KARCHER STAFF BLOG
KARCHER STAFF BLOG
Facebook Page: https://www.facebook.com/KarcherMiddleSchool/
BASD Staff Blog: https://basdstaffnews.blogspot.com/
Facebook Page: https://www.facebook.com/KarcherMiddleSchool/
BASD Staff Blog: https://basdstaffnews.blogspot.com/
______________________________________________________________________________
Kudos
_____________________________________________________________________________________________________
- Thank you to Jon Nelson and Eric Sulik for your organization and time into resilience week for our students! Ending with the BHS DRIVEN day was awesome! Great work to everyone for their efforts Friday! Sometimes an adjusted schedule can be difficult and everyone flowed with the schedule beautifully!
- Kudos to Steve Berezowitz for your behind the scenes work to make sure all 8th grade course requests for their freshmen year were completed by the high school's deadline of this past Friday!
- Kudos as well to our internal team, Kurt Rummler, Mike Jones, Brad Ferstenou, Scott Staude, Kris Thomsen, and Kim Moss, when it comes to developing our houses and other scheduling needs for the 2020-2021 school year!
- Thank you to Barb Berezowitz and Andrea Hancock for allowing some class time to be used for all of our 7th graders to input their elective course requests into Skyward! Thank you so much for being team players for our students!
- Kudos to Stephanie Rummler for setting up a fundraising event at Culvers this past week for student council! They students (and the koala) did great!
- Lastly, thank you to our scheduling committee for your time and efforts as we continue to think through a potential bell schedule for the new 6-8 middle school! The group is extremely collaborative and doing a great job trying to think outside the box as well!
Article this week: This article is a continuation from last week!
______________________________________________________________________________
Kudos
_____________________________________________________________________________________________________
- Thank you to Jon Nelson and Eric Sulik for your organization and time into resilience week for our students! Ending with the BHS DRIVEN day was awesome! Great work to everyone for their efforts Friday! Sometimes an adjusted schedule can be difficult and everyone flowed with the schedule beautifully!
- Kudos to Steve Berezowitz for your behind the scenes work to make sure all 8th grade course requests for their freshmen year were completed by the high school's deadline of this past Friday!
- Kudos as well to our internal team, Kurt Rummler, Mike Jones, Brad Ferstenou, Scott Staude, Kris Thomsen, and Kim Moss, when it comes to developing our houses and other scheduling needs for the 2020-2021 school year!
- Thank you to Barb Berezowitz and Andrea Hancock for allowing some class time to be used for all of our 7th graders to input their elective course requests into Skyward! Thank you so much for being team players for our students!
- Kudos to Stephanie Rummler for setting up a fundraising event at Culvers this past week for student council! They students (and the koala) did great!
- Lastly, thank you to our scheduling committee for your time and efforts as we continue to think through a potential bell schedule for the new 6-8 middle school! The group is extremely collaborative and doing a great job trying to think outside the box as well!
Article this week: This article is a continuation from last week!
UDL: A Blueprint for Learning Success
Teachers who implement Universal Design for Learning are educational architects, creating learning structures that support all students' success.
Teachers who implement Universal Design for Learning are educational architects, creating learning structures that support all students' success.
Step 4: Identify Barriers to Student Success
In formulating blueprints for universal design, architects examine the information they've collected about individuals and buildings to identify the barriers that may prevent some people from accessing and using specific aspects of the building. Similarly, in creating UDL instructional blueprints, educational architects identify factors that may hinder student success by reviewing the information they've collected related to students' individual characteristics and learning differences, the educational goals and learning objectives, and the learning environment. They ask themselves what barriers exist in the three components of UDL differentiation: (1) how content, learning activities and materials, directions, and academic language are presented; (2) how students are allowed to demonstrate what they know and can do; and (3) how students' attention, involvement, and motivation are fostered and maintained.
