I wanted to share some information about a new program coming to St.Ignatius Schools.
Program: Comprehensive School Based and Community Treatment Program, (CSCT) AltaCare
Goal: To develop, maintain, and support the student's capacity to achieve success in both the public school classroom and his/her home community.
AltaCare of Montana's School Based Treatment Program are intended to promote students positive involvement in their community, school, and home while affording youth the opportunity to receive specialized mental health services in the least restrictive treatment environment possible. Effective services of this type prevent transition of youths into more restrictive and costly treatment programs while providing a link to community, family, peer, and educational resources. Quality Comprehensive School and Community Treatment Programs reduce the risk factors while focusing on the enhancement of productive factors in the lives of youth, by partnering with local school districts.
Through collaboration and partnerships with an experienced mental health provider, parents and schools can effectively provide for the mental health needs of the students while maintaining the student in his/her home school. School Based Treatment within the existing community structure is an effective and contemporary way to address children mental concerns.
Thursday, February 17, 2011
Information and Survey Results.
Our Mission
Respect
Responsibility
Integrity
Excellence
GO DOGS!!!
Are You Worn-Out and Stressed?
Dear Jason,
Do you ever find yourself completely exhausted and stressed with all of the problems that bombard you on a daily basis? I've recently found myself feeling crushed under the weight of the many burdens whirling around me. Why? Simply because I've forgotten how much fuel is required to run a helicopter on a daily basis.
Yes! I tend to be a helicopter parent, a helicopter boss, a helicopter spouse, etc. It's nobody's fault except mine. Deep within me is the burning desire to make sure that no one I know suffers from any sort of unhappiness, disappointment or disgust.
Listening to our audio, Helicopters, Drill Sergeants and Consultants, I was reminded that trying to rescue our kids from all of life's challenges burns us out and creates kids who don't believe that they have what it takes to be successful in life. I also realized that this very same principle applies to rescuing our spouses, friends, etc. It doesn't take long for us to run out of fuel and crash to the ground.
The single most powerful tool for combating this tendency is to memorize the following:
Oh, no. That's got to feel ___________.
What do you think you are going to do?
The next time someone else’s problem comes your way, experiment with saying these words with sincere empathy. Simply fill in the blank with whatever emotion you're guessing the person is feeling. Then give suggestions while allowing the person to own and solve his or her problem.
To make sure that your helicopter stays grounded, listen to Helicopters, Drill Sergeants and Consultants. This product is now available as an MP3 download—no waiting, no shipping fees!
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
RezHeadZ Entertainment – National Data
53% of students have been bullied at school
42% have been bullied while online by their classmates
35% have been threatened online by their classmates
57% of have been bullied or threatened via text message, by their classmates
53% of kids admit to having said something mean or hurtful to another person online or through a text message
St. Ignatius Data from our latest Bully Survey:
Mission Bully Survey Results
Last Year 41% Felt Bullied
This year 17% Feel Bullied
9% Females and 24% Male
75% of our Victims do feel comfortable reporting
Most is happening in Classrooms and Hallways
Thanks Mrs. Hilliard for doing this survey and collecting data
Million Voice Data: Great Data- Some promising some areas that we need to look at for change. We will be looking at this data eventually for informed decision making.
St. Ignatius Middle School
Addendum
All Statements and Responses by Percentages
# Survey Statements Total in Agreement
7 Belonging School is a welcoming and friendly place. 65.7%
16 Belonging I feel accepted for who I am at school. 72.7%
24 Belonging Teachers make an effort to get to know me. 59.6%
25 Belonging I have difficulty fitting in at school. 24.2%
34 Belonging Teachers care about my problems and feelings. 59.6%
43 Belonging I am proud of my school. 64.6%
52 Belonging I am a valued member of my school community. 41.4%
62 Belonging I think bullying is a problem at my school. 45.5%
8 Heroes Students respect teachers. 46.5%
15 Heroes My parents care about my education. 94.9%
17 Heroes I have a teacher who is a positive role model for me. 70.7%
26 Heroes Teachers care about me as an individual. 53.5%
35 Heroes Teachers care if I am absent from school. 50.5%
44 Heroes If I have a problem, I have a teacher with whom I can talk. 56.6%
53 Heroes Teachers respect students. 66.7%
63 Heroes Students respect each other. 36.4%
9 Sense of Accomplishment I am encouraged to practice good citizenship at school. 79.8%
18 Sense of Accomplishment Teachers recognize students who are kind and helpful. 76.8%
27 Sense of Accomplishment I have never been recognized for something positive at school. 23.2%
36 Sense of Accomplishment I give up when schoolwork is difficult. 17.2%
45 Sense of Accomplishment Teachers recognize me when I try my best. 50.5%
51 Sense of Accomplishment Teachers let my parents know what I do well. 70.7%
54 Sense of Accomplishment I put forth my best effort at school. 76.8%
64 Sense of Accomplishment Getting good grades is important to me. 85.9%
Page 17
St. Ignatius Middle School
# Survey Statements Total in Agreement
10 Fun & Excitement I enjoy being at school. 57.6%
19 Fun & Excitement Teachers enjoy working with students. 73.7%
28 Fun & Excitement Teachers make school an exciting place to learn. 49.5%
37 Fun & Excitement School is boring. 38.4%
46 Fun & Excitement I enjoy participating in my classes. 71.7%
55 Fun & Excitement Teachers have fun at school. 51.5%
65 Fun & Excitement Learning can be fun. 67.7%
11 Curiosity & Creativity I feel comfortable asking questions in class. 68.7%
20 Curiosity & Creativity My teachers present lessons in different ways. 78.8%
29 Curiosity & Creativity At school I am encouraged to be creative. 65.7%
33 Curiosity & Creativity I enjoy working on projects with other students. 78.8%
38 Curiosity & Creativity My classes help me understand what is happening in my
everyday life.47.5%
42 Curiosity & Creativity School inspires me to learn. 71.7%
47 Curiosity & Creativity I enjoy learning new things. 82.8%
