K-5 Summer School Update

  Elementary Summer School Vacancies and Engagement Camp Proposals

Please note that we still have summer school vacancies posted and are hoping to select candidates before winter break.

2 Teachers, posted 10/20/23
2 Interns, posted 10/20/23

Summer School Dates: July 8th - August 1st, 2024 (Monday-Thursday)

Elementary Gradespan: Students who will be entering 1st-5th grade for 2024-2025 school year. 

Elementary Proposed structure:

8:30-11:00- Interdisciplinary block with customized paths 

11:00-11:55 Lunch/Recess for students who attended the interdisciplinary course and who are also attending an engagement camp

12:00-1:30 Engagement Camps (Sessions offered in 2 week increments)

1:30-3:30  Themed Day Camp

Engagement Camps

Engagement camps are similar to a "camp" concept and should allow for active engagement and opportunities for student voice to be incorporated. They can be offered for any topic and are non-graded. Each session will be 2 weeks in length. Past examples include science topics, cooking, music, SEL, sports, etc. Please reach out to Kara Salto to share your interest/ideas.

Crucial Conversation Book Club

 A small group of staff have been meeting to do a book study on Crucial Conversations.  This month the team discussed the following key points to reflect on during your interactions with others.  

-Be sure to reflect on prior to a conversation what you would like the outcome to be for the topic AND the relationship with the peer

- Think prior to a conversation of how you want to clarify your story

-Allow all in the conversation to clarify their story before moving to solutions or questions

-Remember that safety is not synonymous with comfort in a conversations, just like being unsafe is not synonymous with uncomfortable conversations 

-Consider how you would act in a conversation if the topic was something your really wanted

-Try to empathize the the postion of all in the conversation

-Consider what your style under stress is.  This link will take you to a brief survey to assess your style.

Learning Walk Reflection

 This month we had the pleasure to visit all schools.  It was great to see learning in action.  Here were a few things we learned and saw on the walks:

-Students pride in their teacher at KME was great to hear!

-LDIP continuum flexibility was observed.  Seeing mini-lessons followed by random grouping and individualized conferences.  

-Mini-lessons starting within legacy instruction and then shifting to differentiation groups 

- New groupings based on student learning needs starting after Thanksgiving

-Student routines and culture established and expectations being reviewed upon return after a long weekend

-I can statements posted but not referenced during the short walk visit, but were often posted.  

-Students were engaged in all classrooms and knew the task expectations along with the next task that would come in their learning progression 

-Students building community within the classrooms at HMS

-Lots of student movement within the learning environments

-Flexible seating choices used appropriately by students

We encourage all staff to take time for learning to review the PBP tables and show them to students during feedback conferences and at the start of mini-lessons.  This will provide the ability for students to self-reflect on learning progress.

Kindergarten Step Up Coming to Summer School

 We are so excited to begin to offer a Kindergarten Step Up program this summer during Summer School.  We are in the process of planning what the sessions for step up would focus on during the summer sessions. We are looking for feedback from current Kindergarten teachers to share key topics that should be covered that would benefit our incoming Kindergarteners this next year.  We also will be looking for a few Summer School teachers for just Kindergarten.  If you are interested in being part of the planning please contact Sarah Mumm.  If you are interested in teaching summer school of Kindergarten contact Kara Salto.   

EAC Update

Today EAC at the EC-5 level met for the monthly meeting.  The following was discussed.  Please follow up with any EAC member for further clarification of a topic:

• The team reviewed the data for the writing audits.  Please see and review the Google slides for a summary of the findings.  The district is wanting to further plan professional development for enhancement of all key areas of need.  Please share any ideas with your EAC member on the best way to engage in professional development. 

• The team looked at all the sight word lists used across the district and how we use the data.  The team is recommending that a small group will meet that will include a grade level rep from every school in order to make a consistent list across the grade level.  We will focus on K-2 revisions to sight word lists in the Spring, and later Spring or Summer revision for intermediate grades.  Please share with your EAC rep or Sarah Mumm if you would be interested in being a grade span rep for your school  This will be a voluntary small group work opportunity.  It will take place with those who volunteer, even if all schools are not represented, revisions will occur that all will be held accountable to implement last year. 

