November 30, 2015

Lindemann Lion Logo


 

mark-your-calendar

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

DECEMBER 2015

12-2. 9:00 am. Principals Meeting. Mike @ Riley.  / 12:00 pm. Mike @ Atlas/Rubicon Meeting – Riley.

12-3. DATA DAY – All Grade Levels.  /  4:00 pm. ICC  /  6:30 pm. PTA Meeting. Cafeteria

12-8. 3:00 – 5:00 pm. APHS Toy Box Holiday Party / 7:00 pm. Lindemann 4th & 5th Grade Winter Concert. Center for the Arts.

12-10. 7:00 pm. 5th Grade Band Winter Concert. Center for the Arts.

12-11. 6:30 pm. Lindemann – Visit North Pole.

12-14. 9:00 am. Mike @ Administrative Council Mtg.  /  7:00 pm. Board of Education Meeting. HS/LGI

12-15. Mike @ Eidex Training.

12-16. 3:30 pm – 5:30 pm. PTA  Pie Order Pick-up

12-17. 7:00 pm. Elementary Honor Choir and Lindemann Chime Choir Concert. Center for the Arts.

12-18. Lindemann Staff / Alumni Luncheon. Last day of classes.  2:00 pm. Pie Throwing @ Teachers and Mr. Darga (Gym).

12-19. Winter Break


 

Data Day- Tell your story

Arno Elementary: Dec. 1
Bennie Elementary: Dec. 2nd
Lindemann Elementary: Dec. 3rd
We have secured floaters (subs) in the buildings so that the full grade level may attend that day.  An invitation was placed in your mailboxes.  On the invitation we highlighted “What To Bring” but you certainly can supplement with extra materials.
This is your story, an opportunity for our teachers to share  data across the grade level.  This will not be an administrator led meeting, we are excited to listen in and contribute to a collaborative discussion.

What To Bring:

  • 1st Quarter Math Assessments
  • Student DATA Sheets (from 1st quarter assessment)
  • NWEA Data
  • DRA Data
  • Other…
Date Scheduled: Thursday, Dec. 03, 2015
  • 8:40 – 9:30 Main Office. / Prep: 9:30 – 10:20 – 3rd Grade
  • 9:35 – 10:25 Main Office / Prep: 10:25 – 11:15 – 4th Grade
  • 10:30 – 11:20 Main Office  / Prep: 11:20 – 12:10 – 5th Grade
  • 12:00 – 12:50 Main Office / Prep: 12:50 – 1:40 – K
  • 12:55 – 1;45 Main Office / Prep: 1:45 – 2:35 – 1st Grade
  • 1:50 – 2:40 Main Office / Prep: 2:40 – 3:30 – 2nd Grade

 


 

CHRISTMAS COFFEE BREAK

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Now that the holidays are here, I would love to come into your classroom and read some Christmas stories and give the gift of a 30 minute coffee break for you.  So, I need you to give me some dates and times that may work for you, and throughout December I’ll stop by and take over for a half-hour to read some books and give out some candy canes.  Let me know as soon as you can what works for you.  

Dates Reserved:  

  • 12/1 – 1:00 pm. Kim Migliore.  
  • 12/8 – 9:30 am. Jennifer Kusulas.
  • 12/11. 10:30 am. Art Wahl.
  • 12/14 – 2:00 pm. Caroline Lorenz
  • 12/16 – 12:30 pm. Malinda Latigo
  • 12/16 – 1:00 pm. Marie Lacey.  
  • 12/16 – 1:30 pm. Leslie Bartnick.
  • 12/16 – 2:00 pm. Marlene Torok (?)

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Here is a copy of our Upcoming Events Calendar sponsored by the Lindemann PTA:

11/18: Change Wars Begins (flyer coming home today)

11/20: Visit to the North Pole registrations are due. Cash Only.

11/25-11/27: No School, Happy Thanksgiving!

11/30: Founders Day nominations are due.  Forms can be downloaded from the Lindemann PTA Facebook page or picked up in the School Office. Please send forms in with your child in a sealed envelope marked “Founders Day.”

11/30: Reflections program, 6:30pm  in the Cafeteria.

12/2: Spirit Wear orders are due (flyer coming home soon).

12/3: PTA Meeting 6:30 pm Art Room.

12/4: Donuts with Dads breakfast 8-8:30 am in the gym, No RSVP is required ( more info. will be posted).

12/11:  Visit to the North Pole 6:30-8:00pm in the gym.

12/11: Change Wars ends.

12/14: Spirit Wear orders will be in and delivered to your child’s classroom.

12/16: Pie pick up from 3:30-5pm in the Cafeteria.

12/18: “Pie in your face” for contest winners  2-3:30 pm.

12/21-1/5/2016: Christmas Break

No January PTA Meeting

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Nov. 23, 2015

Lindemann Lion Logo


mark-your-calendar

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.

DECEMBER 2015

12-2. 9:00 am. Principals Meeting. Mike @ Riley.  / 12:00 pm. Mike @ Atlas/Rubicon Meeting – Riley.