56 Curiosity & Creativity I learn new things that are interesting to me at school. 78.8%
66 Curiosity & Creativity What I learn in school will benefit my future. 84.8%
12 Spirit of Adventure I like challenging assignments. 38.4%
21 Spirit of Adventure I push myself to do better academically. 75.8%
30 Spirit of Adventure Students are supportive of each other. 52.5%
39 Spirit of Adventure I am afraid to try something if I think I may fail. 22.2%
48 Spirit of Adventure Teachers help me learn from my mistakes. 70.7%
57 Spirit of Adventure I want to do my best at school. 86.9%
67 Spirit of Adventure I am excited to tell my friends when I get good grades. 53.5%
Page 18
St. Ignatius Middle School
# Survey Statements Total in Agreement
Disagree
13 Leadership& Responsibility Students have a voice in decision making at school. 51.5%
22 Leadership & Responsibility I see myself as a leader. 58.6%
31 Leadership & Responsibility Other students see me as a leader. 30.3%
40 Leadership & Responsibility Teachers encourage students to make decisions. 71.7%
49 Leadership & Responsibility Teachers are willing to learn from students. 49.5%
58 Leadership & Responsibility I am a good decision maker. 65.7%
68 Leadership & Responsibility I know the goals my school is working on this year. 56.6%
14 Confidence to Take Action I believe I can be successful. 90.9%
23 Confidence to Take Action I believe I can make a difference in this world. 60.6%
32 Confidence to Take Action Teachers believe in me and expect me to be successful. 73.7%
41 Confidence to Take Action Going to college is important for my future. 82.8%
50 Confidence to Take Action I work hard to reach my goals. 85.9%
59 Confidence to Take Action I am excited about my future. 73.7%
60 Confidence to Take Action I think it is important to set high goals. 84.8%
61 Confidence to Take Action I know the kind of person I want to become. 73.7%
69 Confidence to Take Action School is preparing me well for my future. 72.7%
St. Ignatius High School
Addendum
All Statements and Responses by Percentages
# Survey Statements Total in Agreement
7 Belonging School is a welcoming and friendly place. 82.2%
16 Belonging I feel accepted for who I am at school. 79.1%
24 Belonging Teachers make an effort to get to know me. 59.7% 13.2%
25 Belonging I have difficulty fitting in at school. 13.2%
34 Belonging Teachers care about my problems and feelings. 48.8%
43 Belonging I am proud of my school. 65.9%
52 Belonging I am a valued member of my school community. 51.9%
62 Belonging I think bullying is a problem at my school. 19.4%
8 Heroes Students respect teachers. 54.3%
15 Heroes My parents care about my education. 92.2%
17 Heroes I have a teacher who is a positive role model for me. 74.4%
26 Heroes Teachers care about me as an individual. 58.1%
35 Heroes Teachers care if I am absent from school. 55.8%
44 Heroes If I have a problem, I have a teacher with whom I can talk. 57.4%
53 Heroes Teachers respect students. 69.0%
63 Heroes Students respect each other. 57.4%
9 Sense of Accomplishment I am encouraged to practice good citizenship at school. 75.2%
18 Sense of Accomplishment Teachers recognize students who are kind and helpful. 78.3%
27 Sense of Accomplishment I have never been recognized for something positive at school. 20.2%
36 Sense of Accomplishment I give up when schoolwork is difficult. 20.9%
45 Sense of Accomplishment Teachers recognize me when I try my best. 62.8%
51 Sense of Accomplishment Teachers let my parents know what I do well. 45.7%
54 Sense of Accomplishment I put forth my best effort at school. 70.5%
64 Sense of Accomplishment Getting good grades is important to me. 89.9%
Page 17
St. Ignatius High School
# Survey Statements Total in Agreement
10 Fun & Excitement I enjoy being at school. 65.9%
19 Fun & Excitement Teachers enjoy working with students. 73.6%
28 Fun & Excitement Teachers make school an exciting place to learn. 46.5%
37 Fun & Excitement School is boring. 33.3%
46 Fun & Excitement I enjoy participating in my classes. 75.2%
55 Fun & Excitement Teachers have fun at school. 54.3%
65 Fun & Excitement Learning can be fun. 78.3%
11 Curiosity & Creativity I feel comfortable asking questions in class. 72.1%
20 Curiosity & Creativity My teachers present lessons in different ways. 72.9%
29 Curiosity & Creativity At school I am encouraged to be creative. 58.9%
33 Curiosity & Creativity I enjoy working on projects with other students. 76.7%
38 Curiosity & Creativity My classes help me understand what is happening in my
everyday life.48.8%
42 Curiosity & Creativity School inspires me to learn. 65.9%
47 Curiosity & Creativity I enjoy learning new things. 86.8%
56 Curiosity & Creativity I learn new things that are interesting to me at school. 71.3%
66 Curiosity & Creativity What I learn in school will benefit my future. 78.3%
12 Spirit of Adventure I like challenging assignments. 44.2%
21 Spirit of Adventure I push myself to do better academically. 78.3%
30 Spirit of Adventure Students are supportive of each other. 58.9%
39 Spirit of Adventure I am afraid to try something if I think I may fail. 28.7%
48 Spirit of Adventure Teachers help me learn from my mistakes. 62.8%
57 Spirit of Adventure I want to do my best at school. 86.8%
67 Spirit of Adventure I am excited to tell my friends when I get good grades. 51.9%
St. Ignatius High School
# Survey Statements Total in Agreement
13 Leadership& Responsibility Students have a voice in decision making at school. 52.7%
22 Leadership & Responsibility I see myself as a leader. 59.7%
31 Leadership & Responsibility Other students see me as a leader. 34.1%
40 Leadership & Responsibility Teachers encourage students to make decisions. 76.0%
49 Leadership & Responsibility Teachers are willing to learn from students. 54.3%
58 Leadership & Responsibility I am a good decision maker. 69.0%
68 Leadership & Responsibility I know the goals my school is working on this year. 45.7%
14 Confidence to Take Action I believe I can be successful. 90.7%
23 Confidence to Take Action I believe I can make a difference in this world. 56.6%
32 Confidence to Take Action Teachers believe in me and expect me to be successful. 73.6%
41 Confidence to Take Action Going to college is important for my future. 87.6%
50 Confidence to Take Action I work hard to reach my goals. 78.3%
59 Confidence to Take Action I am excited about my future. 75.2%
60 Confidence to Take Action I think it is important to set high goals. 78.3%
61 Confidence to Take Action I know the kind of person I want to become. 73.6%
69 Confidence to Take Action School is preparing me well for my future. 66.7%
Respect
Responsibility
Integrity
Excellence
GO DOGS!!!
Are You Worn-Out and Stressed?
