The weighted average was calculated by me, as a percentage of time spent,

First, it allowed the student to reflect on their performance immediately.  Yesterday, in fact, I had a student who commented that they were very off track, as their total practice time was only 15 minutes (when we typically have two 20 minute target sessions).  He noted that he was very unfocused.  I hope that this reflection will allow him to keep himself on track today.

Second, it allowed me to keep all the students records in one place, in the classroom, for evidence on their progress.  Our summer school this year is set up to be more remediation practice rather than pure instruction, so this allowed us to document the skills practiced and provide evidence for the administration once the program is complete.

We'll check back in a few weeks to see how the systems are maintained.  It's giving me hope - especially for kids who are not as strong mathematically, reluctant and resentful to being here in the summer, and are weak in organizational skills.  They CAN find success and improve in their skills - especially when they feel like they are in some control, have immediate feedback, and can set and meet goals.

Right now, were working on intrinsic motivation with some electronic motivation built into the computer program.  My back up for the last week is some extrinsic motivation (in the form of stickers and candy).  We'll see how their resentful attitudes are in a few weeks.  I'd LOVE to report that I don't need to break out the stickers!

Our Interactive Notebook, part 1

Now that my classes have had several chapters under their belts, I felt it was time to reflect on our most important organizational element in our classroom:   

THE INTERACTIVE NOTEBOOK.  

We've gotten into a fairly good routine both in how our class runs and what the expectation is for the layout of our interactive notebook, or INB, throughout the chapter.  It also has helped me in both communicating to students and parents as well as modeling study strategies that (hopefully) the kids will carry with them into high school.  Of course, many of our topics are of a Pre-Algebra nature, so if they literally carry these notebooks with them into ninth grade it could significantly help them in their Algebra class.  It also was a great piece of evidence for Parent-Teacher Conferences as well as accommodations for IEPs and 504s.  It's a WIN-WIN for everyone!!!

We are using the Big Ideas Math textbook series, a new one for our district this year.   The chapters follow the same type of structure, a student-driven activity day then a more traditional teacher-led lesson to solidify the topic they explored the previous day.  The notebook has become very helpful in grounding both types of instruction, as well as keeping the kid's material in ONE PLACE!

I required a spiral notebook in September.  Most kids brought in one similar to the one I modeled, a one-subject approximately 100 pages of regular ruled paper.  Next year, I think I'll model a 5-subject though, because we found that we ran out of space well before the end of term 2 in the smaller one.  College ruled (which I had some of as well) doesn't work well with most of the kids, as their handwriting is large (and messy...).  But many of the kids didn't realize the size of the paper rule they had.

The Cover Page

The cover page included a sticker of the business cards I had made up this summer.  They had a QR code to the homework web page as well as email contact info and office hours.  I definitely will have more of these next year, but I might just print them out myself rather than purchase them.  You can read that post HERE.  The interior title page was a graphic I found online, with other contact info and a space for the kids to CLEARLY print their name.  Another reason to have a larger spiral is to have only ONE of these... in multiple notebooks, the kids didn't put names on the inside (and then their covers ripped off...)

Inside the front cover (I forgot to circle the Marking Term... oops)

Table of Contents: the TOC

Maintaining a table of contents was stressed, but keeping up with it didn't always happen day to day as I intended.  We did find that we needed to actually assign the TOC to get it updated.  It generally consisted of the lesson topic that was in the book (ex: Activity 3.1 Lines and Angles;  Lesson 3.4 Indirect Measurement)  Each page was also to have a title, the date, and the page number (sometimes in color) in the upper corner of the page.  If this was done each day during class, it was no big-deal.  However, for some reason, the kids don't like not only doing this, but putting their names on tests, last names on ANYTHING... it's very frustrating.  I keep reminding them to autograph their paper... sometimes even HIGHLIGHT their name before turning a paper in...but I still have a pile of anonymous papers that end up ceremonially going into the trash on a regular basis.  (alas, I digress... I think this could be another topic for another day)

   Informational Papers & Flippers

In our first INB was also a prime place to put the informational papers that I usually give out within the first week of school.  These pages were shrank to half-sheets and made into 'flippers', to increase the surface area on each spiral bound page.

















Honestly, this took a while, both to distribute the pages to each group as well as modelling how to attach the papers (using my mantra:  a 'knuckle-size piece of tape')

The 'Knuckle-Size' Piece of Tape

Chapter Title

Each chapter also needed a 'starting point', so I used 4mulaFun's Unit Numbers from TeachersPayTeachers.com.  For my own organization (and sanity) I did write on my master copies, both the chapter numbers as well as the photocopy the pages in the color of the book (Big Idea's grade 8 is BLUE while the Algebra 1 is PURPLE).   Of course, that only worked when the paper was available in the teacher's room.  Something tells me that we're gonna run out soon, but then the kids can color them as they see fit.  This works great for after the chapter test, to keep them busy, quiet, and coloring can be very theraputic for some 'brain rest'.

