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.