12-3. DATA DAY – All Grade Levels.  /  4:00 pm. ICC  /  6:30 pm. PTA Meeting. Cafeteria

12-8. 3:00 – 5:00 pm. APHS Toy Box Holiday Party / 7:00 pm. Lindemann 4th & 5th Grade Winter Concert. Center for the Arts.

12-10. 7:00 pm. 5th Grade Band Winter Concert. Center for the Arts.

12-11. 6:30 pm. Lindemann – Visit North Pole.

12-14. 9:00 am. Mike @ Administrative Council Mtg.  /  7:00 pm. Board of Education Meeting. HS/LGI

12-15. Mike @ Eidex Training.

12-16. 3:30 pm – 5:30 pm. PTA  Pie Order Pick-up

12-17. 7:00 pm. Elementary Honor Choir and Lindemann Chime Choir Concert. Center for the Arts.

12-18. Lindemann Staff / Alumni Luncheon. Last day of classes.  2:00 pm. Pie Throwing @ Teachers and Mr. Darga (Gym).

12-19. Winter Break


Happy-Thanksgiving-2014-Celebration-HD-Wallpaper

Wishing you and your family a Happy Thanksgiving.

Relax, Rejoice and Rejuvenate.


be-thankful
I feel honored and could not be prouder to be the principal of Lindemann Elementary School. Lindemann is much more than a building made of bricks and mortar. Thousands of students have walked our halls and entered our classrooms.  Each and everyday we impact a child’s life.  We encourage creativity, exploration and chasing dreams.  We hold hands, open minds and touch hearts. We go beyond text books, pencils and paper.  WE are all educators ~ WE ARE LINDEMANN. I am thankful for each and every person who is a part of our Lindemann family.  Each person has an impact, each person has a role and each and every person matters. Thank you for your energy, passion and commitment.  Thank you for being a Lindemann Lion. 

Mike D.


Data Day- Tell your story

Arno Elementary: Dec. 1
Bennie Elementary: Dec. 2nd
Lindemann Elementary: Dec. 3rd
We have secured floaters (subs) in the buildings so that the full grade level may attend that day.  An invitation was placed in your mailboxes.  On the invitation we highlighted “What To Bring” but you certainly can supplement with extra materials.
This is your story, an opportunity for our teachers to share  data across the grade level.  This will not be an administrator led meeting, we are excited to listen in and contribute to a collaborative discussion.

What To Bring:

  • 1st Quarter Math Assessments
  • Student DATA Sheets (from 1st quarter assessment)
  • NWEA Data
  • DRA Data
  • Other…
Date Scheduled: Thursday, Dec. 03, 2015
  • 8:40 – 9:30 Main Office. / Prep: 9:30 – 10:20 – 3rd Grade
  • 9:35 – 10:25 Main Office / Prep: 10:25 – 11:15 – 4th Grade
  • 10:30 – 11:20 Main Office  / Prep: 11:20 – 12:10 – 5th Grade
  • 12:00 – 12:50 Main Office / Prep: 12:50 – 1:40 – K
  • 12:55 – 1;45 Main Office / Prep: 1:45 – 2:35 – 1st Grade
  • 1:50 – 2:40 Main Office / Prep: 2:40 – 3:30 – 2nd Grade

 

 Dancing Guy and Leadership Lessons

“It takes guts to be a first follower. It takes guts. The first follower transforms a lone nut into a leader… then there’s a second follower. If the leader is the flint, the first follower is the spark that will ignite the fire. Have the guts when you find someone to do something amazing to be the first follower and join in.”

This lesson is an awesome one on the importance of believing, following and joining in.   

Look at the importance this short clip makes on the first followers. On cultivating leadership through following. This hidden gem is a little talked about leadership skill that many neglect. Many great movements die for lack of a first or second follower.  Who doesn’t love to dance. Enjoy the video.


 

CHRISTMAS COFFEE BREAK

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Now that the holidays are here, I would love to come into your classroom and read some Christmas stories and give the gift of a 30 minute coffee break for you.  So, I need you to give me some dates and times that may work for you, and throughout December I’ll stop by and take over for a half-hour to read some books and give out some candy canes.  Let me know as soon as you can what works for you.  


 

Re: SCECHs

MEMO #131-15

Migration of the Secure Central Registry into the Michigan Online Educator Certification System

This memo and attachment contain vital information for your employees to maintain access to their State Continuing Education Clock Hours (SCECHs) after December 7, 2015. Please distribute this to all employees.

The Michigan Department of Education (MDE) has heard your feedback and is in the process of creating one system in which educators can maintain and track all of their professional development records for certificate renewal and progression, including District Provided Professional Development (DPPD), college credits, and SCECHs.

CLICK THIS LINK TO VIEW THE MEMO


 

Attachment-1

10 WAYS TO FLIP A KID

AND TURN THEIR DAY AROUND

Teaching and Reaching Every Child

Click this link to read the full article.


keep-going-even-when-its-hard

True Story ~ A must read. Please click this link.


What’s Your Theme Song?

