# data[].attributes.body
1) No hornswoggling! Participation is essential to our study so please read the sections in their entirety. Be sure to post a response to the discussion questions to earn PD hours

2) No scuttlebutting. Be respectful and be supportive!

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1.  To respond click on ADD COMMENT at the bottom of each post.
2.  Start each post with A (for Answer) and the # of the Discussion Question.  For example:  A1: or  A2:
3.  You can also reply to another person's comment by clicking the "REPLY" link underneath their comment.

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Make up time is only available during the week of the inclement weather time loss.  As available, staff may TACs in and out of the building during open building hours.

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Certified staff may take the option of making up time within the building during the school year.  You may work after school hours doing lesson planning, classroom organization, grading, parent conferences, etc.  Time should be documented on the form beginning at 4:00 pm.  The target time for completion is May 1.  Time not made up during the remainder of the school year will become leave time.

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There are a lot of suggested readings and video resources to explore

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There are a lot of suggested readings and video resources to explore

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Featured

Welcome to the 2017-2018 school year! We're very excited about our new direction. In the days ahead, you will learn much more about how we engage students in the work and how we create authentic learning experiences that can inspire our students.

We'll use this blog post to share information, resources, tips, and other helpful content as you navigate through these new waters. The waves may be high at times, but together we will sail forward. We're glad you're on this journey!

Marrero's Musings

I've been whining lately. In truth, when I think about it, I'm a little embarrassed. You see, we have an old house (nearing 100 years old), and it's COLD right now. Downstairs we struggle to keep it in the 60's. Honestly, I've been griping about it - a lot - to anyone who'll listen. But reality hit me last week. Last week, Mrs. Robinson rode with me as we took one of our students home. He lives off of Bringle Ferry Road in a really unsafe area. To add to that, as I drove up a very rutted dirt "driveway" (more like a washed out trench) to his house on this sloping incline, there was little more standing there than a tin shack. A single light bulb burned outside. A beaten and weathered door looked to provide little security or weatherproofing. This was his home. This was where he would ride out some of the worst cold weather we've seen. I wondered how they would stay warm as the temps stayed in the single digits. I wondered if they even had a good heat source or, if so, was it safe. While I was whining about my personal comfort, I at least had the means to help myself. I bought extra space heaters. I could layer. I had a choice of coats and gloves. We could have easily gone to a hotel if we wanted to. But those aren't options for some of us. Sometimes we forget as we face our own "struggles" just what our students face daily. Sometimes our struggles aren't really struggles at all - they're more inconveniences. So as we move through this winter season, remember the least of us, and take time to check in with our students to see how they are doing at home. If we take time to listen to their struggles, not only do we better understand them, but we may learn of some needs that we might be able to help with. Listen. And let us know if we can help. I'm going to resolve to try and whine less and listen more.

Pearson's Points

It's a new year, and with that comes a fresh and less clouded mindset. New goals are being set, and your canvas is set to hold a new image. This year, I challenge you to find one word that will become the focal point of the second half of this school year- just one word. Share that word with your students and coworkers, and reflect on it often. It could be a word related to personal growth or merely one to help you endure until the end of the school. Whatever you choose, make it meaningful and allow it to help you grow in areas inside and out of the four walls of Koontz.

My word is accountable.

Go forth, and remember that we can't always, "direct the wind but you can adjust the sails." -Anonymous
❤️

Inspiration

"We must learn to regard people less in the light of what they do or omit to do, and more in the light of what they suffer."
Dietrich Bonhoeffer
Give It Up for Guidance

The Center on Developing Child at Harvard has a series of videos describing resilience and how it's built. It's a great reminder of how important our relationships with our students. Schools provide opportunities for children to have positive relationships with adults outside of the home which often is key to building resilience.
https://www.youtube.com/watch?v=1r8hj72bfGo
*************************************************************************************
We began the new program with Dr. Post this week 😊 One of the core strategies that she taught was reflective listening. This is a great technique that helps kids feel understood and builds relationships.
Take a break and listen to your child. Specific actions - like making eye contact, kneeling down to your child's level and even tilting your head-show your child you are listening. They also help YOU stop and really listen. If you can't talk at that moment, you might say, "Let's talk in a few minutes; I'm in the middle of something."

Repeat what you heard. It's often useful to restate what you heard and put your child's feelings into words. You might say, "You wanted a turn on the swing right now, didn't you?" or, "You seem sad about going to day care today." These reflective statements acknowledge and give words to your child's feelings. However, do this carefully. If a child is in the middle of a tantrum, saying "You're really mad and out of control!" may aggravate the situation rather than help it.

Ask specific questions to gather more information. You might say, "Can you tell me exactly what happened?" If it makes sense to talk some more, you might ask, "What upset you the most?" Follow-up questions both acknowledge your child's feelings and get her talking about them. And they help you gather more information, so you can better understand what actually happened and how your child is thinking about it.

See the situation through your child's eyes. You know how you feel when your boss or partner says, "That's ridiculous," or insists you really like something you know you hate? Kids feel the same way when parents say, "You don't really mean that," or "I can't believe you said that!"

Acknowledge your child's feelings. In response to your child's statement, you might simply say, "I'm glad to know that," or "I understand." At times, this acknowledgement is all your child needs to hear.

Try not to contradict your child's statement immediately, even if you think he's wrong. Hear him out before saying no. If your child says, "I don't want to go to school anymore," instead of saying "You have to go," you might ask, "What's the worst thing about it?"

Listen to your child's request without judging or correcting it. Good teachers give a child a chance to explain himself first, even if he's wrong. The same technique works at home.

Give yourself a moment to think about what your child is asking. Even if your final answer will still be "No," you might say, "Let me think about what you're saying for a minute and get back to you."

Pause to consider your child's question. This forces you to slow down and helps you not to make a snap judgment, even if the answer is, "No, we are not getting a bunny." Pausing makes your child feel heard, because you have stopped to consider her opinion; it also diminishes the chances of a power struggle.

Share your thinking out loud. Your children will enjoy being included in your thought processes. If your child asks for a sleep over, you might say, "I know you want a sleep over, but your grandmother may want to see you this weekend when she visits. Let me talk to her." In this way your child knows how you arrive at your decision.

Christy Lockhart, MSW, LSSW

Schlechty Spotlight
Consider these two quotes from Phil Schlechty:
"The fact is that engagement precedes learning."

"What is real to children may be very different from that which is real to adults and that it is the reality of students that determines the kind of work they will find engaging."
Remember that our journey in PBL as well as Field Studies is about how we engage students in their learning. If they find the work to be meaningful and engaging, they will exceed your expectations.
Davies' Designs

Grade Levels please let me know of your next instructional focus so that I can help you match a Field Study experience for our students. Email me a time that I can meet with your grade level. Thanks!

Curriculum Corner

The last part of the Morning Meeting is the Morning Message. Students read and interact with a short message written by their teacher. The message is crafted to help students focus on the work they'll do in school that day. Some people post the morning message on a board easily visible either right outside the classroom door, right inside the classroom, or where they students unpack. This is a good way to integrate content area review into Morning Meeting.

Here are some examples of a Morning Message:
https://youtu.be/90Tp58UI8a8 https://youtu.be/90Tp58UI8a8

Incorporating phonics and phonemic awareness during morning message. Thank you so much for all of your views and likes over the past few years. I appreciate ...

Media Messages

his week we will be discussing Martin Luther King Jr. Grades 3-5 will be doing a simple research project, while grades K-2 will be doing a simple STEM project. Students do not need to bring iPads!

Below is a really interesting article about a recent study conducted by Google. They found that their most successful employees are not the most highly trained tech students, but rather those who have the qualities often learned by Humanities and Social Sciences majors: empathy, critical thinking and problem solving skills, and an ability to connect complex ideas (among others). So while tech remains super important, we shouldn't consider it the "be all end all" of education!
https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thing-google-learned-about-its-employees-and-what-it-means-for-todays-students/?nid&utm_term=.74790a9ec6ed
Kerri Wike
Media Coordinator

Tech Talk

We've hired a new TF. Amber Roach will be joining us by mid Feb at the latest, hopefully sooner. Please continue to complete work orders and a technician will try and resolve the issue for now. Our new technician is Randy Chavira (Cha - va - da ).

iCloud.com: Just a reminder if you go to iCloud.com you can access and work on Pages, Keynote, etc. from anywhere the same as you do Google Drive.

Private Browsing: Just so you are aware some students have figured out a way to access private browsing. They go into Safari, hold the pages or tabs icon in the upper right corner, and then open a new private tab is a choice for them. This is another way for them to access games and other nefarious sites!