Dear Jason,
Do you ever find yourself completely exhausted and stressed with all of the problems that bombard you on a daily basis? I've recently found myself feeling crushed under the weight of the many burdens whirling around me. Why? Simply because I've forgotten how much fuel is required to run a helicopter on a daily basis.
Yes! I tend to be a helicopter parent, a helicopter boss, a helicopter spouse, etc. It's nobody's fault except mine. Deep within me is the burning desire to make sure that no one I know suffers from any sort of unhappiness, disappointment or disgust.
Listening to our audio, Helicopters, Drill Sergeants and Consultants, I was reminded that trying to rescue our kids from all of life's challenges burns us out and creates kids who don't believe that they have what it takes to be successful in life. I also realized that this very same principle applies to rescuing our spouses, friends, etc. It doesn't take long for us to run out of fuel and crash to the ground.
The single most powerful tool for combating this tendency is to memorize the following:
Oh, no. That's got to feel ___________.
What do you think you are going to do?
The next time someone else’s problem comes your way, experiment with saying these words with sincere empathy. Simply fill in the blank with whatever emotion you're guessing the person is feeling. Then give suggestions while allowing the person to own and solve his or her problem.
To make sure that your helicopter stays grounded, listen to Helicopters, Drill Sergeants and Consultants. This product is now available as an MP3 download—no waiting, no shipping fees!
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
RezHeadZ Entertainment – National Data
53% of students have been bullied at school
42% have been bullied while online by their classmates
35% have been threatened online by their classmates
57% of have been bullied or threatened via text message, by their classmates
53% of kids admit to having said something mean or hurtful to another person online or through a text message
St. Ignatius Data from our latest Bully Survey:
Mission Bully Survey Results
Last Year 41% Felt Bullied
This year 17% Feel Bullied
9% Females and 24% Male
75% of our Victims do feel comfortable reporting
Most is happening in Classrooms and Hallways
Thanks Mrs. Hilliard for doing this survey and collecting data
Million Voice Data: Great Data- Some promising some areas that we need to look at for change. We will be looking at this data eventually for informed decision making.
St. Ignatius Middle School
Addendum
All Statements and Responses by Percentages
# Survey Statements Total in Agreement
7 Belonging School is a welcoming and friendly place. 65.7%
16 Belonging I feel accepted for who I am at school. 72.7%
24 Belonging Teachers make an effort to get to know me. 59.6%
25 Belonging I have difficulty fitting in at school. 24.2%
34 Belonging Teachers care about my problems and feelings. 59.6%
43 Belonging I am proud of my school. 64.6%
52 Belonging I am a valued member of my school community. 41.4%
62 Belonging I think bullying is a problem at my school. 45.5%
8 Heroes Students respect teachers. 46.5%
15 Heroes My parents care about my education. 94.9%
17 Heroes I have a teacher who is a positive role model for me. 70.7%
26 Heroes Teachers care about me as an individual. 53.5%
35 Heroes Teachers care if I am absent from school. 50.5%
44 Heroes If I have a problem, I have a teacher with whom I can talk. 56.6%
53 Heroes Teachers respect students. 66.7%
63 Heroes Students respect each other. 36.4%
9 Sense of Accomplishment I am encouraged to practice good citizenship at school. 79.8%
18 Sense of Accomplishment Teachers recognize students who are kind and helpful. 76.8%
27 Sense of Accomplishment I have never been recognized for something positive at school. 23.2%
36 Sense of Accomplishment I give up when schoolwork is difficult. 17.2%
45 Sense of Accomplishment Teachers recognize me when I try my best. 50.5%
51 Sense of Accomplishment Teachers let my parents know what I do well. 70.7%
54 Sense of Accomplishment I put forth my best effort at school. 76.8%
64 Sense of Accomplishment Getting good grades is important to me. 85.9%
Page 17
St. Ignatius Middle School
# Survey Statements Total in Agreement
10 Fun & Excitement I enjoy being at school. 57.6%
19 Fun & Excitement Teachers enjoy working with students. 73.7%
28 Fun & Excitement Teachers make school an exciting place to learn. 49.5%
37 Fun & Excitement School is boring. 38.4%
46 Fun & Excitement I enjoy participating in my classes. 71.7%
55 Fun & Excitement Teachers have fun at school. 51.5%
65 Fun & Excitement Learning can be fun. 67.7%
11 Curiosity & Creativity I feel comfortable asking questions in class. 68.7%
20 Curiosity & Creativity My teachers present lessons in different ways. 78.8%
29 Curiosity & Creativity At school I am encouraged to be creative. 65.7%
33 Curiosity & Creativity I enjoy working on projects with other students. 78.8%
38 Curiosity & Creativity My classes help me understand what is happening in my
everyday life.47.5%
42 Curiosity & Creativity School inspires me to learn. 71.7%
47 Curiosity & Creativity I enjoy learning new things. 82.8%
56 Curiosity & Creativity I learn new things that are interesting to me at school. 78.8%
66 Curiosity & Creativity What I learn in school will benefit my future. 84.8%
12 Spirit of Adventure I like challenging assignments. 38.4%
21 Spirit of Adventure I push myself to do better academically. 75.8%
30 Spirit of Adventure Students are supportive of each other. 52.5%
39 Spirit of Adventure I am afraid to try something if I think I may fail. 22.2%
48 Spirit of Adventure Teachers help me learn from my mistakes. 70.7%
57 Spirit of Adventure I want to do my best at school. 86.9%
67 Spirit of Adventure I am excited to tell my friends when I get good grades. 53.5%
Page 18
St. Ignatius Middle School
# Survey Statements Total in Agreement
Disagree
13 Leadership& Responsibility Students have a voice in decision making at school. 51.5%
22 Leadership & Responsibility I see myself as a leader. 58.6%
31 Leadership & Responsibility Other students see me as a leader. 30.3%
40 Leadership & Responsibility Teachers encourage students to make decisions. 71.7%
49 Leadership & Responsibility Teachers are willing to learn from students. 49.5%
58 Leadership & Responsibility I am a good decision maker. 65.7%
68 Leadership & Responsibility I know the goals my school is working on this year. 56.6%
14 Confidence to Take Action I believe I can be successful. 90.9%
23 Confidence to Take Action I believe I can make a difference in this world. 60.6%
32 Confidence to Take Action Teachers believe in me and expect me to be successful. 73.7%
41 Confidence to Take Action Going to college is important for my future. 82.8%
50 Confidence to Take Action I work hard to reach my goals. 85.9%
59 Confidence to Take Action I am excited about my future. 73.7%
