Simis Scoop
September 20, 2024
A Note from Mrs. Murray
Hi Simis Families,
I’d like to take a moment to share the action plan we have in place to achieve our school’s goals throughout this year. This information was presented to the Madison Governing Board on September 10th, 2024 in this presentation and to our Simis Site Council the day before. This is a lot of information. I know our community enjoys learning about the details of how we support each learner at Madison Simis.
Our leadership team met this summer and reviewed our data from the 23-24 school year to create this plan. Our primary need in this plan is to ensure the growth of all students through explicit instruction and collective efficacy. Collective efficacy is our shared belief that, as a team, we can achieve greater success and accomplish great things through collaboration and mutual support. In this plan we highlight specific areas of focus for literacy, mathematics, and student wellness. As a school, we have been dedicated to raising our overall achievement scores to pre-pandemic levels, and we are excited to see we have met that goal. I know we are a large school and I want every family to know that we are dedicated to using the data we have to drill down to meet the needs of each one of your children. We anticipate that this plan will enable each student to advance academically by more than a year’s worth of progress within the academic year.
As families, you can expect to see updates on what we are doing specifically towards these goals in each edition of the Scoop. I will consistently provide information on the literacy, math, and social emotional learning (SEL) skills we are teaching in class, along with practice ideas for home to support a partnership between home and school. This information is intentionally planned to provide families with opportunities to reinforce what is happening in the classroom at home. You will see more reflection in SeeSaw (our student digital portfolio tool). We expect you to see growth in your student’s communication skills and that they are able to share what they are learning and how they are actively solving problems at school. To enhance success please read the Scoop with action steps for home and communicate with your child’s teacher when you have questions.
In class, your students can expect to be thinking critically, be encouraged to persevere through challenging situations academically and socially, to reflect on their learning daily, and to be asked questions about how they are working to solve problems in and out of the classroom. Our IB Approaches to Learning Skills specifically support this instructional method and support students in increased agency and accountability for their learning. They can expect increased team-building and collaborative experiences. Our 4th graders can expect additional opportunities to be a leader around campus.
Teachers will be meeting with administration following each assessment window to discuss data for their classroom and the whole grade, in order to plan lessons that meet the diverse needs of our learners. We are scheduling 6 week intervention and extension cycles where we monitor student growth and share that data with teachers and families. We focus on interventions and extensions that target the specific needs of individual students. Based on trend data, we prioritize certain types of interventions to address the most critical areas of need. For example, we know that over 50% of our students are entering at or above the 75th percentile for achievement in math, and that means that we have to commit to providing challenging experiences for each student. We know that students in all grades are coming to school this year higher academically in reading than in the past 3 years, so we need to be prepared to provide them with critical thinking opportunities to connect literacy concepts outside of the classroom. Teachers will be working together as teams to plan lessons with aligning success criteria that support the mastery of state standards.
Social Workers are using DESSA data along with parent input to schedule social skill groups that support specific competencies, such as social awareness, and provide students with strategies they can use to grow in that area. Our social workers are also pushing into classrooms to teach lessons to students as needs arise. For example, when we see students struggling to play soccer without conflict, a social worker will develop specific lessons about that situation and present it to the class to prevent future conflict. Additionally, they are leading our Team Builder Tuesdays where every class engages in an additional team builder to build a positive community. This is in direct response to Tuesdays being our highest discipline day for the past two years. By fostering positive relationships and explicitly teaching social skills, we are preventing those behaviors from occurring. Already we see Tuesday's discipline records have decreased this year!
Administrators are conducting weekly walkthroughs of each subject area to share feedback to the teachers of successful instructional practices observed, and to help teachers find ways to collaborate with each other to share their knowledge and skills with the larger school community. Administrators will be attending collaborative planning sessions with grade-levels and with special education co-teaching teams to provide input and see what resources need to be allocated to supporting our teachers and students. We are hiring a gifted consultant to provide explicit professional development to all homeroom teachers so that every child is challenged in new and effective ways.
