Enjoy the Holidays, But Don't Forget These Last Three Days

We are fast approaching Winter Break to enjoy a much deserved break for all of us.  But first, we need to remember we do have 3 more days of school next week.  We say all the time, that students need structure to succeed.  That same statement holds true for next week.  This message does not mean that next week can not include fun.  There are plenty of academic activities that can include fun.  What we need to avoid is unstructured time which leads to frustration and behavioral problems.

With that said, after the three days, we hope that all of you enjoy a much deserved break.  This first semester of the school year has been enjoyable and it is a tribute to all of your effort with our Cubs. We hope you like your DCES 2016 ornaments, we made them with love (see picture below).

Weekly Reminders:

Monday: Data Day 3rd and 2nd

Tuesday: Rewards for Fundraiser, Data Day 5th and K, Candy Cane Lane Ends

Wednesday: Holiday Hat Day, Data Day 4th and 1stUIKEYINPUTDOWNARROW

Thursday: Enjoy your holidays and see you on January 3rd

Happy Holidays,
James, Adrienne, and Noelle

FFF 12/9/16

Dear Deep Creek School Family, 

It is that time of year where stress can creep up on all of us, I hope these little reminders will help keep your stress levels down. Take time to enjoy the season.

Happy Holidays,
Adrienne

Weekly Reminders 

Saturday - Christmas Party Vernon's House 6pm
Monday - McElroy off campus
Tuesday - DAR presentation of books to PreK, Candy Cane Lane Opens
Wednesday -
Thursday - Faculty Committee Holiday Celebration 7:35am, Candy Cane Family Night 5:30pm
Friday - Last Day for IReady Window, Program Planner Meeting 7:15

Chasing Happiness

Dear Deep Creek School Family, 

The ASCD Education Update this month had an interesting article titled "Chasing Happiness in the Classroom." We all love our kids and love teaching but the stress of all the outside pressure sometimes disrupts that happiness. I wanted to share some of the highlights so we can focus on maintaining not only our happiness but the happiness of our students.

Often happiness is thought of as the super high that you get from experiencing positive emotions but there is something deeper to it. In The How of Happiness, positive psychology researcher Sonja Lyubomirsky defines happiness as "the experience of joy, contentment, or positive well-being, combines with a sense that one's life is good, meaningful, and worthwhile." Happiness is complex and nuanced, but when we teach children how to live engaged and meaningful lives that enable them to be successful, " happiness is the byproduct." Patti Ogrady, the author of Positive Psychology in the Elementary School Classroom states,  teachers can set the stage for happiness in their classroom by exploring and understanding emotions, facilitating, and nurturing friendships, and ensuring that students understand the personal meaning within lessons. There are 5 elements of the PERMA curriculum model: well-being, positive emotion, engagement, relationships, meaning and purpose, and accomplishment. I find it very satisfiying that this article substantiates our effforts with Kagan Cooperative Learning Structures.

Coaching children on positive self talk following the Growth Mindset is another way we can "chase happiness" in the classroom.  As with all instructional strategies, you have to be careful not to overdue it. Students need to see you happy but they need to see you not happy as well. Cultivate things that lead to happiness but don't make happiness the goal. Research has shown that overemphasizing happiness can actually backfire.

So "chasing happiness" means creating positive experiences by reducing students' stress, generating meaning, and being mindful of the emotional content in the curriculum. Focus on strengths, not weaknesses; use language to encourage not discourage; and reduce fear particularly fear of failure, criticism, and embarrassment.These are all things we are doing so this is just a reminder to not let the pressures disrupt the chase. Our goal is not to make every minute a happy one but to move the happiness meter in your classrooms up a notch.

Thanks for all you do,
Adrienne

Enjoy!

Dear Deep Creek School Family, 

Thanks for all you do, 

Noelle, Adrienne, and James

Dealing With Change

Dear Deep Creek School Family, 

Losing great employees and people is never easy.  It seems like it happens every year.  I can not think of a time in my 18 year career that a staff remained intact for the entire year.  Retirements, opportunities, career changes, and relocation always come up.

I also know that Deep Creek has always survived those staff changes and remained true to the goals of helping our Cubs succeed.  Our school has so many traditions (new and old) that will always steer it in times of change.  I'm very proud to work to keep adding to the legacy of this school, no matter who comes and goes Deep Creek will continue as a great place for children.

Just like the quote below, I am going to appreciate the great people that I will continue to work with and embrace the opportunities that come next.

