October 30, 2015


Lindemann Staff Halloween 2015


 

11.4 – Shirlann Clarke

11.18 – Kim Migliore

11.18 – Stafanie Partin

11.22 – Meg Bergiel



 

11-3. Election Day. No School for students.  /  Professional Development for staff.

11.4. 2:30 pm Lock Down Drill.

11-5. 9:00 am.  1st Grade – Rotary Donation.  /  4:00 pm. ICC.  /  6:30 pm. Lindemann PTA Mtg. Cafeteria.

11.6. Picture Re-Take Day

11-7. 8:00 am.  Pancake Breakfast. APHS.  /  9:00 am – 3:00 pm. PTA/PTSA Craft Show. APHS.

11-9. 9:00 am. Mike at Ad. Council Mtg. Riley  /  7:00 pm. Board of Education Mtg.  APHS/LGI

11.10. District SIP Meeting. Riley. (George, Michelle & Adrianna)

11.12. 3rd grade program-The People of the Three Fires

11-13. 8:00 am. Lindemann SIP Staff Meeting – Media Center.  /  End of 1st Quarter.

11.17. 7:30 – 10:30 am. RESA Principals Network Mtg.

11.18 – 11.24. Hearing Screening Lindemann.

11-19.  Elementary Report Cards.  /  5:00 – 7:30 pm. Parent Teacher Conferences. 

11-20. AP Lighted Christmas Parade.

11-23. 1/2 Day for Elementary. Dismiss at 11:40 am. /  Parent Teacher Conferences 12:45 – 3:15 pm.  and 5:00 – 7:30 pm.

11.24. 10:30 – 1;30 pm. Fundraiser Prize Winners – Limo Ride & Bowling Alley

11-25. Thanksgiving Break. No School.

11-26. Happy Thanksgiving.

11-27. Thanksgiving Break. No School

11-30. 6:30 pm. Reflections Tea.  Cafeteria.


 

I Can…

If you are looking for some specific wording for making “I Can” statements to post your objectives, try these two links for pre-made statements.  They are modeled from the common core for math and reading.  Remember, one of the important pieces of your lesson is that the students know what it is they are learning.

http://www.wcde.org/education/components/docmgr/default.php?sectiondetailid=24351&fileitem=8328&catfilter=2026 Math I Can

http://www.nassauboces.org/Page/1940  Reading I Can


Chrome Carts

“2” additional chrome carts for each elementary (700 total) have been purchased.  Lindemann will have 4 total carts.  Our goal (over time) will be to have one cart per grade level.


Going to have a great year trick-or-treating?

More candy than you can possibly eat?

Share your non-chocolate sweets with troops serving in our military.

 Donate: November 2-6

Where: Lindemann Main Office

For more information, please email

Denise Crank at lindemannpta@yahoo.com

 Thanks for your support!


Pictures of 1st grade students separating apple seeds from apple slices with a partner. Seeds were glued into a picture of an apple and students then created a number sentence to represent the number of seeds in their apples.

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PARENT-TEACHER CONFERENCES … OR COLLABORATIVE CONVERSATIONS?

Parent-teacher conferences are one of the few opportunities for families to converse with teachers about their children’s progress and needs. Lines of people wait their turn for these 15- to 20-minute interactions. One result is a conversation that establishes a relationship and delivers essential information about a student’s progress.

Teachers usually carry the burden of making the conference productive, yet if families were included more through communications and collaborative meeting planning, the experience could become more mutually fruitful. To this end, I’ll introduce each of my points with voices from families suggesting collaborative communication about their needs.

Build a Team: Make Frequent Contacts Before Each Conference

I hoped teachers would inform me between conferences if anything was amiss or pleasing about my children’s progress, socially or academically, so that there would be no big surprises during the conferences.

I value a teacher who communicates expectations using a website, blog, or email. In today’s busy world, it is nice to have the information at your fingertips when you need it.

Parent-teacher conferences tend to be the first time that discussions happen about the student. Transform those short, focused sessions into a meaningful dialogue by sending updates several times before the event. Start simple with two to three contacts before the conference. Consider doing more based on individual student needs. Providing these timely diagnostic updates will help families have meatier discussions with their students:

1. Lead with areas of progress and/or exhibited strengths.

Families need to know how their child is demonstrating positive growth. Highlighting strengths becomes a foundation for motivation to tackle any challenges. Some parents rarely hear about successes by their child.

2. Share needs and next steps.

Parents should be informed about any learning challenges that their children face. Also share the next steps that you will take. People listen better to challenges and obstacles when a professional provides solutions. Certainly, families can and should assist, but they aren’t the trained experts. Understanding the teacher’s next steps reassures them that their child’s progress is in good hands.

3. Suggest at least one parent support.

Parent support depends on parents’ skills and understanding. This is hard to identify early in the year when the relationship is new. Start with general suggestions such as: “Provide a space where your child can complete homework undisturbed.” Ultimately, the teacher, like a doctor, is the expert who must bear the load for designing and implementing remedies.

Offer the opportunity for a follow-up conversation at the parents’ request. This invitation sends a message: “We are a Team.”

Empower Parents/Families to Be Equal Partners

I’d like the teacher to start by telling me something my kid did right. Then I’d like her/him to ask, “What questions do you have?”

I want evidence that the teacher has put together a thoughtful plan for meeting the needs of my child, and it is one that he/she can articulate and provide evidence for how it is being implemented.

Frequent contacts result in a stronger parent-teacher relationship and a foundation for transforming the traditional conference into a collaboration about meeting student needs. With such a relationship established, the following steps can help parents and teachers prepare collectively for a productive face-to-face meeting.

1. Establish a collaborative focus.

Meeting time tends to be limited because of the need to schedule so many families. Establishing the meeting’s purpose helps to frame the conversation. Share a structure so that parents know what to expect. For example:

  • Have the student attend the meeting.
  • Celebrate learning strengths.
  • Parents and teacher explore needs and questions for learning improvements and enrichments.
  • 3-2-1: Agree on next steps for the teacher (3), parent/family (2), and student (1). As the professional, the teacher can provide nuanced supports. Doing more can motivate the families to take action.

