Folsom Weekly Update

October 24-November 1

Message from Dr. Mazzoni

Happy Wednesday Team,

A copy of all correspondence involving functions (school, grade, class) sent home should be sent to the front office for general knowledge.

Folsom School letterhead has been updated with the Folsom Falcons Logo. Please make sure when you are sending letters/correspondence home you are using the correct letterhead/logo.

Letterhead is located in ALLSTAFF under Letterhead 2019.

Logo is located in ALLSTAFF under Logo 2019.

Unpacking Standards

A message from the NJDOE that is exciting for our PLCs unpacking standards in ELA and Mathematics.

The New Jersey Department of Education (NJDOE), in collaboration with the Partnership for Collaborative Professional Learning1, proudly presents K-12 instructional units based on the 2016 New Jersey Student Learning Standards (NJSLS) for English language arts (ELA) and mathematics. The instructional units maintain the rigor of the standards and provide school districts and professional learning communities with a meaningful resource from which to build standards-aligned curriculum, instruction and assessment. In this version, the student learning objectives (SLOs) identify the skills and conceptual understandings that students must master to meet the expectations of the NJSLS in ELA and mathematics.

In 2019, NJDOE assembled and led teams of educators (teachers, coaches, supervisors, principals and higher education faculty) from across New Jersey to unpack the 2016 NJSLS in ELA and mathematics. Mrs. Michele Hetzel was a member of the English Language Arts team! The teams utilized the Connected Action Roadmap (CAR) process to guide the work of unpacking the standards. The CAR process is endorsed by the Partnership for Collaborative Professional Learning and helps drive a process of continuous school improvement by building and leveraging the capacity of educators. CAR helps educators to connect standards-aligned curriculum, instruction, assessment and professional learning to a school culture that promotes ongoing reflection on, and growth in, student learning.

The units with standards and SLOs can be accessed by clicking the English Language Arts/Mathematics Instructional Units on the left. Please click on the link below to access the SLOs in ELA/Mathematics.

Article of Interest

Creating a Classroom Culture of Shared Ownership: Getting buy-in from students at the outset encourages them to engage more deeply in their learning.

Author Miriam Plotinsky takes a closer look at how to get students more involved in their learning. This article was posted on the website Edutopia. Let’s take a look at some of the strategies Ms. Plotinsky writes about…

First and foremost, the learning in the classroom has to be authentic to the students – or in other words, relatable to their own lives. This is one strategy to engage students in the content / activity.

For students to be part of a classroom community, they need to have authentic buy-in from the beginning. Asking students what they think creates buy-in at the outset.

The act of students brainstorming as a whole or in groups help develop students develop their ideas, engage them in the learning, and provide insight to the subject. Some examples of capturing the brainstorming session can be through chart paper or a Google Doc. The same can be said for when assessing students – “Allowing students to be part of the assessment creation gives them ownership in the entire process—not just the outcomes.”

Below are other areas identified by Ms. Plotinsky for engaging ALL students in the learning process:


Show students how they are becoming better learners on a regular basis, particularly by embracing mistakes. Goal-setting and conferencing are excellent examples of emphasizing growth.


Responding to feedback and making changes based on their suggestions communicates to students that we value their ideas and perspectives. If students feel comfortable providing input that is informative but not tied to a grade or other consequence, we can better address learning needs.


Welcome humor that is free of sarcasm. As a step toward creating student ownership, having a classroom full of laughter and humor builds relationships. When the teacher prioritizes strong rapport with students, kids are more likely to be vocal about their learning needs and take responsibility for their progress and achievement.


Not every student wants to speak up, while others may monopolize class discussions. Give students a variety of ways to express ideas. They can share thoughts with silent discourse—the process of writing a thoughtful comment or question and passing it to another student. They can put sticky notes on the board with their thoughts and place check marks next to ideas that have appeal.

Providing choices, being flexible, and building positive relationships are the bedrock of making sure that kids know that they are the most important school stakeholders and that they own their learning.

Weekly Events

October's Character Trait is.... RESPECT!


12:45 pm Dismissal Parent-Teacher Conferences (6:00-8:00 pm)


Cross Country practice 3:30-4:00

Folsom Singers 3:30-4:30 pm

Minecraft Academy 3:30-4:30 pm

Trunk or Treat 5:00-7:00 pm


Cross Country Meet (home) Assumption 3:45 pm

HWHO Room 112 3:30-4:30 pm

Lego Club Room 122 3:30-4:30


HWHO Room 117 3:30-4:30 pm

Folsom Singers 3:30-4:30 pm

Drama Club 3:30-4:30 pm

Board of Education Meeting


5th grade field trip (Grounds for Sculpture)

Cross Country Meet (home) St. Mary 3:45 pm

Band 3:30-4:30 pm

HWHO Room 126 3:30-4:30 pm

Student Council 3:30-4:00 pm


Fall Festival Parade & Activities 2:00 pm

HWHO Room 119 3:30-4:30 pm

November 1st

Lip Sync Rehearsal 3:30-5:00 pm gym

Notes from the Office


When entering days off in Aesop please do them individually, unless you already have a substitute for ALL days. A substitute can only pick up days for the times they have available, for example; if you are taking off three days in a row and the substitute is only available for two of those days they will not see the absence at all.

Absences are not calculated in AESOP. A Contract Balance report was put in mailboxes at the beginning of the school year and Absence reports are provided three time a year, at the end of each trimester, for your review. An update can be provided at any time in between if you need one.


Please refer to the link below for the detention schedule in GOOGLE. When assigning a student detention, either 45 minute or 3 hour, please refer to schedule for detention dates. After you contact the parent you should add the student(s) name to the detention schedule accordingly. 45 minute detentions are from 3:30 to 4:15 and 3 hour detentions are from 3:30-6:30 pm.

detention schedule

If you have any questions or need assistance please contact Angel.

Parent Teacher Conferences

Below is the Fall Conference Parent Sign in sheet to be used during fall conferences.

After all conferences are completed return parent sign in sheets to the front office.

One sign in sheet will be put in mailboxes prior to conference dates.

If you need extras please make copies.

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District Testing Schedule 2019-2020

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Happy Birthday to you!!


4 Jennifer Bailey

6 Kristen Deitz

19 Kathy Wendt

31 Nancy Alber