Transcript Marsha Moore PTA Presentation November 16, 2010

 Emergency
Preparedness
 Student Climate
 Academic Work
 Strengthening our Partnership
 Focus
for the year
› Replenish Food Supply
› Organize New Container
› Mitten Drive
› Purchase District Compatible
Radios
 Mix
of comfort and practical foods
› Jo is researching cost of cup-a-soup,
apple cider, cocoa, granola bars,
etc.
› Frank has ordered meal bar samples
› Will develop a regular cycle of
replenishing food supplies
 Purpose
is to create easy access
to supplies
 Frank is organizing volunteers and
coordinating with Jo to pick a
day to do the work
 Purpose
is to have mittens in
every size to keep students’
hands warm during an
extended outdoor stay
 Jo is organizing the drive for
December
Vital that I be able to communicate with
staff during an emergency
 Uses

› During an emergency communicate with
search and rescue, parent reunification,
incident commander, etc.
› When a student is missing coordinate a
search
› If a student is hurt on campus can access
nurse easily – nurse can access office to
indicate the need to call 911
 $200
a piece
› Compatible with district radios
› Working to have antennae installed
so have the ability to communicate
with district
 Ideal number is 14 = $2800
 Searching for funding sources
Over the next year will tighten systems
 Create a cycle of supply replenishment

› 2009 – 2010 Battery and Lighting
› 2010 – 2011 Food Replenishment
› Water replenished – date to be determined
› Comfort food replenished – dependent
upon life of purchased food
Every student at Arrowhead has the right
to experience physical, social and
emotional safety at our school
 Students who experience ongoing
physical, emotional and/or social
conflict are at risk for depression, suicide,
learning loss, alcoholism, drug abuse


Infuse a philosophy of how we behave
into the fabric of the school
› School-wide system / code of conduct that
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is easily accessible to students whether they
are in Kindergarten or Sixth grade
Use literature
Ongoing lessons
Role play
Educate families through newsletter articles
and evening events

Successful programs begin with
education
› Usually work with students in the midst of a
conflict
› Education, to be truly effective, must take
place before and after the conflict when the
brain is calm and able to take in information
› During the conflict students can draw on the
skills and strategies they’ve learned and
practiced

Common Language and understanding of
conflict and the impact on others
› Literature
 Working understanding of conflict and its affects
on self and others
 Vocabulary
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
Aggressor
Target
Bystander – passive and active (strong)
Exclusion
Conflict management steps that are visible
to all
 Learn
a system for internal regulation
 Example - level 2 problems require a
level 2 response
 Meta-cognition of own process during
conflict
Create a school-wide philosophy
 Create a comprehensive approach that
transcends a monthly theme
 Create a sense of, “At Arrowhead this is
how we do things.”
 There is power in community, common
language and standards for behavior


School Counselor
› An expert to help develop the program
› Teach whole lessons
› Work with small groups – require parent
permission
› 1:1 counseling for a small number of
students – require parent permission
› Resource for staff and parents around
specific issues
› Usually funded through donations

6th Grade
› PTA just granted $1035 for the program
 Goals
 Students will be able to
 Describe and model the qualities of leadership in
everyday life
 Differentiate between healthy and unhealthy patterns
in relationships
 Practice effective conflict management skills
 Increase awareness, empathy and compassion for
others
 Increase awareness of personal responsibility in actions
at school and in our community
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Six weeks of lessons delivered by Beth
Jenson, Marriage and Family Therapist
Create follow-up lessons for teachers to use
Before school boys and girls group to
prepare students for Jr. High – parent
permission required
Would like it to be a yearly program for sixth
grade
Would like to expand the program to third
grade
Everyone has a sensory profile
 Adults who can’t sit still for long have
typically figured out ways to
appropriately manage themselves so
they don’t disturb others
 Brain research supports sensory
interventions
 There are proven strategies to address
sensory needs


Educate staff and students
› Sensory needs
› Purpose of ‘fidgets’, balls, seat cushions
› How to appropriately use tools to support
attentiveness