Connect Directly to Your TV: Sometimes, unfortunately, your Apple TV just doesn't want to cooperate. There is a cord you can purchase for about $10 that connects your laptop directly to your TV. Might be something you want to look into: https://www.amazon.com/gp/product/B074J2BY9Z/ref=oh_aui_detailpage_o09_s00?ie=UTF8&psc=1

Tidbits

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA).

Look What's Happening

Jan 10 Dental Sealant Project classroom education visits

Jan 12

Jan 15 MLK Holiday

Expand Your Mind: Go the extra mile!

Creating a Positive Classroom Culture Through Language http://inservice.ascd.org/creating-a-positive-classroom-culture-through-language/

Who in Your Class Needs Help? http://www.ascd.org/publications/educational-leadership/dec17/vol75/num04/Who-in-Your-Class-Needs-Help¢.aspx

With Math, Seeing Is Understanding http://www.ascd.org/ascd-express/vol12/1215-strayton.aspx

Marrero's Musings

Take a break! Take this time to unwind and disconnect from school. Seriously. We all need time to separate ourselves from the hectic flow of our daily work routines. Take yourself totally off the work grid and make time to immerse yourself in yourself - whether with family or friends or just some solitary time for reconnecting with you. If you make yourself a priority, you will find yourself ready to face the new year with new perspectives and fresh energy. I'm expecting 2018 to be a GREAT year - I hope you are too.

Pearson's Points

"Each person deserves a day away in which no problems are confronted, no solutions searched for. Each of us needs to withdraw from the cares which will no withdraw from us." - Maya Angelou
❤️

Inspiration

"There is virtue in work and there is virtue in rest. Use both and overlook neither." - Alan Cohen

Give It Up for Guidance

Daddy Daughter Dance I would like to thank EVERYONE who donated money, beverages, cookies and supplies for the dance. We had 36 families represented at the dance. I will share photos from the event by email. A special thanks to the volunteers that were able to stay after work to help out: Mr. Policastro, Mrs. Fite, Mrs. Weaver, Mrs. Thomas, Mrs. L. Smith, Ms. Myers (& daughter), Ms. J. Davis, Mr. Turbyfill, Mrs. Nicholas, Mr. Arnold and Mrs. Pearson. This event could not have been successful without ALL of our Koontz staff!

MTSS Please let me know when there are new referrals for behavior prior to your scheduled time for MTSS. I will need time to complete two observations on the student(s) and provide you with a tracking sheet to collect data. Complete the student survey in Branching Minds before coming to MTSS. We will continue to meet (as needed) before your MTSS day to work through any issues that you may have.

Small Groups - Grades 3rd, 4th & 5th Please submit student names for upcoming Koontz Scholars group which will focus on (social skills, self-control and positive self-esteem). A permission slip will need to be sent to parents before the student can participate. The groups will probably meet on Wednesdays, but please send me any additional days and times that will work best for the student(s) being out of the classroom. Referrals slips will be in your mailbox.

Lunch with the Counselor - I want to include students who are new to Koontz as well as students that are making good choices in my Lunch with the Counselor group. Students that you would like to highlight their success can be referred for this group. (I will send out additional info about this through email).

Man Up Mondays - Teachers please continue to refer your male students that are in need of a positive role model or mentorship to this group. You can submit those names to Jasmine Davis, CIS. We are working on getting volunteers for the girls.

Schlechty Spotlight

Phil Schlechty discusses the difference between curriculum standards and performance standards. He argues standards should be used to set direction rather than as a means of control.

Davies' Designs

Another powerful quote from Manny Scott: "It's very difficult for students to remember, understand, apply, analyze, evaluate and create if their stomachs are growling, they have PTSD or don't feel safe, seen, or loved."

Curriculum Corner

This week we are continuing on the theme of Morning Meetings. The focus for this week is Part III - Activity ��

The activity fosters group cohesion and helps students practice social and academic skills. This is a great opportunity to teach social skills. Then you can eventually work in some content area to the Morning Meeting through the activity. There are several books available for tons of ideas.

Here are some examples of activities:
https://youtu.be/oW6n7Diprtc https://youtu.be/FzDq0IlMJTg https://youtu.be/29zAPENSslg
Media Messages

Here are a couple of articles regarding the repeal of Net Neutrality regulations. This could affect access to information and negatively impact schools and libraries.
https://www.npr.org/sections/ed/2017/12/13/570262813/how-a-deregulated-internet-could-hurt-america-s-classrooms?utm_source=twitter.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=2042
http://www.ala.org/advocacy/telecom/netneutrality
Network Neutrality | Advocacy, Legislation & Issues
www.ala.org

Network neutrality is the concept of online non-discrimination. It is the principle that consumers and citizens should be free to get access to-or to provide-the Internet content and services they wish, and that consumer access should not be regulated based on the nature or source of that content or service.

For the few days before Winter break, we will be watching holiday movies and checking out.

Teachers, please send me unit topics/outlines for January as I will be planning lessons during the break!

Thank you all, and Merry Christmas!!

Kerri Wike
Media Coordinator

Tech Talk

We have a new technician: Randy Chavira (Cha - va - da ) There's no set schedule, so leave him a note of what you need for now.

Christmas Gifts: With Christmas right around the corner, many of you have asked about an educator's discount for Apple products. It is easier than ever. All you need to do is go to this link and make your purchase. https://www.apple.com/us-hed/shop

iCloud.com: Just a reminder if you go to iCloud.com you can access and work on Pages, Keynote, etc. from anywhere the same as you do Google Drive.

Private Browsing: Just so you are aware some students have figured out a way to access private browsing. They go into Safari, hold the pages or tabs icon in the upper right corner, and then open a new private tab is a choice for them. This is another way for them to access games and other nefarious sites!

Connect Directly to Your TV: Sometimes, unfortunately, your Apple TV just doesn't want to cooperate. There is a cord you can purchase for about $10 that connects your laptop directly to your TV. Might be something you want to look into: https://www.amazon.com/gp/product/B074J2BY9Z/ref=oh_aui_detailpage_o09_s00?ie=UTF8&psc=1

Tidbits

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA). United Way contributors get the day before Christmas Break as well!

Our holiday treat is jeans throughout the week with festive attire or Koontz spirit wear. United Way contributors can wear jeans on Jan 2.

Look What's Happening

Jan 4 PLCs

Expand Your Mind: Go the extra mile!
Reflecting on Classroom Culture http://blogs.edweek.org/teachers/new_teacher_chat/2017/11/reflecting_on_classroom_cultur.html?cmp=eml-enl-tu-news3&M=58302461&U=2588565 Responding with Care to Students Facing Trauma http://www.ascd.org/publications/educational-leadership/dec17/vol75/num04/Responding-with-Care-to-Students-Facing-Trauma.aspx
Thinking like a computer http://www.buffalobulletin.com/schools/article_768bfdb6-da9e-11e7-a0a6-dfe0db049fd8.html

Marrero's Musings

Patience. As we approach the Christmas Break, this is my mantra. Part of decreasing stress and being mindful is patience. Take time to breathe. Take time to unwind. When the stresses of the day hit full force, find a moment to practice your mindfulness techniques. Be patient with yourself. Treat yourself with kindness. As you practice these habits, you will see the benefit in yourself, and you will also see it in your students. When you're not reactive, and stay calm, everyone benefits. Patience. We're on the countdown 🙂

Pearson's Points

This week, check in with your coworkers.
There are oftentimes private battles that are looming, and a listening ear and receiving heart make all the difference in assisting with making the next right step. Self-care is one of the most important jobs that we have next to educating our kids. Let's learn to be one another's support system here at Koontz.
❤️

Inspiration

"Patience Is Not the Ability to Wait:
Patience is not the ability to wait. Patience is to be calm no matter what happens, constantly take action to turn it to positive growth opportunities, and have faith to believe that it will all work out in the end while you are waiting."
~ Roy T. Bennett, The Light in the Heart

Give It Up for Guidance

This teacher is a great example of the little things we can do to build relationships with our students.

Teacher Has Personalized Handshakes With Every Single One of His Students - YouTube
http://www.youtube.com
Fifth-grade teacher Barry White Jr. of Ashley Park Elementary School in Charlotte, North Carolina, greets his students with special handshakes every day.

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Guidance News! (Grades 3rd-5th) "Helping little people deal with big feelings" (Grades 3rd-5th) Teachers please check your email and sign-up for Wednesday's lesson focusing on helping students deal with any sad emotions and feelings that they may experience during the holiday time. Thank you in advance for being flexible so that I can meet with all 11 classes. *If you have a planned field trip or other events for that day I understand.