60 Confidence to Take Action I think it is important to set high goals. 84.8%
61 Confidence to Take Action I know the kind of person I want to become. 73.7%
69 Confidence to Take Action School is preparing me well for my future. 72.7%
St. Ignatius High School
Addendum
All Statements and Responses by Percentages
# Survey Statements Total in Agreement
7 Belonging School is a welcoming and friendly place. 82.2%
16 Belonging I feel accepted for who I am at school. 79.1%
24 Belonging Teachers make an effort to get to know me. 59.7% 13.2%
25 Belonging I have difficulty fitting in at school. 13.2%
34 Belonging Teachers care about my problems and feelings. 48.8%
43 Belonging I am proud of my school. 65.9%
52 Belonging I am a valued member of my school community. 51.9%
62 Belonging I think bullying is a problem at my school. 19.4%
8 Heroes Students respect teachers. 54.3%
15 Heroes My parents care about my education. 92.2%
17 Heroes I have a teacher who is a positive role model for me. 74.4%
26 Heroes Teachers care about me as an individual. 58.1%
35 Heroes Teachers care if I am absent from school. 55.8%
44 Heroes If I have a problem, I have a teacher with whom I can talk. 57.4%
53 Heroes Teachers respect students. 69.0%
63 Heroes Students respect each other. 57.4%
9 Sense of Accomplishment I am encouraged to practice good citizenship at school. 75.2%
18 Sense of Accomplishment Teachers recognize students who are kind and helpful. 78.3%
27 Sense of Accomplishment I have never been recognized for something positive at school. 20.2%
36 Sense of Accomplishment I give up when schoolwork is difficult. 20.9%
45 Sense of Accomplishment Teachers recognize me when I try my best. 62.8%
51 Sense of Accomplishment Teachers let my parents know what I do well. 45.7%
54 Sense of Accomplishment I put forth my best effort at school. 70.5%
64 Sense of Accomplishment Getting good grades is important to me. 89.9%
Page 17
St. Ignatius High School
# Survey Statements Total in Agreement
10 Fun & Excitement I enjoy being at school. 65.9%
19 Fun & Excitement Teachers enjoy working with students. 73.6%
28 Fun & Excitement Teachers make school an exciting place to learn. 46.5%
37 Fun & Excitement School is boring. 33.3%
46 Fun & Excitement I enjoy participating in my classes. 75.2%
55 Fun & Excitement Teachers have fun at school. 54.3%
65 Fun & Excitement Learning can be fun. 78.3%
11 Curiosity & Creativity I feel comfortable asking questions in class. 72.1%
20 Curiosity & Creativity My teachers present lessons in different ways. 72.9%
29 Curiosity & Creativity At school I am encouraged to be creative. 58.9%
33 Curiosity & Creativity I enjoy working on projects with other students. 76.7%
38 Curiosity & Creativity My classes help me understand what is happening in my
everyday life.48.8%
42 Curiosity & Creativity School inspires me to learn. 65.9%
47 Curiosity & Creativity I enjoy learning new things. 86.8%
56 Curiosity & Creativity I learn new things that are interesting to me at school. 71.3%
66 Curiosity & Creativity What I learn in school will benefit my future. 78.3%
12 Spirit of Adventure I like challenging assignments. 44.2%
21 Spirit of Adventure I push myself to do better academically. 78.3%
30 Spirit of Adventure Students are supportive of each other. 58.9%
39 Spirit of Adventure I am afraid to try something if I think I may fail. 28.7%
48 Spirit of Adventure Teachers help me learn from my mistakes. 62.8%
57 Spirit of Adventure I want to do my best at school. 86.8%
67 Spirit of Adventure I am excited to tell my friends when I get good grades. 51.9%
St. Ignatius High School
# Survey Statements Total in Agreement
13 Leadership& Responsibility Students have a voice in decision making at school. 52.7%
22 Leadership & Responsibility I see myself as a leader. 59.7%
31 Leadership & Responsibility Other students see me as a leader. 34.1%
40 Leadership & Responsibility Teachers encourage students to make decisions. 76.0%
49 Leadership & Responsibility Teachers are willing to learn from students. 54.3%
58 Leadership & Responsibility I am a good decision maker. 69.0%
68 Leadership & Responsibility I know the goals my school is working on this year. 45.7%
14 Confidence to Take Action I believe I can be successful. 90.7%
23 Confidence to Take Action I believe I can make a difference in this world. 56.6%
32 Confidence to Take Action Teachers believe in me and expect me to be successful. 73.6%
41 Confidence to Take Action Going to college is important for my future. 87.6%
50 Confidence to Take Action I work hard to reach my goals. 78.3%
59 Confidence to Take Action I am excited about my future. 75.2%
60 Confidence to Take Action I think it is important to set high goals. 78.3%
61 Confidence to Take Action I know the kind of person I want to become. 73.6%
69 Confidence to Take Action School is preparing me well for my future. 66.7%
Wednesday, December 1, 2010
Student Led Conferences
The student led conferences were again successful this year. We are going to encourage teachers to call parents directly in the Spring since that seemed to be more effective.
How did we do in regards to parent participation?
Middle School:
The night of conferences: 83%
At the end of the conference window: 95%
High School:
The night of conferences: 80%
At the end of the conference window: 92%
These are great results, so thank you teachers, parents and students for making our student led conferences successful and meaningful.
How did we do in regards to parent participation?
Middle School:
The night of conferences: 83%
At the end of the conference window: 95%
High School:
The night of conferences: 80%
At the end of the conference window: 92%
These are great results, so thank you teachers, parents and students for making our student led conferences successful and meaningful.
Thursday Notes
Thursday Notes
Jason Sargent –Principal
____________________________________________________________________
Enrollment HS: 158 MS: 116 Totals: 274 _______________________________________________________________________
Calendar:
Nov. 29-Dec. 3: Children Theatre
Dec. 6: FB and VB Awards Banquet 6:30
Dec. 6-Dec. 17: Secret Santa-Sign Up with Brenda –You don’t have to do something everyday you can do something once, twice or whatever. This will be fun. Brenda can help deliver and execute secrets.
Dec. 15: HS/MS Holiday Concert 7pm
Dec. 20: Elementary Concert 7 pm
Dec. 17: Christmas Party 6 pm- Sign Up on Survey Monkey
Dec. 21: Board Meeting
Dec. 22: Early Out 2:15
_______________________________________________________________
Zero-Policy: We need to review and talk about this policy in the middle and high school during the second quarter. We will officially start this second semester. I want to spend time teaching what we expect with this policy. Spend time talking to kids about future expectations and feel free to assign students who are habitual offenders to the after school tutoring.
