Weekly Office MEMO

Week Of September 4th, 2017

#TOP20- Communicate You Matter by being PRESENT


Be Present

Greetings on the Eve Before another Great Season of School. Tomorrow, students will be walking through our doors to have a #CSESTRONG Experience. We offer many things that make it an exceptional experience, but remember, the core of that experience is what we bring to our students each and every day!

This video reminds us of a couple key points.

1. We will never be replaced by Technology. You matter.. because you are a real person for our students.

2. Just like the Dad in this video.. we must be willing to TRY. The Dad shows us that failure is inevitable, but we must keep trying until we find something that works for our students. All 500 of them!

3. We must be Present for our students. Each day, all 500 of our students are looking to be held (some literally). All the students need something from us, are we going to be present enough to recognize it.. pick them up.. and give them some love?

Let us be present this year and be something for our students.

Lets make it a great 2017-2018 school year!


The First Week


This GUIDE will help you and your students meet expectations and for us all to be successful. Want the whole document? Click HERE

Week 1- Expectations to teach, model & practice

Classroom Routines:

_______ Breakfast routine

_______ Morning Entry Routine

_______ Locker Routine

_______ Morning warm-up activity as they enter the classroom

_______Morning meeting routine

_______Teacher and students will know each others names/know something about each other

_______Teach SPARTAN HIGH 5: show 5, Raise Hand vs. Speak Out (Signal for Silence: Show 5---This is the first thing to establish and teach in the classroom. Be rigorous in your expectation of silence. The signal must be mastered at the classroom level in order for it to function in school-wide settings and throughout the building.)

Hold up 5 fingers. You may choose to verbally ask for a Level 0 at this time. Once you display the signal, students are expected to:

*Voices off!

*Eyes on speaker!

*Ears Listening!

*Body Quiet!

*Hands Quiet!

_______ Take a Break (Everyone Practices)

_______ Model and practice the use of classroom materials: pencils, markers, glue, scissors, crayon, passes, etc.

_______ Use of Passes (School-wide signal for bathroom and drink)

_______ Introduce our Core Values (Respectful, Responsible, and Kind) using classroom matrix (looks-like, sounds-like and feels-like)

_______ Routine for handing out and collecting supplies

_______ Moving around in the classroom, transition routines, and outside the classroom

_______ Lining up in the classroom

_______ Classroom Rules/Agreements (Class rules/agreements will be created together with

your students on an anchor chart, and have student sign the anchor chart agreeing
to the rules. All rules/agreements are stated in positive words and no more than 5-7. (Ex. Be respectful in our words and actions)

School-Wide Expectations:

_______ Cafeteria (Arrival and Breakfast)

_______ Play Ground Rules Explanations and Expectations

_______ Dismissal/Bus/Pick up

_______ Bathrooms (Bathroom Guidelines--When the entire class takes a bathroom break, two student monitors should be assigned to go into the bathroom before and after to help ensure that the bathroom is presentable. They should report and problems to the teachers/staff right away. When students are not with a classroom, they must have a pass with them. To ensure the safety of all students, model and practice appropriate bathroom procedures.)

_______ Hallways (Hallway Guidelines-Teachers are responsible for managing a large number of students. One responsibility is for a group to move from one place to another without disturbing others. These are the basics for moving quietly through our halls.)

  • Respect student work on wall
  • Use a silent wave to greet others
  • Listen to all adults
  • Teach stop points in the school
  • Walk directly to location-Use a PASS
  • Hands and feet to self
  • Walking feet
  • Stand directly behind the person in front of you
  • Face forward
  • Keep your hands at your side
  • Walk with a calm body

_______ Recess/Playground

Instructional Expectations:

_____ Launch Daily 5 and CAFÉ Routines in 15 Days: Days 1-4

_____ Establish Anchor Charts/ Independent Reading Expectations

_____ Chart Stamina

*LBD will begin in October

Weekly Schedule

Monday 9/4

  • Labor Day- Office Closed

Tuesday 9/5

  • Opening Day
  • Discovery Day

Wednesday 9/6

Thursday 9/7

Friday 9/8

  • All School Kickoff 2:30 in the Gym
  • Fall Family Kickoff

Important Upcoming Dates

Opening Day!- Tuesday September 5th

CSE Kindergarten Discovery Day- Tuesday September 5th

Fall Family Kickoff- Friday, September 8th

Personal Schedules Due in the Office by Sept 15th.

5th Grade Kindness Retreat with Discovery Elementary- 10.10.17

2017-2018 WBWF Goals


The percentage of all students in grades 3-5 at CSE enrolled by October 1st who score at or above grade level targets as measured by the READING will increase from 54.6% in 2017 to 65% in 2018.


