Thursday Thriller, September 26, 2024

 Thursday Thriller
September 26, 2024

This is why we exist.  Let's make tomorrow better than today!

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Certificated Staff~ I hope your conferences with families went well! I’d love to hear your feedback on arena-style conferences versus scheduled appointments. How was your turnout?

Classified Staff ~ Thank you for all your support with conference preparation, guiding parents, and assisting families through translation. Your help made a big difference!

Enjoy your weekend, and see you Monday!

Best,  

Kim  

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Nuts-n-Bolts

1.  Classified Staff~ Please click on this link to set up a 20 minute appointment with your supervisor, Nicole or Kim, to discuss goals and the new classified evaluation form. :D

2.     Next Friday, October 4th is Fall Professional Day.  It is half principal directed and half teacher directed.  We will start as a staff in the library at 8:15 to go over the new Student Growth Goals updates, how goals in eval will look different and the evaluation cycle. The afternoon is then teacher-directed.  This will be for certificated staff (Classified Staff~ you have the day off. :D). 8:15-3:45

3. Yaneth and Janelle are our Yearbook advisors.  They are working to cut down the price of student yearbooks.  They will be $25 versus $33.  I made the decision to not go with hardback to cut costs.  There are three times this school year that yearbooks will be on sale-next week is one of them.  I will communicate in our Saturday Newsletter and on GNN. 

4.  October is packed with exciting school-wide activities, including Unity Day, a Hygiene Drive, and a School-Wide Clue game—details to come! We're also planning an end-of-quarter assembly to recognize our students. During our PAC meeting yesterday, we focused on ways to highlight the positive aspects of our school and students. We worked on defining WHAT we want to recognize students for and HOW we will celebrate them. 

As I grow older, I'm realizing the importance of slowing down and celebrating both students and staff more often. When we take the time to recognize and celebrate, we’re fostering a culture where everyone feels seen, celebrated, and championed! :D

5.  Wednesday was Rose and Mia's last day. They were a temporary support to launch our school year.  They will be missed.  Nicole and I are planning to give them a coffee mug with "Once a Trooper, Always Trooper" and a coffee card from Garrison Staff.  

Tuesdays and Thursdays beginning next week from 8:00-12:00 we will have a Whitman tutor. The tutor will be around in the morning to support students who need additional help from 8:00-8:45.  If you would like TUTORING support for a particular class from 9:00-12:00 let us. 

Something to Ponder

"Clear is kind" stated Brene Brown.  It's easy to say but more difficult to implement. Beyond your learning targets and standards are you clear enough to share with your students WHY they are learning what you are teaching in your class? Greg McKeown paints this vividly in his book Essentialism: “Clarity of purpose…consistently predicts how people do their jobs….The fact is, motivation and cooperation deteriorate when there is a lack of purpose. If a team does not have clarity…problems fester and multiply. When there is a lack of clarity, people waste time and energy on the trivial many.”  Are we clear with students on what they are learning and why?

Dave Stuart, Jr. discusses Everest Statements and clarity in his July 25th article. Here is a link to the article.  I also had ChatGpt summarize his article.  

In the article, the author stresses the critical need for clarity in education, particularly in defining the purpose of a class. He argues that both teachers and students often lack a clear understanding of what the class is fundamentally about, which can lead to frustration, disengagement, and wasted effort. This lack of clarity impacts students' motivation and focus, while also creating unnecessary challenges for teachers. The author references Greg McKeown’s book *Essentialism*, which explains how clarity of purpose directly influences the quality of work and cooperation. To solve this issue, the author introduces the "Everest Statement," a one-sentence summary that defines the core purpose of a class. This statement helps students understand *why* they are learning the material, not just *what* they are learning, which can lead to better engagement and deeper understanding.

The Everest Statement serves as a guiding tool for both teachers and students, helping to align instructional activities with the overarching goal of the class. It gives teachers a framework to reflect on their work, reduce busywork, and maintain focus during challenging times. By clearly communicating the purpose of the class, the Everest Statement helps students see the value in their work, which can reduce disengagement and confusion. The author also outlines practical ways to integrate the Everest Statement into daily teaching, such as using it during the first week of class, referring to it when selecting assignments, and revisiting it to make adjustments throughout the year.

 Major Topics:

- **Why Clarity Matters**: Lack of clarity in the classroom causes frustration, reduces motivation, and wastes energy for both teachers and students.

- **The Everest Statement**: A one-sentence summary that defines the core purpose of a class, providing both teachers and students with a clear focus.