• The committee took time to review the use of the learner profile in our classrooms.  The following were ideas shared by grade spans:

-EC-1 summary

• Teacher modeled practices

• EC - modeled vocabulary, all about me or star student 

• K-1 -provide opportunities for students to reflect on best learning environments

• Teacher using their own learner profile and modeling how to add to their profile authentically

• Co-constructed feedback conferences and engagement

• EC- thumbs up/thumbs down

• EC- get to vote on what they want to learn about and where they work/play

• K-rating scale on how they are doing - smiley face/thumbs up thumbs down

• K-Students are tracking some of their progress for the academic part of their profile.  They color in data sheets and participate in conferences.

• 1-add new reflections in different colors so that they can see how they changed.

• 1- students conferring in writing and using proficiency language to self reflect

• K-Math pbp tables are kept in the learner profile in the academic status section. Learners use the pbp tables in their binder and participate in co-constructed conferences and next steps. Notes and next steps are kept in their binder.

• K-They keep the sight words and letter formation progress in their learner profile.

• K-Starting to notice when learners are advocating and then teachers are writing it on a piece of paper for the learner to draw a picture on the note and add it to their learner profile

• Advocacy for Learner profile

• EC-Students take initiative to advocate when they need a break

• K-Starting to notice when learners are advocating and then teachers are writing it on a piece of paper for the learner to draw a picture on the note and add it to their learner profile

-2-3 summary:  

• Modeling how to do the reflections and they can put them in a binder at the end of the year. Binder including All about me, academic status, learning drivers

• Once the proficiency table is complete for that standard, it is checked off and put into Learner Profile. Graph growth monitoring for iReady. Presentation for student-led conferences. 

• Binders are given to 3rd grade teachers for the next year. 

• Teachers let them know to add something to their learner profile after a conference. Students can decide when and what to add to their learner profile.

• Language cards regarding Learner profile vocabulary.: advocate, learning partner, feedback etc. Having a star chart to celebrate when a student advocates for their own learning.

• Students are expected to advocate for learning choices that work best for them
  Students keep growth goals and graphs of data in their learner profile to self-reflect on their growth.

• Students can keep a digital or paper learner profile and update during WIN time.  They use these to lead their student led conferences.  They reference their preferences while advocating for their learning needs.

-4-5 summary

• Showed examples of learner profile, teachers have created their own learner profiles

• Suggestions of things that would be great to add to learner profile during conferences or discussions

• Incorporating into content area conferences

• Students have a choice of digital or paper profiles, share examples of profile choice boards OR allow them to create their own.  

• Use the different dimensions and give students choice of what they want to include, how they want to build a profile

• Students are referring back to something they included in their profile and using that to advocate for learning needs.

• Students are including work samples into profile

• Still working on having students come up with the idea of what they want to include in their learner profile

• Inconsistency of implementation of profiles between classrooms (KPASS partners) 

• It can be hard for the students to access profile between classes (especially if on paper)

• The team took time to review the feedback from the handwriting delivery PBP table.  The feedback will be used to finalize the table that will be sent out later this Spring and the intent is to reflect and implement next school year.  

• The team took time to share possible revisions for the handwriting delivery table.  This table will be edited and a final version for delivery will be shared in later Spring.  

• Finally the team discussed any edits or clarifications for the Social Science tables.  This year Social Science is in its review cycle.  The team will share feedback with the review committee for final revisions in later Spring. 

We hope that each and everyone of you have a great Thanksgiving week!  Take time for family and friends!  

 

Duck Hunt Help!

 Shout out to John and his daughter for making this great sign to assist in his search for is duck match!  We love the dedication and effort and wanted to help out.  If anyone has a matching duck please reach out to John at the high school!