Rogers Middle School
NOVEMBER 2021 NEWSLETTER
FROM THE PRINCIPAL
Dear Rogers Families,
HAPPY FALL! 😊
In this newsletter, we would like to introduce our school district’s Strategic Plan and the four major Focus Areas. As part of this work, we are embedding New York State’s Culturally Responsive-Sustaining Framework to ensure that equity and inclusivity remain a priority. To reiterate, the Framework focuses on the following four areas:
• Welcoming and Affirming Environment
• Inclusive Curriculum and Assessment
• High Expectations and Rigorous Instruction
• Ongoing Professional Learning and Support
All members of our school community continue to benefit from an environment that is both welcoming for all while simultaneously affirming multiple perspectives, cultural experiences and various backgrounds. A key aspect of this concept is extended through a hallmark of West Irondequoit teaching and learning: inclusive curriculum and assessment.
When thinking about what an inclusive curriculum and assessment program looks like, some of the high leverage tenets include featuring resources written and developed by traditionally marginalized voices. These resources offer students a diverse perspective on race, culture, language, gender, ability, religion, nationality, socioeconomic status, and other identities traditionally omitted from the curriculum. Also, this includes providing regular opportunities for social emotional learning strategies within lessons and as discrete learning activities. Furthermore, we look to take field trips to community-learning sites, such as museums, parks, cultural centers, neighborhood recreational centers, and community centers to foster students’ cultural understanding and connection to the surrounding community.
While this is an ongoing goal that has multiple action items within our Strategic Plan, it is a priority for us to have inclusive curriculum and assessment. Through professional development, teachers are engaged in experiences that evaluate our current curriculum and make modifications based on our findings. We are excited to continue this important work throughout the year as we deepen our own understandings.
In Rogers Middle School news, we are excited to have our scholars settling in and becoming more comfortable with being back in the building full time! It’s been an exciting Fall! Students have become more accustomed to school routines, have made new friendships, and have learned to be active participants in their classrooms. As principal, it is an honor to watch your child grow as an important part of our school community.
As we enter November, I am grateful for your partnership in your child’s educational success.
Sincerely,
Dr. Christine Richards
CONTACT INFORMATION
Secretary: Mrs. Fran DiPrima | fran_diprima@westiron.monroe.edu
Address: 219 Northfield Road, Rochester, NY 14617
Main office: 585-336-4717 | Fax: 585-336-3097
Website: https://rg.westirondequoit.org/
Health Office: 585-336-3030
Transportation: 585-336-2992
District Office: 585-342-5500
District website: http://westirondequoit.org/
UPCOMING EVENTS
November
- 11/10 Rogers School Picture Makeup Day
- 11/11: No School - Veterans Day
- 11/12: Gr. K-4 Full-day Conferences - No School (Gr. 4 ONLY)
- 11/24-26: No School - Thanksgiving Recess
December
- 12/24-1/2: No School - Holiday Recess
January
- 1/1-1/2: No School - Holiday Recess
- 1/17: No School - Martin Luther King Day
For the Rogers School Calendar, click here: https://rg.westirondequoit.org/
MRS. VAY'S 6TH-GRADERS: BOOK TASTING
OUTDOOR SAFETY REMINDER
Morning Drop Off Reminders:
Students dropped off in loop or on street should:
- exit on passenger side, so they are not exiting car into the street or parking lot.
- use crosswalks. Students should not be crossing through parking lot after exiting car on street.
- when dropping off for a.m. rehearsals, intramurals, etc. drop students off in the loop and not in the staff parking lots
Parents please be aware of speed on street and in parking lots. Also be cautious of students in crosswalk when turning around in parking lock.
AUTHOR'S READING WITH MISS ELLIOTT
LEAF PEEPING AT HELMER!
- Register: HelmerNatureCenter@gmail.com
- More info: bit.ly/HNC_Events
DISTRICT-WIDE MATH SHARE
Mathematics Update: Workshops excite learning
Elementary school math teachers have been working hard on implementing a strong workshop model that meets all our students’ needs. A math workshop lesson follows what initially seems like a simple class structure. Start with a mini lesson, followed by a work period and end with a lesson closure. The details of what happens during that time is what makes our approach unique. During the mini-lesson teachers engage students in conversations about math by using Math Talks and other techniques that help students uncover math concepts. But not just by talking at students for 15 minutes. Students could teach their peers, read math texts, or use models to make sense of new ideas.
During the work period, students engage in activities that are mathematically purposeful. In other words, they are making sense of the mathematical concepts introduced during the mini-lesson. The teacher may set up stations where students lead discussions about how to solve a challenging problem. Others may practice using manipulatives or computer-based math games. A third group may also work directly with the teacher to get additional help, as needed. The small group instruction is particularly important because the teacher designs it to meet students where they are at, using each students strengths to build on their understanding of math.
Finally, the teacher performs a closing activity in which they check every student’s understanding of the lesson’s math goals. Before the lesson is done, the teacher has a clear picture of what their students know, and what they will need to work on next time.
I have thoroughly enjoyed watching students’ brains light up during workshops. The excitement in and energy in the classroom is truly palpable. Students are eager to show their teachers what they know and that they can persevere through any math problem.
Families can help by reinforcing mathematical ideas at home. For example, playing board games can help young learners get used to following algorithms and make sense of what numbers mean in real life. Especially if the game uses dice. Your child can help cook by following recipes with precise measurements or even keep a score sheet during a sports event. Math is all around so we encourage families to talk about math wherever they see it.