Have you heard about the Bobcat News Network (BBN)? For many years, students at Brainerd Baptist School received their morning announcements over the PA system. However, this year, two innovative teachers, April Connell and Suzanne Breedlove, have taken this idea to the next level. They've transformed the routine task of delivering school news into a fun, engaging, and highly anticipated weekly video series.

What began as a simple idea to film a few announcements has evolved into a full-fledged production. Each week, the duo creates a 5 to 10 minute video covering the latest school news, important events, sports updates, and entertaining segments that keep students excited and involved.

What makes the show unique is its combination of information and entertainment. It features fun, student-centered content. One popular segment, "5 Questions," challenges a teacher to answer five completely random questions submitted by students — and they have to respond quickly! The BBN has also caught some interesting things on our cameras that our students have enjoyed watching each week.

To make the videos more accessible, a YouTube channel has been created to house the episodes. You can click the link to see the fun your students are getting to enjoy each week. The channel is also in the process of adding additional content from previous years, such as Christmas programs, Grandparents Day programs, and other fun videos created over time.

If you have followed the Brainerd Baptist School social media accounts, you have undoubetedly seen the hashtag #learningisfunatbbs many times. I never cease to be amazed at the fun ways in which our faculty make learning fun for our students. This past Thursday was International Pirate Day and our 4th and 5th grade teachers did not let this special day pass without incorporating it into a fun day of learning. I have asked 4th grade teacher Jesse Robinson to tell us about this day.

September 19th is International Talk Like a Pirate Day, and for the past few years, the fourth and fifth-grade teachers at BBS have celebrated by hosting pirate-themed activities in our classrooms. We transform our rooms and hallway, so when students arrive, they’re surprised to see everything looking a bit different. That’s my favorite part! When students walk down the hallway and notice the teachers dressed as pirates, they know it’s going to be an extra special day. That little moment makes all the time and energy spent preparing completely worth it.

Each classroom offers different activities. As a fourth-grade reading teacher, I give my students a pirate-themed passage and have them create a Main Idea Framework to analyze it. They also perform a pirate-themed Reader’s Theater, acting out a few swashbuckling stories, which they absolutely love!

In English, students learn pirate vocabulary and phrases, then use them to write a short passage. After completing their writings, they enjoy a round of Cannon Ball Toss (Cornhole) to wrap up the lesson. Meanwhile, in math, students embark on a “treasure hunt” of sorts, solving pirate-themed multi-digit multiplication problems. This reinforces their confidence in using the standard algorithm while keeping them engaged.

In fourth-grade science, students create treasure maps and use their newly acquired compass rose skills to label everything correctly. The next day, they trade maps and try to find each other’s hidden treasures. In fifth-grade science, Mrs. Gruner changes things up by hosting a pirate-themed Breakout Room activity via Google Classroom, where students must solve a series of puzzles to complete their mission.

In fifth-grade reading, students also review the Main Idea Framework with hands-on activities and the read-aloud story, Monsters in the Briny by Lynn Becker. As the class works together on the visual tool, Mrs. Cole spices things up with some wild and imaginative reasons why students might have to “walk the plank.” The class wraps up with a playful moment as she announces that everyone must walk the plank, only to reveal one set up at her door for dramatic effect!

What I love most about these activities is that, whether or not the kids realize it, they are learning. These fun days are a great way to review and reinforce skills they’ve been fine-tuning, without them even realizing how hard they’re working. It’s a win for teachers too—we love having a reason to dress up and watch the students get excited about learning.

If you have been a part of the Brainerd Baptist School community for a while, you have probably seen similar posts each summer introducing our new faculty members. I have often said that the most important part of my job is finding faculty who are the best fit for our culture and community. As we make final preparations for the upcoming school year, we are excited to introduce the new faculty and staff joining our team. We are pleased to welcome the following individuals to our faculty for the 2024-2025 year. You can click on their names to read a brief bio.

• Lauren Coughlin - 1st grade

• Dustin Crane - Bible Teacher/Chaplain

• Brittany Cunningham - K2 Assistant

• Hannah Dukes - K3 Assistant

• April Harwell - K4 Assistant

• AnnMarie Harwood Krug - K4 Assistant

• Brianne Quarles - K2 Assistant

Construction is underway in our classrooms

Since 2020, our school has completed several construction projects during the summer months that have completely transformed our campus. We have built new classrooms for 1st grade and K2, a new library, a STEM lab, The Learning Center, a new upper school office, new administrative offices, a new entryway, a new shop, and a remodeled cafeteria. Last summer, we completed a full remodel of our entire lower school, including new floors, paint, windows, furniture in all classrooms, and new bathrooms for our K3 and K4 students.

We typically have about eleven weeks over the summer when we have significantly fewer people in the building, allowing us to complete projects efficiently. We spend months planning and preparing, ensuring materials are ordered and workers are scheduled to begin work the Tuesday after Memorial Day. This summer, we are excited to take on the following projects:

2nd/3rd Grade Hallway: Last year, we completed a full remodel of our kindergarten hallway. This summer, we are undertaking a similar renovation for our 2nd and 3rd grade hallway, which is the oldest part of the building and has not been renovated in several decades. This space will be updated to match the first-grade classrooms built in 2020 with new floors, doors, ceilings, and paint.

