FPS Names 2015 Support Staff of Year

Hofmann, TamaraEnglish Language Learner (ELL) social worker Tamara Hofmann has been named the Fargo Public School District 2015 Support Staff of the Year. Superintendent Dr. Jeffrey Schatz made the surprise announcement and award presentation during a District professional development meeting late in the afternoon on April 14.

An alumna of Minnesota State University Moorhead, Hofmann began her employment with the Fargo Public School District in 2009, as a paraprofessional. She was hired as a licensed social worker for the District in 2010. Prior to working for the District, Hofmann was an independent court appointed visitor, and has been employed by Lutheran Social Services, Fergus Falls Regional Treatment Center, NDSU Parents As Teachers Program, and the Arc of Cass County.  She is trained in Nurtured Heart, Love & Logic, and Crisis Intervention. Hofmann received the Professional of the Year Award from the Arc of Cass County.

Tamara Hofmann’s selection for Support Staff of the Year was based on recommendations that highlight Hofmann’s generous heart and exemplary service to ELL students and their families within the District.

Hofmann is described as a communicator, an advocate, respectful, affirming, empathetic, and a cultural educator. She is praised for her clarity of purpose, inner strength, and her ability to quickly build rapport and develop and maintain strong relationships amongst many groups of individuals – students, families, co-workers, and community service providers.

Staff members tell how Hofmann is an advocate and friend to many, and she serves as a bridge between school and home for her ELL students. Because of Hofmann’s efforts of support and understanding, teachers and other support staff are able to more effectively serve the needs of the ELL population. She works to alleviate barriers to students’ success in school. One of her co-workers shared,

“This woman does it all! She is the cultural broker her students and their families need in a new community.”

Tamara Hofmann, Fargo Public School District’s 2015 Support Staff of the Year Award recipient, makes a real and positive difference in the lives of the students, families, and staff within the Fargo Public School District.

This is the second time the “Support Staff of the Year” award has been given. The honor is an award bestowed as part of the District’s annual Staff Recognition Program. The District also annually recognizes an “Administrator of the Year” and a “Teacher of the Year” as part of this program. South High School Proctor Robert Wilson received the 2014 Support Staff of the Year Award.

FREE Concert SATURDAY: Bismarck & Fargo Middle School Show Choirs

The sounds of vocal music will be ringing from the rafters during this “East Meets West” concert.

WHAT:            Joint Middle School Vocal Music Concert
WHEN:            Saturday, April 11, 2015 at 1:30 p.m.
WHERE:          Ben Franklin Middle School Auditorium, 1420 North 8th Street, Fargo

The Ben Franklin Middle School (BFMS) Show Choir, under the direction of Sarah Hanson, will perform a joint concert on Saturday, April 11 with Kantorei, the sixth through eighth grade Central Dakotas Children’s Choir (CDCC) from Bismarck, which is under the direction of James McMahon. More than 50 Bismarck students will join more than 35 seventh and eighth grade Fargo students onstage. Participation in each choir is by audition.

choir_graphic

Each choir will perform several of their own vocal numbers. Most of the vocal selections for the BFMS Show Choir are Broadway, Pop, and Jazz music and will include Over the Rainbow (Wizard of Oz), Sit Down, You’re Rockin’ the Boat (Guys and Dolls), Defying Gravity (Wicked/Glee) and Swing on a Star. Kantorei is expected to sing standard and classical vocal repertoire. The program will end with a joint performance of Why We Sing, a song that shares the importance of music and singing in our lives.

Choir Director Sarah Hanson feels these collaborative performances are an important part of musical education.

“It’s important for students to see music outside of their own school world.  Every director, every school, and every community shapes the way that students see music.  When we see these other students perform, it enhances our own knowledge of what’s out there, and inspires the students to do, be, and try more new things.  They become positive instigators of quality and excitement about music in their regular school groups in turn.”

The concert is scheduled to last approximately 45 minutes, and there is no admission charged to attend. The concert is appropriate for audiences of all ages.

Combined Schools Improvisation Show TONIGHT!

If two heads are better than one when tackling an idea, image the creativity that will flow when eight heads are involved!

WHAT:            Combined Improvisation Show
WHEN:            Friday, April 10, 2015 at 7:30 p.m.
WHERE:         Davies High School Theater, 7150 South 25th Street, Fargo

Eight students from the Davies and South High School improvisation troupes will join forces onstage to perform for an evening of improvisational theater on April 10 at Davies High School. Four students from each school will perform together in various improvisation “sketches” (scenes).

