Port Susan Middle School
Family & Student Update 02/26/2023
Empowered to Learn
Throughout the school year, our staff continues to discuss student engagement strategies to empower all students in the learning process. One thing that I ask families, is to talk with your student about actively listening and being open to the learning process throughout the school day. As stated in our Knights Code, we ask our students to make choices that support learning and show kindness. This support includes both staff and students, as we are all learning together.
Rules/Expectations:
At the middle level, our students have natural distractions throughout their day. Because of this, we have rules and expectations that are put in place to limit distractions that we can control. An example of this is asking students to keep their cell phone off and put away throughout the school day. When students have their cell phone out in the hallway between classes, they disengage in the learning process because they begin to think about what they saw on their phone or the text they just received as they enter the classroom. In addition, if they are engaging in conversation with classmates during instructional time, it is distracting to others in the classroom as well as their own active listening.
Staff Communication:
Our staff will continue to communicate these concerns to parents and at times, an infraction for a behavior choice is given. Although sometimes students feel their behavior is minimal, our goal is to always limit distractions to improve active listening to learn and at times a minimal distraction to one student can result in a larger distraction to another. As always, if students need to send a text or feel they have a question to ask a classmate, the adults in our building will always let them know a good time to do so.
Why is active listening important:
The importance of active listening also branches into social-emotional development. Active listening promotes mindful thinking, which can reduce anxiety and depression in students. It can also help students build relationships because as they engage themselves in conversation, their peers are more likely to view them as open and interested. And finally, practicing active listening can promote empathy—a skill that can enrich a student’s life both in and outside of the classroom.-The Value of Listening in the Classroom: How to Teach Your Students Active Listening
MTSS Strategies
Behavior Supports:
- Establish and teach positive classroom expectations and routines that are in alignment with schoolwide expectations.
- Communicate the classroom behavior plan to students and parents/guardians.
- Take proactive steps to establish a positive classroom environment.
- Develop positive relationships with students.
- Define clear expectations and motivate students with positive reinforcement.
- Teach rules and procedures.
- Teach social skills lessons (SEL).
- Provide positive, active supervision.
- Establish clear, consistent routines and expectations for accomplishing daily tasks and activities (e.g., entering the classroom, taking attendance, handing in homework, working in groups, working independently).
- Provide examples and models of expected student behavior.
- Use preferential seating to help students focus on learning.
- Make materials quickly and easily accessible to students.
- Give directions after the attention of all students has been gained.
- Face students and maintain eye-to-eye contact during direct instruction.
- Use voice intonation to sustain student attention throughout a lesson (e.g., whisper, pause, tone variation).
- Move around the room during instruction and independent work to maintain visibility.
- Include directions for procedures when students complete tasks or assignments.
- Give praise and positive feedback to students when explicit directions are followed.
- Use relaxation and visual imagery exercises to set a calm atmosphere after recess, lunch, or any physical activity.
- Play soft, classical background music.
- Provide daily warm-ups or bell-ringer activities for immediate student engagement.
- Post and adhere to a daily or weekly schedule incorporating transitional times.
- Notify students of any schedule changes in advance.
- Eliminate disruptions between lessons or activities through careful planning and preparation.
- Reduce the amount of downtime between activities.
- Give consistent visual or auditory signals and verbal cues to alert students to a transition (e.g., bell ringing, clapping rhythm, countdown, overhead timer, sounding a clicker, playing music, performing a chant).
- Model appropriate procedures and signals for transitioning; have students practice all procedures; give feedback as they practice.
- Provide “transition time” for students to follow through and/or prepare before the next activity begins or before instructions are given.
- Circulate among students during transition times to assist, prompt, or intervene before a disruption occurs or escalates.
- Provide incentives or other reinforcers for smooth and successful transitions.
- Develop a plan to prevent triggers that lead to misbehavior.
- Have planned responses to avoid emotional reactions to student misbehavior.
- Deal with misbehaviors promptly, fairly, consistently, and equitably.
- Use a soft, soothing voice when directing/redirecting a student to focus.
- Refrain from engaging in an argument or power struggle.
- Refuse to threaten or plead with a student.
- Use specific information and avoid vague language so students know precisely what to do and what behavior is expected.
- Allow students to ask questions to clarify any misunderstandings.
- Avoid unnecessary talking after directions are stated and allow five seconds wait-time for students to comply.
- Repeat directions after wait-time if needed.
- Model a problem-solving strategy for students and talk through the steps as it is taught to help students internalize the steps.
- Encourage students to think aloud the steps or the process they use to solve a problem so feedback can be given.
- Use time management tools (e.g., daily planners, assignment sheets, calendars).
- Use a timer to keep students on task (e.g., kitchen timer, overhead timer).
- Reduce environmental noise to keep learning at an optimal level.
- Communicate regularly with parents/guardians (e.g., newsletters, calendar, website, e-mail, phone call).
- Invite input from parents/guardians in setting behavior goals.
- Initiate parent/guardian/teacher/administrator/counselor conferences when needed.
- Use nonverbal warning signals when redirecting a student.
- Engage students in hands-on learning.
- Use specific, positive verbal acknowledgement for on-task behavior.
- Create situations that promote a sense of belonging for each student in the classroom.
