The Middle Update 9/30/17

I am currently reading "Collective Efficacy: How Educator's Beliefs Impact Student Learning".  I was drawn to this book after studying the Pygmalion Effect and Hattie's Mindframes this past summer.  As a part of our goal to build our culture of literacy and reading, I thought this blog would be a good forum to share some of what I am learning along the way.  Some quotes that have stood out to me so far from this book...
"It is not so much a teacher's perception of their students' abilities that creates a culture of high expectations, but their conviction regarding their own collective abilities to impact student achievement in a positive way" (p. 34).
I think this quote fits right in with the work and mindset we bring to school with us every day.  Our focus and mission of making each minute of class time and interaction focused at improving student skills and knowledge remains a sacred principle we all share.

Mid-Term Grades Posted
It seems as if we just started, and we are already at the halfway point of the 1st quarter.  Please make sure student grades are posted in the standards that have been assessed so far.  I will be sending out a IC message to parents on Monday morning.  These grades should be updated regularly through the rest of the quarter.  Please see me with any questions about this process.

Hattie's Mindframe Focus


Mindframe #5: I engage in dialogue not monologue.

     Hattie’s research indicates that teachers talk 70-80% of the time in class, and that in much of the remaining 20-30% of the time, students are often engaged in individual written work. Moreover, although teachers ask an average of 200 questions a day, students already know the answer to 97% of them! While such surface-level discussion is crucial for assessing understanding, it does not allow us to clarify misunderstandings.
     Dialogue allows us to listen to students about what they did or didn’t do and the reasons why. It allows us to follow the thread of their reasoning in order to identify next steps for the learner. In addition, engaging in true dialogue opens up space for deep level learning, giving students the opportunity to fully use their knowledge and relate it to other aspects of their learning.
     Hattie states that there is no magic formula for the optimal levels of teacher talk versus student talk that can enhance either surface or deep learning. It is not enough to reduce teacher talking time and increase that of the students—the quality and purpose of the interaction is the important aspect. It requires the teacher to actively listen to the learner, and adjust to the nature of the discussion, the learning task and context. Meaningful discussions about learning will engender development of the language and vocabulary of learning as well as of the subject being taught. 

Fire Drill Review
Our first fire drill of the year was very smooth.  We are always looking for feedback about our safety procedures.  Please let me know if you have any concerns, questions, or suggestions about the process.

MS Staff Meeting on Wednesday
We will be having a Middle School Staff Meeting on Wednesday (10/4) starting at 2:50 in Mrs. Rogness' room.  Our goals for our staff meetings throughout the year will remain constant.

-Focus on the continued growth of a positive school culture embedded with excellence,
-Bring awareness to best practices in our school and spreading these practices to all classes

Reminder about school van use (from the district office)

Please remind your staff that when checking out a van they must top it off after use AND they must write the purpose on the receipt, i.e, Forensics, Track, Conservation Club, etc.  This is how the business office knows what budget to code the fuel to once the receipts are received.  

Additionally, as gas prices are low we will be using unleaded instead of E-85.  A revised laminated instruction sheet will be posted in all of the vehicles this week but we appreciate you sharing this information with all of your staff/coaches. 

Student Loan Forgiveness
The following is not an endorsement and the district will not/cannot assist with this service.  It is for informational purposes only.

Dear Staff Members,

AESA (www.aesa.us) and CESA 5 have partnered with ISLoan Solutions, a student loan advisory company, to help improve your student loan situation and achieve overall financial well-being.

They educate you and provide options, for loan forgiveness and refinancing, that may help lower, or even eliminate, your payment. Individuals are saving an average of 87% on their monthly student loan payments and are projected to receive an average of $60,430 in tax-free loan forgiveness.

Visit: https://cesa5.myisls.com/register

Enter code: CSA5 to learn more

Some of you may be able to lower your payment through Public Service Loan Forgiveness (PSLF is not Teacher Loan Forgiveness*). For those of you who won’t benefit from PSLF, refinancing may work for you. After registering and answering a few simple questions, if PSLF does not make sense, you will be directed to their refinancing option.  Do not refinance your loans until you find out if PSLF makes sense for you FIRST.  Doing so will make you ineligible for future student loan forgiveness.

If PSLF makes sense, you will be able to:

• Immediately lower your monthly student loan payment
• Reduce your student loan obligation
• Significantly lower your cost to earn additional degrees
• Receive a personalized 10-year loan forgiveness plan outlining your projected tax free savings

*PSLF is available to all full-time employees regardless of position.  In 2007, Congress established PSLF to help full-time employees reduce their student loan burden and incentivize them to stay in public service.

