Google Classroom Guardian Email Summaries

Many teachers at KRMS use Google Classroom with students.  This technology tool allows students to have assignments all in one place for easy reference.  When a student joins a Google Classroom, a new folder is created automatically in Google Drive.  All files from that Google Classroom are stored automatically in this folder.  Google Classroom has a built in calendar for students with due dates and students are able to turn in assignments directly in Google Classroom.  Google Classroom allows for an efficient work flow management solution for both students and teachers.

About two years ago, Google Classroom added a way for parents/guardians to obtain some information directly from Google Classroom.  This feature is called Guardian summaries.  By default this feature is turned off so that teachers can make the decision to turn it on.  Once it is turned on, parents/guardians can be invited to the Google Classroom.  If the guardian accepts the invite, then the guardian will receive either a daily (Monday-Friday) or weekly summary.  The choice of whether the summary is daily or weekly is up to the guardian.

You've Got Email!  

If a student has late work, this will be part of the email summary sent to that guardian.  Guardians will also know about upcoming assignments that have been posted.  Guardians will also see any instructions given by the teacher about the assignment.  Then parents/guardians can have a clear and specific conversation about the assignment with their children about this work.

Link here to see what Google offers to the Guardians via this email summary.

Teachers are already posting student assignments and instructions in Google Classroom. The goal is to have parents/guardians accept the invite to eliminate the need for the teachers to make additional postings about assignments on their websites and also offer parents/guardians with a window into the classroom.  This keeps the parents/guardians in the loop.

Recently, our trusty guidance secretary, Juliet Valela, began the arduous process of inviting every parent/guardian using the email listed in PowerSchool to our YOG (year of graduation) Google Classrooms.  These Google Classrooms are used by KRMS for summer reading assignments and digital portfolio assignments.

Here is another great thing about Guardian summaries.  Once parents/guardians accept the invite, they will be able to receive Guardian summaries from every Google Classroom that their child is invited to provided that the teacher has turned on the Guardian summaries option.  This is a great way for parents/guardians to stay in the loop and offer some assistance to their children by encouraging them to meet deadlines.  When a parent/guardian can mention the assignment by name because it was listed in the email summary, it can help the conversation be more specific about the actual assignment.

If you receive an invite from Juliet Valela for a YOG Google Classroom, please consider accepting it.

If you have any questions, please feel free to comment below or contact Laurie Prewandowski at lprewandowski@kearsarge.org



Photo Credits:

gezegen. "Clipart - Email-7." Openclipart.org. N. p., 2018. Web. 13 Dec. 2018.

"Google Classroom Icon - Free Transparent PNG Clipart Images Download. Clipartmax.Com." ClipartMax.com. N. p., 2018. Web. 13 Dec. 2018.

Today's topic: Energy drinks.  

If you head to any energy drink website, I think you will find images that are appealing.  Famous athletes and music groups who endorse the drink.  Statements about health benefits, and/or weight loss benefits.  Flavors that are enticing to all age groups. 

Most energy drinks contain large amounts of caffeine, sugar and other substances.  The amount of caffeine and other ingredients vary, so label reading is important.  

As we know, Caffeine can provide a temporary energy boost. This boost is short-lived, usually leaving the person feeling tired, and thinking they need another one to get them out of the slump.  Hence the "addiction" to these drinks.  

Too much caffeine, or caffeine-like substances, can lead to:

• Nervousness/ Anxiety

• Irritability

• Insomnia: Disrupts teens sleep patterns

• Digestive problems

• Dehydration

• Damage to children's still-developing cardiovascular and nervous systems

• Rapid heartbeat or heart rhythm disturbances

• Increased blood pressure

Monster, Rockstar, Kick Start, and Amp seem to be popular.   I was floored with all of the options!   Redline (one I had never heard of), seems to have the most caffeine, at a whopping, 250mg of  in one can!  From what I have read, one cup of Joe has between 45-95 mg of caffeine.  So, these drinks certainly pack a punch!

Please check out these product links and weigh in?  What do you think about this?

Monster Energy

Rock Star Energy

Mountain Dew Products

Resource links

CDC

Department of Health and Human Services

Another Win for The Man ;-) KRMS Policy Change Regarding Cell Phone Use

Hopefully you have seen the notification about our updated policy regarding cell phone use in school.  Our Handbook now states:

Personal Electronic Devices – The use of personal electronic devices (cell phones, ipods, etc.) during the school day (7:35-2:32) is prohibited.  Students needing to contact their parents must go to the main office.  All personal electronic devices must be kept in a student’s locker during the school day.  Cell phones and other personal electronic devices may be used before school and on the bus; however, the taking of video and still pictures is prohibited. Use of all electronic devices, personal or school, during anytime at school or a school event is subject to the KRSD Responsible Use Policy.  The viewing of videos or playing video games with content inappropriate for school is not allowed at anytime.