Olweus Bullying Questionnaire Results (grades 3rd-5th) The student results from the Olweus Bullying Questionnaire is now available. I would like to share this information with you after the holiday break during a planning period. This report provides important information about the types and amount of bullying going on in our school. It will also help guide in planning and implementing a bullying awareness program. This may also be information 4th grade can use for their PBL.

MTSS - Teachers I would like to meet with each grade level briefly this week to get an update on behaviors and discuss any concerns for students that may require my immediate attention.

Have a wonderful week (8 more days and counting down!)

Ms. Barthell, School Counselor (Grades 3rd-5th)

----

EDKES ATTENDENCE PROCEEDURE 2017-2018

At EDKE we strive to create a safe and supportive environment where students are excited to attend school each day. Addressing chronic absences is a priority for academic success as well as social-emotional support and development.

We will provide information to parents about the attendance policy, do home visits, offer support and solutions to barriers, and provide make-up assignments.

Make-up assignments should be completed with-in two school days after the absence occurs or a timeframe approved by the teacher.

Two unlawful absences:

Teacher will make contact with parent regarding absences and make-up assignments.

Three absences :

Data Manager will do a Connect-Ed to notify parent. Three day letter will be mailed. The letter should be sent out in Spanish if English is the second language for that family.

Six absences:

Data Manager will mail letter to notify the parent of the six unlawful absences. School Social Worker will reach out parent by phone/home visit to offer support/solutions.

School Social Worker will work with the student and his/her family to analyze the causes of the absences and determine steps, including obtaining supplemental services, to eliminate the problem.

School Nurse will work closely with School Social Worker if absences are said to be the result of a medical condition.

Ten absences:

Data Manager will mail letter to parents after 10 unlawful absences requesting a conference with the attendance committee (Principle, School Social Worker, Classroom Teacher, and Data Manager). Doctors notes will be required for additional absences.

Referrals can be made to School Social Worker if a student misses 10 absences (lawful or unlawful)

At any point after the 10 unlawful absences, the principal or assistant principal may file a petition with the court if it is determined that the parent has not made a good faith effort to comply with the Compulsory Attendance Law.

Sixteen absences:

Data Manager will mail attendance letter. School Social Worker will make parent contact and explain policy and appeal process. Parent will complete appeal by date on the sixteen day letter (thirty calendar days from the day the letter was sent).

Attendance committee will review appeal and determine if academic retention is warranted.

Principle will then notified the parent of the committees decision.
Christy Lockhart, MSW, LSSW
Schlechty Spotlight

The Role of the Teacher is Changing:

Davies' Designs

"In order to do the Bloom stuff, you must first do the Maslow stuff." ~ Manuel Scott

Curriculum Corner

This week we are continuing on the theme of Morning Meetings. The focus for this week is Part II Sharing. I am attaching an article from Responsive Classroom.org for your reading enjoyment 😊
http://www.responsiveclassroom.org/sharing-leads-to-learning/
Sharing Leads to Learning | Responsive Classroom
www.responsiveclassroom.org
Sharing is a rich and vital part of a daily Morning Meeting, a key Responsive Classroom practice in which all classroom members-grown-ups and students-gather in a circle for twenty to thirty minutes to greet each other, share news and ideas, do an activity together, and read a message written by the teacher.

Media Messages

Mrs. Nicholas has asked for help with the Holiday Shoppe this week, so I will be letting students shop during their media time. We will also do check out and stem stations.

Kerri Wike
Media Coordinator

Tech Talk

We have a new technician: Randy Chavira (Cha - va - da ) There's no set schedule, so leave him a note of what you need for now.

Christmas Gifts: With Christmas right around the corner, many of you have asked about an educator's discount for Apple products. It is easier than ever. All you need to do is go to this link and make your purchase. https://www.apple.com/us-hed/shop

iCloud.com: Just a reminder if you go to iCloud.com you can access and work on Pages, Keynote, etc. from anywhere the same as you do Google Drive.

Private Browsing: Just so you are aware some students have figured out a way to access private browsing. They go into Safari, hold the pages or tabs icon in the upper right corner, and then open a new private tab is a choice for them. This is another way for them to access games and other nefarious sites!

Connect Directly to Your TV: Sometimes, unfortunately, your Apple TV just doesn't want to cooperate. There is a cord you can purchase for about $10 that connects your laptop directly to your TV. Might be something you want to look into: https://www.amazon.com/gp/product/B074J2BY9Z/ref=oh_aui_detailpage_o09_s00?ie=UTF8&psc=1

Tidbits

This week is our PBL Showcase. Please communicate with your parents about this event. We will have pizza dinner from 5 -5:30. There will be musical performances and of course time for your students to share the highlights of their most recent PBLs. We hope to have a great turnout!

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA). United Way contributors get the day before Christmas Break as well!

Look What's Happening

Dec 11 Site Support Meeting

Dec 12 MTSS

Dec 13 Hump Day

Dec 14 PLCs / PBL Showcase

Dec 15 Happy Friday

Expand Your Mind: Go the extra mile!

The Transformative Power of Trauma-Informed Teaching https://www.edweek.org/tm/articles/2017/11/22/the-transformative-power-of-trauma-informed-teaching.html?intc=main-mpsmvs

Five Lessons From a Rural School in Thailand http://blogs.edweek.org/edweek/global_learning/2017/12/five_lessons_from_a_rural_school_in_thailand.html?cmp=eml-enl-eu-news3&M=58302567&U=2588565

Bars, Boxes, and Bridges: Reality for Black Boys http://blogs.edweek.org/teachers/everyday_equity/2017/11/everyday_equity_bars_boxes_and.html?cmp=eml-enl-tu-news3&M=58302461&U=2588565

Family. That's the answer to the question, "What is the best word you would choose to describe Koontz?" When we hit a difficult patch, I know I can count on all of you. Before Thanksgiving, when we had an unexpected resignation that left a classroom in disarray, all I had to do was reach out, and you all responded quickly and generously. Not only did many of you give up your holidays, you gave so much more: your time, resources, creativity, sympathy for our students. That is what family does: when there's a need, family responds - no questions, no hesitation, just comes, and does, and takes care of what needs to be taken care of. THAT is Koontz.

This week, check in with your coworkers.
There are oftentimes private battles that are looming, and a listening ear and receiving heart make all the difference in assisting with making the next right step. Self-care is one of the most important jobs that we have next to educating our kids. Let's learn to be one another's support system here at Koontz.
❤️

"The bond that links your true family is not one of blood, but of respect and joy in each other's life." ~ Richard Bach

Koontz in the spotlight!

Phil Schlechty on School Transformation - take a look:

Start applying the Schlechty concepts and see the difference they make 🙂

In the first hour, students forget more than half of what they learn. Here are 5 tips to make your teaching stick: http://edut.to/2z4u1Jk

Curriculum Corner

Fifth grade this week will continue to work on researching holiday advertising and making their own commercials. Grades 2 - 4 are going to be working on coding. Please send students with their iPads!

Kerri Wike

We have a new technician: Randy Chavira (Cha - va - da ) There's no set schedule, so leave him a note of what you need for now.

Christmas Gifts: With Christmas right around the corner, many of you have asked about an educator's discount for Apple products. It is easier than ever. All you need to do is go to this link and make your purchase. https://www.apple.com/us-hed/shop

iCloud.com: Just a reminder if you go to iCloud.com you can access and work on Pages, Keynote, etc. from anywhere the same as you do Google Drive.

Private Browsing: Just so you are aware some students have figured out a way to access private browsing. They go into Safari, hold the pages or tabs icon in the upper right corner, and then open a new private tab is a choice for them. This is another way for them to access games and other nefarious sites!

Connect Directly to Your TV: Sometimes, unfortunately, your Apple TV just doesn't want to cooperate. There is a cord you can purchase for about $10 that connects your laptop directly to your TV. Might be something you want to look into: https://www.amazon.com/gp/product/B074J2BY9Z/ref=oh_aui_detailpage_o09_s00?ie=UTF8&psc=1

Tidbits

Next week is our PBL Showcase. Please communicate with your parents about this event. We will have pizza dinner from 5 -5:30. There will be musical performances and of course time for your students to share the highlights of their most recent PBLs. We hope to have a great turnout!

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA). United Way contributors get the day before Christmas Break as well!

Dec 4 Faculty Meeting

Dec 5 MTSS

Dec 6 Awards Day

Dec 7 PLCs / Daddy Daughter Dance

Please remember all PTA Spirit Nights. Please attend as you are able. PTA appreciates your support!

