The next meet is this Saturday at Wayne.
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| B-R Bowling. There were a few spectators. |
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| Win or lose, we Celebrate. Food at Runza. |
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| Zoe Sjuts helping fix a mechanical issue. |
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| Coach Sjuts giving Tucker some coaching |
Sunday, October 30, 2016
Unified Bowling teams compete at Wayne
The next meet is this Saturday at Wayne.
Wednesday, October 19, 2016
Monsanto $10,000 check presentation
Chris Shiller, Monsanto representative, presented Bancroft-Rosalie Elementary School with a check for $10,000 last night before the varsity volleyball with Pender. In attendance were local farmers Rich Freiberg and Lavern Logeman with Samantha Logeman. Farmers nominated the school for the Monsanto America's Farmers Grow Rural Education. The picture includes Isabella Bonneau and Ella Bridges holding projects produced in the "Makerspace" that the funds were used towards.
Tuesday, October 18, 2016
Student Surveys
There are two student surveys that we are asking students to participate in next week. Parents have the right to deny their students participation in either survey.
Participation forms will be handed out at parent-Teacher Conferences.
Participation forms will be handed out at parent-Teacher Conferences.
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#1. The Gallup Student
Poll, a web-based survey for students in grades 5 through 12 that measures
three variables: hope for the future, engagement with school and wellbeing.
(Visit the Gallup Student Poll homepage at http://www.gallupstudentpoll.com
for more information.)
Our school will receive a composite score on hope,
engagement and wellbeing for our students, which can inform our school’s programming
and initiatives to help ensure success for every student in the future.
#2. The 2016 Nebraska Risk and Protective Factor Student Survey, for grades 8, 10, and 12. This survey is anonymous, and asks questions about risky behaviors such as, bullying, and alcohol and drug use.
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Friday, October 14, 2016
Assistant Cook position opening
Assistant
Cook
Bancroft-Rosalie School is seeking applications
for an Assistant Cook. This position will involve food preparation, serving and
cleaning . Hours will be 9:00 am- 2:00 pm (5 hours) each day that school is in
session.
Interested
persons can apply at the Bancroft-Rosalie School office in Bancroft, NE.
403-648-3336
Previous applicants please let us know if you are still interested in a kitchen staff position.
BRLD 5th and 6th grade football
The BRLD Wolverines finished the season with an intra-squad scrimmage Thursday night. The 6th grade ended the season 0-4 and the 5th grade team finished 1-4.
Tuesday, October 11, 2016
School Board Meeting Report
The Bancroft-Rosalie School Board of Education met Monday October 10 at 7:30 pm.
Superintendent Cerny reported on the success of the Rosetta Stone program for advanced foreign language students. Some students will be able to complete more than two semesters of foreign language credit during the school year.
The Band will be taking a trip during the summer of 2018. An itinerary and pricing for a 4 day trip to Nashville was presented to the board, with a price quote of $867 per person.
The Pathways 2 Tomorrow consortium is looking at forming a Joint Public Agency in order to sustain the program after grant funding ends. The JPA would allow school districts to designate levy authority to the ESU to fund the program.
Dr. Cerny will be attending the INaCOL (International Association for K-12 Online Learning) Conference in San Antonio October 26-28. He is submitting a State Innovation Grant application to the Nebraska Department of Education for $75,000 each year for three years to incorporate more Competency Based and Blended Learning principles into the Bancroft-Rosalie School curriculum. The first year would be in science and involves identifying the critical concepts to be taught at each level, determining the on-line and print resources that would be used to teach each concept to mastery, and developing an assessment that will measure mastery of each concept. The mastery system is already in place for elementary reading, english and math, but the alignment of on-line resources (IXL, for example) needs to take place in years two and three of the grant.
The School will be partnering with the Neihardt Historic Site on a Community Forestry Project. The project will be part of a Lower Elkhorn NRD project to remove two dead trees on the Neihardt site and plant up to 10 new trees. The design will be developed with the assistance of Lower Elkhorn NRD Forester Pam Bergstrom.
In new business, the school board reviewed the school insurance program and the transportation program.
The board approved the Bancroft-Rosalie Education Association as the exclusive bargaining agent for teachers for 2018-19. Mike Nottlemann will contact the BREA to begin the teacher negotiations process at the beginning of November.
The school board approved a Bancroft-Rosalie junior high wrestling to begin after Christmas. Mr. Sovde will coach the team and he has 4-5 students interested in competing. The season will run during the third quarter, between junior high basketball and track seasons. The board approved the waiver of the fine arts requirement for 5 students that have schedule conflicts.
