SMASHING FRIDAY LETTER
www.smash.smmusd.org HAPPY NEW YEAR! January 8, 2010
____________________________________________________________________________
Dear SMASHing Families,
I have heard from many of you about snow, sand, extended family, sports, and tasty food holiday adventures and relaxation. In my household, there was lots of “Ahoy thar matey” during pirate pillow fort building, squeals of delight during family excursions to Sea World, LegoLand, or Mt. Pinos, and grand sand castle building at the beach.
The SMASH staff and I ended the last decade and begin the new one with genuine gratitude for the work community we have and the incredible people in it. Thank you for the personal crafts, delicious homemade goodies, thoughtfully written notes, and monetary gifts you so generously gave but most of all thanks for the endless love and dedication you offer to every aspect of SMASH. This poem reminds me of the ways your tireless giving of ideas, energy, and resources lights up the school:
The Sun Never Says by Hafiz
Even after all this time
The sun never says to the earth,
“You owe Me”
Look what happens with a love like that
It lights the whole sky
Happy New Year to all.
Jessica
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Dates to Remember
Sat, Jan 9 - 9am-2pm - SMASH/Muir Clean up Day
Sun-Fri, Jan 10-15 - 7th grade Yosemite Trip
Wed, Jan 13 - Bake Sale - Core 1
Mon, Jan 18 - Martin Luther King, Jr Birthday observed - SCHOOL CLOSED
Wed, Jan 20 - 5-6pm - Site Council Mtg
Mon, Jan 25 - 9-10am - SMASH School Tour
Wed, Jan 27 - 6-8pm - SMASH Diversity Night Potluck
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Corrections to SMASH Directory
Sadie McGee (Core 1) & Molly McGee (Core 2) - Mom, Catherine Lerer cell: 310-717-8057
Furukawa Family: 612 Pacific St #6; SM 90405
Mari Pestana, Core 1: 1942 Euclid St.#14; SM 90404
E-Mail for Claire Leimone: claireleimone@gmail.com
If you have corrections, please e-mail Janice at jwold@smmusd.org
_______________________________________________________________________________________
A big shout out to SMASH for making the following announcement possible
Rene Ross has been selected to play the bassoon in two prestigious music ensembles; The 2010 Southern California School Band & Orchestra Association (SCSBOA) Honor Band and the 2010 California Band Directors Association All-State Jr. High Honor Band. Thanks to Jessica for allowing Rene to take part in the John Adams Middle School music program, where she has really flourished in her musical efforts. She is taking part in the SMASH music classes as well, playing both the bassoon and her latest instrument of choice, the euphonium. - Diane Dray
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Run for your lives!
The SMASH Jog-a-thon
is coming Friday, March 5
Submit a t-shirt design by 1/29. Open to all students. Simply draw your design
(black/white or color) on an 8 ½ by 11 piece of white paper. Include your name on the
back and turn it into the office by January 29th.
Save the date. The Jog-a-thon takes place Friday, March 5th. Come run with your child
and/or cheer on the rest of the runners.
Volunteer. We need lots of volunteers to help with refreshments, donations, accounting,
etc. both before and the day of the event.
Become a t-shirt sponsor by 2/5. T-shirt sponsors defray the cost of the t-shirts so
that all students get a free Jog-a-thon shirt. Become a Corporate sponsor by donating
$150, $200 or $250 or a SMASHing sponsor by donating $25, $50 or $100. Donations
are tax deductible to the extent allowable by law. As a token of appreciation for your generous
support, your name will adorn the back of the shirt.*
Questions?
Contact Lillie Schlessinger – lillie.schlessinger@transamerica.com
*Please use the form below for making t-shirt donations and return to the office with your cash or
check made payable to SMASH PTSA by no later than February 5th:
-------------------------------------------------------------------------------------------------------------
Sponsorship: Corporate ___$250 ___$200 ___$150
SMASHing ___$100 ___$50 ___$25
Name (as you would like it to appear on the t-shirt):________________________
Child’s name (so we know who you are!):________________________________
Size preference for complimentary t-shirt: ___XXL ___XL ___L ___M ___S (All sizes are
adult sizes since all students will already receive a complimentary t-shirt. If you specifically want
your complimentary t-shirt to be a child’s size, please note this.)
Ptsa news
Happy New Year!
Start the year out right:
Contribute to the family donation drive: ptsasmash.blogspot.com
*****
TOMORROW!!!
Saturday, January 9, 2010
2nd annual SMASH/Muir Clean-Up Day
Let’s clean up and beautify the campus. We need volunteers and donations.
Please bring
·brooms ·rakes ·gloves ·30-gallon trash bags ·green cleaner ·rags ·sponges
Check out the flyer in this week’s Friday Letter.
*****
Did you sign up for a SMASH Bash yet?
Just stop by the office at your convenience.
The SMASH Bash sign-up book will be there.
Questions? Contact Marni Brady marni99@yahoo.com
***
NEW Date: Annual potluck dinner on Diversity Night,
Wednesday, January 27, 2010.
Watch for future fliers.
****
*****Our next PTSA meeting is on Wednesday, 2/10/10 at 6:30PM.
***
WANTED
Board members and committee chairs for 2010/2011
Almost all board positions and many committee chairs are up for grabs.
We immediately need one or two people to serve on the nominating committee.
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PLEASE JOIN US FOR A NIGHT OF INFORMATION ABOUT AN
8th GRADE COMMUNITY SERVICE PROJECT CALLED
SAFE ROUTES TO SCHOOL!
The goal for this project is to get as many children out of their parents' cars by having them bike, walk, take the bus, and carpool! During the meeting we will discuss how we will keep your children safe on the streets and other information that you should know about safe routes!
It will be at the Site Council meeting on January 20 from 5-6pm
We strongly encourage you to come to help support the SMASHING 8th graders' community service and help the environment!
SMASH Family Business & Talent Resource Directories
Arrive Monday!
Pick up your directory in the office.
One directory per family please.
Be sure to cross your name off the list when you pick it up.
What is it? The SMASH Family Business & Talent Resource Directory is a listing of SMASH family
businesses, services and talents, and parents’ employers’ businesses. You no longer have to wonder what so-and-so’s mom or dad does – look it up!
What kind of businesses are listed? Just a sampling: acupuncture, architecture, automotive diagnostics, baby and pet sitting, contractor, DJ and wedding services, editor/proofreader, graphic
design, interior design, lawyer, lifeguard, music classes, printing, psychotherapy, public relations,
real estate, tutor…
Directory Facts:
· 52 listings – which means that about 1/3 of SMASH families placed a listing.
