Are you a member of the PTA yet??
Coming soon to Arno…
Sept 25
Jensen IEPs
ICC 4:00
Board Retreat (Steve) 6:00
Sept 26
Leadership Workshop RESA (Steve)
Sept 27
No events
Sept 28
Steve/Sandy @PBIS
Sept 29
PTA FUN RUN
PBIS Reward
Steve/Sandy @PBIS
October 2
Fire Drill
Jensen IEPs
October 3
Super Cougar Lunch 11:00 Media Center
CPI training Rachel, Alex, and Renee
October 4
Steve @Title 1
October 5
Picture Day
PTA Meeting 6:30
Steve @Title 1
October 6
District PD- Half-Day Dismissal 11:40
Steve @Title 1
| 11:40 a.m.-12:30 p.m. | LUNCH |
| 12:30-1:45 p.m. | ALICE Training Part 1 at APAC
ALICE (Alert, Lockdown, Inform, Counter, Evacuate) Training instructor led classes provide preparation and a plan for individuals and organizations on how to more proactively handle the threat of an aggressive intruder or active shooter event. Whether it is an attack by an individual person or by an international group of professionals intent on conveying a political message through violence, ALICE Training option based tactics have become the accepted response, versus the traditional “lockdown only” approach. |
| 2:00-2:30 p.m. | PLC Time at Individual Buildings |
| 2:30-3:30 p.m. | Raz-Plus Live Webinar (K-5 classroom teachers)
Specials Staff– PLC Time |
From the PTA
Happy Friday!
PTA Fun Run Schedule
Please see Katie with any questions
Friday, September 29
Class Schedule
| Teacher | Time | Teacher | Time |
| Higgins | 8:45-9:00 | Stanley | 12:05-12:20 |
| Hool | 9:05-9:20 | Schultz | 12:25-12:40 |
| Trionfi | 9:25-9:40 | Cervantes | 12:45-1:00 |
| Creutz | 9:45-10:00 | Amonette | 1:05-1:20 |
| Kalis | 10:05-10:20 | Smalley | 1:25-1:40 |
| Wesley | 10:25-10:40 | Haskin | 1:45-2:00 |
| Guyot | 10:45-11:00 | DiCarlo | 2:05-2:20 |
| Watson | 11:05-11:20 | Pushman | 2:25-2:40 |
| Jensen | 11:25-11:40 | Martinchick | 2:45-3:00 |
| Andersen | 11:45-12:00 | Warneck | 3:05-3:20 |
Good afternoon and welcome back to school!
Concordia University Ann Arbor is pleased to be offering your staff a 24% tuition discount, per the Preferred Educational Partnership (PEP). The updated tuition form is at www.cuaa.edu/PEP. We wish you a great year and look forward to another wonderful year of providing opportunities and serving teachers. No one is more important than our teachers!
Fall 2017 Program Info:
Attached is a back-to-school information sheet on graduate program opportunities, including English as a Second Language Endorsement, Special Education Learning Disabilities, and more. Applications are currently being accepted for all graduate programs. Most are offered online, and some are offered seated on Saturdays. Please forward to staff.
Notable Dates:
– Master’s in Curriculum and Instruction with Early Childhood Information night at CUAA, Thursday, October 5th at 6:30 p.m. Interested candidates can RSVP to Julie.Edler@cuaa.edu
– Deadline to register for the last State Required Reading Course of 2017: Friday, October 13th
– Fall 3 courses begin October 23rd
Thank you for coming to Summer Institute:
Thank you to all the teachers who came out to the 3rd annual Summer Institute Workshops for SCECHs! CUAA offered two weeks of workshops in July for professional development. Stay tuned for info on next year’s institute.
Just for fun:
Just for fun, this Saturday, September 16th, CUAA is inviting community members and friends of the university to join the campus for an Oktoberfest from 12-4. There is no cost and there will be polka music and entertainment.
I hope your year is starting off well. Have a great day!
Julie A. Edler
School of Education | Concordia University Ann Arbor
(734) 995-7459 | julie.edler@cuaa.edu
Now on to Tech…
Little Bird Tales: This application is a simple-to-use, voice-capture tool for storytelling. It’s free, works on iOS devices and has a Web-based version.
Scratch: Lots of elementary school teachers use Scratch to teach rudimentary coding. This tool built at MIT Media Lab allows students to make neat programs, enhancing their coding knowledge as they go. It is Web-based and free.
ABCya Animate: This versatile platform is so easy to use that kindergartners can make animations on it. It’s Web-based and compatible with iPads, but costs $1.99.
Remind
Please be sure that you have been added to my Remind account for any emergency contact needed. Please text @arnostaff to 81010 to join the staff remind.
SAFE SCHOOLS
For those employees required to complete Safe Schools Training, the system is now open and available to complete for the 2017-2018 school year. The modules need to be completed by October 31, 2017. Please email me if you have any issues.
INTERESTING ARTICLE
Have a Great School Year
Children’s mindsets have important implications for their motivation and performance in school. Children with a growth mindset believe that intelligence is malleable and can be increased with effort and good learning strategies. As a result, they’re motivated to work hard and persist when things get challenging. They are not afraid of failure because they view it as an opportunity to learn, a necessary step toward success.
It’s a different story for children with a fixed mindset. These children believe that intelligence is fixed (i.e., we’re either born smart or we’re not). They believe that learning should be easy, and effort unnecessary, for those who are naturally smart. When fixed mindset children struggle to master something or experience failure, they assume they’re not smart and quickly give up.
Studies have shown that children with a growth mindset do better in school than those with a fixed mindset. For example, Lisa Blackwell and her colleagues found that 7th graders who believed that intelligence is malleable earned better grades in mathematics throughout junior high school than students who believed that intelligence is fixed. They also found that students who went through an intervention teaching malleable intelligence earned better grades than those in a control group. Many other studies demonstrate that mindsets can be changed, and a growth mindset is key to academic success.
Parents and teachers can have a huge impact on children’s mindset. Here are three proven ways to foster a growth mindset in your children:
1. Use process praise.
When children succeed, you may be tempted to praise their intelligence or talent (“You’re so smart” or “You’re such a good gymnast”), but this type of praise leads to a fixed mindset. It sends the message that performance is due to ability (or lack of ability). Instead, you should praise the process that children engaged in to achieve success. You can praise hard work, good learning strategies, and perseverance. (Read more about praise here.)
2. Model the growth mindset.
One of the most important things you can do to foster a growth mindset in your children is to have one yourself. (If you’re not sure whether you have a fixed or growth mindset, take this assessment.) If you don’t have a growth mindset, it’s never too late to develop one.
When you’re in a growth mindset, be careful what you say about others’ successes. Don’t attribute their success to innate ability. Talk about the hard work and strategies needed to achieve success (“That competitor on America’s Got Talent must have trained for hours every single day!”). Talk to your children about the mistakes you’ve made and what you’ve learned from them. Teach them that failure is nothing to be afraid of.
Finally, avoid using labels such as “the smart kid” or “the artistic one.” This contributes to the mentality that abilities are innate.
3. Teach children the brain is like a muscle.
Every time we learn something new, the brain changes by forming new neuralconnections. The brain gets stronger with training, just like a muscle. Researchers have found that this simple but vivid analogy helps students learn the growth mindset and achieve better results at school.
You can learn more about teaching the growth mindset at www.mindsetworks.com. I’m not affiliated with the website, but it’s a great resource for parents and educators. Have a great school year!
References
Blackwell, L.S., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78 (1), 246-263.