Personal Electronic Devices may not be used at any other times during the school day (7:35am-2:32pm), including in the hallway and cafeteria.

I, for one, am very glad for the change.  As a School Counselor, I deal with multiple issues that stem from situations regarding cell phones each day – whether it be something hurtful posted on social media; lack of sleep due to the use of a tech device at all hours of the night; struggling to keep up with academics due to the incredibly strong distraction of a phone (even with notifications turned off!);  and even serious stress due to the constant comparing of oneself to others’ online presence.  Even though students may be upset about this policy change, I believe there is a certain amount of relief that will be felt in having a break from that pull during the school day.  I think it is fair to say that we all can struggle with maintaining balance with our technology use, and to expect a child to make good decisions with unsupervised use is not realistic.  Some of the greatest minds in the world are designing these devices to draw us in more and more … and while I know our students are amazing, I don’t think it’s fair to expect them to self-regulate.  They need help.  Those pre-frontal cortexes of theirs have another 10 to 15 years to fully develop!  Hence, our updated policy.

Along this line, I subscribe to some great blogs regarding technology use that I highly recommend.  One that I have mentioned before is Tech Talk Tuesdays, that I discovered through the Screenagers website.  There was a recent post that addressed tech use in schools that you can check out here.  Another fantastic resource is the Wait Until Eighth blog, which encourages parents to wait until at least 8^th grade to allow their child to have a smartphone.  There is a post from last April entitled “Why Phones Don’t Belong in School” that does a beautiful job of explaining the reasoning behind our new policy.  It’s a quick read if you’d like to check it out here.  And finally, one of our teachers recently shared another blog post from Wait Until Eighth that powerfully illustrates the everyday impact our digital age can have on a student.  The blog post, entitled “Middle School Misfortunes Then and Now, One Teacher’s Take” can be read here.  I strongly encourage this read!

As always, we would absolutely love to hear your thoughts regarding our posts here on Symbiosis!!  Please share.  J  We know that cell phone use in schools can be a charged topic, so feedback is especially welcome.  Thank you!

Vaping

What is vaping?

Vape devices and e-cigarettes are electronic devices that simulate smoking. Instead of containing tobacco, these devices contain a flavored liquid that turns into a vapor when heated and is then inhaled. The act of using these devices is referred to as vaping.

There is a specific brand of vape device called a Juul. Juuls are smaller than most e-cigarettes or vape devices and also don't produce the same distinct white vapor. Juuls look a lot like small flash drives and can be easily concealed. Juuling is much more difficult to detect than traditional vaping and is an issue in schools across the country. 

Who is vaping?

Vaping is a trend that has become attractive to teens and young adults. In a 2017 National Institutes of Health Study, 18.5% of the 8th graders surveyed reported trying vaping. Of those students, 13.3% had vaped in the past year.

Vaping is dangerous, especially for young adults.

 Many young adults report misconceptions about vape devices and e-cigarettes; they are under the impression that the liquid is merely flavored water. The vapor pods used in these devices do contain flavoring that appeals to teens such as watermelon or cotton candy, but they also contain dangerous chemicals including nicotine. Some early studies have shown that the chemicals in vapor pods are carcinogenic and can also cause “popcorn lung” which is when the lungs are scarred and damaged.

SAVE THE DATE!

Breathe New Hampshire will be sharing a presentation titled Vaping Unveiled with the Kearsarge community.

January 8, 2018 

at 6:30 pm

Kearsarge Regional High School Auditorium

The presentation will cover topics such as:

• What are e-cigs/vapes
• Dangers of nicotine
• Vaping by the numbers
• Popular products among youth/teens
• Local policies
• Resources 

For more information or to RSVP please contact Laura Newman, assistant principal at KRHS: lnewman@kearsarge.org

Computational Thinker

One of the ISTE 2016 Standards for Students is called Computational Thinker.

In this standard, students are expected to develop their abilities to solve problems.

It used to be called critical thinking.  The shift in the name of the standard, I believe, comes with a new thought that learners need to think in the same ways that computers work because there is so much innovation.

Part of this standard requires students to be able to break problems into smaller parts.  Another calls for students to think using algorithms because of the need to understand automation.  This allows students to think in steps in order to test or create a solution to a problem.

Computational thinking is not an easy thing to teach a student, until now.  This year, Kearsarge Regional School District brought in Dash Robots in order to help develop the computational thinking skills of students.

