Thursday, October 15th, Volume 15 Issue 63
Social Emotional Learning
Principal Katie May Each morning our day begins with a Social Emotional Learning block. While this practice has long been a part of our school day, it is especially recommended now to support students in socially connecting and emotionally sustaining during the challenging and potentially isolating time of the epidemic. Since we are now teaching in your home, rather than in school, you may have had the opportunity to observe some of these lessons.
The value we place on Social Emotional Learning (SEL) is evident in our school’s mission statement: Our teaching is rooted in research-based best practices where learning experiences are differentiated for the unique needs of all learners. We prioritize collaboration, compassion and building a sense of belonging through strong relationships. We want all our students to be empathetic problem-solvers who understand their emotions and can self-regulate. These are skills that need to be taught, just like academic skills! It is something you are likely working on in your own home, too. Students who start their school feeling dysregulated will be helped to transition more smoothly into academics through this practice. This block happens at the very start of the day at 8:30 AM to help students begin their school day. Our SEL plan ensures that teachers are covering topics in the same order and completing lessons at the same time. It makes a difference in how students relate to each other when they can “speak the same language” as they solve problems. For example, in the first few days of school, we taught all students how to use “Rock, Paper, Scissors” to quickly solve recess problems so they could move on to playing. We also taught all students how to use “I messages” (I feel _____ when you ________. Instead, I wish you would _______.) or “bugs and wishes” (It bugs me when you ______. I wish you would ______.) to talk to others about problems. In typical years, I have seen students use both these strategies effectively out at recess. As we learn, this may take a bit of adult prompting and it is helpful if you practice at home, too.
Another important part of our SEL lessons are those that focus on Positive Behavior Intervention Supports or PBIS. This is our schoolwide system of teaching, reteaching, and reinforcing behaviors that help us get along and support everyone’s learning. We have learned (and research informs us) that having clear, consistent routines for everyone in our building allows students to focus on their academic learning, rather than using mental energy to try to interpret what is needed to be successful at our school. Teachers begin the year teaching these expectations so they are clear for all students and you will see signage posted around the school to let students and adults know the expectations for using the space in each part of our school. This year, you have seen teachers helping students learn routines to participate in a virtual setting – for example, how to “raise their hand” using the hand function in teams. Recently, I visited a kindergarten class where the teacher was having a technology glitch. Her students gave a “thumbs down” sign, which was the class signal when students were unable to hear. The teacher was able to reinforce their use of the signal and it helped everyone to be more patient as the problem was resolved. There are more resources for parents and children on the Seattle Public Schools website, including videos for students all ages. You can explore these here: https://www.seattleschools.org/academics/curriculum/social_emotional_learning_skills Ask your child about what they are learning during the first part of their school day. They may be able to teach you new SEL skills to support problem-solving at home, too!
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Indigenous Peoples Day This Monday, Thurgood Marshall Elementary, along with schools across the district, recognized Indigenous Peoples Day. This is a holiday that celebrates and honors Native American peoples and commemorates their histories and cultures. It is celebrated across the United States on the second Monday in October. This is an important day that we recognize this day with our students each year.