Superintendent Cerny reported on the success of the Rosetta Stone program for advanced foreign language students. Some students will be able to complete more than two semesters of foreign language credit during the school year.
The Band will be taking a trip during the summer of 2018. An itinerary and pricing for a 4 day trip to Nashville was presented to the board, with a price quote of $867 per person.
The Pathways 2 Tomorrow consortium is looking at forming a Joint Public Agency in order to sustain the program after grant funding ends. The JPA would allow school districts to designate levy authority to the ESU to fund the program.
Dr. Cerny will be attending the INaCOL (International Association for K-12 Online Learning) Conference in San Antonio October 26-28. He is submitting a State Innovation Grant application to the Nebraska Department of Education for $75,000 each year for three years to incorporate more Competency Based and Blended Learning principles into the Bancroft-Rosalie School curriculum. The first year would be in science and involves identifying the critical concepts to be taught at each level, determining the on-line and print resources that would be used to teach each concept to mastery, and developing an assessment that will measure mastery of each concept. The mastery system is already in place for elementary reading, english and math, but the alignment of on-line resources (IXL, for example) needs to take place in years two and three of the grant.
The School will be partnering with the Neihardt Historic Site on a Community Forestry Project. The project will be part of a Lower Elkhorn NRD project to remove two dead trees on the Neihardt site and plant up to 10 new trees. The design will be developed with the assistance of Lower Elkhorn NRD Forester Pam Bergstrom.
In new business, the school board reviewed the school insurance program and the transportation program.
The board approved the Bancroft-Rosalie Education Association as the exclusive bargaining agent for teachers for 2018-19. Mike Nottlemann will contact the BREA to begin the teacher negotiations process at the beginning of November.
The school board approved a Bancroft-Rosalie junior high wrestling to begin after Christmas. Mr. Sovde will coach the team and he has 4-5 students interested in competing. The season will run during the third quarter, between junior high basketball and track seasons. The board approved the waiver of the fine arts requirement for 5 students that have schedule conflicts.
Monday, October 10, 2016
Friday, October 7, 2016
Freshmen try Breakout Edu
Breakout EDU is a series of challenges (games) that teach teamwork, problem solving, critical thinking, and troubleshooting by presenting participants with challenges that ignite their natural drive to problem-solve. Each Breakout Kit comes with a collection of locks, hidden contraptions, timers, keys, and other “diversion hardware” that can be used to play the Breakout challenges which are free from the online store.
Thursday, October 6, 2016
Federal Education Funding reduced to pay for Zika Virus response
The federal government passed funding for responding to the Zika Virus threat. Unfortunately they are paying for it by reducing funding for other programs including federal Title I funding for public education. Thank your local congressman.
From U.S. Department of Education-
"The Continuing Appropriations and Military Construction, Veterans Affairs, and Related Agencies Appropriations Act, 2017, and Zika Response and Preparedness Act (FY 2017 continuing resolution), however, includes a 0.496 percent across-the-board reduction in the amount of funds provided through the FY 2016 appropriations act that applies during the period covered by the FY 2017 continuing resolution (October 1, 2016 through December 9, 2016). This reduction therefore affects the portion of Title I-A and Title II-A funds that became available on October 1, 2016."
From U.S. Department of Education-
"The Continuing Appropriations and Military Construction, Veterans Affairs, and Related Agencies Appropriations Act, 2017, and Zika Response and Preparedness Act (FY 2017 continuing resolution), however, includes a 0.496 percent across-the-board reduction in the amount of funds provided through the FY 2016 appropriations act that applies during the period covered by the FY 2017 continuing resolution (October 1, 2016 through December 9, 2016). This reduction therefore affects the portion of Title I-A and Title II-A funds that became available on October 1, 2016."
Critical Concepts in English Language Arts, Mathematics and Science
The following is copied from the article "Critical Concepts" by Julia Simms.
In 1999, Robert Marzano and John Kendall led a team of researchers at Mid-Continent Research
for Education and Learning (McREL) to estimate how much time would be required to teach the
200 academic standards and 3,093 benchmarks in the McREL standards database. The
standards and benchmarks were compiled from national and state standards documents and
covered fourteen different subject areas. Marzano and Kendall’s team surveyed 350 practicing
teachers, asking each one to “estimate the amount of time (rounded to the nearest hour) it
would take to ‘adequately address’ the content in a representative sample of benchmarks from
the database” (Marzano & Kendall, 1999, p. 102). Based on the evidence they collected, they
concluded that “it would take 15,465 hours to cover all 3,093 benchmarks” (p. 104).
