Our Mission: “Educate students for lifelong learning and responsible living.”
Our Vision: “Provide a learning environment that promotes and develops academic and
social growth.”
Word of the Month: Brave Rise N Shine: Ms. Barnett
Do you struggle with getting students to participate in group
discussions? "Roll the Dice for
Participation" strategy by Teaching Channel. What are some ways you ensure equitable participation in your classrooms? Please respond on Padlet, https://goo.gl/phKwcR password coolidge2018
Click on the links below to see additional participation
strategies:
Week At A Glance:
- Monday, Feb 19: New Teacher Meeting in the library after school.
- Tuesday, Feb 20: If you are not meeting for Benchmark Literacy Training your PLC will be in the classroom of your Team Lead. Please be sure you have your notes on the Google Drive - Agendas - PLC - and your grade level. Faculty meeting after school in library.
- Wednesday, Feb 21: Regular Day. Remember unannounced Informal Observations continue. Collaborated observations - MUST be completed within 5 days. If you wish to collaborate please be sure it is within that window. Standards Based Lesson Planning with Learning Targets IS part of this process.
- Thursday, Feb 22: Mandatory State Testing Training, A.M. Brett and Huggins out. Rapp Teacher in Charge.
- Friday, Feb 23: Filming of Teacher of Year for OKCPS, 9:30 a.m.
Benchmark Literacy: Begin Unit 7. You have 3 weeks to complete the unit. Unit 7 assessment will end on March 9th. Please be sure your students have completed the assessment prior to leaving for Spring Break.
Padlet for notes: https://goo.gl/o5X4os
Feb. 19
9:00 -
10:30 Kimberli
Kern
Reading
Lesson and Small Group Instruction - Connected Learning Resources
Kindergarten
- Lesson taught in Leeson or O'Shields classroom.
10:30 -
11:30 - Debrief
and Questions PLC
11:30 -
12:45 - Lunch
1:00 -
2:30 Kimberli Kern
Reading
Lesson and Small Group Instruction - Connected Learning Resources
3rd
Grade - Harris Classroom
2:30 -
3:10 Debrief
and Questions PLC
*************************************************************************
Feb. 20
9:00 -
10:30 Kimberli
Kern
Reading
Lesson and Small Group Instruction - Connected Learning Resources
1st
Grade - Lesson taught in Keys or Reinhardt Room
10:30 -
11:30 Debrief
and Questions PLC
11:30-12:45 LUNCH
1:00 -
2:30 Kimberli
Kern
Reading
Lesson and Small Group Instruction - Connected Learning Resources
4th
Grade Classroom Harden
or Kappel
2:30 -
3:10 Kimberli
Kern
Debrief
and Questions PLC
*************************************************************************
Feb. 21
9:00 -
10:30 Kimberli
Kern
Reading
Lesson and Small Group Instruction - Connected Learning Resources
2nd
Grade Classroom Wendling or Gill
10:30 -
11:30 Kimberli
Kern
Debrief
and Questions PLC
11:30 -
12:45 LUNCH
1:00 - 2:30 Kimberli
Kern
Reading
Lesson and Small Group Instruction - Connected Learning Resources
5th
Grade - Rapp
2:30 -
3:10 Kimberli
Kern
Debrief
and Questions PLC
****************************************************************************
Feb. 22
9:00 -
10:30 Kimberli
Kern
Reading
Mini Lesson + Writing
3rd
Grade - Harris or Clements
10:30 -
11:30 Kimberli
Kern
Debrief
and Questions PLC
11:30 -
12:45 LUNCH
1:00 -
2:30 Kimberli
Kern
Reading
Mini Lesson + Writing
4th
Grade Classroom - Harden or Kappel
2:30 -
3:10 Kimberli
Kern
Debrief
and Questions PLC
****************************************************************************
Feb. 23
9:00 -
10:30 Kimberli
Kern
Reading
Mini Lesson + Writing
5th
Rapp
10:30 -
11:30 Kimberli
Kern
Debrief
and Questions PLC
11:30 -
12:45 LUNCH
1:00 -
2:30 Kimberli
Kern
Reading
mini lesson + writing
2nd
Grade - Hall or Gill Classroom
2:30 -
3:10 Kimberli
Kern
Debrief
and Questions PLC
*****************************************************************************
Working With Students with Trauma - Follow-Up
February 2018
The Invisible Suitcase
How often have
you sat at your desk, staring at a wall, wondering how you possibly can help a
student? While each of us has moments of accomplishments and let-downs, our
hope is to reach every student. A growing conversation happening among
educators is the question, “How do I help a kid who has experienced trauma?”
