PIONEER TRAIL NEWS
READING MAKES YOU BRIGHT!!!!
September 9 - September 13, 2019
Gray Wolf Mission
Creating a community of learners where students' are actively engaged to reach their full potential and display positive character.
WE are a school that looks out for each other and takes care of each other! Together WE got this!! #GRAYWOLVES
2019-2020 PIONEER TRAIL S.M.A.R.T. GOALS
MATH: BY MAY 2020, WE WILL MOVE FROM 66% OF STUDENTS SCORING PROFICIENT OR HIGHER ON THE iREADY MATH DIAGNOSTIC TO 75% OF STUDENTS SCORING PROFICIENT OR HIGHER.
ELA/MATH: BY SPRING 2020, WE WILL HAVE 50% OF STUDENTS SCORING PROFICIENT OR HIGHER ON THE MAP TESTS IN GRADES 3, 4, AND 5.
BEHAVIOR: BY MAY 2020, WE WILL DECREASE THE NUMBER OF MAJOR OFFICE REFERRALS FROM 337 EVENTS TO LESS THAN 250 EVENTS.
POSITIVE OFFICE REFERRALS TO DATE ..... GOAL 500 BY THE END OF FIRST QUARTER!
MAJOR/MINOR REFERRALS
MINORS - Aug-Sept to Date = 1 / Previous Year (Aug-Sept) = 116
Matrix Classroom Lessons/Second Steps Lesson Schedule
Sept 10 - Classroom Expectations Review
Sept 11 - Hallway Expectations Review
Sept 12 - Restroom Expectations Review
Sept 13 - Cafeteria Expectations Review
Behavior/Classroom Management Corner: Working with Students
The article below...honestly....is good for ALL kids!
The Bear in the Classroom – Trauma Informed Teacher
My child glanced back at me, and then reached over and grabbed your hand and kissed it. You smiled down at her and I could read your mind. “What a sweet and loving child”. I also knew exactly how wrong this whole situation was, because my child was looking up at you and reaching for your fingers to SURVIVE.
My child does not rely or trust relationships around her.
Starting a new school year in a new town, has given me the job of teaching those who work with my children exactly what early childhood trauma can do to the developing brain. In children, prolonged periods of stress or trauma cause internal reactions that change the body and brain. They are literally wiring to survive, and even when the trauma and stress are gone, they continue to respond and react as if the trauma is still present. The younger the brain, the more susceptible to trauma.
Trauma in the lives of young children is not always understood. Within the classroom we often see children respond in ways that can mimic other problems, including ADHD/ADD and other behavior disorders. You might see:
- Trouble forming relationships with teachers or peers
- Poor self-regulation
- Negative thinking
- Hypervigilance
- Executive function issues
These problems stem from a brain that has learned to survive in life or death situations. And what must be understood, is that a child whose brain is constantly scanning the environment for danger is not learning or trusting. The hard part within your classroom is that danger lies in any new or novel concept that is introduced. This is why transitions and changes in routine are so hard for my children. Their brain is sounding the alarm that the worst thing that ever happened, is about to happen again.
When the brain is threatened, it gets really bad at making choices that don’t include survival. So if a bear were to run into your classroom, my kid could probably survive. The problem occurs when you introduce a transition or a new concept, my kid is still looking for the bear. In these moments you are going to see a child with poor self-regulation and behavior problems.
The natural inclination as a teacher, will be to correct and/or punish this behavior. We tend to use rewards and consequences within the classroom setting. Unfortunately, my brain does not care if you give me a sticker or put me in timeout; because a bear in the classroom trumps anything. Predictability is how I know I will be safe. I don’t have a regulatory system that can handle the stress that comes from unpredictability. I need to know what’s coming. When I can’t predict what is going to happen, I will start looking for the bear. This is unconscious, my brain has been hijacked by stress.
My kids from hard places have a diagnosis. It’s the one label that my children need understood and recognized, because it is how they survive. It is called Complex Trauma. Here’s the reality; if you are a teacher or you work in any capacity with children, then you are working with children with this same diagnosis.