Our school leadership team will meet monthly to review the action steps we need to implement to keep our plan on track. I will update our Site Council and our family community following each universal screening window. This is a lot of information, and it barely scratches the surface of what we are doing at school. I share this with you all to provide insight into the focus of our school leadership, of our instruction, and of our resource allocation for this year. If you have specific questions about how our school goals are being implemented in your child's classroom, please reach out to their teacher for more information.
We are so excited to see your students learn and grow at Simis!
In partnership,
Mrs. Murray
Increasing Vocabulary
At school we are engaging students in advanced word study and vocabulary instruction. As parents, you play a crucial role in your child's language development, which is foundational for their success in school and beyond. Vocabulary is not just about knowing a lot of words but involves a deeper understanding that can significantly impact your child's ability to learn and communicate effectively.
Practical Tips for Parents
Read Together: Regularly reading with your child exposes them to new words and ideas. Discuss the stories, ask questions, and encourage them to predict what will happen next.
Engage in Conversations: Talk with your child about their day, their interests, and the world around them. Use a variety of words and encourage them to ask questions.
Play Word Games: Games like Scrabble, Boggle, or simple crossword puzzles can make learning new words fun and interactive.
Expand on Their Interests: If your child shows interest in a particular topic, provide them with books, videos, and activities related to that subject to build their vocabulary and background knowledge.
Model Good Language Use: Children learn by imitation, so use a rich and varied vocabulary in your conversations. Explain the meanings of new words and how to use them.
Investing time in your child's vocabulary development pays off immensely. A strong vocabulary supports academic success, enhances communication skills, and fosters a lifelong love of learning. By incorporating these strategies into your daily routine, you can help your child build both the breadth and depth of their word knowledge, equipping them with the tools they need for a bright future.
Making Sense of Math Problems and Persevering to Solve Them
There are 8 mathematical practices. The first mathematical practice is "Make sense of problems and persevere in solving them." This practice is about helping students understand and tackle mathematical problems with persistence and a problem-solving mindset.
What Does It Mean?
Make Sense of Problems:
- Understand the Problem: Students should be able to read and interpret the problem, identifying what is being asked.
- Plan a Solution: They should figure out how they might solve the problem and what tools or strategies they might use.
Persevere in Solving Problems:
- Keep Trying: If the first attempt doesn’t work, students should try different approaches.
- Reflect and Revise: They should review their solutions and adjust their methods if needed.
How Parents Can Support This Practice at Home
Encourage Problem Understanding:
- Discuss Word Problems: When working on word problems, ask your child to explain what the problem is asking and what information is given. For instance, with a problem like, "If you have 5 apples and you buy 3 more, how many apples do you have now?" ask your child to describe the situation and identify the key numbers.
- Ask Open-Ended Questions: Pose questions that require more than yes/no answers, such as, “How do you think we could solve this?” or “What do you think is the most important part of this problem?”
Foster Problem-Solving Skills:
- Work on Puzzles and Games: Engage in activities that require problem-solving, like puzzles, board games, or strategy games. These activities help build perseverance and strategic thinking in a fun way.
- Try Different Strategies: When tackling math problems, encourage your child to try different methods if they get stuck. For example, if they’re having trouble with multiplication, they might use addition instead or draw a picture to visualize the problem.
Model Perseverance:
- Show Your Own Problem-Solving Process: Solve problems in front of your child and verbalize your thinking process. For example, if you’re cooking and need to adjust a recipe, talk through how you figure out the new quantities.
- Embrace Mistakes: Show that mistakes are a normal part of learning. Discuss what went wrong and how you can correct it, reinforcing that perseverance is key to success.
Praise Effort and Strategy:
- Recognize Persistence: Praise your child not just for getting the right answer but for their effort and the strategies they used. For example, “I’m really impressed with how you kept trying different ways to solve that problem until you found one that worked.”