· Listing fees raised $2,510 for the SMASH PTSA. (Printing and layout costs were generously paid
for by some of our advertisers.) Plus - potential future money to SMASH because some advertisers
will be donating a portion of any earnings which are generated through use of the directory.
What do I do with the directory? Use it! Read it through and get to know about the resources
within our own community. Next time you need a business or service, let the directory be your first
go-to resource. Support our SMASH community!
How can I be included in next year’s directory? Next year, we’ll be getting it out much earlier
in the school year, probably around the time that the SMASH Phone Book is distributed. In the
SMASH summer mailing, which you’ll receive in August, there’ll be a form to fill out if you want to
be included in the directory.
Suggestions for changes to next year’s directory? Bring ‘em! We’d love to get your comments
and suggestions so that we can improve next year’s edition. Email Catherine Lerer at
clerer@mcgeelerer.com
Thank you to all our advertisers and directory users!
SMASH Site Council Minutes
Wednesday, December 9, 2009
In Attendance: Laura Sherman, Viktor (Chip) Graham, Bradley Freericks, Jackie Boyd, Elizabeth Grossman, Kelly Kelsrud,
Sam Grossman, Kurt Holland, Duncan Mugalian, Jessica Rishe, Candis Berens, Nina Furukawa, Michael Tenzer
Absent: Chrysta Wyse, Olivia Sparling
Agenda Adopted: Moved by Kelly Kelsrud, Seconded by Jackie Boyd, Approved
Approve Minutes of Last Meeting: Moved by Liz Grossman, Seconded by Jackie Boyd- Edited to say “Minutes” instead of
“Agenda”, Approved
Community Participation:
Bradley and Chip spoke as representatives of the Field Service Project in Core 4. They believe that school trips are important because they increase their learning and strengthen the students’ relationships and community. The 8th grade trip, for example, helped their ability to speak publicly and has improved their ability to make presentations in class.
Kurt added that they tend to improve the children’s ability to concentrate and allows children to enter into learning in a very positive manner.
Reports and Announcements:
Principal’s Report
Core 1 hosted an assembly sharing their on-going projects to the school.
District is looking to save money by cutting electricity use and increased attendance rates.
Student Reports
Sam: Writing Workshop – drafting Personal Essays, transitional words.
5th Grade Math – skip counting with big numbers. Art – building a kelp forest out of recycled materials from the ReDiscover
Center
Duncan: 4th Grade Math – 3D Geometry. Reading Workshop – studying Non-Fiction books. Field Trip to the Skateboard
exhibit and watched parts of DogTown.
Community Organization Reports (to include but not limited to the following):
PTSA: The Holiday Boutique raised about $2000.
Student Council: None
Other: None
Old Business: None
New Business
Review two proposed goals for 09-10 site plan
Mathematics:
Goal: Strengthen articulation of key math concepts needed 2nd-8th in order to further students’ mathematical reasoning and problem-solving skills
Issue Statement: In 0809, as staff looked at the K-8 complimentary integration of Cognitively Guided Instruction, Investigations,
Pictorial Math, and Everyday Math, a need for vertical articulation of key concepts was identified.
Goal Objective: Reinforce student proficiency with key concepts per grade level in order to deep mathematical reasoning and problem-solving skills.
Student groups participating in this Goal:
2nd-5th students participating in lab site lesson days.
Performance gains expected for these Student Groups:
Students will demonstrate proficiency of math concepts identified for each grade level on the student work samples for each lesson.
Means of evaluating progress toward this Goal:
Cross-core review of student work samples during lab site day debrief sessions.
Math Coordinator, Principal, and Teacher observational notes documenting students’ understanding of concepts during the lab site
Lessons
Actions
Core 3 and 4 math teachers attend 3 Pictorial Math trainings for 09-10
Core 4 math teacher and Math Coordinator observe math lessons at other middle schools in SMMUSD
Create SMASH math curriculum map and pacing guide for 2nd-7th grade
Core 2,3, and 4 math teachers work with students in 4-5 lab site lesson days
Funding Source: $3,624 Tier III
Description: Sub time to facilitate lab site days and Pictorial Math trainings
Moved by Nina Furukawa, Seconded by Michael Tenzer, Goal Approved
Science:
Field-based Science Learning
Goal: Maintain and deepen our educational approach that is focused on the long-term development of each child and the development of ethical, moral, thoughtful, and creative active citizens. Towards this end we integrate the arts, service learning, environmental learning, and field-based community learning with the core academic curriculum.
Issue Statement: In previous years, our parents have demonstrated commitment by personally funding weeklong field-based learning trips that are a key part of our science program. In 2009-10 many of our parents have lost their jobs or will be living on lower incomes, and will not be able to afford this funding.
Goal Objective: Make sure students are encouraged to develop their many interests, abilities, and talents as they complete projects based on real life experiences in the community and the natural world, as well as in the classroom.
Student groups participating in this Goal:
6th-8th graders
Performance gains expected for these Student Groups:
The field-based learning program takes students out of the classroom to investigate the natural world, come face to face with environmental issues, and to gain an understanding of leadership. Students make local visits to community partners such as Heal the Bay, and make weeklong journeys to wilderness areas.
Each weeklong journey highlights specific curricular areas and ties to content standards in physical, life or earth science. In the
wild, students learn to frame scientific questions, understand environmental issues, monitor the weather and oceanographic events,
and research historically significant experiments. They also acquire a love of nature, and a sense of responsibility to our shared environment.
Grade 6 students travel to Catalina Island for a week where the focus is on life science and earth science. The students investigate
marine ecological communities, and practice questioning skills, observation, data collection, measuring, defining variables, and experimental design.
Grade 7 students travel to Yosemite for a week to delve deep into geology, investigating glacier carved landscapes, studying erosion and depositional environments, making models of landforms, and enjoying practical lessons about local wildlife.
Grade 8 students focus on food/water security issues in California. These students also complete a ropes course in Malibu to promote leadership skills.
In an era dominated by video games and indoor pursuits, these learning experiences create close connections with nature and an
enhanced culture of services as well as improving the student’s academic achievement, personal competence and youthful autonomy. These trips have resulted in significant increases in interest and engagement for our at-risk students, in the development of closer relationships with children who are hard to reach, and in improved academic results for the whole class.
Means of evaluating progress toward this Goal:
Student trip reflections/assemblies
Project defense evaluations by adults and students
Actions
Conduct weekly local field-based science experiments during block scheduling to teach students the skills needed for the week-long trips
Hold parent-child education evenings to prepare families for the academic, physical, and material packing demands of each trip
Confirm contracts and bookings with each of the 3 science institutes
Funding Source: $5,000 Tier III
Description: Science institute costs for students in need of scholarship
Homework Policy –
School Site Homework Plan
Santa Monica Malibu Unified School District
The purpose of this homework plan is to guide teachers, parents and students at SMASH in ensuring that homework is meaningful
and supports the learning experience for all students.