Expand Your Mind: Go the extra mile!
10 Solutions for Students Who Fidget in the Classroom https://ww2.kqed.org/mindshift/2015/05/19/10-solutions-for-students-who-fidget-in-the-classroom/?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20171203MindShift&mc_key=00Qi000001m8Co9EAE Teachers share blended-learning takeaways http://www.smartbrief.com/s/2017/11/teachers-share-blended-learning-takeaways-0

The thankful heart: I think it's relatively easy for me to welcome the holidays. I have been blessed with excellent work opportunities and a wonderful family. Although things can get tight sometimes, really there is no great "need" in our household, just occasional "wants" that surpass our budget. I remember my stepfather saying, "It never hurts to "want", it only hurts to "need". Unfortunately, our students have more "needs" than they have "wants". As we move forward into this holiday season, consider the great needs of our students and how we can best support them. Although this is typically a very happy and joyful time for us, it is often a very difficult and stressful time for those who have great needs. Our students may need more in terms of patience and compassion during this time - it may be the greatest holiday gift you give.

"When it comes to life the critical thing is whether you take things for granted or take them with gratitude." ~ Gilbert K. Chesterton

Just A Thought

The holidays are in full swing! This is such an exciting and stressful time for all of us, including our kids. For some of our kids, the holidays can bring up a lot of painful emotions in addition to happy ones. This may be the first season without a loved one. Our students may be grieving the loss of or separation from family. Many of our students are not with their biological parents or other close family members for a range of reasons. If you notice heightened behaviors, take a moment to reflect and check in with your students. You may the first adult to show concern.

Hope everyone had a great Thanksgiving and found many things to be thankful for!

Miss Kirby

Guidance News!

Daddy Daughter Dance will take place Thursday, December 7 th from 6:00 p.m. - 7:30 p.m. Teachers (grades 3 rd-5 th) please remind your parents on class dojo. If parents have questions concerning the dance they can contact me.

Family Life Education for 5 th grade is scheduled for Monday, December 18 th. Please make sure the returned parent forms get to Ms. Barthell.

MTSS (grades 3 rd-5 th)

Teachers please remember we will meet during your planning time weekly (preferably Mondays) to go over MTSS referrals and work on any updates for students prior to your scheduled day. Feel free to reach out to me with any questions or concerns. If you need to meet with me one-on-one let me know.

Olweus Bullying Questionnaire (grades 3 rd-5 th)

The yearly survey has been completed and I appreciate your flexibility to help get this done. A report will be returned to me with the results from the answers students provided. This report will provide important information about the types and amount of bullying going on in our school. It will also help guide in planning and implementing a bullying awareness program.

Ms. Barthell

Start applying the Schlechty concepts and see the difference they make 🙂

In the first hour, students forget more than half of what they learn. Here are 5 tips to make your teaching stick: http://edut.to/2z4u1Jk

Curriculum Corner

I hope everyone has had an enjoyable break!

I know many of you have read Palacio's book, Wonder, and were planning to see the movie. Here is an article discussing the use of a non-disfigured actor as Auggie; it may make for interesting class discussion for those who have had the opportunity to view the movie.
http://www.slj.com/2017/11/industry-news/critics-question-representation-disability-wonder/#_
Kerri Wike

We have a new technician: Randy Chavira (Cha - va - da ) There's no set schedule, so leave him a note of what you need for now.

Tidbits

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA). United Way contributors get the day before Christmas Break as well!

Nov 27 "Penny Wars" continues / SIT

Nov 28 MTSS

Nov 30 PLCs

Please remember all PTA Spirit Nights. Please attend as you are able. PTA appreciates your support!

Expand Your Mind: Go the extra mile!

Active Learning: The Importance of the 'First Step' http://inservice.ascd.org/active-learning-the-importance-of-the-first-step/

How Teachers Can Find the Time for Social-Emotional Learning https://www.edweek.org/ew/articles/2017/10/25/how-teachers-can-find-the-time-for.html?cmp=eml-enl-eu-news2&M=58257573&U=2588565

This summer I spent many a late afternoon and weekend refinishing a desk and filing cabinet I found in the district warehouse. I know I drove Mrs. Carter, Mr. Arnold and Drew crazy as I sanded, and sanded, and sanded. It took hours upon hours of my time and there were many days I wondered what the heck I was thinking about when I started this project. I got frustrated, changed my mind on things, and even totally re-sanded a big part of my desk that I had already stained because I just wasn't satisfied with how it looked. I asked for opinions, tried to explain my vision of what I saw in my head, and finally just followed my heart and did what I thought was right. In the end, the aching arms and back, the frustration, the impatience, and the weariness were all worth the effort. It has become for me a symbol of our journey.

I believe we are in the restoration process as a school. We are in the "sanding" down stage - down to the bare wood - so we can create a new school, a new beginning for our students. The process is difficult - it's wearing - there are many points of frustration and many aches and pains - but I believe this transformation will be worth it. We just have to believe in the vision and have the patience to allow the work we are doing to bloom. Students can't heal overnight - and we know there is a great deal of healing that must occur as part of this process.

Tomorrow, we have our district data meeting. It will be a time when we begin showing the district how this restoration is going. We understand that it's only in the initial stage right now, but soon we will begin to see the fruits of this labor. As our students heal, they will begin to grow into the students we know they can be. It is a slow process, but the result will be amazing. Until then, keep sanding - the beautiful wood is just beneath the surface.

❤️

"My own heroes are the dreamers, those men and women who tried to make the world a better place than when they found it, whether in small ways or great ones. Some succeeded, some failed, most had mixed results... but it is the effort that's heroic, as I see it. Win or lose, I admire those who fight the good fight."
― George R.R. Martin
OLWEUS BULLYING QUESTIONNAIRE
Grades 3rd - 5th please make sure your class is scheduled to complete the on-line Olweus Bullying Questionnaire with me. I would like to have all grades completed by November 20th. Please have your students bring their iPad charged to complete the survey.
DADDY DAUGHTER DANCE - Grades 3rd-5th (casual wear)

Theme: Pinky Promise!

When: Thursday, December 7th

Time: 5:30 p.m. (photo session)
Dance: 6:00 p.m.-7:30 p.m.

*Flyers went home with students on Thursday, Nov. 9th. If you need more flyers let me know.

I am looking for VOLUNTEERS to help at the dance. Please let me know your availability!

Ticket table

Welcome guests

Help with photo sessions

Food Servers

Clean-up afterwards

Decorations (set-up) cafeteria

Decorations (set-up) Multi-purpose room

Misc. duties (put together gift bags, etc.)

FAMILY LIFE EDUCATION - 5th Grade
Monday, November 20th. Teachers please make sure letters go home to parents by Tuesday! Letters will be in your mailbox on Monday. Nurse Brown will help with the classes.

Ms. Barthell

Resiliency and Learning

The Resilience Team had a very productive meeting last week brainstorming strategies surrounding how we can create and environment at Koontz in which everyone feels safe and supported. We all know the effects of trauma. Many of us have experienced something traumatic first hand. Many of our students and parents have a high number of adverse childhood experiences. Our knowledge about trauma and its effects will be critical as we move forward and focus on resiliency.

With this resiliency in mind the guidance team is excited to announce a professional development.

On November 17th Creative Counseling and Learning solutions will be at Koontz for a Professional Development Training to provide tangible support strategies for de-escalation and relationships in the classroom.
Program overview
Child-Adult Relationship Enhancement (CARE) is a trauma-informed, field-initiated training developed by the Trauma Treatment Training Center in Cincinnati for general usage by non-clinical adults who interact with traumatized children. CARE is not a therapy, but uses similar skills taught in Parent-Child Interaction Therapy. CARE utilizes the 3 P skills (Praise, Paraphrase and Point-Out Behavior) to connect with children, a set of techniques for giving children effective positive commands, and selective ignoring techniques to redirect problematic behaviors. CARE also contains a trauma education component to contextualize the use of these skills with the kinds of behaviors and problems exhibited by traumatized children.

The amount of teachers that will attend will depend on how many subs sign up. An email will go out as soon as we can determine how many teachers can attend.

Thank you for all you do each day!!!

Koontz Guidance Team

Where are your students? Understanding your "who" will help you create a student-centered classroom focused on growth and academic success.

Start applying the Schlechty concepts and see the difference they make 🙂

Be mindful and thankful for every student who crosses your threshold every day.

Curriculum Corner

I was able to get a lot of our new books out last week and hopefully will get the rest this week!

We are going to be doing Thanksgiving maker projects this week; no iPads will be needed!

Kerri Wike

Jerry is here a few days each week to assist us until we can get a TF. There's no set schedule, so leave him a note of what you need for now.