Dylan's teachers have identified several factors that seem to hinder his performance. They've noted that although Dylan is very engaged when learning about topics that interest him and using technology, he has difficulty paying attention, following directions, and completing his work during most large-group and small-group instruction. He also has trouble concentrating when he works alone to solve math word problems. During cooperative learning activities, Dylan's performance varies depending on the peers with whom he is working.
In formulating blueprints for universal design, architects examine the information they've collected about individuals and buildings to identify the barriers that may prevent some people from accessing and using specific aspects of the building. Similarly, in creating UDL instructional blueprints, educational architects identify factors that may hinder student success by reviewing the information they've collected related to students' individual characteristics and learning differences, the educational goals and learning objectives, and the learning environment. They ask themselves what barriers exist in the three components of UDL differentiation: (1) how content, learning activities and materials, directions, and academic language are presented; (2) how students are allowed to demonstrate what they know and can do; and (3) how students' attention, involvement, and motivation are fostered and maintained.
Dylan's teachers have identified several factors that seem to hinder his performance. They've noted that although Dylan is very engaged when learning about topics that interest him and using technology, he has difficulty paying attention, following directions, and completing his work during most large-group and small-group instruction. He also has trouble concentrating when he works alone to solve math word problems. During cooperative learning activities, Dylan's performance varies depending on the peers with whom he is working.
Step 5: Select UDL Solutions to Address the Barriers
Just as architects use universal design to remove barriers that limit access to buildings, educational architects employ UDL solutions to address the barriers to student success they have identified. UDL solutions are research-based instructional practices, accommodations, technologies, and policies that offer appropriate supports and challenges to students by providing multiple means of representation, action and expression, and engagement. Educational architects consider a range of evidence-based UDL solutions and select those that best address each student's learning differences.
Dylan's teachers have implemented several UDL solutions, which they also employ with some of Dylan's classmates who are in his small group for math. For example, they use color and enlarged type size to highlight important information in the math word problems they create. They make the problems more interesting and relevant to Dylan by incorporating animals and mechanical vehicles into them. They also use explicit instruction to teach word problems in small steps, and they've taught Dylan and other students to use manipulatives like Legos and graphic organizers like tape diagrams and number bonds (a mental picture of the relationship between a number and the parts that combine to make it). Students use response boards and think-alouds to explain their answers so that the teachers can monitor progress and give immediate and appropriate feedback.
To help Dylan follow directions and pay attention, his teachers present directions orally and visually, limit the number of directions presented at one time, and prompt him to paraphrase the directions. For any written task, they give him support to complete the first part. When improvement of writing is not the primary goal of the lesson, they allow him to respond orally. They have also taught Dylan to use a self-monitoring system to keep track of his on-task behavior. When he meets a goal, he earns time to work on a computer.
To promote positive relationships among students, the teachers provide social skills instruction and periodically implement community-building activities. For Dylan, they supplement their social skills instruction with social stories and role playing. For example, they've worked with Dylan to create and review brief, personal stories that illustrate appropriate behaviors during a range of social situations, such as how to listen without interrupting when others tell a funny story, or how to understand why a peer might be frowning.
Just as architects use universal design to remove barriers that limit access to buildings, educational architects employ UDL solutions to address the barriers to student success they have identified. UDL solutions are research-based instructional practices, accommodations, technologies, and policies that offer appropriate supports and challenges to students by providing multiple means of representation, action and expression, and engagement. Educational architects consider a range of evidence-based UDL solutions and select those that best address each student's learning differences.
Dylan's teachers have implemented several UDL solutions, which they also employ with some of Dylan's classmates who are in his small group for math. For example, they use color and enlarged type size to highlight important information in the math word problems they create. They make the problems more interesting and relevant to Dylan by incorporating animals and mechanical vehicles into them. They also use explicit instruction to teach word problems in small steps, and they've taught Dylan and other students to use manipulatives like Legos and graphic organizers like tape diagrams and number bonds (a mental picture of the relationship between a number and the parts that combine to make it). Students use response boards and think-alouds to explain their answers so that the teachers can monitor progress and give immediate and appropriate feedback.