Here is how it work.  Students use an iPad with an app called Blockly.  Students use the app to put together a sequence of commands and then test these commands out with the Dash Robot.  Students are learning how to create sequences, loops, and conditionals.  Dash can be programmed to dance, make sounds and say things.  Dash can be programmed to respond to your voice.

Recently, some 6th graders had a chance to work with the Dash Robots to develop their computational thinking skills.  Students were able to program the Dash Robot using the Blockly app and had a lot of fun getting Dash to move, dance and talk.

Our goal is to continue to use the Dash Robots with students to help them learn how to solve problems and learn how to think computationally.  Computer programing is an important skill for students to develop and the Dash Robots offer a fun way to learn this skill.

Winter Tips

I was quite surprised to see snow on the ground on October 17^th!  While I love the snow and chilly weather, I don’t look forward to the illnesses that seem to flood in!

Most of what we see in the Winter can certainly be prevented by some really easy daily habits.   The CDC website is a wealth of information regarding staying healthy this year.  I have included links for a few common illnesses we see in the school setting.

           Strep Throat                   Cold Vs. Flu                        

                                                                        Norovirus Vs. Stomach bug

The District Nurses collaborate to share information on our web pages regarding current illness, upcoming health events, and District forms.  

The Middle School web page can be found here: Middle School Health Office

Here is a quick reference of when Sick is Too Sick for School:

Please use these guidelines when deciding whether or not to send your child to school due to illness.

It is suggested that your child should not come to school if:

*They have a temperature over 100.5 F. (Remember that Tylenol, Motrin, etc. can mask the effects of a fever). Try to take your child's temperature before you give fever-reducing medicine.  

*They have vomiting and/or persistent diarrhea. 

*They have a persistent red sore throat, especially if the tonsils are enlarged.

*They have a severe cold with fever, sneezing, and thickening nasal discharge

*They have a cough that keeps them awake at night, worsens with increased activity, or is combined with other symptoms.

*They have a severe persistent earache.

*They have redness in the whites of the eyes, yellow eye discharge and matted lashes are symptoms of conjunctivitis (pinkeye). A doctor should be consulted for treatment as this is highly contagious.

*They have a rash that is all over the body, blistery, oozing, or painful. This could be a sign of a contagious infection, such as chicken pox. Please consider checking with your child's doctor or the school nurse before you send your child to school.

*Please keep your child home until they have not had vomiting, persistent diarrhea, or a fever (without medication) for at least 24 hours!(If at school they have a fever over 100.5F or vomiting/persistent diarrhea, your child will need to be picked up at school.)

Remember, the suggestions above should be considered a guide.

If you are still unsure whether to send your child to school, please call your medical provider or the school nurse for further guidance.

Stay healthy and enjoy what late Fall and Winter have to offer!

Parent Survival Guide to Middle School

Parent Survival Guide to Middle School

They say the middle school years are the hardest for kids.  I would add that those are the hardest for parenting as well.  Children are transitioning from child to adolescent, which can feel scary, overwhelming, exhilarating, and mortifying – sometimes all at once …. And again, I would say that aptly describes some of the feelings of parenting an adolescent.  Things that you were able to rely on, to count on to get the family through rough spots, may not work so well anymore.  You need to change up your game, and the rules can feel completely counterintuitive. 

Parents of incoming 6^th grade students often feel the need to hold their child a little closer to protect them from middle school fears, and to carefully control and monitor their child’s social and academic transition.  When middle schoolers make mistakes, make a bad decision, or earn a less-than-stellar grade, parents will often feel the need to jump in to ensure the mistake will never be repeated.  And when a middle schooler starts to withdraw from family members to spend time alone in their room, or chatting with friends, it’s not unusual for parents to worry that there is something wrong with their child.  Fear and worry abound and the response is – protect, control, and MICROMANAGE!!  

But here is where the rules are different at this stage of the developmental game.  We need to be thinking along the lines of, how do we help this kid gain a sense of control of her life? How can we help her find her own inner drive? A low sense of control is incredibly stressful for anyone, adolescents most definitely included.  This is the time when they are working towards figuring out who they are and what they want in this life, which necessitates a certain amount of independence and autonomy.  It also means they need to feel that we trust them to figure it out … which, if we’re being honest, may not be the case all the time.  But please, trust that we need to trust! 

Believe me, kids want to keep up with their schoolwork – they feel that pressure even if they aren’t showing it.  And if they’re falling behind, nagging them will likely drive them to resist doing it even more.  The trick is to give them enough freedom and respect to let them figure it out in their own way.  Remember, our job is not to solve our children’s problems, it is to help them learn to run their own lives.  I’m not saying give your child free rein, rather I’m suggesting that we enforce limits, while being sure the child perceives a sense of control. 