Definition
Homework is any activity or assignment directed by the teacher to be performed outside the classroom that may include practicing
skills learned in class, reading, studying, projects, or completion of assignments.
Rules for Homework
Activities or assignments that students can complete independently.
Connected to grade level or subject matter curriculum.
Connected to class instruction.
Engaging, purposeful and relevant.
Consideration shall be given to quality over quantity.
Carefully constructed as to be completed within a reasonable time allotment.
Teachers and students should reasonably believe that every student has equal opportunity to complete homework successfully.
Teacher Guidelines
· Explain homework assignments to the students prior to the assignment. Teachers shall communicate homework assignments in
at least one of the following ways: send a packet home, write assignment on the board, require students to record it, and/or
make available through emails, websites or hotlines.
· Teach techniques that can help students allocate their time wisely, meet their deadlines, and develop good personal study habits.
· Identify the access that students will have to materials for projects and other homework assignments – taking into account affordability,
resource materials from the library media center, assistance and tutoring opportunities, and technology resources.
· Communicate with parents to inform them about homework expectations, policies, and procedures.
· Communicate ways in which parents can best assist their children in doing homework independently.
· Communicate with parents at the earliest possible opportunity once the student has demonstrated consistent inability to complete
homework.
Parent Guidelines
· Provide a quiet space and basic materials for homework completion.
· Teach techniques that can help children allocate their time wisely, meet their deadlines, and develop good personal study habits.
· Monitor time management and productivity.
· Communicate with teachers at the earliest possible opportunity once the child has demonstrated consistent inability to complete
homework. If necessary, parents shall attempt to reach accommodation with their child’s teachers regarding homework.
Student Guidelines
· Complete homework as assigned.
· Record homework when assigned in class by the teacher.
· Seek clarification from teachers when unclear about homework.
· Use class time provided for completing classwork and/or starting homework.
· Seek assistance from teachers when demonstrating an inability to complete homework.
Scheduling and Time Parameters
Homework may be given Monday through Thursday. Weekends and holidays are primarily reserved for family time. Students may
elect to use the weekends to review materials, make up work, complete projects, and enjoy recreational reading. Assignments shall
be designed so that the typical student can complete all homework in the average minutes shown.
Kindergarten – 10 minutes daily or 40 minutes per week
First – 20 minutes daily or 80 minutes per week
Second – 30 minutes daily or 120 minutes per week
Third – 40 minutes daily or 160 minutes per week
Fourth – 50 minutes daily or 200 minutes per week
Fifth – 60 minutes daily or 240 minutes per week
Sixth – 70 minutes daily or 280 minutes per week
Seventh – 80 minutes daily or 320 minutes per week
Eighth – 90 minutes daily or 360 minutes per week
In addition to the prescribed homework minutes at each grade level, students are expected to read independently or with an adult:
Grades Kindergarten – Second: for a minimum 20 minutes
Grades Third – Eighth: for a minimum 30 minutes
Assistance for Homework
It is recommended that a student seeking assistance with homework speak and work directly with his / her teacher to received support and strategies for improving success on homework.
Sharing of Concerns
Teachers and parents shall communicate with each other at the earliest possible opportunity once the student has demonstrated consistent inability to complete homework.
Children who demonstrate quality effort and spend sufficient time attempting to complete homework should be stopped when a parent observes that continuing is detrimental to the child’s well-being. In such cases, parents should note the amount of time spent on the assignment and sign the paper.
If a child is consistently unable to complete assigned work, the parent should contact the teacher for support and accommodations as necessary. Teachers should also contact parents if a child consistently is unable to complete the assigned work.
Review
The Santa Monica Malibu Unified School District will conduct an annual online survey as a means of monitoring and evaluating
homework. The results will be posted on the district website.
Moved by Jackie Boyd, Seconded by Kelly Kelsrud, 8 Ayes and 2 Abstentions, Policy Approved
Community Participation
Adjourn – Moved by Kelly Kelsrud, Seconded by Jessica Rishe
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Time to clean up the shared spaces on campus
Second annual
SMASH/John Muir Spirit Day
January 9, 2010
9AM to 2PM
We’ll dust, we’ll scrub, and we’ll paint.
We’ll also work in the garden.
We’ll have coffee and pastries and pizza and a little fun.
Please bring cleaning supplies (think green)
and tools (think mop, broom, sponge, gloves, paint brush, rake).
For more information, contact SMASH parent Helga Schier at helgaschier@verizon.net
or Muir parent Helene Seisay at heleneseisay@yahoo.com
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CORE 1 NEWS
Happy New Year, Core 1!
It was a smooooth transition back to school this week! The Tiger Sharks and Flying Carpets are getting comfortable with their new circle groups. What does your child notice is the same? What is different?
The new Core 1 Student Council group, which will meet on Thursdays during Projects, has created 3
goals for this year:
Create a Cleaning Crew to clean different parts of the school
Improve the small yard (especially the Garden!)
Have a Party!
Next week, the children will begin planting and beautifying our Small Yard Garden. We would appreciate any donations of soil, plants, or seeds. And, of course, an extra adult helper would be great! Feel free to stop by next Thursday morning (9:00-10:00) to help us garden in the small yard.
Thank you Core 1 Families!
We did it! Thanks to all of your kind donations, Core 1 is now equipped with a new, wireless, all-in-
one Hewlett Packard Officejet. Thanks to Michelle (Olin’s mom) for giving us a generous coupon
for the printer. Thanks for Dagmar (Cooper’s mom) who helped us get the most for our recycled
cartridges ($6 each!). We now have plenty of money to cover our ink and paper costs, too! This was
an amazing fundraising effort! We will continue collecting ink cartridges to help cover future costs.
Reminders & Announcements:
- The SMASH library will be closed on Monday, due to a District Librarians’ Meeting. Our next
library visit will be Friday, January 15, so please be sure to return your book by then.
- Wishlist: Velcro, thick Crayola markers
HAVE A WONDERFUL WEEKEND!!
Candis, Chrysta and Jackie
Candis: cberens@smmusd.org Chrysta: cwyse@smmusd.org
CORE 2 NEWS
January 8, 2010
Dear Core 2 Community,
In Literacy our focus is non-fiction books and writing. Each child is writing a short review about one
of their favorite toys. They needed to include a description (facts) and their reasons why they like it
(opinions).
In Art with Juliana, the student artists finished their representations of cells that can be seen in
marine plants under a microscope. Next week they will begin a new project. Thanks to Trent’s Majken for
the cardboard.