Teachers mark this day in many different ways in their classroom, and we have found that when we have a unifying lesson that all teachers use, our message is amplified. This year, 2nd Grade Teacher Cora Glass designed a lesson about the land acknowledgement that we give at the start of each assembly. Last year, we began each day with announcements over the intercom, always starting with this acknowledgement. While our students were familiar with the words, they may not have had an in-depth understanding of the purpose prior to our lesson this week. What is a land acknowledgement? If you have been to a recent Friends of Thurgood Marshall meeting, or our first principal coffee of the year, you have heard a land acknowledgement. Here is the one we use at school: On behalf of Seattle Public Schools, I acknowledge the land on which we stand today as the traditional home of the Puget Sound Coast Salish People, the first peoples of this land. Without them, we would not have access to this gathering space and the opportunity to learn together. I ask that we take this opportunity to recognize and thank the original caretakers of this land who are still here. Students learned that we take a moment to make this recognition to honor the people who inhabited our land for thousands of years before colonizers came. We thank the people who lived on this land long ago and their descendents who are still living on this land. In Monday’s lesson, students learned important key terms such as: acknowledgement and indigenous. Seattle Public Schools has curated a page of resources about Indigenous Peoples that are available to everyone. You may want to peruse these or simply be aware of them. If your child’s interest and curiosity has been sparked by this lesson, this is a great time to explore more together. You can find videos, books, articles and read-alouds here: https://www.seattleschools.org/academics/curriculum/american_indian_studies__s_t_i/indigenous_peoples__day_resources Still want more? The Stranger has put together a guide of events this month to celebrate Indigenous People: https://everout.com/stranger-seattle/articles/where-to-celebrate-indigenous-peoples-day-2020-in-seattle/c215/?mc_cid=29509200da&mc_eid=45555ead7d . ------------------------ Calendar ––––––––––––––––––––––––––––––––––––– THURSDAY, OCTOBER 15th 6:30pm Academic Parent Teacher Team Meeting. Your teacher has sent a link for the meeting, but let them know if you have not received it. We are looking forward to teaching you about what your child is learning in math this year! Purple envelopes are available at school for you to pick up so you have all the materials to play games at home with your child that will support their learning. Don’t miss it! ––––––––––––––––––––––––––––––––––––– TUESDAY, OCTOBER 27th 6:30pm General Meeting for Friends of Thurgood Marshall Elementary Join Zoom Meeting https://us02web.zoom.us/j/5063553578?pwd=juJNMq_IXTn4o87roxowwpugvrPS4A Meeting ID: 506 355 3578 Passcode: 2qdCNf ––––––––––––––––––––––––––––––––––––– WEDNESDAY, NOVEMBER 11th Veteran’s Day – No School ––––––––––––––––––––––––––––––––––––– NOVEMBER 21st, 23rd/24th Fall Parent Conferences ––––––––––––––––––––––––––––––––––––– NOVEMBER 25th - 27th Thanksgiving Break –––––––––––––––––––––––––––––––––––––
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Struggling with technology and need a little help?
Visit one of SPS’ Technology Sites to receive help including:
Laptop and SPS device support
Hot spots support
Support with remote learning software (e.g., Seesaw, Schoology) and other educational resources
General technology resource info and support
Language help for remote learning tools
Additional English Language instructional support
For more information about site locations and hours click here: https://www.seattleschools.org/district/calendars/news/what_s_new/family_resource_centers
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Friends of Thurgood Marshall Board Meeting Minutes:
Draft copies of August and October Meetings are now available on https://tmlink.org/about/pta-meetings/board-minutes-dates/
Please feel free to review and consider voting to approve these minutes at our next meeting!
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FERPA Forms We are still missing a number of FERPA forms, the form that allows us to share directory information and will help us be ready to share Family Learning Groups with you! Right now, we have fewer than half of the forms we need to get started. Thank you to those of you who filled out this form when you picked up your APTT packet.
First Friends of Thurgood Marshall Meeting Please join us for our first Friends of Thurgood Marshal Elementary (Formerly PTA) meeting of the school year. We have invited James Alyson from the Department of Early Learning and Jill Colasurdo from Coordinated School Health. Both James and Jill are parents of elementary-aged students and they have first hand knowledge of the struggle to work at home as you support your child, too. There will be plenty of Q&A time, too!
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Volunteer Opportunities Looking for ways to help out at Thurgood Marshall Elementary? Send an email to volunteering@tmlink.org for more information!
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Seeking input on our Friends of Thurgood Marshall Charter and Bylaws! In the 2019-20 school year, our community voted to transition our PTA to a Parent Organization known as a Site Council. Our name has changed, but it was the intention of the previous PTA Board to seek more community input prior to finalizing changes to our Charter and Bylaws. Draft documents are available for any member of our school community to review and we are seeking a committee to make recommendations for updating these documents. If you are interested in helping with this process, please contact Chantel at president@tmlink.org
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