Tidbits
Rowan Partners for Education MiniGrants
Here is a great opportunity from the generous support of Rowan Partners for Education. All staff members are able to apply for mini-grants to support innovation at your site. If you would like to learn more, see previously awarded grants, or apply for a mini-grant, please click the following link: http://www.partners4education.org/mini-grants.html

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA)

Nov 13 District Data Meeting / "Penny Wars" begins

Nov 14 MTSS

Nov 15 PLC Activity due / Dr. Moody visits

Nov 16 PLCs / Fundraiser Pickup 10:30-3:30

Nov 17 Community SIT Lunch Meeting

Please remember all PTA Spirit Nights. Please attend as you are able. PTA appreciates your support!

Expand Your Mind: Go the extra mile!

Response: Using Social-Emotional Learning to Challenge 'Systems of Oppression'
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/10/response_using_sel_to_challenge_systems_of_oppression.html?cmp=eml-enl-eu-news3&M=58257573&U=2588565

What Oysters Can Teach Us About Dealing With Stress
http://blogs.edweek.org/edweek/leadership_360/2017/10/what_oysters_can_teach_us_about_dealing_with_stress.html?cmp=eml-enl-eu-news3&M=58257573&U=2588565

How to Overcome Apathy and Disillusionment When Standardized Tests Fail Kids
https://www.edsurge.com/news/2017-10-31-how-to-overcome-apathy-and-disillusionment-when-standardized-tests-fail-kids

This week a small group of us are traveling to San Diego to visit Chula Vista Elementary School. This school is part of the High Tech High complex of schools, a group of schools who are the national leaders in PBL. I truly believe that giving you the opportunities to see in action what we are trying to do here will help you gain that "AHA!" moment. My intent is that another small group goes in the 2nd semester and then to continue this rotation into next year. I think we are poised to meet the needs of our students on several different levels, and it is my pledge to you to commit the resources needed to make us successful. We began by growing our mental health (human) resources, and now we are working on strengthening the fundamental academic piece. It is an investment in our students and an investment in each of you. I ask you, in turn, to continue to invest yourself in this work and our students. Together, we become stronger when we build our skills through quality professional development and focus our energies on a specific curricular plan. Remember our base of 3: PBLs, Field Studies, and Power Standards. If we maintain our focus, we will see growth and academic successes in all of our students.

This week, remember the story of Manny Scott. He didn't merely beat the odds, and he wasn't one of the few to luckily make it out. He had connections to individuals who pushed him to be better despite his circumstances. He was also given the tools and resources that he needed in order to end up on the opposite side of being labeled a failing statistic.

This week, I challenge you to be someone's Mr. or Mrs. "G"! Keep showing up, and keep trying something different. ❤️

"Whoever first coined the phrase 'you're the wind beneath my wings' most assuredly was reflecting on the sublime influence of a very special teacher." - Frank Trujillo

Wow! I can not believed we have wrapped up the first quarter. There have been challenges as well as success. Although there is much work to be done, I wanted to take some time to highlight a great example of teamwork in supporting our students. As many of you know, Ms. Weaver has a student with a lot of extra behavioral needs. I personally want to thank her for all of her flexibility in trying new things and communication with the entire team. With Ms. Weaver taking the lead, EC, admin, student services, and the parent have all come together to create a behavior plan for the student. Through lots of trial and error, the student has increased his ability to stay in class and participate. Ms. Weaver has worked to ensure the parents feel heard and supported. She ensures any changes are communicated to all that work with him. This continues to be a work in progress as kids are always changing and growing. This plan is not written in stone. There are still some rough days. But through everything, this student and his family know that the Koontz family has his best interests and success as our top priority. I hope we will have many more cases like this in the months to come!

Miss Kirby

Part 5 (Summary)

A Framework for Disciplined Conversations, Thinking, and Action

WORKING ON THE WORK (CONTINUED)

Start applying the Schlechty concepts and see the difference they make 🙂

"Teachers, please never underestimate the power of who you are and what you say to our children. They depend on you."

Curriculum Corner

Our Scholastic order arrived last week! I have been working on adding new titles to the catalog and preparing them to be shelved. I expect to have our new materials available for check out this week!

Here's an interesting article; kids prefer reading books in print!
https://www.bookstr.com/in-the-age-of-technology-kids-prefer-old-fashioned-books
We will be working on digital literacy and research skills this week. Please have students (grades 2-5) bring their iPads!

Don't forget to turn off your projectors when you are not in the room. As always, monitor the iPad use through Apple Classroom. Email Brooke if you still need help setting that up! I miss you all already!

Brooke Davis

Tidbits
Rowan Partners for Education MiniGrants
Here is a great opportunity from the generous support of Rowan Partners for Education. All staff members are able to apply for mini-grants to support innovation at your site. If you would like to learn more, see previously awarded grants, or apply for a mini-grant, please click the following link: http://www.partners4education.org/mini-grants.html

Please remember that jeans are only worn on Fridays and only if you have paid your $25 ($20 to our social committee and $5 to PTA)

Nov 6 Faculty Meeting - bring your laptop

Nov 7 MTSS

Nov 8 Report Cards

Nov 9 PLCs / Pure Edge Survey deadline

Nov 10 Veterans' Day Holiday

Please remember all PTA Spirit Nights. Please attend as you are able. PTA appreciates your support!

Expand Your Mind: Go the extra mile!

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Featured Welcome to the 2017-2018 school year! We're very excited about our new direction. In the days ahead, you will learn much more about how we engage students in the work and how we create authentic learning experiences that can inspire our students.

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To receive credit for make-up time/work from home, you can complete the assignments under the "Getting Credit" heading for each topic at the bottom of each column. (Links go to to Google Classroom Assignments, Word Documents, or Google Form).  If there isn't a specific activity, you will be referred to the Generic Forms, which are also listed below.

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There are several generic options to reflect/respond to articles that you have read, videos that you have viewed, or webinars in which you participated.  Choose one that appeals to you.  Click on the title to open a Google Form.

3-2-1 Log

What? So What? Now What?

Learning Log

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RSS Inclement Weather Protocol & Option 4 Form

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RSS Inclement Weather Protocol & Option 4 Form

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Inclement Weather Make-up Log for Certified Staff- Option 3 Form

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Inclement Weather Make-up Log for Certified Staff- Option 3 Form

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There are several generic options to reflect/respond to articles that you have read, videos that you have viewed, or webinars in which you participated.  Choose one that appeals to you.  Click on the title to open a Google Form.

3-2-1 Log

What? So What? Now What?

Learning Log

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Complete this log for professional readings or viewings.

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Complete this log for professional readings or viewings.

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Complete this log for professional readings or viewings.

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2018-2019 Koontz Elementary School Handbook 1st Edition

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Welcome to the Teach Like a Pirate book study! The dates for the assignments will be as follows:

September 24 - Discussion 1

October 8 - Discussion 2

October 22 October 8 - Discussion 3

November 5 - Discussion 4

November 19 - Discussion 5

December 3 - Discussion 6

All you have to do is comment on the blog post with your thoughts related to the questions for that assignment. Please be sure to label your answers as follows:

Answer to question 1 would be labeled as A1:

Answer to question 2 would be labeled as A2:

Our first week's discussion will be on 3 chapters: Passion, Immersion, and Rapport [pg 3-32]
Please do not feel obligated to write long posts. Be honest and remember that this book is meant to help us reflect on teaching and revive our passion for teaching!
Let's set sail with our crew - CLICK HERE:

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Welcome to the Teach Like a Pirate book study! The dates for the assignments will be as follows: September 24 - Discussion 1 October 8 - Discussion 2 October 22 October 8 - Discussion 3 November 5 - Discussion 4 November 19 - Discussion 5 December 3 - Discussion 6 All you have to do is comment on the blog post with your thoughts related to the questions for that assignment.

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This is due on September 24th

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In lieu of posting 3 separate entries for Passion, Immersion, and Rapport, the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie. A1:, A2:). You can reply directly to someone's comment by clicking "Reply."

PASSION
"To keep your passion for teaching alive, find as many ways as possible to incorporate your personal passion into your work" (Burgess 9).
YO HO HO! We are not passionate about everything we teach!
There are some days it may feel tough to get through a lesson or remain inspired to keep coming back! Deep down, there must be some elements of passion that make everything worth it. In Burgess's first chapter Passion, he discusses three types of passion:

1. Content passion- Topics, lessons, or areas that you LOVE to teach.

2. Professional passion- The part of being an educator that DRIVES you.

3. Personal passion- Outside of school, things that bring you joy.

Burgess believes that in order to run successful and engaging lessons, these three areas of passion must intersect and be utilized in the classroom. Burgess pushes us to think about the following questions:
If your students didn't have to be there, would you be teaching to an empty room? Is there something about you and the experiences you create in your classroom that would draw students in, even if they were not required to attend your class?
IMMERSION "A lack immersion in the present sends a clear, although unspoken, message that this moment is somehow less important and not significant enough to be worth undivided attention" (Burgess 14).
YO HO HO! Being a teacher means getting involved in the danger!
How often in your daily life are you involved in a conversation where you feel like the other person is not fully listening? How many times does something grab your attention away from your students? How often do you dive into the action of your class instead of being a bystander?