In Geography, Laura’s advisory learned about the continents. For their safety, please spend some
time teaching them their address and at least one phone number.
In Math, 3rd graders have fraction card homework. Keep all work at home - no need to return it.
It’s yours to play with and enjoy.
Our next Stars of the Week presentation will be on Wednesday, January 13 beginning around 9:15.
The Stars will be: Alan and Molly. Our community snack will be provided by the Stars of the Week.
Please consider donating sustainable, starch-based utensils and plates that can be composted. We will also accept your generous donations to buy these products. We serve 46 children each week.
FYI – Graciela was chosen to be on a Jury Pool and was out Tuesday, Wednesday and Thursday. She was not chosen for the jury and returned Thursday afternoon. Core 2 has been lucky to have great subs – Jayme and Rosie.
Dates to remember:
Tuesday, January 12 – Big Blue Bus trip to the Santa Monica Playhouse, 8:45 – 12:30.
Please return the Orange permission slip ASAP.
Wednesday, January 13 – All Core Assembly 8:45
Monday, January 18 – Martin Luther King Jr.’s holiday
Tuesday, January 26 – walking to Barnum Hall to hear the New World Symphony Concert. 9:00-12:30 more info next week.
Have a wonderful weekend!
Laura & Graciela
Laura: lsherman@smmusd.org Graciela: gbarba-castro@smmusd.org
CORE 3 NEWS
Happy MMX!
We kicked off the New Year in Core 3 by focusing on independence in reading, writing, math, and projects: we will take the month of January to revisit our Just Right Books and the anticipation of having “on deck” books; ways to really make the most of our Reading and Writing Notebooks; keeping up the momentum on the Math HW; and reviewing the guidelines, expectations and procedures for Projects. We’re reminding the students (and you) that completing reading, writing, and math homework—and remembering to bring their reading, writing, and math stuff to school each day—is a big part of being independent in Core 3.
In Reading Workshop, we are focusing on being independent and responsible readers by having a book to read at all times, plus books “on deck” in our minds and in our book bins. We are also working on being responsible for using our Reading Notebooks for logging our reading (date, book title, pages, time), as well using the R.N. to write about our
books. We’re currently writing literary paragraphs (short essays) that contain the title, author, a concise retelling in 2-3
sentences, an idea/opinion, and a few reasons to support it. They can do this about their J.R. Book or our new read
aloud, The Watson’s go to Birmingham, 1963. This historical fiction novel is giving us a glimpse into the experiences
of African-Americans in the 1960’s—using events, dialect, attitudes, and cultural references of the period.
In Writing Workshop, we have been revisiting or Writing Notebooks. The kids have been sharing how they get ideas and what they do in their notebooks with our writing community. They are building their stamina: trying to write more and try out different ways to get ideas. They should have been writing in their notebooks 4 times a week since conferences, but we have noticed that many students have not been doing this part of their nightly homework. How full is your child’s writing notebook? What’s the picture vs. words ratio? Are there skipped blank pages? What’s the size,
spacing, and quality of the writing. Does your child have a system for keeping track of their ideas? Does your child
need a new notebook because theirs is filled?! Please take some time at home to talk about writing homework—they
should spend 15 minutes 4 days a week, even if they just write “I don’t know what to write about. This is boring…”.
In Math Workshop, we continue to focus on independence and responsibility both in class--during the math lesson and the independent work time--and at home for homework. The best way to get better at math is to have time to practice, so it’s important for our mathematicians to use their class time to focus with other mathematicians to solve problems, share strategies, and push their math thinking. Ask your child if they are focused, working the whole time in math, and independently completing tasks. Your child should be able to do their homework with minimal help from you. For homework, our mantra still stands: start with what you know, do what you can, bring it in and ask questions!
In Projects, we’re building independence by creating a more defined structure for how Projects is organized, the guidelines and expectations of Projects, and the procedures for doing an independent project. We’ve discovered that students are more successful when the rules, expectations, and steps are clearly defined. Ask your child what they have been doing for Projects.
We expect the students to use Flex Time in the morning to complete homework that didn’t get done at home. We’re
expecting them to seek out peers and teachers to get assistance and answer questions. We’re expecting them to be independent in completing their homework with gentle reminders and an occasional verbal check in from you and us.
Happy New Year and Happy Weekend!
tmugalian@smmusd.org Tamara, Genie, and Malaika ghwang@smmusd.org
CORE 4 NEWS
Welcome back from the holidays. We hope that peace, achievement, and health prevail this year for all. We
enjoyed time with our extended families in places ranging from Mount Shasta, Ca to Indianapolis and here in
our shared home.
Here in the middle school the new year will find us hard at work on the social curriculum, CARES with an
emphasis on developing proactive habits of personal responsibility, self starting and concentrating upon a
task. This focus upon taking initiative will help your children with high achievement in secondary school
settings. You can help by supporting the academic and social routines that free children to focus upon higher
level thinking skills. Examples include asking about their pacing so that turn-ins occur on time, reviewing
their academic work with them at a regular time and place, and avoiding over-scheduling after school.
In formal academics the new trimester will find teachers and students deeply immersed in an exciting
thematic unit on controversy and evidence. We have already begun laying the groundwork for this unit with
background readings, discussions on validity and bias, and direct instruction in formal debate and dialog
skills. Look for some assertive, healthy, and reasoned argument at the dinner table! Encourage them to take
intellectual risks, diligently research evidence, and to “find their voice” as we challenge authority, and develop our own viewpoints on matters ranging from renewed use of nuclear power plants to requiring school uniforms. You will be asked to provide materials for experiments, demonstrations, and display boards.
I will be piloting a new program this spring called the Accelerated Learning Group, (ALG). The intent is to
create a formal supported pathway for interested students to enhance their academic skill sets through hard
work, personal responsibility, self-starting ability, and a high degree of self-control. Entry into this group is
open to any student with motivation, proven ability to exercise “freedom with responsibility, and parent support via negotiated learning contracts. A key feature of the program will be integrated learning projects that involve science process skills, grade level mathematical skills, the ability to read for learning, and an ability to manipulate computers with relatively little assistance. Think real world issues, research papers, and challenging word problems and you’ll have a reasonable picture. I am contemplating a few lunch-time seminars for the highly motivated and independent work during regular class times. Email me if you are interested.
Enjoy the Weekend
Kelly, Kurt and Bailey
Kelly: kkulsrud@smmusd.org Kurt: kholland@smmusd.org Bailey:baileyfield@mac.com
www.smash.smmusd.org HAPPY NEW YEAR! January 8, 2010
____________________________________________________________________________
Dear SMASHing Families,
I have heard from many of you about snow, sand, extended family, sports, and tasty food holiday
adventures and relaxation. In my household, there was lots of “Ahoy thar matey” during pirate pillow fort
building, squeals of delight during family excursions to Sea World, LegoLand, or Mt. Pinos, and grand sand
castle building at the beach.