I'm looking forward to a great week and then a well deserved fall break.  Don't forget Pumpkin deserts on Monday.

James

M&M Success 11/4/16

Dear Deep Creek School Family, 

Wow what an evening! Another successful Music and Measurement night in the books. Thank you all for your hard work and dedication. Our students and their families really enjoyed the evening viewing student day, history fair projects, then celebrating with us. 

Family engagement is NOT a program - 

it is a practice! 

Great job everyone! Have a wonderful and restful weekend. 

Thanks, 

Adrienne 

Differentiation is and IS NOT...

Dear Deep Creek School Family, 

I ran across this a few weeks ago and it instantly hit home, so I thought I would share. I know we are all trying our hardest to meet our students needs through differentiated instruction, so it's important we realize what is and is not classified under differentiation.. If we continue down the IS path we are on our way of meeting all of our students needs. I know as a team, and family, we are capable of making this happen and showing success. If you are interested in learning more there is a great book called- The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition by: Carol Tomlinson. 

Thanks, 

Kristina

Music & Measurement Night

Happy Friday to all,

I hope everyone has been able to use the work day effectively.  It feels good to get grades posted and look back in disbelief that nine weeks are already over!  I know that the days often seem overwhelming, but I can not remember a smoother starting nine weeks in my career.  Thank you all for that, I have had a great time and have enjoyed myself.

Looking ahead to our next event, Music & Measurement, gets me excited to see our students and parents on our campus having fun. It is so cool to step out of the moment and just look around at our students that night, dancing, having fun, and spending a relaxed evening at our beautiful school.  I know all of you love those moments as well, it's the 30 minutes before where you are interacting with parents that many of you feel the pressure.  It's important to prepare and plan to make sure you relieve some of that anxiety and feel good going into the evening.

Now is the time to start planning for the evening and communicating with students with the manner they will lead their conferences with parents and any other activities you plan in the classroom.  Now is also the time to start creating the invitations home to parents (personal invitations from students always seem the most successful).  Remember to use email, websites, and any other means of communication available to inform parents about the night.  Below is a list of items/suggestions that I always practiced and still think about when I am greeting and interacting with  parents on these evenings.

• Personal Invitations: Include date, time, room number, outline of evening's activities
• Dress professionally
• Make sure rooms are neat and organized
• Welcome Sign visible as parents enter room 
• Greet each parent at the door with a smile and a handshake
• Try to also greet each parent with positive remarks about their student (Remember tonight is a night to celebrate successes)
• Politely ask parents to call or set up conferences if they try to tie up too much of your time (Let them know you do not want to take time from their child sharing their data or class activities and want to be able to celebrate with students under the pavilion.)

 Thank you all and enjoy your weekend,
James

• 

The struggles of ELL students

Dear Deep Creek School Family, 

In the last couple of weeks, we have had several students enroll who do not speak English or whose English is very limited.  One of our new cubs came from a school district that offers pull out ESOL instruction with an ESOL Liaison and an ESOL Aide. In this type of sheltered instruction, the emphasis is on language development, not content.  

We have a very diverse population of ELL students who speak or understand a vast array of languages: Spanish, Ukranian, Russian, Phillipino, Haitian Creole, Vietnamese, Urdu.   Neil Armstrong Elementary has about 51 students, Peace River Elementary 32, and Deep Creek Elementary 20. The majority of our ELL students are native-born, contrary to popular belief.  Most are 2nd and 3rd generation citizens. 

English language learners face many obstacles when reading literature in English and solving multi-step math and science equations.  Below are 2 quick articles that give a few common sense ideas for classrooms.  As classrooms become more diverse, teachers can celebrate students' cultural strengths by integrating multicultural lessons into the curriculum.

http://www.learnnc.org/lp/pages/760


http://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

Thanks, 

Noelle

Worrisome Week

Dear Deep Creek School Family,

This week has been filled with some turmoil due to Hurricane Matthew looming off the east coast. Many of us have unsettling memories from Charley. Hopefully we can use this energy to support those that have been affected by Matthew. We know all to well how needed the support is after a storm. 