Burgess notes that teachers can play one of two roles in the classroom (pg 15):

1. Lifeguard- Sitting above the action and supervising the pool deck

2. Swimmer- Participating and being an integral part of the action

The danger of being a lifeguard is the division it creates, where the teacher is the only one possessing the knowledge, while the students swim and reap all of the benefits. A balanced classroom is one where the teacher and students work together to solve problems and the teacher learns just as much from the students as the students from the teacher! Sometimes this means sacrificing structure in pursuit of real learning (and danger)! This is hard sometimes because of time constraints, crazy schedules, deadlines on the brain- but it must be done!
"Immersion in that moment meant being fully present, going with the flow, and surrendering my need to be in control all of the time" (Burgess 17).
RAPPORT
"You can't effectively develop engaging presentations unless you spend the necessary time and effort to find out what they already find engaging" (Burgess 20).
YO HO HO! When students feel you care about them, they will feel connected and engaged in what you are teaching!
Burgess pushes us to consider students as a whole human- with likes, dislikes, and a life outside of school. By knowing personal information about our students and incorporating that into our lessons, students will build connections between what they enjoy and what we are trying to teach them. Creating "buy-in" means allowing yourself to be vulnerable first and sharing your own personal self with the class. How many times have you seen a teacher doing unconventional things? How about joking with their class?
By allowing yourself to be silly, you allow students to trust you, and in turn, become interested in what you have to say/teach. SELL YOUR CLASS!
The connection with your students goes beyond the content you "have" to teach. Children should be view as humans with interests, and this makes all the difference in the end!

Discussion Questions for Passion:
1. What areas of your content are you most and least passionate about teaching?
2. What drives you to wake up each morning and teach?
3. Completely outside of school, what are you passionate about (does not need to be academic)?

Discussion Question for Immersion:
4. As a teacher, what is one thing you can do in your classroom to remain immersed?

Discussion Questions for Rapport:
5. How do you "sell" education to your students?
6. What do you do to make sure students know you care about them?

NEXT ASSIGNMENTS READINGS: PART I - TEACH LIKE A PIRATE - Ask & Analyze, Transformation, Enthusiasm [pg 33-71]

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TEACH LIKE A PIRATE - Passion, Immersion, and Rapport [pg 3-32]

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In lieu of posting 3 separate entries for Passion, Immersion, and Rapport, the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie.

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This is due on October 15th

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In lieu of posting 3 separate entries for Ask and Analyze, Transformation, and Enthusiasm [pg 33-71], the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie. A1:, A2:). You can reply directly to someone's comment by clicking "Reply."

"Creative inspiration is constantly at our disposal, but we will never see it unless we actively and consistently attempt to create" (Burgess 37).

How many times do you get the urge to spice up your lesson types but immediately think... "better not?" Have you ever observed another teacher in action, saw something that excited you, but self-doubt got in the way of you bringing that style or idea to your own class? Are you waiting for something to inspire you? Guess what- the right time will never come! Burgess notes that creativity is not genius, but rather "properly directed attention, laser-like focus, relentless effort, and hard work" (38).

Omit these 6 words from your psyche- "It's easy for you...You're creative!" Everyone has the opportunity to be creative, by staying goal oriented and using hooks to draw students in.

Burgess shares with us the art of storytelling-leaving the audience hanging on every word- and its importance in the classroom. This is one of the hooks he uses to keep students engaged and desperate for more of his class. The Law of Attraction [keeping students coming back] can only work in the classroom if you define your goals and begin working for them (43). When an idea comes your way, write it down - this validates the worth of the idea and reminds your brain that your class is worth the effort!

More importantly, be open to feedback. Burgess says, "If you haven't failed in the classroom lately, you aren't pushing the envelope far enough. 'Safe' lessons are a recipe for mediocrity at best" (48). Look around your classroom- are the students engaged? Evaluate the results of your lesson, but don't take it personally- you tried something new. Now tweak it and keep moving!

Don't forget to dip into your personal passions outside of school regularly. The more time you spend involved in activities that make you happy, the more inspiration will find its way to you. Bringing your personal passions into the classroom is what he calls "creative alchemy"- taking two ideas that are incompatible and using them to create teachable moments- like origami and the assembly line! This is where the magic will happen!

"If you feel your message is important, and I do, it is worth the effort to go to any lengths to make sure it is successfully delivered" (Burgess 56).

YO HO HO! If students do not want to come to your classroom, they will not learn anything!

We are in the business of "edutainment"- educating while entertaining- our curriculum is the "script," you are the actor, and the audience is your students. Is your show worth watching?

Burgess pushes us to use two techniques to transform our classes:
1 Positioning- "creating a compelling picture and understanding in the minds of your audience members to differentiate your brand, product, or service" (60).
2 Reframing- "providing a new context for the material that helps to break down negative associations many students come into class with" (62).

Students must want to buy your product, and if they have previously had a negative experience, it is on the educator to change their mind about it! Transform their attitudes and make sure it is an experience worth having!

"An enthusiastic teacher can learn technique, method, and strategy, but it is almost impossible to light a fire inside the charred heart of a burned out teacher" (Burgess 66).

"What you choose to attend to creates your reality" (Burgess 70).

YO HO HO! Do your best to create ideal circumstances and do not cheat your students of your best performance!

Do you "bring it" each and every day? Even at 2:oo pm on Friday? Reallllllllllly????!!!!

Burgess writes, "If the body leads, the brain will follow" (65). We come to school with sick children, financial worries, personal problems, and sometimes just a chip on our shoulders. Our job is to educate and provide justice to the children under our care. Sometimes it is more about acting enthusiastic than actually being enthusiastic- and the mind will follow suit. Using expressions that anchor us to the state we want to be in will prove to bring us to that state! Faking enthusiasm on an area of our curriculum that we find dreadful can help reframe our own thoughts about teaching it! Light the spark of enthusiasm, and watch the whole class become ignited!

Discussion Questions for Ask and Analyze:

1. Last time I asked about your personal passions. How could you bring one of those passions into your lessons and have some "creative alchemy?"

2. Think of your last lesson "failure." What did you take from it?

Discussion Questions for Transformation:

3. If your students didn't have to be there, would you be teaching in an empty room? How do you know?

4. Do you have any lessons you could sell tickets for?

5. Have you ever had to position or reframe your lessons? If so, which?

Discussion Questions for Enthusiasm:

6. Have you ever had to change focus and reignite enthusiasm? Describe.

Next Assignment Reading: PART II - CRAFTING ENGAGING LESSONS - The Third Circle, Crash Course, "I like to Move it...", Long live the Arts, and What's in it for me? [pg. 75-106]

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TEACH LIKE A PIRATE- Ask and Analyze, Transformation, Enthusiasm [pg 33-71]

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In lieu of posting 3 separate entries for Ask and Analyze, Transformation, and Enthusiasm [pg 33-71], the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie.

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This is due on October 29th

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In lieu of posting 2 separate entries for PART II - CRAFTING ENGAGING LESSONS - The Third Circle, Crash Course, "I Like to Move it...", Long live the Arts, and What's in it for me? [pg. 75-106], the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie. A1:, A2:). You can reply directly to someone's comment by clicking "Reply."

I think it's time for us to take a look at Dave Burgess and his presentations!

Teach like a pirate: David Burgess at TEDxLitchfieldED

"No content standard in any class at any level is more important than nurturing and building a love of learning. Designing a class that empowers students to become life-long learners, avid readers, and voracious seekers of knowledge, will have an impact that reverberates for a lifetime and beyond" (Burgess 78).

YO HO HO! Determine to intentionally control your environment and all of the presentational elements in play. EVERYTHING MATTERS (80).

Burgess talks about the two circles of teaching most PD focuses on: content and technique/method but feels the 3rd circle of teaching: PRESENTATION is always missed. He talks about BBQing for friends and plopping down a raw steak with no side dishes or desserts for guests. The meat is our content and standards, seasonings and marinades are our presentational flair, the grill is our heat and passion for the topic, and side dishes/desserts are the projects and activities that make the lesson complete.

Do your lessons remain unseasoned and unfinished? Do you dole out content with no pizzazz?

