Archive for Uncategorized

Wellness Council Update

In 2018-2019, the Franklin-Randall Wellness Council (WC) did not exist in the traditional sense. As mentioned in the 2017-2018 WC summary, although support was present, attendance at meetings was minimal. This year, Nurse Lovell asked for volunteers when needed via the Franklin-Randall PTO newsletter, and she focused on continuing things already started by the WC last year: recess equipment, 5-2-1-0 challenge, equity snack pantries, and wellness opportunities for staff.

1) RECESS EQUIPMENT and STORAGE

In the 2017-18 school year, volunteers from the Franklin-Randall Wellness Council helped obtain (by purchases & donations) and organize playground equipment at both schools.

Challenges re: storage of playground equipment at Randall

Randall’s playground is a city park, therefore we cannot use a big storage shed as Franklin does.

In 2017-18, the WC purchased two large bins to store the equipment inside of Randall. Unfortunately, they were deemed fire hazards by the fire department. One bin is now used in the Randall garden; the other was damaged and thrown away.

This year, a smaller storage bin was purchased using WC funds to keep on a corner of the Randall playground. Unfortunately, the lock component on the bin was broken, and students do not routinely return play items. **A BIG thank you to Randall Nurse Assistant Terri Jaye who was instrumental in coordinating our year trial with this system (in which all students had access to recess toys/equipment).

We will go back to the previous system at Randall of having teachers keep some recess toys/equipment in their rooms for their students to use.

2) 5-2-1-0 CHALLENGE

Nurse Lovell coordinated the 2-week fitness challenge for any student at Franklin and Randall who wanted to participate. Participation was high, so hopefully many healthy habits were reinforced. One child who used to drink only chocolate milk at lunch, switched to white milk during the 5-2-1-0 Challenge; afterwards, they said, “White milk doesn’t taste so bad. I think I’ll drink chocolate milk just once a week as a treat.” Parent volunteers helped in many ways, ranging from counting handouts to putting up bulletin boards to making/donating fruit kabobs for the winning classes at each school. Staff helped a lot too, from encouraging students to earn points, to collecting handouts. No money from the WC budget was used.

3) Equity Snack Pantries

Staff and parent volunteers managed designated areas at each of our schools to keep healthy, non-perishable snacks (and sometimes fresh fruits) available to students who could not afford them. Special thanks to Bilingual-Resource-Specialist Yvonne Wullschleger who did this all by herself for years previously. And, a big thank you to the Franklin-Randall PTO which supplied the funds!

4) Wellness Opportunities for Staff

Staff were alerted via staff news and bulletin boards about various mindful and wellness conferences; the Wellness Council would pay any fees. No staff took us up on this offer.

Latino Parent Meeting Report for April 2019

April 30th, 2019

Children’s Day

Wow! Where has the year gone?! Hard to believe today we had our last Latino Parent meeting! With the exception of a couple parents, pretty much everyone was here! 28 parents and over 40 kids! Do you think this great turn out had something to do with the fact that we were having a party? Children are our best recruiters! 🙂

Sylla and John mingled and talked with parents before the meeting. John shared one of his stories…you know John 🙂 His story made a connection with the parents and showed them his appreciation for their efforts. It touched all of us deeply. John thank the parents once more for sharing their most precious gift with us, their children. He wished everyone a happy Children’s Day.

Like every year, we helped Latino families fill out scholarship applications for the Goodman Pool. Application package will be going out to Madison City Parks. Keep your fingers crossed for their approval! It is truly the highlight of the childrens’ summer, to be able to enjoy such gorgeous facility!

We welcomed our amazing school nurse, Cindy, for the last time, as she is retiring …snif, snif. She did a brief presentation on Germs! She explained how germs spread, and talked about the importance of washing hands! She did a demonstration on how to wash hands correctly. Cindy cleared some of the myths around child illnesses and she talked about vaccinations. At the end Cindy offered assistance getting health and dental services, medications and glasses. We said goodbye to her with a grateful round of applause for all the years of caring for the Latino children and families! We will miss her dearly!

The gym was waiting for us to have our traditional Dia de los Niños celebration! Every year we get better and better at this! Parents know their posts and kids know the drill. We play an exciting game of La Loteria and children pick a prize as they win. Of course the first ones to win have a better selection! All the kids are anxious waiting for the pictures on their card to be the ones called!