To do this we should try to reframe our parenting role to focus on guiding, supporting, teaching, helping, and setting limits, while communicating with them that their lives are their own. Try to:

- keep the lines of communication open, and find special ways to connect with your child.

-maintain important routines that bring the family together, e.g. family dinners with no screens.

- find opportunities to give your child reasonable choices (voice and choice are the buzzwords).

-allow your child to make decisions, but help him make informed decisions. Give him the information and perspective that you have, in order to enable him to make the best possible choice (properly informed, kids usually do make good decisions for themselves).

-do yourself a favor, and delete that Power School App from your phone, and only check Power School with your child.  Your anxiety will thank you … or I should say will miss you. J

-adjust your approach to the nightly homework question. Instead of asking, “Do you have homework tonight?” try, “Is there anything you’d like help with tonight? “Do you have a plan?” “Have you got it?” 

I fully understand this is not necessarily easy to do, but this approach will truly help your child become a more confident and resilient person.  And middle school is the perfect place for your child to stumble, make mistakes, and figure it out.  The adults here expect that and are here to help kids learn from failure!  A lesson learned from failure is a solid lesson, indeed.

A caveat:  If a child is depressed or suicidal, thinking is impaired and we cannot work from the assumption that she wants her life to work out.  This is a circumstance when we need to make decisions for kids because they are unable to make reasonable decisions about themselves.

Some resources I’ve found helpful through this challenging phase …

Podcast:  “Mom and Dad Are Fighting: Slate’s Parenting Podcast” – I love this one.  This weekly podcast has three hosts, that between them have children from age 3 to 18.  Each episode begins with the hosts sharing their parenting triumphs and fails for that week, then goes on to address a listener question, and wraps up with Recommendations – anything from books, movies, games, apps, tv shows, etc that the hosts have found to be exceptional.  It’s funny and be forewarned … *contains explicit language, for the irreverent side of us.

Podcast: “Launching Your Daughter” – This podcast was created to support parents/caregivers in empowering their tween and teen girls as they prepare for young adulthood.  This is a new one for me, and I only listened to the episode where the host interviewed Lynn Lyons about anxiety.  Even though I do not have daughters, I plan on listening further to this podcast!

Book:  The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives by William Stixrud, PhD and Ned Johnson.  The title really explains it well. Highly recommended reading for you parents of middle schoolers.

Interview:  Laura Knoy, host of NHPR’s The Exchange, interviews Ned Johnson, one of the authors of the above book.   Click here to stream this interview

Book:  The Five Love Languages of Teenagers by Gary Chapman.  I have recommended this book to parents more times than I can count.  I came across it when I was feeling like my 14 year old son was drifting further and further from me, and I wanted find a bridge that would help me connect with him so that we could re-establish an open line of communication.  It was exactly what we needed, and 3 ½ years later I still use what I learned from that book.

*** If you have resources that you’ve found to be helpful in guiding your parenting, PLEASE SHARE, right here in the comments section.  And please let me know how it’s going.  J

For the Love of Reading!

This year at KRMS, we are making a concerted effort to foster a love of reading in our students. A cohort of teachers read Donalyn Miller’s The Book Whisperer over the summer and we are modeling our initiatives after many of Miller’s own classroom practices and recommendations.

Research shows that student choice in what they read and devoted time to independent reading increases student achievement. Moreover, students who are given time to read independently in school are more engaged and motivated to read.

Each of the ELA teachers are building independent reading into their classroom routines and core curriculum. In the sixth grade, students are using their independent reading texts as a mindful activity to prepare them to engage in class. Seventh graders are reading self-selected books for the first 10 minutes of class each day. The eighth grade is devoting every Friday to independent reading with what they are calling “Free Read Friday.”

At each grade level, reading is being celebrated and shared. The eighth grade is pioneering a “Book Ambassador” activity in which two or three students from each ELA class travel to the opposite cluster to share the book they are reading. Students were reluctant at first, but now clamor for the opportunity to be the week’s Book Ambassador.

Independent reading is also being incorporated into our intervention block (RTI). Students who are not in need of interventions during their scheduled RTI time are able to read a book of their choice. Teachers are also using this time to read and model good reading habits. I have been making “reading rounds” and am enjoying reading alongside students and hearing about their books. My book list is growing based on all of the students’ recommendations!

I hope that students are showing the same enthusiasm for reading at home as they are in school! Asking your student about the book they are reading is a great way to spark conversation at the dinner table, on the way home from sporting events or a musical rehearsal, or during the morning commute. 

Keep reading!

Ice Cream All Day!