Invite families’ input and questions about possible changes. When parents share questions, the teacher has time to prepare responses and customize the meeting. Families will likely agree with the teacher’s established purpose — it’s extending the invitation that matters.

2. Brief and debrief.

Invite parents to discuss student progress and needs with their child before and after the conference.

I want communication that supports the discussions I can have with my child.

A conversation between parent and child can uncover needs and perspectives of which the teacher may be unaware. Parents come to the meeting ready to share affirmations, successes, and concerns that are informed by such a conversation. One challenge for this to be successful is that many parents would benefit from a planning guide. This list of steps can be as simple as identifying two likes and concerns that the student has about the class, or it can follow a more formal structure such as the following:

    1. Invite families to discuss the child’s perceptions about his or her work. Consider having students share their classroom reflections on selected assignments with their families. This could eventually lead to student-led conferences.
  1. Bring to the conference a list two or three strengths and one or two concerns regarding the child’s learning experiences.

Collaboration = Student Progress

I appreciate that teachers take time away from their own families to treat my child as their own.

The African proverb, “It takes a village to raise a child,” is true with the collaborative relationship of families and teachers. Working together means interacting on equal footing. The teacher is an expert of education. Families know their children far more deeply than the teacher. When parents and teachers are in sync regarding what learners need and the next steps, student progress is inevitable.


 

October 29, 2015

school_retake_picture_day

PICTURE RETAKE DAY = FRIDAY, Nov. 6th.

Students need to bring their packet from picture day with them for retakes. 

Also, any student that was absent on picture day should go down to take their picture.


 Report Card Window

11/7 –11/18 at 11:59  p.m.


October 26, 2015


Shutterfly Color Run

 

On behalf of Lindemann Elementary School and the Lindemann PTA I would like to say “THANK YOU” to Yolanda McNeice for donating her time and talent as our event photographer during our Color Run Fundraiser.  Mrs. McNeice created this wonderful Shutterfly account for our use.  She has already uploaded 300+ photos to this site!  If you have photos and would like to share them, please feel free to upload them here on this site.

Here’s the link.  Be sure to check out the photos.  They are fantastic!

COLOR RUN PHOTOS


SIP – NOVEMBER 13, 2015

I know how much everyone was looking forward to a meeting to start your “school Halloween Day”!  But we are postponing this meeting until

Friday November 13th at 8 in the media center.
We (Adrianna and I) will be attending a district wide meeting with Jennifer Sheldon on November 10th.  We will share the information we learn there.
Friendly, gentle reminder….your quarterly data collection folders will be due to Mike Darga’s mailbox by November 30th.
Thank you,
Michelle, George, Adrianna

TWO-MINUTE TIDY:  CLASSROOM CLEAN-UP

Please consider implementing a cleanup procedure at the end of each day, if you do not already do so.  Taking just two short minutes to have students pick up the pencils, crayons, scraps, and other assorted items left on the floors each day not only creates a sense of responsibility and respect for the classroom environment, but helps our maintenance staff to work efficiently each evening.  Thank you for your support and cooperation!


PICTURE RE-TAKES:  FRIDAY, NOV. 6th

And, Candid Photos for the Yearbook will be taken the same day.

ATTENDANCE PROCEDURES: 10 AM &  2 PM

We are receiving reminders from Central Office that it is critical that attendance is taken by 10:00 a.m. and 2:00 p.m. each day.  Please plan for a time that is part of your routine, or set a reminder so you are taking your attendance daily.  Remember that you do need to “SUBMIT” the attendance whether you mark anyone absent or not.


PARADE ROUTE

The teachers have spoken.  We will continue with tradition and use the “old route” for our Halloween Parade.  I will create a map that will be shared with our parents so they have a better idea of the “flow” of our parade outside.  I would hate for our parents to be seated in an area where the parade will not pass through.

Mike D.
Inline image 1

Oct. 21, 2015

10.24 – 4:00 PM Color Run. Champaign Park

10:26

10.27 – Mileage Club (Lunchtime).

10.28 – Math Pilot Meetings – Riley.

10.29 – 9:00 Principals Meeting – Riley. Mileage Club (Lunchtime). 5:30 – 7:00 pm. District Fall Art & Music Show. APCA.

10.30 – 2:00 pm. Halloween Parade

11.03 – Election Day.  PD for staff.  No Students.


 

 summer reading challenge

100,848 MINUTES READ THIS SUMMER!

I am so proud of our students and families for participating in the 2015 Scholastic Summer Reading Challenge.

This was our first year participating.  Here our numbers:

26 Classes Participated

179 Students logged minutes

100,848 minutes logged into the system

CONGRATULATIONS to our top two readers Madalyn and Savannah.  

Mr. Darga presented our top two readers with a $15.00 coupon to be used at the Book Fair! 

Mrs. Page Savannah F. 5,765
Mrs. Lacey Madalyn C. 6,030

 

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Top Reader Coupon 1

Top Reader Coupon 2

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2015 Summer  Scholastic Top Readers Per Classroom:
Kindergarten:
Mrs. Easlick Easton D. 1,848 Minutes
Ms. Partin Isabella G. 855
Mrs. Peschke Briana N. 833
Ms. Stanley Jacob W. 2,180
1st Grade:
Mrs. Addonizio Kherington C. 1,965
Mrs. Latigo Kayla V. 1,470
Mrs. Nagy Reeves S. 2,885
Mrs. Page Savannah F. 5,765
2nd Grade:
Ms. D’Arcangelo Jack L. 1,775
Mrs. Kaneko Anthony R. 427
Ms. Kusulas Haily T. 1.965
Mrs. Lacey Madalyn C. 6,030
3rd Grade:
Ms. Darin Hannah S. 1,440
Mrs. Chimienti Dylan G. 1,040
Mrs. Torok Ryan J. 1,223
Mr. Wahl Allison G. 920
4th Grade:
Mrs. Bartnick Madison G. 1,270
Mr. McDermott Madisyn S. 680
Mrs. Migliore Lindsey C. 840
Mrs. Dixon Avery P. 560
5th Grade:
Mr. Carlini Jacqueline S. 1,695
Mrs. Jackson Paige A. 1,305
Mrs. Soranno Alban F. 5,056
Mr. Lafferty 0

 


Growth Mindset

Please read the article from Carol Dweck discussing fixed vs growth mindset and think of what types of things you could do in your classroom to start this mindset change.