This is a voluntary benefit. After consulting with ISLoan Solutions and verifying your student loan situation, you will receive information regarding loan forgiveness programs that may be of benefit to you along with a customized loan forgiveness plan outlining your forgiveness potential. You may choose to pursue the PSLF program on your own, or hire ISLoan Solutions to implement and manage the program for you.

Questions, or trouble logging in? Call 1.513.645.5400, email or visit their website at isloansolutions.com for more information and success stories.

Duty Next Week

Bus - Hendrickson

Images from the Week

The Middle Update 9/24/17

Another great week in the books, with the best one yet just around the corner.  I am proud to be a Poynette Puma, and appreciative of the opportunity to work with such a great staff and amazing students.  Your efforts each minute make the difference for the students at Poynette Middle School.

Article of the Week
"Start the Year with Collaboration"

More and more educational research points to student to student discourse as a major component of making learning stick for students.  The article this week discusses strategies for making this an effective part of any classroom routine.  The sound of students engaged in thoughtful dialogue about the intended lesson is the music that makes the school setting magical.

Hattie's Mindframe Focus

Mindframe #4: I see assessment as feedback about my impact

Feedback has a high-impact influence on learning (Hattie, 2009)as teachers give students valuable information about how well they are performing in their learning journeys and what their next steps should be. However, it is important that this process is reciprocal and that teachers use information about their students’ learning as feedback on the impact of their teaching. 

Hattie notes that from the age of 8, children are good at predicting the scores they will get in tests. They then perform to their own expectations. So, for any assessment situation, whether formative or summative, we should be asking ourselves what the results can tell us about the impact of our teaching, and most importantly, what we are going to do next? 

Grades Posted in IC for mid-quarter
After 3 weeks into the 1st quarter, it is time to turn our attention to posting mid-quarter grades for the standards that students have been working in so far.  Please have student progress grades posted by next Monday (10/2) morning.  As a reminder, posted grades should reflect what the recent evidence suggests student knowledge/performance in relation to the rubric, is at this point in time.  Posted grades should be updated from here on out as the quarter progresses.  If you have any questions about this process, please send me a note to meet to discuss further.

Google Read and Write
Mr. Fischer shared a document that highlights the Google Read and Write tool.  This is a tool that will be accessible for all students.  It is a powerful tool that can be used in either google docs or websites.  More on this tool to come.

Important...Must Complete!!
All employees must be sure that the following three items are complete:

-Employee Handbook Form signed and returned
-Online Health Assessment completed following biometric screening
-Bloodborne Pathogens video viewed and quiz passed

If you have not completed any of the above, please move these items to the top of your priority list.

IE Groups
IE groups will shift slightly in 7th and 8th grades starting on Monday.  Please review the updated IE Schedule and share with students prior to IE on Monday.

Fire Drill this Week
We will be having a fire drill sometime this week.  Please review the fire exit procedures with all of your students.

Watch DOGS

The elementary school has started a Watch D.O.G.S. (Dads of Great Students) program. The program invites dads into our school for a day to give students more positive male role models in their school experience. We had our first Watch DOG here last week, and we have many more on the schedule. Our first Watch DOG had a great day, and so did the students. If you see a male walking around our building with a white shirt on with the Watch DOG logo, that is what this is all about.

Duty Next Week
Bus - Hazard

The Middle Update 9/15/17

Two weeks in the books already.  I am thoroughly enjoying the hard-working mentality that our students have brought with them to this school year.  We will continue to foster and grow this mentality towards involvement and achievement for all of our kids.

Hattie's Mindframe Focus

Mindframe #3:  I want to talk more about learning than teaching.
Teachers are adept at talking about their professional skills, but focusing only on teaching can occlude discussions about learning. Having a particular honed teaching skill, such as setting up collaborative inquiry, will always be a benefit for many students. But, there will always be other students in the class who do not learn that way. To be effective, we need to vary teaching approaches to suit a range of learners.
With that in mind, Hattie suggests that we should focus not on the mechanics but on the impact of teaching. We should be asking ourselves “what theories of learning am I using?” and developing our ability to coach and model different ways of learning. This allows us to adapt accordingly when we recognize that a particular teaching method is not having the desired impact.  

Handbook Signature Form 

Each student must turn in a Handbook Acknowledgement Form signed by both students and parents that we keep on file in the office.  Each student should have gotten a copy of the Student Handbook in Homeroom this week.  Students should return the forms to their homeroom teachers.  Once you have received them all, please bring them to the office.

September Message to Parents
You can view the message by clicking HERE.  Click HERE to view the attachment.