By integrating these practices into everyday activities, you help your child build a strong foundation in problem-solving and resilience, essential skills not just for math but for life in general.
The Mood Meter
The RULER Mood Meter is a visual chart that divides emotions into four main quadrants based on two factors: energy level (high or low) and pleasantness (pleasant or unpleasant). The Mood Meter helps students recognize their current emotional state and provides a vocabulary for different feelings. Here’s a brief overview:
- High Energy, Pleasant: Excited, Happy, Energized
- High Energy, Unpleasant: Angry, Frustrated, Anxious
- Low Energy, Pleasant: Calm, Content, Relaxed
- Low Energy, Unpleasant: Sad, Bored, Disappointed
How Can the RULER Mood Meter Be Used in School?
Daily Check-Ins:
- Routine Activity: At the beginning of the day or before transitions, students can place a marker or color in the Mood Meter quadrant that best represents their current feelings. This practice helps them become more aware of their emotions and express them verbally.
- Example: A teacher might have students use colored stickers to show their mood on a large Mood Meter chart displayed in the classroom.
Emotion Regulation Strategies:
- Tailored Support: Based on where students place their markers, teachers can offer specific strategies or activities to help manage their emotions. For instance, a student feeling anxious (High Energy, Unpleasant) might be guided through deep breathing exercises or a calming activity.
- Example: Students feeling calm (Low Energy, Pleasant) might be given a choice of a quiet activity or a chance to engage in a project that requires focused attention.
Classroom Discussions:
- Emotion Education: Teachers can use the Mood Meter to lead discussions about different emotions and appropriate ways to handle them. This can help build emotional vocabulary and understanding among students.
- Example: During a circle time, a teacher might ask students to share a time they felt a certain emotion and how they dealt with it, using the Mood Meter as a reference.
How Can the RULER Mood Meter Be Used at Home?
Daily Emotions Check-In:
- Family Practice: Incorporate the Mood Meter into daily routines at home. Parents can ask children to identify their emotions at various times during the day and discuss what might be causing those feelings.
- Example: At dinner, a parent might ask, “Where do you think your mood fits on the Mood Meter today?” and discuss what happened that influenced their emotions.
Emotional Vocabulary Building:
- Expand Vocabulary: Use the Mood Meter to teach and reinforce emotional vocabulary. Parents can use it to help children describe their feelings more precisely and understand the nuances of different emotions.
- Example: If a child says they’re “angry,” parents can help them explore whether they’re feeling “frustrated” or “disappointed” and discuss why.
Emotion-Based Problem Solving:
- Addressing Emotions: If a child is having trouble with something, like homework or a disagreement with a sibling, parents can use the Mood Meter to identify their emotional state and explore strategies for managing those feelings.
- Example: If a child is feeling “anxious” (High Energy, Unpleasant) about an upcoming test, parents might work with them on study techniques and relaxation strategies to help reduce anxiety.
Understanding the Learner Profile in Our IBPYP School
The IB Learner Profile is central to our teaching approach and helps shape well-rounded students. It encompasses ten key attributes that guide our students’ development:
- Inquirers: Curious and eager to learn.
- Knowledgeable: Well-informed and broad in their understanding.
- Thinkers: Critical and creative problem-solvers.
- Communicators: Effective in sharing ideas and listening to others.
- Principled: Honest, fair, and respectful.
- Open-minded: Receptive to diverse perspectives and experiences.
- Caring: Compassionate and empathetic towards others.
- Risk-takers: Willing to take on new challenges with courage.
- Balanced: Maintains a healthy balance in all areas of life.
- Reflective: Thoughtful about their own learning and experiences.
In our classrooms, we actively integrate these attributes into daily activities. Students are encouraged to ask questions (Inquirers), apply their learning thoughtfully (Thinkers), and work well with others (Communicators). We also emphasize being principled and open-minded in their interactions. As students progress through the IB program, we aim to help them fully develop the Learner Profile attributes to prepare them for their future.