To help Dylan follow directions and pay attention, his teachers present directions orally and visually, limit the number of directions presented at one time, and prompt him to paraphrase the directions. For any written task, they give him support to complete the first part. When improvement of writing is not the primary goal of the lesson, they allow him to respond orally. They have also taught Dylan to use a self-monitoring system to keep track of his on-task behavior. When he meets a goal, he earns time to work on a computer.
To promote positive relationships among students, the teachers provide social skills instruction and periodically implement community-building activities. For Dylan, they supplement their social skills instruction with social stories and role playing. For example, they've worked with Dylan to create and review brief, personal stories that illustrate appropriate behaviors during a range of social situations, such as how to listen without interrupting when others tell a funny story, or how to understand why a peer might be frowning.
Step 6: Ensure that UDL Solutions Are Well-Implemented
Architects develop detailed blueprints, specifying dimensions and materials to help ensure that buildings are built as they were designed. Educational architects also need to take steps to ensure that their UDL solutions are implemented well (McKenna, Flowers, & Ciullo, 2014). Educational architects make sure everyone understands the specific actions and conditions associated with the UDL solutions, including (a) when solutions will be employed; (b) which individuals will be responsible for implementing them; (c) what materials, resources, technologies, locations, and grouping arrangements will be needed for implementation; and (d) what preparation and education students and educators need.
To ensure fidelity in the implementation of the UDL solutions for Dylan, his teachers created a checklist of the essential features of the strategies. They periodically analyze lesson artifacts and samples of Dylan's work. They help Dylan learn the self-monitoring system by having him role-play how to pay attention and self-record, and they occasionally check his accuracy in using the system. As Dylan's teachers become sure that the UDL solutions are well implemented, they collect fidelity data less frequently.
Architects develop detailed blueprints, specifying dimensions and materials to help ensure that buildings are built as they were designed. Educational architects also need to take steps to ensure that their UDL solutions are implemented well (McKenna, Flowers, & Ciullo, 2014). Educational architects make sure everyone understands the specific actions and conditions associated with the UDL solutions, including (a) when solutions will be employed; (b) which individuals will be responsible for implementing them; (c) what materials, resources, technologies, locations, and grouping arrangements will be needed for implementation; and (d) what preparation and education students and educators need.
To ensure fidelity in the implementation of the UDL solutions for Dylan, his teachers created a checklist of the essential features of the strategies. They periodically analyze lesson artifacts and samples of Dylan's work. They help Dylan learn the self-monitoring system by having him role-play how to pay attention and self-record, and they occasionally check his accuracy in using the system. As Dylan's teachers become sure that the UDL solutions are well implemented, they collect fidelity data less frequently.
Step 7: Evaluate the Efficacy, Acceptability, and Fidelity of UDL Solutions
Effective professionals in all fields examine the efficacy, acceptability, and fidelity of their practices. After UDL solutions have been implemented, educational architects collect and analyze classroom-based data to assess how the solutions are affecting student learning, behavior, and socialization (Salend, 2016). Through observations, self-reflection, and interviews with students, educators examine whether they and their students view the UDL solutions as appropriate and effective (Chorzempa, Maheady, & Salend, 2012). They also gather information to determine the extent to which the UDL solutions are being implemented with fidelity (McKenna, Flowers, & Ciullo, 2014). Effective and acceptable UDL solutions are continued as needed. Ineffective, unacceptable, or difficult-to-implement solutions are revised or replaced by other solutions.
Dylan's teachers use work samples, observations, interviews, and self-reflection to evaluate their UDL solutions. They periodically examine the data that provide evidence of Dylan's improvement in solving word problems, following directions, and paying attention. When they evaluate their efforts to help Dylan's socialization, teachers note that although they observe him socializing with more peers, these interactions tend to be brief and initiated by others, so they need to step up social skills instruction for him.