The SMASH staff and I ended the last decade and begin the new one with genuine gratitude for the work
community we have and the incredible people in it. Thank you for the personal crafts, delicious homemade
goodies, thoughtfully written notes, and monetary gifts you so generously gave but most of all thanks for the
endless love and dedication you offer to every aspect of SMASH. This poem reminds me of the ways your
tireless giving of ideas, energy, and resources lights up the school:
The Sun Never Says by Hafiz
Even after all this time
The sun never says to the earth,
“You owe Me”
Look what happens with a love like that
It lights the whole sky
Happy New Year to all.
Jessica
_______________________________________________________________________________________
Dates to Remember
Sat, Jan 9 - 9am-2pm - SMASH/Muir Clean up Day
Sun-Fri, Jan 10-15 - 7th grade Yosemite Trip
Wed, Jan 13 - Bake Sale - Core 1
Mon, Jan 18 - Martin Luther King, Jr Birthday observed - SCHOOL CLOSED
Wed, Jan 20 - 5-6pm - Site Council Mtg
Mon, Jan 25 - 9-10am - SMASH School Tour
Wed, Jan 27 - 6-8pm - SMASH Diversity Night Potluck
_______________________________________________________________________________________
Corrections to SMASH Directory
Sadie McGee (Core 1) & Molly McGee (Core 2) - Mom, Catherine Lerer cell: 310-717-8057
Furukawa Family: 612 Pacific St #6; SM 90405
Mari Pestana, Core 1: 1942 Euclid St.#14; SM 90404
E-Mail for Claire Leimone: claireleimone@gmail.com
If you have corrections, please e-mail Janice at jwold@smmusd.org
_______________________________________________________________________________________
A big shout out to SMASH for making the following announcement possible
Rene Ross has been selected to play the bassoon in two prestigious music ensembles; The 2010 Southern
California School Band & Orchestra Association (SCSBOA) Honor Band and the 2010 California Band
Directors Association All-State Jr. High Honor Band. Thanks to Jessica for allowing Rene to take part in the
John Adams Middle School music program, where she has really flourished in her musical efforts. She is
taking part in the SMASH music classes as well, playing both the bassoon and her latest instrument of
choice, the euphonium. - Diane Dray
______________________________________________________________________________________________________
Run for your lives!
The SMASH Jog-a-thon
is coming Friday, March 5
Submit a t-shirt design by 1/29. Open to all students. Simply draw your design
(black/white or color) on an 8 ½ by 11 piece of white paper. Include your name on the
back and turn it into the office by January 29th.
Save the date. The Jog-a-thon takes place Friday, March 5th. Come run with your child
and/or cheer on the rest of the runners.
Volunteer. We need lots of volunteers to help with refreshments, donations, accounting,
etc. both before and the day of the event.
Become a t-shirt sponsor by 2/5. T-shirt sponsors defray the cost of the t-shirts so
that all students get a free Jog-a-thon shirt. Become a Corporate sponsor by donating
$150, $200 or $250 or a SMASHing sponsor by donating $25, $50 or $100. Donations
are tax deductible to the extent allowable by law. As a token of appreciation for your generous
support, your name will adorn the back of the shirt.*
Questions?
Contact Lillie Schlessinger – lillie.schlessinger@transamerica.com
*Please use the form below for making t-shirt donations and return to the office with your cash or
check made payable to SMASH PTSA by no later than February 5th:
-------------------------------------------------------------------------------------------------------------
Sponsorship: Corporate ___$250 ___$200 ___$150
SMASHing ___$100 ___$50 ___$25
Name (as you would like it to appear on the t-shirt):________________________
Child’s name (so we know who you are!):________________________________
Size preference for complimentary t-shirt: ___XXL ___XL ___L ___M ___S (All sizes are
adult sizes since all students will already receive a complimentary t-shirt. If you specifically want
your complimentary t-shirt to be a child’s size, please note this.)
Ptsa news
Happy New Year!
Start the year out right:
Contribute to the family donation drive: ptsasmash.blogspot.com
*****
TOMORROW!!!
Saturday, January 9, 2010
2nd annual SMASH/Muir Clean-Up Day
Let’s clean up and beautify the campus. We need volunteers and donations.
Please bring
·brooms ·rakes ·gloves ·30-gallon trash bags ·green cleaner ·rags ·sponges
Check out the flyer in this week’s Friday Letter.
*****
Did you sign up for a SMASH Bash yet?
Just stop by the office at your convenience.
The SMASH Bash sign-up book will be there.
Questions? Contact Marni Brady marni99@yahoo.com
***
NEW Date: Annual potluck dinner on Diversity Night,
Wednesday, January 27, 2010.
Watch for future fliers.
****
*****Our next PTSA meeting is on Wednesday, 2/10/10 at 6:30PM.
***
WANTED
Board members and committee chairs for 2010/2011
Almost all board positions and many committee chairs are up for grabs.
We immediately need one or two people to serve on the nominating committee.
__________________________________________________________________
PLEASE JOIN US FOR A NIGHT OF INFORMATION ABOUT AN
8th GRADE COMMUNITY SERVICE PROJECT CALLED
SAFE ROUTES TO SCHOOL!
The goal for this project is to get as many children out of their parents' cars by having them bike,
walk, take the bus, and carpool! During the meeting we will discuss how we will keep your children
safe on the streets and other information that you should know about safe routes!
It will be at the Site Council meeting on January 20 from 5-6pm
We strongly encourage you to come to help support the SMASHING 8th graders' community
service and help the environment!
SMASH Family Business & Talent Resource Directories
Arrive Monday!
Pick up your directory in the office.
One directory per family please.
Be sure to cross your name off the list when you pick it up.
What is it? The SMASH Family Business & Talent Resource Directory is a listing of SMASH family
businesses, services and talents, and parents’ employers’ businesses. You no longer have to
wonder what so-and-so’s mom or dad does – look it up!
What kind of businesses are listed? Just a sampling: acupuncture, architecture, automotive
diagnostics, baby and pet sitting, contractor, DJ and wedding services, editor/proofreader, graphic
design, interior design, lawyer, lifeguard, music classes, printing, psychotherapy, public relations,
real estate, tutor…
Directory Facts:
· 52 listings – which means that about 1/3 of SMASH families placed a listing.
· Listing fees raised $2,510 for the SMASH PTSA. (Printing and layout costs were generously paid
for by some of our advertisers.) Plus - potential future money to SMASH because some advertisers
will be donating a portion of any earnings which are generated through use of the directory.