Zero-Policy
At St. Ignatius Middle and High School we all agree that turning work in is an important key to a successful educational experience. The expectation for our school is to responsibly turn work in on time with the entire assignment complete. Our students strive for excellence and will achieve higher academic success if all students diligently hand in work on a consistent basis. Students who do not hand in the required assignments will be assigned to after school tutoring by the teacher until the missing assignments are turned in. Students will be given a detention notice that will be assigned for the following day after school so that arrangements can be made by the student and parents for pick up. If a student chooses not to attend after school tutoring, the administrator will then call guardians for a plan to make work up, assign ISS until work is made up, or OSS until a parent comes in with student and the work is made up. Teachers will check for missing assignments weekly or bi-weekly. Our goal is have all assignments turned in by all students on time. Teachers late-work policies will remain in place and dependent upon each teachers own rules for late work.
.
S.W.I.S: Sense of Belonging; Safe and Welcoming School Initiative Looks Great!!!!
Middle School:
90% of our students 0 or 1 Referrals (GREAT!!)
8% of our students 2-5 Referrals
2% of our students 6+ Referrals
Higher number of referrals in Aug/Sept and leveled in Oct compared to last year.
65% in Classroom 15% in Hallway
We have had 55 referrals with 50% defiance/disrespect/Insubordination/non-compliance
21% Physical Aggression
High School:
97% of our students 0 or 1 Referrals (GREAT!!)
3% of our students 2-5 Referrals
0% of our students 6+ Referrals
Lower referrals in Oct compared to last year and higher in Sept.
72% in Classroom 22% in Hallway
We have had 22 referrals with 54% defiance/disrespect/Insubordination/non-compliance
30% Physical Aggression, Disruption, Vandalism
This data shows improvement thus far from last year. GREAT JOB STAFF!!!!!
Calendar and Schedule: I didn’t receive any input from staff on changing what we do and how we do it. We still need 3 teacher volunteers from both the middle and high school for this committee.
Calendar Committee:
-Jason Sargent
-Richard Martin
-Lynette Mikkelsen
-Marlene Lodge
We need at least one more in middle school and at least one more in the high school. Don’t complain later for decisions that you could be involved in today.
I still need strategic planning input. Anything that you want to be fixed with facilities or school goals let me know.
District and School Goals:
Goals for the 2010-2011 school year:
o Maintain safety, support and belonging for all students.
o Increase the percentage of students scoring proficient or higher on the Mont
CAS in READING by 10% from 78% to 88% (proficient or above district-wide).
o Increase the percentage of students scoring proficient or higher on the Mont
CAS in MATH by 10% from 59% to 69% (proficient or above district-wide).
Our Mission
Respect
Responsibility
Integrity
Excellence
GO DOGS!!!
Wednesday, November 10, 2010
Principal News
Enrollment:
HS: 157
MS: 117
Total: 264
_______________________________________________________________________
Calendar:
Nov. 10: Veterans Day Assembly 11:30-12:00
Nov. 10: IEC Meeting 5:30
Nov. 11: Student-Led Conferences –THURDAY NIGHT
Nov. 15-Winter Sports Meeting 7pm
Nov. 16: Board Meeting
Nov. 17: Career Day
Nov. 17: MS Awards Assembly
Nov. 18: Open House 6pm-7pm
Nov. 23: Science Meeting 8:00 am
SuccessMaker: This is available Monday-Thursday after school in the elementary lab. Middle and High school students who would like to improve their math or reading competency are welcome to spend time on this interactive program that is fun and educational for students.
New Policy: Zero-Policy
At St. Ignatius Middle and High School we all agree that turning work in is an important key to a successful educational experience. The expectation for our school is to responsibly turn work in on time with the entire assignment complete. Our students strive for excellence and will achieve higher academic success if all students diligently hand in work on a consistent basis. Students who do not hand in the required assignments will be assigned to after school tutoring by the teacher until the missing assignments are turned in. Students will be given a detention notice that will be assigned for the following day after school so that arrangements can be made by the student and parents for pick up. If a student chooses not to attend after school tutoring, the administrator will then call guardians for a plan to make work up, assign ISS until work is made up, or OSS until a parent comes in with student and the work is made up. Teachers will check for missing assignments weekly or bi-weekly. Our goal is have all assignments turned in by all students on time. Teachers late-work policies will remain in place and dependent upon each teachers own rules for late work.
After School Tutor: We have after school tutors available every night except Fridays. Tutoring is available in Mrs. Krantz’s room for middle school students and in Mrs. Keast’s room for high school students.
Calendar Committee: We are looking for 3 parent volunteers to sit on the calendar committee. These meetings will be in the evenings, so we can gather parent input on next year’s calendar. We are looking at many options for next year including longer hours and fewer school days. We have many options to consider in order to best serve our students. We would really like parent input on some of these decisions.
Bell Award Presentation: John Fleming was presented the Montana History Teacher of the Year Award on Monday in Helena. The Governor and Lt. Governor along with Superintendent of Schools Denise Juneau were in attendance. This was a great day and a well deserved honor for Mr. Fleming. Mr. Fleming was given checks for $1,250.00 which he donated to the school for the expenses for this trip.
Wellness: If you are interested in wellness information register to have it sent to you through an email. We are also thinking about starting and exercise group with Aspen from like 3:30-4:15? Would anyone be interested in that?
-Aspen Incashola
Wellness Coordinator
Staff site: www.bulldogwellness.blogspot.com
Public site: www.fsquaredfitness.blogspot.com
District and School Goals:
Goals for the 2010-2011 school year:
o Maintain safety, support and belonging for all students.
o Increase the percentage of students scoring proficient or higher on the Mont
CAS in READING by 10% from 78% to 88% (proficient or above district-wide).
o Increase the percentage of students scoring proficient or higher on the Mont
CAS in MATH by 10% from 59% to 69% (proficient or above district-wide).
Our Mission
Respect
Responsibility
Integrity
Excellence
GO DOGS!!!
When Kids Lie
Dear Jason,
There are few things that leave parents angrier, or more worried, than when their kids act "truthfulness-challenged." The good news about lying is that kids do it. What I mean is that all youngsters experiment with bending the truth, and it doesn't necessarily mean that they'll end up becoming con men, criminals or politicians. That is, as long as we can help them see that honesty really is the best policy.