We are very thankful for the fact that the weather changes so quickly. This enables our kickball team to still participate on Saturday. Thank you to the following people for representing on Saturday:

Sarah Mann, Amanda Lockhart, Alicen Rhodes, Brad Combs, Sandra Howard, Becca Janiak, Aubrey Cobe, Wyatt Hansen, Barb Deubel, Denise Bourne, Teresa Dilena, Brandy Larson, Jackie Riddell, Darlene Marsh, Kristina Kelch, and our captain, James Vernon. If anyone want to come out to cheer us on, please join us at the Carmalita Fields in Punta Gorda at 8am on Saturday. 

Thanks for all you do,
Adrienne 

Happy Fall Y'all

Dear Deep Creek Family, 

It is Friday. I SCREAM, YOU SCREAM, WE ALL SCREAM FOR ICE CREAM!!!!! Check out the staff lounge freezer and grab an ice cream or sherbet. You deserve it!!! 

We had a great week but it was very busy. A little Pearl Jam if you are interested. Just breathe 

Enjoy the weekend and let's hope for cooler weather soon. 

Thanks for everything, 
Adrienne, James, Kristina, and Noelle

Why...

Dear Deep Creek School Family, 

 

Don't we all wonder why...why does this happen, why do we have to do this, why was that said, why did you do that, why can't I do it this way, why, why, why....

Why is defined as a purpose or reason-it gives us the ability to dig deeper and receive a clearer understanding. Students often wonder as much, or even more than us. They are in the discovery time of their lives, the questions are populating left and right. Giving students the reason why allows them to learn and grow. 

Over the years one of our biggest initiatives is the use of Thinking Maps. They are surrounding us, in and out of school; we are exposing them to the terminology, how to use them, and why they are important; each map creates a lasting memories that they will forever learn upon. Through the use of them, we can't forget to explain the "why" though. They are a learning tool they will use throughout their education so it's important they are clear on their purpose.

Below is a great article explaining the why. It's a quick and valuable article that includes the discovery of why through the use of thinking maps. It's nice because it relates to a student that truly did not understand why he had to keep making maps when note taking was the same thing. Is note taking meaningful, does it help them learn and grow? No! The use of thinking maps exhibits critical thinking skills and gives them a way to visually understanding the content further.

Thank you to everyone for all that you do for our students here at Deep Creek, they would be lost without YOU!

Kristina


Don't Forget the WHY...
I once visited with a high school student who told me that he did not see great value in Thinking Maps. He said he didn’t understand why his teacher would tell him to do a “Bubble Map” or a “Tree Map.”

“Why can’t we just take notes the normal way?” was the question he said entered his thoughts each time he was told to make a Thinking Map.

When I asked him to define the “normal way,” he said, “You know, just write things down that you want to remember.”

I then asked how much of that information he remembered.

“Enough to pass the test,” he remarked.

With his permission I shared with him some of the brain research that supports the effectiveness of Thinking Maps. I also discussed the benefits of using this visual language as a memory tool and a way to establish some consistency across subject areas. When I finished I asked, “Now what do you think of Thinking Maps?”

He responded, “I like them!”

“What changed your opinion about the Maps?”

“No one ever explained them to me that way!”

Making Maps vs. Making Meaning
Sometimes, we forget to tell students the “why” behind the Maps. When we introduce Maps to learners, they should not be presented as an esoteric exercise or just another assignment. To get the most value from the Maps, students need to understand them as a learning tool that benefits them, not a requirement that is given to them. That “why” needs to be continually reinforced through the grade levels as students’ use of the Maps grows and develops.

In recent years, the emphasis in Thinking Maps training has shifted from “Making Maps” to “Making Meaning.” You’ve probably noticed that Thinking Maps posters now have the thought process for each Map noted on the top of the poster and the name of the Map on the bottom. We did that to put more focus on the cognitive processes each Map is designed to support and help students and teachers better understand how to match the right Map to what they are trying to accomplish.

Here are some other ways you can enhance your Thinking Maps practice and help students get more meaning from the Maps:

• When first implementing Thinking Maps in a school, or orchestrating a re-introduction of the Maps, take some time to explain to the students how their brain works and WHY the use of Thinking Maps will help them to better comprehend, retain, and apply information learned in school. This will be especially important for secondary students, like the one with whom I visited.

• Make sure the focus of Thinking Maps implementation is on Making Meaning as opposed to Making Maps. This can best be done by posing the questions, prompted by your standards, that will guide students in the use of Thinking Maps to facilitate the discovery of meaning, answers, solutions, and possibly even more questions.

• Help students with explicit practice and instruction on taking information off the Map(s). While producing strong written products is clearly one of the desired outcomes of organization of thoughts in Thinking Maps, it is equally important to provide students with regular practice in speaking information off the Map(s).

