Badger Middle School Newsletter
September 22nd, 2023
Hello Badger Students and Families,
I have truly enjoyed getting into as many classrooms as time has allowed, saying good morning to students on their way into the building, and interacting with students in the halls, cafeteria, etc.
I am pleased that our students have done a wonderful job adjusting to expectations. For example, we have broadened student seating options in the cafeteria as students have clearly demonstrated understanding of and respect for the cafeteria expectations.
Finally, I want to clarify the frequency of these newsletters. I do not intend to send them at a specific interval- weekly, bi-weekly, etc. Rather, I will send them when I have information to share.
Thank you so much for the continued support and feel free to reach out to me any time.
Have a wonderful weekend.
Sincerely,
Patrick O'Connor
Principal
Badger Middle School
(262) 335-5456
Fall Clubs
Homework Help Available!
Homework Help starts September 26
*Supervised by teachers
*Help given in any subject
*Tuesdays and Thursdays 3:15-4:15
*Badger Library
*Drop in-no sign up necessary
*Late bus available at 4:20
Questions?? contact Mrs. Laufer at mlaufer@wbsd-schools.org
School Counseling Info
School Counselor Contact Information
7th Grade-Diane Pearce (262) 335-5449 dpearce@wbsd-schools.org
8th Grade- Allison Mayer (262) 335-6244 amayer@wbsd-schools.org
When should I contact my child’s school counselor?
Please contact us if you have concerns about your child’s:
Behavior patterns at home or school
Anger and frustration management skills
Anxiety or stress level
Relationships with others
Friendship skills
Self-esteem
Coping skills related to family stress or changes
Academic concerns or homework habits
Transitioning to middle school and/or high school
Counselors will continue checking in with students individually. This allows us to make sure the transition to the school year is going smoothly.
Halloween Costumes
Please note that we will follow school district policies, procedures and guidelines and a student will be asked to remediate costumes that do not adhere to these.
If you are planning on a costume for school, here are some more specific guidelines that apply in this context:
Safety: Costumes should not hinder mobility, vision, or pose any safety risks. Avoid costumes with sharp or pointy accessories that could cause harm.
No Weapons: Avoid costumes with realistic weapons or accessories that resemble weapons. Leave toy weapons at home.
Respectful Themes: Be considerate of cultural, racial, and religious sensitivities. Avoid costumes that perpetuate stereotypes or mock any group of people.
No Gore or Graphic Violence: Steer clear of costumes that depict graphic violence, blood, or gore.
No Masks or Full-Face Coverings
Non-Disruptive: Costumes should not disrupt the learning environment. Avoid costumes that are noisy or excessively large..
Props: Avoid bringing props that are not easily stored when not in use. Props that become a distraction will be confiscated.
Remember that Halloween is meant to be a fun and festive occasion, so choose a costume that reflects your creativity and personality while respecting the guidelines set by your school. When in doubt, it's always a good idea to check with your school administration or event organizers for specific rules and recommendations.
Note from HS Athletic Directors
Dear Parents/Guardians and Middle School Students,
To ensure that West Bend East and West High Schools athletic events are a safe, positive, and enjoyable experience for all, the following expectations are in place and must be followed by all student attendees:
Students are to remain in the bleachers, stands, or seats throughout the course of the game, match, or event unless they are purchasing concessions or using the restrooms. Students are not permitted to be in areas outside of the designated West Bend athletic contest or event.
Cheering should demonstrate good sportsmanship towards both West Bend athletes/participants and opposing athletes/participants. It should be positive and respectful. Students must refrain from using derogatory or harassing language against other students, players, referees, fans, or any other person in attendance.
Food and drink should be disposed of in appropriate receptacles. No food or drink should be thrown at any time or for any reason.
Backpacks, scooters, skateboards, bikes, and balls are not allowed in the designated West Bend athletic contest or event.
If students leave the football stadium during the game, they may not reenter.
Middle school students who fail to follow these expectations will be removed from the athletic event, gym, or stadium and not be allowed reentry. Additionally, students who do not abide by these expectations may be denied entry to future West Bend East and West High Schools events, athletics, and activities. We request that parents/guardians please discuss these expectations with their student(s) so they are aware of the expectations. Thank you.
Sincerely,
Molly Hengst, East Athletic DirectorErin Felber, West Athletic Director
Second Step Beginning
On Wednesday, October 4, we will begin our Wednesday schedule, which incorporates a 30-minute block after 3rd period.
The next day, we will begin our weekly mini-lessons in social-emotional skills led by classroom teachers. The skills and concepts are designed to help students both in and out of school. The Second Step resource includes five units:
Mindsets and Goals
Recognizing Bullying and Harassment
Thoughts, Emotions and Decisions
Managing Relationships and Social Conflict
You will receive regular communication about each lesson through this newsletter. The communications will include information about the current unit of study and specific information about each lesson to help you reinforce the language, skills, and goals taught within the lessons. If you have any questions about the social-emotional learning lessons, please don’t hesitate to contact me for more information. In addition, if you prefer that your child does not participate in the lessons at all, please communicate that preference to me prior to the lesson and we will make alternate arrangements for the student during that time.
Second Step Curriculum Preview
10/4/23
Unit 1 Description:
Students will learn how to develop a growth mindset and apply goal-setting strategies to their social and academic lives. The seven lessons in this unit help create classrooms that are connected and encouraging by helping students to set and achieve collective and personal goals, to learn from their challenges, to recognize personal strengths, and to recognize and prioritize personal values within themselves.
