April 25, 2016

April 21, 2016April 22, 2016 mikedarga

04/26. 5th Grade Spring Band Concert. 7:00 PM

04/28. 5th Grade Basketball -vs- Teachers. APMS 5:00 PM

04/29. Mike at APEA Negoations. Riley

05/02 – 05/06. STAFF APPRECIATION WEEK / 3Q DATA DAY. Main Office Rotation.

05/04. 7:00 pm. APHS Spring Music Concert.

05/05. 4:00 pm. ICC at Riley. / 6:30 pm. PTA Mtg.

05/06. 8:00 am. Mike at APEA Negotiations. Riley

05/08. MOTHER’s DAY

05/09. 6:00 pm. Kindergarten Orientation

05/10. Mike at RESA. Leadership Series. 5 Disciplines.

05/11. 9:30 am. Wellness Committee Mtg. Riley

05/14. Relay for Life. APHS Track

05/16. 9:00 am. Administrative Council Mtg. Riley. / 7:00 pm. Board of Education Mtg. APHS – LGI.

05/17. 8:00 am. District SIP Chair Mtg. Riley.

05/20. 6:30 pm. Lindemann PTA Carnival

05/24. 6:30 pm. Lindemann Talent Show. Center for the Arts.

05/25. 7:00 pm. PTA/PTSA Council at Lindemann Elementary

05/30. Memorial Day – No School

THANK YOU!

GEOMETRY IN KINDERGARTEN!?

SLIDE ~ STACK ~ ROLL

Mr. Fasca’s kindergarten class is learning how to analyze and compare two and three dimensional shapes through a class project titled: Slide, Stack and Roll. While visiting classes today, I had the opportunity to watch our students as they created their own shapes using play-doh and toothpicks. Everyone was fully engaged, having fun and learning Geometry at the same time!

Here are a few photos to show off some Lindemann Pride!

Your grade level will have time on Friday, April 22 for scoring the assessment, as we have in the past (I will provide time in the gym for our students). Our 3rd Data Day will be on Monday, May 2nd. Subs have already been secured. I look forward to hearing what you learn from this assessment when we get together again!

Here is our schedule at Lindemann:

Date Scheduled: Friday, April 22, 2016

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

Date Scheduled: Monday, May 2, 2016 ~ Bring Your 3rd Quarter Math Assessment Data

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 Grad

M-STEP Update

I would like to say THANK YOU to our 5th Grade Teachers. As always, they are the ones who take the brunt of the testing season. Being the first to test, this group works through all “kinks in the system”. As a result, there is a form in which you can go record any instances where there are problems, the link is below. Once we have problems posted with the test, we will do our best to get you the fixes for whatever it may be. You should expect a glitch or 2, but you should also expect that it will be fixed quickly. It may be helpful to read the list of items prior to your grade testing. We have had really good luck contacting the M-Step Help Line that has been established.

https://docs.google.com/a/appublicschools.com/document/d/1KGxR5OVhJFwjE1oKXzvzEl1MVQynGvdxle-FLMRDNGI/edit?usp=sharing

A note on our parent blog:

I could not be prouder of our 5th grade students! Over the past two weeks our 5th grade Lindemann Lions completed over 7 hours of state assessments. Our students were tested in the following categories:

ELA Computer Adaptive & ELA Performance Task
Math Computer Adaptive & Math Performance Task
Social Studies Parts 1 & 2

I would also like to thank our staff and families for working together to prepare our students to be “test ready”. Great things happen when we work together as a team! As the building principal I am excited to see our assessment results. I will be sure to keep you updated.

Third graders are up next — beginning the week of April 25.

HELP ME OUT BUTTON

STAFF – YOU MUST USE THE HELP ME OUT BUTTON LOCATED ON YOUR DESKTOP IF YOU NEED TECHNICAL ASSISTANCE.

The tech department will not respond to emails sent to helpmeout.

KINDERCHAT – Kindergarten Resources:

Click on the link:

What Does It Mean To Be A Lindemann Lion?

A fun question to ask yourself and the students in your class.

I would love to see a group project post their thoughts.

One Question:

If you could be any age, what age would you be?

Sometimes we can be in a hurry to grow older and suddenly find that our life has passed us by.

In “Timeless” we asked people to share with us about age, time, and life.

TEACHER REQUEST PROCEDURE

As we close one school year and begin to plan for the next, student placement is one of our primary considerations. Our school team of teachers, administrator and social worker spend many hours working together to form classrooms for next year. We strive to balance classrooms with a blend of students based on academic strengths and needs, social and emotional supports, and the unique personalities of each child.

If you have any special concerns about your child’s placement for next school year, please submit a written explanation of the concern. For example, “my son is very active and needs to be placed in a classroom where he will have opportunities to move around” or “my daughter struggles with reading and needs a teacher with a strong background in reading”.

