The Principal's Perspective

Hello Caregivers!

I hope you all had a rejuvenating fall break and enjoyed precious moments with your loved ones. As I write this, I’m still in Texas, relishing time with my grandsons, Mars and Thomas. Their presence serves as a beautiful reminder of the value of family time and the need to treasure every moment.

As we enter the winter season, we recognize that families celebrate in various ways. I encourage everyone to take this time to share their beliefs, cultures, and family traditions with their children. It’s vital for children to have a solid foundation to help shape their identities. And if your child decides to forge their own path, moving away from established beliefs and traditions, that’s wonderful too! We’re here to celebrate and support them, as the love and encouragement of caregivers are incredibly important.

From my girls and I to you- wishing each of our families a season filled with love and joy!

*I was given permission from my children to release our photo

As part of my commitment to transparency with the Nichols community, I want to address an issue that has come to our attention. Recently, I spoke to all 7th-grade classrooms about inappropriate terms and phrases that a small group of students has chosen to use. These terms and phrases include language that is racist, homophobic, xenophobic, antisemitic, discriminatory, hateful, and derogatory.

While such behavior is unfortunately a global issue, it will not be tolerated in our Nichols community. It is crucial that the expectations we set for behavior at school are reinforced at home. In addition to addressing this issue with entire classrooms, we have also taken time to speak with students individually.

I recognize that social culture, including media, music, and peer influence, can normalize hateful terminology or make it seem acceptable. However, such language will never be acceptable at Nichols. For example, during my discussions, some students shared that they were unaware of the historical significance and harm caused by terms like the “N” word, the history of concentration camps, or the existence of immigration detention centers. This underscores the need for ongoing education and open dialogue.

At Nichols, we are committed to creating a brave space where all students can feel safe, respected, and valued. This cannot happen if harmful language is present. One of our primary goals is to foster a sense of belonging, and hateful language undermines this mission.

I ask for your partnership in addressing this issue. Please talk with your children about the importance of respectful language and make it clear that hateful speech—regardless of its source, whether in music, TikTok, among friends, or even family—has no place in their lives.

For guidance on how to empower your scholar to stand against hate, here is a helpful article: Teaching kids to stand up against hate.

Thank you for your support in building a community where every student feels they truly belong.

Reminder that there will be a half day on Wednesday. Students will be engaging in fun learning activities.

Focusing on the Future: This Month’s Student Development Goals

Last month, students engaged in meaningful reflections to:

• Explore their unique backgrounds and lived experiences.
• Articulate how their backgrounds have shaped their sense of self.
• Identify specific strengths and skills derived from their identities and experiences.

Building on these concepts, this month’s focus shifts toward students envisioning their ‘future selves.’ During today’s half-day session, the goal is to support students in:

• Articulating their goals and aspirations for adulthood.
• Reflecting on how their identity-based strengths can contribute to achieving these goals.
• Recognizing the steps required to turn their goals into reality.
• Identifying strategies and creating actionable plans to actively work toward their aspirations.

By connecting their past, present, and future, students are empowered to dream big and take meaningful steps toward their personal and professional growth.

MAP Testing Begins Thursday

We’re excited to begin MAP testing this Thursday! You can support your student’s success by helping them prepare with the following tips:

1. Get a good night's rest: Ensure your student has plenty of sleep by turning off cell phones and computers by 8 p.m. This helps their body wind down and prepare for restful sleep.

2. Start the day with a healthy breakfast: A nutritious breakfast is key to focus and energy. Encourage your scholar to avoid items like energy drinks, sugary coffees, and candy. For convenience, our breakfast program opens at 7:40 a.m.

3. Encourage effort: Remind your scholar to give their best effort—it's the determination that counts most!

4. Celebrate their hard work: Incentives are a great way to motivate students and don’t need to be monetary. Here are some fun, simple ideas:

   • Family game night
   • Sleep-in Saturday
   • A visit to an animal shelter to play with pets
   • Extra video game time
   • A family sleepover with a homemade fort, popcorn, and a movie
   • A virtual family field trip
   • "Hibachi at home" night or making a fun dessert together
     You can find more incentive ideas [insert link or provide details here].

Here are some more ideas on incentives! https://familyeguide.com/boredom-busters-110-fun-at-home-activities-for-families-kids-2/ .

Research shows that practicing gratitude leads to increased happiness while it also decreases stress (and who amongst us does not need this?!). When we take time to appreciate what we have—whether it’s our loved ones, our friends, or small daily things that bring a smile to our face—we shift our focus from what’s missing to what’s very present, those gifts of life that we sometimes forget to reflect upon. This perspective fosters a more abundant mindset and helps us navigate challenges with greater resilience and peace.