What do I do with the directory? Use it! Read it through and get to know about the resources
within our own community. Next time you need a business or service, let the directory be your first
go-to resource. Support our SMASH community!
How can I be included in next year’s directory? Next year, we’ll be getting it out much earlier
in the school year, probably around the time that the SMASH Phone Book is distributed. In the
SMASH summer mailing, which you’ll receive in August, there’ll be a form to fill out if you want to
be included in the directory.
Suggestions for changes to next year’s directory? Bring ‘em! We’d love to get your comments
and suggestions so that we can improve next year’s edition. Email Catherine Lerer at
clerer@mcgeelerer.com
Thank you to all our advertisers and directory users!
SMASH Site Council Minutes
Wednesday, December 9, 2009
In Attendance: Laura Sherman, Viktor (Chip) Graham, Bradley Freericks, Jackie Boyd, Elizabeth Grossman, Kelly Kelsrud,
Sam Grossman, Kurt Holland, Duncan Mugalian, Jessica Rishe, Candis Berens, Nina Furukawa, Michael Tenzer
Absent: Chrysta Wyse, Olivia Sparling
Agenda Adopted: Moved by Kelly Kelsrud, Seconded by Jackie Boyd, Approved
Approve Minutes of Last Meeting: Moved by Liz Grossman, Seconded by Jackie Boyd- Edited to say “Minutes” instead of
“Agenda”, Approved
Community Participation:
Bradley and Chip spoke as representatives of the Field Service Project in Core 4. They believe that school trips are important
because they increase their learning and strengthen the students’ relationships and community. The 8th grade trip, for example,
helped their ability to speak publicly and has improved their ability to make presentations in class.
Kurt added that they tend to improve the children’s ability to concentrate and allows children to enter into learning in a very
positive manner.
Reports and Announcements:
Principal’s Report
Core 1 hosted an assembly sharing their on-going projects to the school.
District is looking to save money by cutting electricity use and increased attendance rates.
Student Reports
Sam: Writing Workshop – drafting Personal Essays, transitional words.
5th Grade Math – skip counting with big numbers. Art – building a kelp forest out of recycled materials from the ReDiscover
Center
Duncan: 4th Grade Math – 3D Geometry. Reading Workshop – studying Non-Fiction books. Field Trip to the Skateboard
exhibit and watched parts of DogTown.
Community Organization Reports (to include but not limited to the following):
PTSA: The Holiday Boutique raised about $2000.
Student Council: None
Other: None
Old Business: None
New Business
Review two proposed goals for 09-10 site plan
Mathematics:
Goal: Strengthen articulation of key math concepts needed 2nd-8th in order to further students’ mathematical reasoning and
problem-solving skills
Issue Statement: In 0809, as staff looked at the K-8 complimentary integration of Cognitively Guided Instruction,
Investigations,
Pictorial Math, and Everyday Math, a need for vertical articulation of key concepts was identified.
Goal Objective: Reinforce student proficiency with key concepts per grade level in order to deep mathematical reasoning and
problem-solving skills.
Student groups participating in this Goal:
2nd-5th students participating in lab site lesson days.
Performance gains expected for these Student Groups:
Students will demonstrate proficiency of math concepts identified for each grade level on the student work samples for each
lesson.
Means of evaluating progress toward this Goal:
Cross-core review of student work samples during lab site day debrief sessions.
Math Coordinator, Principal, and Teacher observational notes documenting students’ understanding of concepts during the lab site
Lessons
Actions
Core 3 and 4 math teachers attend 3 Pictorial Math trainings for 09-10
Core 4 math teacher and Math Coordinator observe math lessons at other middle schools in SMMUSD
Create SMASH math curriculum map and pacing guide for 2nd-7th grade
Core 2,3, and 4 math teachers work with students in 4-5 lab site lesson days
Funding Source: $3,624 Tier III
Description: Sub time to facilitate lab site days and Pictorial Math trainings
Moved by Nina Furukawa, Seconded by Michael Tenzer, Goal Approved
Science:
Field-based Science Learning
Goal: Maintain and deepen our educational approach that is focused on the long-term development of each child and the
development of ethical, moral, thoughtful, and creative active citizens. Towards this end we integrate the arts, service learning,
environmental learning, and field-based community learning with the core academic curriculum.
Issue Statement: In previous years, our parents have demonstrated commitment by personally funding weeklong field-based
learning trips that are a key part of our science program. In 2009-10 many of our parents have lost their jobs or will be living on
lower incomes, and will not be able to afford this funding.
Goal Objective: Make sure students are encouraged to develop their many interests, abilities, and talents as they complete
projects based on real life experiences in the community and the natural world, as well as in the classroom.
Student groups participating in this Goal:
6th-8th graders
Performance gains expected for these Student Groups:
The field-based learning program takes students out of the classroom to investigate the natural world, come face to face with
environmental issues, and to gain an understanding of leadership. Students make local visits to community partners such as Heal
the Bay, and make weeklong journeys to wilderness areas.
Each weeklong journey highlights specific curricular areas and ties to content standards in physical, life or earth science. In the
wild, students learn to frame scientific questions, understand environmental issues, monitor the weather and oceanographic events,
and research historically significant experiments. They also acquire a love of nature, and a sense of responsibility to our shared
environment.
Grade 6 students travel to Catalina Island for a week where the focus is on life science and earth science. The students investigate
marine ecological communities, and practice questioning skills, observation, data collection, measuring, defining variables, and
experimental design.
Grade 7 students travel to Yosemite for a week to delve deep into geology, investigating glacier carved landscapes, studying
erosion and depositional environments, making models of landforms, and enjoying practical lessons about local wildlife.
Grade 8 students focus on food/water security issues in California. These students also complete a ropes course in Malibu to
promote leadership skills.
In an era dominated by video games and indoor pursuits, these learning experiences create close connections with nature and an
enhanced culture of services as well as improving the student’s academic achievement, personal competence and youthful
autonomy. These trips have resulted in significant increases in interest and engagement for our at-risk students, in the development
of closer relationships with children who are hard to reach, and in improved academic results for the whole class.
Means of evaluating progress toward this Goal:
Student trip reflections/assemblies
Project defense evaluations by adults and students
Actions
Conduct weekly local field-based science experiments during block scheduling to teach students the skills needed for the weeklong
trips
Hold parent-child education evenings to prepare families for the academic, physical, and material packing demands of each trip
Confirm contracts and bookings with each of the 3 science institutes
Funding Source: $5,000 Tier III
Description: Science institute costs for students in need of scholarship
Homework Policy –
School Site Homework Plan
Santa Monica Malibu Unified School District
The purpose of this homework plan is to guide teachers, parents and students at SMASH in ensuring that homework is meaningful
and supports the learning experience for all students.