1st Grade Bathrooms: Over the last decade, we have remodeled all student bathrooms, and these are the final ones to be completed. They will receive new floors, sinks, countertops (lowered for accessibility), paint, ceilings, lights, and bathroom stalls.

Art Studio & World Languages: These spaces are being completely redesigned and will swap rooms. Additionally, our new art studio will be expanded, and we are also moving our new kiln into this space. These rooms will have a completely new look when students return, and we can’t wait for you to see them!

These projects are made possible through the generosity of our families as they support our annual fundraisers including the auction, our Spartan Race, and the Brainerd Baptist School Annual Fund. We will post pictures on our social media pages throughout the summer.

Over the past few months, teachers at Brainerd Baptist School have collaborated to develop a new grading policy aimed at ensuring consistency across 1st - 5th grades. Historically, different grade levels have adopted their own grading policies, leading to discrepancies and confusion among parents and teachers regarding expectations from year to year. To address this issue, a committee was formed with teachers representing multiple grade levels. Serving on this committee were Abby Souder, Katie Adams, Jesse Robinson, Vikki Cole, Mindi Shoup, and Missy Henson. This group then met with each grade level to hear concerns and frustrations and also explored grading practices employed by other schools.

The objective was to formulate a clear and uniform grading policy that could be applicable across all grade levels and teachers. Starting in August during registration, our faculty will introduce and explain the new policy to parents. However, we also wanted to share it here for those overachieving parents (because, let's be honest, who else would be reading a blog about a new grading policy in May!).

The revised policy primarily focuses on two key areas requiring greater clarity: makeup work and retesting

Grading Policy

A fair grading system should accurately match student performance and effort as they demonstrate content understanding and include flexibility to meet individual needs.

Retesting (at teacher discretion): 

• If a student fails a graded test or assignment they may be given a chance to make corrections to their work 

• The teacher will give partial credit for the corrected work up to a grade of 74.

• The teacher will make a note in the gradebook that the new grade reflects the corrections made.

• After multiple retests, a parent conference will be called to discuss an action plan with the possibility of academic testing. The Learning Center will be notified and may be invited to this conference.

AR:

• If an AR test is used as a recorded grade, teachers may allow one retest per quarter for a failing grade (below 70).

Makeup Work

Illness/Medical Absence & Bereavement

• If a student misses school due to illness or bereavement, the makeup work will be given to the student upon their return to school or can be picked up/sent home with a sibling at the end of the school day.

• The student should have the work completed in the amount of days equal to the days they were absent.

Planned Absence

• If a student misses school due to travel, reading material may be provided ahead of time, but the remainder of the work will be given to the student upon their return to school.

• The student should have the work completed in the amount of days equal to the days they were absent.

Missing Work:

• If a student is missing work due to organizational skills, memory, or lack of self-management, the teacher has the discretionary option to provide the student with an opportunity to gain partial credit.

• If a student is missing work due to habitual tardiness (eight or more tardies), they will be required to return the completed work the following morning. 

We believe this new policy will better serve our students (and parents) by giving clear expectations and also help us, as a school, to be more consistent with grading across all grade levels. If you have questions or would like to discuss further, please call or email me.

Day two is well underway here on Tybee Island. The weather has been absolutely perfect today. We began our morning with the infamous shark dissection (your children learned a new word - Ichthyology). All students were able to complete the assignment - and that doesn’t always happen! After the shark dissection, the students enjoyed lunch (pizza), and then we headed to the beach for one of the favorite classes at Tybee - “Choosies,” in which students were given a lot of different choices from playing in the water, building sandcastles, hunting for shark’s teeth, looking for seashells, playing volleyball, or just relaxing. Both our lacrosse and volleyball players spent some of this time practicing for their tournaments that begin when we return.

After Choosies, the group returned to Burton and had a class called Surf Sleuth where they learned about fish nets (seine nets), and we headed back to a different part of the island where the students divided up and practiced what they had learned earlier. Ask your child if they were peanut butter or jelly on this activity. We also had some dolphins that decided to visit this area of the island while we were there.

Tonight is packed with activity as well. After dinner, we will celebrate a birthday as Ahna turns 11 today. We will then play a game called “Fishbowl,” and then we will have a devotion and s’mores by a campfire to close out our night. We will be leaving bright and early tomorrow morning with the goal being to return by normal dismissal time (or a little earlier). Atlanta traffic will play a big part in determining our arrival. We will update you via text message of our ETA. Like last night, a huge photo dump from today will be available on the school’s Facebook page.

We're wrapping up our first full day at Burton 4-H Center, and I'd like to give parents a glimpse into our day so you can see what your children (and chaperones) have been up to. While we understand that some of you may desire more frequent photo updates, our standard practice is to capture moments throughout the day and post them in the afternoon. Due to limited internet and cell coverage at the camp, posting updates in real-time is challenging and also time-consuming. Our priority is to be fully present with the students as they are doing these fun things. However, rest assured, a comprehensive photo album will be shared soon via the school’s Facebook page.

