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Coaching Corner Newsletter

WUSD Academic Year 2022-2023


Welcome back to school! We are excited to see you back here for another outstanding new year! Check back in for weekly updates to our Coaching Corner Newsletter. 


Weeks of Oct 31-Nov. 25:



Nov. 23-25 - Thanksgiving Break

Nov. 30 - Mentee / mentor training at BB 4-6

Dec. 1 - Winter concert @ PAC Kinder-9:00, 1st grade-12:00, 2nd grade-1:00

Dec. 1 - 15 Food Drive

Dec. 5 - Christmas grams will go on sale in the office

Dec. 6 - MAP Reading Test

Dec. 7 - MAP Math Test

Dec. 7 - High school math club coming 1:00-2:00

Dec. 8 - MAP Language Test (2nd grade only)

Dec. 14 - Polar Express Night 5-7 (more info to come)

Dec. 20 - Last day of 1st semester.  School resumes January 4.


Bonnie Brennan:

November 23-Classroom Spelling Bee must be completed by this date 

November 23-25 Thanksgiving Recess

November 29-Emergency Procedure Fire Drill 12:45

November 30-WHS Math Club hosts Champions Club

December 5-7 MAP Reading, Math, Language

December 7-Site Council Meeting @3;00

December 10-First Lego League Regional Robotics Tournament @Coconino High School

December 13-Christmas Program 3rd grade 9:00, 4th grade 10:00

December 14-Toy Drive ends today

December 14-School Spelling Bee 1:00

December 14-Make Up Lifetouch Picture Day

December 15-Can Food Drive ends today

December 20-Early Release/End of Q2/Grades Due

December 21-Jan 3 Christmas Break

January 18-District Spelling Bee 6:00



Nov. 22nd - 5:30 Girl Scout House Board and Board (Staff)

Nov. 23-25th - Thanksgiving break

Nov. 28 - Indian Education Mtg 5:30



November 23-25-Thanksgiving Break

November 30th-Mentor/Mentee training at BB

December 1st-December 15th Elks food drive

December 8th-WML wrestling finals

December 14th- Band/Orchestra winter concert

December 20th-Grades due, last day of the quarter



Nov. 23-25:  Thanksgiving Break

November 30th-Mentor/Mentee training at BB


WHS Athletics:

Basketball vs Tuba City
JV Girls @ 4:30 in Old Bulldog
Freshman Boys @ 6:00 in Old Bulldog
Freshman Girls @ 7:30 in Old Bulldog
JV Boys @ 4:30 in Petranovich
Varsity Girls @ 6:00 in Petranovich
Varsity Boys @ 7:30 in Petranovich
  • Saturday, December 10, 2022; 8:30am-12:30pm
This workshop is appropriate for teachers in  grades 6 through 10 , focusing on critical concepts for students transitioning from Elementary arithmetic, through Middle School proportionality, and onto High School mathematics.

In order to make CRR events as accessible as possible, all workshops will be  HYBRID  with both  in-person  and  online  (Zoom) participants. Make sure to make the appropriate selection on the registration form.

Register soon to ensure your spot and see below for the workshop description and registration link. If you have been accepted, you will receive a confirmation email with details within 7-10 days.

And keep an eye out for registration opening soon for this year’s  MEAD Conference   on Saturday, January 21, 2023  (see flyer below) .

Expressions, Equations, and (In)Equality
Description : Expressions, equations, and inequalities are critical concepts for students transitioning from Elementary arithmetic to High School mathematics. Students progress from the world of concrete representations to abstract thinking, bringing to bear a variety of math trajectories. Workshop participants will explore strategies for building relevance, excitement, and understanding through the use of manipulatives, engaging tasks, and a sound understanding of student learning trajectories. 

Come join us in developing a deep understanding of expressions, equations, and (in)equality in secondary mathematics.

( Activities will be different from last year's workshop, so teachers who attended last year should still consider attending this year's workshop .)
**NOTE : Participants will be expected to take a task back to their classrooms, collect and analyze student work, and share their reflections with the CRR.
Presenters:     Rebeka Denson, Allison Ryal-Bagley, and Rodrigo Gutiérrez
Dates:            Saturday, December 10, 2022
Time:             8:30am-12:30pm
Location:       Hybrid: In-person at UArizona Tucson Campus. Remote via Zoom.
Earn:             4 hours of professional development credit for recertification.