School Board Meeting on Monday (9/18)

This month's meeting starts at 7:00 pm on 9/18 in the High School IMC if anyone is interested in attending.  Check out the BOARD REPORT from the Middle School.  If there is an area that you feel would be something that is added to the board report from the middle school, please let me know and I will include it.  We will be looking for opportunities to share great learning experiences in which our students participate with the board for future meetings.  

Opportunities
I sent an email earlier in August about looking for some assistance.  Since that email was sent a number of staff members expressed interest in helping with the events, and a leader for each of the projects has come forward (see below). If you are interested in contributing, contact the leader for more information.

Book Talks/School-wide Literacy Activities - Mrs. Rogness/Mrs. Maurer

Carelli Cup Events - Ms. Pittner

End of Quarter 2 Celebration/Community Building Activity - Mr. Williams

Hallway Bulletin Board Beautification - Mrs. Hendrickson

Article of the Week
A Classroom Full of Risk Takers by Leticia Guzman Ingram

Upcoming Dates
Monday, September 18 - School Board Meeting - 7:00 pm (HS IMC)
Wednesday, September 20 - ELA Dept. Mtg. - 2:50 pm (Rogness' room)
Wednesday, September 27- Science Dept. Mtg. - 2:50 pm (Weckerly's room)
Wednesday, October 4 - PMS Staff Meeting - 2:50 pm (Rogness' room)
Wednesday, October 4 - Community Facility Advisory Committee Mtg. - 7:00 pm (HS IMC)

Duty Next Week
Bus - Gavin

The Middle Update 9/8/17

All indications are that the start to the school year has been smooth.  I have really enjoyed seeing firsthand how all of your hard work and preparation has led to a smooth start to the school year.  The foundation that has been laid will allow us to efficiently and effectively push our students towards achievement that they not yet realized.  I really am proud and excited to be a part of this learning community.

Hattie's Mindframe Focus

Mindframe #2: I believe that success and failure in student learning is about what I did or did not do ... I am a change agent

The traditional view of the teacher is as a “guide on the side” who sets up the learning activities and allows the children to get on with the learning. While this works for some students in some learning contexts, for most learners in most tasks, it will never be enough; at some point, we all need clear direction. Hattie believes that teachers should therefore see themselves as a change agent, rather than a facilitator of learning.

For teachers to promote effective change in their pupils’ learning, they must provide direct instruction and clear, meaningful feedback about where the learner is in relation to the learning intentions and success criteria and the next steps they need to take. It requires knowledge of the prior experiences of the learners and what they are bringing to the learning task. Above all, it requires the teacher to believe that ability is changeable and learning is about challenge.  

STAR Reading and Math

Students will be taking the fall STAR tests on the following dates in their respective Math and ELA classes.
Reading - Monday, September 11

Math - Friday, September 15

IE Schedule Starts Monday

On Monday during IE time, students will be reporting to their IE assignment locations.  Please review the updated IE Structure document for groups that are not intervention groups.

Grade Level Blogs

This is a reminder to please update the grade level blogs regarding expectations for the week ahead.  If you have any questions about this, please let me know.  Everyone should have access to post in the blog.  This has been a source of a great deal of positive feedback from parents.  Thank you for your efforts to enhance the communication from school to home.

Handbook Signature Form 

As we wrap up this first week, our Homeroom sessions focused on team building, expectations review and handbook policies has come to a close.  With that being said, we need a Handbook Acknowledgement Form signed by both students and parents on file in the office.  Each student will get a copy of the handbook, and Mrs. McNicol will be distributing the forms for you.  Students should return the forms to their homeroom teachers.  Once you have received them all, please bring them to the office.

Opportunities
I sent an email earlier in August about looking for some assistance.  Since that email was sent a number of staff members expressed interest in helping with the events, and a leader for each of the projects has come forward (see below). If you are interested in contributing, contact the leader for more information.

Book Talks/School-wide Literacy Activities - Mrs. Rogness/Mrs. Maurer

Carelli Cup Events - Ms. Pittner

End of Quarter 2 Celebration/Community Building Activity - Mr. Williams

Hallway Bulletin Board Beautification - Mrs. Hendrickson

Upcoming Dates
Wednesday, September 13 - Applied Academic Dept. Mtg (Lendobeja's room)
Wednesday, September 20 - ELA Dept. Mtg (Rogness' room)

Duty Next Week
Bus - Frehner

The Middle Update 9/1/17

We are ready.

"Focus on the Fundamentals" - Consistency, relationships, pedagogy

First Day
We'll continue our middle school tradition of having all teachers greet the students on the playground on the morning of the first day.  Students will start arriving to school at 7:20 am.  After the first bell, students will proceed to the gym for a brief "Kickoff to the School Year Assembly" before heading to their first class of the day.

