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Sunday, 01 September 2019 22:01

September 2019 Superintendency Message

A message from Assistant Superintendent Art Hansen:

Last year, my first-grade granddaughter came home from school with a powerful message shared with her class by an inspired teacher. She told me, "Grandpa, you've gotta' dream big!" When I asked her what that meant; she told me that we can do great things if we dream big. I asked her what great things she would like to accomplish, and she shared with me several occupations she wanted to do and a dream to one day compete in the Olympics.  

I loved the sparkle in her eyes as she envisioned a future from the perspective of a six-year-old. Although it is likely that her dreams will change over time, I was encouraged that a person whom she respected encouraged her to think about what her future may hold, that the sky's the limit, and that she will have the chance to explore opportunities to discover her talents.  

It is my hope that every one of us can remember those in our lives who have encouraged us to try something we never would have dared attempt without their encouraging words -- the confidence they showed in us that enabled us to accomplish something we wouldn't have otherwise tried or dreamed we could do.    

That is why I love the education profession. It is filled with caring adults who want to give back and make a difference in the lives of their students. They all have a story of why they chose education as their career path. Most of those stories involve an influential teacher or staff member who had an impact on their lives. We have multiple opportunities every day to recognize the good in our students, to plant seeds that encourage the exploration of knowledge and opportunities that will guide their future.  

The words we use around all children are powerful…both for the positive or the negative. Let's work to sow the seeds of encouragement, sharing confidence-building messages. By helping our children develop skills and talents and by recognizing and reinforcing positive behaviors, every adult has the power to make a difference in the life of a child.  

Friday, 16 August 2019 08:41

CTSO Advisors

FFA -RHS Ray Smalley
Cheyenne Reid

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FFA -FHS Craig Demorest
Clyde Ellertson
Justin Selman
Laurel Selman

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FFA -BHS Hailey Bass This email address is being protected from spambots. You need JavaScript enabled to view it.
FFA-WHS Jarvis Pace
Hailee Toone
Cassie Joiner
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FBLA -RHS Brett Webb
Eric Greenhalgh
Julie Townsend
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FBLA -BHS Mike Dunkley This email address is being protected from spambots. You need JavaScript enabled to view it.
FBLA -WHS

Alan Rawlins
Trevor Ward

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FBLA -WIC Jacob Harrison  This email address is being protected from spambots. You need JavaScript enabled to view it.
FBLA/DECA FHS Dale Pollard
Tori Pollard
Leanne Nauta

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DECA RHS Ben Hunsaker 

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DECA BHS Ralph Andersen
Emily Okerlund 
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DECA WHS

Trevor Ward
Angie Larson

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FCCLA RHS Gaylene Greenwood
Alicia Bartlett
Raquel Boehme
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FCCLA FHS Natalie Wilson
Megan Barratt
Jerrie Lin Hansen
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FCCLA BHS Alyssa Bennett
Mindy Nish
Maren Malan
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FCCLA WHS Ashley Blaisdell
Kimberlee Arthur
Stephanie Bradford
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HOSA RHS Terry Schriver
Brenda Cook
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HOSA BHS Michelle Dawson
Sheree Bjerregaard
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HOSA FHS Kelly Harlan
Shannon Iseminger
Doug Kap
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HOSA WHS Jen Bird
Melissa Powell
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HOSA WIC Melissa Checketts
Lori Bosley
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Skills USA-BHS Adam Arndt
Adriana Moore
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Skills USA - WHS Steve Filiaga
Elliott Hedgepeth
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TSA FHS Tom Paskett

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TSA WIC Emily Ruesch
Trevor Brown
Gary Davis
Alex Kay
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Thursday, 01 August 2019 15:31

August 2019 Superintendency Message

A message from Superintendent Jeff Stephens:

Some parents shared with me a note they discovered from their 7-year-old son who was obviously doing some personal goal-setting prior to the start of school. This little boy had carefully written the following:

  • Goof ball switch – off!
  • Be nice to new friends.
  • Don't cry (unless you're hurt).
  • Be super awesome.
  • Have fun!

Now that's a bold set of goals! Back to school is a phrase that suggests shopping for clothes, buying supplies and making new friends. For many, the anticipation of attending a new school, meeting your teacher for the first time or taking a new class can generate not only excitement, but apprehension as well. Certainly, going back to school is reason for celebration because with it comes an opportunity to learn and grow.

One of my favorite Weber District 'beginning of school' traditions is visiting each elementary classroom with members of the district leadership team and reading to children, as well as distributing Superintendent's Summer Reading Awards to those students who have read 10 books or 1,000 pages during the summer. Typically, we give out about 5,000 awards each fall. The book that I'll read in classrooms this fall is What Do You Do With A Chance? By Kobi Yamada. This is the story of some remarkable chances and a child who doesn't know quite what to do with them. However, the more chances come around the more the child's fascination grows. And then, one day, a little courage makes all the difference!