Carol Dweck Revisits the ‘Growth Mindset’Article Tools

In many quarters, a growth mindset had become the right thing to have, the right way to think. It was as though educators were faced with a choice: Are you an enlightened person who fosters students’ well-being? Or are you an unenlightened person, with a fixed mindset, who undermines them? So, of course, many claimed the growth-mindset identity. But the path to a growth mindset is a journey, not a proclamation.

Let’s look at what happens when teachers, or parents, claim a growth mindset, but don’t follow through. In recent research, Kathy Liu Sun found that there were many math teachers who endorsed a growth mindset and even said the words “growth mindset” in their middle school math classes, but did not follow through in their classroom practices. In these cases, their students tended to endorse more of a fixed mindset about their math ability. My advisee and research collaborator Kyla Haimovitz and I are finding many parents who endorse a growth mindset, but react to their children’s mistakes as though they are problematic or harmful, rather than helpful. In these cases, their children develop more of a fixed mindset about their intelligence.

How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? You may be surprised by my answer: Let’s legitimize the fixed mindset. Let’s acknowledge that (1) we’re all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds.

If we “ban” the fixed mindset, we will surely create false growth-mindsets. (By the way, I also fear that if we use mindset measures for accountability, we will create false growth mindsets on an unprecedented scale.) But if we watch carefully for our fixed-mindset triggers, we can begin the true journey to a growth mindset.

What are your triggers?

Watch for a fixed-mindset reaction when you face challenges. Do you feel overly anxious, or does a voice in your head warn you away? Watch for it when you face a setback in your teaching, or when students aren’t listening or learning. Do you feel incompetent or defeated? Do you look for an excuse? Watch to see whether criticism brings out your fixed mindset. Do you become defensive, angry, or crushed instead of interested in learning from the feedback? Watch what happens when you see an educator who’s better than you at something you value. Do you feel envious and threatened, or do you feel eager to learn? Accept those thoughts and feelings and work with and through them. And keep working with and through them.

My colleagues and I are taking a growth-mindset stance toward our message to educators. Maybe we originally put too much emphasis on sheer effort. Maybe we made the development of a growth mindset sound too easy. Maybe we talked too much about people having one mindset or the other, rather than portraying people as mixtures. We are on a growth-mindset journey, too.


 

Active Supervision – PBIS / Tier 1 Interventions

Why should I do it:

  • An adult presence is enough many times to keep misbehavior from occurring and can help with specific students and areas that have a high prevalence of behavior issues. When this adult presence is unpredictable and frequent, Behavior incidents decrease.

When should I do it:

  • When an area in class or the hallway has a high incidence of problem behaviors.
  • When a student or group of students persistently exhibit behavior incidents
  • For areas that are out of the way or not within visibility of staff
  • On playgrounds and during recess
  • During unstructured times in class, the lunch room, gym, auditorium, etc
  • During tests, quizzes, and exams

How do I do it:

  • Walk around without a specific pattern or predictable route or routine and scan with your eyes
  • Make positive contacts with students while walking around, saying “hi”, “what’s up”, “looking good”, “I like that shirt”, “how was your weekend”, etc
  • Reinforce good behaviors by making positive remarks to students about it, for example “I like how you are walking down the hall, good job” or “that was very nice of you to pick up that persons books for them, great job!”
  • Correct bad behaviors by approaching the student in a non-threatening and non-imposing manner. State the rule they are breaking, get their acknowledgement that they are breaking the rule, and ask them to correct it
  • Give appropriate consequences for bad behavior when appropriate and necessary
  • Do not allow students to draw you into battles or fights when you address them, instead, if they try to, tell them you will talk to them later about it or have them go to the office where you can address them one on one and away from other students.
  • Make interactions with students brief and to the point and keep moving and scanning

 


 

DATA DAY – Lindemann Elementary

I have scheduled our first data day for December 3, 2015.


 

 

 

Hello Educators,

Greetings from the PBL Project, and I’m excited to present another Problem-Based “Weekly Warm-up”! As always, these are completely free (I hope it’s a great way to share our PBL Project), and are created each week based on current events.

This week’s exercise is called “The Costume Contest,” so I think it’s probably obvious which current event (coming in just over a week) inspired it!  Students will be preparing to compete in a homemade costume contest that is judged on concept, originality, and design.  They must decide on what costume they will choose, and how they will go about creating it.  This is one that students (and teachers) can have a lot of fun with!

Here’s a link to this Problem-Based Learning exercise:  http://pblproject.com/page.aspx?pageid=PBL-ww-Costume

As always, the Teacher Instructions, Classroom Discussion sheet, “Stimulus Items” (videos, articles, etc.), thought-gathering sheets, and grading rubric have been provided.

Again, these exercises are used to promote PBL strategies, and will pay off when students are asked to put all of their knowledge to good use.  I hope you enjoy!  Please let me know if you have any questions or comments, or if there’s anything else I can do.

Thanks,

Ben Bache

The PBL Project, manager
2435 E. North St., #245
Greenville, SC 29615-1442
(864) 877-5123
www.pblproject.com


 

Who’s KAHOOT’n??

