Engaging All Learners

Engaging All Learners
Studio Day April 2019

Friday, April 29, 2016

Flex Day Information

Please carefully read the following information pertaining to flexible professional development days.

For the 2016-2017 school year, August 16th and 17th will be deemed as flex days.  To earn the credit for the two flex days, you must complete 12 hours of professional development outside of the school day.  Flex days are designated for professional development.  However, you are given flexibility regarding the professional development.

To access all forms and information about flex days, go to http://trussvillecity.schoolinsites.com/ .
Click on “Staff” at the top of the page.
You will see the Flex Day Catalogue under Staff Resources. Click on the words, “Flex Day Catalogue.”
Click on the tabs at the top of the page (Home, PD Opportunities, FAQs, and Registration Information) to access forms and to see the PD opportunities listed.
Check the Flex Day Live Binder often over the next few weeks as it will evolve as more opportunities are added.

As a part of the Trussville City Schools professional learning program, you may write proposals to lead professional development sessions.  To earn professional development flex hour credit, you may participate in Professional Learning Communities, grade level/department teams, or book studies, outside the school day.  You must present your idea to your principal to ensure that it follows the philosophy of the system-wide instructional program.  If the project is approved, you or one person from the proposal team must complete:

a project application (see Registration Information tab in Flex Day LiveBinder),
sign in sheet, and
summary form (see Registration Information tab in Flex Day LiveBinder) to the Department of Curriculum and Instruction.

Teachers who lead professional development may count the sessions they lead toward their flex hours.  Requests to use flex hours for professional development outside of the Trussville City Schools system must be pre-approved by submitting a form to your principal.  Funding is not guaranteed for professional development outside of Trussville City Schools.
Everyone must register in STI PD or complete the pre-approval process for PD not on the approved list before leaving for the summer.
Remember, all Flex PD not on the approved list must be approved by your school principal.
If attending a session outside of TCS, you must submit a project application prior to attending the training, and an agenda and certificate of attendance to Curriculum and Instruction upon completion.
If you have any questions, email Beth Bruno.
On August 18th, request professional development days for August 16th & 17th in the time system.  (Please do not request these days before August 18th.)

Thursday, April 28, 2016

HTHS Awards Program

Today was a special day at HTHS as seniors were recognized and presented over $9,000,000 in scholarships from colleges, the military, and various organizations.  The event was coordinated by counselor Laura Stalls, with lots of support from Tim Salem, Amy Cane, Heather Winship, Leta McGeehee, Cori Hallmark, and Jada LeCroy.









Tuesday, April 26, 2016

Thank You!



I am filled with gratitude!

I am thankful for Mandi Logan for designing an outstanding presentation for counselors and community members to introduce our Counselor Advisory Committee.

I am thankful for Phyllis Faust for leading our schools in pretty much flawless testing procedures!

I am thankful for counselors Krista DeMent and Amy McIntyre who worked hard to ensure a smooth testing experience for everyone at HTMS last week.

I am thankful for Lisa Berry, Anjell Edwards, and Niki Lincoln for establishing a culture of excellence at HTMS.

I am thankful for HTMS teachers for preparing students to do very well on their ACT Aspire and for making school a joyful place for middle schoolers.

I am thankful for Diane Byars for her leadership and care for our exceptional students.

I am thankful for Kristi Stacks, Melanie Glover, Leigh Stovall, and Dawn Kilgore for planning and executing great support for new teachers this year.

I am thankful for Barry Davis for working tirelessly to get our new schools ready for school this fall.

I am thankful for Theresa Ray for keeping us all certified!

A Special Prom

Trussville City Schools hosted their annual prom for students in our Life Skills Academy from HTHS and neighboring school districts at the Trussville Civic Center Monday.  Students danced and dined throughout the morning.  Peer Helpers from HTHS assisted with the prom that was also attended by various staff members from our district. 

The students learn popular dances in Adaptive P.E., led by Coach Tim Meacham. Students also learn proper table etiquette, conversation skills, and appropriate attire for formal events. They get to apply all the skills through this real world event. This is an exemplary way to teach relevant lifelong skills in a meaningful way.  The program is coordinated by HTHS teacher Carrie Jones




Quotable Quote

“Give me six hours to chop down a tree, and I will spend the first four sharpening the ax.”