***Teachers from Arizona districts and schools are invited to apply at no cost. Others may register for $60. Payment is due at the beginning of the session. Checks may be written to The University of Arizona CRR and MUST be mailed and received BEFORE the workshop. This is not considered a tax-deductible donation since it is a payment for services rendered. The mailing address is 617 N. Santa Rita Ave Tucson, AZ 85721-0089.


(You will be notified within 7-10 days if you have been accepted to the workshop)

Arizona's test development process involves an extensive review before an item will count toward students' test scores. During the item-development process, all assessment items are written in accordance with Item Specifications. A committee of Arizona educators reviews and approves the items to confirm alignment and appropriateness for inclusion on the test. Each step in the process is designed to ensure that test results are valid, reliable, and appropriate for Arizona students, families, and other members of Arizona communities. Participating educators are representatives of Arizona's geographic regions and represent culturally diverse populations. For these committees, we are inviting content area teachers, teachers of students with disabilities, teachers of EL students, and instructional coaches/administrators to provide their perspective on the items and standards set on Arizona's statewide assessments. If you are interested in serving on an Assessment Educator Committee, please complete the form linked below.


Have you heard of hygge? It’s said like this: HUE-guh. It’s a Danish concept that defines not a material object, but a feeling. The feeling of “cozy contentment and well-being found through enjoying the simple things in life” (Matthews, 2018). Think about enjoying a book while curled up on your sofa with a cup of hot tea-while the rain comes down outside. That kind of cozy comfort. Ah-sounds delicious, doesn’t it? This concept (and the accompanying book, The Little Book of Hygge by Meik Wiking (2017) took the US by storm. (Do a quick online search and you’ll see what I mean.)

This week’s invitation: Get cozy.

Monday: When you’re at home, turn off the overhead lights and opt for candles or lamps.

Tuesday: As soon as you get home from work, change into comfortable clothes. Yes, we’re talking sweatshirts, thick socks, and those worn-out but well-loved slippers.

Wednesday: Indulge in some hygge food or drinks. What food items or beverage makes you think of comfort? Is it macaroni and cheese? Tomato soup and grilled cheese? Hot tea? Cocoa? Make it happen.

Thursday: Engage in an activity that feels especially comforting to you (and no, I don’t mean scrolling through your phone). Is it reading? Playing a board game with your family? Strumming the guitar? Doing a crossword puzzle? Having a movie night? Choose something and commit to it.

Friday: Consider how you can bring comfort to school. Wear a cozy scarf to work, ot bring one of your favorite mugs from home. Create a cozy reading nook lit with tree lights, or read with your favorite tree lights, or read with your students with your shoes off so you can wiggle your toes around in your favorite wooly socks (Gilman, 2018). 

Reflect on the Week

When and how did you incorporate comfort into your schedule this week? Which options did you choose and why?

How did focusing on comfort make you feel? What senses seem to be most important for you?

After having tried one or more of the options this week, what does comfort mean to you, and did trying the options help you define or redefine its meaning?

Do you plan to continue to make comfort a part of your routine? Why and how?

Boogren, T. (2020). 180 Days of Self-Care for Busy Educators. Bloomington, IN: Solution Tree Press.


Wiking, M. (2017). The Little Book of Hygge: Danish Secrets to Happy Living. New York: HarperCollins.

The Mitch Warnock Actalso known as A.R.S. 15-120, went into effect at the beginning of the 2020-2021 school year and mandates that all Arizona school staff who interact with students in grades 6 through 12 must receive suicide prevention training at least once every three years. Each person who is required to obtain training shall complete that training at least once every three years.

 ACT on FACTS is an updated version of the school-based suicide awareness program “Making Educators Partners in Suicide Prevention.” Like its predecessor, ACT on FACTS is a two-hour online interactive training program, designed in a series of modules. It addresses the critical but limited responsibilities of educators in the process of identification and referral of potentially suicidal youth. It focuses on the practical realities and challenges inherent in the school setting through a variety of training formats that include lectures, questions and answers with content experts, interactive exercises, and role-plays. In addition to its other content, the program highlights four categories of youth who may be at elevated risk for suicide: youth involved in bullying, LGBTQ youth, gifted youth, and students being reintegrated back into school after a suicide attempt. The training includes optional content that addresses suicide in elementary and middle schools. There is also an additional module that includes the stories of individual survivors of suicide loss as well as a high school that experienced an episode of contagion. The focus in telling these stories is to highlight the importance of emphasizing resilience and protective factors after a loss event.