We also had the left facing page for review material.  The textbook included items called 'What You Should Know' that typically covered standards from previous years.  This was a helpful place for these 8-12 questions.  Quick and painless.

Vocabulary Frodor Model

Yet another TpT idea that I came across last spring was the Frodor Model of vocabulary.  More interactive, and more summative, these models allow for student not only to put the definitions with the terms, but also create examples and non examples, formulas or illustrations to solidify their knowledge.  It was also VERY kinesthetic, which many of my kiddos need!  What I really didn't consider is how much focus they need to get these all cut out, glued in, and completed.


I expected by the 2nd chapter, it'd be easy.  But even now, beginning our 4th chapter, it's a struggle.  But if it's completed correctly, the data is ALL IN ONE PLACE and can be referenced and filled out throughout the chapter.  I have found that filling out some of the information BEFORE I photocopy, including which pages in the INB they go, is very helpful for our organization.




I also color code the chapter, not just the color of the book, but the color of the chapter.  Chapter 2 and 3 I tried to keep items GREEN for our Geometry topics.




Chapter 4, which is more Algebra focused is BLUE.

Chapter 4 Vocabulary - Graphing Linear Equations

In the next post, I'll show off the most functional part of our INBs, the Input/Output and how we've maximized this format for both the Activity and Lesson Days.  And in the future, some of the foldables we've created.

Caddy Control

The year is now in (relatively) full swing, and I am proud to declare that I may have just established the best routine in my (gasp) 18 years of teaching:
  

the table caddy of supplies.

Now that I may have completely jinxed this new addition to my class, let me explain the need for this corralled chaos.

This year, I've taken on the challenge of the Interactive Notebook, or at least my version of one.  In doing to, I've also found the need for more 'cutting', 'pasting' and highlighting items into my students' work.  I assumed that the kids wouldn't have most of their supplies for the first days, so based on my activities, I supplied tape, scissors, glue, and markers.

I also found that setting the stage with community building activities, table groups, and constant flux in those groups was going to be a huge portion of my 90 minute Math classes this year.  (Sitting for 90 minutes straight was going to be waaaaaaay to long for my 8th graders!)  So I started the year with six groups of four in all my classes (of course, the last class requires two groups of five, since I had 26 students, and made me scramble for two more seats... but that's for another blog).

Each table was numbered and students were assigned groups based on these numbers.  Each table was identified by a stenciled number taped to a cylinder.   This cylinder is actually a LIFESAVER.  Not only is it acting as a group marker, but also is used as a trash bin for the table.   It's transparent, so it's easy to see when they need to be empty (or I prompt the table to do so).  I also can use it to clip the frequent table re-groupings for identification (that will be the subject of a future blog post).

These cylinders were marketed as a (wait for it) microwave spaghetti container, complete with lid and strainer (on sale for $0.88 each).  They're very solid plastic, a resin perhaps, and I hope they'll last quite a while for their current purpose.

The other lifesaver is the SHOWER CADDY.  I have used various plastic bins in the past for materials in class, but they always had 'issues'.   My markers were stored in Parmesan Cheese containers (perfect size for a standard Crayola set, complete with lid, and transparent plastic).  My colored pencils can fit in a green nut container, washed thoroughly and without the lid.  But in the past, these containers were always tossed around, sent rolling off the table, or not replaced on the shelf after usage.  It was hard to keep track of, even when I tried to play the 'matching game' with colored stickers.  I didn't train the kids well enough, and it became too frustrating to maintain.  So when I say on Pinterest the shower caddy, I was IN LOVE!  When I found the perfect plain Jane caddy at Ocean State Marketplace in June, I JUMPED!  And they sat on the shelf for 3 months while I waited for the new year to implement my new system.

During summer school, I tried out the supply system with another method I saw on Pinterest, the Silverware Caddy.  I had accumulated 3 of them and filled them with supplies for my two 2.5 hour classes each day.  This was only for 2 tables and allowed me to try some things out.  It was OK, but I was looking forward to my Shower Caddy system and starting an adjusted system for the new school year. (and I also lost all 6 of my pencil sharpeners during the summer program and have YET to gather inexpensive replacements)

In addition to the green colored pencil holders and the Parmesan Cheese marker containers, the caddies hold the groups Graphing Calculators that are available (rather than kids always getting UP to get them), protractors for the group, six-inch rulers, scissors (tip down), and glue sticks.  I also am in process of gathering a tape dispenser for each group.  It may be too big for the caddy, but will be marked with the group number as needed.  One of the JOBS that I also have created for each group is CADDY CONTROL.  This student is responsible for making sure that the caddy is in good shape before the table is dismissed.  So far, the kids have been receptive.  I usually go through the list 'colored pencils: tip up (to protect the sharpened ends), scissors: tip down, trash: emptied, markers: cap up (to ensure they're on)', but the kids have been helpful in cleaning up their communal space and that makes my life just a bit easier.  Maintaining it will be a challenge, but it will also force ME to get into a good routine.

So far, so good (let's hope I didn't jinx it!)