ARSA Bulletin
Ranger Nation Pride! ONE BAND. ONE SOUND.
Week of 2/11/19
Spot Rotation: Week B
Week 6 of Instruction for 4th Six Weeks: 10 grades as of 2/8
“I want to be remembered as someone who used herself and anything she could touch to work for justice and freedom...I want to be remember as one who tried."
Dr. Dorothy Irene Height
Week of February 11, 2019
African American History Month
Monday 2/11
Student $1 Jean Day
PM Core Data Meetings
Tuesday 2/12
AM Whole Content PLC
Topic- Exemplar and Lap Adjustments
Wednesday 2/13
Grade Level Collaborative
Respective Grade Level Locations
ARSA 1st Culture Advisory Committee Meeting 3:45pm, Room 145
Thursday 2/14
Valentines Day
Friday 2/15
ARSA Institute 8 to 4pm (Student Holiday)
African American History Luncheon
REMINDER: Monday 2/18 - Student and Staff Holiday - President's Day
See Something. Say Something
- Positive Narration - please be positive when ensuring students are doing what they should be doing. The majority of our scholars are doing what they need to be doing and this is GREAT. However, the unwelcomed behavior is with a few but has high impact.
- Students are to walk in the direction of their next class (4 minutes passing periods).
- Remind 6th Graders to stay on the basement level ONLY when going to AVID, Art, or ESL are they to travel up the stairs. We are having a major increase in their main hallway travel and it is a problem. Electives, remind 6th graders to go down the stairs.
- 8th Grade teachers please remind students to stay on their hall. Some are coming down to the main hallway.
- Phones and earphones are NOT visible at all, no exceptions. We all need to be diligent with this, everyday all day.
- Keep to this rule of thought- hall passes only given if absolutely necessary (must be given), if scholars have to be let out - not during the 1st 10 minutes or last 10 minutes of class.
SEL Academic Integration- Ms. Binford
Identifying my own emotional reactions to difficult situations is as important as insisting that my students do the same. In fact, we -- responsible, fully developed, well-adjusted, self-aware adults -- have fewer excuses to lose our temper or have a meltdown. While the adolescents in our classrooms are still physiologically in chrysalis stage, we faculty and staff got off that rollercoaster many moons ago. Our hormones have leveled out, and our hippocampus has long been its final size. That doesn't mean we don't falter; we are human.
A couple months ago, I was having "a day." Y'all know what I mean. Spilled my coffee in the car, got stuck at the train, arrived to school late, felt unprepared for class and knew I'd thrown together a lackluster lesson (which predictably meant student behavior, in reaction to tedium, would spike). By 7th period, I was spent. Tank on empty, at my breaking point. Off-task activity by a handful of students during my presentation was the final straw. At my wit's end, I turned my back to the class of 34 seventh graders and silently cried. A few perceptive students noticed my tears and effectively quieted the class. A hush fell over the room. I was frustrated, tired and now embarrassed. A colleague graciously agreed to stay in my room the remainder of the period while I found a solitary place to regroup. All in all, not one of my best afternoons in my career.
But there were some surprisingly lovely things that came out of this literal sob story. It revealed to my kids my humanity and reminded them that we teachers are not unfeeling robots and deserve to be treated with care. The following day I addressed the class, acknowledging that I had had an emotional moment and that my brain's limbic system was to blame. I apologized for losing control of my emotions. On the spot, many of the kids apologized for acting even slightly out of line. A few told me they loved me and gave me a hug. And I swear that my relationship with every single child on that roster is deeper and more real now than it was prior to that event.
Recently I went to a lecture at SMU by a research scientist who studies Montessori efficacy. A significant difference between conventional and Montessori schools is that the latter prioritizes human development over scores and academic achievements. In fact, they rarely even use a grading system. It is far more central to the instructors that children are growing into global citizens who can reason, contribute, create, practice self-control and self-awareness, and empathize. The integration of SEL at Ann Richards is a step in that direction. I believe we are all better for it.
PD MS Device Deployment (we will discuss this in our technology session 2/15)
RLA Teachers- Instructional Allotment Voting Instructions
Spring Enrollment Verification (Wednesday 2/13)
Student Code of Conduct 2018-19
ARSA Staff Handbook
2018-19 Room Need Request Form
Click here for for a Room Need Request.
The request are reviewed daily by Mr. Jose Zarazua, Lead Custodian. Mrs. Linwood, Facilities Administrator oversees the processes.
- Ceiling Leaks, Broken Windows, Unsafe conditions are to be reported immediately to Front Office.
ARSA COW (Computers on Wheels) Procedures
Per Ms. Scally -
WATCH ME AND LISTEN
READ ME
https://docs.google.com/document/d/1rHbeztEt9Ocw_9eEIG0PS7Hu4WqPuf_PLdqOvCWQdPA/edit?usp=sharing
ARSA Safety Drill Need to Knows
During all Drills, teachers are to bring their GREEN FOLDER, PEN, CLASS ROSTER.
ARSA Athletic Schedule
The Most Important Work of our Time! Always remember YOUR IMPACT!
Ann Richards STEAM Academy
At Ann Richards STEAM Academy, our vision is to be a flagship middle school at the hub of the community, nurturing diverse leaders, and empowering intelligent trailblazers.
Email: frataylor@dallasisd.org
Website: www.dallasisd.org/annrichards
Location: Ann Richards Middle School, North Prairie Creek Road, Dallas, TX, United States
Phone: 972 -892-5400