Drama_masks

There is no script for any of the sketches and all dialogue is improvised on the spot, showcasing the performers’ knowledge of improvisation techniques and their individual creativity. At times, the performers may solicit suggestions from the audience for setting, characters, and key words used in a sketch.

The drama students came up with the idea for the combined improvisation show, expressing a desire to work with their peers from the other school. Both Davies and South have their own school improvisation troupe, but have never performed previously as a combined troupe.

Admission is $2.00, and tickets are available at the door.

FPS Names 2015 Administrator of the Year

photo portrait of John NelsonBen Franklin Middle School Principal John Nelson has been named the Fargo Public School District 2015 Administrator of the Year. Superintendent Dr. Jeffrey Schatz made the surprise announcement and award presentation at an assembly in the Ben Franklin Middle School auditorium on April 8 to all students, staff, and several invited guests.

An alumnus of Fargo Public Schools and North Dakota State University, Nelson began his employment with the Fargo Public School District in 1987, as a mathematics instructor and wrestling coach. He became the assistant principal at Ben Franklin Middle School in 1994 and became the principal there in 1996. In addition to his administrative duties at his assigned school, Nelson is the chair of the Health Insurance Committee and also serves on the District’s Calendar Committee and Middle School Task Force, and has been active in many District initiatives. He is the Chair of the Fargo Public Schools annual United Way of Cass Clay giving campaign, and a driving force behind its long term success. Nelson served as the Fargo Education Association president for the 1992-93 school year, and received the 2010 North Dakota Principal of the Year Award. Nelson began his educational career in Hazen, ND, where he served as a classroom teacher and coach from 1983 to 1987.

John Nelson’s selection for Administrator of the Year was based on many letters of recommendation that all highlight Nelson’s exemplary attitudes and behaviors as a leader and advocate for education.

Nelson is described as a dynamic leader, one who is a team player, compassionate, involved, a visionary, and dedicated to building relationships of caring and respect. He can often be heard saying, “We’re here for our students!” and “It’s the little things that make a big difference!” to his Ben Franklin staff, as he truly considers each staff member a partner in delivering quality educational experiences in a caring environment to students.

Comments on Nelson’s leadership style included phrases such as:

“He models the ideal of a compassionate leader,”

“He believes in the limitless potential of every child,”

“His number one goal is the continued success of his students and staff.”

Parents and staff members tell how through Nelson’s leadership, the teachers, parents, and students have become a “Ben Franklin family.” Nelson’s “signature” is to greet every student at the door to the school each morning. He works to foster an environment of respect, integrity, and caring. Nelson is often seen working first hand with students that need that little extra gesture or time together to show them that someone does care. One of the Ben Franklin teachers shared, “John’s commitment to education and family puts him at the top of his field.”

John Nelson, Fargo Public School District’s 2015 Administrator of the Year Award, makes a real and positive difference in the lives of the students, families, and staff at Ben Franklin Middle School and the Fargo Public School District.

This is the second time the “Administrator of the Year” award has been given. The honor is an award regularly bestowed as part of the District’s annual Staff Recognition Program. The District also annually recognizes a “Support Staff of the Year” and a “Teacher of the Year” as part of this program, which will be awarded for 2015 in the coming weeks. Washington Elementary Principal Dana Carlson received the 2014 Administrator of the Year Award.

ELL Teachers – What IS Their Job, Anyway?

Sanders, VonnieBy Fargo Public Schools English Language Learning Coordinator Vonnie Sanders

Hey, you out there (including principals and teachers), do you know what an ELL (English Language Learner) teacher does?   Sure, you see them at meetings, expect them to case manage and advocate for ELL students, get copies of their paperwork, and know they administer the ACCESS English language skills assessments – but what do they do in their classrooms?

ELL teachers’ primary responsibility is to teach language to English Language Learners.  This may sound like a no-brainer, but this fact can sometimes be lost in the conglomeration of activities that go on in a school.  At all grade levels, you should see language learning being emphasized – you may also see other content (for example: math, reading, social studies), but this should not preclude language instruction.   ELL teachers use strategies that make content accessible to ELLs and use direct instruction to listening, speaking, reading, and writing.