—Abraham Lincoln (1809-1865)
16th U.S. Presiden

Saturday, April 16, 2016

Thank You!

Our school system rocks because of our people!  I am thankful for the hard work and passion of our staff.

I am thankful for Jennifer Cardwell for working to clarify and update important policies that will affect our students and schools for years to come.

I am thankful for Phyllis Faust for coordinating science professional development and science textbook adoption.

I am thankful for Heather Winship for working hard to make sure that testing at HTHS was carefully coordinated.

I am thankful for April Chamberlain and all of the technology experts in our district for supporting ACT Aspire implementation at HTHS last week.

I am thankful for academic coaches Donna Brumlow, Lisa Lothspeich, Kelly McGough, and Edra Perry for helping teachers access their students' data and for their daily support of teachers.

I am thankful for Autumm Jeter for working overtime to interview teachers for not only Magnolia Elementary, but also Cahaba Elementary!

I am thankful for Betsy Schmitt for leading efforts to create a district elementary handbook.

I am thankful for Tygar Evans for taking the time to carefully select the very best candidates for open positions at Paine Elementary.

I am thankful for Kristi Stacks and Melanie Glover for taking care of the millions of daily issues on our gigantic Paine Campus while we are in transition.

I am thankful for Kathy Burgin for coordinating MILLIONS of details relating to the transition from one elementary school to three elementary schools.

Wednesday, April 13, 2016

Civil War Wax Museum at PI

Fifth graders have been learning about important Civil War figures.  Today, students dressed up and presented information about their characters to an audience of parents, grandparents, teachers, and peers.

Monday, April 11, 2016

Quotable Quote

“I am not bound to win, but I am bound to be true. I am not bound to succeed, but I am bound to live up to what light I might have. ”

—Abraham Lincoln (1809-1865)
16th U.S. President

Thursday, April 7, 2016

HTHS Assembly for Juniors

During an assembly today, test taking information for the upcoming ACT was presented to HTHS juniors.  Dr. Cardwell, Mr. Salem, Mrs. McGehee and Mrs.Young shared test-taking strategies and encouraged students to do their best.  Information was shared about potential changes for an extended lunch hour next year.  The students were attentive and the information was well received.  








Ideas and Strategies for Better Communication with Every Family

 From:  Engage Every Family! by Dr. Steve Constantino

Spring is a great time to connect with families. Testing anxiety starts to run high and the time left in school is critical to the success for our students. Over the years, we have learned ways in which communication between school and home can be enhanced.  The Five Simple Principles to Engage Every Family ™ includes Principle #2 Communicate Effectively and Build Relationships. Here are some ideas that will help you do just that:

1. Share information in a timely fashion. The more quickly and thoroughly information is shared with families, the less likely families will be confused, frustrated or angry which minimizes rumor and misconception. Verify that your communication is both received and understood.

2. No Surprises. We as educators don’t like surprises. Neither do families. As the end of the year approaches, be sure that families are well informed of expectations as far ahead as possible.

3. No Blame. When things don’t go exactly right, don’t point fingers and blame students, parents, the school, the administration or other entities. Describe the challenge and work together to find solutions. It really doesn’t matter how the problem started or who started it.

4. Keep an open mind. Don’t prematurely judge people or make conclusions about them or their motives. Work directly with families, eye-to-eye, face-to-face. Remember, every family wants their children to exceed them in their quality of life. We can build on this.

5. Keep calm. There are difficult people on the earth. Always remain calm. Remember the old saying “To change a difficult person, you must first change yourself.

Many more ideas exist which can be employed to improve communication and build important relationships with families. You can find all of them in Dr. Constantino’s new book Engage Every Family: Five Simple Principles (Corwin, 2016).





Wednesday, April 6, 2016

Management Strategies



Click here to check out Todd Finley's complete article on Edutopia, "18 Big and Small Classroom Management Strategies."  

Big Strategies: Fundamental Principles of Classroom Management

1. Follow the first step of hypnosis.
A hypnotist's first induction technique often involves directing subjects to focus on something they're already doing. "Feel your eyes getting tired" is a good opening, because everybody's eyes feel tired all the time, but we don't notice until someone points it out.