A fun new way to assess your students.  Check it out!

 https://getkahoot.com/


 

Dear    Families,

We are excited to share our Live Math Binder with you.  This is a work in progress and will be updated as the year progresses.   The first tab  of our online binder  correlates with our first  math unit.  Each tab includes:

  • the parent letter
  • teaching notes  and answers for the informational side of each lesson that we complete together in class
  • pre-test with answers
  • helpful web links when applicable

To access our binder please go to the following link:

http://www.livebinders.com/play/play/1542249

Once there you will be prompted to enter an access key which is: Lindemann

We hope you find this helpful.

4th Grade Team: Mrs. Bartnick, Mrs. Dixon, Mrs. Migliore and Mr. McDermott


 

Attention Teachers:

If you have a parent blog or website that you share with your parents I would like to add it to our Lindemann Parent Blog site.  Please send me your weblink.

Here are the sites that are currently available on our Parent Blog:

Miss Partin. Kindergarten Blog

Ms. Robertson’s 2nd Grade Blog

Mr. McDermott. 4th Grade Blog

4th Grade – MATH Live Binder – Website

Mrs. Jackson.  5th Grade Blog

Mrs. Waldus. Speech & Language Pathology

Lindemann Media Center Blog

Miss. Trapani’s Art Class Blog

Allen Park Social Workers Blog

 


 

Six Ways MAP Data Can Help Students and Teachers

By |Joi Converse |

Six Ways MAP Data Can Help Students and TeachersMeasures of Academic Progress® (MAP®) are K – 12 interim assessments that measure growth, project proficiency on state accountability tests, and inform how educators differentiate instruction, evaluate programs, and structure curriculum. Computer adaptive MAP assessments reveal precisely which academic skills and concepts the student has acquired and what they’re ready to learn. MAP assessments are grade independent and adapt to each student’s instructional level.

MAP data is powerful and can be put to great use to improve instruction and student learning. Here are six ways MAP data can help students and teachers alike:

  1. Compare and predict student achievement. Using exclusive normative and growth information MAP assessment data can be accurately used to compare and predict student achievement.
  2. As a universal screener/RTI placement. MAP assessments adapt beyond grade level to find the true level of a student’s performance, helping educators identify at-risk students and build a learning plan. MAP assessments received the highest possible rating for classification accuracy, and high ratings in all other categories, from the National Center on Response to Intervention (NCRTI).
  3. For differentiated instruction. Students within the same grade often perform at different grade levels, and educators face the challenge of ensuring that every child—from highest to lowest achievers—continues to grow. MAP data make it easy to identify learning levels so teachers can engage in differentiated instruction and skill-based grouping that leads to positive results for every child.
  4. For student goal setting. Students become more committed to the learning process when they can set goals and see results. Using the Student Goal Setting worksheet and other MAP tools, it’s easy for teachers and students to build an action plan together, and for parents to become engaged in the process.
  5. To predict proficiency. MAP provides information on where students are performing on individual state and Common Core standards, so test results can be used to project proficiency on high-stakes tests. MAP includes technology-enhanced item types and features that allow for deep assessment of reading, language usage, and mathematics comprehension, and increased cognitive complexity, or Depth of Knowledge, enabling students to demonstrate evidence of their learning.
  6. For parent communication. MAP helps parents see where students are starting from, and track their growth over time.

Teachers depend on MAP data to help them streamline teaching strategies and provide differentiated instruction, and to create flexible grouping across the classroom. School and district leaders use MAP data to evaluate programs and monitor school and student performance relative to growth, proficiency, and norms. District decision makers rely on MAP data to aid in resource management, help determine performance trends by grade and school, and compare local student achievement to the national scale. MAP data can help all of these stakeholders make the tough decisions necessary to improve student learning.

– See more at: https://www.nwea.org/blog/2015/six-ways-map-data-can-help-students-and-teachers/#sthash.CEXEVDRL.dpuf

October 18, 2015

 

MILEAGE CLUB  UPDATE:

1704.25 (6817 laps) miles so far

There is only 2 weeks (4 days) left of Mileage Club.

This is an update on how each class and the top students are doing.

1st place for grade:   4th grade  447.75 miles

1st place for class:   Soranno   140.75 miles

1st place for student:  Calvin Town  11.50 miles  46 laps

2nd place for student:  Isaiah Clark  10.25 miles  41 laps

Tie for 3rd for student: Reed Picotte & Logan Jent 10 miles  40 laps

Class/Teachers:

Early 5:

Rimsa:     17.5 miles

First Grade:   227.75 miles

Addonizio: 65.25 miles

Latigo:    46.00 miles

Nagy:  53.50 miles

Page:  63.00 miles

Second Grade:  336.00 miles

Kusulas:   69.75 miles

Lacey:     98.50 miles

Lorenz:  92.25 miles

Robertson: 75.50 miles

Third Grade:   290.50 miles

Chimienti: 90.75 miles

Darin:  71.50 miles

Torok:  73.50 miles

Wahl:  55.00 miles

Fourth Grade:   447.75 miles

Bartnick:   91.75 miles

Dixon:   130.00 miles

McDermott:  90.25 miles

Migliore:   135.75 miles

Fifth Grade:    366.75 miles

Carlini:    104.00 miles

Jackson:   59.75 miles

Lafferty:   62.25 miles

Soranno:    140.75 miles

Its a close race for first place so keep up the good work and see you all Tuesday and Thursdays.


 

 

 

 

John Sowash is an experienced educator and school administrator who works effectively with learners of all ages. John inspires educators to use technology to foster creative opportunities and to connect with others.

“It is my desire to provide resources and training for educators so that they can create and implement their own ideas. My professional development philosophy is to inspire and excite educators to further explore the possibilities of technology in the classroom.”

John has led professional development sessions for schools, universities, and governments around the world and also speaks at technology conferences across the United States.

