The Reds Tale

January 10, 2019

From the Desk of Mr. Roote

A quick Google search of "college and career readiness" brings up about fifty two million results. Scrolling through the first ten to twenty pages of results reveals that while there are some "hits" that date back to before 2014, most of the references to to college and career readiness occur between 2014 and today. The preceding begs the question, "Did college and career readiness show up in 2014?" Of course it didn't. Instead, the role of the educator changed in 2014 or thereabouts as a result of data driven statements like this, "A recent survey of business owners by the American Association of Colleges and Universities found that 9 out of 10 employers judge recent college graduates as poorly prepared for the work force in areas such as critical thinking, communication and problem solving."

Given new graduation pathway's, differing demands from post secondary educators and the rapidly evolving demands of the workplace, today's teacher must not only impart core academic knowledge, such as, "Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically." They must also support their students quest towards the mastery of socio-emotional knowledge and skills. Because of a firm definition of exactly what the knowledge and skills are and how to measure them is a bit elusive, I spend quite a bit of time looking for answers in the region. For example, I participate in a Regional Education Consortium managed by Finger Lakes Community College where we share ideas with adjuncts and professors of the college. Additionally, with the booming manufacturing field in the region I am able to network with area businesses as a result of their participation in the Finger Lakes Advanced Manufacturers Enterprise.

Case in point, I had a chance to join Mr. Rick LaBour of IEC Electronics. The local company strives to produce complex electronic products that are more than just printed circuit board assemblies. They meet a demand to build full system assemblies and have in-house fabrication of critical custom components such as precision metalworking and interconnect solutions to ensure that all key elements come together with accuracy. As you can gather from the preceding, Rick requires a high school and college graduate with a mastery of skills that go beyond core academic skills. In fact, Rick hires from the Newark community. He speaks glowingly about a handful of employees that live in Newark that are rocketing up the career ladder he manages. Rick and I share the same goal in that we want our employees/students to meet with success because they have the skills they require to be competitive.

In my case, I am working toward that goal in many ways. One example, and the original inspiration for this "From the Desk of [...]" is to remind you that the Capstone Graduation Requirement was designed to engage students in experiences that hone their college and career readiness skills. For example, student service is a requirement and is an essential part of preparing students to "take responsibility as open minded, principled citizens in a global community." While performing community service, children have the opportunity to see first-hand just how much their work can have an impact on the world. Also, community service gives students an opportunity to explore academic interests through a real world lens. If a child is intrigued when he or she learns about recycling in school, for example, they can pick up recyclables from local businesses and take them to a local recycling center to see the impact firsthand. Volunteering during an election can help them learn more about how the government functions, or cleaning up the canal can help them learn more about environmental issues firsthand.

That’s why we believe community service is important for students and more importantly, why skills that go beyond core academic skills matter. Heck, if you are in the Capstone Office, maybe set up a job shadow at IEC with Ms. Barry!

From the Desk of Ms. Ross

One of our primary responsibilities as educators is to help our students learn. Although, it is difficult for learning to take place if there are behavior disruptions in the classroom which we know increases the stress levels for both the teacher and students, disrupts the flow of lesson and provides conflict between both learning objectives and the process of learning. These disruptions also change the classroom dynamic as the focus of attention shifts from the academic tasks to the distractions provided by disruptive behaviors.

Educators have considerable influence over student behavior. This is particularly true if interventions begin early and are supported at home. Most misbehaviors are learned and happen for a reason. It is our job to determine those reasons and teach appropriate behaviors to replace those misbehaviors. Here is a short article that shares simple and effective ways to deal with classroom disruptions.

  1. Understand that all behavior happens for a reason
  2. Avoid becoming defensive about a student’s behavior
  3. Work to change the mindset
  4. Maintain student dignity

Mash Up

This is a must read: Winter 2018-Drama Club Newsletter

Please keep Reds Threads in mind as you are cleaning up from all the gifts you have opened. We accept gently used clothing for both males and females. Donations can be dropped off at room 177. Reds Threads is especially in need of size small and medium boys clothes.

