Snow Creations Approach – The creation and “destruction” of the snow dragon provides a great learning opportunity if the topic comes up in your classroom.
The first thing to consider is ensuring all students are supported and taught in the situation, not just the majority. Take a non-judgmental approach and avoid the automatic attachment of negativity to the “destruction” and positive meaning to the “creation”. The typical, predictable school response is to choose a side is a great example of dominant culture thinking; elevating the status of the creators over the destroyers. This misses the mark of this opportunity by a long shot as both sets of behaviors can be positive and important.
The need to decompose, break down, take apart or explore is a natural behavior in children and it should not be immediately connected to maliciousness. It’s also a valuable behavioral component to creativity. As a kid, I spent countless hours building sandcastles with friends which inevitably we destroyed (our own and each other’s) with equal gusto. We were not being malicious or mean in any way and I can tell you in retrospect we applied the destruction experience to the construction of our next round of castles.
While I understand the desire to preserve one group’s creation as art, it is essentially giving them ownership over something that belongs to nobody. The expectation that every fairy house, snow dragon and any other creation will be preserved at recess is not a reasonable expectation. It’s better to encourage students to snap a mental photo to preserve the creation in their memory rather than impose restrictions on others. If I am not mistaken this will be aligned with how our K and 1st-grade classes approach similar issues with lego and other construction pieces during choice time. (The spaceship you build today may not be there the next time.)
This is a great perspective-taking exercise. To the students who build the dragon, their creation was a positive thing and they feel it’s entitled to be protected. The next group of students coming out to play may not share that perception because all the soft and malleable snow was used up by the creation. Neither group is right nor wrong; both sets of perceptions are valuable.
2nd Vaccinations – HR asked us to use this survey to help plan for potential absences. Please complete this survey as soon as you get a few minutes.
Observations, Evals, SLGGs – This link will take you to a document with all the revised information regarding observations, evals and slggs. Below is the reader’s digest version:
Evaluations: Teachers on Eval cycle will be focusing on specific, reducnced number of domains and standards shown below.
- Domain 1 (Planning and Preparation)
- Standard 3.13 (Clarity)
- Standard 4.16 (Criteria and Recognition)
- Domain 5 (Family and Community Outreach)
- Standard 6.24 (Professionalism)
Observations:
- Probationary/Temporary Teachers: two formals completed by March 15th and one mini. One instructional and/or non-classroom observation. Administrator choice.
- Contract Teachers on Evaluation Cycle: three minis total. Two instructional minis. One can be an instructional or non-classroom observation. Administrator choice.
- Contract Teachers not on Evaluation Cycle: Two mini observations. One instructional. One can be an instructional or a non-classroom observation. Administrator choice.
- It is expected that a feedback conference is held within 2 working days of the mini observations.
SLGGS:
We are still required to do 2 SLGGS. Teacher SLGGs are due February 17th. Links below are the form and menus of ideas;
1/28/21 – Staff Meeting Notes and Q&A
Next week:
- Culture of Care Team Meeting; Wednesday 2/3 2:45
- Safety Team; Next meet is Thursday 2/4 at 2:45; Safety Team Notes – Please input any safety concerns or questions on this document for the team to consider.
- Semester End Workday; Friday 2/5 – no students
EBISS
To get our EBISS up and running again we will start with the following meetings (in-person, room 6);
- Monday 2/8 – Kindergarten 2:45-3:30
- Tuesday 2/9- 1st grade 2:45-3:30
- Wednesday 2/10 – 4/5 Team 8:30-9:30
- Wednesday 2/10 – 2/3 Team 2:00-3:00
During these meetings, we will spend a little time discussing the “why” behind the shift and the remaining time will be establishing the core standards and data to be used for our decision-making for future EBISS meetings. Lexia and Dreambox will play a crucial role in EBISS, so based on my last check with these two programs we will need to get our usage to a consistent level.
April Conferences: There was a mistake about conferences. Initially conferences were published as April 7 and 8. They are actually April 14 and 15. It has been corrected online but it is likely we will need reminders for families.
Report Cards – This year, more than most, it is VERY important that all semester 1 report cards are completed by Monday, Feb. 8. On this date all students who are moving from brick and mortar school into either BLPSO or district CDL will be dropped from your enrollment.
SEL Menus We have 10 SEL menus for you to choose from!