Netdemics’ In-Cloud® Insider

October 13, 2015
Space Place In the previous century, students were limited to simply reading about the space program and seeing a few grainy photos. Today, the connectivity of the Internet allows everyone to interact like never before. Take a virtual tour of the International Space Station and see a live HD video stream of Earth passing below. High school students helped create and continue to operate the experiment.
Mind’s I
As wonderful as modern living is, it can be exciting to pretend to be in another place and time. Use ambient sounds to be transported to a pirate ship embarking from port, or on a castle parapet in a fierce storm, or even dining at the Great Hall in Hogwarts. What stories will enter your mind? What adventures will your students encounter? Close your eyes and open your imagination.
Word Traveler
Language students spend a lot of time translating between two languages. What if they could see translations instantly around the globe? Visit Word Map and type any word. Then, watch as the program travels from country to country resulting in the native tongue. Discover how we’re all connected by the words we share.
Running Time Laps It takes distance to fully comprehend changes that occur on our planet. With Google Earth Engine, you can see how the Earth has changed from 1984-2012. See the deforestation in Brazil, the retreating glaciers in Alaska and the coastal expansion of Dubai. Visit your hometown to watch transformations in your own backyard. 
Image Upgrade
Moving to the cloud requires new software. One package many need is a full featured image editor. If you aren’t ready to pay for Adobe’s Photoshop online, you can have your choice of two free programs. Pixlr Editor and Sumo Paint will get you started with resizing, layers and effects all within your browser.
Where’s Rosie?
Rosie is a Cavapoo who loves learning about history! Click here to see her latest field trip and ask your students to guess where she is. After they make their guess, uncover the answer to find out what makes that place so special.
Love Song
There are times in life when friendships can be challenged. It takes a person of strong character to stand by a friend during tough times. But, the ultimate test is to remain loyal in the blinding light of success. See what happened to one young man who had to decide between guaranteed fame or someone he loved.

 


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PBIS

As part of our continued implementation of positive behavior support at Lindemann, we will be selling Smencils for $1.00.  Please help support our initiative. The money raised will be used towards the purchase of incentive prizes for the students.  We are still working out some of the details on how we will actually sell the item to our students.  We will keep you posted.

October 16, 2015

10-18 Happy Birthday Malinda Latigo


 

mark-your-calendar

10.20 – Mileage Club (Lunchtime).

10-19 thru 23rd – Lindemann Book Fair

10.20 – 7:30 – 10:30 Mike at County Principals Mtg. (RESA)

10.24 – 4:00 pm. Color Run. Champaign Park.  Mileage Club (Lunchtime).

10.27 – Mileage Club (Lunchtime).

10.29 – Mileage Club (Lunchtime). 5:30 – 7:00 pm. District Fall Art & Music Show. APCA.

10.30 – 2:00 pm. Halloween Parade

11.03 – Election Day.  PD for staff.  No Students.


 

LINDEMANN LEADERSHIP

Detroit LionsDETROIT LIONS ASSEMBLY

Roary, the Detroit Lions’ perennial team mascot, gets a roar of welcome from students at Lindemann Elementary School. Over 650 students attended the assemblies featuring lessons from the Lions’ staff in leadership qualities for young people.

Cheers, laughter, raucous noises and a handy memory tool all helped a crowd of elementary school students to learn important leadership lessons from Detroit Lions’ mascot Roary and a friend.

More than 650 students and a Lion’s share of the faculty turned out in a special school assembly for the educational initiative “LEADERs for life,” with guest speaker Chris Fritzsching, director of youth programs for the Detroit Lions.

The appearance is one of many over the past three years at schools throughout the state by the Lions youth program, including some summer camp events, athletic training activities and, in this case, character education.

“It’s a topic that relates to everybody; the kids respond to it and understand it, and it’s pretty exciting for them,” Fritzsching said of the LEADER program. “The younger kids have fun and the older kids react to the message in it.”

Fritzsching took the Lindemann Lion students through a series of “stops” on the path to good leadership — Listening and Learning, Education, Ambition, Discipline, Encouragement and Responsibility.

The character education initiative featuring Roary is primarily geared toward Kindergarten through fifth grade students and is an ideal fit for elementary school appearances.

Article information regarding the “Leaders for life” program provided by the Macomb Daily.

 

2nd Hour Prep – Changed by 5 Minutes.

Good afternoon,

A concern has been raised by the 2nd grade teachers regarding their prep period and contractual minutes.  It seems, with the congestion in the hallways between the 1st grade classes leaving their specials and the 2nd grade classes trying to get to their specials, the hallways are pretty jammed packed.  Obviously, it’s very slow moving. If you throw in a rogue class now and then trying to get out for recess, it’s worse than the I-94 or 696 during rush hour traffic.The 2nd grade team is losing several minutes of their prep period per day as a result.  Take those minutes and multiply them by 5 days per week, 40 weeks per year, etc.
An idea expressed is to move the 2nd grade prep up 5 minutes.  Prep would start at 2;40 (currently it’s 2;35).  The prep would end at 3:30 pm instead of 3:25 pm.Students would bring their coats/backpacks with them and leave them in the halls.  At the end of the day, the specials teachers would walk the class to their exit door.  Waiting (at the exit doors)would be the 2nd grade teachers to release the students to their parents.
The specials teachers would not release students.  Specials teachers would assist as needed at the end of the day like current practice.
This new change will take place on Monday, October 19, 2015.  All staff members involved have been updated and agree that this change is the easiest for our schedule here at Lindemann.
Thank you,
Mike D.

PBIS Meeting Agenda: October 2015

o   Monthly Rewards

  • Teachers will sign up for matrix review as a grade level
  • Monthly Rewards will take place on the first Thursday of every month.
  • A list of rewards will be provided as soon as possible

o   Monthly Meetings

  • What day will they take place on?
  • We did not come up with a monthly schedule for meetings

o   PBIS weekly Pride paw drawing

  • Will now take place on Thursdays
  • Please send your names to Cassie White by 4:00 on Wednesday
  • This week the drawing will take place on Friday

o   Not allowed to use PBIS funds for weekly rewards.