Definition
Homework is any activity or assignment directed by the teacher to be performed outside the classroom that may include practicing
skills learned in class, reading, studying, projects, or completion of assignments.
Rules for Homework
Activities or assignments that students can complete independently.
Connected to grade level or subject matter curriculum.
Connected to class instruction.
Engaging, purposeful and relevant.
Consideration shall be given to quality over quantity.
Carefully constructed as to be completed within a reasonable time allotment.
Teachers and students should reasonably believe that every student has equal opportunity to complete homework successfully.
Teacher Guidelines
· Explain homework assignments to the students prior to the assignment. Teachers shall communicate homework assignments in
at least one of the following ways: send a packet home, write assignment on the board, require students to record it, and/or
make available through emails, websites or hotlines.
· Teach techniques that can help students allocate their time wisely, meet their deadlines, and develop good personal study habits.
· Identify the access that students will have to materials for projects and other homework assignments – taking into account
affordability,
resource materials from the library media center, assistance and tutoring opportunities, and technology resources.
· Communicate with parents to inform them about homework expectations, policies, and procedures.
· Communicate ways in which parents can best assist their children in doing homework independently.
· Communicate with parents at the earliest possible opportunity once the student has demonstrated consistent inability to complete
homework.
Parent Guidelines
· Provide a quiet space and basic materials for homework completion.
· Teach techniques that can help children allocate their time wisely, meet their deadlines, and develop good personal study habits.
· Monitor time management and productivity.
· Communicate with teachers at the earliest possible opportunity once the child has demonstrated consistent inability to complete
homework. If necessary, parents shall attempt to reach accommodation with their child’s teachers regarding homework.
Student Guidelines
· Complete homework as assigned.
· Record homework when assigned in class by the teacher.
· Seek clarification from teachers when unclear about homework.
· Use class time provided for completing classwork and/or starting homework.
· Seek assistance from teachers when demonstrating an inability to complete homework.
Scheduling and Time Parameters
Homework may be given Monday through Thursday. Weekends and holidays are primarily reserved for family time. Students may
elect to use the weekends to review materials, make up work, complete projects, and enjoy recreational reading. Assignments shall
be designed so that the typical student can complete all homework in the average minutes shown.
Kindergarten – 10 minutes daily or 40 minutes per week
First – 20 minutes daily or 80 minutes per week
Second – 30 minutes daily or 120 minutes per week
Third – 40 minutes daily or 160 minutes per week
Fourth – 50 minutes daily or 200 minutes per week
Fifth – 60 minutes daily or 240 minutes per week
Sixth – 70 minutes daily or 280 minutes per week
Seventh – 80 minutes daily or 320 minutes per week
Eighth – 90 minutes daily or 360 minutes per week
In addition to the prescribed homework minutes at each grade level, students are expected to read independently or with an adult:
Grades Kindergarten – Second: for a minimum 20 minutes
Grades Third – Eighth: for a minimum 30 minutes
Assistance for Homework
It is recommended that a student seeking assistance with homework speak and work directly with his / her teacher to received
support and strategies for improving success on homework.
Sharing of Concerns
Teachers and parents shall communicate with each other at the earliest possible opportunity once the student has demonstrated
consistent inability to complete homework.
Children who demonstrate quality effort and spend sufficient time attempting to complete homework should be stopped when a
parent observes that continuing is detrimental to the child’s well-being. In such cases, parents should note the amount of time spent
on the assignment and sign the paper.
If a child is consistently unable to complete assigned work, the parent should contact the teacher for support and accommodations
as necessary. Teachers should also contact parents if a child consistently is unable to complete the assigned work.
Review
The Santa Monica Malibu Unified School District will conduct an annual online survey as a means of monitoring and evaluating
homework. The results will be posted on the district website.
Moved by Jackie Boyd, Seconded by Kelly Kelsrud, 8 Ayes and 2 Abstentions, Policy Approved
Community Participation
Adjourn – Moved by Kelly Kelsrud, Seconded by Jessica Rishe
_______________________________________________________________________________________________________
Time to clean up the shared spaces on campus
Second annual
SMASH/John Muir Spirit Day
January 9, 2010
9AM to 2PM
We’ll dust, we’ll scrub, and we’ll paint.
We’ll also work in the garden.
We’ll have coffee and pastries and pizza and a little fun.
Please bring cleaning supplies (think green)
and tools (think mop, broom, sponge, gloves, paint brush, rake).
For more information, contact SMASH parent Helga Schier at helgaschier@verizon.net
or Muir parent Helene Seisay at heleneseisay@yahoo.com
______________________________________________________________________________
CORE 1 NEWS
Happy NewYear, Core 1!
It was a smooooth transition back to school this week! The Tiger Sharks and Flying Carpets are
getting comfortable with their new circle groups. What does your child notice is the same? What is
different?
The new Core 1 Student Council group, which will meet on Thursdays during Projects, has created 3
goals for this year:
Create a Cleaning Crew to clean different parts of the school
Improve the small yard (especially the Garden!)
Have a Party!
Next week, the children will begin planting and beautifying our Small Yard Garden. We would
appreciate any donations of soil, plants, or seeds. And, of course, an extra adult helper would be
great! Feel free to stop by next Thursday morning (9:00-10:00) to help us garden in the small yard.
Thank you Core 1 Families!
We did it! Thanks to all of your kind donations, Core 1 is now equipped with a new, wireless, all-inone
Hewlett Packard Officejet. Thanks to Michelle (Olin’s mom) for giving us a generous coupon
for the printer. Thanks for Dagmar (Cooper’s mom) who helped us get the most for our recycled
cartridges ($6 each!). We now have plenty of money to cover our ink and paper costs, too! This was
an amazing fundraising effort! We will continue collecting ink cartridges to help cover future costs.
Reminders & Announcements:
- The SMASH library will be closed on Monday, due to a District Librarians’ Meeting. Our next
library visit will be Friday, January 15, so please be sure to return your book by then.
- Wishlist: Velcro, thick Crayola markers
HAVE A WONDERFUL WEEKEND!!
Candis, Chrysta and Jackie
Candis: cberens@smmusd.org Chrysta: cwyse@smmusd.org
CORE 2 NEWS
January 8, 2010
Dear Core 2 Community,
In Literacy our focus is non-fiction books and writing. Each child is writing a short review about one
of their favorite toys. They needed to include a description (facts) and their reasons why they like it
(opinions).