What might this look like in actual practice?  When you enter the ELL classroom, you should see:

  • Lots of listening and speaking. ELLs need to develop oral fluency before they can develop fluency in reading.
  • Emphasis on developing accuracy and fluency, both written and oral.
  • Direct teaching of grammar, phonetics, syntax, register, and semantics.
  • Vocabulary development. This is vital and will include both direct and just-in-time teaching.
  • Time spent developing background knowledge.
  • An emphasis on understanding culture. Needless to say, this is reciprocal: teachers need to learn about culture from the students, as well as explain American culture to them.

Why is all of this important?  Remember that in many ways, we learn a second language in the same linear approach that we learn our first language.  We listen for several months (for ELLs, this is called the “silent period”) before we begin experimenting with sounds, then words.  Once we know the meaning of words, we can begin to learn to decode and comprehend written material.  And the process continues.  A native English speaker has had years of practice before they begin school.  ELLs do not have the luxury of that much time.  The job and privilege of ELL teachers is to fast track students and give them the language skills they need to be successful in school and in the future.

Many of the skills being taught in ELL classes are also being taught in the regular education classroom, of course.  However, ELLs need more time and intensity.  They also need instruction in areas of language that native English speakers already know.  Because students are learning culture and content along with language, progress may seem slow at times.  Remember, ELLs are learning a huge amount of information that is not “on the test!”  Practically speaking, this might mean that ELLs who are using programs designed for non-ELLs may move through the materials slower because they are learning the language and culture at the same time.  They do typically catch up to their peers in five to seven years.

Think of yourself learning Algebra in a Russian school…it might be a challenge. You would be grateful if a Russian teacher took time to give you the language instruction you need!

 

Holiday Alert:
April 4-11 – Pesach / Passover (Jewish) Pesach is a week-long observance commemorating the freedom and exodus of the Israelites (Jewish slaves) from Egypt during the reign of the Pharaoh Ramses II (one of three pilgrimage festivals). General Practices: Family gatherings, ritualized meals called Seders, reading of the Haggadah, lighting of Yahrzeit memorial candle at sundown on the last night of Passover. Date details: Begins at sundown of first day. Recommended Accommodations: Avoid scheduling important deadlines, events and activities on the first two and last two days of the holiday, provide food accommodation as requested (kosher restrictions apply—the use of leavening is prohibited so, for example, matzah is eaten in place of bread.)

April 5 – Easter (Christian / Roman Catholic and Protestant) Annual commemoration of the resurrection of Jesus Christ. General Practices: Celebratory meals, family gatherings, distribution of colored eggs, baskets and chocolate bunnies. It is a celebration of renewal. Date details: Easter Sunday is determined by the Gregorian calendar (Gregorian calendar regulates ceremonial cycle of the Roman Catholic and Protestant churches).

April 14 – Vaisakhi Followers of the Sikh religion, as well as Indian Punjabis (Hindus and Sikhs) all over the world celebrate Vaisakhi (also referred to as Baisakhi) on a yearly basis. For many Punjabis, Vaisakhi is a traditional harvest celebration based out of the Indian states of Punjab and Haryana, and more importantly known for the founding of the Khalsa. The Khalsa is the body of all Sikhs represented by the five (panch) holy ones, also called the Guru Panth.

May 4 – Visakha Puja Day is one of the most important days in Buddhism. It is the day Buddhists assemble to commemorate the life of the Buddha, and to give reverence to His purity, profound wisdom and immense compassion for all humankind and living beings by reflecting and using His teachings as guidelines for their lives.  Visakha Puja Day also marks the anniversary of three significant events in the life of the Buddha – His Birth, Enlightenment, and Attainment of Complete Nirvana.

Safe Sports School Designations

By FPS Sphoto portrait of Todd Olsontudent Activities Director Todd Olson

All three Fargo Public comprehensive high schools, Davies, North, and South, are the recipients of the National Athletic Trainers’ Association (NATA) Safe Sports School Award.  The award champions safety and recognizes secondary schools that provide safe environments for student athletes.  The award also reinforces the importance of providing the best level of care, injury prevention, and treatment.

North_banner_700The three Fargo comprehensive high schools are the only schools in North Dakota to be honored by being named to the First Team of the Safe Sports School Award.  First Team awards are given to schools that have acted on all recommended and required elements of the Safe Sports School checklist.