Dylan has said that he likes using the self-monitoring system and has offered ways to make it better—for example, he suggested that his self-recording sheet include a pictorial depicting him paying attention, and that he be allowed to choose a classmate to work on the computer with him if he achieves his goal. The teachers agree to try these strategies.
All of these strategies and skills relate to all of our students, especially our students who have an IEP!
_____________________________________________
Information/Reminders
__________________________________________________________________________________________________________________________
New Construction Information
- Click HERE to access the new building blog! It was updated this past Thursday.
This week:
- Monday, February 24 - District Essential Skill Committee Meeting in our Karcher library from 3:45 - 5:15.
- Our focus of the teacher team this week is to continue the development of a K-12 behavior rubric so that we have common language K-12! This does mean ours will be tweaked to ensure consistency throughout the district.
- Tuesday, February 25 - The board of education will be in our building throughout the day. Instead of the lunch with board members, like in the past, we have shifted to inviting board members to each building throughout the school year for a day. Some may come at right way at the start of school and stay for a bit, some might come mid-day, or some at the end. So... if you see board members popping into your classrooms they will be encouraged to do so in order for them to have a better idea of the things happening in our classrooms and schools!
- Tuesday, February 25 - Start of our new iTime rotation focused around Standards Mastery within iReady and the TDA Forward writing. When working with our students on both of these the focus should be around what grade level proficiency work looks like as everything you will be doing with them is about practicing grade level standards.
- The updated list of where students should be going is linked on the first page of our Karcher Calendar (center column)
- Tuesday, February 25 - Scheduled Parent/Guardian/Teacher conferences from 4:00 - 6:00. Thank you all for setting up your meetings with parents/guardians so that they are given the opportunity to meet with all of you so we support each other on their students growth and achievement.
- Please make sure you are at Karcher no later than 3:45 if you plan on leaving the building after school.
- Also... if a meeting with a parent/guardian runs a little over 6:00 please make sure we are professional and stay to talk with the family. We should not be telling them you only have to stay until 6:00.
- On another note, if you predict you will have difficult or concerning conversation please let Annie or I know as we can sit in with the team.
- Wednesday, February 26 - PLC is within your content area teams continuing your work around Essential Skills. This is a great time to focus on tweaks to rubrics, formative/summative assessments, analyzing student work to inform your instruction, etc.
- Special Education teachers will meet in Amanda Thate's room so that we can continue or conversation from the session you all had with Peggy Black.
- Wednesday, February 26 - Karcher Lucky Star night! Lucky Star wanted to partner with BASD and give back to our schools! They will be donating 20% of customer's bills that have a copy of the "coupon", can show the coupon via Facebook or email, or who bring up that they are there for Karcher.
- Thursday, February 27 - Guskey Conference in the Dells.
- Donna Sturdevant, Stacy Stoughton, Kailee Smith, and myself will be attending the conference as representatives for Karcher. Some members of the District Essential Skill committee (K-12) will be going. Guskey is a researcher that focuses heavily on "Grading for Learning"/standards-based grading practices. Our BLT team read one of his books last year. The high school is now reading the same book this year.
- We are excited to attend and eager to learn from him!
- Thursday, February 27 - 6-8 music conversation when it comes to scheduling prior to the scheduling committee the following day.
- Music has some unique components, we felt it was important for all the music teachers to get together to talk through how music can look while also remembering the importance of balance with the other elective areas. Dr. Plank and Annie Phillips will also be with them during the meeting.
- Dustan and Rod... if you need help from me figuring out coverage for the end of the day so you can get to Dyer by 2:30 let me know! More than happy to help talk through coverage.
Friday, February 28 - Inservice day from 8:00 - 4:00
- 7:00 - 12:00 - biometric screening times available.
- Below is the image showing the link and "how to" in order to sign up!
- 8:00 - 12:00 is district directed work time.