The day began with students rising between 6 and 6:30 am, depending on their assigned dormitory. Girls are accommodated together, while boys are divided into two separate dorms. We're sharing the camp with two other groups of 5th graders from Christian schools in Virginia and Augusta, GA. During free time and meals, our students mingle with theirs, but they attend classes exclusively with our group. These classes are organized into four learning groups, each named after animals found on or around the island (Manatees, Sea Turtles, Alligators, and Raccoons).

The morning featured two different classes. The first, "Cheloniology," focused on sea turtles, covering their life cycles, habitats, adaptations, and challenges. The second class, "Teuthology," explored squids and included the first dissection of the trip.

After lunch, the group participated in two additional classes: "Coastal Critters" and "Salt Marsh Ecology." In "Coastal Critters," students learned about the diverse range of animals in the coastal environment. They had hands-on experiences holding various species of snakes, a baby alligator, crabs, and several marine invertebrates. Later, they were bused out to one of the island's many saltwater marshes, where they hiked into the marsh to learn about its ecosystem and its crucial role in flood control. They also enjoyed activities such as crab chasing and snail spotting, with some adventurous students even opting for "mud facials."

After dinner, students headed to the beach for their final class of the day on beach ecology, followed by a chance to witness the sunset. Everyone is thriving and having a blast in this unique outdoor learning environment.

I am passionate about sharing the wonderful events that unfold on our campus each day. Our teachers spend a LOT of time developing learning activities that are not only needed and practical, but also stimulating for young minds. This past week was particularly busy for us brimming with various activities that our school community cherishes. Throughout the week, our students delighted in perusing the offerings at the annual Book Fair and showcasing their artistic talents at the Art Show. Culminating the week was one of the biggest events of our year - Grandparents’ Day. The festivities commenced with a delightful breakfast and was followed by a program where our students showcased a medley of songs from beloved Broadway productions. Finally, students hosted their grandparents in their classrooms where they engaged in special activities together.

This year's art show featured a fun addition—a collaborative exhibit between students from Girls Preparatory School (GPS) and Brainerd Baptist School. BBS Art Teacher, Christine van der Meer, shares her insights on this enjoyable collaboration below:

Augusta Webb, Art Teacher at GPS (a former art teacher at BBS and current BBS parent), approached me with an Instagram video showcasing a cross-grade level art collaboration from another school. We both immediately felt compelled to replicate the idea. Augusta teaches Ceramics I and II at GPS, which comprises students from grades 10-12. As we deliberated on which grade level would best tackle an illustration project like this, Kindergarten (K5) immediately came to mind. At that age, students tend to think creatively and outside the box!

I devised a lesson on careers in art, with a specific focus on "animators." We examined the meticulous details animators invest in creating a single character, enabling expressions to convey emotions without relying on words. The Kindergarteners enthusiastically embarked on designing whimsical monsters, pouring their imaginations into intricate details.

Subsequently, I forwarded our illustrations to GPS, where Mrs. Webb's students skillfully brought our visions to life, faithfully translating what they saw into tangible creations. The outcomes were truly stunning, with each artist offering a unique interpretation of the illustrations.

A heartfelt thank you goes to Augusta Webb and her Ceramics Classes for transforming our K5 illustrations into vibrant reality!

If you follow any of our social media accounts, you've probably noticed the hashtag #learningisfunatbbs. However, it's more than just a clever hashtag we use on our Facebook or X (Twitter) posts. It's a mantra we strive to embody every week at our school in various ways. One of our annual traditions each spring is a school-wide contest centered around the iconic sporting event, March Madness. While predicting winners adds excitement, there are numerous educational aspects to this activity.

We host competitions for both friends and family and our students, with prizes awarded to the top finisher in each category. While prizes are enticing, bragging rights are equally rewarding! The tournament officially commences on Thursday, so if you wish to participate, you must have your bracket completed BEFORE the games tip-off on Thursday morning. To participate, you'll need to create an account on ESPN.com. Please note: I cannot offer technical support if you encounter issues. It's advisable to fill out your bracket well in advance, so you have time to address any issues and submit your bracket.

Click here to enter this year’s challenge. The password is: Volsforthewin (this is for any Kentucky fans that choose to participate!)

We are thrilled to announce a significant overhaul of our summer camp program for the upcoming summer. We are delighted to welcome back a familiar face - Zoë Corcoran, who has been appointed as the director for both our after-school care program and Camp Bobcat. Zoë, formerly a teacher assistant in K4, is enthusiastic about taking on this new role. She has diligently planned and organized our camp and is eager to share some of the exciting new developments scheduled for this year. Please read on as she outlines some of these details below.

Brainerd Baptist School is a special place, as many of you may already know. Our goal is for Camp Bobcat to embody the same uniqueness! We want your child to feel safe and loved while having fun and learning new things. We aim for them to discover something new about each weekly theme and explore activities they enjoy. We have an amazing staff who genuinely love and engage with the children, some of whom may be familiar faces to you! We are confident that we can provide a camp where your child can have fun and enjoy themselves all summer, giving you peace of mind knowing your child is safe and having a great time!