Wonderful to close the year of Latino PEG on such a high note! 🙂


Latino Parent Empowerment Group Meeting Report

Thursday, March 21, 2019

Per request of some parents, the meeting was moved 30 minutes earlier. We had a smaller crowd this time. A circle of 16 parents felt intimate, a perfect setting for the night’s main topic, Discipline at Home.

Sylla and John welcomed parents. After dinner children were able to enjoy a fun time playing outside! Meeting started with General Announcements:

  • Spring Break Dates
  • Summer School – New site, Enrollment dates, Enrichment classes for siblings of qualifying students. Parents received enrollment confirmation for qualifying students.

Next, we heard from some of our 10 Latino PEG members who attended the OMGE Parent Input Session last week (Office of Multilingual and Global Education). Researchers from the Center for Applied Linguistics conducted the meeting, and collected parent input for the ELL 3-Year Plan Evaluation. It was a great opportunity for Latino parents to share their experiences and have an impact on the next ELL Plan. Parents were with the researchers without district staff in the room. Some of the comments and recommendations were:

  • All Latino parents gave high marks on Home-School Communication for Franklin and Randall
  • Some parents from other schools were frustrated with the lack of communication, or with schools relying only on electronic communication
  • Latino parents at F/R feel well informed, valued and welcomed
  • Communication at middle and high school levels needs to improve
  • Latino parent meetings/classes should be implemented at middle and high schools
  • Offer computer classes for parents
  • More translator allocation
  • More support with homework
  • More bilingual teachers
  • More bilingual schools
  • More classroom teachers who are ESL certified

Celia Huerta, Bilingual Child & Family Therapist, was our guest speaker. Celia is much respected and well known in the Latino community. Some of the families are already connected with her, and others were eager to meet her. Celia’s presentation kept parents very engaged. Oh My Gosh! Where are the Kleenex boxes when you need them?! Several times during the confidential conversation, the feel became extremely emotional for all! Parents shared some of their childhood experiences and their parent’s form of discipline. We talked about the traumas we experienced as children and as young adults: divorce, growing up in a single parent household, growing up with no parents, child abuse (at home & school), living with an alcoholic parent, domestic violence, community violence, poverty, having to work at very young age, no childhood. We learned the impact all of this has on the way we parent our children. There were many comments and questions about the behavior challenges parents face with their children now. At the end, we learned that the group has much more things in common. Parents found comfort and support in one another. They are eager to learn how to be better parents. They absolutely loved hearing Celia’s opinion and suggestions. She shared helpful handouts and resources, and invited parents to participate in the parent groups she facilitates. An invaluable connection was established!

Hmong PEG and Community Meeting Notes 3.13.19

Hmong PEG Meeting

3.13.19

  • Pizza dinner shared with families
  • Hmong PEG homework collected and prizes distributed, new homework passed out.

Announcements:

  • Eggrolls
    • Thanks to all who helped out with eggrolls for carnival.
    • They sold out quickly……maybe we should make more next year?
  • Randall Forward Testing
    • Next week Tuesday and Wednesday morning
    • After Spring Break
    • Tell children to do their best, get enough rest, and be relaxed
  • OMGE Department Audit
    • Meeting for parents to come to share feedback
    • Share how the language program is going in schools (how are kids doing?, enough support?, etc.)
    • Tuesday, March 19th 5:30-7:00 at Thoreau Elementary
  • Franklin Music Concert on Friday, March 15th
    • Kindergarten at 8:00
    • First Grade at 9:00
    • Second Grade 10:00
  • Randall Talent Show
    • April 18th
    • Students fill out sheet with their talent
  • Bayview Announcements
    • Outside recess everyday
    • Bring coat, snow pants, boots, and extra shoes
    • Homework support only on Mondays
    • Kids can still choose to do homework the other days Tuesday-Friday

Health Presentation: Nurse Lovell

  • Viruses can’t be treated with medicine
  • Bacteria like strep throat or pneumonia can be treated with antibiotics
  • Deadly viruses like measles: vaccines protect us

3 ways germs spread:

  • Air
    • When a person sneezes and doesn’t cover, it goes the length of three elephants through the air
    • Cover with arm not hand
    • Sickness that spread through the air: common cold or flu
  • Touch
    • T-zone (eyes, nose, and mouth)
    • Try not to touch T-zone to stay healthy
    • Wash hands well
    • Experiment with lotion and blacklight to simulate germs and washing hands
    • How to wash your hands: get hands wet, get soap and stay out of the water, rub (soap helps germs slip off), wash hands for 20 seconds (ABC’s two times), spider fingers, bear claws (get under fingernails)
    • Washing hands prevents illnesses
  • Body Fluids
    • Blood (wear gloves, don’t touch other people’s blood)