In Art with Juliana, the student artists finished their representations of cells that can be seen in
marine plants under a microscope. Next week they will begin a new project. Thanks to Trent’s Majken for
the cardboard.
In Geography, Laura’s advisory learned about the continents. For their safety, please spend some
time teaching them their address and at least one phone number.
In Math, 3rd graders have fraction card homework. Keep all work at home - no need to return it.
It’s yours to play with and enjoy.
Our next Stars of the Week presentation will be on Wednesday, January 13 beginning around 9:15.
The Stars will be: Alan and Molly. Our community snack will be provided by the Stars of the Week.
Please consider donating sustainable, starch-based utensils and plates that can be
composted. We will also accept your generous donations to buy these products. We serve
46 children each week.
FYI – Graciela was chosen to be on a Jury Pool and was out Tuesday, Wednesday and Thursday. She was
not chosen for the jury and returned Thursday afternoon. Core 2 has been lucky to have great subs – Jayme
and Rosie.
Dates to remember:
Tuesday, January 12 – Big Blue Bus trip to the Santa Monica Playhouse, 8:45 – 12:30.
Please return the Orange permission slip ASAP.
Wednesday, January 13 – All Core Assembly 8:45
Monday, January 18 – Martin Luther King Jr.’s holiday
Tuesday, January 26 – walking to Barnum Hall to hear the New World Symphony Concert.
9:00-12:30 more info next week.
Have a wonderful weekend!
Laura & Graciela
Laura: lsherman@smmusd.org Graciela: gbarba-castro@smmusd.org
CORE 3 NEWS
Happy MMX!
We kicked off the New Year in Core 3 by focusing on independence in reading, writing, math, and
projects: we will take the month of January to revisit our Just Right Books and the anticipation of having “on
deck” books; ways to really make the most of our Reading and Writing Notebooks; keeping up the momentum on
the Math HW; and reviewing the guidelines, expectations and procedures for Projects. We’re reminding the
students (and you) that completing reading, writing, and math homework—and remembering to
bring their reading, writing, and math stuff to school each day—is a big part of being independent in
Core 3.
In Reading Workshop, we are focusing on being independent and responsible readers by having a book to read at
all times, plus books “on deck” in our minds and in our book bins. We are also working on being responsible for using
our Reading Notebooks for logging our reading (date, book title, pages, time), as well using the R.N. to write about our
books. We’re currently writing literary paragraphs (short essays) that contain the title, author, a concise retelling in 2-3
sentences, an idea/opinion, and a few reasons to support it. They can do this about their J.R. Book or our new read
aloud, The Watson’s go to Birmingham, 1963. This historical fiction novel is giving us a glimpse into the experiences
of African-Americans in the 1960’s—using events, dialect, attitudes, and cultural references of the period.
In Writing Workshop, we have been revisiting or Writing Notebooks. The kids have been sharing how they get
ideas and what they do in their notebooks with our writing community. They are building their stamina: trying to write
more and try out different ways to get ideas. They should have been writing in their notebooks 4 times a week since
conferences, but we have noticed that many students have not been doing this part of their nightly homework. How full
is your child’s writing notebook? What’s the picture vs. words ratio? Are there skipped blank pages? What’s the size,
spacing, and quality of the writing. Does your child have a system for keeping track of their ideas? Does your child
need a new notebook because theirs is filled?! Please take some time at home to talk about writing homework—they
should spend 15 minutes 4 days a week, even if they just write “I don’t know what to write about. This is boring…”.
In Math Workshop, we continue to focus on independence and responsibility both in class--during the math lesson
and the independent work time--and at home for homework. The best way to get better at math is to have time to
practice, so it’s important for our mathematicians to use their class time to focus with other mathematicians to solve
problems, share strategies, and push their math thinking. Ask your child if they are focused, working the whole time in
math, and independently completing tasks. Your child should be able to do their homework with minimal help from
you. For homework, our mantra still stands: start with what you know, do what you can, bring it in and ask questions!
In Projects, we’re building independence by creating a more defined structure for how Projects is organized, the
guidelines and expectations of Projects, and the procedures for doing an independent project. We’ve discovered that
students are more successful when the rules, expectations, and steps are clearly defined. Ask your child what they have
been doing for Projects.
We expect the students to use Flex Time in the morning to complete homework that didn’t get done at home. We’re
expecting them to seek out peers and teachers to get assistance and answer questions. We’re expecting them to be
independent in completing their homework with gentle reminders and an occasional verbal check in from you and us.
Happy New Year and Happy Weekend!
tmugalian@smmusd.org Tamara, Genie, and Malaika ghwang@smmusd.org
CORE 4 NEWS
Welcome back from the holidays. We hope that peace, achievement, and health prevail this year for all. We
enjoyed time with our extended families in places ranging from Mount Shasta, Ca to Indianapolis and here in
our shared home.
Here in the middle school the new year will find us hard at work on the social curriculum, CARES with an
emphasis on developing proactive habits of personal responsibility, self starting and concentrating upon a
task. This focus upon taking initiative will help your children with high achievement in secondary school
settings. You can help by supporting the academic and social routines that free children to focus upon higher
level thinking skills. Examples include asking about their pacing so that turn-ins occur on time, reviewing
their academic work with them at a regular time and place, and avoiding over-scheduling after school.
In formal academics the new trimester will find teachers and students deeply immersed in an exciting
thematic unit on controversy and evidence. We have already begun laying the groundwork for this unit with
background readings, discussions on validity and bias, and direct instruction in formal debate and dialog
skills. Look for some assertive, healthy, and reasoned argument at the dinner table! Encourage them to take
intellectual risks, diligently research evidence, and to “find their voice” as we challenge authority, and
develop our own viewpoints on matters ranging from renewed use of nuclear power plants to requiring
school uniforms. You will be asked to provide materials for experiments, demonstrations, and display
boards.
I will be piloting a new program this spring called the Accelerated Learning Group, (ALG). The intent is to
create a formal supported pathway for interested students to enhance their academic skill sets through hard
work, personal responsibility, self-starting ability, and a high degree of self-control. Entry into this group is
open to any student with motivation, proven ability to exercise “freedom with responsibility, and parent
support via negotiated learning contracts. A key feature of the program will be integrated learning projects
that involve science process skills, grade level mathematical skills, the ability to read for learning, and an
ability to manipulate computers with relatively little assistance. Think real world issues, research papers, and
challenging word problems and you’ll have a reasonable picture. I am contemplating a few lunch-time
seminars for the highly motivated and independent work during regular class times. Email me if you are
interested.
Enjoy the Weekend
Kelly, Kurt and Bailey
Kelly: kkulsrud@smmusd.org Kurt: kholland@smmusd.org Bailey:baileyfield@mac.com