This year, there will be several new activities at Camp Bobcat! In addition to the typical activities from the past, we are introducing various exciting activities and field trip locations! Each week will have a designated "Theme of the Week." All activities throughout the week will be related to that theme. Daily highlights will include a STEM activity, a delicious and fun snack, and a craft, all tied to the Theme of the Week. We have retained some of the field trips from previous years and added several new and exciting destinations for this year, including Top Golf’s Mini Putt Putt Course, The Creative Art Place, Nooga Splash, The Little Debbie Playground/Imagination Station, and many more! We are thrilled for another fantastic year at Camp Bobcat and hope you will join us!

If you are currently exploring options for your child this upcoming summer break, Camp Bobcat might be just what you’re looking for! If you want more information about costs, schedules, and activities, visit our page dedicated to all things Camp Bobcat. If you would like to register your child for Camp Bobcat, you may do so here.

The following is a guest post by World Languages teacher April Connell. In the post below, she shares her experiences from her time spent in Spain this summer. This was the fourth time that our school sent Ms. Connell to a Spanish-speaking country allowing her to immerse herself in the language and cultures. In previous years, she has spent time in Costa Rica, Ecuador, and Peru. This time is invaluable as she returns to our campus and shares her experiences with our students.

Typically, when you hear the expression “study abroad,” your mind tends to conjure an image of a fresh-faced college student embarking on a journey to learn a language or specialize in a particular field, living with a host family, and immersing themselves in a culture entirely different from their own.

Here at Brainerd Baptist School, I refer to this experience as “Professional Development,” and that's precisely how I spent my summer in Bilbao, Spain, albeit without the 'fresh-faced college student' label. Thanks to the numerous opportunities that our administration encourages and provides for our faculty, I had the privilege of enrolling at the Hemingway Institute of Bilbao, situated along the banks of the Nervión River in Northern Spain. I resided with a host family, indulged in local cuisine, and diligently completed my homework every night. Although my primary goal was not to learn Spanish for the first time, I embarked on this journey to reimmerse myself in the language and expand my understanding of this unique corner of the Spanish-speaking world. Interestingly, this particular region, known as Basque Country, boasts some of the deepest cultural and communal roots in all of Spain, with its primary language being Euskera. In fact, Euskera, predating the Romance languages, is widely spoken in the streets and shops and is the exclusive medium of instruction in all of the region's elementary schools. Witnessing a community celebrate its heritage and pass down its traditions to the next generation is a truly beautiful experience.

Integral to this culture are the numerous festivals that honor various Saints, including San Fermín and the Running of the Bulls. While I did not personally witness the "adventurous" individuals running from the angry bulls in the neighboring town of Pamplona, I did observe local groups paying homage to the event by playing music, donning red attire, and dancing in the streets of Bilbao. On another occasion, I crossed the Nervión River aboard a suspended cable car ferry, known as the Vizcaya Bridge, and watched as the entire village dressed in blue and white plaid while singing the songs of their ancestors during the San Cristóbal festival.

While the Iberian ham and tapa-like pintxos were undeniably delicious, and the art and architecture of the Guggenheim Museum were breathtaking, what I cherished most were my teacher and my classes. My fellow classmates hailed from Germany, Switzerland, the USA, Russia, and Morocco. Through them, I gained insights into various cultures and customs from around the world, all while conversing exclusively in Spanish. It was a truly enriching experience.

I eagerly anticipate sharing the teaching ideas and games I learned from my professor, Laurentzi, with my students here at BBS. I can hardly wait to regale them with amusing stories about the foods I sampled and how everything seemingly comes to a halt for the midday siesta. I am deeply humbled and grateful to Brainerd Baptist School for affording me this opportunity to acquire new knowledge, grow as an educator, and return home equipped to impart this wisdom to our students

We are busy preparing for students to arrive on campus three weeks from today. As I type, new floors are being completed in our K3 classrooms, new windows for our lower school are being delivered, painting is happening in our K4 and K5 rooms, new ceilings are being installed in our cafeteria, and our K3/K4 bathrooms are being completely remodeled. To add to the craziness that is happening in our lower school, a semi just pulled up to deliver a LOT of new furniture to classrooms that aren’t quite ready to receive that furniture! The point is simple - in all the craziness, it is easy to become so busy in preparation for things that must happen before the first day of class that we can overlook more important things.

We believe that prayer is crucial to our success. Our school has been blessed for decades by friends and families that uplift our school in daily prayer. Our teachers and administration have been praying over their class lists for several weeks now. On Tuesday, August 15, from 9 am to 12 pm, we are opening up our classrooms for a special time of prayer. Parents, grandparents, and friends are welcome to come into their child’s class and pray over their child (at their desk if you desire), the class, the teacher, and our school. This will be a special time when you can come and go as your schedule allows. There will be no formal program, just time and space provided to pray. We are expecting great things this year, and know that your prayers are vitally important in this pursuit.

As we are making final preparations for the upcoming school year, we are excited to share with our school community the new faculty and staff that are joining our school. Brainerd Baptist School continues to experience significant enrollment growth, and we are anticipating enrollment for the 2023-24 school year will be the highest ever. We began working to fill our open positions back in January. The hiring process at Brainerd Baptist School is a very thorough undertaking that requires interviews with multiple groups, including an admin team and a team of teachers. Additionally, prospective teachers spend a day on campus teaching and interacting with students. Much effort is given to identifying the best fit for our students and teachers. Once this process is complete, teachers are hired, and we begin the orientation process with our new faculty members.