- Everyone except special education should be working on your Essential Skill work throughout the duration of the time. Things to make sure are set for next year:
- At a glance documents for all courses. Some of you, especially electives, have multiple classes. Are your at a glance documents the same for each course? If not we need multiple at a glance documents (and then also rubrics) for classes that are not the same.
- Within a subject area you should have the same standards but your emphasis might vary based on the course. Just think about that and make sure your Essential Skill rubrics align to your work.
- Tweaks to rubrics, especially when thinking about the standard and proficiency. Now that you have been using your rubrics, this year, this is a good time to make adjustments you see fit.
- This time would be perfect for creating common formative and summative assessments.
- When thinking formative, remember this should be or usually just be one subskill you are assessing as formative is FOR learning. Formatives are quick pieces of evidence to inform students of their learning and inform you for your instruction. Strategy groups then can come from your formative data as well depending on what you are noticing and noting about the student evidence.
- Formatives are more important than summatives as formatives are the moments where you can provide timely feedback to students about their learning and understanding of specific subskills (standards).
- Summative assessments are your moments in time where you believe students should be able to demonstrate proficiency on specific subskills. Summatives should include multiple subskills and your assessment should be categorized by subskill. Assessments should never be "I gotcha" moments but rather moments in time where students are able to demonstrate their understanding of subskills (standards).
- Less feedback can be given here as these are the moments where students should be ready and be able to demonstrate proficiency.
- These are all reminders we have talked about throughout our time working on Essential Skills but I wanted to plug in the reminders again to ensure consistency across all disciplines.
- I will be in the building starting at about 9:00 as I will be at Dyer from 8:00 - 9:00 to talk about the standards-based gradebook with the 6th grade staff.
- Special Education teachers:
- From 8:00 - 10:00 is your time to talk with the high school and Dyer about student transitions between buildings/grade levels.
- The location for this is the Ulab or large conference room (up to you guys on the location between the two).
- I know the desire is for me to be present when you talk about 6th to 7th so talking through that transition starting at 9:00 would ensure I am able to be at the meeting with you. If you are feeling more confident and want to just start at 8:00 with 6th to 7th go right ahead!!! It is all about you guys and having time to meet with 6th grade and also with 9th grade/high school.
- From 10:00 - 12:00 you will be in the library with Kathy Merlo going over important reminders/training when it comes to our special education students.
- 12:00 - 1:00 - Scheduling Committee meeting in our Karcher library. We will start when the majority of Dyer staff arrive. Scott does plan on letting them leave Dyer at 11:45 so please be in the library by 12:00 (for those on the committee).
- Lunch will be provided again: Subway, chips, & water.
- If the meeting goes beyond 1:00 we can continue the conversation as long as committee members are wanting too.
- 1:00 - 4:00 is teacher work time. This time would be great for completing your mid-year SLOs and PPGs as they need to be submitted by March 3!
Below is the information for the biometric screening. If you have a hard time reading this Jill Sheeley sent this information to us on February 11th at 8:30am if you want to look for that email.
Looking ahead:
- Monday, March 2 - BLT Meeting
- Tuesday, March 3 - Eric Sulik, Ryan Hoffman, Dr. Plank, and myself will be going to PHlab and Midwest to see their STEM programs in order to determine our STEM programming needs for the new middle school.
- Tuesday, March 3 - SLO & PPG is due!
_________________________________
Pictures from the week
_____________________________________________________________________________________________________
Student Council Culver's Night!
BHS & Karcher DRIVEN day focused around resilience!
Effective professionals in all fields examine the efficacy, acceptability, and fidelity of their practices. After UDL solutions have been implemented, educational architects collect and analyze classroom-based data to assess how the solutions are affecting student learning, behavior, and socialization (Salend, 2016). Through observations, self-reflection, and interviews with students, educators examine whether they and their students view the UDL solutions as appropriate and effective (Chorzempa, Maheady, & Salend, 2012). They also gather information to determine the extent to which the UDL solutions are being implemented with fidelity (McKenna, Flowers, & Ciullo, 2014). Effective and acceptable UDL solutions are continued as needed. Ineffective, unacceptable, or difficult-to-implement solutions are revised or replaced by other solutions.