Overall lesson: Wash hands well and don’t touch the T-zone

Next meeting: April 10, 2019

Hmong PEG and Community Meeting Notes 2.20.19

Adults Present:
Sylla Zarov
John Wallace 
Tonya Rasmussen 
Yeng Her
Brenda Hamel
Allison Gunn

Childcare: Lauren Frazier and Claire VanHandel (student teachers)

8 Adults from Bayview Community and lots of children and family members for pizza dinner

Mr. Wallace explained the district focus on Black Excellence. For some Asian or Hmong families, we sometimes have special help with language, and sometimes we try to explain experiences they have not had. Our Hmong children and other children do better all the time. For some reason our AA children don’t do as well, and we don’t know why. A big part of this year has been the teachers working to get to know the kids better. We know that with our AA children, as with all our children, we need to push them. Just like with your children, when they are close to their teachers, they are willing to work hard. Teachers are working with each other, and with the students to get to know them better This does not take away from what we do with our Hmong children. They still get all that we normally would give them, including the relationships. We want to be sure that you feel good about “Black Excellence”. Just like when we talk about Welcoming Schools, we want to be sure that we meet the needs of all people like we have. We are learning to do a better job and that helps everybody.

Q: Do A-A families have their own group, like the Hmong group?

SZ talked about AAPC getting started at Franklin. JW talked about survey and phone calls to AA parents at Randall, asking about meeting their needs and interest in group. Most said next year with Franklin group.

Thinking about next year, Franklin teachers talk to Randall about the second graders being ready to go to school.

Recapped principals swapping schools on Monday with their hair colored in others’ school colors. They enjoy seeing Randall students who used to be at Franklin, and Mr. Wallace gets to see students who will go to Randall. Passed around photo of SZ with red hair!

SZ: Read Your Heart Out: Celebrates national AA parent involvement in schools. Families will come in to read stories about AA history, or with a positive AA protagonist, or character. There has been a Hmong cultural celebration in the past; we should consider doing again. We will talk again in the Fall, perhaps hear Hmong New Year.

Our schools are also Welcoming Schools, Jennifer Herdina who came to talk to this group. Talked about I am Jazz national reading, also has Introducing Teddy as a book more for the younger students. This will happen next week at Franklin and Randall, and there are more readings at public libraries around Madison.

Friday is the 100th Day of School!

Starting Monday, the elementary students will get home 11 minutes later – don’t worry!

Randall Carnival, 3/2.
Egg Rolls! Discussion of who will shop, prepare, roll, attend carnival. Tonya and 2 parents will shop next Friday night. Many will meet at Randall school at 7:15 am on Saturday to roll and cook the eggrolls.

Brenda – The kids did a great job about bringing the homework back.

Tonya – If they get stuck on reading, there are steps the kids can take (bookmarks given as part of homework and a packet of word work):

  • Write down unknown words, and ask teacher
  • Main Idea, Why did author write this book?
  • Compare books
  • What kind of a book? Pretend/fiction? Real/non-fiction?
  • Write things they learned.
  • Beginning, Middle, End
  • Predictions – what do I think is going to happen?
  • What they specifically do is not important, but if they are reading and writing, that is fine.

Q: Parent talked about struggle with getting their student to do the homework especially
rewriting a story. She felt that teachers have stronger rule at school, but at home the student tries to get away with a little work as possible to be “done.”
Tonya’s advice – ask them to tell their ideas to you first, before they start writing. Also, as long as these conversations are happening then the parents are letting the students know that school is important.

TR: Movie night at Franklin, “Mulan” with popcorn and cider. Parents stay as well.

Saturday, 3/9: Super Science Saturday at Randall.

Randall Book Share – children will probably be bringing books home that they can keep.

5-2-1-0 Challenge for points, Brenda explained.

  • 5 fruits and vegetables
  • <2 hours of sreen
  • 1 point/10 minutes physical activity
  • 5 points if no sugar drinks
  • 1 point for mindful activity

Fill out and bring to their teacher. Classes compete, and if an adult does it too, there
are bonus points if the adult participates as well.