We are excited to be adding the following individuals to our faculty for the 2023-2024 year. You can click on their names to read a brief bio.

• Gillian Black, 1st Grade Assistant

• Ally Cardwell, K3 Assistant

• Natalie Chatfield, K3 Teacher

• Ally Herring, 1st Grade Teacher

• Christine Krug, K5 Assistant

• Tristen Lowery, K2 Assistant

• Lindsay Mercer, 3rd Grade Teacher

• Morgan Schild, K4 Assistant

A question I often answer this time of the year is, “Do you have to work over the summer?” The reality is the summer at Brainerd Baptist School is often one of the busiest times of the year. We use the ten weeks of summer break to accomplish projects throughout our building that are just not possible when school is in session. We have some big plans in store for campus improvements over the next few weeks and are excited to share them with our families below.

The last couple of summers have been marked with significant projects and investments being made into our physical plant. In the summer of 2020, we built the Hub (Library, STEM, and Learning Center) along with three new 1st-grade classrooms, an upper school office, and new administrative offices on the bottom floor. Last summer we built our new entryway as well as a new shop space for our facilities staff. This summer, we are ambitiously remodeling every classroom in our lower school. The flooring in the hallway and in the classrooms is being replaced. All classrooms and offices on the first floor are having new energy-efficient windows installed, and new LED lights will be installed on the first floor (over 250 lights) as well. This project will also include some long overdue remodeling in our cafeteria. If you have been on Bobcat Alley this week, you have noticed that there are many storage containers now parked in this space. All nine classrooms have been boxed up and moved into these containers, and work is scheduled to begin on Tuesday, May 30. Our teachers have worked VERY hard over the last couple of weeks preparing for this move. When students return in the fall, this space will look fresh and new. We can’t wait to see the finished product.

This is the outdoor space that will be updated this summer

Additionally, we are currently working with the city of Chattanooga to obtain permitting for major improvements to our upper play space and create a second outdoor learning space. This project is located on Brookfield Ave, close to our current garden and existing outdoor classroom, and is being funded through the generosity of four of our school families. A new turf field, new gaga pit, and a 16 x 34 pavilion will be added in the coming weeks. The reality is that there are not enough hours in the day for 350+ students to use our current playground every day. Because of this, our 2nd and 5th grades alternate going up to a play space on the other side of our campus. The new turf field will give students an amazing new space to play football, soccer, lacrosse, or any other games they desire. Because it will be turf, we will not have the issues that arise when it has recently rained. Additionally, rain can often force the cancellation of soccer or lacrosse practices. While the field will not be a regulation game-size field, it will be able to be used for practices when the weather makes it impossible to play on the big field. Also, this space is frequently used in PE class, and the new turf field will be a nice addition to those classes. The new pavilion will provide shade to our teachers and also provide a space for students who wish to play games, do artwork, or simply just get out of the hot sun during recess. Our teachers will now also have a second option for outdoor learning. Our current outdoor classroom can not be used when it is raining, this space will have tables and electricity which will allow it to be used with more frequency.

These improvements will make this space much better for our students and will also be used for other events that happen throughout the year. This project will most likely not be done by the time school starts in August, but we hope to have it done by September 1st.

We are busy into our 3rd day at Burton’s 4H Center here on Tybee Island. We turned our lights out at 10:30 pm last night, and our students certainly slept a little longer after a VERY long day yesterday. Like yesterday, photos from today will be posted to our Facebook page later tonight. Here is a rundown of the things we have done today.

• Before and after meals, our kids have some free time to play basketball, 4-square, volleyball, tetherball, and/or the ever-popular gaga pit. After breakfast, we headed to the beach for a class called “Choosies.” This is the least structured class they have. Students were able to do a beach walk to look for shells and shark teeth, build sandcastles, throw football or frisbees, make jewelry, or just relax. Mr. Grissar did work in a short practice for our lacrosse team during this time. They enjoyed getting to play in the sand.

• After Choosies, we came back for lunch, had a small amount of free time, and then headed back out to the beach for a class called Surf Sleuth (with Siene Nets). Like most outdoor classes here, this class began in one of their classrooms with some general knowledge about the fish we be hoping to catch as well as the “how to” of rigging fish nets. They learned about the different roles needed to operate the fish nets correctly. We then loaded up and headed out for the students to give it a try. It took several tries for our groups to get the hang of it, but each group started catching various types of fish, crabs, and shrimp. We were also blessed to have a pod of dolphins that started swimming right behind us for about 20 minutes.

• We came back and had snack time (THANK YOU, parents) and then had our second dissection of the week - the Dogfish Shark. Students had a lesson on the anatomy of sharks and learned all kinds of facts about them before partnering up and doing a controlled dissection. Highlights of this are cutting open the stomachs to find all sorts of things the sharks have eaten.

• After dinner, we headed back to the beach for one final time. We had multiple classes about pirate lore (why they wore eyepatches), an astronomy class, and a lesson about echolocation.

  We will be up early for clean up and will be taking off around 8 am, with the goal being to be back on campus by 3 pm. We will text updates along the way.