Training
› Two sessions for staff in October
› Follow-up sessions scheduled

Seating
› Balls
› Seat cushion
› T-Stools
Fidgets
 Boxes to hold fidgets
 Total cost - $5000
 Pursuing grants
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The one factor that can make the most
difference in improving student
achievement is a ‘knowledgeable, skillful
teacher’ in front of the classroom.
Report by the National Commission on Teaching &
America’s Future: Doing What Matters Most:
Investing in Quality Teaching
We are blessed with teachers who are
invested in improving their craft in service of
student success
 Professional Development embedded in
the school house is more effective than
attending classes or workshops outside of
school
 We have embarked on an ambitious yearlong cycle of professional development to
improve literacy and mathematics
teaching and learning

New math program
 Five structures within Math Expressions to
support student learning

› Building concepts
› Math talk
› Quick practice
› Student leaders
› Helping community

Many instructional options within each
lesson and within each unit
› Designed this way to meet the needs of a
diverse group of learners
› Allows flexibility in how material is presented

Must look at critical learning for each
lesson and unit and choose wisely how
to present the material

Purpose of the protocol
› Work with a grade level partner or partners
to determine the following
 Essential learning in each unit, lesson
 What structures and instructional options within
the program will support the learning
 Identify the ‘tricky’ spots and proactively plan
to support students’ mastery of the material
 Identify the students that will need extra
support or enrichment

Meeting the needs of all learners
› Whole group, small group, 1:1 instruction
› Maximizing structures in Math Expressions
 Possible visit to school in Bellevue
 Third year into program
 Have structures and systems in place to meet
the needs of students who come to the
material with a deeper understanding and are
ready for enrichment opportunities
Boeing engineers will present The Shape
of Change curriculum to students in
grades 4 – 6
 Two sessions

› Feb. – March, April - June

Purpose
› Help students observe and understand how
and why things change over time

Program aligns with Washington State
Math and Science standards
 New
program and assessment
adoption next year
 Pilot going on this winter
› Rigorous process to narrow to two
the literacy programs and
assessment kits to pilot
Heavy emphasis on non-fiction literacy
skills with 50% - 60% non-fiction materials
 Science and social studies content
addressed within the literacy block
 Built in enrichment and support for
struggling learners
 Assessment materials
 Use of whole group, small group and 1:1
instructional strategies
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Year-long cycle of professional development
› Hired a former reading specialist to facilitate
 Half day and before and after school sessions
› Daily Five
 A structure that helps students develop the daily habits
of reading, writing, and working independently that will
lead to a lifetime of literacy independence
› The Café Book
 Organize assessment data so it truly informs instruction;
 Track each child's strengths and goals, thereby
maximizing time with him or her;
 Create flexible groups of students, all focused on a
specific reading strategy;
 Help students remember and retrieve the reading
strategies they learned.
Give us a year to learn and use the
organizational structures needed to
effectively utilize the materials in the new
program and assessment kit
 Structures support independence,
differentiated instruction, use of
assessments to drive instructional
decisions

Maximizing current structures
 Creating new structures
 Utilizing strong parent base
 Strengthening our community

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Coordinate and train parent volunteers
› 20 – 25 math and literacy volunteers
› Trained to help in one subject area
 Provide a notebook
 ‘Script’ for working with students
 Core concepts for the grade level, unit, lesson
 Strategies for content area
› Work in the same classroom all year
 Not necessarily own child’s classroom

Literacy and math nights
› Parents attend with children
› Learn how to support learning in content
areas
› Understand the grade level expectations

Volunteer
› Need a volunteer to coordinate materials and
people
› Volunteer to work in classrooms in literacy or
math

Science Fair
› Boeing program would tie in nicely with a
Science Fair

Funding
› Grant writer
› Private donations

Seamstress
› Make items for sensory tool kit

Donated items
› Adult sized sweatshirts
› Other items will be requested via the
newsletter

What’s on your mind…