To accompany their estimate of the time required to teach all of the benchmarks, Marzano and
Kendall (1999) estimated how much instructional time is available to teachers across the K–12
educational interval. They concluded that, using the most optimistic scenarios, 9,042 hours
might be available for instruction during a students’ career in the United States K–12 education
system. Clearly, trying to teach 15,000 hours of content in 9,000 hours of instructional time is a
frustrating predicament.
The creation of the Common Core State Standards (CCSS) and the Next Generation Science
Standards (NGSS) presented an opportunity to alleviate this issue. However, multiple analyses
(for example, Marzano & Yanoski, 2015; Marzano, Yanoski, Hoegh, & Simms, 2013; Porter, McMaken, Hwang, & Yang, 2011) have revealed that the updated standards documents still articulate more content than is practical to teach in the instructional time available. Many
teachers recognize this dilemma and must therefore make several unenviable decisions: Do I
try to cover all the content in a cursory manner? Do I select specific aspects of the content and
teach those well, while deemphasizing (or ignoring) other aspects? How do I know which
aspects are most important? Problems such as the following often arise when teachers must
make these difficult decisions.
• Teachers who attempt to cover all the content are overwhelmed. This might mean that
they do not have time to clearly articulate appropriate learning goals, design rigorous
instructional activities, or closely assess and track students’ learning.
• Teachers who select specific aspects of the content to focus on are influenced by
inappropriate guidelines. This might mean that a teacher prioritizes only that content
which appears on a standardized test students are required to take at the end of the
year.
• Teachers who teach the same courses prioritize different aspects of the content. This
might mean that the content a student learns in a class is dependent on the teacher to
whom he or she is assigned.
In 1999, Robert Marzano and John Kendall led a team of researchers at Mid-Continent Research
for Education and Learning (McREL) to estimate how much time would be required to teach the
200 academic standards and 3,093 benchmarks in the McREL standards database. The
standards and benchmarks were compiled from national and state standards documents and
covered fourteen different subject areas. Marzano and Kendall’s team surveyed 350 practicing
teachers, asking each one to “estimate the amount of time (rounded to the nearest hour) it
would take to ‘adequately address’ the content in a representative sample of benchmarks from
the database” (Marzano & Kendall, 1999, p. 102). Based on the evidence they collected, they
concluded that “it would take 15,465 hours to cover all 3,093 benchmarks” (p. 104).
To accompany their estimate of the time required to teach all of the benchmarks, Marzano and
Kendall (1999) estimated how much instructional time is available to teachers across the K–12
educational interval. They concluded that, using the most optimistic scenarios, 9,042 hours
might be available for instruction during a students’ career in the United States K–12 education
system. Clearly, trying to teach 15,000 hours of content in 9,000 hours of instructional time is a
frustrating predicament.
The creation of the Common Core State Standards (CCSS) and the Next Generation Science
Standards (NGSS) presented an opportunity to alleviate this issue. However, multiple analyses
(for example, Marzano & Yanoski, 2015; Marzano, Yanoski, Hoegh, & Simms, 2013; Porter, McMaken, Hwang, & Yang, 2011) have revealed that the updated standards documents still articulate more content than is practical to teach in the instructional time available. Many
teachers recognize this dilemma and must therefore make several unenviable decisions: Do I
try to cover all the content in a cursory manner? Do I select specific aspects of the content and
teach those well, while deemphasizing (or ignoring) other aspects? How do I know which
aspects are most important? Problems such as the following often arise when teachers must
make these difficult decisions.
• Teachers who attempt to cover all the content are overwhelmed. This might mean that
they do not have time to clearly articulate appropriate learning goals, design rigorous
instructional activities, or closely assess and track students’ learning.
• Teachers who select specific aspects of the content to focus on are influenced by
inappropriate guidelines. This might mean that a teacher prioritizes only that content
which appears on a standardized test students are required to take at the end of the
year.
• Teachers who teach the same courses prioritize different aspects of the content. This
might mean that the content a student learns in a class is dependent on the teacher to
whom he or she is assigned.
To address these problems, a team of analysts at Marzano Research sought to identify—as
objectively as possible—a focused set of content for each K–12 grade level in English language
arts (ELA), mathematics, and science.
Tuesday, October 4, 2016
Monday, October 3, 2016
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