- **Why Purpose Is Important**: When students understand *why* they are learning something, they are more likely to engage and take ownership of their learning.

- **Practical Use of Everest Statements**: Introduce the statement early, use it to guide lesson planning, reflect on teaching effectiveness, and make course adjustments as needed.

- **Avoiding Busywork**: The Everest Statement helps ensure that all classroom activities are meaningful and aligned with the class's true purpose.

- **Continuous Reflection**: Revisiting the Everest Statement can help teachers stay focused and motivated, especially during difficult moments in the school year.

Examples of Everest Statements:

• Mathematics is all about 1) solving problems 2) in an efficient way, and 3) being able to communicate that problem-solving to others.

Here is one from Spanish teacher Amy Holmes:

• In Spanish, we are all about 1) making an insane amount of errors while 2) trying to make meaning in order to 3) love and 4) understand more people.

Remember, Einstein defined insanity as doing the same thing over and over while expecting different results. So, what would it take to create your own Everest statement? Could it make a difference? I’m confident it would, as it clearly defines the WHY, ensuring both you and your students are aligned on the purpose. Dig in and find that gold nugget.

Thursday Thriller September 19, 2024

 Thursday Thriller

September 19, 2024

1.      Students have done so well with the Student Store and cleaning up outside! THANK YOU for handing out coins!!! 

2.  One of our Collective Commitments is we teach bell to bell which means when students are packed up standing by the door we haven't use all the given minutes AND we are setting ourselves up for chaos at the door and spilling into the hallway.  There should never be any students standing in a group at the door.  

3.  Nicole and I aren't always near our computers to check emails. If something is urgent and you need to reach us, please call the office, and they will radio for us. If you're waiting for a follow-up on an incident via email, it may take us until the end of the day to respond. 

Additionally, if a student's behavior warrants a referral, please go ahead and write one. If you're unsure and need to discuss the situation, feel free to email Steve and Nicole M. We want to reserve administrative involvement as a last resort—starting with us leaves little room for escalation, if that makes sense. Our goal is to collaborate with you when student behaviors are concerning. Please reach out to Steve and Nicole with any concerns or if you're uncertain about submitting a referral.

4. iReady Incentives Update—They're Working, and We're Running Out! :D

Please remember to track your students' lessons and share your tracker with Janell, Jazmin, Stephanie, Nicole, and myself. Here’s why: we recently had a student come in with three gum tickets, which isn't possible. A student can only earn one ticket for ELA and one for math if they are passing with at least 67%.

When a student completes 10 lessons, they should receive a bag of chips, not both gum and chips. Please double-check their passing percentage before handing out prizes. While the incentives are adding up in cost, we’re committed to continuing the program. However, we will be adjusting to handing out 3 pieces of Bazooka gum instead of full packs since we’re running through them so quickly.

Students have been great about stopping by during passing periods, lunch, and after school to collect their rewards. Our students are doing an awesome job, and I want to THANK YOU for helping reinforce these guidelines!

5.  I will be attending conferences on Tuesday evening, but I will be out of town on Thursday and Friday. AWSP (Association of Washington School Principals) has invited me to serve on the Middle Level Executive Team, and our first meeting will be Thursday through Saturday in Leavenworth. While the timing isn’t ideal, I’m excited for this opportunity. Nicole will be present during my absence.

6.  Monday, September 23rd 10:00-1:30- Nicole, Nicole M, Yaneth and I will be at a mandatory ASB workshop.  I will touch base with some of you for support during lunch time. 

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Something to Consider

We are excited to start professional development focused on the choices that matter most to you. This PD will help with the "how" while continuing to reinforce the "why." Sometimes, unintentionally, we create barriers that prevent students from succeeding. Erin gave a great example in the "Would You Rather" activity—when asked if you'd prefer to listen to a podcast or read an article, only a few people stood for the podcast. If a lesson relies on a podcast, many students may be disengaged or unable to access the content. The key belief we must all share is that *all students are capable of learning.* If you don't fully believe this, there is work to do.

Nicole and I view ourselves as having a large classroom—you, our staff! 😀 If we only communicated through 30-minute staff meetings without any handouts and expected you to take notes and fully grasp everything, we might not be successful. And that wouldn’t be your fault—it would be ours as facilitators. We used one way of disseminating information.  Those that are auditory learners might have done well; everyone else -no access.