I Am Jazz And Friends School-Wide Reading

February 28, 2019

THE HISTORY:
The National “I Am Jazz” School and Community Readings are an annual event hosted by HRC’s Welcoming Schools in recognition of the first “I Am Jazz” reading in Mount Horeb, Wisconsin. In 2015, after a school in the Mount Horeb area cancelled a reading of the children’s book after an anti-LGBTQ group threatened the school with legal action, parents, children and school staff came together and filled the Mount Horeb Public Library with nearly 600 people who gathered to show their support for transgender inclusion.

WHAT AND WHY:
I Am Jazz is a first-person account about a transgender girl written by transgender teen, Jazz Jennings, and co-author, Jessica Herthel. Jennings was one of the first transgender children to talk publicly about her identity. At the age of 6, she spoke with Barbara Walters on 20/20. Herthel is not transgender, nor does she have any transgender children. She cowrote the book based on her desire to explain to her daughters what being transgender can mean, hoping to create a book that other parents and caring adults would be able to use to start important conversations about gender with their kids. This groundbreaking book is often used by schools and families to help children understand transgender youth and adults.

GOALS:
● To expand students’ perceptions and understandings of gender.
● To help students understand what it means to be transgender using developmentally appropriate language for younger students.
● To increase student understanding of ally behavior.

TEACHING POINTS:
● It is important to note that the book simplifies the idea of being transgender to “a girl brain but a boy body;” however, being transgender is far more complex. One’s gender identity is about how you feel and who you know yourself to be.
● Ensure that every child in your classroom is allowed to express themselves however they want, regardless of their gender identity or expression—or any aspect of their identity that may be considered by other students to be “different.”
● Understand that gender is a spectrum, not a binary, and that we all express ourselves in many different ways along that spectrum. Each child is an individual with their own unique expression of who they are in the world.
● Messages to students can be as simple as: “There is no such thing as a boys’ color or a girls’ toy”; “colors are colors”; “toys are toys”; “clothes are clothes”; “hair is hair!”
● Students are already learning and talking about gender and difference. They receive formal and informal messages about gender from a multitude of sources—their families, peers, communities and the media. Many of the messages empower them, and many of the messages limit them. As such, it is critical to discuss gender in the classroom.
● By guiding discussions about gender with students, educators, families and other caring adults, you can help to prevent bias-based bullying, harassment and gender stereotyping.
● Finally, it is often important to review classroom rules about respect and being an ally when having discussions about gender, given that gender is a common way that children participate in identity-based bullying. Gender-based bullying has a high frequency of occurrence in elementary schools and needs to be interrupted and addressed by educators.

OTHER BOOKS:
Teachers may choose to use additional books to share other stories of transgender and non-binary characters.

“Introducing Teddy: A Gentle Story about Gender and Friendship” by Jessica Walton.  Errol and his teddy, Thomas, are best friends who do everything together. Whether it’s riding a bike, playing in the tree house, having a tea party, or all of the above, every day holds something fun to do.

One sunny day, Errol finds that Thomas is sad, even when they are playing in their favorite ways. Errol can’t figure out why, until Thomas finally tells Errol what the teddy has been afraid to say: “In my heart, I’ve always known that I’m a girl teddy, not a boy teddy. I wish my name was Tilly, not Thomas.” And Errol says, “I don’t care if you’re a girl teddy or a boy teddy! What matters is that you are my friend.”

“Who Are You? The Kid’s Guide to Gender Identity” by Brook Pessin-Whedbee. What do you like? How do you feel? Who are you? This brightly illustrated children’s book provides a straightforward introduction to gender for anyone aged 5+. It presents clear and direct language for understanding and talking about how we experience gender: our bodies, our expression and our identity.

________________________________________________________

Día para la lectura en toda la escuela de la historia

[Me llamo y estos son mis amigos] ‘I am Jazz and friends’

28 de febrero de 2019

EL TRASFONDO:
El día nacional para la lectura en las escuelas y comunidades de la historia  [Me llamo Jazz] “I Am Jazz” es un evento anual organizado por el [proyecto de Escuelas acogedoras de la fundación para la campaña a favor de los derechos humanos] ‘HRC’s Welcoming Schools’  en reconocimiento a la primera vez que se leyó [Me llamo Jazz] “I Am Jazz” en Mount Horeb, Wisconsin. En 2015, después de que una escuela en el área de Mount Horeb cancelará la lectura del libro infantil ante la amenaza de acciones legales contra la escuela por parte de un grupo anti-LGBTQ, un grupo de casi 600 personas entre ellos padres, estudiantes y personal escolar se reunieron y llenaron la Biblioteca Pública de Mount Horeb para mostrar su apoyo a la inclusión transgénero.