One of his suggestions is to get the administrative tasks (taking out paper, books, pencils, etc.) out of the way before beginning out storytelling so we don't lose students to transitions. Embrace the unexpected visitors in class and continue with the story. Smoothing out transitions can create significant results!

THE NEXT FEW CHAPTERS REVOLVE AROUND "HOOKS," SO FORGET ABOUT CHAPTER TITLES AND STICK WITH ME!

What are hooks?
Hooks are gimmicks or methods to engage students and keep them involved in the lesson. Burgess encourages us to ask ourselves the following questions when lesson planning and test out some hooks with a friend!

Mozart Hook
¥ How can I use music to aid my presentation?
¥ What would be the perfect song or type of music to create the right mood and proper atmosphere?
¥ What songs have lyrics that relate to this lesson?
¥ If I don't know, can I ask my students to find examples of music that relate to this topic?
¥ How can I most effectively use music as they enter the room?
¥ Can students change the lyrics of a song to better reflect the content they are learning?
¥ Can students create raps/songs that demonstrate their understanding of the content or standard?
¥ Can I use music to transition?

Dance and Drama Hook
¥ Can I provide the opportunity for my students to do skits or appear in videos related to what we are learning?
¥ Can they learn and perform a relevant dance?
¥ Can they impersonate key people from history in a panel discussion or interview format?
¥ Can the reenact historical events?
¥ Can they write a script and create a video to play for the class?

Student Hobby Hook
¥ How can I incorporate the hobbies and outside interests of my students into this material?
¥ Do I even know the this about my students?
¥ How can I harness the power of connecting my content to what students are already interested in?

Life-Changing Hook
¥ How can I use this lesson to deliver an inspirational message?
¥ What type of life-changing lesson can be incorporated into the content?
¥ What type of essential questions can I ask that allow students the opportunity for personal reflection and growth?

Student-Directed Hook
¥ How can I provide opportunities for autonomy and choice in this unit/lesson?
¥ Can I allow students interest to dictate our direction and learning while still covering what we need to address?
¥ How can I release some of my control and provide students the chance to be the experts and directors of this subject?

Opportunistic Hook
¥ What current events are related to this lesson?
¥ Is there a hot topic in the news or on campus that I can use to capture student interest?
¥ What aspect of current pop culture can I tie into this material?
¥ In what ways can I incorporate currently popular trends, fads, TV shows, and movies in order to make this relevant and engaging for my class?
¥ Can I put intriguing images of current events on the walls with QR codes underneath that link to more information?

Discussion Question:
Pick one of the hooks above. How have you used it (or how do you plan to use it in a future lesson)?

NEXT DISCUSSION ASSIGNMENT - PART II - CRAFTING ENGAGING LESSONS - All the World's a Stage, Stand and Deliver, Advanced Tactics, Around the Edges [pg 107-141]

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PART II - TEACH LIKE A PIRATE CRAFTING ENGAGING LESSONS - The Third Circle, Crash Course, "I like to Move it...", Long live the Arts, and What's in it for me? [pg. 75-106]

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In lieu of posting 2 separate entries for PART II - CRAFTING ENGAGING LESSONS - The Third Circle, Crash Course, "I Like to Move it...", Long live the Arts, and What's in it for me? [pg. 75-106], the chapters will be addressed in a single blog entry.

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This is due on November 12th

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In lieu of posting 2 separate entries for PART II - CRAFTING ENGAGING LESSONS - All the World's a Stage, Stand and Deliver, Advanced Tactics, Around the Edges [pg 107-141, the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie. A1:, A2:). You can reply directly to someone's comment by clicking "Reply."

In the last post, we went through some of Burgess's hooks designed to get students involved in the action. Burgess again sets up this next section with questions designed to get the teacher's wheels turning while lesson planning.

Some of the new hooks introduced ask about designing your physical space, HOW to present the material, and what connections the teacher can make with the students' interests during the lesson presentation. At some points, I feel that Burgess is giving examples that speak to older students, but there are some hooks we use everyday- perhaps we just didn't know the name of them! The hooks he discusses are:

Interior Design Hook

How can I transform my room to create the ultimate atmosphere for this lesson?

Can I change the lighting for mood?

Can I block out all light and just use accent lights to emphasize certain things?

Can I cover or decorate the walls, the ceiling, or the floor?

Can I change the entrance?

How can I rearrange the desks for this lesson to be most effective?

Can I create more space by removing desks?

Can I add partitions to break the room into areas or to create maze-like corridors?

If a theme park were opening up a new attraction based on my lesson, what would it include?

Board Message Hook

Costume Hook

Props Hook

What physical item can I bring in to add to my presentation?

What image can I show?

Instead of just talking about a book, can I bring it?

Instead of just mentioning a person, can I show a picture?

What can I bring that students could actually hold in their hands and pass up and down the aisles?

Involved Audience Hook

How can I consistently keep the audience feeling involved?

Can I cue them to make certain motions or sounds at key points?

Can I incorporate call and response into this lesson?

Can I, unknown to their classmates, cue certain students to play a pre-arranged role?

Can I bring students to the front of the room as volunteers?

Mystery Bag Hook

How can I gain engagement by openly hiding something from the class?

Can I have a closed box or a package on the front stand? (Mr. Luca's "BOX OF MYSTERY")

How can I build up the suspense of the unveiling?

Can I cut a hole into a box so that students reach inside and feel the contents but not see?

Can I give hints and open the floor for guesses?

What can I put into the mystery box or bag that would tie to my lesson?

After displaying the item, how can I get students to try to figure out the relationship between it and the lesson?

Storytelling Hook

Swimming with Sharks Hook

Taboo Hook

How can I use the fact that students are fascinated by that which is taboo and forbidden?

How can I position my topic so that t seems like a little-known script?

How can I take advantage of the fact that students (and adults!) are intrigued by things they aren't supposed to hear?

Can I position my topic as if it is illicit, even though it isn't?

Mime Hook

Teaser Hook

Backwards Hook

Mission Impossible Hook

How can I design my lesson so that students are trying to unravel and solve a mystery?

How can I incorporate clues that can only be decoded by learning or researching the relevant subject? (Think Da Vinci Code or National Treasure)

Can they be provided a treasure map or sent on a scavenger hunt through your content?

What fictitious character or role can they play?

What crisis must they prevent?

Can I change this from a standard assignment to a daring and impossible mission?

Reality TV Hook

Techno Wiz Hook

Contest Hook

How can I include a contest in this lesson to build excitement and motivation?

What type of review game can I design to ramp up the entertainment level of my class?

What kind of in-class challenge can I create that would take advantage of their competitive instinct?

Can I be part of the challenge or contest?

The Magic and the Amazing Hook

The Chef Hook

Mnemonic Hook

Are there key bits of information I want my students to know cold?

Is there a pattern to point out?

Can the point of the lesson be tied to previous knowledge?

Does a mnemonic exist for the material?

Can I design my own mnemonic to help them remember this material?

Can the students create their own mnemonic?

How can I embed a mnemonic theme throughout my presentation to aid retention?

Extra Credit Hook
Discussion Questions:

1. Pick one of the hooks above. How have you used it (or how do you plan to use it in a future lesson)?

2. Watch the following video of Dave Burgess. Now think about how you want your class to be described. What 5 words would be on your word cloud?

Dave Burgess Teach Like a PIRATE Challenge https://youtu.be/EjrEMfOSqQ4
Next Dicussion Reading: BUILDING A BETTER PIRATE [pg 145-174]

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PART II - CRAFTING ENGAGING LESSONS - All the World's a Stage, Stand and Deliver, Advanced Tactics, Around the Edges [pg 107-141]

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In lieu of posting 2 separate entries for PART II - CRAFTING ENGAGING LESSONS - All the World's a Stage, Stand and Deliver, Advanced Tactics, Around the Edges [pg 107-141, the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment.

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This is due on December 3rd

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In lieu of posting 2 separate entries for PART III - Building a Better Pirate [pg 145-176], the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie. A1:, A2:). You can reply directly to someone's comment by clicking "Reply."

"My purpose is too mighty to be dragged down by negativity. I just can't afford it. What I'm trying to accomplish is too significant and game changing to allow anything to slow me down" (Burgess 148).

YO HO HO! Seeking greatness requires a significant amount of effort, for no increase in pay, but builds well-rounded, competent, confident PEOPLE (not just students).

"Success is peace of mind, which is a direct result of self-satisfaction in knowing you made the effort to do your best to become the best that you are capable of becoming" (John Wooden via Burgess 157).

YO HO HO! Nobody has it all figured out!