The percentage of all students in grades 3-5 at CSE enrolled by October 1st who score at or above grade level targets as measured by the MATH MCA will increase from 60.4% in 2017 to 68% in 2018.

What are potential FOCUS areas of Improvements for SLG/PGP?

Time on Text

Close Reading

Oral Vocabulary Usage/Development


Student Targets

Standard Alignment and Deconstruction

School News/ Annoucements

The ROCORI Booster Club will again sponsor the Brewmaster Dinner. Please try to attend this event to support ROCORI Activities. Just an FYI...the ROCORI Booster Club spent over 75K on ROCORI Sports last year. Contact: Tanya Leither at: 320-980-2611.

  • The CSE FALL Family Kickoff is scheduled for the first home game on Friday Sept 8th. We are looking for Staff Volunteers to help out! If you are willing contact CSEHOSTPARENTS@rocori.k12.mn.us

  • Gen Ed Teachers: Review your classroom student needs report, read 504, Health Plans, Student IEP's, Sign Off and Return to Andrea K in the Office.

  • Turn in your Money/Checks Daily at the end of the day for school supply money.

  • THERE Will Not be any morning announcements. Please read the daily announcements at your convienence to your students.

  • Lunch count and attendance should be done by 9:00 a.m.

  • Need CPI Refresher and Training DATES? Click HERE

Congrats, Kudos, and Thank You!

Donna Theis for 33 Years of extraordinary service! We will miss you!

Committee Updates:

Click HERE to access the CSE committee memberships

Why do we have Committee Structure at CSE?

1. To improve decision making process/feedback between staff/administration

2. To Empower Staff to See the Problem/Own the Problem #TOP20

3. Amplify All Voices at CSE

4. Assist in the overall communication and governance at CSE

RtI (Response to Intervention)

Click HERE to access the District RtI Notes

CI (Curriculum and Instruction)

Click HERE to access the District CI Notes

  • Need a New District Rep from Building CI

SD (Staff Development)

Click HERE to access the District SD Notes

SC (Site Council)

  • Need a new Chair!



Health, Safety, Building Improvement

  • Lounge Updates -Input Committee Wanted

Family Groups

Spartan Pride

Digital Leadership

#CSESTRONG Weekly Staff Mindfulness Challenge

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The first week back to school can be stressful. One version of home/work balance means finding congruence between these settings so that we remain calm and centered between both. Your challenge this week is to find a partner to reduce stress with and practice it. This may mean having coffee with a friend, going to the gym or discussing a NON-work related book or your own version of balance.

Find time to rejuvenate and relax with a friend in an activity of your choice.

Take the Post-It note on your PO box, write your balance activity and share it on the window to Joel's office.

I Did It!

Push The Button to Commit to the #CSESTRONG Mindfulness Challenge for this Week!

Daily 5 Tip of the Week.. from the DAILY CAFE

By Lori Sabo

September 1, 2017

Issue #477

Many years ago, when my son was in third grade, I walked into his room to tuck him in and found him distressed about the book he was reading (Shiloh by Phyllis Reynolds Naylor). He just couldn’t understand why a German man, who tends sheep for a living, would come out of nowhere to viciously attack and wound a dog.

When I looked at the passage, I saw German shepherd and immediately realized where his mental image and comprehension had taken a detour.

More recently, my four grandsons were concerned about a bumblebee they discovered outside. My daughter, who is always careful not to be an alarmist, said, “Don’t worry. It has been there for about five minutes. It’s just taking a little nap in the sun.” The three-year-old went right up to the creature, peered at it closely, and said, “I don’t see any zzzz’s.” We swallowed our laughter while realizing that every preschool book he’s ever read has shown zzzz’s above the head of its snoring character.

While shopping together, I told my friend I wanted to try quinoa. She giggled before telling me, “It’s pronounced keen-wah, not quin-oh-uh.” Really? Why on earth would they spell it that way?

It is in conversations that misconceptions come to light, and it’s one reason we need to be committed to one-on-one conferring and providing time for our students to talk with each other about books. Misconceptions about pronunciation and comprehension are ferreted out and clarified, and the level of accuracy and understanding is raised.

If you’re not yet comfortable with one-on-one conferring, let me encourage you to just get in there: just get in there and talk with your students about what they are reading. Listen and learn. If you care about them, and care about who they are as readers, it won’t be hard to engage in this kind of casual conversation. Teachable moments will begin to unfold. Start keeping track in a conferring notebook and you’ll have a record of teachable moments and a guide to making future conversations and teaching intentional, timely, and beneficial.

It doesn’t matter if we are age three, in third grade, or well beyond our 30s: there is much to be gained by talking about what we read.

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