My children have rules about relationships that are built on terror, neglect and abandonment. They have memories that are small reminders of how dangerous this world can be. Even if they cannot remember or verbally process what happened, their bodies have stored these memories. The world is not a safe place where needs are met and adults cannot be trusted.
My child has stopped trusting and believing in others.
Infants and children are wired to need adults in order to survive. Children who have experienced trauma, have been hurt by the very people who were meant to keep them safe. This can lead to negative thinking and shame. A child from a hard place, often has a negative narrative. Traumatized kids also tend to develop what Dr. Howard (childmind.org) calls a “hostile attribution bias” — the idea that everyone is out to get them. “So if a teacher says, ‘Sit down in your seat,” they hear it as, ‘SIT DOWN IN YOUR SEAT!’” she explains. “They hear it as exaggerated and angry and unfair. So they’ll act out really quickly with irritability.” As a teacher, you feel like your tone and words are neutral, they actually hear them as negative. The greater the overreaction to your neutral, the deeper they live within fear and shame.
Children from hard places need tiny successes and to hear that mistakes are stepping stones to learning. They need to be met at their developmental level. You might have an 8th grader who has the cognitive skills of a first grader and an attention span of a preschooler. Adjust your expectations and meet them at their lowest level. You would not expect a preschooler to sit still for an hour and complete a lengthy assignment. Allow for movement and give the child work that is at their cognitive and emotional level.
A child’s greatest need is relationship. They need to know that you care, in spite of their scary behaviors and feelings. But here is the hardest part; this means that you need to be a behavior detective and ask the ‘why’ behind the behavior. Behind every scary behavior is an unmet need and this will answer the ‘why’.
- The student who angrily pushed all the papers off their desk and yelled, “I hate you, f#@k off”, did not do that because he is a bad kid. A behavior detective may have learned that he has been in foster care for 18 months and is on his fourth foster home.
- The child whom you just met that reached up and kissed your hand did not do that because they are so loving. A behavior detective understands that she did this because her brain was wired to survive in an orphanage by being charming and cute.
- The kid who is constantly talking, fidgeting and unable to complete seatwork, is not always ADHD. A behavior detective has learned that he is being raised by his grandparents and he is often put in charge of his younger siblings.
What is happening in these behavior moments is a brain searching for a bear in what the brain deems an unsafe situation. You can show your student safety through predictability, routine and tiny successes; not through rewards and consequences.
You should never punish a child for a behavior born of survival. You are literally punishing an adaptation to extreme stress.
“Caring adults act as resources that keep track of a child’s moods, their beliefs, their qualities. Safe and reliable relationships are the backup discs for children and young people when their own memory storage units have failed.” (Australian Childhood Foundation)
At the end of your classroom day, you will send my child home. My hope is that with each passing day, they learn to thrive at school, not just survive. I hope that they will find safety and security in your classroom.
Here’s how you can help keep the bear out of your room –
- Teach to the emotional age, not the chronological age. Meet the student where they are at in that moment in time.
- Consider all extreme behavior within the context of survival to better understand ‘why he keeps doing that?’
- Repetition and routine is important because with every positive experience the impact on the brain grows.
- Traumatized children expect the worst and focus on the negative. If you understand this, you will be better prepared for it.
- Childhood neglect is the most damaging trauma. The child must not have basic needs threatened in any way or survival will be all they think about.
- At the point the child was abused, the brain was focused on survival not learning. The development the child missed due to abuse will need extra attention.
- Traumatized children will often score lower on IQ tests than their true ability. Retest when their environment is helping them heal and watch the scores go up.
- The goal in healing trauma is when the child becomes agitated to help them learn skills to reduce the agitation. This repeated cycle is what most helps the child.
- Promote play with traumatized children. Play is very healing to the brain and the emotions.
- Don’t give up hope! The human brain is capable of healing in ways we do not yet understand. It may be a long road to healing and the child may not get there while still in your classroom, but every situation makes a difference. (excerpts from Traumatic Experience and the Brain, A Handbook for Understanding and Treating Those Traumatized as Children.)
