Schoolwide Initiatives

Social Emotional Learning

Community Circle

Every classroom engages in Community Circle each morning directly following morning announcements. This builds community and establishes a routine to help students feel safe and ready to start the day.

At SRE, we structure Community Circle to include five important components:

Activity to Unite

The activity to unite as a classroom family involves everyone doing something together. This builds connection, fosters a sense of safety and releases endorphins. At Smoky Row, our classes recite the SRE Pledge, their individual classroom pledges or classroom cheers and chants to start their day together.

Activity to Connect

The activity to connect the students to the teacher and to each other helps to maintain focused attention and the motivation to learn. We do this by playing games, participating in relationship building activities and sharing good news with our classmates.

Activity to Learn

The activity to learn provides our Rockets with the opportunity to extend their knowledge of social-emotional learning skills. Our teachers tailor their lessons during this time in order to provide direct instruction to their students' specific needs. 

Activity to Commit

The activity to commit oneself to learning involves affirmations and positive thinking. At Smoky Row, we work hard to not only make group and individual committments, but to keep them. 

Activity to Disengage Stress

The activity to disengage stress prepares the brain for learning and turns off the stress response. We aim to blur any residual effects of a late night, hectic morning or sour mood. We disengage stress by sharing jokes, playing games or enjoying a quick funny video. We want to ensure that our Rockets start the day with a smile!

first graders gather in their daily community circle
kindergarten students engage in a connect activity during community circle

Zones of Regulation

This year, as part of our Social Emotional Learning initiative, all of our Rockets will participate in the Zones of Regulation curriculum, which helps students build skills in regulating their emotions. We encourage students to recognize when they're in various emotinonal states, which are categorized into four zones: blue, green, yellow and red.

Growth Mindset

In her research at Stanford University, Dr. Carol Dweck identified two different types of mindsets: growth mindset and fixed mindset. 

Growth mindset occurs when we believe our intelligence and abilities can be improved upon with effort and the right strategies. Characteristics associated with growth mindset include a willingness to confront challenges, viewing failure as a springboard for growth, and a passion for learning. Not surprisingly, this type of mindset is strongly linked to greater happiness and achievement in life.

Alternatively, those with a fixed mindset believe their intelligence and abilities cannot be altered in a meaningful way. As a result, mistakes are seen as failures rather than opportunities to grow and learn. When stuck in a fixed mindset, we may fear new experiences, avoid risks, and feel the need to prove ourselves over and over.

 

Innovation

Coding

"Computer science opens more doors than any other discipline. Learning the basics will help students in any career—from architecture to zoology. 71% of all US jobs require digital skills, and high-skilled computing occupations are the fastest-growingbest-paying, and now the largest sector of all new wages in the US."     -from Code.orgStudents participate in plugged and unplugged lessons from Code.org in order to explore the foundational skills of computer coding and to explore the importance of these skills. Additionally, students have the opportunity to build these skills through Makerspace activities, as well as other activities during their weekly computer lab instruction.

Makerspace

Thanks to our SRE PTO and the Carmel Education Foundation, our Rockets have access to a fully-stocked Makerspace. Our wide variety of Makerspace options include coding games, robots, building materials, instruments, a green screen, a sewing machine and circuit creations. All of our students explore this space regularly to enhance creation, collaboration and problem-solving. 

a student uses duct tape and cardboard to construct during makerspace
kindergarten student smiles with her makerspace creation
two boys work to create a marble run track
a boy uses his ipad to code a robot's movements
two girls work together to build a tower with blocks
two first grade girls smile with their makerspace creation

Digital Citizenship

Common Sense Media

Smoky Row is proud of its status as a Common Sense Media Certified school. 

Common Sense Schools are committed to deep implementation of the Common Sense Digital Citizenship Curriculum.  Earning the Common Sense School badge is a symbol of SRE's dedication to helping students think critically and use technology responsibly to learn, create, and participate.


For valuable parent resources, visit Common Sense Media's website.

CCS Acceptable Use Policy

The Carmel Clay Schools provide network and Internet (hereafter referred to as Network) access to:

  • Support the achievement of the Indiana Common Core State Standards and Indiana content standards.
  • Enhance the development of 21st Century skills
  • Provide access to information.
  • Encourage innovation and creativity.

Network access is a privilege, not a right, and as such, users take seriously the responsibilities associated with signing this user agreement.

Users should NOT use the Network to:

  • Access, create, send or receive, store, or display obscene materials.
  • Create or send threatening or libelous communications or communications which include vulgar, abusive, or otherwise inappropriate language.
  • Access or use other individuals’ accounts, information, or files without permission.
  • Access websites, files, or other information or resources using passwords not specifically assigned to themselves.
  • Pursue commercial or for-profit endeavors.
  • Wantonly waste district resources.
  • Damage, disable, or otherwise disrupt the operation of the Network.
  • Violate any local, state, or federal statutes, including but not limited to copyright law.

The Corporation recognizes it may not be possible to technologically limit all Internet access to only those materials that support and enrich the curriculum according to adopted guidelines and reasonable selection criteria. For this reason, at the discretion of the Corporation or the Superintendent, technology protection measures may be configured to protect against access to any material considered inappropriate for students to access. Further, the technology protection measures will not purposefully be disabled at any time that students may be using the Network to help protect against access to materials that are prohibited under the Children’s Internet Protection Act and/or Corporation policy and guidelines. Any student who attempts to disable the technology protection measures will be subject to discipline. The Superintendent or his designee may temporarily or permanently unblock access to sites containing appropriate material, if access to such sites has been blocked by the technology protection measures. The determination of whether material blocked shall be based on:

  • Curriculum concerns, including the content of the material and the intended use of the material.
  • Policy concerns.
  • Network concerns.
  • Safety concerns.

Users who find themselves inadvertently accessing inappropriate materials or resources are directed to immediately and discretely terminate that access and report the incident to a teacher.

Users are directed to exercise caution while online regarding the disclosure of personal information such as name, gender, home address, telephone number, and are encouraged not to respond to unsolicited online contact and to report to a teacher any online contacts which are frightening, threatening, or otherwise inappropriate.

The corporation may utilize a wide variety of third party web-based applications in its curriculum. Although these applications are widely used by the education community and support K-12 institutions, the terms of service for many sites require explicit parental permission for children under the age of 13. The Children's Online Privacy Protection Rule permits the corporation to provide the necessary consent for educational purposes. The district maintains a list of the sites/apps with district-approved contracts.

It is the joint responsibility of students, parents, and employees of the school district to assure the appropriate and effective use of technology to both enhance the quality of student learning and the efficiency of district operations. The smooth and reliable operation of the Network is dependent upon the proper conduct of the end users who must adhere to stated guidelines.

SRE Student-Friendly Acceptable Use Policy (Grades 3-5)

I understand that using the computers, devices, and Internet at school is a privilege.  

I understand that the reason I am allowed to use computers, devices, and the Internet is for learning.

As a Responsible digital citizen, I will not:

  • search for inappropriate things online
  • write or create things on the computer/device that are unkind or inappropriate
  • send any messages that are unkind or inappropriate
  • use anyone else’s files or password
  • use the school devices, computers, or Internet for anything personal
  • damage the school equipment or do anything to harm the network
  • cyber-bully
  • copy anyone’s work online without giving them credit

 

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