April 16 Rise N Shine Ms. Smith

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Author of the Month:  Shel Silverstein
Word of the Month: Passionate Rise N Shine:  Ms. Smith

• Mon April 16 -  We will work on restoring equilibrium in the building and finishing the school year strong.  Downtown is asking for all 5th grade tests to be returned on Monday, April 23rd.   Brett has Google Training 3:00 - 5:00
• Tues April 17 - Testing Begins
• Wed April 18 - Nelson out a.m. - Russell Westbrook Reading Room meeting.
• Thurs April 19 - Brett Principal meeting 2:00 p.m., Make up Tests
• Fri April 20 - Make up Tests

	8:20 - 9:00	9:00 - 9:40	9:45 - 10:25	10:30 - 11:10	11:15 - 11:45	11:45 - 12:15
Monday	3rd	6th	4th	Plan	PreK	Lunch
Tuesday	3rd	6th	4th	Plan	PreK	Lunch
Wednesday	3rd	6th	4th	Plan	PreK	Lunch
Thursday	3rd	6th	4th	Plan	PreK	Lunch
Friday	3rd	6th	4th	Plan	PreK	Lunch
Regular Time

12:15 - 12:55	1:00 - 1:40	1:45 - 2:25	2:30 - 3:10	3:15 - 3:55
Kinder	1st	2nd		5th
Kinder	1st	2nd		5th
Kinder	1st	2nd		5th
Kinder	1st	2nd		5th
Kinder	1st	2nd		5th

Testing Teacher	Grade	Classroom Buddy	Grade	Late Arrivals
McNeill	3	Ferguson	PreK	Hall	5th/6th
Clements	3	Davis	PreK	Coyle	4th
Jackson	3	Barnett	PreK	Christianson	3rd
Harris	3	O'Shields	K
Harden	4	Leeson	K
Kappel	4	Anderson	K
Navarro	4	Werito	1st
Rolland	5	Keys	1st
Rapp	5	Smith	1st
Gorman	5	Reinhardt	1st
Pearson	6	Opheim	2nd
Russell	6	Gill	2nd
Hickman	6	Wendling	2nd
Bring work packet, chapter book, and a ChromeBook to work on Lexia, Myon, Khan Academy, Prodogy,  and Imagine Math

8 Ideas for Keeping Reading Motivation High

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By Lori Sabo

We want our students to finish the year deeply engaged with self-selected texts, maintaining a sense of urgency about the importance of their reading lives. These eight ideas will help keep interest high until the last bell of the school year rings.

Tidy the Tubs
Give everyone a book tub and a few minutes to straighten it. Students check to see if all the books in the tub belong there, return misplaced books to their correct homes, and tidy it up by making sure all the covers face front. This brief activity accomplishes two things: the library gets a quick cleanup, and interest in books is generated. It isn’t uncommon to hear “Oh! I want to read this!” or “_______, you would love this book because you are interested in books about _________.”

Student Book Talks
If you grew up with Reading Rainbow, an immediate image comes to mind of what happened right after LeVar Burton said, “But you don’t have to take my word for it.” Student recommendations can be highly efficient ways to increase interest. 

Teacher Book Talks
Grab a stack of books you believe students will love. Briefly tell about the plot or read the blurb about each one. Ask who wants it. If more than one person wants it, put names on a sticky note. Students will pass it to the next person on the list when they are finished.

Teacher Recommendations
When we know who they are as people and as readers, it becomes second nature to match our students with books, especially when we are voracious readers of children’s literature ourselves. Students are often highly motivated to read a book when it's accompanied by the words, "I found this book and thought of you." 

Add Variety
Bring in newspapers, poetry, graphic novels, and magazines. 

Book Trade
If you do not have an extensive library and students are ready for some new material, do a temporary trade with another teacher. Swap tubs for a month.

Public Library
Bring new choices in by borrowing books from the public library. The librarian can suggest titles and authors for your age group.

Read Around
Read Around is an idea that came from Steven Layne and is one of our favorites. Students get to preview a book or magazine for about a minute. When you say, “Pass,” they pass the book to someone else. Students add items they are interested in to their “want to read” list.

It doesn’t take a lot of time or a lot of money to keep motivation high. These ideas will help your readers stay highly engaged until they have to leave you for the summer. 

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

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)

April 9 Rise N Shine Ms. O'Shields

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Author of the Month:  Shel Silverstein
Word of the Month: Passionate Rise N Shine:  Ms. O'Shields

We will begin testing whatever day we start back to school.  