Another example: the math department knows my math skills are... well, minimal! 😄 They were discussing whether to allow students to use notebooks or notecards for tests. I asked if anyone had taught students how to effectively take notes on a notecard for a test, and they realized that to support success, they needed to teach this skill. They decided that this first time they would create a notecard together with the students for the first test. Jami E then asked, "What would you put on a notecard?" My response was, "I’d focus on vocabulary and include examples like slide, reflect, clockwise, etc."—basic things for me. The math team’s real focus was on identifying what could prevent their students from being successful, and they approached it collaboratively. It was great teamwork!

As you work with your colleagues on lessons, ask yourself: *What might prevent my students from being successful?* I hope this question sparks meaningful conversations and leads to valuable insights.

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Thursday, September 12, 2014

 Thursday Thriller
September 12, 2024

   

EXTRA,EXTRA READ ALL ABOUT IT! EXTRA

First Trooper Book Club Gathering!  The second photo is the best! :)

Cross Country and Soccer

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Nuts-n-Bolts

1.  Discipline: If a student's behavior—defiance, disrespect, or disruption—interferes with your teaching and the learning of others and is a danger to self and/or others  please implement a classroom exclusion during that same period. It is important not to tolerate such behavior and delay writing the exclusion until the end of class for two reasons:

1) If the student is not immediately sent out, they may not realize they have been formally excluded. They often argue, "I wasn't sent out. It wasn't an exclusion."

2) We then have to interrupt another class to address the exclusion you noted, which is not ideal.

Contract Language for Classroom Exclusions

2. Health Center: WOW!!! Look at this data!  We are currently working on additional space for a second, part-time counselor.  THC is a much needed and great service to our students. 

3.  We are slowly dwindling down on iReady assessments.  Please read email carefully so you know who to send, where to send them and when.  Thank you!

4. Picture day is on Tuesday the 17th. I have not confirmed with the PE Department.  However, pictures have usually been taking during PE class because the photographers need a larger space.  Please make sure YOU get your photo taken, as well.

5.    Once you have your conference link sent up for Thursday, September 26th please share it with Stephanie.  Conor has offered to help if any of you need help setting up your calendar with appointments.

6.  Nicole and I will be out of the building Monday morning for Principal PD from 7:30-9:30.

7. Extended staff meeting on Wednesday, September 18th from 3:45-4:15

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I recently heard Robyn Jackson, a school leader, discuss the concept of work/life balance, focusing on finding your most productive time of day and understanding your primary motivator. She outlined four potential drivers:

1. **Connection**: "I matter to people who matter."

2. **Autonomy**: "I have choices in things that matter."

3. **Purpose**: "I am doing work that matters."

4. **Mastery**: "I can be good at things that matter."

While we need all four drivers—connection, purpose, autonomy, and mastery—each of us has a dominant one. I’m unsure whether my primary driver is purpose or mastery. Regardless of which driver resonates most with you, the goal is to spend at least 10-15 minutes each day focusing on what motivates you. 

Even if you don’t complete everything on your to-do list, spending some time on what drives you can help you feel accomplished. It might seem like a luxury to focus on your motivators during the school day, but acknowledging and nurturing what drives you is crucial for well-being and self-care. While a daily massage might be an indulgence, understanding and engaging with your core driver is a long-term strategy

 for sustaining your motivation and health. This is true self-care.

Hope you find a gold nugget AND what drives you! 

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"Expectations of the future change your experiences of the present."

  -Robyn Jackson, School Leadership Re-imagined

Thursday Thriller, September 5, 2024

 Thursday Thriller
September 5, 2024

EXTRA,EXTRA READ ALL ABOUT IT! 

YONDR Pouch Story in the UB

Hear our own Kim Endres

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Nuts-n-Bolts

  1. On September 20th, from 1:15 to 3:45 PM, we'll be at Pioneer for the Courageous Conversations training. This session is for both paras and certified staff.

2. Starting next week, the Study Spot will be open on Mondays, Tuesdays, and Thursdays from 3:30 to 4:30 PM in room 208. We are in the process of transforming the Study Spot into the Learning Lab, which will be located in a different area to distinguish between students in detention and those staying to complete work. Until then, we'll meet in room 208 during the specified times.

3. If you have any content you’d like to add to the Garrison website, please send an email to Nicole or myself. We have a new web designer in the district who is excellent to work with!

4. Following up on last week’s TT about CPS reporting: If you suspect any form of child abuse or are unsure, please contact the counselors immediately. In some situations, we may need to implement an alternative plan to prevent the child from going home, for example. It’s crucial to reach out as soon as possible.