A special thank you to North High School Athletic Trainer Jon Darling for his time, effort, and leadership in helping the Fargo Public Schools to earn this designation.

In order to achieve Safe Sport School status, as Fargo Public Schools has done, athletic programs must:

  • Create a positive athletic health care administrative system
  • Provide or coordinate pre-participation physical examinations
  • Promote safe and appropriate practice and competition facilities
  • Plan for selection, fit function and proper maintenance of athletic equipment
  • Provide a permanent, appropriately equipped area to evaluate and treat injured athletes
  • Develop injury and illness prevention strategies, including protocols for environmental conditions
  • Provide or facilitate injury intervention
  • Create and rehearse a venue-specific Emergency Action Plan
  • Provide or facilitate psychosocial consultation and nutritional counseling/education
  • Be sure athletes and parents are educated of the potential benefits and risks in sports as well as their responsibilities

The National Athletic Trainers’ Association (NATA) is the professional membership association for certified athletic trainers and others who support the athletic training profession. Founded in 1950, NATA has grown to more than 35,000 members worldwide today. The majority of certified athletic trainers choose to be members of the NATA to support their profession and the organizations they serve.

For more information visit www.athletictrainers.org.

Kids Against Hunger

The Key Clubs at North, Davies, and South High Schools joined forces on March 28 with the Key Clubs from Moorhead, West Fargo, and Shanley High Schools to help feed those who are hungry in our region. NDSU Blue Key Club and Concordia’s Circle K Club members also participated in this simple event with a large impact.

10431557_10204123873432720_4730990913562113128_nKids Against Hunger (KAH) is a movement that feeds hungry children and their families through the efforts of kids, empowering everyone to significantly reduce the number of hungry children in the USA, with the goal to eradicate world hunger. This goal is achieved through the packaging of a highly nutritious, vitamin-fortified, soy and rice casserole by volunteers at numerous locations within the USA and Canada, and the distribution of those meals to starving children and their families in over 60 countries through partnerships with humanitarian organizations worldwide.

11083867_10204123874112737_8223125625481208522_nThis is the fifth year for the local KAH event, which stemmed from an idea to get involved by a past North High Key Club board. Organized this year by North High Key Club President Davis Redmond and the club’s long-time Primary Advisor Clover Ellingson, along with Assistant Advisor Lori Koenig and Kiwanis Advisor Bonnie Nelson, more than 60 high school and college students were involved in this year’s event, held in the North High Commons. Ellingson shared that the North High Key Club has organized this project multiple times because it allows so many area schools to work together. “This is one of our favorite events because it affects people in our area, and we are providing something that is necessary to their health. This project is one that really makes us feel like we are doing a good thing. It’s also really fun because we get to meet and work with other clubs, which is pretty uncommon,” said Redmond.

Two three-hour shifts by the student volunteers on March 28 tallied up more than 180 volunteer-hours total. During their time together, the volunteers packaged up 16,500 vegan meals that each feed six people – which means that 99,000 hungry people will be fed due to their day’s efforts. The KAH meals were then boxed up for distribution. Their 76 boxes of meals filled 2 ½ shipping pallets!

11081044_10204124043716977_4533025787895834378_nThe packaged meals included 2,508 pounds of rice, soy, dried vegetables, and nutrients to make the vegan casserole. The raw ingredients were purchased from a warehouse in Nebraska with funds raised by the Key Club students in addition to a $1,000 grant from Bell State Banks’ Pay It Forward program.

All the packaged meals will be distributed locally this year, to Dorothy Day House in Moorhead, Great Plains Food Bank, and other local distribution outlets. In previous years the packaged and boxed meals have been sent to out-of-state organizations for international distribution. The shelf life of the packaged meals is three years.

In addition to packaging the meals, the Key Club volunteers also tied 15 fleece blankets that will be given to area shelters, and made dog toys with left-over blanket scraps that will be donated to Homeward Animal Shelter.

Those who are hungry receive a direct benefit from the students’ efforts, but they aren’t the only ones who gain from this project.

“Because this is a hands-on project, the students put their heart into packing the food and making the blankets.  The students feel more connected to their community by reaching out to those in need in our local area through their actions and work. These students are aware of the needs of our community and respond to it with projects such as this one,” said Ellingson.