Now, those may not have been the exact words that have flowed from your mouth,
but the idea remains the same. Students experience trauma over their lifetime
and come to school with their invisible suitcase full of complications and
pain. How is one supposed to help unpack those heavy invisible suitcases and teach
and educate a student of trauma?
Most educators, counselors and administrators have had their share of difficult experiences with students. Maybe a student was labeled a bad kid. The continued melt-downs, outbursts or shut-downs overwhelmed your day or classroom. The student might have been categorized as angry. Often, the lack of respect for other students or faculty created frustration within you. Whatever the case, there is a desperate need to reorganize our educational discussion to ask the question, “What has happened to this student?” instead of asking “What is wrong with this kid?”
Understanding the challenges of unpacking the invisible suitcase and creating a trauma-informed classroom or school is the first place to begin. Often, professionals want a guide that includes specific interventions, techniques or appealing phrases. However, the process of being trauma informed is more about a perspective shift. The unseen change within the professional is one important aspect of the process. There is great significance in the majority of staff understanding the impact of trauma on the student and striving to create safety for all students, including physical, emotional, social and academic safety. Schools also should address the whole student and recognize the different levels of needs. Students must feel support and appreciation based on their unique differences. With these points in mind, the educator must become aware of how trauma influences the student’s brain and the ability to learn. Focus should be less on the details of the trauma and more on how the trauma has shaped the person. As the paradigm shift occurs, the educator is able to respond in a more appropriate way for a student who has experienced trauma.
Here are a few examples of this perspective shift:
Most educators, counselors and administrators have had their share of difficult experiences with students. Maybe a student was labeled a bad kid. The continued melt-downs, outbursts or shut-downs overwhelmed your day or classroom. The student might have been categorized as angry. Often, the lack of respect for other students or faculty created frustration within you. Whatever the case, there is a desperate need to reorganize our educational discussion to ask the question, “What has happened to this student?” instead of asking “What is wrong with this kid?”
Understanding the challenges of unpacking the invisible suitcase and creating a trauma-informed classroom or school is the first place to begin. Often, professionals want a guide that includes specific interventions, techniques or appealing phrases. However, the process of being trauma informed is more about a perspective shift. The unseen change within the professional is one important aspect of the process. There is great significance in the majority of staff understanding the impact of trauma on the student and striving to create safety for all students, including physical, emotional, social and academic safety. Schools also should address the whole student and recognize the different levels of needs. Students must feel support and appreciation based on their unique differences. With these points in mind, the educator must become aware of how trauma influences the student’s brain and the ability to learn. Focus should be less on the details of the trauma and more on how the trauma has shaped the person. As the paradigm shift occurs, the educator is able to respond in a more appropriate way for a student who has experienced trauma.
Here are a few examples of this perspective shift:
Old way
· He’s so defiant.
· She is choosing this behavior.
· What’s wrong with him?
· I don’t need to call home; they won’t help.
· I won’t tolerate disrespect.
|
New way
· He is lacking social skills.
· She is reacting with survival skills.
· What happened to him?
· Calling home may help give more insight.
· How can I help them learn respect?
|
As educators
embark on the journey of becoming trauma informed, we need a great deal of
information and support. For more information about becoming trauma informed,
you can visit the OSDE
Counseling website or request training. Here are some excellent resources
for becoming trauma informed.
Kristin Atchley,
LMFT, is executive director of counseling with the Oklahoma State Department of
Education.
To Develop Every Child Into a Reader:
- Everyday a child reads something they choose to read.
- Every child reads accurately
- Every child reads something they understand.
- Every child writes something that is personal and meaningful daily.
- Every child talks with peers about reading and writing.
- Every child hears an adult reader read fluently.
Coolidge Elementary Academic Goals for 2017- 2018
- All Students WILL achieve academically.
- Reading: Increase reading proficiency by at least one grade level, and know their current F & P level.
- Math: Increase math achievement by 10% with 80% mastery of math facts on grade level.
- Writing: Increase writing proficiency by 15%
- Student Attendance: Increase student attendance to 98%.
- Increase Faculty Attendance to 98%
OKCPS Literacy Standards
OKCPS Math Standards
Melissa Brett | Principal
Coolidge Elementary School | Oklahoma City Public Schools
5212 S. Villa, Oklahoma City, OK 73119
(405) 587-2800
(405) 208-1581 (cell)
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