We do not/cannot accept any requests for a specific teacher. Letters requesting a specific teacher will not be honored. The one exception is a request for your child to not be placed in a specific classroom based on previous first-hand experience you’ve had with a teacher. And, that parent concern / issue should be documented in the office. All such letters are due to the office no later than Friday, May 20, 2016.

This is the same procedure that has been used in previous years and is the same procedure used at Arno and Bennie Elementary Schools. If you have any questions or concerns about this process, please feel free to contact my office.

Michael H. Darga, Principal

New test could replace M-STEP after next year

The state’s new M-STEP exam could be a thing of the past after the 2016-17 school year, replaced by a test taken three times a year that would show how much students improve from the beginning of the school year until the end of the school year.

That was the vision laid out this morning by State Superintendent Brian Whiston, who spoke before lawmakers during a legislative hearing about testing.

Whiston said his vision isn’t an attack on the Michigan Student Test of Educational Progress, which debuted in April 2015. Students across Michigan are currently taking the exam.

“M-STEP has done what its purpose is,” Whiston said. “It’s probably a good assessment.”

Click “here” to read the full article.

The Children’s Hospital of Michigan Annual Cereal Drive to Combat Child Hunger

Children’s Hospital of Michigan 2016 Cereal Drive Gleaners Community Food Bank of Southeastern Michigan is delighted to partner and be the recipient for the seventh year of the Children’s Hospital of Michigan Professional Nurse Council’s annual Cereal Drive ‘because hunger doesn’t take a summer vacation’ June 3 – June 10, 2016.

In 2010, the Children’s Hospital of Michigan Cereal Drive raised over 160,500 servings of cereal (14,180 pounds), the largest cereal drive in Gleaners history! Every year the Cereal Drive continues to exceed the previous years’ serving totals. For the sixth year celebration in 2015, 895,382 cereal servings were collected. An amazing total of over 2 million cereal servings have been collected by the Children’s Hospital of Michigan in six years! The impact of this community project is invaluable in the fight against child hunger. In southeast Michigan, more than 300,000 children receive free and reduced-price school meals. For many of these children, breakfast and lunch at school are the only meals they can rely on. The Cereal Drive affords Gleaners large quantities and choices of cereal to distribute through our partners to our community’s children who are home from school for the summer. Thank you to our friends at the Children’s Hospital of Michigan for their continued commitment to the health and well being of the children in our community beyond the walls of their hospital.

We look forward to the seventh annual 2016 Cereal Drive and hope you can join us. Gleaners’ thanks you in advance for your support.

Gleaners Community Food Bank is a 501 [c] [3] organization. Founded in 1977, Gleaners is one of the oldest and largest food banks in the country. In 2015, Gleaners distributed over 34 million pounds of donated and purchased food to 510 soup kitchens, food pantries, homeless shelters, senior homes, schools and other partner agencies that feed hungry people. A copy of our non-profit tax exempt letter is available on request.

LINDEMANN ELEMENTARY

Will be collecting Cereal Boxes from:

May 30 – June 3rd.

In The Main Office

Mark Your Calendar!

October 9 – 12th, 2016.

AdvancED – SYSTEM REVIEW
ALLEN PARK PUBLIC SCHOOLS

FIELD TRIP REQUESTS

DEADLINE: MAY 16th.

No Field Trips

Last Week of School!

April 15, 2016

Attention parent/ guardian:

Allen Park Middle School is participating in our 2nd annual hair event called, “Cuts Against Cancer.” Your child has signed up to donate at least 8 inches of hair on May 16th (Monday) after school with Mrs. Brown (social worker) and Mrs. Speakman (Science teacher). All of the hair donated will go to the organization, Children With Hair Loss. Please encourage your child to continue to grow their hair out so it will be long and healthy for the event. If you would also like to participate in the event, or if you know others who would like to, please invite them to help us reach our goal of 25 ponytail donations. On May 16th your student will meet in the Multipurpose room near the gym, directly after school. A stylist from Anthony’s salon in Allen Park will be on site providing blunt cuts. A donation jar will be on site if you would like to make a donation to Anthony’s salon. If you would like to cut your hair prior to the event and would like to donate your ponytail to our cause, please drop it off from 2pm-4pm in the multipurpose room on May 16th.

Originally, CWHL’s focus was on children fighting cancer, until we found out that there were a lot of other reasons why children lost hair including Alopecia, burns, Trichotillomania and other rare diseases and disorders. To this day, Children With Hair Loss has never charged a child. Currently, they provide a customized human hair replacement and care kit to over 300 children a year.

Hair should be at least 8 inches in length or longer is preferred.
Hair must be clean and dry, pony-tailed and/or braided (this keeps the hair in one direction).
Place rubberband or pony tail holder on each end.
Non-chemically treated hair is preferred (but any hair in good condition will be accepted).
Gray hair is accepted.