One way of achieving this goal is to apply the following steps:
1. Use "I feel like you lied to me" rather than "You lied to me."
If your kid replies with "No, I didn't!" this allows you to say, "I know…but I feel like you did."
2. Help the child see lying as an index of maturity.
Achieve this by saying, "When I feel lied to, it makes me wonder whether you are mature enough to handle some of the privileges you enjoy around here, like television, your video games, and things like that."
3. In an empathetic way, let the child know that privileges will return when maturity goes up.
"The good news is that when you can prove to me that you are more mature, I'll know that it's time for you to have these privileges again."
4. Remember that parenting isn't like a jury trial: There's no need to prove guilt beyond a reasonable doubt.
Far too many parents get snowed by their manipulative kids and begin to wonder whether they are jumping to conclusions. I recommend trusting your heart and saying, "All I know is that I feel lied to, and I know that your life will be a lot happier if you learn how to avoid leaving people feeling that way."
For more tips on responding to lying, listen to Dr. Foster Cline's CD, Childhood Lying, Stealing and Cheating.
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
HS: 157
MS: 117
Total: 264
_______________________________________________________________________
Calendar:
Nov. 10: Veterans Day Assembly 11:30-12:00
Nov. 10: IEC Meeting 5:30
Nov. 11: Student-Led Conferences –THURDAY NIGHT
Nov. 15-Winter Sports Meeting 7pm
Nov. 16: Board Meeting
Nov. 17: Career Day
Nov. 17: MS Awards Assembly
Nov. 18: Open House 6pm-7pm
Nov. 23: Science Meeting 8:00 am
SuccessMaker: This is available Monday-Thursday after school in the elementary lab. Middle and High school students who would like to improve their math or reading competency are welcome to spend time on this interactive program that is fun and educational for students.
New Policy: Zero-Policy
At St. Ignatius Middle and High School we all agree that turning work in is an important key to a successful educational experience. The expectation for our school is to responsibly turn work in on time with the entire assignment complete. Our students strive for excellence and will achieve higher academic success if all students diligently hand in work on a consistent basis. Students who do not hand in the required assignments will be assigned to after school tutoring by the teacher until the missing assignments are turned in. Students will be given a detention notice that will be assigned for the following day after school so that arrangements can be made by the student and parents for pick up. If a student chooses not to attend after school tutoring, the administrator will then call guardians for a plan to make work up, assign ISS until work is made up, or OSS until a parent comes in with student and the work is made up. Teachers will check for missing assignments weekly or bi-weekly. Our goal is have all assignments turned in by all students on time. Teachers late-work policies will remain in place and dependent upon each teachers own rules for late work.
After School Tutor: We have after school tutors available every night except Fridays. Tutoring is available in Mrs. Krantz’s room for middle school students and in Mrs. Keast’s room for high school students.
Calendar Committee: We are looking for 3 parent volunteers to sit on the calendar committee. These meetings will be in the evenings, so we can gather parent input on next year’s calendar. We are looking at many options for next year including longer hours and fewer school days. We have many options to consider in order to best serve our students. We would really like parent input on some of these decisions.
Bell Award Presentation: John Fleming was presented the Montana History Teacher of the Year Award on Monday in Helena. The Governor and Lt. Governor along with Superintendent of Schools Denise Juneau were in attendance. This was a great day and a well deserved honor for Mr. Fleming. Mr. Fleming was given checks for $1,250.00 which he donated to the school for the expenses for this trip.
Wellness: If you are interested in wellness information register to have it sent to you through an email. We are also thinking about starting and exercise group with Aspen from like 3:30-4:15? Would anyone be interested in that?
-Aspen Incashola
Wellness Coordinator
Staff site: www.bulldogwellness.blogspot.com
Public site: www.fsquaredfitness.blogspot.com
District and School Goals:
Goals for the 2010-2011 school year:
o Maintain safety, support and belonging for all students.
o Increase the percentage of students scoring proficient or higher on the Mont
CAS in READING by 10% from 78% to 88% (proficient or above district-wide).
o Increase the percentage of students scoring proficient or higher on the Mont
CAS in MATH by 10% from 59% to 69% (proficient or above district-wide).
Our Mission
Respect
Responsibility
Integrity
Excellence
GO DOGS!!!
When Kids Lie
Dear Jason,
There are few things that leave parents angrier, or more worried, than when their kids act "truthfulness-challenged." The good news about lying is that kids do it. What I mean is that all youngsters experiment with bending the truth, and it doesn't necessarily mean that they'll end up becoming con men, criminals or politicians. That is, as long as we can help them see that honesty really is the best policy.
One way of achieving this goal is to apply the following steps:
1. Use "I feel like you lied to me" rather than "You lied to me."
If your kid replies with "No, I didn't!" this allows you to say, "I know…but I feel like you did."
2. Help the child see lying as an index of maturity.
Achieve this by saying, "When I feel lied to, it makes me wonder whether you are mature enough to handle some of the privileges you enjoy around here, like television, your video games, and things like that."
3. In an empathetic way, let the child know that privileges will return when maturity goes up.
"The good news is that when you can prove to me that you are more mature, I'll know that it's time for you to have these privileges again."
4. Remember that parenting isn't like a jury trial: There's no need to prove guilt beyond a reasonable doubt.
Far too many parents get snowed by their manipulative kids and begin to wonder whether they are jumping to conclusions. I recommend trusting your heart and saying, "All I know is that I feel lied to, and I know that your life will be a lot happier if you learn how to avoid leaving people feeling that way."
For more tips on responding to lying, listen to Dr. Foster Cline's CD, Childhood Lying, Stealing and Cheating.
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
Wednesday, October 6, 2010
Waiting for Superman-
NASSP Executive Director Comments on Release of Waiting for Superman
Media Advisory
October 4, 2010
Contact
Bob Farrace, NASSP
(703) 860-7257
farraceb@principals.org
NASSP EXECUTIVE DIRECTOR COMMENTS ON RELEASE OF
WAITING FOR SUPERMAN
Reston, VA — Following are the reflections of NASSP Executive Director Gerald N. Tirozzi on the release of the film Waiting for Superman.
Is Superman the Conversation We Need?