Burgess speaks to us here about the 5 most common things that hold us back from greatness:
Fear of failure
Believing you have to figure it all out before you begin
Perfectionism
Lack of focus
Fear of criticism or ridicule

Burgess speaks to all of the "haters" in this chapter and again reminds us that we are the experts, and so long as the interests of the students are at heart and we are passionate about what we are doing- we cannot fail. Take a moment to re-read pgs. 161-166 about his experience with an evaluator seeing only a piece of his lesson and questioning his use of art in U.S. history. As we move into a new school year, remember that we are building well-rounded people, not just students who are "good at school." Disregard the fear that holds you back, and jump into the arena!

FINDING A CREW/FINDING TREASURE

In Burgess's final chapters, he implores us to remember that no man/woman is an island and there are always opportunities to collaborate and ask for help! Throughout this school year, I think it would be amazing if the LS teachers could share their hooks, lesson ideas, and passions and keep the positive energy flowing!

Discussion Questions:
1. Which of the 5 reasons do you feel holds you back and how can you conquer it?
2. Going into this new school year, what would you like to see "more of" happening around Koontz Elementary School?

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PART III - BUILDING A BETTER PIRATE [pg 145-174]

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In lieu of posting 2 separate entries for PART III - Building a Better Pirate [pg 145-176], the chapters will be addressed in a single blog entry. Please find the discussion questions in bold and reply to them by posting a comment. Remember that entries must include your name and the answer should be numbered (ie.

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This will be completed in PLC on Dec 16th

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Academic Conversation Module in Schoology

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Academic Conversation Module in Schoology

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This code is specifically for Koontz
Koontz Join Code:
VSMSQ-8H63N

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The Virtual Implementation Kit (VIK) is a repository.  This repository provides a variety of resources for supporting administrators, educators, and parents during the implementation of the new 2017 Standard Course of Study. The range of resources offers users an opportunity to determine their own specific needs and find materials that suit them.

This Canvas repository can be accessed with or without a Canvas account. Browse through resources to help you learn, plan, instruct, review, and inform yourself or others.

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Virtual Implementation Kit: Virtual Implementation Kit

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1. Sign up here. (Use your school Apple ID- if you don't have one create one here with your school email address.)

2. Build your skills through interactive guides.

3. Take a quiz to earn a badge for each skill. (Just 8 badges to earn the Apple Certified Educator title.)

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Click here to learn more and begin your journey to becoming an Apple Certified Educator! You should use your personal iTunes account if you want to have access to it indefinitely.
**Choose the iPad path (if you are on your iPad)

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Make-Up Time/CEU Credit Digital Learning Credit

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Make-Up Time/CEU Credit Digital Learning Credit

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Screen shot your badges and email to Linker

Since SEA system is phased out, I am working on trying to get Digital Learning Credit (CEU) as well. More info to come :)

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Digital Learning Section of NC DPI has several self-paced modules that you can complete to earn Digital Learning CEU's. These courses are found through True North Logic (which is official HomeBase application). This is
the same site that is used to access your Personal Development Plan (PDP) and Teacher Evaluations.
To access courses:
1. Log into True Northlogic (through IAM in Clever).
2. Click on the link below for the course that you are interested in completing.
3. Click on Start to begin module and follow the directions within the module until completion.

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#6106 Digital Literacies 1: Reading, Writing, and Research

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#6106 Digital Literacies 1: Reading, Writing, and Research

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Link: After the Course Description

Course Description:
Students need continual guidance in building digital literacy, and teachers need continually to reflect on how best to provide that guidance — and to refine their own skills. Just as basic literacy — reading and writing — must be a part of teaching and learning in every content area, so must digital literacy. This module is the first in a series offering a sound and thorough grounding in digital literacy as it pertains to the classroom — or of digital literacies, as the title of the module says, for there are many ways of thinking about digital literacy. This module covers strategies for online research, digital reading, and dealing with copyright and plagiarism. This module should take approximately 12 hours to complete and is worth 1.2 CEUs on completion. At the discretion of the district, this course may be appropriate to meet one of the following credit types: General, Digital Learning. This module replaces and updates the 2012 module Digital Literacies in the K–12 Classroom. Educators who have already received credit for that module (either self-paced or instructor-led version) should not take this module for credit; however, they are encouraged to skim through for updates, additional material, and reference.

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#839 Assessing Digital Tools: Self-Paced

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#839 Assessing Digital Tools: Self-Paced

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Link: After the Course Description

Course Description:
Choosing digital tools for your classroom can be daunting. The fact that a given tool could be used for educational purposes doesn't mean that you can use it in your classroom, with your students, or in any given lesson—or that you should. This module will walk you through some ways of assessing classroom technology, considering the kinds of questions a teacher needs to ask in choosing tools to guide your own students towards specific learning goals. This module will take approximately 10 hours to complete and is worth 1.0 CEU on completion. At the discretion of the district, this course may be appropriate to meet one of the following credit types: General, Digital Learning.

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#2447 Flipped Classrooms: Action Research from the GTN Project

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#2447 Flipped Classrooms: Action Research from the GTN Project

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Link: After the Course Description

Course Description:
The flipped classroom is an instructional strategy that relies on video and online technologies to present instructional material. Students view videos containing instructional content and then use class time for projects and discussion. This module will summarize existing research on flipped classrooms and showcase action research by Governor's Teacher Network participants. The focus will be on the effectiveness of flipped classrooms, highlighting the experiences of teachers, affordances and constraints of the instructional strategy, and also best practices for educators wishing to utilize the flipped classroom model with their students. This module should take approximately 5 hours to complete and will be worth 0.5 CEU on completion. At the discretion of the district, this course may be appropriate to meet one of the following credit types: General, Digital Learning.

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1) Watch three professional development Google Slides, from the Tools for NC Teachers website, 2)  Write a reflection of your learning and discuss how you will incorporate the new ideas into your classroom.

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The presentations on this site are intended to be three-hour sessions, but can be facilitated over multiple sessions at the district level, school level or in grade level PLC meetings. Each professional development session includes notes for the facilitators and any handouts that are needed. Note: Four modules build on understanding and orchestrating high demand tasks. These modules should be delivered to teachers in the following order: Selecting and Implementing Mathematical Tasks, Analyzing and Sequencing Tasks, Anticipating Students' Mathematical Thinking, Orchestrating Productive Mathematical Discussions: Analyzing, Selecting, and Sequencing Student Work.. Each of these four modules have specific grade level examples tailored to each grade so a different module can be facilitated with different grade levels or a district could choose tone grade level module to deliver to the entire school and have teachers access the example for their grade level module as a follow-up to the session. The Formative Assessment module can follow the sequence of four or be a stand alone module, though it also has modules tailored for each grade.

PLC Discussion Story Starters are included in the Additional Resources section. These discussions include classroom vignettes that are intended to promote discussion around important mathematical topics that teachers may encounter.

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The presentations on this site are intended to be three-hour sessions, but can be facilitated over multiple sessions at the district level, school level or in grade level PLC meetings. Each professional development session includes notes for the facilitators and any handouts that are needed.

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1) Watch several 90 second solution videos
2) Include two ideas in your lesson plans

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#6604 Digital Literacies 2: Visual Information Literacy

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#6604 Digital Literacies 2: Visual Information Literacy

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Link:  After Course Description

Course Description:
The sheer quantity of images available online, and the ease of creating and manipulating them by digital means, makes it crucial students learn to evaluate visual information in the same way they evaluate textual information. Although some of that work can be done by the same means as evaluating any information source, critically "reading" each type of visual information — photographs, charts, maps, videos, or "infographics" — requires special skill and a unique thought process. This module, the second in a series on Digital Literacies, explores those thought processes in detail and considers how you can teach them at various grade levels. This module should take approximately 10 hours to complete and is worth 1.0 CEU on completion. At the discretion of the district, this course may be appropriate to meet one of the following credit types: General, Digital Learning.

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#10 Responsibilities of the 21st Century Educator: Self Paced

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#10 Responsibilities of the 21st Century Educator: Self Paced

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Link: After Course Description

Course Description:
This module is intended to help the professional growth of teachers and educational leaders. The module deals with crucial components of 21st century learning and teaching and strategies to bring them into practice. The module begins at the foundational 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) and how those components contribute to educational practice. It provides the opportunity to explore Professional Learning Networks and tools to create them; explore global awareness, global empathy and how to connect a classroom to the global community; and takes a look at student-centered instruction and the use of digital strategies to promote such instruction. Be sure to read the syllabus before beginning. The module will take approximately 10 hours to complete and will be worth 1.0 CEU on completion. At the discretion of the district, this course may be appropriate to meet one of the following credit types: General, Digital Learning.