  • Suggestion was to sell Smencils to help raise money to purchase weekly rewards
  • Pencils will be ordered but a decision has not yet been made on how and /or when the pencils will be sold

Allen Park Rotary donates $6,000 toward elementary school literacy

The Rotary Club of Allen Park has donated $6,000 to Allen Park Public Schools toward literary resources for Arno, Bennie and Lindemann elementary schools.

According to the school district, this contribution will enhance their students’ education for years to come.

Supt. John Sturock wrote to Rotary members to express appreciation for their generous donation.

“This is a wonderful example of the success that can be achieved when businesses and the community at large pool their efforts to support education,” he said in his letter.

The schools are extremely grateful, Sturock said, particularly as school funding continues to decline and costs continue to rise.

“Again, on behalf of the Board of Education, administration and the students of Allen Park Public Schools, we thank you for your contribution as well as for your interest in continuing the tradition of an uncompromising commitment to excellence in Allen Park Public Schools,” he said.


UPDATE: 3rd Grade Reading Bill / 

Masa Members,

The House spent nearly 7 hours yesterday attempting to gather enough votes to pass the third grade reading bill, but eventually called it quits and will try for another vote today!  Much of the identification and intervention strategies outlined in the legislation make sense and deserve our consideration.   However, several issues, including mandatory retention, remain in the bill.

The House of Representatives will be back in session at noon to debate and vote on this issue again.  Please call your Representative now (ask to be transferred to the floor) and ask that they oppose the bill.  It is important to let them know that while we are supportive of a researched-based reading intervention policy that increases student literacy, the proposed bill is overly prescriptive and includes many implementation problems.  This legislation would also mandate retention, a concept that is not supported by research.  We have included a few key concerns with the bill below.

After you talk with your Representative, please provide feedback to bbiladeau@gomasa.org and elaidlaw@gomasa.org  on how the conversation went and how your Representative will be voting on the legislation.

Thank you.

Brad

 

Key Issues:

Mandated Retention:   Mandatory retention remains in the legislation.  Researchers have found that retention is not a successful strategy.  In fact, less than half of retained students meet promotion standards even after attending summer school and repeating a grade.  Studies also indicate that retention is the second greatest predictor of school-drop; a child that is retained one year is almost twice as likely to dropout as non-retained students.  On a case-by-case basis and done in close partnership with a child’s parents, teachers and support network retention can be necessary.  However, this type of action needs to be monitored carefully and be based on each child’s individual situation.

Implementation Challenges:  Components remain in the bill that are based on assessment results from a state assessment that does not provide the data specified to make those determinations.   Also, the results for state assessment used to determine proficiency in third grade are typically not returned until the school year is over, which  is too late to implement the mandated retention policies for third grade. Further, there are no assurances that any reformulated assessment will not increase student testing time or provide less reliance on high-stakes assessments.

The concept of “smart promotion” will also result in implementation challenges for students and districts.  If a student is classified in third grade as a result of retention, there will be alignment, assessment, and logistical problems that will need to be addressed.

Implementation window:  The rules should not change for students currently in the system.  The legislation should allow districts time to fully implement identification and intervention strategies.  Penalties associated with the bill should not be fully implemented until the 2019-20 school year.

Good Cause Exemption:  The bill as currently written does not provide a clear exemption for special education students with an IEP.  Unclear language may result in a larger number of those students being held back.  Additionally, a parent-school district good cause exemption is not included in the bill.


 

House Passes Educator Eval Bill

Bob Kefgen's picture

The House of Representatives has voted 97-8 to pass SB 103, educator evaluation legislation that has been over two years in the making. The bill still needs to receive final approval from the full Senate, but the outlook is good for a concurrence vote.

Provided the Senate concurs in the House changes, the bill will then go to Governor Snyder, who is expected to sign it.

If this version of the bill gets across the finish line unscathed, educators will see only a couple of changes in the evaluation law for the current year. Most notably, the student growth percentage would immediately drop from 50% down to 25% and there would be no requirement to use state assessment data until 2018-19. The rest of the changes would not take effect until the 2016-17 school year, giving districts time to adjust without having to make major changes mid-year.

So what would the new evaluation law look like if the Senate agrees to the House-passed version of the bill? Here are the major points:

Student Growth

For the 2015-16 through 2017-18 school years, student growth would have to make up 25% of an educator’s evaluation. There would be no requirement to use state assessment or growth data for any of that portion.

Beginning in the 2018-19 school year and beyond, student growth would have to comprise 40% of an educator’s evaluation. State assessment and growth data would have to make up half of that 40%, but only in grades and subjects where state assessments are administered.

Any growth not measured using state data (which would be all of the growth component for non-tested grades and subjects) must use multiple measures which may include student learning objectives, nationally normed or locally developed assessments that are aligned to state standards, achievement of IEP goals (where applicable), or other research-based growth measures that are rigorous and comparable across schools within the district.

NOTE: Student growth for administrators must be measured using the aggregate of the student growth data used for the teachers in their building, or for the entire district in the case of central office administrators.

Professional Practice (these changes do not take effect until the 2016-17 school year)

The portion of an educator’s evaluation not measured using student growth must be primarily based on the district’s evaluation tools for teachers and administrators.

MDE will maintain a list of approved evaluation tools. Districts may select a tool on that list or adopt a different tool, provided they post certain information and assurances on their website.

All evaluators (both those evaluating teachers and those evaluating administrators) must receive training in the district’s evaluation tool. That training must be provided by someone who has expertise in the district’s tool and who has been trained to train others in how to use that tool. Funding for this training has already been appropriated in the School Aid Budget.

The teachers and administrators who are being evaluated must also be given some training in the model that will be used to evaluate them. Districts may provide this training on their own and there is NO specific requirement about how long or detailed this training needs to be, so local districts may determine what is appropriate for them.

For teacher evaluations:

  • Teachers must be given feedback from each observation within 30 days after that observation.
  • The administrator who is responsible for a teacher’s year-end evaluation must conduct at least one of the observations of that teacher.
  • The other requirements that are in current law (at least two observations, mid-year reviews for less than effective teachers, the option to conduct biennial evaluations for teachers who have received three consecutive highly effective ratings, etc.) all remain in place unchanged. For a summary of the current teacher evaluation statute, see MASSP’s earlier article.