Social Emotional Learning and the Plan for Excellence

In an effort to continue to support our efforts falling under the SELF umbrella, I will be talking with students to get their feedback on your most recent SELF lesson and on our SELF work in general. For example, I may ask students to comment on how the community circle was managed this week and I will ask them what the benefits of an "Accountability Partner" are. Please get Ms. Mateo names of two students that will participate in your SELF lesson this week that you would appreciate having me talk to. Thanks.

Alumni Profile: Sarah Griepsma 2008

Sarah Griepsma (Kuperus) NHS Class of 2008. During her time at NHS, Sarah was part of the 2005 and 2007 Section V Volleyball Champion teams and was awarded an honorable mention nod for Section V Volleyball 2005-2007. Sarah attended MCC after high school, played lacrosse and was a member or the 2009 NJCAA Women’s Lacrosse Championship Team. She transferred to SUNY Oswego graduating in 2013 with a degree in Broadcasting and Mass Communication. While in college, she worked at Disney World to earn college credits. When working at Mission Space she got to “Group” Wil Wheaton (Star Trek and Big Bang Theory) onto the ride. Sarah married fellow NCS Alumni Mason Griepsma and they have a daughter Amelia. Sarah currently works at Perkins School. Words of Wisdom: When you are hugging a child, always be the last one to let go. You never know how long they need it

Instructional Corner

As we continue to align our learning targets and success criteria with formative assessment in the classroom, we set ourselves up to be able to provide meaningful and connected feedback to our students and offer the opportunity for them to contribute to that feedback. Feedback has more effect of student achievement that any other factor in your classroom. As our students better understand where they are in relation to the learning target and take the next steps, their work improves. One way to do this is to provide a medal and a mission.

  • Medal: information about what the student did well in terms of the goal
  • Mission: a specific target the student can improve, correct, or work on

The medals and missions need to be given in relation to the learning targets and success criteria you have set forth for each lesson. This approach helps us identify and focus on student’s strengths, while perceiving weakness as something not to be ashamed of, but rather an opportunity to work smarter. Effectively using feedback in this manner shows students how to look at their work using criteria from the performance of understanding and thus, by modeling, helps teach them self-assessment skills.

Document Sharing Space

Calendar Share

January 14. Below 65 Reports. Contact: S Mateo

Tuesday's in the LGI: February 5, March 5, April 2, May 7 and June 4. Staff Meetings. Contact: T Roote.

December 13, January 17 and 31, February 14, March 14 and April 2. SELF Days. Contact: T Roote.

Wednesday, February 13. College Wear Wednesday. Future College Wear Wednesdays are: 3/13, 4/10, 5/8, 6/12. Contact: Sue Gardner.

Monday, January 21 at 12:00 pm (march) at Grace Episcopal Church Complex in Lyons and 12:45 pm (main program) at St. John's Lutheran Church in Lyons . Dr. Martin Luther King Jr. Celebration. Contact: J Rodriguez or T Roote

Tuesday, February 19 from 9:00-12:30 pm. FLCC Visit Day.

Friday, March 15. NHS Program/No WTCC Program. Contact R Ross.

Tuesday, April 30. Capstone Day. Contact K Ganter or D Barry

Close Up/Share a Pic

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The Newark High School Mission, Vision and Values

The Newark High School Mission: We are a school community with deeply held hometown pride, committed to readying young people to be life-long learners with experiences aimed at continuously motivating us to hone our skills in the complex tasks of teaching and learning. Our community is devoted to providing supports for the aspirations of our adolescents as they mature into adults with ambitious plans for college and careers.

The Newark High School Vision: Staff embody the school values and impart confidence while providing an inviting classroom environment with clear expectations and specific academic and behavioral goals. Students embody the school values through intellectual and emotional perseverance. Families embody the school values while remaining actively involved as advocates for their children and supporters of the school programs and staff.

The Newark High School Values: Safe, Responsible, Trustworthy, and Respectful.