Structure: Two hours online in a series of modules. 

Professional Development for Educators
The Arizona K12 Center improves teaching and learning through high-quality professional development. The organization is a one-of-a-kind hub that supports educators along the teaching continuum. 
The National Education Association (NEA)  believes in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society. A micro-credential is a short, competency-based recognition. NEA offers over 175 micro-credentials that have been created by educators for educators.

As you continue planning for the new school year, consider making the Arizona Reading Fundamentals OnDemand Academy a part of your comprehensive professional learning plan.


These courses are best facilitated by a school or organization-level literacy leader. Participation is best completed in a collaborative and job-embedded manner.


Before you register, please watch our OnDemand Academy Introduction Video to learn more. Each knowledge block recommends a companion text. Please browse the Professional Development webpage for all details prior to registering.

Using Total Participation Techniques helps to engage students in the lesson. If you haven’t already, try using one of these this week. 



1) Ask students to reflect on a question or prompt, provide at least 30 seconds to formulate response.  

2) Ask students to find a partner or turn to assigned partner. 

3) Ask them to share responses with each other.


Chalkboard Splash

1) Create a sentence starter, prompt, or question for which you would like students to see all of their peers’ responses.

2) As students generate responses, ask them to copy their responses onto random or designated places on the chalkboards, whiteboards, or chart papers. Give them a word limit (like 15 words)

3) Debrief by asking students to walk around, analyze, and jot down similarities, differences, and surprises, perhaps using a form (short chart – similarities, differences, surprises)

4) Ask students to get into small groups and share what they noticed in terms of similarities, differences, and surprises, before asking for volunteers to share.


Lecture T-Chart

1) During presentation students take notes in left-hand column.

2) Periodically stop (at pause points) to allow students to read over their notes and summarize in the right-hand column.

3) Allow time for pair-share summaries and for recording questions on index cards or Chalkboard Splash.

4) Allow time to answer any questions students have.


Quick Writes

1) Select prompt you would like students to address

2) Give students a specified amount of time to collect their thoughts and jot down a response (about 3-5 minutes)

3) Follow up with pair-share, networking session, chalkboard splash, or other TPT


The Biggest ‘Aha’ Quick-Write

1.) At end of lesson ask students to think about and record their biggest “AHA” on a quick-write half sheet, index card or scrap paper.

2) Ask students to meet with someone they haven’t spoken to in over a day and share their “aha.”

3) Ask volunteers to share with whole group

4) Collect cards and review them, or a select few.  Be sure to return reflections even if you didn’t get a chance to read them all. Let students know that you randomly selected a few.


Congratulations Outstanding Teacher in Navajo County!


August Teacher Spotlight

Congratulations to Jennifer Remington who has received the distinction of Outstanding Teacher in Navajo County.  She will receive special honors during the upcoming Navajo County Fair alongside other outstanding county teachers.  

Jennifer is well deserving of this recognition.  She has served our littlest WUSD students for 24 years.  Her high energy and unwavering commitment to students shines through each day.  She uses adaptive strategies to help ALL of her students be successful.  She is a positive contributor to the school and community through her work.  Bonnie Brennan is lucky to have her! 


10 TIPS for Surviving and Thriving Your First Year Teaching 

  1. Build Community 
  2. Find Hopeful, Positive Mentors
  3. Ask for Help and Demand Good Professional Development
  4. Observe Other Teachers
  5. Do Home Visits
  6. Write Down Your Vision for Yourself as a Teacher
  7. Don't Neglect Your Body
  8. Do Something Non-Teaching Related
  9. Catalogue Every Single Success in the Classroom
  10. Take a Day Off


  • The idea that our brain (neuro) can be molded (like plastic)
  • What we focus on and how we discipline our thoughts and attitudes encourages brain growth in those areas 
  • New neural pathways are made


Fixed v. Growth Mindset


Fixed Mindset

~Intelligence is fixed 

~Angered or discouraged by criticism

~Valuing the end result

~A desire for approval




Growth Mindset

~Intelligence can change

~Active and responsive to criticism

~Valuing the process

~Satisfaction from the growth along the journey

~An opportunity to learn from your mistakes


Check out this video!


~Simon Sinek on Creating a Circle of Safety