Teachers, like hypnotists, can string along a series of requests by asking students to do something most are already doing, then waiting for 100-percent compliance, and finally issuing another directive, etc. It's better for teachers to say, "Point your eyes toward me" and wait for compliance, instead of saying, "Stop talking, turn around, turn to page 237, take out a pencil, and head your paper with 'Geology Frame.'"

2. Keep your consequences as minimal as possible.
When a rule is broken, assign the smallest consequence possible and see if that gets the job done. Don't use up big consequences too fast.

3. Appropriate curriculum is a classroom management strategy.
For some, being thrown out of the room for backtalk has a lower social cost than appearing dumb in front of peers. Assigning appropriately difficult work (which often means differentiating) eliminates that risk.

4. Rehearse transitions.
Most disruptions occur before the bell rings and between activities. "Silent 30" was my signal for all students to clear their desks and sit silently within half a minute. A class reward occurred after 30 were completed successfully. My kids loved how visitors witnessing the routine would drop their jaws in surprise.

5. Anticipate problems and be creative.
At the beginning of one year, my middle-grade students charged into class like Mel Gibson and a thousand Scottish warriors. To solve the problem, I asked my kids to line up for class outside my door with their left arm against the wall and a foot of space between them and the person in front of them.

To enter class, each child had to answer either a content-related question or a random dumb question like, "What type of weapon would you use to battle Aquaman?" The dumb questions kept the line entertained. After answering, they were directed to take a seat, quiet as moonlight, and follow instructions on the board. Students talking or violating any of the protocol were sent to the back of the line.

6. Make positive phone calls home and send letters.
I used to send a positive note home to every student's guardians, and that note included a magnet (100 cost about $9.00) to encourage its placement on the refrigerator. I also left complimentary voicemails. That way, parents and kids saw me as an ally.

Little Things: Quick Interventions That Support Classroom Management

1. Show students that it pays to behave.
At the end of tough classes, I'd daily give out two raffle tickets -- one for academic effort and one for good behavior. After writing their names on the tickets, kids dropped them in a jar. On Friday, I randomly drew two student names -- both received candy bars.

2. Never punish an entire class.
Even when you feel like the the entire class is misbehaving, there are always some kids following directions. Punishing the class as a group only incites further resistance.

3. Build content-related anticipation.
At the beginning of class, say, "Later today, I'll tell you. . ."

How to cure cholera (Clean water makes all the difference.)
What most super-geniuses have in common (They burn through acolytes.)
How the X-Wing fighters in Star Wars violate Newtonian physics (Blasters and afterburners don't make sounds in space.)
The goal is to get students interested in the teacher's agenda in lieu of misbehaving.

4. Change the tone.
To interrupt a class of aggressive complainers, I cued up Katrina and the Waves on my CD player. When the first grumbling complaint occurred, I raised my palm and played "I'm walking on sunshine, woooah / And don't it feel good!" Everybody laughed. Another kid started to whine until I pressed play again. Bigger laughs. After that, complaints rarely occurred.

5. Find things to appreciate.
Instead of starting class braced for conflict, make yourself look for things to delight in: that Serena knows everything about Detroit hip-hop or that your thermos of Intelligentsia Coffee is three quarters full.

6. Ramp up your enthusiasm.
There's no downside to being 20 percent more enthusiastic.

7. Use your words.
Students sometimes miss the obvious. Say, "This class makes me glad that I teach."

8. Don't pander.
Never cueing students to meet your emotional needs is an important adult boundary. And one of life's paradoxes is that people who never obsess over being adored are often the recipient of adoration.

9. Forgive.
When students get kicked out of Katie Riley's ninth-grade English classroom, she always tells them that everything is forgiven and that the next day will be a fresh start. When a student commits a felony, he sees Ms. Riley sitting in the courtroom gallery. That's all he needs to know.

10. Give students choices.
"Do you want to do this assignment in class or as a take-home quiz?" "Should this project be group or independent work?" Choice increases students' buy-in.

11. Publicly announce classroom management goals.
Say, "Yesterday, the noise was at an 'eight' during work time. Let's shoot for a 'five' today."

12. Establish routines.
For more chaotic classes, keep the class predictable. Also post the day's schedule.

13. State the truth when things go wrong.
If students are confused and lost, don't brush over it. And when you've sent a student out of the classroom, say, "That makes me sad and frustrated, but let's get our brains focused back on the third math problem."