It’s hard to look away from the small, vulnerable faces of the children whose educational odysseys are highlighted in the movie Waiting for Superman. It’s hard not to sympathize with the fiercely protective, yet politically powerless parents who struggle mightily just to get their children a high-quality education. It’s hard to not want to join the parade of mad-as-hell viewers as they stream out of theaters, grab their torches en route to their local teachers union headquarters, and sprinkle rose petals on the doorsteps of every charter school they pass along the way.
Ok, perhaps the movie’s social action agenda is a bit more nuanced than that. But certainly, director Davis Guggenheim can forgive a little overstatement in order to make a point. He’s the one who claims, after all, that education spending has doubled since 1971 while performance flatlined, without considering the advent of special education laws and an increase in ELL populations and expectations for achievement. The movie longs for the good old days when U.S. education was the best in the world, without considering how content U.S. communities were with low expectations and low achievement for low-SES populations. The movie points to the 2,000 schools that Bob Balfanz called "dropout factories" to depict a “nationwide crisis in education” without mentioning that all but a few of those schools are in impoverished urban and deep rural areas where students’ challenges go well beyond academic—and well beyond the reach of schools to resolve. But we’ll cut him some slack. He’s making a Hollywood film, and in racing from Oprah to Good Morning America to NPR, who has time for nuance?
The truth is we agree with many of the points the film makes. We agree, for instance, that a small subset of persistently bad teachers indeed denigrates the whole profession. No one knows this better than the nation’s principals who often feel hogtied by policies that make it onerous, though not impossible, to dismiss ineffective teachers. And perhaps it is time to revisit tenure policies to temper a burden of proof with a burden of performance. Of course, it’s also true that the effectiveness of a single teacher is extremely difficult to isolate and measure—presuming we can even agree on the outcomes—so hammerlike methods, such as those of the film’s heroine D.C. Schools Chancellor Michelle Rhee, probably merit a more critical look than they receive.
Most perplexing is the treatment of charter schools as the "Promised Land" of education. Not so, protests Guggenheim, who revealed in a New Yorker interview his intention of the charter lottery as “metaphor” and his fear that the film would be perceived as pro-charter. Yet, every school the film vilifies is a mainstream public school, from which the only hope of escape is a charter school. Contrary to the movie’s depiction, there are lots of high-performing public schools out there—in fact, we honor 10 new ones every year in our MetLife Foundation-NASSP Breakthrough Schools program (www.principals.org/breakthrough). These are high-poverty, high-performing middle and high schools—mostly comprehensive, neighborhood schools—that have found a formula for high achievement. Yet these schools become lost in an agenda-laden narrative of public schools as educational pits of despair from which charter schools are the only lifeline. At the moment, it seems that this narrative has everything going for it—except the data. Recent research out of Stanford University reveals that only 17% of charter students perform better than they would have in their local public schools—and 37% perform worse.
To be clear, charter schools do not offend us—far from it. In fact, you’ll find charters among the Breakthrough Schools mentioned above. They allow for small-scale experimentation in attacking public education’s biggest challenges with the hope of identifying practices that can be replicated throughout a district. Many are staffed with committed, forward-thinking educators who need restrictions lifted in order to fulfill a particular vision for education. And when they succeed, we all succeed in discovering new, effective practices.
At least that’s how they started. Somewhere along the way, however, the charter school movement—buoyed by a few high-profile foundations and corporate leaders—strayed from living laboratories of practice for the benefit of public education to private schools at public expense. They suddenly became competitive “schools of choice” aiming to supplant public schools rather than support them. Conveniently, they retained the ability to dodge public school restrictions, primarily the pesky requirement to educate all students, by virtue of transfer provisions and an application process that requires, at the least, an attitude at home that reinforces the importance of education. What of the students who don’t have that advantage? They don’t appear in the film. They don’t appear in charter schools. But they do appear in the nation’s public schools. And public school educators are accountable to move the needle on their achievement each day.
A 2009 study of Boston charter schools, for instance, revealed that less than 50% of students who begin as freshmen go on to graduate from that school four years later. Those students typically transfer to and graduate from their local public school. Remove that safety net, however, and Boston charter schools meet the criteria of “dropout factories.” I’m sure great things are happening with the performance of the students who remain, but so high an attrition rate does not elicit a Eureka!
I suppose we should be grateful that Waiting for Superman is broadening the conversation about public schools throughout the nation. We need an honest, productive conversation about the standards and expectations for student performance. We need an honest, productive conversation about how schools should be organized and resourced to drive the achievement we expect. But such conversations require a more genuine set of inputs than Superman provides. And with public education having to shout over a divisive charter agenda supported by unprecedented media, money, and policy, you have to wonder if the conversation will be as balanced as we need it to be to see any real large-scale educational improvement.
Darrell Rud
Executive Director
School Administrators of Montana
900 N. Montana
Suite A-4
Helena, MT 59601
Phone: 406-442-2510 Fax: 406-442-2518
www.sammt.org
Media Advisory
October 4, 2010
Contact
Bob Farrace, NASSP
(703) 860-7257
farraceb@principals.org
NASSP EXECUTIVE DIRECTOR COMMENTS ON RELEASE OF
WAITING FOR SUPERMAN
Reston, VA — Following are the reflections of NASSP Executive Director Gerald N. Tirozzi on the release of the film Waiting for Superman.
Is Superman the Conversation We Need?
It’s hard to look away from the small, vulnerable faces of the children whose educational odysseys are highlighted in the movie Waiting for Superman. It’s hard not to sympathize with the fiercely protective, yet politically powerless parents who struggle mightily just to get their children a high-quality education. It’s hard to not want to join the parade of mad-as-hell viewers as they stream out of theaters, grab their torches en route to their local teachers union headquarters, and sprinkle rose petals on the doorsteps of every charter school they pass along the way.
Ok, perhaps the movie’s social action agenda is a bit more nuanced than that. But certainly, director Davis Guggenheim can forgive a little overstatement in order to make a point. He’s the one who claims, after all, that education spending has doubled since 1971 while performance flatlined, without considering the advent of special education laws and an increase in ELL populations and expectations for achievement. The movie longs for the good old days when U.S. education was the best in the world, without considering how content U.S. communities were with low expectations and low achievement for low-SES populations. The movie points to the 2,000 schools that Bob Balfanz called "dropout factories" to depict a “nationwide crisis in education” without mentioning that all but a few of those schools are in impoverished urban and deep rural areas where students’ challenges go well beyond academic—and well beyond the reach of schools to resolve. But we’ll cut him some slack. He’s making a Hollywood film, and in racing from Oprah to Good Morning America to NPR, who has time for nuance?