If you had to choose, what’s your “go to” song to get you going?



toy-drive-holiday

Hello Parents, Staff, and Community Members,

Allen Park High School students, school organizations, and other district schools are working together to help families in need during the upcoming holiday season by collecting toys, books, and clothing. This year, in addition to the toy boxes, the woods class students are building bookshelves which will be outfitted with fabric storage bins.

As in previous years, we need your help! If you’d like to donate new items, or clean, gently used articles, you may drop them off at any of the district schools’ main offices. Monetary donations are always welcome and will help offset the construction costs as well as supplementing any items not received.

If you know of a local family in need who would appreciate help this holiday  or are asking for some extra help for your own family, please contact Mrs. Jeannette MacDonald, counselor at Allen Park High School macdonald@appublicschools.com or at 313-827-1236. All information will be kept confidential.

We hope that you will consider participating this year to help make the holidays of local families a bit brighter.

 

The annual APHS Toy Drive Party will take place December 8th, from 3-5pm for district students and staff. Join us for cookies and hot chocolate, with a performance by the Jazz Band, as well as visit from Santa! Small donations or unwrapped presents will be accepted at the door. All students are welcome.


 

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Here is a copy of our Upcoming Events Calendar sponsored by the Lindemann PTA:

11/18: Change Wars Begins (flyer coming home today)

11/20: Visit to the North Pole registrations are due. Cash Only.

11/25-11/27: No School, Happy Thanksgiving!

11/30: Founders Day nominations are due.  Forms can be downloaded from the Lindemann PTA Facebook page or picked up in the School Office. Please send forms in with your child in a sealed envelope marked “Founders Day.”

11/30: Reflections program, 6:30pm  in the Cafeteria.

12/2: Spirit Wear orders are due (flyer coming home soon).

12/3: PTA Meeting 6:30 pm Art Room.

12/4: Donuts with Dads breakfast 8-8:30 am in the gym, No RSVP is required ( more info. will be posted).

12/11:  Visit to the North Pole 6:30-8:00pm in the gym.

12/11: Change Wars ends.

12/14: Spirit Wear orders will be in and delivered to your child’s classroom.

12/16: Pie pick up from 3:30-5pm in the Cafeteria.

12/18: “Pie in your face” for contest winners  2-3:30 pm.

12/21-1/5/2016: Christmas Break

No January PTA Meeting

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pt conf

5 Resources for Parent-Teacher Conferences

ORIGINALLY PUBLISHED: FEBRUARY 26, 2013 | UPDATED: OCTOBER 6, 2015

For many educators, conferences are coming up soon, and it can be a stressful time of the school year. To help parents and educators prepare for parent-teacher conferences, we’ve rounded up a variety of web resources.

From ideas for highlighting student progress, to questions every parent should ask, these are some of our favorite articles and resources that cover parent-teacher conferencing. Hope you all have a great rest of the school year!

Inviting Students to Lead Conferences

Student-led conferences empower learners to take ownership of their accomplishments and their classroom goals. Yet, for many teachers, it can be a challenge figuring out how to best facilitate them. Recently, Edutopia examined how one school in Chicago uses student-led conferences to create opportunities for reflection, engagement, and agency.

You’ll find some wonderful resources in that collection. Also, here are a few more ideas, guides, and tips for letting students take the lead during parent-teacher conferences:

Parent-Teacher Conference Reading List


 

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LINK: 2016 Testing Schedule ~ PDF


November 16, 2015

Lindemann Lion Logo


mark-your-calendar

11.16. Mike @ RESA / Understanding Accountability and M-Step Data

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.



parent-teacher-conference

PTC – Lindemann Elementary School

November 19: 5 – 7:30 PM

November 23: 12:45 – 3:15 PM & 5:00 – 7:30 PM

Parent Teacher Conferences are just around the corner for our parents and students.  This fall, several teachers will be introducing an online scheduling tool called Sign-up Genius.  Other staff members will continue the way we have Traditionally Scheduled our parents in the past.  The teachers were given a choice, both are equally effective.  As a staff, we will talk about the pro’s and con’s of each method.  We are always looking for innovative ways to meet the needs of our students and their parents.  As always, if you are unable to make any of the open time slots you are encouraged to contact your child’s teacher.  The staff at Lindemann Elementary School always go above and beyond to accommodate our parents schedules.

  • If your teacher chose to use the Traditional Method of scheduling, you should have gotten (or will be today) an informational flyer with your child.  Please fill out that form and send it back to your child’s teacher.
  • If your teacher chose to use Sign-up Genius, you should have received an online invitation from the teacher to visit their site and pick an open date and time.  I also sent out an e-blast list to our parents indicating which teachers were participating.
  • I’ve created a Sign-up Genius site for my office as well.  If you would like to visit with me during conferences please visit my Sign-up Genius page and set up an appointment.

 

Founders Day is a reminder of the important role that the PTA has played throughout our Schools locally and Regionally by supporting  Parent involvement and working on behalf of all children and Families. The Michigan PTA will host its Founders Day celebrations during the month of February by hosting a dinner at the Red Fawn in Allen Park on Wednesday, February 24, 2016.  More info. will come closer to the date. If you would like to nominate someone who you feel deserves to be recognized for all they do within our PTA community, please download the attached nomination forms and turn into the Office no later than 11/30. Please label your envelope “Founders Day.” Voting will take place at our next PTA meeting held on December 3, 6:30 pm in the Cafeteria.