Decreasing Tardies at Simis
Last month we had 166 students show up after 7:50. When students show up late to class they are missing out on morning routines that establish the foundation for a positive school day, and it is disruptive to the learning of their peers. We would love to help decrease that number by a minimum of 10% each month and see all Simis students here and ready to learn when the bell rings at 7:45.
Helpful Hints for Getting Students to School on Time
Establish a Routine: Create a consistent morning routine that includes time for breakfast, dressing, and preparing for the day. A regular schedule helps children understand what to expect and reduces morning chaos.
Prepare the Night Before: Lay out clothes, pack school bags, and organize any necessary items the evening before. This reduces last-minute scrambling and makes mornings smoother.
Set a Bedtime: Ensure your child gets adequate sleep by setting a consistent bedtime. A well-rested child is more likely to wake up on time and be ready for the day.
Use Alarms and Timers: Set alarms or timers to help keep track of time in the morning. Encourage older children to set their own alarms as they develop independence.
Limit Distractions: Keep morning distractions to a minimum, such as limiting screen time and keeping TV off until after school.
Provide Incentives: Offer positive reinforcement or rewards for being punctual. This can motivate children to be more mindful of their morning routine.
Be a Role Model: Demonstrate the importance of punctuality by being on time yourself. Children often mimic their parents' behaviors.
Plan for Traffic: Allow extra time for potential delays like traffic or unexpected issues. Leaving a bit earlier can help alleviate stress and ensure timely arrival.
Communicate and Collaborate: Talk with your child about the importance of being on time and work together to find solutions if they’re struggling.
Stay Positive: Encourage and support your child in a positive manner. A calm, positive approach to mornings can set a good tone for the day.
If you need specific support, please reach out to your classroom teacher or our school social workers (kmasterson@madisoned.org and rlittle@madisoned.org). Thank you for your support in helping your child develop these important habits!
DESSA Skill Groups
To help our K-4 students thrive at school, we use DESSA (Devereux Student Strengths Assessment) assessments. These assessments help us identify each child’s strengths and areas where they might need additional support.
By evaluating skills in areas such as self-management, relationship building, and responsible decision-making, we can create skill-based groups tailored to each student’s needs. This approach allows us to provide targeted support and personalized instruction, ensuring that every child receives the help they need to succeed and grow. Our social workers lead these groups either as a lunch bunch or during the day. Parents will be contacted for their permission if their student is identified to participate.
Our goal is to foster a supportive environment where all students can develop essential competencies and reach their full potential. Thank you for your continued partnership in supporting your child's educational journey.
Repeat from 9/6: School Assembly
This year we are holding quarterly booster assemblies to celebrate students who show Respect, Responsibility, and Safety around campus. Our first assemblies will be on September 27th. Parents will receive a special invitation from the homeroom teacher to attend only if their student is receiving an award. At these assemblies we will recognize positive behavior, teach the new skill for the next month, and celebrate one another with positive school spirit. We are excited for this new community building experience!
Repeat from 9/6: Social Skill: Accepting Feedback
Next month, our SEL lesson will focus on the important skill of "Accepting Feedback." Through the BoysTown model, we will teach students how to handle feedback and consequences effectively using these key steps. For accepting criticism or a consequence, students will learn to: 1) Look at the person giving the feedback, 2) Say “Okay” to acknowledge the feedback, and 3) Stay calm throughout the process. When it comes to accepting a “No” for an answer, students will follow the steps of: 1) Looking at the person who is saying “No,” 2) Saying “Okay” to show understanding, 3) Staying calm in their response, and 4) Asking questions later if they disagree or need further clarification. To celebrate and encourage the effective use of these skills, we will award special tickets to students who demonstrate these behaviors well. This recognition will help reinforce the importance of handling feedback constructively and maintaining composure, contributing to a positive and respectful classroom environment.