DE QUE SE TRATA Y POR QUÉ SE ESCRIBIÓ:
[Me llamo Jazz] ‘I Am Jazz’ es un relato en primera persona sobre una niña transgénero escrito por Jazz Jennings, una adolescente transgénero con la colaboración Jessica Herthel. Jennings fue una de las primeras niñas transgénero en hablar públicamente sobre su identidad. A la edad de 6 años, habló con Barbara Walters durante el programa 20/20. Herthel no es transgénero, ni tiene hijos transgénero. Ella colaboró en la escritura del libro motivada por su deseo de explicar a sus hijas lo que puede significar ser transgénero, y con la esperanza de crear un libro que otros padres y adultos comprensivos puedan usar para iniciar conversaciones importantes sobre género con sus hijos. Este libro innovador a menudo es utilizado por las escuelas y las familias para ayudar a los niños a entender a los jóvenes y adultos transgénero.

OBJETIVOS:

  • Ampliar las percepciones y el conocimiento de los estudiantes en relación al género.
  • Ayudar a los estudiantes a comprender lo que significa ser transgénero utilizando un lenguaje apropiado a la etapa del desarrollo de los estudiantes más jóvenes.
  • Aumentar la comprensión de los estudiantes sobre el comportamiento de los aliados.

PUNTOS DE ENSEÑANZA:

  • Es importante anotar que el libro simplifica la idea de ser transgénero al “cerebro de una niña pero el cuerpo de un niño”, sin embrago, ser transgénero es mucho más complejo. La identidad de género de una persona tiene que ver con cómo se siente y cómo se identifica a sí misma.
  • Asegúrese de permitir que todos los niños en su aula de clase se expresen de la manera que quieran, sin importar su identidad o expresión de género – o cualquier aspecto relacionado con su identidad que otros estudiantes puedan considerar ser ‘diferente’.
  • Comprender que el género es un espectro, no un binario, y que a lo largo de ese espectro, todos nos expresamos de muchas maneras diferentes. Cada niño es un individuo con su propia y única expresión de quiénes son en el mundo.
  • Los mensajes para los estudiantes pueden ser tan sencillos como: “No hay tal cosa como el color de los niños o el juguete de las niñas”, “los colores son colores”, “los juguetes son juguetes”, “la ropa es la ropa”, “el cabello es cabello”.
  • Los estudiantes ya están aprendiendo y hablando sobre el género y las diferencias. Ellos reciben mensajes formales e informales provenientes de una gran cantidad de fuentes: su familia, sus compañeros, la comunidad y los medios de comunicación. Muchos de esos mensajes los empodera y muchos los limita. Por tal motivo, es de suma importancia dialogar sobre el género en el aula de clase.
  • Al tener conversaciones guiadas con los estudiantes, educadores, familias y otros adultos sensibles sobre el género, usted puede ayudar a prevenir los estereotipos de género, el hostigamiento y el acoso escolar basado en prejuicios.
  • Por último, cuando se van a tener conversaciones sobre el género, es importante repasar frecuentemente las reglas sobre el respeto y ser un aliado, dado que una forma común en la cual los niños participan en acoso escolar es relacionada con la identidad de género. El acoso basado en el género ocurre con demasiada frecuencia en las escuelas primarias y su incidencia debe ser encarada e interrumpida por los educadores.

 

Otros libros:

Los maestros pueden elegir utilizar otros libros para compartir otras historias de personajes no binarios y transgénero.

TE PRESENTAMOS A TEDDY

Errol y Thomas, su osito de peluche, son los mejores amigos y siempre hacen todo juntos. Ya sea montar la bici, jugar en la casa del árbol, tomar té o todas las actividades mencionadas, hay algo divertido que hacer cada día.

Un día soleado, Errol descubre que Thomas está triste, aun cuando estén jugando sus juegos favoritos. Errol no puede descubrir porqué, hasta que finalmente Thomas le dice a Errol lo que temía decir: “En mi corazón, siempre he sabido que soy una osita de peluche y no un osito de peluche. Me hubiera gustado que mi nombre fuera Tilly y no Thomas”. Y Errol dice, “No me importa si eres una osita de peluche o un osito de peluche, ¡lo importante es nuestra amistad!”.