Nomination Forms:

Nomination: Support Personnel 2016

Nomination: Life Member Award 2016

Nomination: Outstanding Student 2016

Nomination: Outstanding Program 2016

Nomination: Outstanding Educator 2016

Nomination: Distinguished Service Award 2016

Nomination: Council Member Award 2016

Nomination: Business Partner Award 2016


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FLEX SPENDING

Reminder the forms are due to Central Office by November 20th!


 

HAVE YOU DONE YOUR SAFE SCHOOLS

DUE January 15!!

To access the online courses, APEA members need to:

  • Log in at http://apps.mi.safeschools.com/
  • Enter their employee number as their username.  (The employee number is NOT the PIC number!)  The employee number is the number on the payroll voucher.
  • Click on the course title to begin

 

November-20

Good afternoon!
As you administer the common assessment created by your grade level this week, please review the information below regarding additional time to look at and record results.
To facilitate recording data on your newly created data sheets for math, I will provide a 50 minute time slot for your grade level to meet and do this task or complete on your own, which will back up to your prep time for the day ~ giving you 100 possible minutes to work as a team. This, of course, assumes you have given the test this week of Nov. 9-13.
Please bring your kids to the gym during your time. I will ask our Specials Teachers to work with me and pick up their classes from the gym on this day.
Date Scheduled: Friday, November 20, 2015
  • 8:40 – 9:30 Gym. / Prep: 9:30 – 10:20 – 3rd Grade
  • 9:35 – 10:25 Gym / Prep: 10:25 – 11:15 – 4th Grade
  • 10:30 – 11:20 Gym / Prep: 11:20 – 12:10 – 5th Grade
  • 12:00 – 12:50 Gym / Prep: 12:50 – 1:40 – K
  • 12:55 – 1;45 Gym / Prep: 1:45 – 2:35 – 1st Grade
  • 1:50 – 2:40 Gym / Prep: 2:40 – 3:30 – 2nd Grade
If you are scheduled for Book Check Out, I envision your team working together in the Media Center during that time so they teacher can “observe” while meeting with the team.  I am open to suggestions if there is a better idea to discuss.
You may or may not be able to complete your math data in this time frame. Please take a look at how you can use your common prep time, designed for this type of activity to complete this task.
This is part of the data that we will talk about at our first Data meeting on Thursday, Dec. 3rd. If you encounter any issues as you go through this initial process, the data meeting will be the perfect forum for that discussion. More details regarding the data meeting will be coming soon.
Please let me know how I can support you as we work through this new process together.
Mike D.

DataDay_LOGO

Good afternoon!

  • Data Day ~ Share Your Story

    Bennie Elementary: Nov. 30th
    Arno Elementary: Dec. 1st
    Lindemann Elementary: Dec. 3rd

    We have secured floaters (subs) in the building so that the full grade level may attend that day.  An invitation was placed in your mailboxes.  On the invitation we highlighted “What To Bring” but you certainly can supplement with extra materials.

    This is your story, an opportunity for our teachers to share  data across the grade level.  This will not be an administrator led meeting, we are excited to listen in and contribute to a collaborative discussion.

    To help understand the rationale behind us making an effort to find time to meet and share our story with the data we have, please read the article: “Why Teachers Must Be Data Experts”.

    What To Bring:

    • 1st Quarter Math Assessments
    • Student DATA Sheets (from 1st quarter assessment)
    • NWEA Data
    • DRA Data
    • Other…
    The schedule is as follows: Lindenamm Elementary
    • 8:40 – 9:30 / 3rd Grade
    • 9:35 – 10:25 / 4th Grade
    • 10:30 – 11:20 / 5th Grade
    • 12:00 – 12:50 / K
    • 12:55 – 1;45 / 1st Grade
    • 1:50 – 2:40 / 2nd Grade
    *If you see any scheduling conflicts please let me know ASAP so I can adjust.
     
    Please let me know how I can support you as we work through this new process together.
     
    Thank you!
    Mike D.

Hello!  After Tuesday’s PD, several have expressed interested in seeing a math talk done in my classroom.  If you are interested, please feel free to come watch one done during the following times:
Monday, November 30th:  9:30  3rd grade
Monday, December 7th:  10:25   4th grade
Tuesday, December 15th:  11:20   5th grade (this is during my book check out time, so I will have my students go 20 minutes later to book check out)
If these dates do not work, but you are interested in seeing, please let me know.
Thanks,
Adrianna

Why Teachers Must Be Data Experts

Jennifer Morrison

An award-winning teacher proposes three attitude shifts that would help teachers learn to love data.

I’m coming clean right here, right now. I’m a practicing classroom teacher, and I love data. Data connect me to my students and their learning, push me to high levels of reflection on my practice, and spur me to engage in dialogue with colleagues, students, and parents.