LEARNING/TEACHING CORNER....FROM TERRI MILLER'S DESK
iREADY DIAGNOSTIC - GETTING PREPARED AND STRONG DATA
I-Ready testing window will be September 9th-20th. During this window, you will be testing Math and ELA. It is highly recommended that you break the tests into smaller parts so that students aren’t sitting for long periods at a time. Please do not wait until the last few days to complete the testing. You will need those days to do make-ups with students that have been absent.
Please invite me into your classroom during your testing so that I can help monitor students as they are testing. Obviously I will not be able to be in everyone’s classrooms, but I will try to stop in for a little while to help. Just let me know the days and times that you will be testing. Thank you!
We ended the ‘18-’19 school year with 68% of our students on or above grade-level in Math and 62% on or above grade-level in ELA. We made some good gains in reading and math last year. Our school wide goal this year is to get at least 75% of our students on or above grade level in ELA and Math. That is totally doable!! You guys ROCK!!
One way to help students get ready for testing is to show the Diagnostic Introductory videos. These videos will help students have a better understanding of how to take the test. I have linked these videos for easy access but they are also located in i-Ready Central .
Reading Diagnostic Introductory Videos:
Mathematics Diagnostic Introductory Videos:
Get Good Data: You want to celebrate student growth, plan instruction, and differentiate student support. Using data can help accomplish this, but only if the data you have is reliable. The most important thing you can do to get accurate data is to prepare students for the Diagnostic and motivate them to put forth their best effort. Check out the tips and tools below to help get good data on the Diagnostic!
For more information, review the additional tips and tools outlined below. Download this Kit: Get Good Data for a printer-friendly version.
In a hurry? Here are three key resources to help get you started:
Good luck and let me know how I can help!!
Next week during TWW we will be meeting in classrooms. There are Literacy Trainings in our building Tuesday, Wednesday, and Thursday in the Commons (my room). The agenda is linked. Please take a look at your grade-level agenda so that you are prepared for discussions.
Also, make sure that if you are expected to attend the Literacy Trainings next week that you are signed up and have subs ready. If you have any questions, please come see me!
PINEAPPLE SCHEDULE
The pineapple represents warm welcomes, celebration and hospitality. One teacher from each grade level, a Reading Interventionist, and specials will open their classroom up for observations for a week. The expectation is that all teachers will observe at least one classroom per quarter during their recess, plan, lunch, etc. for at least 15 minutes. After the observation, you will take a notecard from the Commons to give at least one take-away/compliment on what you saw the students doing well. Focus on the students and their learning...not the teacher. Once you write your note, please put it in the basket on the bookshelf so that I can mark you down as completing your observation for that quarter. I will deliver the note to the teacher. Please visit a grade level colleague or a grade level above or below you. That classroom will have a pineapple magnet on their door to let teachers know that they are welcome to visit.
This is a great way to learn from our peers and to see what awesome work our colleagues are doing right here in our own building! We are all in this together as a PT team. These are all OUR students so let’s see what great things they are doing!!
The Pineapple Schedule is linked and will begin on Monday, September the 16th. Scott and I will do our best to observe you during your Pineapple week.
You are awesome!
CURRICULUM/ASSESSMENT REVISION & FEEDBACK
Please complete the form below in order to submit a curriculum or assessment revision request:
JCPS Request for Curriculum or Assessment Revision Form
Please complete this form to share suggestions you have for adjustments to the K-Biology science curriculum. Adjustments to the curriculum will be available for next school year.
JCPS K-Biology Science Curriculum Feedback Form
ELA FEEDBACK FORMS
Please complete the form below to share suggestions you have for adjustments to the curriculum.