I thought I would write a introduction of myself, for any newcomers to our blog.  I am the Nurse at KRMS.  My husband and I, with our three very active children, enjoy all sorts of activities.  You will mostly find us on the sidelines of a soccer or volleyball game, or on the ski slopes. 

Being a school nurse is like being a mom, only to 430 Middle Schoolers!  I am fortunate to have Jen Cahill, my Assistant, helping me.  

It can get rather busy in our office!

- minor bumps and bruises

-concussions

-chronic medical conditions

-the never fun urgent situations.  

Throw in all the other things we need to do to promote health in the school setting, sets us up for a very busy school year!

Recently I was interviewed regarding pubic health.  One question really stuck with me….’what do you think is the most prevalent issue you see in your office on a daily basis’.   Jen and I talked about this, and we see more stress and anxiety lately.  Kids are under so much pressure, whether its school, home, friends, sports, etc....  Kids have more responsibility than what I remember as a child.  What happened to playing outside with friends, creating fun without pressure to be a certain way, or perform to a certain standard.

I am fortunate this year to have an advisory.  Eleven, 8^th grade students meet with me and Mr. Paterson every day.  We share, we laugh, we engage in conversation about school work, responsibilities at home and at school, how to be respectful and resilient.  One of my goals as an adult at KRMS, is to lead by example.  Show these wonderful children, that we all have our faults, we all struggle through things, we are not alone.  We all have things we don’t like about ourselves, or our lives, but finding ways to celebrate is the key!  That we all have varying degrees of stress and anxiety in our lives,  we can’t always control that, but we can control our reaction to the stress and anxiety we face. 

Hearing Lynn Lyons, clinical social worker and psychotherapist, speak at a conference put things into perspective for me.  

Looking at Lynn Lyons Website as a resource, has been very helpful.

I try to share with kids, that I hate to get out of bed sometimes.  That I want to be in my PJs and binge watch TV.  That I too, want to be a gazillionaire, with no need to work, and just shop all day.  Maybe eating Ben and Jerry’s ice cream for breakfast, lunch and dinner would be fun too!  Showing kids that we can have fun things in life, and the not so fun things, still occur, but how we handle them is the key.  Working hard, getting up that ladder to success, what ever that ladder might be, can give a wonderful sense of accomplishment, of achievement that we own for ourselves.  

  Showing by example that we are all human beings, and we are not alone. 

Thank you for taking the time to read my introduction.  For the future, please respond with ideas of topics you would like more information about.  Maybe we can shed some light on a topic for you.

Best,

Ms. Amy

The CRAAP Test

Information literacy is an essential skill for all humans living in this century.  While the term literacy means to be able to read and write, when a word is added in front of the word literacy, it generally is referring to competence or knowledge in a specific area.  In this case, then, I am referring to competence or knowledge in being able to process and evaluate information.

Thanks to our good friends at Google, most of the world's information is now available and searchable online.  But, information seekers beware because the Internet has a Web 2.0 functionality.  This means that just about anyone can post just about anything in just about any location they want.  This is user-generated content at its best and sometimes worst.  What's a 21st-century information seeker to do?  Enter the CRAAP test.

The CRAAP test isn't new.  It's just a new acronym that middle school students love to say because let's face it, bathroom talk can never be overdone in these middle school years.  I mean no disrespect.  It's just something that makes the kids laugh so we run with it.  Basically, you have most likely already used the skills of this test when you process and evaluate information.  This process of qualifying information has been taught in many ways.

• It has been taught as the 5 Ws of searching.  Check out this page on Kathy Schrock's website.  
• The Newseum, which 8th graders visit on the Washington, DC trip also has a section on this called E.S.C.A.P.E. Junk News.  Check it out here.  
• And, then there's the CRAAP test.  Check it out here.

Basically, all of these approaches ask information seekers to consider a number of things when reading and processing information online.  

Current:  Is this information current?  With the rate of technological advances, information found online can already be out of date.  Have you watched a video on how to do fix your cell phone, for example, only to find out that the video is showing an older operating system and none of that information is current enough for your purposes?

Relevant:  Is this information relevant to your topic or task?  Are you trying to find out information on the Pyramid of Giza for research purposes only to find out that the website is trying to get you to visit as a tourist?

Authority:  Who wrote or published this content?  Is it a credible source or person to speak on this topic?  My blog post on my personal battle with a specific type of cancer might be a great authority for my situation but should it be used as the authority for your cancer?  What is the bias?  Who is the intended audience?  What is the URL?  Is it .com, .edu, .gov, .net and how might that matter in terms of authority?

Accuracy:  Is this information correct and truthful?  Is it backed up with research or other sources that substantiate the statements being made?