Unfortunately, most teachers do not share my view of data as a resource that helps them teach better; many experience it as unfamiliar or threatening. In the wake of No Child Left Behind (NCLB), schools are swimming (sometimes drowning) in standardized test data. Districts and administrators are trying to help teachers stay afloat by setting up lanes and lessons in the pool and by coaching (or sometimes haranguing) teachers to the finish line of yearly data-crunching exercises. But we must ask ourselves how sustainable this approach to data is—and whether it’s good for teachers or students.

Although coaching teachers in using data helps them feel less overwhelmed by it, if teachers are ever to use data powerfully, they must become the coaches, helping themselves and colleagues draw on data to guide student learning, find answers to important questions, and analyze and reflect together on teaching practice.

Teachers will take the initiative on this kind of self-coaching if administrators and teacher leaders facilitate three essential changes in how teachers approach data. Teachers must begin to

  • Realize that data include more than end-of-year standardized test scores.
  • View collecting data as a way to investigate the many questions about students, teaching practices, and learning that arise for any committed teacher.
  • Talk with one another about what data reveal and how to build on those revelations.

I had to come to these realizations myself before I achieved my happy partnership with data, which did not happen until well after I had established myself as a teacher. In the past few years, I’ve consulted with school districts and found strategies that help other teachers develop more comfortable relationships with data.

Data, More Than Test Scores

When it comes to teaching, I disagree with British physicist Lord Kelvin, who said, “When you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind.” In teaching, relationships and perceptions matter as much as curriculum and practice. Numbers are important, but they can’t provide educators everything, especially when we’re looking for root causes of students’ learning difficulties. Teachers must see that data stretch beyond what’s expressed on test company spreadsheets. The concept of data encompasses many kinds of information that help teachers know their students, and themselves as practitioners, in depth—and data can be interpreted in many nuanced ways.

James Popham (2001) is correct that teachers—and most administrators, I would add—are not assessment literate. And we should be. Remaining unaware of the range of assessments and how to use them and accepting (frequently inadequate) standardized tests as the single measure of success is irresponsible.

Getting Beyond Data as a Blind Date

For most teachers, getting acquainted with data happens as a kind of blind date. They come to a faculty meeting, and the principal introduces the data. Some schools use data coaches to facilitate the teacher-data relationship. Even if a coach helps teachers connect their student learning results with other kinds of data that reveal the how and why behind those results, data can still feel like a strange, unwelcome presence. The core problem is that none of this is initiated by teachers themselves.

When I consult with school administrators and district personnel who are excited—sometimes hyperexcited—about getting teachers interacting with classroom data, they inevitably ask, “How do I get my teachers interested in data—especially the unmotivated ones?” But teachers’ reluctance does not mean that they are unmotivated: Most teachers care about their students’ learning and want to excel at their work. The problem is that we frame data as an entity teachers need to meet and engage with, rather than as information that rises organically out of teachers’ work with learners. When teachers don’t embrace an idea or mandate, it’s often because they feel overburdened: They don’t see the time or need for a new professional love interest. There must always be a point to what administrators ask teachers to do with data.

Connecting Data to Questions

Questions and dialogue are key concepts here. I tell administrators that they should first urge teachers to think about what questions they would ideally like to ask to improve their classroom conditions, instruction, and repertoire of interventions. It helps to discuss with teachers the dangers of making assumptions about students and their learning.

Too often, questions about data in schools originate with administrators and district office personnel. Teachers feel no ownership or curiosity other than, Did we make our scores this year? and Do I get my bonus? Teachers cannot take the lead in data mining until they pose their own simple, measurable, and relevant queries.

Several years ago I helped the North Carolina Teacher Academy (2005) develop a learning module for teachers and administrators called Using Data to Build Classroom Learning Communities. This module was in demand. With NCLB pressures, principals and districts were looking for ways to help teachers focus on learning results, and teachers were looking for ways to make sense of all the standardized data being dumped on them. We field-tested the module with a group of teachers and administrators representing schools of all grade levels across North Carolina who were attending summer workshops at the North Carolina Teacher Academy. Through this process, I recognized the essential connection between teachers’ organic questions and data gathering.

We included in the module Alan Blankstein’s idea of the data notebook (2004), an ongoing collection of data a teacher gathers to help inform his or her instruction and interventions during the course of a year. Participants set up data notebooks and shared them with one another. We kept requirements for the notebooks open-ended but had teachers note three dimensions of any data they recorded: the frequency with which they collected these data; the type of teacher thinking this entry showed (descriptive, analytical, or reflective); and the kind of information it represented (such as evidence of student learning; demographics; teachers’, students’ and others’ perceptions; or instructional processes). For example, a teacher might record results of a survey he or she gave parents that gathered their impressions of the learning environment.

Prodding teachers to collect meaningful data on their own ensures that they will begin to ask questions, as I found out when I put together a sample data notebook. In the process of collecting, analyzing, and reflecting on information about my classes, I stepped outside my assumptions and understood students more clearly. I discovered a new way of thinking about my practice, but better still, the process caused me to ask such questions as, Are my students demonstrating growth in learning? or What do I need to change to accelerate growth? To satisfy these wonderings, I had to design assessments that would gather the information I needed and analyze the results, sometimes rethinking my methods as a consequence.