For those of you who may have stumbled upon this blog, the next couple of posts will be about our 5th-grade trip to Tybee Island. This is the capstone trip for our students at Brainerd Baptist School, and they look forward to it for YEARS. This post is for parents (or other interested folks) to learn more about what we do each day.

So we are approaching the end of our first full day here on Tybee Island. The weather has been incredible and our students are having an amazing experience packed full of learning in environments that are very different from what we have in Chattanooga. Our boys were up BRIGHT and early and were outside by 6:30 am (here’s hoping for a tired crew at bedtime tonight).
Here is a quick overview of our day. I will also post a photo album to our Facebook page with highlights from our day.

• We began this morning with orientation and a quick tour of the camp. Another school (Cornerstone Christian) from Virginia also has their 5th grade here and went through orientation with us (some have asked who the people were in pictures posted earlier)

• Our students are divided into three groups, and they rotate through classes. The first class was Beach Ecology, and we made our first trip to the Beach (about a mile away). They learned about the six zones of the beach, and then the groups tried to create an actual model of the zones using things on the beach.

• After lunch, we had a Coastal Critters class and a Salt Marsh Ecology class. In the Coastal Critters class, students got to move through multiple stations learning about animals that are found in the ocean as well as this area. Students were able to hold/touch/pet many different types of animals, including sea stars, crabs, urchins, sea turtles, an alligator, and many different types of snakes. Additionally, they also got to use fish nets and catch fish in the inner coastal waterway that is connected to the camp.
  In the Salt Marsh Ecology class, students loaded up (we move a LOT!) and headed a few miles away and got to use those boots you sent. They went on a hike into the marsh and learned all about the importance the marsh plays in the ecosystem as well as the animals that live there.

• After dinner, our students completed their first dissection of the trip and learned all about squids. It has been great fun watching students encounter this. Some were more excited than others!

• Our final activities tonight will include a game of Taboo and then a time around the campfire where we will have smores and devotion.
  We do not have great internet (we miss EPB!), so we will upload pictures later tonight.

In my last post, I shared the results of an exhaustive parent survey that we completed in the fall. I mentioned that we would begin responding to some of the comments that parents shared in the survey. This post is our attempt at answering/explaining questions that were raised about the new math curriculum that was adopted in the Fall of 2022. I have asked Mrs. Merrion to help with this post because she has extensive experience and training in teaching math and in our new curriculum. We are also planning a math night so parents can come in and see the instructional model in action to better understand how math instruction may look different today than it did when they were in elementary school. This time will also provide practical tips on how you can help your child if/when they may need help with math homework.

There were comments in the survey about the new math curriculum that were not accurate. The mindset that drives every decision we make at Brainerd Baptist School is “what is best for students.” Curricular decisions are intentional and involve teachers from every grade level. This group spent considerable time (over 1 year) talking to other schools about programs they were using, reviewing curriculums, as well as talking with our counterparts at middle and high schools in our area to gain information about how math is taught at the next level. That information was then used to make changes to our program that raised the bar on expectations for our students. We understand that growing pains occur when changes like this are made. Students may say, “We don’t like this, or This is too hard” to their parents, and this leads to parents being frustrated. That is natural in childhood, as many children will say that they don’t like eating vegetables or brushing their teeth. That doesn’t mean there isn’t value in those tasks! It is essential to understand that different doesn’t necessarily mean bad or that we have adopted something that goes against our core beliefs on how children learn. Mrs. Merrion does a great job of explaining this below.

Math - Does it All Add Up? by Rebecca Merrion

Many parents, maybe yourself included, are looking at their student’s homework and thinking, “Why are teachers teaching math so differently now? Why aren’t they teaching the standard algorithms? Why aren't they just helping kids get to the answers quickly? Why are they wasting so much time on methods that seem inefficient?”

In addition, some parents have voiced concerns that we are teaching “common core”. I think it is important to understand what Common Core actually means. It is not a curriculum but a set of national standards initiated in 2010 across the United States, which lays out standards for each grade level.  Every curriculum is required to cover those standards. In fact, every publisher creates a curriculum that will cover the material needed to hit those standards. The real question is, why did many curriculums start moving away from memorizing algorithms to focusing on understanding with more manipulatives and conceptual strategies? The answer comes down to research. 

Decades of studies show that teaching students algorithms and simply having students execute problems does not create flexible, mathematically-minded students who enjoy and succeed in the subject. Instead, it leaves many students feeling like they don’t like math. When they don’t understand why they are doing what they are doing, they are left feeling like it doesn't make sense. 

Research shows that if we teach students methods to conceptualize the problem first, they are better equipped to arrive at the right answers and are more able to explain their thinking. They are also more likely to find better ways to solve problems because standard algorithms are not always the most efficient way to solve a problem. Do we still teach them the standard algorithms? Yes, but only after they’ve learned other visual methods that help them conceptualize the concept.

Bridges in Mathematics was created by some of the top mathematicians in the world who incorporated their areas of expertise into different aspects of the curriculum. It specializes in using real-world examples and manipulatives to bring math to life. Students move between different activities throughout the class period to keep them engaged and curious. Each period has a mixture of large group activities; partner work with Problems and Investigations or Work Place games, and independent practice in their Student Books. This mixture of activities allows us to differentiate instruction and build community within the classroom. 