These practices will go a long way towards helping your students get more value from the Maps. By emphasizing not just what to do but also why we are doing it, we can help students internalize the thought processes behind the Maps and get more meaning out of both creating their own Maps and reading Maps created by others. If your school could use some help in moving from Making Maps to Making Meaning, give us a call to discuss your training options.

http://thinkingmaps.com/dont-forget-start/

What I Wish My Teacher Knew

Dear Deep Creek Family, 

You have probably seen this article..it has been trending on Facebook and other social media outlets for a while now.  This is one of the quickest and most powerful ways to build relationships with students. We talk a lot about making connections with our most needy students, but this seems like a pretty important thing to do with ALL of our students. In a quick moment, whether you ask them to write or share in circle time, you know where a student's head is at. You know what is making them happy, proud, sad, or scared that day.  You can help them set a goal to reach higher or to overcome.  Using your reflective listening an calm, empathetic tone of voice, you can reassure your students that everything

 will be OK today. 

Enjoy,

Noelle

http://www.nytimes.com/2016/08/31/well/family/what-kids-wish-their-teachers-knew.html?_r=1

Nothing Less Than Their Success!



 

We are so lucky to have the students that attend Deep Creek.  I also think we are so lucky to have the staff that works at Deep Creek.  I know this because I listen to other administrators when I attend meetings and conferences and hear their complaints.  But still, I know we have our challenges that is why this Tuesday I will be attending your team meetings to talk about behavior.  My main emphasis when I come to those team meetings will be that we are a team.  I don't and will not pretend to have all the answers, every child is different.  However, one item that hasn't changed since I became part of the Deep Creek Family is my desire to assist you and care for our students.  I know along the way there will always be disagreements that we have over discipline, but all it takes is for us to sit down, talk, and find the best route for the student. Do not ever feel like you and I can not speak on how to approach a student's behavior, I am flexible and will not let my ego get in the way when I have handled a situation poorly.

 

I however will be stubborn in my mindset that we have to reach students and show that we genuinely care about them before we can get anywhere.  Every student brings different problems to Deep Creek, different shortcomings, different abilities, and different lack of abilities.  They all at different times will do childish things, they don't make adult decisions, and they don't know what is best for themselves.  This is why they need us.  We can not take their shortcomings personally and hold grudges.  Each day must be a new day to help that child succeed.  We have to give each of our students second chances, third chances, and yes, even fourth chances. We have an obligation as an educator to treat every student like they were our own children.  We would never give up and resent our own children.

 

 

Behind the Mask

by Annette Breaux and Todd Whitaker

(In the book "50 Ways to Improve Student Behavior")

 

If you could see inside of me, then surely you would know

That beneath my bad behavior is a kid who needs you so

I need to feel your love for me - I need your caring smile

I need to be important each day, if only for a while

I need for all your wisdom to pour out onto me

It might not sink in right away - but one day it will, you'll see

I need a lot of patience - I need a calming voice

I need someone to show me how to make a better choice

I know it won't be easy - I'll push and test you often

But surely, teacher, you must know that hard hearts can be softened

So see me as your challenge, your calling and your task

And search until you've found the good that's hidden behind the mask

 

 

I love working with you all to help our children reach Nothing Less Than Their Success.  Have a great weekend.

 

James





Professional Learning 090216

Dear Deep Creek School Family, 

The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a department, an entire school district, a state department of education, a national professional organization, and so on. Here at Deep Creek, we have come so far but our job isn't over. We want to keep growing and learning together. 

According to Richard Dufour, there are three critical big ideas that need to be included for PLCs to be successful:

Big Idea #1: Ensuring That Students Learn - shift the focus from teaching to learning

Big Idea #2: A Culture of Collaboration - be deliberate with collaborative structures

Big Idea #3: A Focus on Results - keep our eyes on student success

Our time is precious. We must be purposeful and deliberate with our learning as to not waste time. The committees will be working curriculum groups where our PLCs will be learning groups. 

Our pattern for Thursdays is as follows:

Thursday week 1 Faculty meeting Traditional

Thursday week 2 PLC Thinking Maps

Thursday week 3 Faculty meeting Committees (Lit Leadership, Math, SS, Science, etc) 

Thursday week 4 PLC - Your Choice see google link for your choices

Based on your input, we have created a survey for possible PLCs to be held on the Thursday PLC choice meeting once a month. Please take time to complete the survey. 

https://goo.gl/forms/yq4HiD00zn7pT9yT2

Thanks for being the best, hardworking, and dedicated staff around! 