I now routinely identify questions and secure data that shed light on those questions as I teach. After 10 years of teaching 8th graders in an urban middle school, this past school year I began teaching high school seniors in a small rural setting. I wanted to know many things about my new students: how they perceived my style and methods, what and how much they were learning, and how their accomplishments matched the state curriculum and testing requirements. I sought a clear read on these questions through surveying my students, asking students to write reviews of their own learning and work products, mapping and analyzing trends in their grades, and even looking at their standardized test scores. If I hadn’t investigated these things, I’d have fallen into making distracting assumptions about the whys and hows of my students, their families, and the class’s learning.

Dialoguing With Data

This school year, I began to think beyond the model of each teacher examining data on an individual basis (such as in data notebooks) and to explore how teachers can share their questions and data among stakeholders at the classroom and school levels. As a teacher, I know that if students aren’t talking about it, then it’s not happening. And when it comes to data, if teachers aren’t talking about their data discoveries, no discoveries are happening.

As Judith Warren Little notes, in learning-rich conversations, there must be “a bridging back and forth between the particularities of what happened on [a given] day and more general principles and practices and ways of seeing” (Crow, 2008, p. 55). Group discussions about data can be the bridge connecting teachers’ day-to-day activities with deeper reflections. Data can play a central role in professional development that goes beyond attending an isolated workshop to creating a thriving professional learning community, as described by assessment guru Dylan Wiliam (2007/2008).

Compiling a data notebook is one thing, but talking about it with colleagues who share my students offers much broader potential for growth. Administrators who want teachers to embrace data and jump in as their own coaches must make room for this kind of dialogue.

To this end, almost all the data I collect, including some analysis and reflection, are available on my Web site (www.artofeducating.com). That gives students and families access to the data as well. Last school year, I e-mailed all of my students’ families links to the class’s average grades so that they could gauge their children’s performance in comparison with peers. I shared with students and parents the results of my end-of-year survey asking students for feedback about my class, including my reflections on what the survey revealed. This kind of data sharing and the resulting discussion was a tremendous help in developing relationships with students and parents at my new school, in part because parents could clearly see that I’m a thoughtful practitioner who cares about each student. Sharing data also elicited important information about my students’ learning needs.

Encouraging Expanded Views

I believe all teachers can learn to be both data lovers and their own personal data coaches if we encourage these expanded views about measuring teaching practice and learning. Teachers will need support both to become assessment literate and to adopt workable ways to gather, analyze, reflect on, and discuss data. Uncomfortable questions about the nature of standardized testing, school goals, and leadership may arise. Administrators should help their learning community respectfully talk through tough questions. They will build teacher capacity and leadership in the process.

Teaching is such a “particularistic endeavor” (Popham, 2008), that guiding teaching practice by one-size-fits-all test data will only take us so far. For the next phase of data’s role in education, I prefer Andy Hargreaves’s (2007) vision that “Teachers will need to be the drivers, not the driven” (p. 38).

References

Blankstein, A. M. (2004). Failure is not an option. Thousand Oaks, CA: Corwin Press.

Crow, T. (2008). Declaration of interdependence (interview with Judith Warren Little). Journal of Staff Development, 29(3), 53–56.

Hargreaves, A. (2007). Five flaws of staff developments and the future beyond. Journal of Staff Development, 28(3), 37–38.

North Carolina Teacher Academy. (2005). Using data to build classroom learning communities. Morrisville, NC: Author.

Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: ASCD.

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: ASCD.

Wiliam, D. (2007/2008). Changing classroom practice. Educational Leadership, 65(4), 36–42.

Jennifer Morrison teaches language arts at Mid-Carolina High in Prosperity, South Carolina. She won ASCD’s Outstanding Young Educator Award in 2003; PO Box 724, White Rock, SC 29177; 704-996-0933;jmorrison@artofeducating.com.


 

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This is a game changer…

In case you have not read much about the 3rd grade reading proficiency bill yet, read below.  This will be a game changer in terms of intensity of focus on the lower el, instruction, direction of certain funds, best practice, progress monitoring, and systems of support.  It’s not signed yet, but it is expected to go through in some form.

House Bill 4822 Seeks to Improve Third Grade Reading Proficiency

November 4th, 2015

Category: General Education Law

MEAP test and NAEP assessment results demonstrate that in 2013-2014, large percentages of third and fourth graders in the state did not meet proficiency standards in reading. The “Third Grade Reading Workgroup Report” presented to Governor Snyder in June 2015 provided that when students are not proficient in reading by the fourth grade, it is more difficult for them to catch up because in fourth grade, students are not taught how to read as much as in previous grades. As a result, House Bill 4822 was introduced to the Michigan House of Representatives in August 2015 to amend the Michigan Revised School Code. It is currently before the House Committee on Education and has yet to be passed into law. In the meantime, it is important that school districts are aware of the potential programs and changes that could be required if the bill is passed into law.

