Bindu Sunil

Educational leader, community-centric, student-centric, believe in culturally responsive schs where students connect to and teachers provide meaningful learning

[Bindu Sunil @BinduMathMindst]

@CCSSO Phyllis Lynch, the director of Instruction, Assessment, and Curriculum at @RIDeptEd, presented the necessity of measuring the HQCM implementation grounding in classroom data to ensure that RIDE supports the hard work of our district and school leaders.

[Adam Watson @watsonedtech]

Ben Roberts, Principal of Shelby Academy at @shelbycountysch, sharing the story of a 17 year old who started with ONE credit and became the first in his family to graduate high school. THIS is what school should do for students: help them dream, and thrive. #KYDL #AllinKY #KYILN

[Bindu Sunil @BinduMathMindst]

@pwharris How many 1/2s in a 1/2? Duh...1

[Bindu Sunil @BinduMathMindst]

Matt Damon Rips Reporter while Defending Teachers https://t.co/jiadkU2Y1z via @YouTube
Thanks! @RealMattDamon
#Respect&TrustInTeachers

[Bindu Sunil @BinduMathMindst]

Ms. Lough & Ms. Bishop's 2nd-grade students at Ella Risk explore Place Value concept by counting large quantities of objects using the Base 10 Number System. Implementing HQIM to engage all students. @RIDeptEd @CFSchoolsRI Aha moment, 562 ones can also be 56 tens. @buddycomet

[Dee Crescitelli @dcrescitelli]

Q1: What mathematics do you see in this image?
#ElemMathChat

[Benita Grant @PrincipalBGrant]

🌟Calling All Educators! 📚 Fickett Elementary is looking 4 educators 4 the 24-25 school year🍎If you're interested in joining r amazing team, send me a message. Our school is a place where we nurture & support our students & staff, creating a positive learning environment 4 all

[Lisa Foehr @LisaFoehr]

Running 2 sites today for RICAS PL. Both full. The data scavenger hunt is a great way to get into the data!

[Lisa Foehr @LisaFoehr]

Lively discussions during ELA RICAS scoring student work calibration at RIDE’s RICAS training this morning!

[Bindu Sunil @BinduMathMindst]

Another session with Rhode Island LEAs diving into item analysis and student work to understand what needs to be in place to maximize tier 1 instruction anchored in HQIM. @RIDeptEd celebrates the culture of learning and growing ... @LisaFoehr

[Bindu Sunil @BinduMathMindst]

It was so great to connect and learn with district and school leaders in using data to strengthen instructional systems. @RIDeptEd

[Lisa Foehr @LisaFoehr]

Bindu leading the group today in using assessment data to explore implications and instructional next steps.

[Bindu Sunil @BinduMathMindst]

What an incredible message for all of us as we lead the journey to get our students ready for the real world. One step at a time, loving each moment of the journey as we move towards the vision. Thank you @Shaquemgriffin

[shaquem griffin @Shaquemgriffin]

Let’s be better than what we were yesterday!! One step at a Time 📈🙏🏾

[Chris Hogbin @Chrisculator]

Refresh #students understanding of operating with integers, both positive and negative.
@numberhive printable game boards!
#iteachmath #math #maths #strategy

[Dr. Dionne Cowan @DionneCspeaks]

📚 School’s back in session. We’re (@kbrezicha @HelenWangYying @NJSauers @willrumbaugh) excited to welcome our newest team member @PhilLuck1 to @GSUEdLead @gsucehd❕

I’m grateful to begin year 2️⃣5️⃣ as an educator and year 1️⃣0️⃣ @GeorgiaStateU 💙🐾💙 @PrincipalsCtr❕ #GSUEdLead

[Bindu Sunil @BinduMathMindst]

It was great to see teachers and admins share, participate, and collaborate toward student agency and ownership.

[College of Education & Human Development @gsucehd]

Assistant Professor Naomi Jessup (@mathedmatters) received a grant from @NSF for a project entitled, "Examining the Longitudinal Development of Pre-Service Elementary Teachers' Equitable Noticing of Children's Mathematical Thinking." Congrats, Dr. Jessup! https://t.co/F5dKSXMNUQ

[Bindu Sunil @BinduMathMindst]

Compassion and empathy are never overrated.