I give my permission for my child to participate in the hair cutting event on May 16th, 2016.

Parent Signature______________________________________________________

Student’s name_____________________ Phone number______________________

EFFECTIVE COMMUNICATION WITH KIDS

http://www.blairturner.com/2014/09/10-rhetorical-questions-to-stop-using-in-the-classroom.html

~~~~~

Although I work very hard to communicate effectively with both students and adults, I found myself realizing that I need to re-commit to saying what I mean, especially to students. Check out these suggestions below. They are a great way for us to continue to build a positive community. If we try to eliminate one rhetorical question a month, we will be on the road by the year’s end!

A little over a year ago, I got caught in my own question. “So, you’re going to stay here while the rest of us go to lunch?” I asked a little nugget who was parked underneath a table, refusing to move. “YES.” Well. Shoot. My question set both of us up for failure in that moment. To me, it meant “get up”. To that student, it meant that staying under the table while we go to lunch was an option – and it wasn’t. It backed both of us into a corner (or under a table?).

That moment stuck with me. I became far more aware of just how often I was using rhetorical questioning in my classroom. I started to notice other teachers using rhetorical questioning. And I began to realize just how terribly ineffective it is.At its most innocent, it’s confusing to kids and just plain doesn’t work well. At its worst, it’s demeaning and potentially damaging to students’ sense of self-worth. I also started noticing that 99% of the time we use this type of questioning, it is coming from a place of frustration. Students notice that too. When we act and speak out of frustration, we make our classrooms feel less safe, less supportive, and ultimately, less conducive to learning. Many young kids find this type of questioning confusing and misleading – especially in stressful situations in which an adult is clearly unhappy. In my case above, I asked a question and got an answer I didn’t want. In that situation, it can be hard to remember that you in fact invited that response by…….wait for it….asking the question.

In the worst case scenario, the teacher further chastises the student for the “wrong” answer, which in turn, further magnifies the student’s own frustration and confusion. I still catch myself asking a rhetorical question every once in awhile, but it’s something I’m actively working to avoid. When I slip up, I try to think how I could better express what I really want to say in a way that is clear, concise, and fair to my students.

Here are 10 rhetorical questions I’m guilty of having used – and 10 more effective alternatives I’ve come up with. Doesn’t that sound like something you want to read? (Sorry….couldn’t help myself.)

Rhetorical Question #1: Why would that be ok?

Why It Doesn’t Work:

This doesn’t effectively communicate what the problem is, nor does it offer the student any possible solutions or consequences. This question really feels like a trick – the only acceptable answer in the mind of a teacher asking this is “it isn’t ok”. However, the phrasing makes it sound like there might be a reason whatever “it” iswould be ok. Even worse is when this type of question is followed up with “Answer me,” or “I’m waiting.” Don’t force a student into answering a question that doesn’t have an answer. Don’t wait for a student to fail.

Alternative: Say what you mean: That behavior is not ok. Be calm, be specific about what behavior you mean, and be brief and direct in describing the change you expect to see.

Or…Stop. Thank you.

Rhetorical Question #2: Is this funny to you?/Oh, you think that’s funny?/ Do you think this is funny?

Why It Doesn’t Work: If a student is laughing, giggling, or goofing around, chances are he or she finds something amusing. It ain’t rocket science.

Exception: sometimes a student will laugh inappropriately at odd times, such as when in big trouble or being reprimanded. As a founding member of the People Who Suffer From Inexplicable Laughter at Inappropriate Times Support Society, I can testify to the fact that for some of us, our bodies betray us in moments of fear or discomfort. This used to happen to me all the time as a kid. I didn’t think it was funny. I was completely horrified whenever that gurgling chuckle escaped from my face. It was just my body’s weird reaction to whatever was happening.

Alternatives: Again, say what you actually mean. I do not find this funny because XYZ. That is not an appropriate reaction because QRX. If you’re dealing with a member of the PWSFILAIT Support Society, take a deep breath and wait. Calling out discomfort-laughter just rattles the person more. Give them a moment to collect themselves and calm down so you can both communicate effectively.

Rhetorical Question #3: Is this how we act in room 123?

Why It Doesn’t Work: Cue the Disney Princess look of shock on teacher’s face! Prepare the cherubic parrot chorus: “No, Mrs. Pumpkernickel.” It might make us feel a little better, but it’s a meaningless call and response. Students know what we want to hear and we’ve trained them to respond without thinking.

Alternatives:

If you just want to redirect, just say how you feel. I’m disappointed by this behavior. If you’re dealing with a larger issue, open up the dialogue and have a class discussion. Let’s review the expectations we have in place for our classroom community. Why do you think it’s important for us to behave according to these expectations? What are some specific things we can do differently to improve? These are questions that have multiple, meaningful answers and prompt thoughtful discussion. When I get cherubic parrot answers like “be good”, I like to ask students to discuss specific situations and examples of what that means/looks like/sounds like/feels like, and talk what types of things can distract us or make it more difficult to behave in expected ways. I’ve been impressed with their answers.

Rhetorical Question #4: Are you really still {fill in the verb} after we just talked about it?

Why It Doesn’t Work: Spoiler Alert: Yes. Yes they are.

Alternative: It seems like our previous conversation about {fill in the verb} didn’t solve this problem. I want to explain why it is important to me, and how it is negatively affecting you. Here are the choices and consequences moving forward.

Rhetorical Question #5: How many times have I said {fill in the saying}?

Why It Doesn’t Work: Unless you really want students to create a tally chart, this is not worth saying out loud.

Alternative:“Insanity: Doing the same thing over and over again and expecting different results.” – Albert Einstein. If I am even thinking this question in my head, that’s a sign that the responsibility is on me. Clearly I need to brainstorm a new strategy or seek help or advice from colleagues to get some fresh ideas.

Rhetorical Question #6: We’ve been learning about {insert skill/topic here} for over two weeks, and NOBODY can answer my question?!

Why It Doesn’t Work: Even if you say it with a bemused smile on your face and a jovial tone, the subtext of this question is, “What is wrong with you?”

Alternative: “However beautiful the strategy, you should occasionally look at the results.” – Winston Churchill

It’s super frustrating to teach your tail off and get blank stares, but making kids feel bad for not knowing something won’t make them know it. It’s our job to figure out how to change our own approach to get different results. Teaching something often (or recently) and teaching something well aren’t always the same thing.

Rhetorical Question #7: What. Are. You. Doing.

Why It Doesn’t Work: I’m not talking about “What are you doing? I’m genuinely interested in learning more about your current state of being!” I’m talking about What. Are. You. Doing. You know what they’re doing. They’re pushing someone. Or making faces behind another teacher’s back. Or wiping a booger on a page in a book when they think no one is looking. You already know. You just don’t like it.

Alternative: Even if caught redhanded, many students will eagerly take the opportunity to excuse themselves if you offer it. If you aren’t willing to have a discussion about it, don’t phrase it as a question. Tell the student what behavior they need to change clearly, discreetly, and directly. If you need to wipe your nose, there are tissues on the front table. It is not healthy or considerate to put your germs on materials that are shared with other people. We all need to respect the materials that we share and keep them clean for one another.

Rhetorical Question #7.5: Can you tell this is not a made-up example? #teacherlife

Rhetorical Question #8:

Do you know why you’re in trouble/speaking to me/going to the office?

Why It Doesn’t Work: Oh man, being on the other end of this question is the WORST. The worrrrrrrrrst. I remember it so vividly. If you are a kid and an adult busts this one on you, you are stuck in one of 2 situations:

A) You genuinely have NO IDEA why you are in trouble. You earnestly shake your head, big salty tears bubbling at the edge of your eyelids, only to be met with an indignant snort. “Oh, you don’t? You have no IDEA? I find that quite hard to believe.” If you’re really unlucky, you might even get the ultimate rhetorical shame spiral: “Do you think I’m dumb?” Then you start to question yourself. What did I do? I must have done something. Did I say that Sally has a hyena laugh out loud? Oh my god, did I say that out LOUD? Then you start questioning your sanity. It’s the worst.

B) You know exactly what you did. And this guy is going to stand there tapping his foot and saying “I’m waiting,” until you have to say it out loud, which is probably going to be the single most terrible moment of your life thus far. But……..you know…..there’s like a 5% chance he’s talking about something else. In which case, if you say the first thing out loud, you’re going to be busted for TWO things and probably lose your Nintendo privileges for the rest of your life. A serious gamble. It’s the worst. This type of veiled accusation pits student against teacher, and that benefits neither in the long run. Even if you ask it in a kind or gentle voice, there are better ways.