The most notable provision of this bill would require that beginning in the 2017-2018 school year, a third grade student could only proceed to fourth grade if he or she met reading proficiency standards. If not, the student would have to repeat the third grade, but not more than once. A third grade student cannot proceed to the fourth grade unless: the student achieved a reading score less than one grade level behind on the state English language arts assessment; demonstrated a grade three reading level on a state standardized test; or demonstrated a grade three reading level through a student portfolio. A student enrolling for the first time in a school district in fourth grade must demonstrate reading proficiency. If a student remains in the third grade, a reading intervention program must be provided. A reading intervention program must include a qualified teacher, reading instruction, ongoing monitoring, and a “Read at Home” plan, among other requirements.

The bill does provide “good cause” exemptions for students to proceed to grade four without obtaining a grade three reading proficiency. The exemption may only be granted for one of the following four reasons: (1) the student has an IEP which states the student is ineligible to take the grade three state assessment; (2) the student has an IEP that demonstrates reading remediation yet continued deficiency; (3) the student is a limited English proficient student with less than three years of instruction in an English learner program; or (4) the student received intensive reading intervention for two or more years but is still deficient and previously retained in grade K, 1, 2, or 3. A good cause exemption may be requested by a parent or teacher. Then the school principal decides whether or not to recommend the student for the exemption and submits it in writing to the superintendent. The superintendent makes a final decision, also in writing. The parent of the child must be notified of the decision.

Pursuant to the bill, the Michigan Department of Education (MDE) would have to approve three or more screening, formative, and diagnostic reading assessment systems that districts may use. Factors such as the time required to conduct the assessment and the timeliness of reporting results would be considered in choosing the assessment systems. The MDE would also have to recommend or develop a reading/literacy coach model. The literacy coach would have to provide professional development to teachers. The literacy coach would have many responsibilities, including training teachers to diagnose and address reading deficiency, creating reading leadership teams at schools, and modeling instruction for teachers to kindergarten through third grade students. Literacy coaches cannot be assigned administrative functions within the district and cannot be assigned as a regular classroom teacher. The literacy coach must have various educational qualifications to be eligible.

Every school district would have to meet the following requirements beginning with the 2016-2017 academic year:
1) Select a reading assessment system from those approved by the MDE;
2) Develop an individualized Reading Improvement Plan for every student with a reading deficiency;
3) Provide notice to parents of a student’s deficiency in literacy or literacy delay and provide resources for the parents to use;
4) Provide professional development in reading literacy;
5) Employ a literacy coach;
6) Monitor and implement the literacy coach model.

Furthermore, Districts must provide reading intervention programs to students in grades K through three. The reading intervention programs may be student-specific, screen/monitor progress at least three times a year, and provide parents with a “Read at Home” plan. Reading intervention programs would include development in the five major reading components: (1) phonemic awareness, (2) phonics, (3) fluency, (4) vocabulary, and (5) comprehension. If a student is identified as being an English Language Learner, more specific intervention services would have to be implemented, such as instruction in academic vocabulary, instruction in the student’s native language and English, feedback in the student’s native language, etc.

With so many new requirements, many districts are worried about funding such new programs and resources. HB 4822 would result in increased costs to the state and local government. The state would have to fund the cost of educating those students held back. The district itself would have to fund costs associated with its new responsibilities under the bill. However, the bill makes clear that it does not require districts to supplant state funds with federal funds to implement the new programs. Nor does the bill prohibit districts from using federal funds to pay for the new programs required.


 

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New Science News!

STATE BOARD ADOPTS IMPROVED
STATE SCIENCE STANDARDS

November12, 2015

LANSING – Michigan students will get a deeper understanding of science and its application in the world around them with new state science standards adopted this week by the State Board of Education.

The new standards for science education follow three years of development, review, and public information sessions on the proposed standards. The new Michigan K-12 Science Standards replace the standards adopted in 2006, and introduce science and engineering practices.

“These new Michigan Science Standards will help our terrific Michigan science educators engage young people in the doing of science, solving real world problems, and getting excited about pursuing science and engineering careers, said State Board President John Austin. “They also send a clear message that Michigan is serious about being the top science and engineering state, preparing the talent to solve the problems of the future right here in Michigan.”

Additionally, the new standards are a set of student performance expectations. These performance expectations incorporate three main elements:

• Disciplinary Core Ideas (science specific concepts in the life, earth, and physical sciences)
• Science and Engineering Practices (the practices of engaging in scientific investigation to answer questions, and engineering design to solve problems)
• Cross-Cutting Concepts (conceptual ideas common to all areas of science)

These expectations are also interwoven across disciplines, including connections to English language arts and math.

The standards come after a series of presentations to the State Board of Education starting in May 2014 that focused on various implementation considerations. This work culminated in a public comment period and series of informational sessions held throughout the state to address the standards and gather public comment.

The MDE received over 800 responses to a public survey on the updated standards, as well as hundreds of comments from the public information sessions held at 12 sites around the state.

The Michigan Department of Education (MDE) has provided all information related to the new standards athttp://michigan.gov/science. The MDE will begin a roll-out of the new standards through information sessions, guidance materials, and other supports through the remainder of the school year.

 

November 9, 2015

Lindemann Lion Logo


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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.  /  6 – 8 pm Roller Skating Party – PTA.

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.


