D.C. Everest Senior High School Staff Update
Weekly Happenings
Great story about our new class in the tech. ed. department. Great job Steve, Aaron and Department in continuing to expand opportunities and experiences for kids!
Interesting Information
We have always prided ourselves on our ability to create powerful and meaningful relationships with our students. We do this because we know it is important - and that it works. After I read the below article this week it has become even more imperative to me that we ensure each student has a direct and positive connection with at least one adult in the building. Please keep forming these relationships, reaching out, and doing all you can. It matters!
Positive student-teacher relationships benefit students' long-term health, study finds
Teens who have good, supportive relationships with their teachers enjoy better health as adults, according to research published by the American Psychological Association. Perhaps surprisingly, although friendships are important to adolescents, the study did not find the same link between good peer relationships and students' health in adulthood.
"This research suggests that improving students' relationships with teachers could have important, positive and long-lasting effects beyond just academic success," said Jinho Kim, PhD, an assistant professor in the Department of Health Policy and Management at Korea University and author of the study. It was published in the journal School Psychology. "It could also have important health implications in the long run."
Previous research has suggested that teens' social relationships might be linked to health outcomes in adulthood -- perhaps because poor relationships can lead to chronic stress, which can raise a person's risk of health problems over the lifespan, according to Kim. However, it is not clear whether the link between teen relationships and lifetime health is causal -- it could be that other factors, such as different family backgrounds, might contribute to both relationship problems in adolescence and to poor health in adulthood. Also, most research has focused on teens' relationships with their peers, rather than on their relationships with teachers.
To explore those questions further, Kim analyzed data on nearly 20,000 participants from the Add Health study, a nationally representative longitudinal study in the United States that followed participants for 13 years, from seventh grade into early adulthood. The participant pool included more than 3,400 pairs of siblings. As teens, participants answered questions such as, "How often have you had trouble getting along with other students?" "How much do you agree that friends care about you?" "How often have you had trouble getting along with your teachers?" and "How much do you agree that teachers care about you?" As adults, participants were asked about their physical and mental health. Researchers also took measures of physical health, such as blood pressure and body mass index.
Kim found that, as expected, participants who had reported better relationships with both their peers and teachers in middle school and high school also reported better physical and mental health in their mid-20s. However, when he controlled for family background by looking at pairs of siblings together, only the link between good teacher relationships and adult health remained significant.
This could be because previously reported links between peer relationships and physical health could actually reflect other, underlying factors about students' family background.
The results suggest that teacher relationships are even more important than previously realized and that schools should invest in training teachers on how to build warm and supportive relationships with their students, according to Kim.
"This is not something that most teachers receive much training in," he said, "but it should be."
Announcements/Week Ahead
Snow Day - With the significant loss of face to face instructional time, this year, the district will be expecting schooling to continue for all students in the event of a snow day. In the event of cancellation due to inclement weather the plan for the day is to have the already scheduled remote learning students continue with their normally scheduled learning activities. The cohort that was scheduled to be in the building on the canceled day will log in to their Canvas accounts and complete the scheduled activities and work that will be posted by their classroom teachers. All teachers will upload necessary items by 9 am and will post a 30 minute office hour timeframe where students can log in and ask questions over webex. Student attendance for in-person learning will be taken in relation to completed work. Please ask if you have any questions.WebEx into class - If a student is on quarantine and asks to webex into class our blanket expectation is that a teacher would allow that to happen, or would record the direct instruction and post it to Canvas. If for some reason that is not possible please let me know so that I can help with the communication. This is a change in expectations from the beginning of the year. The main reason this change is important is that we have had students on multiple quarantines leading to more than a month of missed in-person school. Thank you for continuing to be flexible in these difficutl times.
Changes to quarantining procedures - In response to new guidelines released by the Centers for Disease Control and Prevention (CDC), the Wisconsin Department of Health Services (DHS) has updated quarantine guidance for close contacts of someone diagnosed with COVID-19 and/or who were sent home under sibling exclusion. D C Everest adopted the Wisconsin DHS guidelines for quarantine effective 12/7/2020: Anyone being quarantined - for sibling exclusion and/or close contact exposure - will only be quarantined for 10 days and can return on the 11th day if they do not exhibit symptoms. This updated guidance does not apply if symptoms start during the ten-day quarantine. In that case, the person would need to be isolated and get tested. If positive, they need to complete 10 days of isolation from the start of symptoms. If negative, they need to complete their 10 days of quarantine prior to returning to school.
Since 14 days is still the gold standard, students in quarantine must meet the following criteria to return to school on day 11:
- Daily symptom monitoring must continue for all individuals in quarantine through Day 14.
- Persons report no symptoms during the 10-day quarantine at home.
- Persons must be advised that if symptoms develop at any time, they should immediately self-isolate and contact the school to report this change in status.
- Persons must continue with consistent mask use, social distancing, and avoiding gatherings for the full 14 days after exposure.
Self-care opportunity from Marshfield Clinic
Self-Care Training
Self-care is any activity that we do deliberately in order to take care of our mental, emotional, and physical health. Although it is a simple concept in theory, it is something we often overlook. In this session, learn simple self-care practices you can build into your daily routine in order to improve your overall wellness.
Tuesday, December 15, 2020
6:00-7:00 P.M.
Virtual
Registration Link:
https://www.surveymonkey.com/r/G96CJS8
Training information will be sent one week prior to the training dates. There are unlimited number of spaces available.
Ciara Schultz, MS
Community Benefits Coordinator | Center for Community Health Advancement
Marshfield Clinic Health System
Office: 715.343.7753 | Like us on Facebook
A note from Sunshine: A sympathy card and $25.00 was sent to Libby Plamann’s family for the passing of her husband.
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