Alternative: Usually when we ask this question, what we really want is for students to come clean on their own. I’d like to talk to you about what happened with XYZ. Everybody makes mistakes, but it’s important to admit when we’ve done something wrong and take responsibility for our actions. I am going to give you the chance to tell me what happened in your own words. Give a clue, give a chance, and let the waiting game begin. If you lose your temper or start accusing, it’s easy for the student to argue and a confession becomes less likely. When you remain calm and stay patient, it makes it harder and harder to stay silent. Students should be uncomfortable because they know they’ve made a mistake – not because they’re trying to figure out which mistake you’re even talking about. If you ask why a student did something wrong, be willing to genuinely and calmly listen to the answer. You can explain why you disagree, why it was not a good choice, and what the consequence will be for that action, but don’t punish a student for doing what you asked them to do by actually answering a question.

Rhetorical Question #9: Are/Were you listening?

Why It Doesn’t Work: This is probably one of the most innocent types of rhetorical questions that we all use, but to a kid it kind of feels like a “gotcha”. Posing it as a question makes the student feel like they got busted. A simple redirection is usually all that is needed.

Alternatives:

Eyes on me, Jacob.

Show me your listening look, Martha.

Show me that you’re listening.

Simon, in a minute I’m going to come ask you to repeat the directions to me to make sure you know what to do. You can ask a friend to remind you if you need to.

Rhetorical Question #10:

Do you want to go to recess today?

Why It Doesn’t Work: This is a great way to get into a power struggle with an 8 year old. As I learned the hard way my first year teaching, grown-ups with teaching degrees should generally avoid getting into power struggles with 8 year olds. If I’m a kid, I’m thinking, “Duh. Of course I do.” I’m also thinking this sounds a lot like a threat, which is distracting me from my work and there’s probably no point in even trying anymore because I’m pretty sure you’re going to take my recess no matter what. But then I’m also just confused, because maybe you were just asking me if I want to go to recess. In which case, yes. Yes I do.

Alternative: Usually the rhetorical recess dangle is a response to students being off-task. State the expectation. Provide two clear choices. Present the positive choice and positive consequence. Present the negative choice and negative consequence. Disengage. This work needs to get done. You can do it now and join us for recess. Or you can continue to fool around and finish it up while the class it outside. I’ll check back in with you to see what you decide to do. Be ready to let the student actually make the choice – even when you can’t possibly comprehend making the “wrong” one. Otherwise your pretty speech about choices and consequences means nothing and the 8 year old wins the power struggle. And that’s awkward for everyone. Again – been there. Learned that.

After reading this article and reflecting on your own teaching practices, which rhetorical question will you stop using in the month of April? What about the month of May and June? If you email Mike D. which rhetorical question you will stop using in the month of April, I will be sure you receive a special prize. All emails are due by the twenty second of April.

If this post sounds preachy, please know that I am still a work-in-progress when it comes to eliminating rhetorical questioning from my teaching vocabulary. But I’m finding that when I deal with situations in other ways, I am a happier teacher with better results.

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April 18, 2016

April 15, 2016April 15, 2016 mikedarga

04/18.Taxes Due! / 9:00 am. Mike at Ad. Council. Riley / 2:30 pm – 6:00 pm. Mike at APEA Negotiations. Riley

04/19. 7:30 – 9:30 am. Mike at RESA. Principals Network Mtg. / 9:00 am. Reading with the Rotary 1st Grade Classes.

04/20. 8:40 – 9:30 am. Extra Prep Hour 4th Grade Classes (Gym).

04/21. 9:30 am. Safety Committee -Riley.

04/22. Earth Day. Extra Prep Period (K,1, 2, 3, & 5). Mr. Darga in the gym.

04/24. Autism Awareness Walk-Run To Solve The Puzzle Color Run. Champaign Park. 1 – 4PM

04/25. 4:00 pm. MTSS at Riley

04/26. 5th Grade Spring Band Concert. 7:00 PM

04/28. 5th Grade Basketball -vs- Teachers. APMS 5:00 PM

04/29. Mike at APEA Negoations. Riley

05/02 – 05/06. STAFF APPRECIATION WEEK / 3Q DATA DAY. Main Office Rotation.

05/04. 7:00 pm. APHS Spring Music Concert.

05/05. 4:00 pm. ICC at Riley. / 6:30 pm. PTA Mtg.

05/05. 6:00 pm. Empty Bowls Event. Bennie Art Room.

05/06. 8:00 am. Mike at APEA Negotiations. Riley

05/08. MOTHER’s DAY

05/09. 6:00 pm. Kindergarten Orientation

05/10. Mike at RESA. Leadership Series. 5 Disciplines.

05/11. 9:30 am. Wellness Committee Mtg. Riley

05/14. Relay for Life. APHS Track

05/16. 9:00 am. Administrative Council Mtg. Riley. / 7:00 pm. Board of Education Mtg. APHS – LGI.

05/17. 8:00 am. District SIP Chair Mtg. Riley.

05/20. 6:30 pm. Lindemann PTA Carnival

05/24. 6:30 pm. Lindemann Talent Show. Center for the Arts.

05/25. 7:00 pm. PTA/PTSA Council at Lindemann Elementary

05/30. Memorial Day – No School

CONGRATULATIONS DANA BROWN!

2016/2017 Region A School Social Worker of the Year!

April 12^th, 2016

Hello Friends, Family and Colleagues of Dana,

It is with great pleasure that I write to you today to inform you that Dana Brown has been chosen as the 2016/2017 Region A School Social Worker of the Year! Due to Dana’s great accomplishments and involvement with school social work, she has been selected as our award winner and as a representative of our Region for the State level School Social Worker of the Year Award! Dana’s nomination will be reviewed with other region winners and a final individual will be chosen as the State Level winner later this year.

