Juarez HS:
Elevate and the
Learning Conditions
September 27th, 2024
Meet Your Facilitators
Sabrina Chen
Inclusive and Responsive Education Manager
schin2@cps.edu
Priscilla Lizasuain-Vazquez
Inclusive and Responsive Education Specialist
plizasuain@cps.edu
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Mission
To advance student voice, engagement, inclusive & responsive practices that center students' lived experiences and strengthen youth-adult partnership among teachers, schools, networks, central office departments, and their communities.
Our Vision
To create and inspire transformational learning experiences that ignite curiosity, honor student identity and experience, promote agency, build inclusivity and partnerships that empower students to serve as critical actors in shaping the practices and policies that impact their daily school experience and future lives.
Inclusive and Responsive Partnerships
Student Voice Committees
Service Learning/Project Based Learning
Financial Literacy
Today’s Agenda (60 minutes)
Time | Agenda Item |
5 minutes | Welcome & context |
40 minutes | Getting to Know the Learning Conditions |
15 minutes | Digging Deeper & Partnering with Students |
Objectives
Participants will be able to…
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The Learning Conditions
Making Connections: Learning Conditions and tSEL Focal Constructs
We have been learning about the tSEL Focal Constructs for two years. We have the background knowledge to really understand these critical learning conditions.
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The 9 Learning Conditions
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Affirming Identities
“I see positive examples of people like me in the things we learn in this class.”
Classroom Community
“I feel comfortable sharing my thoughts and opinions in this class.”
Feedback for Growth
“This teacher lets me know they believe I can do well in this class.”
Meaningful Work
“What we learn in this class is connected to real-life.”
Student Voice
“In this class, my ideas are taken seriously.”
Teacher Caring
“This teacher cares about my life outside of school.”
Learning Goals
“This teacher helps me see my progress as I
learn more.”
Supportive Teaching
“This teacher regularly checks in to make sure we understand the class material.”
Well Organized Class
“It’s always clear what we’re supposed to be doing in this class.”
KEY RESOURCE: The Learning Conditions Guides
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KEY RESOURCE: The Learning Conditions Guides
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KEY RESOURCE: The Learning Conditions Guides
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Guidance for Jigsaw
2 minutes: At your tables, ensure that each person is exploring a different Learning Condition.
5 minutes: Read, explore, click the links in your guide.
Each person will take 3 minutes each to share…
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10 minutes: Discuss
What connections can you make between the various Learning Conditions? How might they be interrelated and/or support one another?
Which condition are you most interested in targeting this school year? Why?
If you don’t already have classroom data, consider conversations you’ve had with your students and/or which condition your younger self would have appreciated experiencing more of?
Your Elevate Reports
Reports in Elevate
Communication Fidelity Item
Student Experience Overview Table
Entry Points for Improvement
Lowest learning condition
Entry Points for Improvement
Largest equity gap
Entry Points for Improvement
Lowest item
Entry Points for Improvement
Align with school/district/person goals
Entry Points for Improvement
Lean in on your strengths or existing efforts
Priscilla’s Data
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Digging Deeper & Partnering with Students
This data is not about you as a person, it’s about assessing the impact of the choices you make.
It should empower you to refine your professional practice and ensure the alignment between your intentions and impact.
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Considerations for Partnering with Students to Analyze Data
This is… | This is not… |
An opportunity to get curious and ask more questions | A space to provide counter-arguments |
An opportunity to clarify | A space to blame |
An opportunity to get ideas of how to respond to the data | A space to vent about how the data makes you negatively feel and make students feel guilty about their responses |
An opportunity to help students see and feel that their feedback is valued and necessary | |
Remember, your reactions and emotions are 100% valid, AND we need to be intentional about how we show up in these conversations with students and the impact our conversations might have on students’ sense of belonging and safety.
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Co-create Data Conversation Norms with Students
Taking inspiration from your school-wide data conversation norms, how do you plan to co-create data conversation norms with your students at a classroom level?
How will your class community hold each other accountable during the conversation?
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Learning Conditions Discussion Protocols with Students
The following resources can be edited and adapted to fit the needs of your classroom.
Learning Conditions: Partnering with Students for Shared Understanding: Unpacking the questions as a class BEFORE the survey in order to norm on meaning, so future results are more accurate.
Grade 5-12 Student Perception & Analysis of Learning Conditions: Provides general context and definitions of Learning Conditions in student-friendly language.
Grade 5-12 Data Conversation of Focal Learning Condition Item: Provides a process to guide a focused data conversation with students on a specific question item.
Additional Resources
Closing
Surveys
Post-Survey
Partnership Manager & Elevate Lead Touchpoints
Elevate Implementation Timeline
Elevate Survey
9/16 - 10/4
Review Reports
9/30 - 10/11
Dept Meeting
10/7 - 10/18
Elevate Survey
11/11 - 11/22
Review Reports
11/18 - 12/6
Dept Meeting
12/2 - 12/13
Elevate Survey
2/3 - 2/14
Review Reports
2/10 - 2/21
Dept Meeting
2/18 - 2/28
Elevate Survey
4/28 - 5/9
Review Reports
5/5 - 5/16
Impact Story Showcase
Implement Changes
Implement Changes
Implement Changes
Dept Meeting
5/12 - 5/23
Elevate Survey
5/19 - 5/30
Final Reflection
Closing & Next Steps
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Click HERE to sign up!
DSVE SY25 Professional Learning Support
For Deeper, Continuous Learning:
The Inner Core Community Space meets monthly virtually 4-5pm, with our first meeting on 12/12/24.
Stay Tuned:
Future sessions on “Strengthening Youth-Adult Partnerships with an Anti-Adultism Lens” and facilitating “Difficult Conversations” in the classroom with the Learning Conditions lens in mind are forthcoming.