INFORMATION NIGHT 2019

WELCOME

Objectives

● Mission● Teenage Brain● Homework Expectations● Counseling Services● Building Procedures● Technology

Gina Donlevie, Principal

Mission & Philosophy

West Essex Mission

Produce self-sufficient citizens who are adaptable to change and who possess the self-esteem, motivation, and skills to:

● continue life-long learning and individual growth● meet the challenges of the future, both societal and technological● think critically and creatively● communicate effectively● solve complex problems● make responsible decisions● respect cultural differences

Educating the Whole Child

With a focus on social and emotional learning, children

● understand and manage emotions● set and achieve positive goals● feel and show empathy for others● establish and maintain positive relationships● make responsible decisions

- Casel.org

Value of Relationships“Learning in general happens best in a warm, supportive atmosphere, in which there exists a feeling of safety, of being supported and cared about, of closeness and connection.

In such a space children’s brains more readily reach the state of optimal cognitive efficiency – and of caring about others.”

- Goleman & Senge (2014)

Team Model - Logistics

● Interdisciplinary teams○ one teacher per content area○ counselor participates on every team

● Logistics○ Team A, Team B, Team C (per grade level)○ letters have no meaning

● Teachers○ class rosters in common

Team Model - Focus

Kids, Curriculum, Professional Development

● Team Teachers○ discuss best instructional practices ○ plan and coordinate lesson activities, strategies,

assessments○ track student academic and behavioral progress○ celebrate student success and brainstorm interventions○ communicate with families○ create a feeling of closeness and connection

Teenage Brain

Neuroscience

● Teenage Brain is 80% developed

● Frontal Lobes last to connect○ house the “executive functioning” of the brain

■ judgement and insight■ impulse control■ planning■ self-awareness■ danger and risk assessment

The Teenage Brain

“This is the time to identify strengths and invest in emerging talents.”

- Frances Jensen (2015) p. 79

IQs CAN CHANGE

1/3 1/3 1/3

Growth Mindset

“When students believe they can get smarter, they understand that

effort makes them stronger. Therefore they put in extra time and effort,

and that leads to higher achievement.”

- Carol Dweck (2015)

Age-Appropriate

The average Middle School child:

● wants to be socially accepted● makes emotional decisions,

rather than rational ones● struggles with organization● fails to plan ahead● forgets homework● cannot yet be self-critical

Homework Expectations

Homework Rationale

● reinforce and support classroom instruction

● preview upcoming topics

● extend classroom topics

● develop independent study skills & self-discipline

● encourage creative and individualized learning

The Myth of Multitasking

Learning While Distracted (University of Missouri, 2006)

● simultaneous tasks affected both memorizing and recalling

● 9-26% decline in ability to recall words

● if concurrent distracting task occurred while they were memorizing, performance decreased by 46-59%

- Jensen (2015) p. 42

Homework Guidelines

Guidelines● Grade 7: 1-2 hours per subject per week

Recommendations● structured time each evening● quiet space free of distractions● if necessary, breaks in between

(20 min increments)

Homework Resources

● Teacher After-School Help○ Tuesday, Wednesday, Thursday○ encourage child to coordinate directly with teacher

● Homework Club

● Late Buses○ Academic Bus: 3:50 pm pickup at Middle School○ Athletic Bus: 5:10 pm pickup at High School

Communication ChainScheduleChange

GradingConcern

Teacher/Curriculum Concern

DisciplinaryIssue

Extracurricular

Guidance Counselor Teacher Teacher Teacher Advisor or Coach

Supervisor Guidance Counselor Supervisor Principal Assistant Principal

Assistant Principal Supervisor Principal Assistant Principal Principal

Principal Principal

Counseling Services

Carly Crescibene Grade 7 CounselorLauren Macko Grade 8 CounselorDana Leblein Student Assistance Counselor

Your Middle Schooler’s Perspective

● Making new friends / connecting with a peer group● Being embarrassed by parents in front of other kids● Comparing themselves to their peers● Pressure to succeed ● Feeling overwhelmed● Having girlfriends/boyfriends● Finding someone to sit with at lunch● Feeling self-conscious

What WE Do To Help

● Social Support○ Navigate friendships○ Appropriate social media use○ Programs to teach inclusion / kindness

● Emotional Support○ Stress Management○ Mindfulness○ Coping Skills

What WE Do To Help

● Academic Support○ Organization○ Homework Routine○ Study Skills○ Test Taking Strategies○ Time Management

How Parents Can Help● Communicate openly with your child

● Set aside homework & review time

● Allow your child to make mistakes

● Use positive reinforcement

● Encourage self-advocacy

● Stay educated on social media trends and monitor and limit usage

● Stress the importance of supports (ie. after school help, club activities, etc)

STUDENT ASSISTANCE COUNSELOR-

- Role of Student Assistance Counselor

- 504 Coordinator

- Student Concerns

- Mental Health Issues

- Presentations

- Sandy Hook Promise programs- Mykee Fowlin- Vaping/Substance Abuse training

BRAIN BREAK: SLAP COUNT

Short, energizing bursts of activity

● Engage both sides of brain ● Increase on-task behavior● Sends more O2 to brain

Activity - teams of two!