In honor of her award, there will be a brief ceremony on Friday, May 13th at 8:00 am at the Wayne County Resa Boyd Auditorium. I would like to invite you to attend, if you are able, in order to see Dana receive her award and join in the celebration!

Michel DeJulian LMSW, ACSW

MASSW Region A President
Special Education Advisory Committee Representative-MDE
Trenton Public Schools SSW

LINDEMANN ELEMENTARY CELEBRATES

Student and staff members were given puzzle pieces help create this beautiful piece of art that is hanging in our hallway.

Along with the puzzle pieces, teachers shared information about Autism with their classes.

Lindemann is proud to bring awareness to Autism through student and staff participation.

Wishing our students and staff great success

with our M-STEP Assessments.

UPDATES!

I am excited to announce our new PBIS Leadership Team:

Cassie White – Velaine Nagy – Jennifer Kusulas

We are excited about our PBIS program and the positive

direction it is headed here at Lindemann.

We appreciate your support as we continue to expand our ideas!

As a part of our PBIS Grant, we are asked to complete a year-end survey about the program.

Please log in as soon as possible

to complete the survey.

Thank You!!

Person push CLICK HERE website link button

https://www.surveymonkey.com/r/2016PBISA-D

Which Disney / Animated Character

best fits you and your personality??

Be Honest….

Mike Darga = PO

(Kung Fu Panda)

It’s a fun game to play with your family.

Cause & Affect Me – https://appsto.re/i6Y24tC
WriteReader Classroom – https://appsto.re/i6Y23vb
The Social Express Lite – https://appsto.re/i6YV5Qh
Dyslexic & Dysgraphia Helper with Special Fonts for Kids & Adults – https://appsto.re/i6YP5b3
Tap Zoo HD – https://appsto.re/i6YP84f
Baby Visual Stimulation HD – https://appsto.re/i6YV3hk
Kids Phonics 1: The Letters – https://appsto.re/i6YV3VN
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Kids Phonics 3: Beginning Blends – https://appsto.re/i6Yk4GG
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Kids Phonics 5: Long Vowels – https://appsto.re/i6YV3V5
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The New Kid on the Block – interactive storybook of poems in English – https://appsto.re/i6Y24c
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Lindemann Championship – FAMILY FUN!

THURSDAY, APRIL 28 at 5:30 PM. Middle School Gym.

The tradition of combing a good time with a good cause continues Thursday, April 28. For the 9^th year in a row the 5^th graders at Lindemann have accepted the challenge to play a team of teachers in a competitive game of basketball.

The good cause this year is Relay for Life. All proceeds from the game will go to Relay for Life.

The Lindemann Championship game is scheduled for Thursday, April 28 at 5:30pm. The Allen Park Middle School gym is the location for this event. We will be asking for a $2 donation to attend the game. The doors open at 5:00pm.

The 5^th graders are really excited to play against their current and former teachers. The teachers are also looking forward to continue the lessons on the court. But both sides will appreciate your support for this good cause.

Family Fun Night!

6:30 PM – May 24, 2016

Allen Park Center for the Performing Arts

Science Fair Participants 15/16

CONGRATULATIONS!!

Amani Al-Maatani – Caityln Babin – Lucy Bagdonas – Baylee Benedetti – Ava Benkert – Austin Bowling – Sophia Buchanan – Ava Clark – Kathryn Clark – Kherington Cooper – Brayden Dellapenna – Collin Ecie – Fernando Hernandez – Embassy Komray – Tommy Komray – Owen Lacey – Landon Leone – Allison Murdoch – Lily Murdoch – Isabella Orsette – Evan Pledge – Griffin Teems – Adeline Tuccini – Luca Tuccini – Rhiannon Sobieski – Dominick Walaszek – Korbyn Walters -Connor Wilkes

Mr. Fasca and Mrs. Rimsa’s classes also participated with a class project

THANK YOU SCIENCE FAIR SPONSORS:

Mrs. Lacey & Mrs. Kusulas

ART FOR THE SKY

LINDEMANN ELEMENTARY

A note from Miss Trapani, Lindemann Art Teacher:

“Art For the Sky is a unique, team building activity for schools and special events that helps dissolve boundaries that often exist in our daily lives. These enchanting creations are a whole-body way of stimulating our imagination to see the elusive “big picture” and help us understand our interconnection with one another and all life.”

“With hundreds of people collaborating in the creation of something beautiful, each living painting is a blessing and a promise to better care for our world and one another. Each is a heart-felt way of reaching out to the Universe to show our love and respect for the beauty of creation. In a mythological sense, these experiential works are a way to repair what we have broken and strengthen what remains. All together upon the Earth in an act of cultural magnificence, we get a glimpse of “the Promise Land” and a dose of joy enough to fuel our dreams for years to come.”

Dear Lindemann students and families,

I am so excited to announce that earlier this school year we were awarded a grant through the MCACA – Michigan Council for Arts and Cultural Affairs to fund a school-wide project called Art for the Sky. Daniel Dancer is the founder of Art for the Sky and has completed this project at hundreds of schools all over the country and a few international projects. Our Art for the Sky project is scheduled for the second week in June. Daniel Dancer will be at our school Wednesday June 8^th – Friday June 10^th with our “Sky Art” day schedule for Thursday 9^th.