The work they accomplished might be simple in nature, but it has impactful results in many ways. “Events like this one teach student how small acts of kindness can make a huge impact on others. With projects like this one, we hope to spark an interest in service and volunteering that will last a lifetime,” shared Redmond.

Key Club International is the largest high school service organization in the world, with more than more than 260,000 members and 5,000 clubs in 30 nations. The club empowers its members to lead and serve by cultivating leadership skills, developing friendships, and performing community service. Key Club is the student branch of Kiwanis International Clubs.

Kids_Against_Hunger_150The North High Key Club sponsors more than 50 activities throughout the school year, although this project is one of their largest. Ellingson has been advising North’s Key Club for 21 years.

All images courtesy Lori Koenig.

Gifted Services at Fargo Public Schools

Duchscher, AnnBy Gifted Services Coordinator Ann Duchscher

What is Giftedness?
The quick response is that there is, as yet, no universally agreed upon answer to this question.  Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly.  Some children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers, or due to physical or learning disabilities. The National Association for Gifted Children (NAGC) does not subscribe to any one theory of the nature of human abilities or their origins. They assert there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community.

There are many definitions of giftedness as put forth by educational researchers in the field. They may be categorized from a single measure of giftedness (IQ) to a broadened conception that includes multiple criteria. A definition of giftedness is the foundation upon which an educational program for gifted children is built. The specific abilities included in a definition determine the kinds of identification criteria that are used to select children for a program and the kinds of educational services that are provided to those children.

How does Fargo Public Schools (FPS) define giftedness?
The FPS Gifted Services department was designed in consultation with Karen Rogers, PhD and her research in the field of gifted education.  To assist Fargo Public Schools in designing a service model, Dr. Rogers used a definition of giftedness articulated by researcher François Gagné. Gagné suggests that “gifts” or “giftedness” refers to the innate ability or capacity in some domain of ability, whether it is intellectual, perceptual, physical, creative, or social. It is something a child is born with. Every child is born with some ability or capacity—what we could call a strength—a gifted child is born with a comparatively greater degree of this ability or potential. Gagné then defines “talents” as extraordinary performance in a field of human endeavor.  A simple way to think of this might be that gifts are described as potential and talents as performance. 

How does FPS Gifted Services identify and serve gifted and talented students?
The name of the Fargo Public School department that identifies and serves gifted and talented students is called “Gifted Services.”  The department was purposefully so named to de-emphasize that we do not function as an isolated program that a student is either in or out of, but rather to emphasize that we offer multiple approaches and strategies to meeting the needs of students with high ability. These research-based approaches indicate successful application to an individual student would increase that student’s growth and performance in school. These services have the greatest impact on student achievement and academic growth when they are applied in a shared capacity between the Gifted Services teacher, the classroom teacher, the student and the parent.

FPS Gifted Services offers a menu of formalized services to grades 1-5, and also extends a portion of the full menu of services to kindergarten (early entrance) and middle school (cluster grouping and math acceleration).  Approximately 8 – 10 percent of a building’s student population receives one or more gifted services.

For more program information, check out the FPS Gifted Services website, which includes our mission and vision, services listing, and referral process.

Secondary Boundary Changes

photo portrait of Superintendent Dr. Jeffrey SchatzBy Fargo Public Schools Superintendent Dr. Jeffrey Schatz

 

 

 

 

At the March 24 Board meeting, the Board of Education approved new attendance boundaries for FPS secondary schools, which will go into effect for the 2016-17 school year. This action by our School Board completes a conversation that has been occurring for more than a year.

Why are these boundary changes necessary?
Administration and the Board have been reviewing and planning how to proactively address the growing student enrollment numbers on the south side of Fargo and the decreasing student enrollment numbers on the north side of Fargo. Our city is growing and changing.  Enrollment projections show the south side schools will reach or exceed capacity within the next five years, while the enrollments at North High School and Ben Franklin Middle School continue to decline. A shift in boundaries at the secondary level is needed to maintain academic and co-curricular programming at all secondary schools and ensure we offer an equitable education to all Fargo students. Finally, balancing enrollment numbers will assist in maintaining favorable class sizes in the high growth areas.

secondary_boundary_maps

 

 

 

 

 

 

 

So, what is the plan?
On March 24, the Board approved the implementation plan for the boundary changes, which is a phase-in plan starting in 2016-17. Options have been put in place for families to keep siblings together for their secondary experiences through a new petition process. Administration added this to our plan after receiving feedback last summer from families. Building principals will work with our families to meet their needs as much as possible. (For answers to frequently asked questions related to the implementation plan and the boundary changes, click here.)