I love the question posed in the title of the book—What do you do with a chance?  As we begin a new school year there are so many chances and opportunities that are within our grasp. For students, the chance to learn, to make new friends and to achieve personal goals. Parents can volunteer their time, participate on a community council and support their child's learning at home. Principals can connect to students, support teachers and school staff and advocate for their schools. For teachers, the opportunity to influence a child, to teach an important life lesson or to acquire a new teaching skill. As we start this new school year, each of us has extraordinary opportunities in front of us—chances to make a difference. The question is, 'What will we do with a chance?'

Monday, 29 July 2019 15:59

School Climate and Culture

  • School Climate and Equity

    Equity is intrinsic to all aspects of school climate work. It is not a separate issue. The National School Climate Center defines this to be the quality and character of school life that fosters children’s, youth’s, and families’ full access to:

    1. Appropriately supported, high expectations for learning and achievement
    2. Emotionally and physically safe, healthy learning environments
    3. Caring relationships with peers and adults
    4. Participation that meaningfully enhances academic, social-emotional, civic, and moral development.

    An equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community.

    Schools can create more equitable communities through the following promising strategies:

    1. Encourage reflective practice and build cultural awareness in students and adults
    2. Increase understanding of diverse cultures
    3. Keep diverse schools physically and emotionally safe
    4. Make high expectations culturally responsive
    5. Design multiple pathways to meaningful participation
    6. Demonstrate caring by knowing students’ unique emotional needs
Monday, 29 July 2019 15:59

Professional Development

Professional development is the strategy schools and school districts use to ensure that educators continue to strengthen their practice throughout their career. The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success. The Equity, Justice, and Inclusion Department can help leaders with a multitude of training on various topics. Here is just a few starting topics. 

2019 - 2020 School Year

Equity Literacy 

Safe and Inclusive Schools

Inclusive Language

Restorative Practices Introduction

WSD 504 Accommodation Plan

2020 - 2021 School Year

 

Monday, 29 July 2019 15:59

Family and Community Resources

Weber School District’s Family Resource Center

Located at Burch Creek Elementary

(The center is located through the front doors to the left)

4300 S. Madison Ave. South Ogden, UT 84403     

801.476.5311    Public Welcome!

 

Visit our Blog here:  http://blog.wsd.net/familyresource/

 

The Family Resource Center follows Weber School District’s calendar. Center hours are 7:30 a.m. to 5:00 p.m. Monday – Thursday, when school is in session. The Center is closed during the summer.


 

Centro de Recursos Familiares del Distrito Escolar de Weber

Situado en la Primaria Burch Creek

(El centro se encuentra a la izquierda, pasando las puertas principales)

4300 S. Madison Avenue, South Ogden, UT 84403

801.476.5311 El public es Bienvenido

Visite nuestro blog en:  http://blog.wsd.net/familyresource/

 

El Centro de Recursos Familiares sigue Calendario del Distrito Escolar Weber. El horario del centro es de 7:30 a.m. a 5:00 p.m. Lunes a jueves, cuando la escuela está en sesión El Centro está cerrado durante el verano. 

 

Book of the Month 

August/September

Culturally Responsive Teaching and the Brain
by Zaretta Hammond   Published: 2014

To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implemention - until now. 

In this book, Zaretta Hammond draws on cultting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes:

  • Information on how one's culture programs the brain to process data and affects learning relationships.
  • Ten "key moves" to build students' learners operating systems and prepare them to become independent learners
  • Prompts for action and value self-reflection

October/November

Blind Spot
by Banaji and Greenwald  Published 2013

"I know my own mind.
I am able to assess others in a fair and accurate way."

These self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality.

“Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups―without our awareness or conscious control―shape our likes and dislikes and our judgments about people’s character, abilities, and potential.

In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot.

December/January

Excellence Through Equity - Five Principles of Courageous Leadership to Guide Achievement for Every Student
by Alan M. Blankstein and Pedro Noguera with Lorena Kelly published in 2016

Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential—and succeed.

To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership:

  • Getting to your core
  • Making organizational meaning
  • Ensuring constancy and consistency of purpose
  • Facing the facts and your fears
  • Building sustainable relationships

They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning.

February/March

We Can't Teach What We Don't Know 

by Gary Howard    published in 2016

Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching. Change Begins With Us: School transformation begins with the teachers' willingness to change their classroom structures, school structures, and themselves. It is crucial that teachers make the commitment to look deep inside themselves to see how they can better their attitudes, practices, and beliefs related to race and cultural differences. This book is a reminder to teaching is more than a job; it is a vocation in which we must dedicate our entire self.

April/May

June/July/August 

 

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