Adrienne 

Student Engagement

Dear Deep Creek School Family,

Reading encompasses everything. It's our longest block of the day and one of the most important. Each day we provide our students with knowledge that they will continue to use and expand on. During the reading block it's imperative that our students are engaged from start to finish. How can we do this you might ask? It takes time, hard work, and dedication on a teachers part. Below you will find some helpful strategies that you may incorporate to increase student engagement. 

1.  Have a plan for how your students will interact with the content.

Ask yourself these questions:

Which partner/group member is going first? 
What is the order for sharing in the partnership/group?
How will the students communicate using the academic language?
Who speaks or writes first?
What are the other kids doing when it’s not their turn?

2.  Create visual materials with your students, and display them as you go through the lesson.

As teachers, we LOVE having pretty things in our classroom.  This includes anchor charts, posters, and word walls.  We can easily get carried away preparing them and finding the perfect spot to put them up before we even begin our lesson.  I want to challenge you to try something different.

Prepare the skeleton of your materials such as an anchor chart, and fill them with content as you teach.

For vocabulary, have the word cards written ahead of time, but add them to the word wall as you go through the lesson.

Allow your students to record and generate information with you, through use of thinking maps, whiteboards or learning journals.

Your students will make stronger connections to the content you are teaching when they are a part of the process.  When you involve your students, they have the opportunity to take more ownership of the content they are learning.

3.  Make learning words fun!

One of the main reasons why I put a huge emphasis on learning words in my classroom, is because kids often skip over words they encounter without thinking twice about their meaning.  When I am reading aloud, and I read over a word that I am “unfamiliar” with, I make a big deal out of it.  I show my curiosity by trying to figure out what the word means based on the context of the sentence or paragraph.  I also show the kids that it is okay to use resources such as a dictionary or a kid version of “Google”, etc.  I will get really excited when I figure out what that word means, and I show my students my enthusiasm.  I also tell my students that I plan on using that word next time I have the opportunity to do so.  It is important to always model how learning new words can be a lot of fun!

4.  Integrate grammar throughout your reading block. 

Integrate the required grammar skills into your reading block.  In fact, think about integrating along with every subject you teach! 

Here are just a few examples:
When you have your kids read any piece of text, such as a poem, lyric, nursery rhyme, close read – focus on one part of speech by having your students underline or circle each word they find.

When you are going over tier vocabulary words, take a moment to let your students organize them into their journals using an interactive notebook activity or a thinking map, and then have them write a sentence that makes sense.

Instead of teaching grammar separately, incorporate it into your instruction, centers, or small groups.

5.  Make ordinary skills novel by incorporating songs, games, plays, show and tell, wordless books, etc.

Having songs in the classroom is a great way to get students familiar with the content so they remember key concepts. (Youtube has many)

6.  Read aloud as often as you can.

When students are able to hear an adult read text aloud, it becomes their inner voice.   They are able to build upon their language skills, vocabulary, reading strategies, expression, etc.  They are also able to associate reading with positive experiences.

7.  Make sure the kids have a pleasant atmosphere when reading.

The possibilities are endless! You want to make sure your library is accessible so that your students can find a book that is a good fit for them.  Having a pleasant atmosphere and a variety of book choices are important when it is time to read independently.

8.  Try to keep the same theme theme across the curriculum, whenever possible.

Immersing students in relative content across the day makes such a big difference!

If your basal program text is based around ocean animals, perhaps you can check the science curriculum to see if there are any ocean science lessons, and cover those specific standards during that week or unit.

When you are planning writing or writer’s workshop,  select a prompt that supports the theme you are have planned for reading, science, social studies, etc.

Carefully planning your day is key, because your students will absorb more vocabulary and content if you are able to extend the content throughout the entire day, week, etc.

I hope you are able to use at least one of these engagement strategies within your reading block. If you need help, please come see me! I'm always here, and would love to help! :) 

Additional information/resources are on this post: 

http://educationtothecore.com/2016/05/8-ways-engage-students-reading-block/

Thanks,
Kristina 

Using reflective listening

Dear Deep Creek School Family, 

It is easy to get frustrated when you can't seem to communicate with a parent.  We often have preconceived notions that the parent just doesn't care or that they don't value education. I was reminded today that this is usually not the case. In talking with a parent, who is a single mom, she works 50+ hours a week. Her child goes home to an older brother. She may not get home until 9 or 10:00 at night.  She doesn't even see her children off to bed most nights.  The best way to contact her is via text because she is always working and can't answer her phone. In listening to this parent, she had expectations for her children and certainly cared about them and their schooling. However, we, as educators, with the passion to help children, can sometimes misinterpret this as being uninterested.