Additionally, with the creation of Ed Clapp Elementary School (opening fall 2015) and Eagles Elementary School (opening fall 2016) in the mid-southern part of Fargo, elementary boundary lines will be changing to create attendance areas for these new schools. These in-fill schools will:

  • Create elementary schools where Fargo citizens already live.
  • Reduce the enrollments for Kennedy, Centennial, and Bennett Elementary Schools, as we proactively plan for growth in these far southern areas of the city.
  • Stabilize elementary boundary lines in the mid-southern part of Fargo.

To see what these changes will bring for our boundaries, visit the Boundary Maps page of our District website.

I acknowledge the fact that change is not easy.  Changes to attendance boundaries are difficult at best and impacts our families and students.  However, we need to proactively plan for the reality of our changing city and the fast paced growth in the southern regions of Fargo.  By doing so, we can ensure full use of our existing facilities, maintain favorable class sizes, and provide equitable opportunities for all students.

A Culture of Excellence

Fargo Public Schools (FPS) Superintendent Dr. Jeffrey Schatz opened the 2014-15 school year with these words:

“It is an immense privilege to be the ones charged with educating the youth of Fargo. I encourage each one of us to remember this daily and to make each day special for the students entrusted in our care. If we surround our students with a culture of excellence, they will learn to mirror back the same.”
̶  Cabinet Column to all FPS staff members, August 28, 2014

It continues the theme of “creating a culture of excellence” that Superintendent Schatz introduced in Fall 2013.

To support FPS administration and educators in maintaining that culture of excellence in all 22 of our school buildings, principals have access to a limited pool of funds established in 2013 for Culture Grants. The funds may be used to provide projects and activities, or purchase programming and equipment to carry out that task of modeling and encouraging excellence amongst FPS staff, our students, and their families. Administrators apply for funding through a written application process, and all requests are reviewed by Associate Superintendent Dr. Robert Grosz and Assistant Superintendent Dr. Rachael Agre.

Culture Grants awarded during the 2013-14 school year included:

  • Two building-wide events that brought together students of all ages (Pre-K – Grade 12) at Agassiz.
  • Student recognition programs at Carl Ben Eielson Middle and Longfellow Elementary Schools that publicly reinforced positive student behaviors.
  • Diversity and respect education programs at Roosevelt and McKinley Elementary Schools.
  • ELL Parents Night at South High School that welcomed incoming ELL families and students.
  • Signage, doorway clings, and painted murals that proclaim school mottos at North High, Discovery Middle, and Washington Elementary Schools.

    One of Washington Elementary School's mottos, painted on the main hallway wall to remind staff and students to model excellent behavior.

    One of Washington Elementary School’s mottos, painted on the main hallway wall to remind staff and students to model excellent behavior.

Culture Grants awarded for the current 2014-15 school year include:

  • The first-ever Day of Compassion at Jefferson Elementary, a kindness retreat for fourth and fifth graders.
  • Lewis & Clark Elementary staff conducted a book study using Top 20 Teachers and invited co-author Willow Sweeney to present an in-service training about above-the-line versus below-the-line thinking.
  • Purchase of The Incredible, Flexible You and Zones of Regulation, social skills curriculum and materials, for McKinley Elementary School.
  • Clara Barton-Hawthorn Elementary Lunch Buddy Program matches up students and volunteers from the school’s Adopt-A-School business partner to enjoy a school cafeteria meal together and provide mentorship for the students.
  • Character Challenge and Leadership Skills Training for South High sophomores and juniors.
  • Davies High School ninth grade Respect Retreat.
  • North High School staff all read the book Teach Like A Champion to further develop their staff philosophy that “Every student deserves a Champion.”

    Gratitude group activity from Jefferson Elementary School's first ever Day of Compassion.

    Gratitude group activity from Jefferson Elementary School’s first ever Day of Compassion.

If you have an idea for establishing, encouraging, or maintaining a culture of excellence to surround our students, please visit with your school building principal. Together we can effect positive change in the world by nurturing and encouraging generations of emerging leaders.