Here are some simple ways students and families can embrace gratitude this season:

1. Gratitude Journals: Encourage your child to jot down three things they’re grateful for each day. These could be anything from a favorite meal to a kind gesture from a friend. We continually remind students that they are kind and compassionate.

2. Thank-You Notes: Writing thank-you notes to teachers, family members, or friends is a heartfelt way to express appreciation and build stronger connections.

3. Gratitude Wall: Create a family gratitude wall where everyone can post notes about things they’re thankful for. This visual reminder of positivity can brighten any day.

4. Volunteer Together: Participating in community service as a family helps foster gratitude for what we have while making a meaningful impact on others.

5. Mindful Moments: Encourage mindfulness practices, such as meditation or simply pausing to reflect on the good things in life. These moments of calm can be especially valuable during the busy holiday season.

6. Hi-Fives: Be intentional about giving at least two high fives daily to each other and saying "Thank you for..."

7. Give instead of Get: Before giving gifts to your scholars have them to go through their things and to prepare to donate items. Additionally, purging spaces is very healthy.

Practicing gratitude is a small but powerful way to nurture positivity and resilience. Let’s take a moment to appreciate the abundance in our lives and share it with those around us!

As mentioned in previous newsletters, please ensure that your scholar is appropriately dressed for the weather. During the winter months, recess is held outdoors unless the temperature or wind chill is 25°F or below.

To stay comfortable and safe during outdoor recess, students should come prepared with:

• A warm coat
• Hat
• Gloves or mittens
• Scarf
• Winter footwear

Thank you for helping us ensure that all students are ready to enjoy their time outside, even during colder days.

Please visit this link for the latest "Counselor's Corner" newsletter.

Counselor Newsletter - 4th Edition

We will be having a student spirit week the week of December 16-20. Student council will release details soon.

As a reminder, students will be completing their Sexual Health units during their science class. If you have any questions, please contact your child's science teacher. The information on the units can be found here https://www.district65.net/learning/curriculum-instruction/sexual-health-education .

One of our goals this year is to build parent/caregiver awareness and understanding of the shift to standards based grading in middle school. Please visit the following link for more details.

Hear from a middle school teacher on standards based grading

As you likely know by now, middle school students will receive a standards based report card for the first time this fall.

Standards based grading allows for our educators to meet individualized learning needs. In the video below, you’ll hear from Tawana Stiff, a middle school math teacher at Nichols Middle School, on the standards based grading system’s ability to celebrate individual student growth and encourage them to continue in their learning.

Escuche a una maestra de secundaria hablar acerca de las calificaciones basadas en estándares

Como ya debe usted saber, los estudiantes de secundaria recibirán una boleta de calificaciones basada en estándares por primera vez este otoño.

Las calificaciones basadas en estándares permiten a nuestros educadores satisfacer las necesidades individualizadas de aprendizaje. En el video a continuación, usted escuchará a Tawana Stiff, maestra de matemáticas en la secundaria Nichols, hablar acerca de la habilidad del sistema de calificaciones basada en estándares para celebrar el crecimiento individual de los estudiantes y para motivarlos a que continúen aprendiendo.

Teacher Insights on Standards Based Grading, Tawana Stiff Discusses Individualized Education

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Hear from a middle school teacher on standards based grading

Standards based grading allows for our educators to meet individualized learning needs. In the video below, you’ll hear from Wendy Mohrenweiser, an Individualized Education Services teacher at Chute Middle School. She highlights how the traditional grading system can put students at a learning disadvantage. In this video she emphasizes that shifting focus from points to progress is essential for helping students reach their full learning potential.

Escuche a una maestra de secundaria hablar acerca de las calificaciones basadas en estándares

Las calificaciones basadas en estándares permiten a nuestros educadores satisfacer las necesidades individualizadas de aprendizaje. En el video a continuación, usted escuchará a Wendy Mohrenweiser, una maestra de Servicios de Educación Individualizados en la escuela secundaria Chite. Ella resalta cómo el sistema tradicional de calificaciones puede colocar a los estudiantes en desventaja en el aprendizaje. En este video, ella hace énfasis en que el cambio de enfoque al pasar de puntos hacia el progreso, es esencial para ayudar a que los estudiantes alcancen su máximo potencial de aprendizaje.

Teacher Insights on Student Based Grading: Wendy Mohrenweiser

The district would like your feedback regarding changes to assessments. Please read through the New Assessment slideshow and then fill out the Feedback Form by December 5th. If you have any questions, please email Donna Cross at crossd@district65.net.