Dylan's teachers use work samples, observations, interviews, and self-reflection to evaluate their UDL solutions. They periodically examine the data that provide evidence of Dylan's improvement in solving word problems, following directions, and paying attention. When they evaluate their efforts to help Dylan's socialization, teachers note that although they observe him socializing with more peers, these interactions tend to be brief and initiated by others, so they need to step up social skills instruction for him.
Dylan has said that he likes using the self-monitoring system and has offered ways to make it better—for example, he suggested that his self-recording sheet include a pictorial depicting him paying attention, and that he be allowed to choose a classmate to work on the computer with him if he achieves his goal. The teachers agree to try these strategies.
All of these strategies and skills relate to all of our students, especially our students who have an IEP!
All of these strategies and skills relate to all of our students, especially our students who have an IEP!
_____________________________________________
Information/Reminders
__________________________________________________________________________________________________________________________
New Construction Information
- Click HERE to access the new building blog! It was updated this past Thursday.
This week:
- Monday, February 24 - District Essential Skill Committee Meeting in our Karcher library from 3:45 - 5:15.
- Our focus of the teacher team this week is to continue the development of a K-12 behavior rubric so that we have common language K-12! This does mean ours will be tweaked to ensure consistency throughout the district.
- Tuesday, February 25 - The board of education will be in our building throughout the day. Instead of the lunch with board members, like in the past, we have shifted to inviting board members to each building throughout the school year for a day. Some may come at right way at the start of school and stay for a bit, some might come mid-day, or some at the end. So... if you see board members popping into your classrooms they will be encouraged to do so in order for them to have a better idea of the things happening in our classrooms and schools!
- Tuesday, February 25 - Start of our new iTime rotation focused around Standards Mastery within iReady and the TDA Forward writing. When working with our students on both of these the focus should be around what grade level proficiency work looks like as everything you will be doing with them is about practicing grade level standards.
- The updated list of where students should be going is linked on the first page of our Karcher Calendar (center column)
- Tuesday, February 25 - Scheduled Parent/Guardian/Teacher conferences from 4:00 - 6:00. Thank you all for setting up your meetings with parents/guardians so that they are given the opportunity to meet with all of you so we support each other on their students growth and achievement.
- Please make sure you are at Karcher no later than 3:45 if you plan on leaving the building after school.
- Also... if a meeting with a parent/guardian runs a little over 6:00 please make sure we are professional and stay to talk with the family. We should not be telling them you only have to stay until 6:00.
- On another note, if you predict you will have difficult or concerning conversation please let Annie or I know as we can sit in with the team.
- Wednesday, February 26 - PLC is within your content area teams continuing your work around Essential Skills. This is a great time to focus on tweaks to rubrics, formative/summative assessments, analyzing student work to inform your instruction, etc.
- Special Education teachers will meet in Amanda Thate's room so that we can continue or conversation from the session you all had with Peggy Black.
- Wednesday, February 26 - Karcher Lucky Star night! Lucky Star wanted to partner with BASD and give back to our schools! They will be donating 20% of customer's bills that have a copy of the "coupon", can show the coupon via Facebook or email, or who bring up that they are there for Karcher.
- Thursday, February 27 - Guskey Conference in the Dells.
- Donna Sturdevant, Stacy Stoughton, Kailee Smith, and myself will be attending the conference as representatives for Karcher. Some members of the District Essential Skill committee (K-12) will be going. Guskey is a researcher that focuses heavily on "Grading for Learning"/standards-based grading practices. Our BLT team read one of his books last year. The high school is now reading the same book this year.
- We are excited to attend and eager to learn from him!
- Thursday, February 27 - 6-8 music conversation when it comes to scheduling prior to the scheduling committee the following day.
