The Dream Team
Weekly Memo 23
INSPECT WHAT YOU EXPECT! ALWAYS HAVE HIGH EXPECTATIONS!
Uplift Hampton Middle School Strategic Priorities
School Learning Climate
Professional Capacity
Parent, School, and Community Ties
Table of Contents
- Good Things
- A Message from the Director
- Momentous Blast!
- Video of the Week
- Admin Corner
- Week at a Glance
- Action Items
- Month at a Glance
- Updated Duty Schedule
Good Things!
Mrs. Parks says...
- Shout out to Ms. Williams and Ms. Heinze for their CA Collaboration Day shout out from the CC Team! Thank you for representing UHPMS positively!!
- Shout out to Ms. Pietroboni for leading the back to school ELT 2.0 session for our team!
- Shout out to Ms. Williams for leading the back to school advisory session for our team!
- Shout out Mrs. Brown for leading the back to school lesson planning session for our team!
- Shout out to Ms. Prince and Ms. Wallace for our January birthday shout outs!
- Shout out to Ms. Heinze and Mr. Luna for getting recognized by the Humanities CC for their CA results!
- Shout out to the MS team for an AWESOME first day back!
A Message From the Director
Hello Dream Team,
Thank you all for an awesome first day back! I appreciate the work that you all put in to ensure that high quality instruction took place. I noticed an increase in expectations, accountability, and teacher presence. YOU ALL ROCK! Let's continue to push our scholars to the next level through high expectations! Be consistently present, be consistently focused, and challenge yourself to be uncomfortable to do what is best for scholars daily! BE GREAT.
The Dream Team Will Fight!
Sincerely,
Andrea
FREE PERKS FOR UPLIFT EMPLOYEES!
Momentous Blast: SEL Has Long-Lasting Positive Effects, Study Says
Key Points:
· A new meta-analysis of SEL studies finds that children who have received SEL support show long-term improvement in academic performance, social skills, and avoidance of risky behaviors, among other factors.
· While it’s difficult to pinpoint an exact factor linked to these immediate and long-term preventative benefits for children, researchers believe universal SEL programs (e.g. given to all students versus targeted programming) are critical for positive outcomes for students.
· Social Emotional Learning programs create significant benefits for children of all studied demographic subgroups.
Why This Matters:
· It is often difficult for schools to see the long-term benefits of such SEL programming, but it meets an important need schools face as they take on the task of equitably teaching and supporting children and their families.
INSTRUCTIONAL & CULTURAL FOCUS AREAS
Instructional Focus
a. Peer Discussion: Accountable Talk
1. The majority of classroom discussion is still taking place through the teacher. A teacher will pose a question, a scholar will respond to the teacher, then the teacher will ask for another scholar to share their thoughts. Authentic discussion entails scholars responding to and building upon the responses from other scholars, with the teacher acting as a facilitator. To this end, use accountable talk.
1. In a classroom filled with accountable talk, students ask one another about their thinking and build on the responses of others. They cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates to form new ideas.
2. True discussion needs the active participation of others if there is to be an exchange of ideas. Accountable Talk governs the norms of daily/regular academic discourse and requires that scholars ask for and furnish evidence to support their statements (Michaels, O'Connor, Hall, & Resnick, 2002). This ensures rigor and moves the conversation from task-oriented to concept-oriented learning.
Cultural Focus: Setting and Maintaining Behavior Expectations in the Classroom
a. With consistent expectations, students know what’s expected of them throughout the school day. This allows them to feel more confident, engaged and connected to the school community. It also makes it easier for teachers to recognize positive behaviors, and to correct problem behaviors to keep small problems small.
Further, for students who may have difficult home lives, this consistency and routine can provide the structure and stability they need and crave. In addition, it’s particularly helpful with students who like to test the boundaries or “divide and conquer” staff members. If all staff members are on the same page — consistently communicating and reinforcing established behavior expectations school-wide — students quickly realize there’s no point to pushing the limits because the consequences are always the same.
Week at a Glance
Monday, January 15th: NO SCHOOL
Tuesday, January 16th: B Day
Business Casual
Morning Meeting at 7:20am
Wednesday, January 17th: A Day
Business Casual
TELPAS Training @3:05pm in the library
Thursday, January 18th: B Day
Business Casual
Friday, January 19th: A Day
Casual
Morning Meeting at 7:20am
Action Items
DUTY SCHEDULE
Put this on your radar!
10-Jan Wednesday Morning Meeting at 7:20/Grades Close at 8am/Group Development at 3:05pm A Big Rock 2: Professional Capacity
11-Jan Thursday Morning Meeting at 7:20 B
12-Jan Friday Morning Meeting at 7:20 A
15-Jan Monday MLK Day No School
16-Jan Tuesday Morning Meeting at 7:20/Q2 Report Cards Go Home B
17-Jan Wednesday/TELPAS Overview PD at 3:05pm A
18-Jan Thursday B
19-Jan Friday Morning Meeting at 7:20 A Minimum total of 4 grades/ /Bi-Weekly Data Meeting Completed Big Rock 1: School Learning Climate
20-Jan Saturday Math Enrichment
21-Jan Sunday
22-Jan Monday Morning Meeting at 7:20 B
23-Jan Tuesday A
24-Jan Wednesday /Q2 Award Ceremony Big Rock 3: Parent, School, and Community Ties/Group Development at 3:05pm B Big Rock 2: Professional Capacity
25-Jan Thursday A
26-Jan Friday Morning Meeting at 7:20 B Minimum total of 6 grades
27-Jan Saturday Reading Enrichment
29-Jan Monday Morning Meeting at 7:20 A
30-Jan Tuesday B
31-Jan Wednesday/Group Development at 3:05pm A Big Rock 2: Professional Capacity