SDSM Update
October 2019
Fall is here! We hope you get to spend some time enjoying the weather and seeing the leaves turn.
Superintendent Message
Rounding
In the coming weeks, we are going to start experimenting with a couple of practices that are designed to improve the staff’s experiences and enhance our culture in the School District of South Milwaukee. One of these strategies is called Rounding. The goal of Rounding is to collect important data from staff members including information that can be used to improve processes and recognize others. Rounding goes beyond more than just a casual conversation in the hallway that happens by chance. The key difference is that Rounding is intentional. When the Rounding protocol is implemented well, the principal or department head meets with all staff members to find out if their needs are being met, if they have the resources to complete their jobs, and if they would like to recognize anyone who is doing great work. Typical questions from a Rounding session include:
What is working well?
Is there anyone who has been especially helpful to you whom I could recognize?
Do you have all the resources you need to do your job?
Is there anyway I can support you better?
It has been my experience in education, that we are not especially good at celebrating our successes. Our first inclination seems to be to focus on what needs to be fixed next. Rounding forces us to acknowledge what we are doing well- because we are doing a lot well! There are also many people in our schools that help us on a daily basis who deserve to be recognized for all that they do. Rounding gives us a chance to recognize all of our hard working co-workers. Finally, the last two questions are designed to empower staff to let principals and department heads know who they can be supported to do their job for our students even better.
It is pretty clear that there is no real magic in these simple questions. The magic and power of Rounding happens when these principles are implemented throughout the schools and become a part of how we work together to educate our students in South Milwaukee.
HR Update
HR Building Hours with Jen Sielaff
Insurance FYI - Workers Compensation
The health of our employees is extremely important, and keeping them safe is paramount. One line of insurance that we carry, in an effort to protect our employees in case of injury at work, is called Workers Compensation Insurance. If an employee is injured at work they should contact their supervisor and get a “blue packet”. In the “blue packet” will be several items that need to be completed; the instructions are on the outside of the packet and should be followed to ensure smooth handling of any review and claims resulting from the incident.
Workers Compensation covers any medical treatment related to the injury. Additionally, the insurance includes wage loss that starts after three days of missed work. The wage loss coverage is paid at 66 2/3rds of your individual salary amount. Employees that have work restrictions will be accommodated as possible.
We are asking for your help to identify and neutralize risks that may lead to injuries. If you see possible risks and can address them safely, go ahead and do so. If it is something that you notice and can not address, please seek assistance from your custodian or supervisor. One risk that is coming is ice, and with winter coming around the corner, please be cognizant about possible ice and wear proper shoes for the conditions.
Ann's Curiosity Corner
What is Curriculum?
There is a short and long answer to just about anything in life. When asked, “what is curriculum?”, the short answer is “what is taught” (as opposed to how it is taught - instruction, and how to measure what is taught - assessment). The longer answer to “what is curriculum?” is a bit more robust. There are several ways I like to describe curriculum. My favorite answer includes three words: content, environment, peers. Curriculum is more than materials or an identified research-based program. Curriculum is the specific and deliberate planning for and delivery of an agreed upon aspect of content that includes ideas and processes. Curriculum is also the environment in which the content is experienced. For example, the curriculum is the conversation that is generated, the feelings and emotions that are evoked and the way a student is lead to think and rationalize. Curriculum is also the exchange of learning that occurs between and among peers. Another way to describe curriculum is the student experience of learning.
For the past few years, throughout the district and at all levels, we have been engaging in several conversations relating to curriculum, in particular the idea of universal curriculum. Universal curriculum is what we as educators in South Milwaukee have determined relevant to provide to all students. The next layer to universal curriculum is the promise we make to our students and families that the curriculum be guaranteed and viable. Based on the 2nd edition of Focus: Elevating the Essentials to Radically Improve Student Learning (2019), Mike Schmoker highlights the importance of an articulated curriculum that has been carefully planned and communicated, arguing for curriculum that is guaranteed and viable to ensure student success. Schmoker states, “‘guaranteed and viable curriculum’ simply means that the school can ‘guarantee’ any parent or community member that an agreed-upon body of content and skills is indeed being taught by every teacher” (p. 19).
Our 6-8, 9-12, and K-12 GOLT leaders have been facilitating conversations during our professional development days to articulate curriculum maps and are now ready to begin writing course scope and sequence. Much of this work has already been completed at the elementary level by our elementary GOLT leaders. This is a vital step in the process of providing a guaranteed and viable universal curriculum in South Milwaukee. This is not an easy process and I genuinely appreciate the hard work and dedication of all our leaders.
We believe that as public educators, it is our moral obligation to ensure that every student who enters our doors has the same opportunity to achieve at their highest level regardless of their family background, race, ethnicity, sexual orientation, gender, or religion. Therefore, we must strive to eliminate the barriers for ALL of our students and intentionally create universal access for each and every student . To folks outside the educational world, this might seem fairly easy; we know it is hard work and the right work. Everyone in this district is responsible for ALL of our students which is why we are working so hard on this process.