There is a section in chapter 6 of this book which talks a little about the barriers to communication and how to effectively listen, reflect, and problem solve with a parent. It is an easy read..one that is well worth the time. It discusses what reflective listening is...reflective listening is different from that of ordinary listening in that you reflect, or summarize, the message that the parent is trying to convey.

"It sounds as though..."
"So let me be sure I am understanding you correctly.."
"I'm hearing you say..."

Sometimes, the parent did not have a positive school experience themselves, thus seeming to be more defensive to your suggestions.  When you listen, think, and then reflect, you are letting them know that they were heard and that you understand.  Reflective listening takes practice, just like everything else!  However, it is the key to effective communication with parents.

https://www.naeyc.org/files/naeyc/file/BacktoSchool/Learning%20to%20Listen%20chapter%206.pdf

Thanks,
Noelle

A Great First Week

Dear Deep Creek School Family,                                              
                                              

                                            
                                                  
                                                   James arrives home after the first day of school.

Wow, what a week!  I'm exhausted sitting on my couch and watching the Olympic Games.  My wife already fell asleep on the couch next to me, because she said that she had an "exhausting week" as well.  (She is off tomorrow as she works 4 ten hour days.)  It's cute to me when she explains how busy she is at work.  I am a good husband so I just nod sympathetically.  She, like many other professionals, will never know what it's like to have all those same busy moments, but add 651 students to them. 

She will never know what Monday's Open House is like.  You take over 500 parents, who are usually irritated before they get in the school building, because we only have 100 parking spots, and instantly change their moods with your welcoming attitudes and carefully decorated rooms.

She will never know what the first day of school is like.  Get them here, get them fed, and get them home means nothing to her.  (She gets an hour lunch)  She doesn't understand the 10 minute lunch most of you got on the first day?  She definitely didn't understand why I wasn't hungry when I got home because I ate lunch at 4:00pm.

She definitely will never know what the first day of school is like when you add 100 kindergarteners to the mix.  She has never tried to get 100 kindergarteners to carry their own lunch trays to their tables and then get them to dump them in the trash 20 minutes later.  (I almost lost my mind) 

She has no idea the energy it takes from each and everyone of us to make our school run smoothly, but I do.  I appreciate the effort each and everyone of you made this week to ensure that our students felt welcome and safe.  (Sometimes it even takes catching a snake.  Special shout out to Tracy Gilray!)  It has been a great first week. I'm looking forward to the rest of them.

Thank you for all you do,
James
 

Positive School Culture

Dear Deep Creek School Family, 

It was so great to see everyone this week. We are all so refreshed after summer break. 

As we begin our first week of school, we are provided with an incredible opportunity. For each of us, and for each of our students, it is a new beginning--a chance to get a fresh start. As you prepare to meet our kids, Jeff Delp has written 5 essential elements for a positive school culture. 

1. Kindness

Guard within yourself that treasure, kindness. Know how to give without hesitation, how to lose without regret, and how to acquire without meanness. - George Sands

The majority of our students will come to school on the first day a bit anxious. They will be focused on each interaction with an adult, listening to our tone and seeking reassurance. Let’s be certain that every student leaves our campus, on the first day, experiencing multiple acts of kindness.

2. Empathy

I’m not interested in whether you’ve stood with the great. I’m interested in whether you’ve sat with the broken. - Unknown

For each one of our students, understand that what you see on the outside rarely tells the whole story. Cast aside your “experience bias” and provide high expectations with an empathetic heart.

3. Patience

The children who need love the most will ask for it in the most unloving ways. - Russell Barkley

Remember that our students are kids: they will sometimes make bad decisions, mess-up, be absent minded, and speak rudely. Model civility for them. Be long on patience and quick with kindness.

4. Appreciation

It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences. - Audre Lourde

It is my hope that we will truly marvel at the diversity on our campus and the integral part that our differences play in creating our campus culture. Through words, and actions, show students that we appreciate them for who they are and what they bring to our community.