 

¿QUIÉN ERES?

¿Qué te gusta? ¿Cómo te sientes? ¿Quién eres? Este libro infantil con ilustraciones vibrantes ofrece una introducción al tema de género sin rodeos para cualquier persona mayor de 5 años. Presenta lenguaje directo y claro para entender y dialogar sobre cómo vivimos el género: nuestros cuerpos, nuestra expresión y nuestra identidad. 

Piojos y liendres- Le recordamos revisar de vez en cuando la cabeza y cabello de su hijo/a

Esto es importante especialmente después de las vacaciones, ya que es más probable que los niños hayan pasado la noche en compañía de primos y amigos. El 90% de las veces los niños contraen los piojos de la comunidad, y rara vez de la escuela. Pero es en la escuela que se les identifica. A continuación van las respuestas a algunas preguntas comunes acerca de esto:

  • ¿Cómo reviso a mi hijo/a?Revise bien detrás de las orejas y cerca del cuello. Con un peine y revise de sección en sección.
  • ¿Qué hago si encuentro piojos o liendres? Avise a la escuela si acaso ve piojos vivos, muertos o liendres. Nosotros revisaremos de nuevo al alumno. Tomaremos las medidas necesarias para prevenir que los compañeros y amigos se contagien. Todo se mantiene en absoluta confidencialidad.
  • ¿Qué tratamiento hay? Comuníquese a la escuela, vaya a la farmacia o llame a su médico.
  • ¿Cómo prevenir que mi hijo/a  se contagie? En realidad no hay manera de garantizar que su hijo/a no se contagie, pero se pueden tomar algunas medidas preventivas:
    • Evitar el contacto de cabeza a cabeza, cabello a cabello
    • No compartir gorras, bufandas, abrigos, broches del cabello, moños, toallas, peines, cepillos.
  • ¿A quién me dirijo en la escuela para mayor información? Las enfermeras de la escuela son expertas y están disponibles a contestar cualquiera de sus preguntas.

Les recordamos también que ya no mandamos cartas a todos los alumnos del salón cuando uno de los alumnos tiene piojos. Solo en caso de alguna epidemia en alguno de los salones, se mandarán las cartas a casa. La buena noticias es que en la escuela Franklin Randall, los piojos no son un gran problema.  La mejor manera de prevenir es revisar a sus hijos con regularidad y avisarnos si ve algo. Nosotros estamos dispuestas a revisar a sus hijos si ustedes así lo piden.

Nurse Lovell
clovell@madison.k12.wi.us
204-2301 Franklin
204-3305 Randall

Please remember to periodically check your student’s head and hair for lice and nits

It is especially important to check after breaks such as after winter or spring break. These break times are when children are more likely to have had sleepovers or visit relatives.  Students then return to school and are identified with lice. The school is not usually the cause of the infestation (90% of cases of lice are acquired from the community), but rather the location of identification. Listed below are some common questions:

  • How do I check my child for nits and lice? See recommendations from the CDC website for diagnosing head lice.
  • What do I do if I find nits and lice? If you find lice or nits (the small eggs which lice lay on hair) on your child, please let the Health Office staff know. That way, the staff can check other close contacts of your child at school (such as children who sit close to your child, play often with your child, or with whom they share a locker).  This gives us a better chance to prevent more spreading. We do not share your child’s name with other children or families.
  • How do I treat head lice? Call you school health office, call your healthcare provider or go to the CDC website and see treatment for head lice.
  • How do we prevent the spread of head lice? Although nothing can ensure that your child will not be exposed to head lice, there are a few things that can reduce your child’s chances of getting head lice. Your child should:
    • Avoid head-to-head (hair to hair) contact during play and other activities at home, school and elsewhere (sports activities, playground, slumber parties, or camp)
    • Not share items such as hats, scarves, coats, hair ribbons, combs, brushes or towels.
  • Who can I go to in the school for advice about head lice? School nurses are experts at identifying and treating head lice and we welcome any questions.

Just a reminder that we no longer routinely send home letters if a student in your child’s classroom has lice.  This is consistent with national recommendations. Sending home letters has been found to not help find more cases of lice, and it can violate a student’s privacy and contribute to bullying.