A typical day might begin with a Problem String that takes them through a series of problems, moving from easy to more challenging, as students look for patterns and strategies to be as efficient as possible. Then they might be learning a new Work Place game to practice the skills they are learning, or they might be presented with a Problems and Investigation, which is a complex problem to solve with a partner or group. Class usually ends with a Student Book page to complete independently.  Some days we have Math Forums, where students are asked in a large group setting to verbalize their thinking and share the strategies they used. Students then weigh which strategies are most efficient and which strategies they like better. No two days are exactly alike, keeping the classroom engaging and fun.

We at BBS are confident our students are getting a top-tier mathematical education with the Bridges Curriculum.  We are acutely aware of the challenges and expectations that lie ahead in Middle School and are committed to cultivating students' hearts and minds to thrive!

In the fall, Brainerd Baptist School engaged the Southern Association of Independent Schools (SAIS) to conduct their School Community Feeback Survey. Brainerd Baptist School holds membership in SAIS along with approximately 400 other schools in our region. Their work on governance, culture, and accreditation is very important and is widely recognized and respected. This survey (which is used by many SAIS member schools) is designed to gather data on how well schools meet the expectations of their parents, families, and faculty. 

We have endeavored to create a growth mindset within our community, and a  vital component of this is routinely asking tough questions and then reflecting and responding to those answers. Our desire is to share the results of the survey and then respond to questions or concerns that were raised.  This is the first in a series of communication in which I would like to have the platform to discuss the survey results and then respond to some items within the results. I acknowledge that this post is longer than usual; however, I hope you will take the time to read through the data and be proud of our school. While we feel validated in the work we are doing, we are also driven to continue to improve.

Survey Process

I like to describe the survey process by comparing it to the necessary annual physical. None of us enjoy the uncomfortable parts of seeing our physician annually, but we certainly recognize the value of the process. This information allows us to make changes in our habits that lead to healthier choices and improved lifestyles. I view the recent survey in a similar manner. When people are provided with anonymity, the goal is for them to be open and honest, and I believe this happened in our survey. The flip side is that occasionally, things that are critical (and sometimes personal) can also be said. My desire is to be very transparent with our families. Most of you know that I am very passionate about Brainerd Baptist School. I sincerely believe in our school and its mission. We have the most dedicated and gifted faculty in our area. They are professionals who work tirelessly to do what is best for children. While I am convinced that all of these things are true, we must always strive to improve our program. This, I believe, is what makes our school great. Over the last five years, I could easily list a dozen ways in which we have made changes to programming in the best interest of our students.  

Survey Background

The survey, which was conducted back in October, has been given in schools similar to Brainerd Baptist School thousands of times. The last time we sent out a survey such as this was in 2018, and at the time were informed that our results were among the highest ever tallied. Because of that, there was an expectation that the scores on this survey would be lower. When you also factor in the effects of a worldwide pandemic, the great resignation, and the research that clearly shows people, in general, are just not as happy as they used to be, I really was prepared for the results to be much lower than what was recorded previously. The survey is all-encompassing and helps schools identify if their constituents feel like the education they provide is of good value. The survey assigns respondents into one of three categories based on their responses: Promotor, Passive, or Detractor.  Let’s start out by looking at the scores and details from our parent survey.

Parent Net Promoter Score (NPS) - 80. The Parent NPS mean for all schools (K-12 and elementary) is 59, and the mean score for elementary-only schools is 67. This higher score tends to support a widely held opinion that lower schools tend to be happier places when compared to high schools.  Our NPS was a 92 in 2018. As you can see, our survey results overwhelmingly indicate that parents continue to strongly believe that we are fulfilling our mission and operating from a position of strength. Our parents shared many valuable comments (over 15 pages, to be exact!), and we have spent time reading and reflecting on those. We certainly love the positive comments, but we are also intent on reviewing the “not-so-flattering” comments and making improvements where necessary.

Faculty Net Promoter Score (NPS) - 100. This is a massive accomplishment for our school. According to SAIS, a score of 100 is rarely ever seen from a faculty group. The mean score for Faculty NPS in elementary schools is 75. This score shows that our faculty is happy in the workplace and fully committed to the mission of Brainerd Baptist School. Another important factor to consider when looking at this score is that we have just come out of an unprecedented period of time where data shows teachers (across the country) have chosen to leave the profession. Additionally, SAIS reports that Faculty NPS scores have trended down since 2020. Now, more than ever, it is clear our faculty enjoy working at Brainerd Baptist School, and this happiness manifests itself in the amazing things they do each day. 

As you can see, there is much to be proud of, but we also understand we have room for improvement. I will be writing and sharing some of those things over the next couple of weeks. The full report is attached for those who want to review it.