Purpose:  Is this information trying to sell you something?  Is it fact or propaganda?  Is it fact or opinion?  Why is this information here?

If your child is talking about the CRAAP test done on the current 7 Wonders of the World Project in 7th grade, know that your child is learning about Information Literacy.

Information Literacy is an ongoing process, not a single event.  It takes time and a consistent approach by all teachers so students don't get mixed information on how to properly evaluate information.  This is part of my role as the technology integrator for the middle school.  I work hard to make sure the message to students is clear and consistent. 

Beyond the school learning activities, being able to evaluate information found online will help all humans get the best car deal, find an apartment that is actually for rent, enjoy a vacation from a company that truly exists and vote for the candidate that shares similar values.

Advisory at KRMS

Before I jump right into information about our new advisory program, I want to take the opportunity to introduce myself. My name is Andrea Costanzo and I am the new assistant principal here at KRMS. I am so excited to be here this year and am grateful for the warm reception I have received from the KRMS community. I'm looking forward to a great school year!

A little bit about me: I attended the University of New Hampshire for my undergraduate studies and then moved home to Braintree, Massachusetts when I graduated. I worked as a Behavior Therapist for a company that provided primarily early intervention services for children on the Autism Spectrum. While I enjoyed working with children and their families, I knew that I really wanted to be in the school setting and have a classroom of my own, so I began an M.Ed. program at UMass, Boston. After completing that program, I moved back to NH to join my fiance (now husband) and took a position covering two maternity leaves in the English Department at Merrimack Valley High School. The following school year, I began teaching English at Franklin High School where I have been for the past five years. I am currently a student in the Ed.D. program at New England College and my research focus is competency-based education.

This month, I want to focus my post on our new advisory program. All students and staff are taking part in our new advisory program this year. Students are in small, grade-level groups and will stay in the same advisory with the same advisory teacher for their time at KRMS. The focus of advisory this year is building relationships to ensure that KRMS is a welcoming community where each student feels a sense of belonging. You can find a little more information in the KRMS Parent Advisory Handout.

For the first couple of days of school, advisories spent time engaging in welcoming activities and getting to know one another. Advisory teachers selected a variety of ice breaker activities such as name games, silent birthday lineups, and creating time capsules. Moving forward, each day of the week has a different theme in advisory as follows below:

Mojo Monday On Mondays, we come together to share about our weekends and any highlights or experiences we had. This is our time to reconnect as a group and set the stage for the week.

Take Charge Tuesday On Tuesdays we focus on planning and organization. To do so, we look at the school calendar on the website, discuss class projects and deadlines, and get in the habit of using agenda books. We also discuss time management and how to balance all of our school obligations and extracurricular activities.

Wonder Wednesday On Wednesdays we pose thoughtful questions as a way to get to know each other, spark conversations, and share laughs. We have asked questions such as “I wonder what you want me to know about you?” and “What would make today the best day ever?”

Thoughtful Thursday Each Thursday our advisory conversation centers around a common prompt that we discuss as a group. Some of the prompts this year have included “Who do you think has had the largest influence on who you are today?” and “What is your favorite quality about a friend?”

Forge Ahead Friday Fridays are our day to reflect on our week at school and use those reflections to plan for the week to come. Questions are posed such as “Thinking about things that went well last week, what are you most proud of?” Students are also asked to reflect about something they would like to go better next week and what supports they will need to be successful.

The daily themes are a great starting point to engage your student in conversation about advisory and their day at school!

There is a steering committee of teachers actively working to continue to build our advisory program and we are always open to feedback. Personally, I am thoroughly enjoying my seventh grade advisory and look forward to our activities each day!

1:Go Computer Pilot at KRMS

Welcome back to the Symbiosis blog.  We took a break for the summer, but we are back up and running.  Our goal is to post four times per month with one post coming from the technology integrator, Laurie Prewandowski, one post coming for our new assistant principal, Andrea Costanzo, one post coming from a guidance counselor, Kara Byrne, and one post coming from our school nurse, Amy Holobowicz.  The idea is to share information from our respective domain and begin a conversation with our KRMS parents.  Be sure to sign up to have the blog posts delivered directly to your inbox.

From the Technology Integrator

During the 2018-2019 school year, we began a computer pilot program that we are calling 1:Go.  This is a bit different from the common name of "1:1 Program" because in our program students are not taking the device home.  Students are basically picking up a Chromebook from their cluster area each morning and taking it to go with them to each class throughout the day.  They are to return the device to their cluster at the end of the day.  There are areas in the cafeteria for kids to place the computer as we don't want students using technology at the lunch table.