Please know that we track cases of lice at school and if there is a trend in a certain classroom, we will then send home letters.  The good news is that lice is not a bigger problem than usual at Franklin or Randall. The best advice, though, is to periodically check your child. If you see your child itching more than usual or if you have any concerns, please let us know & we’re happy to check them.

Nurse Lovell
clovell@madison.k12.wi.us
204-2301 at Franklin
204-3305 at Randall

Latino Parent Meeting Report – September 25, 2018

Families were ready and anxious to connect with us and each other! We had an incredible turnout! We have a few more Latino families this year and it was nice to see the new faces join us!

New families were introduced and Sylla and John gave a very special warm and caring welcome to all. They assured parents their children are safe with us, and told them we are here to help and support in any way we can. Sylla and John advised parents to contact us if they need information on resources or guidance. Parents were praised and encouraged to remain strong, for the sake of their children.

Meeting started with general announcements:

  • Randall’s Student Success Night – flyer handed out and parents encouraged to attend

  • Franklin’s Open Houses – dates handed out and parents encouraged to attend

  • PTO UW Parking Sign-up – PEG (Parent Empowerment Group) Parking date is Saturday, Oct. 20th. Volunteers signed up to help 🙂

  • Randall’s Movie Night – information handed out. Families encouraged to attend

  • Review of Safety items – doors, parking, drills, update emergency contacts. Questions of internet safety came up. Parents want to make sure students will receive instruction on computer safety.  

  • Well Enough to Come to School? – document handed out and parents reminded to let us know of any absence

  • MMSD Calendar – Handed out

  • Field trips – information on scholarships available. Parents advised to fill out MMSD Volunteer Form. Many did it on the spot 🙂

  • Glow-ball Dance – Flyer handed out and parents encouraged to attend

  • MMSD Spanish Radio Show, La Movida – flyer handed out and parents encouraged to listen and call to participate

  • Welcoming Schools – General information regarding this program shared, and reviewed.

  • Homework – Reading and Bridges Math? Information on Bayview Club and S. Park Homework Club at Centro Guadalupe (starting soon).

After announcements Franklin parents filled out the Welcome Back Survey. At the end all parents generated ideas of topics for our next meetings. Some of them are:

  • Discipline at home; setting limits. Invite Celia Huerta to present topic

  • Fire Safety at home. Invite Madison Fire Department to present

  • Information on free after school clubs available

  • What is considered Bullying

  • How to promote healthy eating with our children

  • Computer classes for parents, how to access and navigate programs kids use at school

  • Homework help. Very difficult for parents to help their children

  • Safety classes for students; how to cross streets, safety with bikes

  • How is the gang problem at the middle and high schools?

  • Free activities children can do in the winter

  • Immigration resources; our rights; help parents make a plan

We will address most of these topics in our upcoming meetings.  It was wonderful to see the excitement of the children and the active participation of the parents! We will have no meeting in October due to the Franklin/Randall Open Houses. Our next meeting is November 8th.

Advanced Learning at Randall

August/September, 2018

Spanish version »

Dear Families, 

Welcome to a new school year!  For those who have not met me, I am the Advanced Learning (AL) Specialist at Randall and Muir Elementary Schools. I wanted to share a brief overview of my role, and of Advanced Learning activities at Randall and Muir this year.

I monitor district assessments and information from classroom teachers throughout the year to help identify advanced learning needs, and communicate with staff and parents around these needs. If indicated, I sometimes conduct further assessment with prior parent permission. I work with classroom and specials teachers to identify advanced learning needs in the areas of creativity, leadership, and the arts, which are still newer areas of AL focus. I also work toward closing the “excellence gap” by scrutinizing our AL identifications in relation to our school demographics and working with school staff on talent development.

Students typically work on academics in the classroom with classroom teachers. The district literacy and math resources are designed to build foundational skills while offering opportunities for more in-depth thinking for a wide range of learners. I am also available to work with teachers and teams as requested to provide resources, strategies, and problem-solving related to advanced learning when needed. I usually don’t work directly with students on core academic subjects except in the rare case that middle-school level math instruction is required. I occasionally work within classrooms to support teachers with short-term activities.

There are some Advanced Learning activities that are open to any interested students within a grade level such as Math Fest for 4th and 5th graders or writing contests for grades 3-5. These activities or events typically have a school-based piece for all interested kids, with the opportunity for exceptional work to reach a district-wide level. We aim for activities accessible to all, meeting students at their own level of challenge. These are publicized through the PTO and classroom newsletters as they come up.