Port Susan Middle School MTSS
Upcoming Testing Dates
AimsWeb Testing Schedule:
March 27th & 28th through ELA/Math (finish up during ½ days)
Tentative SBA Testing Schedule:
8th Grade Science *May 1st - 2nd
Math CAT *May 8th - 12th
ELA CAT *May 8th - 12th
Math PT *May 15th - 19th
ELA PT *May 15th - 19th
Make up testing
Science by June 2nd
ELA/Math June 9th/6th
Spring Conferences
After School Activities
Week of February 27th through March 3rd
Monday 02/27
Regular Schedule
Lesson Advisory
Tuesday 02/28
Regular Schedule
Academic Support Advisory
Girls Basketball @ NWMS
Wednesday 03/01
White Schedule
Wrestling @ SMS
Thursday 03/02
Regular Schedule
Academic Support Advisory
Girls Basketball @ Mt. Burlington
Friday 03/03
Regular Schedule
Academic Support Advisory
Linked below are previous communications. Please continue to reach out with any questions you have. You can email me directly (calmanza@stanwood.wednet.edu) or call our office at 360.629.1360
District Information
Help us honor a staff member
To show our appreciation for certificated and classified employees, we are proud to accept nominations for a Certificated or Classified Employee of the Month award September through March.
One certificated and one classified employee are selected monthly. All award recipients will be considered for the Certificated and Classified Employee of the Year awards presented in May. Nominations are welcome from parents, community members, peers, administrators, and students.
Please let us know about some of the great deeds our staff are doing! Share personal examples of the dedication, commitment and passion these individuals have portrayed working for the Stanwood-Camano School District.
Nominate someone today! Please use this form.
Reminder: Free internet hotspots available
The Stanwood-Camano School District, through a grant from T-Mobile’s Project 10Million, has hotspots available to those students who do not have internet access available at their homes and need service to extend their learning.
The hotspot allows for 100GB of data. That’s enough data for 140 hours of streaming school videos or 5,000 hours of internet research or 200 hours of online college test prep!
Please let your school know if this is a need your student has.
We appreciate you!
Cherae Almanza, Principal calmanza@stanwood.wednet.edu
Crysty Auckland, Assistant Principal/Athletic Director cauckland@stanwood.wednet.edu
Teacher Emails
Dave Austin (6-8 Fitness & 6 Leadership) daustin@stanwood.wednet.edu
Jonathan Bletscher (6-8 Band) jbletscher@stanwood.wednet.edu
Joan Campbell (6-7 Math) jcampbell@stanwood.wednet.edu
Tamara Pedersen (6-7 Math) tpedersen@stanwood.wednet.edu
Lori Stunz (7 ELA & 6-8 Art) lstunz@stanwood.wednet.edu
Grace Gale (6 Science & 6-8 STEM/Robotics) GGale@stanwood.wednet.edu
Chelsea Hanson (6-8 ELA/Humanities) CHanson@stanwood.wednet.edu
Nate Hanson (6-8 Computers/Digital Effects) nhanson@stanwood.wednet.edu
Audrie Harrington (6/7 ELA & 7/8 Leadership) aharrington@stanwood.wednet.edu
Joshua Keaton (7/8 History) jkeaton@stanwood.wednet.edu
Seth Hills (6 Social Studies) shills@stanwood.wednet.edu
Lori Johnson (6-8 Assist) ljohnson@stanwood.wednet.edu
Wade Johnson (7/8 Science) wjohnson@stanwood.wednet.edu
Rebecca Klein (6/7 Science) rklein@stanwood.wednet.edu
Meghan Lawrence (6-8 PBS) mlawrence@stanwood.wednet.edu
Ellianna Martin (6-8 Math) emartin@stanwood.wednet.edu>,
Daniel Mccrumb (6 Math/Science & 7/8 Outdoor Ed) DMccrumb@stanwood.wednet.edu
Sarah Oldow (6 ELA/Social Studies) soldow@stanwood.wednet.edu
Catherine Perry (6-8 EL) cperry@stanwood.wednet.edu
Tracy Riley (6-8 ELA) TRiley@stanwood.wednet.edu
Kelcie Rocha (7/8 Math) krocha@stanwood.wednet.edu
Brad Rochon (7/8 Science) brochon@stanwood.wednet.edu
Connie Schmidt (6-8 Health) cschmidt@stanwood.wednet.edu
Sheri Schroeder (8 History & ELA) sleeschroeder@stanwood.wednet.edu
Kym Shoemaker (7/8 Math) kshoemaker@stanwood.wednet.edu
Crystal Titus (6-8 Fitness) ctitus@stanwood.wednet.edu
Kayte White (8 ELA & 6 Cultures) kwhite@stanwood.wednet.edu
Julia Zurcher (7 History & 7/8 Home Ec) jzurcher@stanwood.wednet.edu
Office Support
Jayde Piggot (6 Counselor) jpiggott@stanwood.wednet.edu
Keli Niegemann (7/8 Counselor) kniegemann@stanwood.wednet.edu
Emily Bowne (School Psychologist) ebowne@stanwood.wednet.edu
Kandyce Hansen (Speech Language Pathologist) khansen@stanwood.wednet.edu
Sara Harlan (Librarian) sharlan@stanwood.wednet.edu
Amy Hart (Student Support Advocate) ahart@stanwood.wednet.edu
Tia Wheatley (Mental Health Therapist) twheatley@stanwood.wednet.edu
The Stanwood-Camano School District does not discriminate in employment, programs, or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding compliance and/or grievance procedures may be directed to the District's Title IX/Affirmative Action Officer and Civil Rights Compliance Coordinator, Maurene Stanton (mstanton@stanwood.wednet.edu), or the Section 504/American Disabilities Act Coordinator, Robert Hascall (rhascall@stanwood.wednet.edu) Stanwood-Camano School District, 26920 Pioneer Hwy, Stanwood, WA 98292. Telephone: (360) 629-1200.