There are a few reasons why we wanted to begin this pilot program.  The first reason was that despite having about 100 more laptops than kids in the building, we still had teachers who were not able to access technology on a consistent basis with students.  These teachers were generally our specialists for Unified Arts such Art, Band, Chorus, General Music, FACS (Family and Consumer Science), TechEd (Industrial Arts), Physical Education, Health and World Languages.  It was not logistically possible to move carts around during various class periods.  With our new plan, the student brings the device to each class so all teachers have equal access to technology resources to offer deeper learning in every content area.

Another reason why we wanted to try this program is that some of the computers were being damaged.  This damage was a range of things such as picking off keys, breaking the webcam and bending the charger port so the device would no longer charge.  It was challenging to know who was doing this and at least 15 brand new devices were damaged in several of our new carts in the first year of their use.  Now, each student is responsible for one device.  The device is labeled with a student name.  The students are required to use their designated device only.  They are not to use another student's device.  Students are being instructed in the responsible use of these devices on a daily basis.

The final reason why we wanted to try this program is that we want to be responsible users of district assets.  Instead of purchasing more carts and more devices so each teacher had a cart, we decided that it was more fiscally responsible to ask each student to carry a device from class to class.

We are just beginning this process, but we have already seen some positive results.  Several teachers have been thrilled to have access to technology to support the learning in their classrooms.  Students are learning to be responsible for a piece of hardware that must travel from room to room.  Most of the students are taking this very seriously.  Also, students are taking ownership of a device when it has issues.  Now, when a screen isn't working or a key falls off, instead of just putting the device back in the cart and taking a different one, the student is bringing the device to the tech office for repair.  This allows us to maximize our warranty programs.  Students are immediately given a spare device to use to minimize the loss of classroom instruction time.


We welcome any comments you have about this program.  Please use the comment feature available on this blog.

Parents Ask: Should I allow my child to watch 13 Reasons Why?

"13 Reasons Why"     Is it Middle School appropriate??

I have had a number of parents ask me if the Netflix show, “13 Reasons Why” is appropriate viewing for a middle school student.  Having watched the first season last year, and the second season just recently, my answer is – not without adult accompaniment.  It’s really more appropriate for older high school students, however, the majority of the viewing audience is, interestingly, middle school age. While there are some good messages and very relevant topics addressed, the content is VERY explicit and graphic in nature that will be disturbing for younger viewers (heck, I was horribly disturbed myself).  The series depicts high school students engaging in sex, watching pornography, drug and alcohol misuse, rape, bullying, swearing, suicide, and horrifying violence.  My recommendation is to watch it yourself first.  Many parents react strongly to the content, and come away with a firm opinion about whether they feel their child can get past the disturbing content to get to the message.  

Like I said, there are relevant topics portrayed that we deal with in middle school – bullying, cyberbullying, mental health issues, self-harm, suicidal ideation, academic pressures, family dysfunction, substance misuse in the home, struggles with gender and sexual identity, and homelessness.  Having an opportunity to engage in open, honest discussion with your child about such issues is certainly valuable, and parents have identified this as a benefit of watching it with their child.  But the only one who can determine if it is appropriate is you, and I would again strongly recommend to watch it yourself first, even if your child insists, “Everyone is watching it!!”

If you decide to watch it with your child, there are some conversation starters that can be found in the “13 Reasons Why” discussion guide at 13reasonswhy.info  Here are a few to get you started:

• ·       What do you think about what happened in this episode?
• ·       Do you think the characters in the show are behaving in ways that are similar to people you know? How so? How are they different?
• ·       Did parts of the story make you think about how people who are struggling do not show the full picture of what they are dealing with to others?
• ·       What did you learn about “so-and-so character’s” situation from this episode? For example, what did you learn about what happened to Jessica and sexual assault?”
• ·       How does what you have seen change how you view some things that happen in real life?
• ·       Do you think the adults did anything wrong? What could they have done better?

Please keep in mind students’ personal struggles often come to light when triggered by a tragic event, uncomfortable experience, or viewing/hearing a form of media (tv show, film, music, etc.) that touches on sensitive topics.  It’s important for peers, families, and school staff to be on the lookout for warning signs that a student needs support:

• ·       Changes in school performance (e.g. grades, attendance)
• ·       Changes in mood
• ·       Increased disciplinary problems
• ·       Complaints of illness
• ·       Problems experienced at home or family situations (stress, trauma, divorce, substance misuse, poverty, domestic violence)
• ·       Communication from teachers about problems at school
• ·       Withdrawal
• ·       Difficulty dealing with existing mental health concerns

I am including a list of websites for further reference.  We at KRMS are here to assist you and your student. Please feel free to contact us with further questions or concerns! 927-2100

Netflix "13 Reasons Why" Resources

13reasonswhy.info

American Foundation for Suicide Prevention

afsp.org

The National Center for Victims of Crime

victimsofcrime.org

Coalition to Support Grieving Students

grievingstudents.org

National Sexual Violence Resource Center

www.nsvrc.org

Flipping a Parent Teacher Conference: What do you think?