Katie Adams & Natalie Daniel lead a session at TAIS

This week our faculty participated in a conference attended by almost 900 educators from independent schools across our state. The Tennessee Association of Independent Schools organizes this conference and rotates from Memphis to Nashville to Chattanooga. When it is in our city, local member schools are encouraged to schedule the second day of the conference as an in-service day so their entire faculty can attend. I realize that it is unusual for our school to cancel classes on a random Monday in November. I hope that this post will help parents understand the logic behind and value of this decision. There are many different opportunities for small groups or individuals to attend educational workshops in a given academic year, but this conference is the only time when our entire faculty can attend professional development together. There were dozens of sessions that were geared to all grade levels and subjects. This conference is special because it is conducted FOR teachers BY teachers. This means that the sessions are led by teachers who are working at schools similar to Brainerd Baptist School from across the state. Many of our teachers also presented on topics sharing ideas or areas of expertise with their peers. In addition to attending sessions that help our teachers sharpen their skills and try new things, they can also talk with teachers from other local schools and educators from other parts of the state. The conversation is important and allows teachers to share success stories and talk through the struggles they face each day.

Deb Gruner Awarded the Hubert Smothers Excellence in Teaching Award

On Sunday, a special reception was held to honor four educators who have extraordinary careers in education. The TAIS Hubert Smothers Award for Excellence in Teaching is awarded by a committee of TAIS staff and board members who review nominations for the award. This award was established to honor Hubert Smothers, president of Harrison-Chilhowee Baptist Academy in Seymour, TN from 1970-1984. He was a teacher and administrator who cared deeply about the students and faculty entrusted to his care. It is in his memory and those ideals about which he felt so strongly that the Hubert Smothers Excellence in Teaching Awards are presented to honor the teaching profession. Nominees must meet an impressive set of criteria, including:

• Have at least 20 years’ experience in the teaching profession

• Have expertise in students' needs and development and unselfishly works toward

  their overall wellbeing

• Make contributions that go beyond the school community and impact the local,

  regional, and/or national educational community

• Demonstrate leadership in school activities outside of the classroom

• Be a respected, positive community member

  This award seeks to honor teachers who care deeply for students and know how to engage and inspire them and care deeply for their school community and the larger communities around them.

Below are the words that Sarah Wilson, Executive Director of TAIS read that capture what Mrs. Gruner has meant to our community.
”I’ve talked a lot about expansion and size, and I don’t want to neglect the significance of an alternative material force–compression–which can be powerful enough to catalyze all kinds of reactions, including creating the heat to ignite fuel. Deb Gruner’s work in education–almost 40 years at Brainerd Baptist School where she is currently a Fourth and Fifth-grade teacher–is characterized by igniting the potential in others, be they her students, her colleagues, or the multiple Heads of School for whom she has worked. Deb’s fun, engaging, and student-centered classroom serves as a launching point for Brainerd Baptist students who go on to thrive at their Middle Schools. And Deb also catalyzes potential in her colleagues, long serving as a mentor teacher in an official capacity and through her unofficial but highly sought-after mentorship of former students who are now educators themselves; she also works with a local university to help aspiring teachers each year and has volunteered her time tutoring underserved students in Chattanooga. I feel certain that part of Deb’s effective work to ignite others' passions for education and scholarship is through the example she sets as a true lifelong learner. Deb’s Head of School, Sean Corcoran, explains that Deb “continues to re-invent her teaching style by evolving to how children learn, which looks considerably different today than when she started fresh out of college.” As Sean notes, Deb’s passion for learning and for her work means that “her peers and students’ parents often seek her wisdom in professional matters and even their own parenting. Any teacher who spends time around her is better for it, and the school, and ultimately students, share in this reward. This unique ability is not limited to classroom teachers as multiple heads at BBS have also relied on Deb for counsel, encouragement, or just an ear to listen.” It’s no wonder that Deb has done so many significant things at Brainerd Baptist: serving as grade level chair, serving on curriculum and accreditation committees, creating and organizing the school’s house system, and creating the school’s six-day schedule each year.”

We are proud of Mrs. Gruner for her accomplishments. She is the first teacher from Brainerd Baptist School to win this coveted award. Our teachers were so grateful to have this time to learn from their peers, collaborate and network with other educators. Conferences such as this inspire us to be lifelong learners and strive for excellence for our students' benefit.

When we ask someone to share “How we are doing?” it is understood that we are opening ourselves up to criticism, but we also believe there is value in this process. As a school, we want to embody a mindset of continual improvement. A significant part of this is to ask our families for feedback. We want to know how you feel and ask for this information because we understand that there is always room for improvement. We also want to be a school that consistently looks for ways to improve not only our communication and programming but every facet of the educational experience.

Recently, our new families received a brief survey that inquired about their experience of coming into our school. We are currently reviewing that information to improve our processes for welcoming new families.

On a larger scale, we will soon be offering all of our families an opportunity to provide feedback about their experiences with our school. This is being done to help prepare our school for our accreditation visit that will take place in the fall of 2023. The accreditation process is vitally important to schools and is a 5-year cycle that culminates with a group of educators from other schools across our region coming on campus to review our school. They will meet with parents, teachers, trustees, and students during this time and will make recommendations for things we can improve on and commendations on things we are doing well. We will use the School Community Survey conducted by our friends at the Southern Association of Independent Schools (SAIS) to gather data. Your participation in this survey is important as we prepare for the visit. The survey will cover all facets of our school, provide an opportunity for parents to brag about the areas where we excel, and offer suggestions for improvement. If you have questions, please reach out to me.