As Dr. Weiss has mentioned, this year we are focused on culture, equity and data literacy as our three priority areas. By focusing on culture and equity using a comprehensive data process, we will create the conditions and strategies for ALL SDSM students to learn at their highest levels and curriculum is a major component in the equation. Thank you to all of you for your commitment to a guaranteed and viable universal curriculum for our students.
Technology Tidbits
New Student Processes
“A new student joined my class today and we are in the middle of MAP (or ACT Apsire) testing. How do I get him a Chromebook, get him logged in to his Chromebook, and get him set up in MAP?” This is a thought that goes through many teachers’ heads throughout the year. Since we get so many inquiries about this, I thought it would be good to outline the process for everyone. You may not need to know all the details, but it may be helpful to understand just how many systems a student needs to get added to when they join our district.
As you can see, this is a mulit-step process that must be done in a specific order. So the next time a student shows up in your classroom for the first day, please let them know that their accounts will be set up as quickly as possible, but there may be a natural delay due to other work taking place.
Pupil Services Update
Considerations for Determining the Least Restrictive Environment
At the beginning of the school year, we learned that our focus will be on culture, equity and data literacy as our three priority areas. By focusing on culture and equity using a comprehensive data process, we will create the conditions and strategies for ALL students to reach their full potential. Therefore, we must continue to try and find ways to eliminate barriers and focus on student learning as the highest priority.
With that in mind, it is important to think very carefully about how we provide specially designed instruction to our students with disabilities. We must take steps to ensure that a student is provided an education in the least restrictive environment by making identifiable efforts to keep the student engaged in the general curriculum along with nondisabled peers. The following questions are intended to be guiding questions to consider for each student when developing an Individualized Education Plan (IEP) and determining the least restrictive environment (LRE).
Does the student’s IEP have supplementary aids and services that are clearly stated?
Does the student’s IEP have supplementary aids and services that are stated in a way that the frequency, amount, and conditions of service are clearly understandable to those responsible for delivering the service?
Is there evidence that the IEP team has provided a full range of supplementary aids and services in the student’s IEP?
For students with behavioral challenges, has the IEP team developed a Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) to address the student’s behavior in a positive and proactive way prior to determining that services need to be provided in a separate setting?
For students with an FBA and BIP, are those documents reviewed on a regular basis through the IEP process?
Depending on the answer to any of these questions, it may be necessary to review a student’s IEP in order to address specific steps needed to provide services to each student in the LRE.
As we continue to work toward providing special education and related services in the least restrictive environment, please keep these points in mind when working to schedule students:
Provide specially designed instruction to allow students with IEPs to actively engage and progress with the universal instruction provided in the general curriculum with nondisabled peers.
If it is necessary to provide special education services outside of the regular education classroom, make every effort to utilize intervention times so that universal instruction is not interrupted for the student(s).
If it is necessary to provide special education services outside of the regular education classroom, IEP teams should refer to the guiding questions in this document in determining the LRE for each individual student.
This is very important work and I truly appreciate the pride and commitment that our school community has toward delivering the highest quality educational experiences to all of our students. I also want to be sure to acknowledge the effort and dedication from our staff to provide our students with disabilities with the very best of what our district has to offer. Thank you for all that you do on behalf of our students.
Wellness Corner
Flu Shots 2019
The district's flu shot clinic is TENTATIVELY planned for Thursday, October 17, from 2:00-5:00, in the district Board room. Right now we are waiting for the vaccine to arrive. Assuming it arrives on time, we will hold the clinic on the 17th. If it does not we will send out an all staff email.
The district offers a flu shot at no cost to all district employees (as an employee you do not need to be on the district's insurance plan to get a flu shot at our flu shot event).
Additionally, spouses and retirees on the district's health plan may receive a flu shot at the event.
The CDC recommends annual influenza vaccination for everyone 6 months and older with any licensed, influenza vaccine that is appropriate for the recipient’s age and health status. Find more information on the CDC website here.
Wellness Resources
Life insurance additional benefits, including will and trust creation, financial services and more.
Health Advocate blog, featuring "Prime Yourself for a Healthy Fall" and "Fight the Flu, Starting Now"
Willis Tower Watson Let's Be Well, featuring Moving Beyond the Stigma of Mental Illness
Employee Assistance Program (EAP) information:
- EAP Available Services
- Legal Consultations through EAP
- Financial Consultations through EAP
- Financial Wellness
Updates from the EAP, including parenting assistance, elder law information, and technology & developmental milestones.
Remember, our EAP is available to each and every one of our employees - you do NOT need to be on any insurance plan to reach out to the EAP.
Parking Reminder for Meetings at the District Office
The small district lot has a limited number of visitor spots. They are used daily by parents who stop in, people dropping off/picking up paperwork, new hires, etc. The numbered spots are assigned directly for employees working in the district office so parking there can also be disruptive to other employees.
We appreciate your cooperation!
About Us
Email: districtconnection@sdsm.k12.wi.us
Website: www.sdsm.k12.wi.us
Location: 901 15th Avenue, South Milwaukee, WI
Phone: (414) 766-5011
Facebook: facebook.com/SoMilwSchools
Twitter: @SoMilwSchools