5. Humility

True humility is not thinking less of yourself; it is thinking of yourself less. - C.S. Lewis

Remember that our purpose as educators is to serve the best interest of our students. Let’s allow humility to guide our actions, and our interactions, with our students and our peers. Together we will make a difference for our school community!

As we begin a new school year, we challenge each of you to be intentional about demonstrating each of these five essential elements of a positive culture. We have unwavering confidence that our staff will go above and beyond to ensure our students have a wonderful experience as a Deep Creek Cub and we are thankful for the role that each of you play in supporting our school community. 

For Jeff Delp's complete blog follow this link: http://jeffdelp.blogspot.com/2016/07/5-essential-elements-of-positive-school.html?spref=tw

Thanks,

 Adrienne

Welcome Back 2016-2017

Dear Deep Creek School Family, 

Welcome Back! I hope you had a wonderful summer break. This year we are switching from a Monday Morning Memo to a Friday Fast Facts. We hope this will give you a little more time to be aware of what is happening during the coming week. We are looking forward to seeing you all next week.

Please note our building hours will be:

8/1-8/5 7:00am-6:00pm

Saturday and Sunday 8:00am-12:00pm 

Monday, August 8th back to regular hours 6:30am-10:00pm

This summer I took a much needed break. I spent time with people not in our profession. Upon doing that, I was reminded why I do what I do. I was reminded that what we get to do each day is indeed a privilege and a noble profession. Often I focus on people who do not respect what we do but luckily my time away renewed my spirit. I aim to focus on the people who do respect us. They are out there! They appreciate what we do! We should stop using words like everyone, nobody, always, and never. It is easy to get sucked into these over-generalizations so support and remind each other to stay positive. We are so lucky that everyday we get to influence the lives of children. Being an educator is truly a privilege! 

What we have accomplished as a school family is amazing! We need to proud and determined to continue this path we are on. Our plan for this year is to continue doing what we are doing but do it better. 

You will hear more about this on Friday, August 5th which is our professional development day. Please report to the cafe at 7:45am. We will begin promptly with our presentation at 8:00am. As with last year, Thursday is to yourself. We will come by to say hello. Please have your summer fun picture with you on Thursday. We can air drop it or text it while I am in your room. 

Looking forward to seeing you all on Thursday!

MMM052316 Last Week

Dear Deep Creek Family, 

As our year together comes to a close, I want to thank each of you for your hard work. We leave tired as we have done our very best all year. My hope is the summer will be a time of refreshing and renewal so you have the strength to come back and do your amazing work another year. 

Our first set of FSA data for 3rd grade is awesome! My hope is the rest of our data will follow the same pattern. Much accolades to our third grade team for their collaborative approach all year which has resulted in fantastic scores and improvement from the year before. 

Since we will not be together when FSA results come out, I recently read the following and would like you to keep it in mind:

Schools undertake performance benchmarking to identify their position relative to other schools or education systems. This sort of benchmarking is useful when a school wants to gauge the levels of performance they will need to reach the levels of “the best.”

Schools undertake strategic benchmarking to identify the strategies and approaches that have enabled high-performing schools to succeed. This sort of benchmarking is useful when a school wants to identify potential solutions to improving their own performance.

Of course, performance benchmarking and strategic benchmarking are often linked together.

The district and the media will take care of the performance benchmarking for us. It will be important that we use the strategic benchmarking ourselves for our growth. We must remember where we have come from and where we are going! I started the year with the Mission Possible prezi and within it there was a quote that said "Perfection is a direction not a destination!" We will always be climbing uphill. So stay in shape by sharpening your saw. Read a book or attend a professional development this summer. I'll be glad to recommend a book, loan you one, or purchase one if you just ask. 

I don't know how to insert the song, so I am including the music video for "The Climb". One of my favorite songs and appropriate for the topic this week. 

Thank you for EVERYTHING! 

Enjoy your summer, 

Adrienne 

MMM051616

Good Morning Deep Creek Family, 

Nine days that is all that is left. As everyone begins the countdown, I ask you all to think about it as 9 days left to impact the lives of a student in your room. Not all of the children in your room go home for a fun filled summer. Some of our students will do without many things you provide: breakfast and lunch, hugs, intellectual stimulation, the opportunity to be a leader, the safety of your classroom, the friendships of their peers, conversation, the opportunity to have a better life. When I was in the classroom, I remember thinking it was one or two students in my room so maybe it wasn't so bad. Now that I see things more globally, I know it is one or two in each of our classrooms. Which equals about 20% of our population. This is heartbreaking to me. Many wonder why I am so against the watching of movies at school. It is for the reasons listed above and most homes have televisions which become the babysitter to our students over the summer. Every year things happen, some of our students will not return for one reason or another. We have taught them, challenged them, now it's time to just enjoy them. Do stimulating activities with your students that you haven't been able to do. Yes keeping structure is important but hopefully some of the pressure is lifted. Please take the next 9 days to be THAT PERSON to your students. 