● Slap 1: Count to 30● Slap 2: Subtract 4 each slap● Slap 3: Spell last name

Building Procedures

Lisa Tamburri, Assistant Principal

Attendance● Reporting an Absence

○ Call Attendance Office 973-228-1200 (ext 3332)○ Upon return to school, present nurse with note

● Tardy○ Students late to school must report to the Attendance

Office to sign-in and obtain a late pass.● Early Dismissal

○ Students must present a note to the Attendance Office prior to homeroom. The note should include a date, time, reason for dismissal, and a parent signature.

● Emergency - Call the main office!

Visitation

● Access to the building○ Visitors are permitted by appointment only.

● Appointments○ Park in “Visitor” parking spot○ Do not leave your car on the curb○ Ring the bell for entrance into the building○ Once buzzed in, make a left and report to Main Office○ Do not hold the door open for other visitors○ Present photo ID, sign-in, and obtain visitor pass○ Upon returning visitor pass, Photo ID will be returned

Nurse

● If your child is ill, the Nurse will call you from her office.○ Please do not encourage your child to text or call you

- we are happy to provide this service

● To maintain school security, your child will be escorted to the main office to greet you.

If your child forgets something● Lets encourage our kids to become independent

○ Sometimes the best way to help your child remember, is to not drop it off.

● Do not call or text your child’s cell phone○ Student cell phone use during school hours is a

violation of our code of conduct○ When dropping-off items,

■ Label item with child’s first and last name■ Place in container located outside main doors■ Containers are under 24-hour surveillance■ Containers will be emptied daily before lunch and

before the conclusion of the day.

Discipline● Student Handbook - Code of Conduct

○ contains levels of discipline○ outlines various infractions, including Harassment,

Intimidation, and Bullying (HIB)● Teachers assign discipline for infractions that occur within

their class. ● Student will be notified 24 hours before a detention.● Dress Code

○ no inappropriate graphic tees○ no tank tops, spaghetti straps, halters, or belly shirts

Technology

Danielle Purciello, STEM teacherCatherine Spinella, Librarian

Redefining Student Engagement

The basics

Establish a nightly charging routine.

Make sure your student has headphones or earbuds! These are REQUIRED.

Consider getting a mouse.

Cases are recommended. They are for purchase in the school store!

ID needed for printing, book checkout, attendance.

Student printer/copier in library!

Accessing HomeworkStudent’s Google Classroom page

Assignments will post under each class as the teacher creates them

Teacher Web Pages

Genesis

Parent Portal

vs

Student Portal

Please ensure your child is using

HIS/HER login;

not yours!

Navigating Genesis● Check Genesis together once a week

● Make note of any “missing” assignments or zeros○ Speak with:

■ child first ■ teacher second■ guidance counselor third

● We are here to help!

Chromebook Repair

● Turn in the Chromebook to the Library to receive a loaner.

● Use (and charge) loaner until repair is complete.

● Student will receive email when repair is complete.

● Pick up repaired Chromebook and give loaner back.

● First damage is free of charge. No questions asked.

● Any additional damage will incur a repair charge, regardless of reason.

Chromebook Left Home?

● No Chromebook “drop offs”.

● Student can check out a “day loaner” in the library before school.

● Student must return the “day loaner” before the final bell.

● No “frequent flyers!”

It’s a beautiful thing, but don’t forget to unplug…

Thank You!

Goo Nigh

ReferencesAMLE - Association for Middle Level Education. (2010). This We Believe: Keys for Educating Young Adolescents. Retrieved

August 5, 2019, from http://amle.org/aboutAMLE/thisWeBelieve/tabid/121/default.aspx#122516-the-16-characteristics

Berckemeyer, J. C., & Silver, D. (2013). Taming of the team: How great teams work together. Chicago, IL: World Book/Incentive Publications.

Campbell, K., & Wahl, K. H. (2015). If you cant manage them, you cant teach them: Advice for running a chaos-free classroom where middle and high school students can really learn. Nashville, TN: Incentive Publications.

Decades of Scientific Research that Started a Growth Mindset Revolution. (2017). Retrieved August 6, 2019, from http://www.mindsetworks.com/science

Jensen, F. E., & Nutt, A. E. (2015). The teenage brain: A neuroscientists survival guide to raising adolescents and young adults. Toronto, Ontario, Canada: Collins.

Siegel, D. J. (2013). Brainstorm. the power and purpose of the teenage brain. New York: Jeremy P. Tarcher/Penguin.