For administrator evaluations, there are no other changes from current law. For a summary of the current administrator evaluation law, see MASSP’s earlier article.

Miscellaneous Provisions

The bill would replace the current requirement that districts notify parents if their student is placed with a teacher who has received ineffective ratings on his or her two most recent evaluations. Instead, beginning in 2018-19, a district could not place a student with an ineffective teacher in the same subject for two years in a row. If they are unable to comply with this requirement, then, and only then, would they have to notify parents.

In order to move from a provisional teaching certificate to a professional certificate, a teacher would have to have at least three full years of classroom experience and meet one of the following:

  • Has received at least an effective rating on his or her three most recent evaluations, OR
  • Has received three effective ratings at any point in the preceding five years and have a recommendation from his or her chief building administrator.

MDE would be prohibited from issuing an advanced professional teaching certificate unless the teacher meets all of the following:

  • Has been rated as highly effective for three of his or her most recent five evaluations,
  • Has not been rated ineffective in any of his or her five most recent evaluations, AND
    Meets other criteria established by MDE.

MASSP will continue to monitor and keep you updated on the progress of SB 103 as it moves through the rest of the legislative process.

October 13, 2015

open enroll

Open enrollment officially opens on Nov. 1 and new changes are effective on 1/1/2016.  The information this year will come via email, so be sure to watch out for it soon.  Staff must fill out the FSA forms and ensure that those get turned in on time.  Let me know if you have questions.


 

Please be sure to turn off the Security System once you enter the building.  There have been several occasions where staff members are not turning off the system quick enough or at all.  Here are some reminders:

  • Weekend visits.  You must enter/exit through the main door.
  • All visitors must sign in and out on the clip board.  This allows anyone else visiting during that time to see who else is in the building.
  • You must sign out when leaving.  If you do not, it looks like someone is still in the building working.
  • You must use your own sign in code.  If you share this code and someone signs in and something happens in the building, you will be responsible.  It’s your code that is logged into the system. Never share your code.

 

October 12, 2-15

mark-your-calendar

10.12 – Columbus Day. / 9:00 AM. Mike @ Ad. Council. Riley. / 11:30 AM. Fire Drill # 2 / 7:00 PM Board of Education Mtg.

10.13 – 9:00 AM. NWEA Make-up Session w/Mr. Darga.  Computer Lab.  PTA Mileage Club (Lunchtime).

10.158:00 AM. PBIS Team Meeting.  Main Office. PTA Mileage Club (Lunchtime).

10.16 – 1:00 PM & 2:00 PM. PTA Bullying Assemblies

10.29 – 5:30 – 7:00 pm. District Fall Art & Music Show. APCA.

10.30 – 2:00 PM. Halloween Parade

Please don’t forget to stay  updated through the Lindemann Main Office Calendar.  We will use this as our main calendar for In-House events and all things Lindemann.  Mrs. Crete and Mrs. Bergiel will be sure to add your events to the calendar.  IF you have a Guest Speaker, Field Trip, etc., please be sure to send them a note so your event can be added.  THANK YOU.


Picture

Check out Rachel Trapani’s new Art Blog!

In preparation for our fall show, students at the elementary and high school levels are studying and drawing the same photos of objects and scenes from Mexican culture to show student development and growth.  Click the paint brushes to access the blog.


 

ASCD Logo

The Seven Habits of Highly Affective Teachers

Rick Wormeli

Want to make your school a better place for everyone? Make emotional health a habit.

Anxious, overconfident, curious, indifferent, angry, amused, lonely, hopeful, embarrassed, empowered, afraid, excited, diminished—teachers have seen all these emotions emerge from students as they engage with classroom content. Emotional responses to lessons often go through students’ minds before they even begin to think about the material: This stuff is stupid/awesome/beyond me. I’m not comfortable with this. Finally, something I’m good at. Maybe somebody will notice I can’t read. Let’s see her find a mistake in that one—it’s perfect. Does the teacher know I didn’t study this last night?

Some of us deny this reality and claim we aren’t trained to guide children’s emotional health. We think our purpose is to teach content and skills only, not to deal with the touchy-feely stuff. This attitude turns a blind eye to the developmental nature of the students we serve, and it runs afoul of how minds learn. Unless we’re the most severe of sociopaths, we all have emotional responses that affect what we do.

Adding to the messiness, our individual perspectives and experiences may put us out of sync with others’ emotional states, even as the institutional nature of schools demands emotional synchronicity. The resulting miscommunication, blame, anxiety, and frustration are not the best ingredients for a good day at school.

Teachers who deny the emotional elements of teaching and learning can become exhausted from ceaseless confrontations with students’ emotional states, often blaming their personal stress and students’ failure to learn on students’ lack of motivation or maturity. They grow disconnected from students, creating an almost adversarial relationship with them: I need to get them to shape up. It’s them or me. These students are hopeless; why should I bother? It’s the parents who created this situation. This attitude can bleed into daily interactions with students and colleagues.

It doesn’t have to be this way. We can develop constructive responses to our own affective needs as teachers and equip our students to do the same. These responses take mindfulness and practice to become daily habits. Borrowing and modifying the premise from Stephen Covey (1989), let’s explore the seven habits of highly affective teachers.

To continue this article please click on the following link: 


 

NEWSLETTERS

If you have not yet sent me a copy of your September newsletter for your classroom, please do so either by email or a hard copy in my mailbox.  Remember that we committed to sending monthly newsletters with updates on curriculum.  This may be in the form of a blog, website update, eblast, or paper newsletter.  If you are updating a blog of website, please send an email link when the site is updated so parents know to take a look!

home-school-partnership


PROFESSIONAL DEVELOPMENT

Friday’s Professional Development was really an impressive day.  I was so pleased at the dialogue that was being shared  at each grade level.  As the administrative team walked around and listened in on each grade level we were all commenting on how far we as a staff have come in this process.  Kudos to our staff members for trusting in the system and in each other to move our district forward.