Here is one opportunity for you: The AL department is seeking wider parent participation in the Advanced Learning Advisory Committee to help guide our work to reach more students across all demographics. Your child does not have to be identified as an “advanced learner” to participate. If you are interested in more information about the workings of AL in our district, or have input on the direction of advanced learning, I encourage you to attend any or all of these meetings. The dates are 9/20, 10/18, 11/8, 12/13, 1/24, 2/7, 3/14, and 5/23. Locations and times are being finalized. Information will be posted on the AL website, and I try to get reminders out in PTO and classroom newsletters as well.

Muir and Randall are both excellent schools with dedicated staff, and I look forward to another great year with these schools and your children!

All the best,

Kimi Ishikawa, Advanced Learning Specialist
Randall and Muir
442-2388 (Wed, Thu)
204-3309 (Mon, Tue, Fri)
kishikawa@madison.k12.wi.us
Department website:  mmsd.org/al


Septiembre, 2018

Estimados padres de familia: 

¡Bienvenidos a un nuevo año escolar! Para los que no me conocen, soy la Especialista de Educación Avanzada (AL) de las escuelas Randall y Muir. Quisiera hacerles saber un poco acerca del papel que desempeño en las escuelas, y las actividades de Educación Avanzada en Randall y Muir este año.

Me encargo de estar pendiente de los resultados de pruebas e información de los maestros para identificar necesidades de educación avanzada, y estar en comunicación con maestros y padres al respecto. Si es necesario, pongo pruebas adicionales, con el permiso de los padres. Con la ayuda de los maestros identificamos alumnos que destacan en las áreas de creatividad, liderazgo, las artes y cualquiera de las materias. Mi trabajo consiste también en cerrar la “brecha de excelencia” por medio de un mejor análisis de identificación de alumnos, que incluya a todos los grupos y culturas que forman parte de nuestro cuerpo estudiantil, y trabajar con el personal de la escuela en el desarrollo de talentos de estos.

Por lo general los alumnos trabajan en lo académico con los maestros del salón. El plan de estudio de lectoescritura del distrito está designado a edificar las habilidades fundamentales y a la vez ofrece oportunidad, a muchos de los alumnos, para indagar más a fondo. Yo también estoy disponible para ayudar a los maestros con material de recursos, ideas de nuevas técnicas y solución de problemas relacionadas con la educación avanzada, según ellos lo crean necesario. Usualmente yo no trabajo directamente con los alumnos en lo académico, al menos que algunos de ellos requieran clase de matemáticas de nivel de secundaria. Ocasionalmente trabajo dentro de los salones para apoyar a los maestros en algunas de las actividades que ellos hacen.

Hay algunas actividades de Educación Avanzada que están disponibles para cualquier alumno interesado, tales como Math Fest para los alumnos de 4to y 5to, o el concurso de escritura de los grados 3ero, 4to y 5to. Estas actividades o eventos típicamente inician con un concurso en la escuela, con la oportunidad de participar después a nivel distrito. Estas actividades están abiertas a cualquier alumno, según el nivel de reto de cada uno. Se les da información respecto a esto cada año por medio de cartas informativas que se mandan a casa.

A continuación les informo de una oportunidad de Educación Avanzada: El departamento de Educación Avanzada está buscando mayor participación de los padres para que nos guíen en la identificación de alumnos de todas las culturas y niveles sociales. Para esto se les invita a formar parte del Comité de Consejo de Padres para la Educación Avanzada. Si le interesa estar más informado acerca de esto, le invitamos a que asista a uno o todas las juntas de Educación Avanzada el 20 de septiembre, el 18 de octubre, el 8 de noviembre, el 13 de diciembre, el 24 de enero, el 7 de febrero, el 14 de marzo y el 23 de mayo. Se están poniendo los toques finales a este calendario de juntas. Luego se les mandará información acerca de lugar y hora. Agradecemos sus ideas y su participación.

Muir y Randall son escuelas excelentes las dos, tienen un personal escolar muy dedicado, y ¡espero con entusiasmo tener otro gran año con estas escuelas y estos alumnos!

Les deseo lo mejor,

Kimi Ishikawa, Especialista de Educación Avanzada
Randall y Muir
204-3309 (Mon, Tue, Fri)
kishikawa@madison.k12.wi.us
Department website:  mmsd.org/al