- Music has some unique components, we felt it was important for all the music teachers to get together to talk through how music can look while also remembering the importance of balance with the other elective areas. Dr. Plank and Annie Phillips will also be with them during the meeting.
- Dustan and Rod... if you need help from me figuring out coverage for the end of the day so you can get to Dyer by 2:30 let me know! More than happy to help talk through coverage.
- 7:00 - 12:00 - biometric screening times available.
- Below is the image showing the link and "how to" in order to sign up!
- 8:00 - 12:00 is district directed work time.
- Everyone except special education should be working on your Essential Skill work throughout the duration of the time. Things to make sure are set for next year:
- At a glance documents for all courses. Some of you, especially electives, have multiple classes. Are your at a glance documents the same for each course? If not we need multiple at a glance documents (and then also rubrics) for classes that are not the same.
- Within a subject area you should have the same standards but your emphasis might vary based on the course. Just think about that and make sure your Essential Skill rubrics align to your work.
- Tweaks to rubrics, especially when thinking about the standard and proficiency. Now that you have been using your rubrics, this year, this is a good time to make adjustments you see fit.
- This time would be perfect for creating common formative and summative assessments.
- When thinking formative, remember this should be or usually just be one subskill you are assessing as formative is FOR learning. Formatives are quick pieces of evidence to inform students of their learning and inform you for your instruction. Strategy groups then can come from your formative data as well depending on what you are noticing and noting about the student evidence.
- Formatives are more important than summatives as formatives are the moments where you can provide timely feedback to students about their learning and understanding of specific subskills (standards).
- Summative assessments are your moments in time where you believe students should be able to demonstrate proficiency on specific subskills. Summatives should include multiple subskills and your assessment should be categorized by subskill. Assessments should never be "I gotcha" moments but rather moments in time where students are able to demonstrate their understanding of subskills (standards).
- Less feedback can be given here as these are the moments where students should be ready and be able to demonstrate proficiency.
- These are all reminders we have talked about throughout our time working on Essential Skills but I wanted to plug in the reminders again to ensure consistency across all disciplines.
- I will be in the building starting at about 9:00 as I will be at Dyer from 8:00 - 9:00 to talk about the standards-based gradebook with the 6th grade staff.
- Special Education teachers:
- From 8:00 - 10:00 is your time to talk with the high school and Dyer about student transitions between buildings/grade levels.
- The location for this is the Ulab or large conference room (up to you guys on the location between the two).
- I know the desire is for me to be present when you talk about 6th to 7th so talking through that transition starting at 9:00 would ensure I am able to be at the meeting with you. If you are feeling more confident and want to just start at 8:00 with 6th to 7th go right ahead!!! It is all about you guys and having time to meet with 6th grade and also with 9th grade/high school.
- From 10:00 - 12:00 you will be in the library with Kathy Merlo going over important reminders/training when it comes to our special education students.
- 12:00 - 1:00 - Scheduling Committee meeting in our Karcher library. We will start when the majority of Dyer staff arrive. Scott does plan on letting them leave Dyer at 11:45 so please be in the library by 12:00 (for those on the committee).
- Lunch will be provided again: Subway, chips, & water.
- If the meeting goes beyond 1:00 we can continue the conversation as long as committee members are wanting too.
- 1:00 - 4:00 is teacher work time. This time would be great for completing your mid-year SLOs and PPGs as they need to be submitted by March 3!
Below is the information for the biometric screening. If you have a hard time reading this Jill Sheeley sent this information to us on February 11th at 8:30am if you want to look for that email.
Looking ahead:
- Monday, March 2 - BLT Meeting
- Tuesday, March 3 - Eric Sulik, Ryan Hoffman, Dr. Plank, and myself will be going to PHlab and Midwest to see their STEM programs in order to determine our STEM programming needs for the new middle school.
- Tuesday, March 3 - SLO & PPG is due!
Pictures from the week
_____________________________________________________________________________________________________
Student Council Culver's Night! 