What to do about calm corners? Have no fear, I have a great resource for creating individual “Calm Boxes”. Please reach out to me if you have a student who could benefit from something like this. I also have it in digital form if that something you would be interested in.
Also, if you are ever looking for an example of how to incorporate SEL into your classroom, I am happy to help. I am even able to teach a sample “mini” lesson.
COVID Valentines Day Guidance – The information below was circulated by some other principals after conversations with Paul;
•Valentine cards will need to follow the same safe handling rules as all materials. We plan to have students bring their Valentines to school and distribute them in individual boxes by Tuesday, 2/9. The boxes will then sit until Friday, February 12th, when students will open them at Valentine parties.
•Any candies brought need to be sealed airtight – i.e., foil-wrapped Hershey Kisses are not airtight.
•If students bring their Valentine cards with less than 72 hours to sit, their cards can be laid out on a table and misted with the electrostatic machines.
Settled Science of Reading – The whitepaper linked here is incredibly important for us to use as we face the gaps in foundational skills that will likely exist with students. The research is clear that balanced literacy instruction is a must for elementary students, but the urgency is exponentially higher during the recovery from this pandemic. If we are not providing the skill work along with the deeper thinking work, we will not set our students up for success.
Avoiding Three Unfortunate Statements in Math Classes
In this Edutopia article, math teacher Rachel Fuhrman says her New Orleans students are surprised when she tells them she hated math when she was in middle school. “I explain to them that the main thing I didn’t like about the subject was that my teacher made me feel like I was bad at it.” Fortunately Fuhrman had lots of other teachers who sparked an abiding love for the subject. But since becoming a teacher and visiting other classrooms, she’s heard statements like those that almost turned her off math. Three examples:
• This is so easy. When students who don’t think they are good at math hear a teacher say this, the message is unmistakable. “By calling something ‘easy,’” says Fuhrman, “we devalue the experience of those students who find it difficult, and create a space that does not welcome their struggle or their questions.” Those who lack confidence will be hesitant to raise their hand and ask for help.
• You’re so smart. Praise is important, but it needs to target specific student actions: hard work, courageous risk-taking, determination, attention to detail, use of academic language – not pat students on the head for mathematical intelligence. “When a student who feels like they aren’t a math person hears another student being praised for being ‘so smart,’” says Fuhrman, “it only reinforces the negative attitude that they have toward math class and themselves.”
• You should already know this. Math is sequential and cumulative, and it’s challenging for teachers when they (frequently) work with students who have gaps in their knowledge and skills. Making this statement to a class not only reinforces I’m-not-a-math-student thinking, says Fuhrman; it “places blame on students for something that may not be their fault” – another teacher didn’t cover it, or failed to teach it to the point of mastery.
“The way we speak to our students has an immense impact,” she concludes, “and small changes to what we say can make that impact a positive one.”
“3 Phrases That Can Demotivate Students in Math Class” by Rachel Fuhrman in Edutopia, December 15, 2020
CDC quarantine recommendations if your family has plans for either domestic or international travel in the months to come. Individuals who have traveled out of state (domestic or international) are recommended to:
- Get tested 3-5 days after travel AND stay home for 7 days after travel.
- Even if you test negative, stay home for the full 7 days.
- If your test is positive, isolate yourself to protect others from getting infected.
- If you don’t get tested, it’s safest to stay home for 10 days after travel.
- Avoid being around people who are at increased risk for severe illness for 14 days, whether you get tested or not.
Also, take these actions for 14 days after you return from travel to protect others from getting COVID-19:
- Stay at least 6 feet/2 meters (about 2 arm lengths) from anyone who did not travel with you, particularly in crowded areas. It’s important to do this everywhere — both indoors and outdoors.
- Wear a mask to keep your nose and mouth covered when you are in shared spaces outside of your home, including when using public transportation.
- If there are people in the household who did not travel with you, wear a mask and ask everyone in the household to wear masks in shared spaces inside your home.
- Wash your hands often or use hand sanitizer with at least 60% alcohol.
- Avoid being around people who are at increased risk for severe illness.
- Watch your health: Look for symptoms of COVID-19, and take your temperature if you feel sick.
- https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-during-covid19.html
- https://www.cdc.gov/coronavirus/2019-ncov/travelers/after-travel-precautions.html
- https://www.cdc.gov/coronavirus/2019-ncov/travelers/map-and-travel-notices.html