 

On behalf of the staff and students of Lindemann Elementary School,  I would like to say THANK YOU to our Allen Park Rotary Club for their generous donation of 100+ books to our first grade students.  Today, representatives from the Rotary Club visited our classes, read a book to our students and donated a book to each child.  Here is a note that was placed in each book for our parents:

Dear 1st Grade Parent,

This book is a gift for your son/daughter from the Allen Park Rotary Club. The purpose of this gift is to promote the enjoyment of reading to our area’s first graders. The first grade book this fall is The Gingerbread Man Loose in the School by Laura Murray.

The Rotary Club of Allen Park is part of the world’s largest international service organization. With projects such as “Reading with Rotary:, our membership strives not only to be involved in their community but to also live up to the Rotarian’s motto of “Service Above Self”. For further information on the Rotary Club of Allen Park, you may contact Annette Prevaux at 313-389-3937.

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On behalf of the entire staff at Lindemann Elementary School I would like to congratulate our district Art Department.  Wow, what a show!  Our district art staff showcased student work from K-12th grade and our Lindemann students were well represented!  As the building principal, I could not be any prouder Miss Trapani and our art students.

 


Thank you teachers & staff

We appreciate your help and participation!

2015 PTA Color Run

Mike Darga ~ Kim Migliore ~ Koren Easlick ~ Aubrey Peschke ~ Angela Robertson ~ Donna Page ~ Rachel Trapani ~ Erica Majtyka ~ Karyn Brooks ~ Jessica Rimsa ~ Malinda Latigo


 

SCHOOL SKATE PARTY

LINDEMANN PTA

Fun For The Whole Family!

Thursday, Nov. 12, 2015

6:00 pm -8:00 pm.

Lincoln Park Skating Center

1419 Southfield Rd. Lincoln Park, 48146


 

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PBIS – SMENCILS

ON SALE FRIDAY MORNINGS

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.


Good morning,

The Michigan Department of Education (MDE) is changing the process for tracking State Continuing Education Clock Hours (SCECHs) in the next couple of months. Previously, SCECHs have been tracked through the SCR. In December 2015, MDE is merging the SCR into the Michigan Online Educator Certification System (MOECS). If you have an account in the SCR, you should have been notified about this change by MDE. Below are important steps to help make this a more smooth transition.

  • Beginning November 14, 2015, SCECH records that do not have a PIC will not be allowed to be uploaded to the Secure Central Registry (SCR).
  • If you do not have a PIC entered in the SCR by November 14, 2015, you will lose any previous history stored in the SCR when the merge occurs.
  • All school personnel have a PIC number from Michigan Department of Education. Please check with your Registry of Educational Personnel (REP) person at your district or your Human Resource person to obtain your PIC. Once you have your PIC number, you need to enter it into the SCR.

When the SCR moves into MOECS, the key indicator used to match your uploaded records will be your Personal Identification Code (PIC) number. The instructions are below:

Log in to the SCR at www.getmipd.com. On this screen, make sure you have answered the first question “Yes”, regardless if you have any of the listed certificates or licenses, and then the PIC number field will appear. Next fill in the first blank with your PIC number.

After adding your PIC number, check the rest of your personal information for accuracy and make sure to click on the “Save and Continue” at the bottom of the screen.

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Click the following link to open a PDF regarding information to locate your PIC and inputting it into the SCR

Do You Need SCECH’s?  

Check Out Michigan LearnPort.

http://www.learnport.org/


 

Hello everyone!
I have created a Math Talks folder to share with the elementary teachers.  I think I accidentally shared this with the entire district (whoops, sorry, still figuring out Google!).  Within the main folder, you will see addition, subtraction, multiplication and division folders.  In those, I placed powerpoints with all of the number strands for your talks and the strategies within those operations.  I got those from this website:  http://schoolwires.henry.k12.ga.us/Page/38450  so really you do not even need to buy the book unless you’d like to.  There are more on this site for K, too.  🙂
Enjoy Math Talks with your students!!!!!   Please let me know if you have any questions!  😁
Adrianna Soranno
Lindemann Elementary

SCHOOL SKATE PARTY

LINDEMANN PTA

Fun For The Whole Family!

Thursday, Nov. 12, 2015

6:00 pm -8:00 pm.

Lincoln Park Skating Center

1419 Southfield Rd. Lincoln Park, 48146


 

The PBL PROJECT website:

1) Provides a variety of Integrated Problem Scenarios based on real-life situations that are engaging to students

2) Approaches each problem from multiple points of view across all core subject areas

3) Provides a range of stimulus items appropriate to the problem (articles, videos, infographics, statistics, etc.)

4) Includes leading questions for classroom discussion to help students further explore the topic

5) Guides students through the “information-gathering” process

6) Gives students an online platform to enter responses (proposals, arguments, presentations, etc.)

7) Enables teachers to view, grade, and analyze student responses

8) Gives teachers the ability to create their own Problem-Based scenarios, including the uploading of all resources and assigning of student responses

9) Includes Problem-Based “Weekly Warm-ups” based on current events and engaging topics

10)  Features pre-made tests for Math and ELA, complete with“technology enhanced” items