  • The Power Standards and Pacing Guides you have identified are the beginnings of our revised math CURRICULUM.
  • Following the Power Standards and Pacing Guides designed by your grade level team are NON-NEGOTIABLE.  The resources you use to meet these standards are up to you, but the scope and pacing must be on track with your colleagues.
  • When the math series is selected, it will be a RESOURCE to meet curricular standards, not a curriculum.
  • The work we have done last year, and will continue this year is critical to making the materials, assessments, and instruction relevant to OUR staff and students in Allen Park.  Other locally or nationally created resources were designed for those groups.  We can pick and choose, but simply taking something already made will not best meet our needs.
  • Although the evaluation of the results of the assessments you created will be more time-consuming than in the past, the evaluation and application of the assessment data is critical to meeting EACH CHILD’S NEEDS.
  • Please look to your TIPM-trained partners, and those piloting the math series for guidance.  Of course, I am always available if you need any help or support.

Finally, if you did not yet complete the survey on Friday, please do so by the end of the day Monday.  I am not sure what the “network error” that many of you received was all about, but it does appear to be fixed up now!  We do use your feedback to design future PD dates.  Our next meeting will be together on November 3.  Professional Development Feedback 10-9-15

IMG_4640


 

Check out our own Stefanie Partin and Nickie Stanley with Squatchy Berger at the Detroit GoNoodle Meet Up recently!

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GoNoodle Meetups!


 


 

Oct. 7, 2015

AP Library Halloween 1


 

PTA- Info about Classroom Reimbursement

I have had a few questions regarding the classroom reimbursement from the PTA.  Here is more info if you need it:
All regular classes get up to $100
All Special classes get up to $200 (since they don’t get subscriptions)Special classes are listed as:  Gym, Music, Art, Media, Band, EPC, ASD, and Mr Cip.

Teachers will receive a large envelope like last year that they can keep their receipts in and it will have a copy of the reimbursement form in it. PTA can only reimburse ORIGINAL receipts. The teacher needs to fill out the form and have the original receipts with it in the envelope, into the PTA mailbox in the office or to me (Adrianna) and you will receive payment quickly. The envelopes should be given to you soon.

Hope this info helps!!  Please let me know if you have any questions.
Miss Soranno

5th grade teacher

Lindemann Elementary

Oct. 5, 2015

Dear APPS Staff~

As a preventative measure, as well as a convenience to APPS staff, we are partnering with the local Kroger Pharmacy to offer on-site flu shots for APPS staff members.

This year we will offer two days/two sites for staff flu shots during an “extended” lunch period time frame.  Regardless of your building assignment, you are welcome to go to either host building for your vaccination during your lunch period.  (No need to sign up in advance this year!)

 Notes:  Flu shots are covered under Choices & ABC Plan

Cost of a flu shot without insurance coverage – $30

 Site & Date Info:

ALLEN PARK MIDDLE SCHOOL

Wednesday, October 7 – 10:30 a.m.1:30  p.m.

Location: Conference Room

ALLEN PARK HIGH SCHOOL

Thursday, October 8 – 10:30 a.m.1:30 p.m

Location: Workroom near Principal’s Office

 Please remember to…

  1. Bring a copy of your MESSA/health insurance card along with you when getting flu shot for expedited, direct billing.
  2. Complete the attached waiver form and bring along with you when getting your flu shot.

 Special thanks to APMS and APHS Administration and Office Staff for their willingness to host staff flu clinics.

Here’s to a healthy school year!

Barb


 

summer reading challenge

100,848 MINUTES READ THIS SUMMER!

I am so proud of our students and families for participating in the 2015 Scholastic Summer Reading Challenge.

This was our first year participating.  Here our numbers:

26 Classes Participated

179 Students logged minutes

100,848 minutes logged into the system

CONGRATULATIONS to our top two readers

Mrs. Page Savannah F. 5,765
Mrs. Lacey Madalyn C.  6,030
2015 Summer  Scholastic Top Readers Per Classroom:
Kindergarten:
Mrs. Easlick Easton D. 1,848 Minutes
Ms. Partin Isabella G. 855
Mrs. Peschke Briana N. 833
Ms. Stanley Jacob W. 2,180
1st Grade:
Mrs. Addonizio Kherington C. 1,965
Mrs. Latigo Kayla V. 1,470
Mrs. Nagy Reeves S. 2,885
Mrs. Page Savannah F. 5,765
2nd Grade:
Ms. D’Arcangelo Jack L. 1,775
Mrs. Kaneko Anthony R. 427
Ms. Kusulas Haily T. 1.965
Mrs. Lacey Madalyn C. 6,030
3rd Grade:
Ms. Darin Hannah S. 1,440
Mrs. Chimienti Dylan G. 1,040
Mrs. Torok Ryan J. 1,223
Mr. Wahl Allison G. 920
4th Grade:
Mrs. Bartnick Madison G. 1,270
Mr. McDermott Madisyn S. 680
Mrs. Migliore Lindsey C. 840
Mrs. Dixon Avery P. 560
5th Grade:
Mr. Carlini Jacqueline S. 1,695
Mrs. Jackson Paige A. 1,305
Mrs. Soranno Alban F. 5,056
Mr. Lafferty 0

 

PIC NUMBER FOR MOECS

Here is a helpful video for you to find your PIC number.  This number will be used instead of an email address to track your SCECHs and PD very soon.  Please let me know if you need any assistance with this!


OCTOBER 9 PROFESSIONAL DEVELOPMENT

This Friday is a Professional Development day for staff.  The agenda will be sent to you today.  If you are piloting math materials, or are attending TIPM training, please be prepared to share with your grade level colleagues on Friday.  Your major task of the day will be to begin creating common quarterly math assessments aligned to our identified power standards.  It will be a busy and productive day!