I do understand that we all need a break. I just ask that you take into consideration the things I said above and make the most of the last nine days. 

Thanks for all you do, 

Adrienne 

Happy Mother's Day

Dear Deep Creek Family,

I believe Staff Appreciation Week was a huge success.  It is very rewarding being able to thank you all for the work you do each and every day for our students.  I am not Star Wars expert, but I enjoyed the Star Wars Theme, of course the food, and the trivia each day that Mrs. McElroy and our PTO came up with for the week.  Also a huge thank you to our BBBB Committee for the work they did in making that event a success.  I do believe that I finally have the glitter out of my hair, and I am very proud of Mrs. McElroy for wearing a bucket of green Cheerios.  Truly a great ending to the week and a fun week for our students.

(Gentlemen, you can stop reading now, your day is next month.)

I also want to take the time to thank all of our "mothers", and yes, and I am also talking to those staff members that do not have children of their own.  Each of you have a group of children that you love unconditionally in your class, or others that see all our students daily.  These students don't always, or may never appreciate all that you do for them, but unfortunately that is often the way a Mother's love goes.  It can never be repaid, it is often unappreciated, but you know it is always there.  Thank you all for caring for our students and loving them even when it's hard.  I hope you all enjoyed your day.

Being a mother means that your heart is no longer yours; it wanders wherever your children do. ~Author Unknown



Looking forward to a great week,
James

Staff Appreciation 2016

Good Morning Deep Creek Family, 

I really hope you enjoy the week! Don't forget to refresh your memory on Star Wars trivia for the daily challenge. Please see a menu preview below.

Thanks for all you do,
Adrienne

“A true disciple shows his appreciation by reaching further than his teacher.”  -Aristotle 

ADHD and gender

Dear Deep Creek Family, 

The American Psychiatric Association (APA) says that 5 percent of American children have ADHD. But the Centers for Disease Control and Prevention (CDC) puts the number at more than double the APA's number. The CDC says that 11 percent of American children, ages 4 to 17, have the attention disorder.  Sep 4, 2014

As educators, we clearly see the rise in inattentive, distracted children.  Some of us feel this is 
due to the rise in use of electronic devices (tables, video games, phones) at such young ages.  
Some feel there are parenting issues that cause ADHD.  There is no known cause for ADHD, 
but if a parent has ADHD, there is a 50% chance that a child will have it.  Exposure to toxins 
during pregnancy (alcohol, smoke) is also a factor, as is damage to the front part of the brain 
that regulates emotions and impulses.

Boys tend to be diagnosed with ADHD twice as much as girls do.  According to an article by 
Alan Schwartz and Sarah Cohen of The New York Times,  “the unique needs and characteristics of girls with ADHD” need greater exploration. A 2005 study looking at gender differences in ADHD found higher rates of “oppositional defiant disorder” and “conduct disorder” in males, and higher rates of “separation anxiety disorder” in females, suggesting that internalizing disorders are more common in females and externalizing disorders are more common in males.



In a 2004 survey of perceived gender differences in attention deficit disorder, 82 percent of teachers believed that attention deficit disorder is more prevalent in boys. Four out of ten teachers admitted they have more difficulty recognizing ADHD symptoms in girls. Girls tend to "suffer silently" because their behaviors are not outward...their inattentive symptoms are less "troublesome or noticeable".

Here are a few tips to help with any ADHD child:

• Set very clear behavioral expectations and very clear consequences, but leave room for redemption so that the child could end the day on a good note.
• Pay attention to underachieving girls, even if their behavior is not disruptive. Inattention may look like day dreaming  or sleepiness.
• Regardless of how they appear, children with ADHD experience a good deal of frustration and confusion.  Its a scary thing when you aren't in control of your behavior.
• Being the parent of a special needs child can be exhausting. Recognize this and look for common ground to create a great partnership with families.  

Enjoy the week...
Noelle