Grades 7
Lesson 1: Who Can Support You
Summary: This week’s lesson will help students identify challenges that students might face when starting middle school and brainstorm people in their school and home environments who are able to support them.
Question 1: Tell your child about something that made you nervous when you started middle school. Ask what makes them nervous and who they can go to for help at school.
Question 2: Tell your child about a time you helped someone new in any community you belong to. Ask your child how they wish someone would have helped them when they started middle school. Ask your child to identify trusted adults who are about to support them when they face challenges.
Lesson 1B: Digital Citizenship
Summary: Using the WBSD expectations as a framework, this week’s lesson will help students learn about safe technology use within the school environment. This lesson also highlights the importance of understanding the importance of knowing and understanding family expectations around technology use.
Question 1: Ask your child to share ways that technology impacts learning positively and negatively? How does it impact socialization positively and negatively? Ask your child to talk about how they intend to use technology in alignment with the WBSD Way. Also, talk to your child about home and family rules and expectations around technology use.
Grade 8
Lesson 1: Who Can Support You
Summary: This week’s lesson will help students identify challenges that students might face when starting middle school and brainstorm people in their school and home environments who are able to support them.
Question 1: Have a conversation with your child about what you felt was the most difficult part of being an adolescent. Ask your child about any changes they’ve noticed in friends and what they think about these changes.
Question 2: Tell your child about a time you helped someone new in any community you belong to. Ask your child how they wish someone would have helped them when they started middle school. Ask your child to identify trusted adults who are about to support them when they face challenges.
Lesson 1B: Digital Citizenship
Summary: Using the WBSD expectations as a framework, this week’s lesson will help students learn about safe technology use within the school environment. This lesson also highlights the importance of understanding the importance of knowing and understanding family expectations around technology use.
Question 1: Ask your child to share ways that technology impacts learning positively and negatively? How does it impact socialization positively and negatively? Ask your child to talk about how they intend to use technology in alignment with the WBSD Way. Also, talk to your child about home and family rules and expectations around technology use.10/11/2023
Grade 7
Lesson 2: Creating New Pathways in Your Brain
Summary: In this week’s lesson, your child will learn that intelligence is not fixed; their brain actually makes new connections and their skills and abilities develop when they practice difficult things.
Question: Tell your child about a time you had to learn something challenging and explain how you persisted in learning it. Ask your child if there’s anything they would like to learn to do this year.
Grade 8
Lesson 2: Who Am I? My Identity
Summary: In this week’s lesson, your child will learn that their identity is complex. They will create an identity map that names unique and important aspects of their identity.
Question: Share your response to the following questions with your child. Then have your child and any additional family members share their responses.
Who am I?
What are the most important aspects of my identity and why?
10/18/2023
Grade 7
Lesson 3: Learning from Mistakes and Failures
Summary: In this week's lesson, your child will learn how to learn from mistakes. When your child does difficult things, they may initially make mistakes and fail, but these mistakes can be chances to learn and grow.
Question: Tell your child about a mistake you made in the past and what you learned from it. Ask your child to tell you about a mistake they made and what they learned from it.
Grade 8
Lesson 3: My Interests and Strengths
Summary: In this week’s lesson, your child will reflect on how they have used their personal strengths to develop an interest, skill, or ability.
Question: Tell your child about a skill, interest, or ability you have and how you developed it. Discuss the skills, attitudes, or people who helped you along the way.10/25/2023
Grade 7
Lesson 4: Identifying Roadblocks
Summary: In this week’s lesson, your child will identify and distinguish between internal and external obstacles (or “roadblocks”) that can get in their way when working toward goals.
Question: Tell your child about a roadblock you encountered when you were working toward a goal, and if you had control over the roadblock.
Grade 8
Lesson 4: Harnessing My Strengths
Summary: In this week’s lesson, your child will choose something they’d like to get better at and think about how they could apply their unique strengths to do that.
Question: Help your child make a list of strengths they have. Ask your child about how they could use these to get better at a new skill.11/1/2023
Grade 7
Lesson 5: Overcoming Roadblocks 1
Summary: In this week’s lesson, your child will learn how to use If–Then plans to overcome roadblocks. If–Then Plans help your child anticipate potential roadblocks and come up with plans for addressing them.
Question: Ask your child to explain to you what an If–Then Plan is. Work together to make a plan for how your child can respond positively to a difficult situation they might encounter at home.
Grade 8
Lesson 5: Pursuing My Interests
Summary: In this week's lesson, your child will identify and respond to positive and negative influences that may affect them while pursuing a goal.
Question: Tell your child about something positive or negative that influenced you as you were working toward a goal. For example, a friend who helped you find a job or learn a new skill. Ask your child about positive and negative factors that may influence them.Adjusted Wednesday Schedule
Note that although the Wednesday schedule begins on October 5, the start and end time of those school days will not change. See the Wednesday - 30 Minute Event Schedule here.
Locker Rooms Available
Beginning early next week, students may choose to change in the locker room for physical education after first checking in with their teacher in the gym. Physical education teachers will share clear locker room behavior expectations with students prior to this process adjustment. As a reminder, students utilizing the locker room should lock their belongings in a locker.