Notes from Nurse Megan
Please do not send medication to school in your student's backpack. Students should not hold onto their own medication at school. Administer medications before or after school. If your student requires medication administration during the school day, please contact the health office for assistance.
Please return any clothing (washed) that your student has borrowed from the health office. We rely heavily on these items and don't want to have to send students home when they need clothes.
Health Office reminder
Your student must stay home for a full 24 hours after fever, vomiting or diarrhea. For example, if your student is sent home with a fever on Monday, they will automatically be excused from school on Tuesday. We will welcome that back to school on Wednesday if they are symptom free without the use of medication. Thank you for being considerate of our school community and keeping your child home when sick.
Contact Nurse Megan at 602-664-7322 or mbefort@madisoned.org with any questions/concerns. Thank you!
Information and Volunteers Wanted!
Families can browse through all the selections in the electronic library by browsing in the Destiny Discover website.
Please help your students return their library books this week so that they are able to check out new ones for Spring Break. If they are lost, you can:
1) pay the replacement cost with cash or check to 'Madison Simis.'
2) provide the library with a replacement copy of the same book (used and in good condition is acceptable).
If you like books and quiet spaces, we have the perfect volunteer opportunity for you! The Simis Library is looking for volunteers to help reshelve books after our students enjoy reading them. The library is open from 7:15am - 3:15pm Monday-Friday, and volunteers are welcome to help any day and time that fits their schedule! Sign up for one or more day, and month, based on how often you'd like to help.
Thank you!
Mrs. Sarmiento & Mrs. Brandstatter
Please email us if you have any questions.
What is Site Council:
Site Council reviews school data, discusses school procedures and practices, makes decisions about tax credit allocation, and helps inform the principal in decision making.
Recent Highlights:By-Law Review, Back to School Feedback, Voting in New Members
Discussed: Tax credit approval for field trips
Next meeting: Site Council overview, School Goals and Data
Did you know?
Each year there is an activity fee of $50 for each student. Our Simis Site Based Management Council determines how all Tax Credit resources will be used at Madison Simis. This year we will use these funds to pay for our grade-level field trips, assemblies, and character education.
Process
Parent/Guardian:
https://az-madison.intouchreceipting.com/
The online portal page instructs guardians to login to POWERSCHOOL.
Guests can create an account and login directly through the online portal page.
Once logged in, parents can PAY Fines/Fees that are posted on their student's account or self select Items at Schools. For example, Activity Fees have already been posted on student's accounts and can be paid through Pay Fines/Fees. Please email receipts to simisoffice@madisoned.org.
Native American students may have their activity fees paid by grant funds if they have proof of Tribal membership. Please have interested families contact Martha Sullivan for information.
Families can contact simisoffice@madisoned.org for a scholarship form.
After School Vendors
If you are looking for a fun activity to engage your student after school dismisses, don't forget to look at our vendor offerings at Madison Simis!
THRIVE Parent Information Series
Madison School District has modules available to families in the THRIVE section of the Madison website. These short and informative videos with experts in the field provide families with resources to approach and support their child in ways that align with the students of the Alpha and iGeneration.
Volunteering at Simis
Click here to register as a school volunteer! All adults must be approved volunteers through the District to volunteer at Simis. Please remember when you volunteer that you are approved for a specific area of school during your visit. To avoid distractions in the learning environment, we ask that volunteers come to school to volunteer and then exit the school following their volunteering, not going into other classrooms to visit with students.
School Lunch Visitor Registration Form
Sign up for a lunch visit here! Please read the details on the sign up form for more information.
As a reminder, we ask that all parents sit with their child at the visitor's table in the cafeteria and say goodbye as students head out to recess. Siblings cannot attend with parents/visitors. Friends do not join the lunch visit.
If you have a student who struggles with separation, please consider not coming to lunch as a visitor until later in the school year. This will help prevent challenging good-byes after the visit.