• Monday April 9 - Lesson Plans Due.
• Tuesday April 10 - PLC Meetings in lead teachers classroom.  Please post your notes in the Google Drive.
• Wednesday April 11
• Thursday April 12
• Friday April 13

  February 5, 2018

  An Alternative to In-School Suspension

  In lieu of a more punitive approach, students use restorative practices to resolve conflicts and reflect on their behaviors

Conflict resolution is a key aspect of Pearl-Cohn Entertainment Magnet High School’s approach to infractions that previously might have merited in-school suspension. In the school’s restorative circles, counselors guide students to recognize the impact of their behavior on their peers and the school as a whole.

Aiming for Discipline Instead of Punishment

Brain-aligned discipline isn’t compliance-driven or punitive—it’s about supporting students in creating sustainable changes in behavior.

By Lori Desautels

March 1, 2018

There are many perspectives on the topic of discipline in our classrooms and schools, and I’d like to explore the idea of using brain-aligned discipline with students who have adverse childhood experiences (ACEs). 

Traditional punishment with these students only escalates power struggles and conflict cycles, breeding an increased stress response in the brain and body. Punishment is used to try to force compliance. The vast majority of school discipline procedures are forms of punishment that work best with the students who need them the least.

With our most difficult students, the current way schools try to discipline students does not change their behavior, and often it escalates the problems.

Discipline, unlike punishment, is proactive and begins before there are problems. It means seeing conflict as an opportunity to problem solve. Discipline provides guidance, focuses on prevention, enhances communication, models respect, and embraces natural consequences. It teaches fairness, responsibility, life skills, and problem solving. 

There are times when students need to be removed from the classroom and school for aggressive, volatile actions, but upon re-entry we should make a plan of action that begins to address these actions in these brain-aligned ways.

The neurobiological changes caused by chronic negative experiences and a history of adversity can trigger a fear response in the brain. As Pam Leo says, “A hurtful child is a hurt-filled child. Trying to change her behavior with punishment is like trying to pull off only the top part of the weed. If we don’t get to the root, the hurtful behavior pops up elsewhere.” In children the fear response often looks aggressive, defiant, and oppositional.

Young people with ACEs have brains that are in a constant state of alarm. In this alarm state, consequences don’t register properly. Discipline can only be done when both the educator and the student are calm and self-regulated. If they aren’t, behavioral difficulties will escalate. 

In a brain-aligned model of discipline, we must teach the behaviors we want to see, laying the groundwork for prevention systems and strategies. 

PREVENTIVE BRAIN-ALIGNED STRATEGIES

Preventive systems are taught as procedures and routines. They are collaborative and filled with choice. Their purpose is to create a sustainable behavioral change, not just compliance or obedience for a short period of time. 

I teach students about their neuroanatomy, so they understand what happens in their brains when they become stressed, angry, or anxious. When we understand this, we feel relieved and empowered. 

In morning meetings or whole class time, I discuss the prefrontal cortex, amygdala, and neuroplasticity with students. We identify and make lists of our emotional triggers and coping strategies, and I teach students to use their breath and movement to calm their stress response systems. 

Is there an adult in the school who connects with this student and has a space where the student can go if they need to regroup and calm their stress response systems? Are you teaching these procedures ahead of a time when a student needs to regulate away from the class? 

Could your school create a area for both teachers and students to go to when they need to reset their emotional state? This area could be stocked with paper, markers, crayons, water, soft music and lighting, a jump rope, a stationary bike, lavender scented cotton balls, jars for affirmations or worries, or a rocking chair. Students will need to be taught ahead of time how to use this area, which they should need for just two to five minutes in order to feel refocused and ready to return to class.

EXAMPLES OF NATURAL, NON-PUNITIVE CONSEQUENCES 

Name-calling: Have the student create a book of positive affirmations for the class, or have them create a list of “kind words” and teach them to a younger class.

Low-level physical aggression (pushing, kicking, hitting): Some consequences could include giving the student a new learning space in the room or a new spot in line, or they could be tasked with performing an act of kindness or service for the hurt person.

If this occurs at recess, the student could be tasked with assisting a teacher on recess duty in monitoring the playground, noticing everything that is going well. They can roam around the playground, still getting the exercise they need. Or again they could perform an act of kindness toward the student who they hit.

Inappropriate language: This calls for a discussion when both student and teacher are in a calm brain state. Sometimes words that are inappropriate at school are used at home, so we need to understand the cultural context and have a discussion with the student.

An older student could research the words they used and report to you on why they’re not school words; younger students could try to write out what they were trying to convey using school-friendly language or drawings. 

Incomplete assignments: Have a one-on-one discussion to convey what this behavior communicates to you. Ask if something has changed at home or school, or if the student doesn’t understand what is required. Make a plan with the student and possibly a parent for making up the work that has been missed. And consider assigning a student mentor to help the student.