To learn more about our project please click the link below:

Art for the sky parent announcement

I hope you have an awesome week!

Mike D.

April 11, 2016

April 11, 2016 mikedarga

04/15. Elementary Report Cards Distributed / SPRING PICTURES

04/18.Taxes Due!

04/22. Earth Day

04/24. Autism Awareness Walk-Run To Solve The Puzzle Color Run. Champaign Park. 1 – 4PM

04/26. 5th Grade Spring Band Concert. 7:00 PM

04/28. 5th Grade Basketball -vs- Teachers. APMS 5:00 PM

CONGRATULATIONS

Lindemann Chime, Honor Choir Members & to Mr. Hoffman!

Thank you for such a magical night!

IMPORTANT ENHANCEMENT

TO THIS YEAR’S M-STEP ASSESSMENT

M-STEP UPDATE

We have just received notification that the state officials will be visiting Arno to observe testing protocols during M-STEP. Will they visit Lindemann while they are in town??

Please be sure, if you are administering any part of the M-STEP, that you are closely following the guidelines for testing protocol. Please visit this link for the Assessment Integrity Guide: https://www.michigan.gov/documents/mde/Assessment_Integrity_Guide_291950_7.pdf

You may have also heard that the House budget subcommittee voted to discontinue MSTEP. This will be for next year, and we are not sure how things will “shake out.” Check out the Spotlight for more information: http://www.michigan.gov/documents/mde/Spotlight_3-24-16_518030_7.pdf

Please also follow this link for a letter from State Superintendent, Brian Whiston:

http://www.michigan.gov/documents/mde/M-STEP_Parent_Letter_032416_518651_7.pdf

M-STEP

Friendly Reminders:

That said, are things that are certainly very critical to success:

The test admin booklet, which contains the script, will need to be followed word for word, as the state expects.
Teacher proximity in motion is expected to be happening at all points during the test, please do not check papers, email, etc.
Be sure that your test administrator checklists have been read
Be sure students know their responsibilities, and what to do when they are done
Be sure the classroom set up is such that it discourages wandering eyes
All content relating to testing must be taken down or well covered before the test starts.
Know your plan on what to do with kids who are taking a long time beyond most kids (They should Pause- exit test) and come to me to finish if you are in an ending session
All students need to have a book that they may refer to when they finish
Be sure all students who leave their computer for the bathroom, drink, etc, MUST put their screen into PAUSE mode for test security reasons (remember it times out in 20 minutes)
Be sure to report all issues quickly to the office
Do NOT take a screen shot to send to John or anyone else if you are having an issue- it is considered secure material on the screen.

All student “tickets” need to returned daily at the conclusion of testing

M-STEP Mathematics

New and Improved Equation Builder: The Equation Builder used last year in the Spring 2015 online administration of the M-STEP mathematics test has been replaced with a new and improved Keypad Input, also referred to as the Equation Keypad.

• The Keypad Input allows for the entry of numbers, expressions, equations, etc., but does not perform any actual computations. Students can also enter numbers using their keyboard, but alpha characters cannot be entered.

• The Keypad Input buttons will vary according to required components of an item. Any necessary variable(s) will be included on the Keypad.

• Computations are to be performed using the online calculator associated with items that are calculator-permitted.

• Some items will have both the Keypad Input and a calculator. Other items will have either the Keypad Input or the calculator. Some items will have neither. (Continued on next page)

LINDEMANN ELEMENTARY

M-STEP ASSESSMENT SCHEDULE

$Math-assessment$

Q3 ASSESSMENT – How Did It Go?

By now, your grade level should have completed the Q3 Math Assessment. Your grade level will have time on Friday, April 22 for scoring the assessment, as we have in the past (I will provide time in the gym for our students). Our 3rd Data Day will be on Monday, May 2nd. Subs have already been secured. I look forward to hearing what you learn from this assessment when we get together again!

Here is our schedule at Lindemann:

Date Scheduled: Friday, April 22, 2016

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

Date Scheduled: Monday, May 2, 2016

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

Please click the link to view the full Spotlight pdf.

Retention

Now that we are heading towards the end of the year, the issue of possible retention for some students has surfaced. As many of you may have heard, research indicates that retention is not a viable strategy. Meeting to put in place a structured intervention plan for the following school year, in the next grade level, aligns more with our MTSS plans and helping students succeed, not to mention the social-emotional benefits of remains with your classmates. That said, I will certainly sit with all of you and review your thoughts on students that may be on the bubble, but there will need to be enough data evidence and lack of progress to show that retention would be of benefit, beyond an intense intervention plan. Please see me as we go through the next few months to review any students you strongly feel should be retained.