For my final tech blog post prior to the summer vacation, I was considering a variety of potential topics.  Should I talk about summer reading?  Should I talk about summer movies?  Should I talk about Global Service Projects for Youth?

Each of these topics was of some interest to me, and then I stumbled upon this article on How to Flip a Parent Teacher Conference.  The author of the article has a pretty amazing idea.

When a school year starts, parents often attend an open house.  This is really a "meet and greet" opportunity. It isn't meant to be an individual parent-teacher exchange.  The teacher doesn't really know the students yet as the open house usually happens very early in the first month of school.

Finally though, along comes the parent-teacher conference time.  Of course, many parent-teacher conferences go smoothly, but this can be a stressful encounter for some.  Some parents might wonder/worry what the teacher is going to say about their child.  Students might wonder/worry what their teacher is going to say about them, and teachers might wonder /worry what parents will ask in regards to their child.  It's a very valuable process, but is it as efficient as it can be?  Could technology make a difference and enhance the long-held tradition of face to face parent-teacher conferences?

If you didn't read the article Flipped Parent-Teacher Conferences from the link above, please read the article here.  Then use this Google Form to offer some suggestions on what questions you might want to see on a form if KRMS decided to try this.

The idea is for you to offer up questions that you, as a parent, might have that don't get answered at a conference because there isn't enough time or you forget to ask.  Teachers could be more prepared with specifics and more meaningful input if they knew exactly what a specific parent was concerned about prior to the actual meeting.  Do you agree?

Use the comment feature of this blog to offer your thoughts on whether you would welcome this type of approach to Parent-Teacher Conferences.  Also, feel free to make any comments you have on Parent-Teacher Conferences in general and/or how technology might make this experience more meaningful to you.


Photo Credit:

URH

URH. "Clipart - School Works." Openclipart.org. N. p., 2018. Web. 3 June 2018.

Community Engagement

The Kearsarge Regional School District is currently working under the 2016-2022 Strategic Plan. I know that's a catchy beginning, but stick with me. One of the goals of the strategic plan, Goal 4 reads as follows:

Goal 4: The KRSD will involve families, businesses, and community organizations to increase student
engagement and personalized learning opportunities.

Increasing communication and partnerships with the greater Kearsarge community provides opportunities
for students to engage in authentic learning outside of the classroom.  A community that is more involved
and aware of the workings of schools is more supportive. Higher levels of student engagement lead to
higher levels of student achievement.

Objectives identified for Goal 4 are:

• Form a district level committee to increase and improve community partnerships
• Collaborate with the communication committee to increase community awareness of school

programs and achievements.

• Inventory community partnerships currently in place and identify areas to develop new community

partnerships.

• Develop new partnerships which increase student engagement and opportunity.
• Create sustainability in all projects through reflection and refinement of offerings to meet student

needs.

We are fortunate that we partner with many areas businesses and community members. Here at the middle school we have a wonderful STEM (Science, Technology, Engineering, and Math) camp facilitated by KRSD teachers who invite all kinds of guests who work in STEM careers, Hypertherm, WMUR, etc. It is a wonderful enriching summer opportunity for our students and the guests who participate. We also had a terrific career day organized by our Family And Consumer Science - FACS teacher Robin Young. Robin Arranged for fourteen guests to come to school and meet with our eighth graders. Each student was able to see several different presentations, the kids benefitted a great deal. We will continue to maintain these traditions and we are open to more.

One aspect of this Community Engagement Goal is our new district level committee. We have met three times now. We are comprised in this earliest stage of all staff members, and we will be reaching out soon to learn more about how we can meet the needs of parents and families when it comes to helping students k-12 succeed in school. Several, at least half, of the members of the community engagement committee are also parents of students in the district. The committee has elementary, middle, and high school representation. Right now we are reading a book together, Beyond the Bake Sale. All research is clear that community engagement helps students learn and grow more than they will without it. We realize we need to make schools welcoming that's our number one goal. We will need feedback from as many parents as possible.

If you have any questions, comments, concerns, ideas, time, to contribute you may do so on the comment section of this blog, email me at pmercier@kearsarge.org, call 927-2100 and ask to speak with me, skywriting, smoke signals. You get the idea. I look forward to working with you.

Our guiding principle based on Beyond the Bake Sale is "to build a vital, trusting, productive community of people who enjoy learning from each other and can work through their differences in the interests of the children."