The truth is we agree with many of the points the film makes. We agree, for instance, that a small subset of persistently bad teachers indeed denigrates the whole profession. No one knows this better than the nation’s principals who often feel hogtied by policies that make it onerous, though not impossible, to dismiss ineffective teachers. And perhaps it is time to revisit tenure policies to temper a burden of proof with a burden of performance. Of course, it’s also true that the effectiveness of a single teacher is extremely difficult to isolate and measure—presuming we can even agree on the outcomes—so hammerlike methods, such as those of the film’s heroine D.C. Schools Chancellor Michelle Rhee, probably merit a more critical look than they receive.
Most perplexing is the treatment of charter schools as the "Promised Land" of education. Not so, protests Guggenheim, who revealed in a New Yorker interview his intention of the charter lottery as “metaphor” and his fear that the film would be perceived as pro-charter. Yet, every school the film vilifies is a mainstream public school, from which the only hope of escape is a charter school. Contrary to the movie’s depiction, there are lots of high-performing public schools out there—in fact, we honor 10 new ones every year in our MetLife Foundation-NASSP Breakthrough Schools program (www.principals.org/breakthrough). These are high-poverty, high-performing middle and high schools—mostly comprehensive, neighborhood schools—that have found a formula for high achievement. Yet these schools become lost in an agenda-laden narrative of public schools as educational pits of despair from which charter schools are the only lifeline. At the moment, it seems that this narrative has everything going for it—except the data. Recent research out of Stanford University reveals that only 17% of charter students perform better than they would have in their local public schools—and 37% perform worse.
To be clear, charter schools do not offend us—far from it. In fact, you’ll find charters among the Breakthrough Schools mentioned above. They allow for small-scale experimentation in attacking public education’s biggest challenges with the hope of identifying practices that can be replicated throughout a district. Many are staffed with committed, forward-thinking educators who need restrictions lifted in order to fulfill a particular vision for education. And when they succeed, we all succeed in discovering new, effective practices.
At least that’s how they started. Somewhere along the way, however, the charter school movement—buoyed by a few high-profile foundations and corporate leaders—strayed from living laboratories of practice for the benefit of public education to private schools at public expense. They suddenly became competitive “schools of choice” aiming to supplant public schools rather than support them. Conveniently, they retained the ability to dodge public school restrictions, primarily the pesky requirement to educate all students, by virtue of transfer provisions and an application process that requires, at the least, an attitude at home that reinforces the importance of education. What of the students who don’t have that advantage? They don’t appear in the film. They don’t appear in charter schools. But they do appear in the nation’s public schools. And public school educators are accountable to move the needle on their achievement each day.
A 2009 study of Boston charter schools, for instance, revealed that less than 50% of students who begin as freshmen go on to graduate from that school four years later. Those students typically transfer to and graduate from their local public school. Remove that safety net, however, and Boston charter schools meet the criteria of “dropout factories.” I’m sure great things are happening with the performance of the students who remain, but so high an attrition rate does not elicit a Eureka!
I suppose we should be grateful that Waiting for Superman is broadening the conversation about public schools throughout the nation. We need an honest, productive conversation about the standards and expectations for student performance. We need an honest, productive conversation about how schools should be organized and resourced to drive the achievement we expect. But such conversations require a more genuine set of inputs than Superman provides. And with public education having to shout over a divisive charter agenda supported by unprecedented media, money, and policy, you have to wonder if the conversation will be as balanced as we need it to be to see any real large-scale educational improvement.
Darrell Rud
Executive Director
School Administrators of Montana
900 N. Montana
Suite A-4
Helena, MT 59601
Phone: 406-442-2510 Fax: 406-442-2518
www.sammt.org
Monday, October 4, 2010
Love and Logic Ideas for Parents and Educators
Four Tips for Soothing Sibling Rivalry
Dear St. Ignatius,
Why is sibling rivalry such a perplexing issue for so many parents? Simply because we can't make our kids love each other. That's completely out of our control.
Listed below are just a few of the many things we can control:
1. Whether we do extra things for kids who are battling with each other.
It's perfectly reasonable for a parent to say, "This is such a bummer. I'm tired-out from listening to you arguing with each other. I don't have the energy to drive you to your friends' houses."
2. Whether we allow certain items to remain in our homes.
A friend of ours said to her kids, "This is so sad. Every time you guys play with that game you get in a fight. I gave it away so it wouldn't be a problem anymore."
3. Whether we allow their fighting to interrupt our responsibilities and time.
Have you ever noticed how kids tend to argue and bicker with each other when you are trying to do something that requires your complete attention such as trying to talk on the phone? If you feel secure that your kids won’t harm each other, it's probably best to say, "This is really draining my energy. You guys need to work this out or go your separate ways."
4. Whether we give them "bonding opportunities."
When your kids start to battle with each other, experiment with saying, "Sounds like you guys need some bonding time." Then assign them some chores to give them an opportunity to feel the love.
In my CD, Sibling Rivalry, I give a variety of additional tips for upping the odds that your home will remain a peaceful place.
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
Dear St. Ignatius,
Why is sibling rivalry such a perplexing issue for so many parents? Simply because we can't make our kids love each other. That's completely out of our control.
Listed below are just a few of the many things we can control:
1. Whether we do extra things for kids who are battling with each other.
It's perfectly reasonable for a parent to say, "This is such a bummer. I'm tired-out from listening to you arguing with each other. I don't have the energy to drive you to your friends' houses."
2. Whether we allow certain items to remain in our homes.
A friend of ours said to her kids, "This is so sad. Every time you guys play with that game you get in a fight. I gave it away so it wouldn't be a problem anymore."
3. Whether we allow their fighting to interrupt our responsibilities and time.
Have you ever noticed how kids tend to argue and bicker with each other when you are trying to do something that requires your complete attention such as trying to talk on the phone? If you feel secure that your kids won’t harm each other, it's probably best to say, "This is really draining my energy. You guys need to work this out or go your separate ways."
4. Whether we give them "bonding opportunities."
When your kids start to battle with each other, experiment with saying, "Sounds like you guys need some bonding time." Then assign them some chores to give them an opportunity to feel the love.
In my CD, Sibling Rivalry, I give a variety of additional tips for upping the odds that your home will remain a peaceful place.
Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.
Dr. Charles Fay
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