Hello Bowen Families,
Last week we wrapped up Parent Teacher Conferences and while we celebrated our kids’ successes, there might have been situations where it was not all good news. I wanted to share with you an article from the latest edition of the on-line Love & Logic newsletter…..
As educators and parents we can up the odds of high achievement by modeling responsibility, establishing a safe and calm environment, providing excellent instruction and demonstrating excitement for learning.
We can’t control every action they take or decision they make.
Secondly, it’s comforting to remember that some of the world’s most successful people have struggled with grades. Albert Einstein, Henry Ford, Jim Fay and Dr. Foster Cline are some notable examples. What’s most important is that our children develop good character, curiosity, and problem-solving skills.
Many highly successful people struggled with grades as children.
Thirdly, if we can consistently demonstrate empathy rather than anger or frustration, the odds of them overcoming their difficulties dramatically increase. Is empathy really that powerful? Yes indeed! In fact, a growing body of research is demonstrating that warmth (i.e., empathy) is strongly correlated with higher achievement and better behavior. (If you like reading research studies: Rivers, Mullis, Fortner & Mullis, 2012 and Silt, Hughes, Wu & Kwock, 2012.)
So… let’s remember to respond with sincere love and concern:
"Oh man. I bet these grades are really disappointing for you. Please let me know if there is anything I can do to help. The good news is that this doesn’t change the way I feel about you."
(Dr. Charles Fay – Love & Logic online newsletter – October 18th, 2017 (https:// www.loveandlogic.com)
As always, if you have any questions regarding this information, please contact the Bowen Office.
Other information of interest:
PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
Students in Kentwood Public School District are assigned to individual school buildings based on the grade level they attend and the geographic area in which they live. School boundaries were developed with community involvement and can be viewed at the Kentwood Public Schools Administration Building at 5820 Eastern Ave. S.E.
THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN:
Bowen Elementary has an approved school improvement plan submitted to the State in which stakeholders have outlined goals and objectives for the next 3 years that address student academic needs. The needs addressed in the plan are identified by looking at a variety of data that measures student academic progress. A diverse School Improvement Team and other stakeholders identified areas of need and have researched and implemented scientifically based strategies to address these needs.
IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION AND AN EXPLANATION OF THE VARIANCES FROM THE STATE’S MODEL
Kentwood Public Schools has aligned curriculum in all content areas with the Michigan Curriculum Framework, the Michigan Merit Curriculum and the Common Core State Standards. Benchmarks can be found on the Michigan Department of Education website (http://www.michigan.gov/mde and at www.corestandards.org). Our assessments and report card are also aligned with the curriculum. Classroom instruction is congruent with the curriculum expectations and is monitored consistently by building principals and academic support personnel.
Each grade level on the elementary level and each content area at the secondary levels meet regularly to study curriculum issues and to ensure that all students have common, equitable curricular experiences. A gap analysis is conducted annually with the MEAP testing information and the curriculum is examined for areas of strength and weakness. After this audit, necessary adjustments are made.
“Excellence and Equity for All” is the motto of Kentwood Public Schools. Common assessments with common scoring rubrics, a common curriculum, common core materials, and a common standards-based report card help us work toward our goal of equity. In addition, principals and other evaluators have common instructional expectations that are used to guide teacher evaluation. Professional development, study groups, and constant communication between regular education, special education, and gifted programs also facilitate this process. We are committed to ALL of our students having multiple opportunities to learn and be successful in the core curriculum.