[Dr. Bryan Pearlman #MaslowBeforeBloom @DrP_Principal]

What Is A Ruckus?
My secretary called and said there was a ruckus in the front hallway. I was really excited to see what was going on. I wanted to know what a ruckus was. I learned that a ruckus was a small boy I hadn’t net yet. The ruckus was ripping our bulletin board off the wall, knocking over a table and cursing.

He turned around & said, “What the F--- are you looking at?” He continued, “You’re fat, bald, and stupid.” I responded with, “You seem to be upset. What do you need? How can I help?” He moved a step closer to me and said, “Are you deaf, too? I just said you’re fat, bald, and stupid.”

My response was, “I heard you just fine. Now I really can tell you are upset. What do you need? How can I help you?” He started crying while re-stating for the 3rd time (in case I missed the other two times), “You’re fat, bald, and stupid.” He then said, “I hate this stupid school; I don’t know why I’m here. I don’t know where my mom is. I hate my foster family.“

He reached his arms out. I asked if he needed a hug and he nodded. I then asked if he wanted to go to my office. He nodded. I let him know that “Dr. P” is here if he needs anything. He sat at my table and put his head down.

He looked me in the eyes and said, “Dr. P, I’m very sorry for everything that I did. I just miss my mom.” I responded by telling him that I appreciate his apology and that I accept it. He then said, “I am also really sorry for calling you those mean things. I didn’t mean it.”

We brainstormed some ideas of what he could do in the future if he was having a tough day. He suggested that he could ask to get a drink, ask for help, or just put his head down. I let him know that these are great strategies. I added that he could always ask to see the counselor or me.

We then discussed how he could be on the lookout for signs that he was getting upset, frustrated, angry, or agitated. He said that he sometimes started to clinch his fists and his breathing changed. I told him that those were good signs and that the body often gives us signs that we are starting to get upset. We both agreed that it was so important to listen to our bodies.

He asked if he could get his backpack and coat. I thought that was an unusual request for 10 a.m. I asked him why he would need his backpack and coat. He replied, “Because I’m going to get suspended like I did at my last school.” I let him know that there may be another plan. He scrunched his face and looked puzzled.

I asked, “How do you think you could fix what you did this morning?” He thought about it for a minute or so and responded with, “I can pick-up what I threw and fix anything that I broke.” I let him know that this seemed like a good plan. He picked up the items that he threw and helped put the bulletin board back on the wall.

I went over the plan for the next time and we made sure he knew what to do in case he got upset, frustrated, angry or agitated again. I said, “Since we’ve agreed on the plan, let’s shake on it to make it official.” He reached out his hand and shook mine. I let him know that he could go back to class. He picked up his bookbag and his jacket and started off to his class. I called his teacher to let him know that he was on his way. His teacher was so happy to welcome him back to class. I never had another problem with him.

A teacher stopped by later that day. She couldn’t understand why he wasn’t suspended. “He called you fat, bald, and stupid.” My response was that it never was about me. I then asked the teacher if any of the comments were false. She looked at me like I was crazy. I let her know that I am fat and bald. Those were both true statements. I also argued that stupid is a relative term. She didn’t like my answer.

How do you deal with colleagues who are fixed mindset, focused on punitive methods or who believe that alternatives to suspensions equate to being soft on discipline?

From the book “Maslow Before Bloom: Basic Human Needs Before Academics”
(https://t.co/IsFQnYpsnh)

[Jason Kennedy | Stop Teaching & Design Learning! @letsquitteachin]

ALL learners receive Tier 1 learning. It's where we make all the needed improvement.

If scores are dropping, if misbehaviors are increasing, if gaps are widening, if Tier 2 & 3 population is growing, then it's a Tier 1 learning issue.

We must acknowledge, accept, & act on this

[Bindu Sunil @BinduMathMindst]

@howie_hua 15 x 4 = 60. And 60 x 6 = 360. So, 6x4 15s in 360.

[Meg Bowen @MegKBowen]

Thanks so much @AnthDougherty Can’t wait to see you next June at #BE2024!