The research is clear. Our brains learn best in a state of relaxed alertness. Our discipline systems must begin to shift toward creating this state in all the members of our school community.

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

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)

April 2 Rise N Shine Ms. Pearson

Our Mission:  “Educate students for lifelong learning and responsible living.”

Our Vision:  “Provide a learning environment that promotes and develops academic and

social growth.”

Author of the Month:  Shel Silverstein
Word of the Month: Passionate Rise N Shine:  Ms. Pearson

• Monday April 2 - No School Walk Out
• Tuesday April 3 - State Testing Starts, PreK field trip to Zoo.  2:00 Fire Drill (depending on if all tests are in so the time may vary).
• Wednesday April 4
• Thursday April 5 - Kona Ice
• Friday April 6 - Kinder field trip?  (It's on my calendar but....)

Please continue to check your email the T.V. for updates on the Walk Out.  

Walk Out Update.  This was from Mary Best in your email on Friday afternoon:

OKCPS teachers are going to meet at Northeast Academy at 9 a.m. and walk to the Capitol.  We hope you will meet at your school and carpool.  There is some parking at the Northeast Stadium off NE 30^th.  Wear comfortable shoes, dress in layers, pack your lunch and bring a water bottle.  

Other parking will be available at Northwest Classen, Capitol Hill and Douglass.  There will be shuttles from these sites to the Capitol.  Also, Tabernacle Baptist Church, 1829 NE 36th, Oklahoma City is offering safe parking and a free shuttle to the Capitol. Shuttles will begin running at 7:30 a.m. and run until the end of the day.  These shuttles will not run to Northeast. 

We do have a shuttle from the AFL-CIO that will make stops at Northeast.  It will run from 8:45 a.m. to 3 p.m.  A map is below.  It will pick up and drop off.

AFT MEMBERS, You can still pickup your t-shirt on Friday at the AFT office, 2915 N. Classen, Suite 420.  We are out of 2 XL t-shirts.  We do have plenty of XL shirts and large shirts.  Wear your t-shirts on Monday.  Also, we have been asked to have two parking lot monitors per site at Northwest Classen, Capitol Hill and Douglass.  If you are willing to assist, let me know. (mary@okcaft.org). 

Obstacles

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By Carol Moehrle

Obstacles, oh those obstacles! We all seem to run into them on the road to achieving our goals. Sometimes their size and shape seem overwhelming. They block not only your road but the view of where you are heading.

People tend to deal with an obstacle in different ways. They fret and worry and let it block their way, they try to move or go around it to find a new path, or they consider it part of a new adventure and know that tomorrow, that obstacle won’t be quite the same.

How do you deal with obstacles that pop up in your life? Have you ever considered that they are there for a positive purpose? Is there an unknown meaning in the obstacles that divert you from your path?

No one can fully understand the daily challenges you go through. Your challenges are partly based on your feelings and interpretations at the time they occur. Next time you come across a large obstacle in your life, try taking a deep breath, stepping back, and looking deep within yourself to see if you can find an adventure. If you wait until the next day, you may find something positive in this obstacle.

One thing for sure: obstacles are seldom as large tomorrow as they are today.

b-Resilient

Adding Sharing to the Keeping-Track Sheet

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By Lori Sabo

The keeping-track sheet is a must-have page in my conferring notebook. I record the date each time I meet with a student for a one-on-one conference in both reading and writing. Then I can easily scan it to see with whom I have met and with whom I need to meet next. 

Matt Glover recently shared an idea that makes this recording sheet even more valuable. When a student shares at the end of the literacy block or at the end of writing workshop, Matt circles the date. He can tell at a glance not only with whom he needs to confer but who needs a turn to share. 

We lift the status of children when we share their writing or use them as mentors for other students. This makes it easy to keep track so we can make sure everyone gets his or her moment in the spotlight. 

Classroom security:
 Keep your classroom doors locked while classes are in session.
Another key component in school emergency response is accountability:

 Maintain updated class rosters with emergency contact information. Keep them easily accessi-ble in case of emergency situations, and on your person during an emergency

• LOCKOUT SECURE THE PERIMETER
• Classroom door locked, limited movement in the building (i.e. no outside recess) continue teaching.
• LOCKDOWN LOCKS, LIGHTS, OUT OF SIGHT
• Doors locked, lights out, everyone out of sight and quiet.

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

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

OKCPS Math Standards

          Pre-K

          Kindergarten

          1^st Grade

          2^nd Grade

          3^rd Grade

          4^th Grade

          5^th Grade

          6^th Grade

Melissa Brett | Principal

Coolidge Elementary School | Oklahoma City Public Schools

5212 S. Villa, Oklahoma City, OK 73119

(405) 587-2800

(405) 208-1581 (cell)