New Bells
Our new sound system in the 1-8 building has allowed us the use of bells.  We will utilize bells for the entry into school signal (7:28), start of the school day (7:33), start of elementary day (8:35), end of Middle School day (2:45), and end of elementary day (3:35).

Hattie's Mindframe Focus

Mindframe #1: My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.

There are a range of variables that can affect learning including the curriculum, the materials and resources used, the previous learning experiences of the students and the efforts students put in to their work. Teachers often attribute students’ academic success or failure to these factors. However, while it is true that they have some impact, all are beyond the control of the teacher. The only thing a teacher can control is what he or she does every day in front of the class – and it is this which Hattie argues has the greatest impact on learning. If we focus on the impact we are having, the impact of the other factors increases as a result.  Knowing their impact requires a teacher to have high expectations of their learners, seeing ability as something that is changeable, not fixed. This in turn places responsibility on the teacher to be flexible and creative in order to meet the needs of all pupils and develop their ability. This requires considerable reflective thought and self-questioning on the part of the teacher. So, how can we find out if we are having an impact on our students? Hattie has a simple answer: feedback. Teachers need feedback on where they are going, where they currently are and what their next step should be. This comes from listening carefully to students, the errors they make, the questions they ask and the successes they have and responding appropriately. We need to evaluate not only what we are doing and what our students are doing, but also the effect of what we do on what the students do AND the effect of what the students do on what we then do! Or, as Hattie puts it, we need to see learning through the eyes of our students. 

Policy Update
This policy outlines steps school personnel should take to protect themselves due to the natural proximity we have with students on a day to day basis.  The policy addresses relationships, including appropriate social media use in the case of school staff and students.

3213 - STUDENT SUPERVISION AND WELFARE
Professional staff members because of their proximity to students are frequently confronted with situations which, if handled incorrectly, could result in liability to the District, personal liability to the professional staff member, and/or harm to the welfare of the student(s). It is the intent of the Board of Education to direct the preparation of guidelines that would minimize that possibility.

A professional staff member, or a person who works or volunteers with children, who is found to have had sexual contact with a student, including a student age sixteen (16) or older, shall be referred to the proper authorities and be subject to discipline up to and including discharge.

This policy should not be construed as affecting any obligations on the part of staff to report suspected child abuse under Wis. Stats. 48.981 and Policy 8462.

It is the responsibility of the District Administrator to prepare administrative guidelines to ensure the maintenance of the following standards:

	A.	Each professional staff member shall maintain a standard of care for supervision, control, and protection of students commensurate with assigned duties and responsibilities.
	B.	A professional staff member should not volunteer to assume responsibility for duties s/he cannot reasonably perform. Such assumption carries the same responsibilities as assigned duties.
	C.	A professional staff member shall provide proper instruction in the safety matters presented in assigned course guides.
	D.	Each professional staff member shall immediately report to the principal or immediate supervisor any accident or safety hazard s/he detects.
	E.	Each professional staff member shall immediately report to the principal or immediate supervisor any knowledge of threats of violence by students.
	F.	A professional staff member shall not send students on any personal errands.

	G.	A professional staff member shall not associate with students, at any time in a manner which gives the apearance of impropriety, including, but not limited to, the creation or participation in any situation or activity which could be considered abusive or sexually suggestive or involve illegal substances such as tobacco, alcohol, or drugs.
		This provision should not be construed as precluding a professional staff member from associating with students in private for legitimate or proper reasons or to interfere with familial relationships that may exist between staff and students.
	H.	If a student comes to a staff member to seek advice or to ask questions regarding a personal problem related to sexual behavior, substance abuse, mental or physical health, and/or family relationships, the staff member may help the student make contact with certified or licensed individuals in the District or community who specialize in the assessment, diagnosis, and treatment of the student's problem. Under no circumstances should a staff member attempt, unless properly licensed and authorized to do so, to counsel, assess, diagnose, or treat the student's problem or behavior.
	I.	A professional staff member shall not transport students in a private vehicle without the approval of the principal.
	J.	A student shall not be required to perform work or services that may be detrimental to his/her health.
	K.	Staff members are discouraged from engaging students in social media and online networking media, such as Facebook, Twitter, MySpace, etc.
	L.	Staff members are expressly prohibited, without permission of the building principal, from posting any video or comment pertaining to any student on social networking media or similar forums, such as YouTube without permission of the building principal

Most information concerning a child in school is a confidential student record under Federal and State laws. Any staff member who shares confidential information with another person not authorized to receive the information may be subject to discipline or civil liability. This includes, but is not limited to, information concerning assessments, grades, behavior, family background, and alleged child abuse (see Policy 8330).