Upcoming Events
December 17th: End of 2nd 9 weeks
December 20th-January 3rd: Winter Break
Predictive Interim Assessments
Window 2 – Dec. 6 – Dec. 17
Window 3 – Jan. 31 – Feb. 11
- Mathematics
- Grades 3-7 (all windows)
- Grade 8 (fall & winter)
- Grade 10 (no test available)
- ELA
- Grades 3-8, 10 (all windows)
Understanding the Predictive Interim Score Report (pdf)
Are you a Phubber? At Work? At Home?
FastBridge Winter Testing Window Opens November 22nd through December 17th (applies to both academic and SAEBRs screeners)
Link for Downloads by Grade
- This file contains links to the One Drive folders with testing materials and demo videos.
- Access the needed materials by clicking the appropriate grade level at the top left corner of each table.
- This file can be found any time on the USD 489 website under the Teaching & Learning menu.
~Allison Kitchen
FastBridge - AutoReading Subtest
Teachers,
I have witnessed, and had reported to me, several issues with audio loading properly for the AutoReading test on FastBridge.
If students are working on an AutoReading subtest and either don’t have sound or have scratchy/muffled sound, this means their page did not load correctly. They need to close the tab and log back into FastBridge. If they close the tab in the middle of a subtest, they will start back at the beginning of that subtest. Doing this has been successful with every student I have worked with (some did have to do it more than once – 4 is the winner right now).
If they don’t tell you they couldn’t hear until they finish, you will have to delete their score before they can redo it. The steps to delete a score are linked below and have been added to the Canvas/Seesaw courses.
https://fastbridge.illuminateed.com/hc/en-us/articles/1260802484609-Deleting-a-Score
~Allison Kitchen
- USD 489 - FastBridge Assessment Overview 2021-22
- Logging into FastBridge for the First Time
- Forgotten Password
- FAST Assessment Estimated Administration Times
- Quick Sheets, Student Materials and Demo Videos can be Accessed on the Assessment Page HERE
- How To Access the List of Student Usernames & Passwords for Your Building
UNDERSTANDING TRAUMA
One of the most commonly heard buzz phrases in education right now is “trauma informed,” “trauma sensitive” or “trauma responsive.” As educators, why do we need to know about trauma and how it can impact our students in the classroom? In this monthly blog, I will answer those questions and provide informational highlights for you and why being trauma informed matters to you as an educator.
The information presented this month will be a refresher for many of you and new knowledge to others. This background information is important to know and to integrate into our knowledge base as we increase our level of trauma sensitive practices in the classroom.
For the purposes of this monthly blog, we will use the following as our definition of trauma.
- “Any event or experience that overwhelms an individual’s internal resources (resiliency) and leaves him or her feeling threatened, helpless, or powerless.”
It is important to note that an event that is traumatic for one person, may not be traumatic for another. This is a profound truth of trauma.
Let’s take for example COVID 19. For many of us, that event has been traumatic in at least one way and perhaps in many ways. According to national statistics gathered by the National Center for Health Statistics, NCHS, there has been an over 30% increase in adults seeking first time treatment for anxiety and depression since the pandemic started in 2019. The pandemic affected us all differently. One thing we do know is that it led to higher levels of stress in adults and children across the board.
Stress can manifest in children and adults in many different ways such as:
- Feelings of fear, anger, sadness, worry, numbness, or frustration
- Changes in appetite, energy, desires, and interests
- Difficulty concentrating and making decisions
- Difficulty sleeping or nightmares
- Physical reactions, such as headaches, body pains, stomach problems, and skin rashes
- Worsening of chronic health problems
- Worsening of mental health conditions
- Increased use of tobacco, alcohol and other substances.
Remember, all stress responses are individualized. So, no two children will respond to trauma or stress in the same way.
Here are some red flags to watch for (these usually indicate that the stress level has become “toxic” to the child):
- Excessive crying or irritation in younger children.
- Returning to behaviors they have outgrown (for example, toileting accidents or bedwetting).
- Excessive worry or sadness.
- Unhealthy eating or sleeping habits.
- Irritability and “acting out” behaviors in teens.
- Poor school performance or avoiding school.
- Difficulties with attention and concentration.
- Avoidance of activities enjoyed in the past.
- Unexplained headaches or body pain.
- Use of alcohol, tobacco, or other drugs.
Next month, we will be learning more about the truths of trauma and how it impacts students in our classroom.
~Becky S. Clark LSCSW, MS.Ed.
BELONGING...
The Lakota have a strong culture of positive development for the youth in their community. Their Circle of Courage identifies four needs that must be met for a child to develop fully: Belonging, Mastery, Independence, and Generosity...read more
- LETRS Professional Learning Overview
- LETRS FAQ
- Scope & Sequence - Grade-level drafts, K-3 (Grades 4 & 5 are still being developed): K-3 Scope and Sequence drafts
Effective SEL Protocols in Middle and High Schools
“Check-ins at the beginning of class honor experiences that students bring into the room before we ask them to think about something else,” says Lauren Porosoff in this Edutopia article.
End-of-class check-outs can be a good way to bring closure and get information on how things went. Porosoff suggests ways to get the most out of these routines...“Building a Better Check-In”
FAQ
Where is the new training room at Rockwell?
- The RAC Training Room is located on the lower floor of Rockwell where The Learning Center used to be.
- When you enter the main doors at Rockwell, go directly downstairs, go through the glass doors, and you will see a sign for the room.