5. This year, our Assessment Specialists will be Yaz and Agnes. They will collaborate with the Teaching and Learning team on all our testing needs for SBA, iReady, and High Cap.

6. Yearbook advisors this year are Yaneth and Janelle.  Their plan is to have a 'club' where students can take pictures, edit them and design the yearbook.

7. ASB Advisors are Yaneth and Nicole Mueller.

8. Please remember to share your substitute plans with Nicole and me when you are absent. It’s really helpful! This allows us to access and print off the plans in case the substitute is unable to retrieve them.

9.  This was an email from Keith Ross.  Just wanted to make sure you reviewed it and reach out to him if you have questions. 

Important Points to Consider:

1. Computer Placement: The presenter computers will need to be tethered to the panels for signal transmission. This means that they need to be placed in a location that allows a cable to connect directly to the panel. The computer can be positioned on either side of the panel but must be within 6 feet of the panel.
2. Display Setup: Our standard setup has changed since the presentation carts were rolled out at Garrison. We now supply two displays at each presenter station: one for casting presentations and one for personal workspace (such as grade books, Skyward, email, etc.). Please consider that the current carts may be challenging to accommodate two monitors. You might consider moving to a more traditional desk or tabletop setup.

We will work with you and discuss options and needs as we approach the end of the school year. For now, please start thinking about what setup would work best for you. Later, we will visit classrooms to get feedback and ensure everyone is ready for the changes.

Please let me know if you have any questions or concerns. Your input is valuable as we make these improvements to enhance our learning environments.

Keith Ross Director of Technology and Information Services, Walla Walla Public Schools  (509) 526-6744  www.wwps.org  kross@wwps.org  364 S Park St, Walla Walla, WA 99362  Developing Washington's Most Sought-After Graduates --------------------------------------------------------------------------------------------------------------

Something to Consider

In last week's issue of the Saturday Trooper Newsletter, I highlighted ten crucial skills that we aim for all our middle school students to master by the end of 8th grade. These skills extend beyond academic success, encompassing soft skills and communication abilities that are foundational for personal growth. Social-emotional learning (SEL) is at the heart of these skills, emphasizing the importance of regulating emotions, communicating effectively, seeking help when necessary, and respecting differences. These competencies are critical in nurturing kind and well-rounded individuals.

Initially, I was skeptical about the impact of social-emotional learning—admittedly due to a lack of understanding. However, having witnessed its significance firsthand, I now see how consistent exposure to SEL is crucial for integrating it into our school culture. This approach not only provides students with ongoing examples of these essential behaviors but also maintains high standards, ensuring that social-emotional skills are as valued as academic achievements. Our behavior room thus far in the school year is a true example! Lauren and team are doing such great things!!

*Middle School Matters* by Phyllis Fagell is a crucial resource that emphasizes these vital skills.

As you explore this list, I hope you discover valuable insights and of course a gold nugget :D, reflecting on your efforts to teach these skills and recognizing the importance of your work!

1. Make Good Friendships: Developing the ability to form positive, healthy friendships that are supportive and encouraging.

2. Negotiate Conflict: Learning how to resolve disagreements and conflicts in a way that maintains relationships and respects everyone's perspectives.

3. Manage a Student’s Own Academic Performance: Building strong organizational and study skills, setting goals, and taking responsibility for their own learning.

4. Ask for Help When Needed: Understanding when and how to seek help from teachers, peers, or other adults when facing academic, social, or emotional challenges.

5. Respect Differences: Valuing diversity and developing the ability to interact positively with people from different backgrounds, cultures, and viewpoints.

6. Act as Their Own Advocate: Learning to communicate their needs, interests, and rights in a respectful and effective manner.

7. Develop Empathy: Cultivating the ability to understand and share the feelings of others, which is essential for forming meaningful relationships and being a good community member.

8. Handle Peer Pressure: Gaining the confidence and skills to resist negative peer pressure and make independent decisions aligned with their values.

9. Set and Achieve Personal Goals: Developing the ability to set realistic goals and work towards achieving them, both academically and personally.

10. Learn How to Fail Well: Understanding that failure is a part of learning and developing resilience by reflecting on mistakes, learning from them, and trying again.

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“I’ve never felt my job was to win basketball games – rather, that the essence of my job as a coach was to do everything I could to give my players the background necessary to succeed in life.” – Bobby Knight

I believe that we are all coaches and leaders, and that those who serve as middle school educators, regardless of their specific role, are incredibly important!