Some research:

http://educationbythenumbers.org/content/new-research-failing-students_2034/

http://intranet.niacc.edu/pres_copy(1)/ILC/The_Retention_Debate.pdf

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199005_shepard.pdf

STUDENT LOAN FORGIVENESS

If you are a currently working at a district school you may qualify for student loan forgiveness programs. The Teacher Forgiveness program was introduced and designed to help teachers, while allowing them to continue their careers as educators. Participation in the program will reduce your principal, and after ten years, any balance that remains is completely forgiven.

We will help you through the application process, determine your eligibility and prepare all necessary documents. Even if you aren’t a teacher you may still qualify for some form of forgiveness, all it takes is a phone call to find out.

(855) 231-0032
9:00am – 8:00pm EST Weekdays
9:00am – 1:00pm EST Saturday

The report card window will be open in MISTAR until midnight on April 12. Please plan accordingly so your report cards will be complete and accurate by this time. The window will not be opened after this time. Report cards should be printed and prepared so they can be sent home with students on Friday, April 15. Please let me know if you have any questions.

moecs-1u29yt0-300x136

LOGGING PROFESSIONAL DEVELOPMENT HOURS

One year-end requirement is to log your District-Provided Professional Development (DPPD) hours. This PD can be logged at both the MOECS site for certificate renewal and the RESA site for logging PD for those who do not need to renew certificates. Remember that you can also log your SCECH hours and College Credits on the MOECS site.

Now that our district PD is done for the year, you can log this info at any time! I have created a new page at the top of the blog for items that are on the Year-End To-Do list. Feel free to begin completing these items at any time. The PD log directions will be located here. Year End Checklist

EDUCATOR OPEN HOUSE

Hello educators,
We at The Henry Ford are inviting you and your colleagues to this year’s Spring Educator Open House on Saturday, April 16, 2016! This year Educators receive FREE admission for you and one additional guest to Henry Ford Museum & Giant Screen Theater. If you attend one of our “Must-See Viewing Sessions” in the theater you will receive free admission to Greenfield Village and the Ford Rouge Factory Tour as well.
“Must-See Viewing Sessions”
* The Henry Ford staff will speak about the newly re-designed Giant Screen Theater, its features, our Teacher’s Choice program, and how to tie it all together on a field trip. Then sit back and enjoy Deepsea Challenge 3D at9:00AM and/or National Parks 3D at 10:00AM
* Sensory Friendly Screenings! Come experience a Sensory Friendly Screening of one of our newest films, Watermelon Magic at 11:05 AM. With a Sensory Friendly Screening the lights are turned up and the sound is turned down to create a more comfortable, enjoyable experience for people with autism and other sensory issues/special needs creating an environment of flexibility and acceptance for anyone unable to sit down for the entire film. Sensory Friendly Screenings will now be an option that can be applied to Teacher’s Choice selections.
Sessions will begin at least 10 minutes before the showtimes.
Other long-standing favorite resources and new programs from The Henry Ford will be highlighted at a “fair” of “Learn More Stations” in Henry Ford Museum.
Please visit our webpage to learn more about Educator Open House and to register: https://www.thehenryford.org/current-events/calendar/educator-open-house/
Please feel free to share this invitation with any of your colleagues who may be interested in attending.

Thank you,
Frederick Rubin
Gain Perspective. Get Inspired. Make History.
Frederick Spencer Rubin
Education Coordinator
P: 313.982.6100 ext 2508
E: frederickr@thehenryford.org<mailto:frederickr@thehenryford.org>
www.thehenryford.org<http://www.thehenryford.org>

Lindemann Elementary

Weekly Staff Bulletin

Month: April 2016

April 25, 2016

M-STEP Update

TEACHER REQUEST PROCEDURE

New test could replace M-STEP after next year

April 18, 2016

April 11, 2016

IMPORTANT ENHANCEMENT

TO THIS YEAR’S M-STEP ASSESSMENT

M-STEP

M-STEP Mathematics

New and Improved Equation Builder: The Equation Builder used last year in the Spring 2015 online administration of the M-STEP mathematics test has been replaced with a new and improved Keypad Input, also referred to as the Equation Keypad.

• The Keypad Input allows for the entry of numbers, expressions, equations, etc., but does not perform any actual computations. Students can also enter numbers using their keyboard, but alpha characters cannot be entered.

• The Keypad Input buttons will vary according to required components of an item. Any necessary variable(s) will be included on the Keypad.

• Computations are to be performed using the online calculator associated with items that are calculator-permitted.

• Some items will have both the Keypad Input and a calculator. Other items will have either the Keypad Input or the calculator. Some items will have neither. (Continued on next page)

Retention

EDUCATOR OPEN HOUSE