JCPS K-5 ELA Curriculum Feedback Form
What's New with PBS? (See Team Member for Details)
- Grade levels determine list of items for Matrix Market - $100 budget per grade
- 4:1 Positive
- Work hard on relationships and routines/procedures - solidify Tier 1 practices
- Zones of Regulation daily check in system
- Major/Minor Updated Forms and Flowchart
- Will NOT be utilizing weekly parent communication forms this year
Next Meeting: Monday, September 16
What's Up with PLC? (SEE TEAM MEMBER FOR DETAILS)
- Student Data Notebooks (Paper and Digital) - more information to come following September meeting
- iReady Diagnostic analysis and goal setting/reflections
- Setting of team norms and community agreements
- Teamwork Wednesday agendas
Next Meeting: Monday, September 9
What's up with Climate/Culture? (SEE TEAM MEMBER FOR DETAILS)
- STAFF ACTIVITIES - ESCAPE ROOM (SEPTEMBER 13); BRING YOUR OWN PUMPKIN FAMILY EVENT (OCT 27)
- WALKING WEDNESDAY WITH A BUDDY BEGINNING MID-SEPTEMBER
Next Meeting: Monday, September 23
Pioneer Trail Building Health/Wellness Update for September - Jessica Bax
September 12 - Our building challenge this month is the healthy/healthier snack day. Drop off a healthy snack or a snack that is usually unhealthy, but has a healthier twist on it, to the teacher's lounge to share on Thursday morning, that would be great! You can get building points for this!
As far as the district goes, you can either go to the Homecoming Parade or the Staff BBQ. Please remember to only log one or the other. There won't be a tent at the BBQ this year because you will be able to get your shirt at the Heart Challenge Celebration on Saturday, September 28th from 8:30-10:00. This will be held at Simonsen's Major Field and your whole family is welcome! There will be an awards assembly starting at 9:00 and a family run/walk starting at 9:30 until 10:00. You can earn 50 points for attending this.
The Heart Challenge is from September 9-20th. I will be putting a form in your mailbox to log in for the Heart Challenge. It's simple and easy to sign up to donate money and/or log in your blood pressure or activity minutes. You can also log the Heart Challenge as a building challenge as well if you participate.
Our first wellness talk is September 11th at 4:30 and 5:30 at Memorial Park-bring your tennis shoes!
There are lots of points options coming up! Remember to keep logging your points!
WEEK AT A GLANCE
MONDAY, SEPTEMBER 9
- iReady/SLO Windows Open
- 8:00 Tier 2/3 Meeting
- 8:15 5th Grade Orchestra Demonstration - Gym
- 1:40 - Warford/Meyerpeter
- 3:05 - PLC Leadership
- 6:30 PTO meeting
TUESDAY, SEPTEMBER 10
- iReady/SLO Windows Open
WEDNESDAY, SEPTEMBER 11
- Cub Scout Recruitment talk during lunch times
- Teamwork Wednesday - location TBD (Miller's room in use)
THURSDAY, SEPTEMBER 12
- iReady/SLO Windows Open
- KOMU Pledge Recordings begin at 9:00 in cafeteria
- Healthy Snack Day (see Wellness/Fitness Updates below)
- 9:05 Scott/Brauner
- 9:55 Higgenbotham/Bopp
- 10:30 - End of Day - Scott/Jesse Out of Building
FRIDAY, SEPTEMBER 13
- iReady/SLO Windows Open
- HR Staff Videos completion due date
- Earthquake Drill
- Strutton Out ALL
- 7:15 McComb/Kampeter (Pre-Meeting)
Things to Take Care Of or Keep in Mind......
- Parent newsletters must be posted to your website each week!
- When inviting the media or special guests from the Board/Board Office, make sure you clear with Scott first.
Grades/scores need to be entered into Infinite Campus by Tuesday of each week.
Filter Friday - please make sure you clean your projector filter each Friday. If you need a tutorial on how to do it, please check with Robin.
Kelly Services number is 1-866-535-5998. Calls need to be made before 6:00 AM. Send Scott a text (573-619-2852) if you are getting a sub along with the confirmation number.
Happy SEPTEMBER Birthdays!! (Lounge Duty and Treat Day)
SEPT 4 - CHRISTINE KOESTNER
SEPT 11 - SARAH WILSON
SEPT 12 - JEN DAMPF
SEPT 17 - CALLIE SPURGEON
SEPT 24 - LINDA HUTCHISON
SEPT 27 - ANDREW BERHORST
SEPT 30 - TARA VERSLUES
If we missed you, please let us know!
Lounge/Treat Duty: Rachel Todd, Natalie Wittneberger, Amanda Oppy, Becky Gosche, Kathy Haselhorst, and Annie Verry
Treat Day: Friday, Sept 27