Regular school attendance is essential for student success. When students attend school consistently and engage in their learning, they are more likely to stay on track, remain motivated, and reach their full academic potential. To support this, District 65 has set a goal of achieving 95% attendance or better for each of our schools.

We recognize that life can bring unexpected challenges, but the importance of regular and punctual attendance cannot be overstated. Excessive absences—whether excused or unexcused—can significantly affect a child's educational progress and overall development.

If your child needs to miss school, please call your child’s school to report the absence by 10 a.m. To learn more about District 65's attendance procedures and reporting guidelines, visit Learn more about D65 attendance reporting and procedures

Recordatorio sobre los procedimientos para reportar inasistencias

La asistencia regular a la escuela es esencial para el éxito de los estudiantes. Cuando los estudiantes están presentes y participan en su aprendizaje, es más probable que se mantengan encaminados, motivados y alcancen su máximo potencial académico. Es por eso que el Distrito 65 ha establecido una meta de asistencia del 95 % o más para cada una de nuestras escuelas.

Entendemos que la vida puede presentar desafíos inesperados, pero no se puede exagerar la importancia de que los estudiantes asistan a la escuela de manera regular y puntual. Las ausencias excesivas, ya sean justificadas o no, pueden afectar significativamente el progreso educativo de un niño.

Si su hijo necesita faltar a la escuela, llame a la escuela de su hijo para informar la ausencia antes de las 10 a.m.

BOTÓN: Obtenga más información acerca de los procedimientos para reportar las inasistencias a clases.

You are invited to a special Belonging event featuring Dr. Juan R. Pantoja-Patiño, Psychologist and Researcher from the University of Notre Dame. This interactive session, designed for parents and guardians of LGBTQ+ youth—including trans, nonbinary, and questioning/curious youth—will take place on December 5 at 6 PM CST.

Why This Matters

This session comes at a crucial time as LGBTQ+ youth continue to face significant challenges, and the right to an accurate historical education reflecting our communities’ histories is under attack. Together, we’ll explore ways to support and advocate for your child’s identity, dignity, and educational experience in today’s climate.

What to Expect

This session will equip you with actionable strategies for supporting your child’s educational journey, fostering stronger home-school connections, and advocating for their well-being in school. Whether navigating school systems or creating a more inclusive home environment, this event will provide tools and insights to make a meaningful impact. A Q&A session will follow to address your specific questions. Please click the link for the flyer. https://docs.google.com/document/d/13qtrJ4mHdB1tMSqXJv1DDviXzfg7dnd48xyPh2Bbp3I/edit?usp=sharing

Start Online Enrollment Link

Dec 5: Special Education Night Link

Jan 22 & 23: Course Request Night

IFIN Night Materials Link

Registration FAQs Link

Greetings from ETHS!

We are pleased to invite you to an information session here at the high school on Tuesday evening, December 10th, from 6- 7:30 pm to learn about AVID (Advancement Via Individual Determination), E/LEAD (Evanston Leadership Academy), and DSTM (Discovering Success Through Music). Each has its own set of eligibility criteria, admissions requirements, and points of focus; all of them are programs/classes that are designed to support students as they move through their high school experience at ETHS. Please take a look at the Academic Supports webpage for specific details about these special programs; we hope to see you in December!

Program Schedule

6:00- 6:30 pm: Pizza and Salad in E212; introductions of program faculty

6:30- 7:30 pm: Breakout groups to learn about AVID, E/LEAD, and DSTM.

AVID– A 4- year program with a 30- year track record of successful results, AVID prepares highly motivated students from the academic middle for college. Students in AVID attend a credit- bearing study skills/college prep course for all four years of high school, creating a community of scholarship. AVID students are responsible for keeping track of their academic progress, learning time management and critical thinking skills; AVID faculty focus on writing, collaboration, inquiry and reading skills, provide instruction in Cornell Notes, and work with students to learn and apply a variety of questioning methods. AVID students are invited to attend field trips to Midwest colleges and universities throughout four years of high school.

DTSM–D.S.T.M. is a 1 -year credit-bearing elective class at ETHS, open by invitation only to students who meet the academic requirements. Students earn 1 elective credit and 1 Fine Arts credit that can be used towards graduation requirements. The major goals of the course are to develop students who practice self-awareness and self-management skills, use social-awareness and interpersonal skills to establish and maintain positive relationships, and cultivate decision-making skills that reflect thoughtful consideration in achieving their social, emotional, and academic goals.

E/LEAD– New to ETHS, E/LEAD is a 4- year, cohort- based “school within a school” program designed to guide students in leadership identity development, engage them in co- and extra curricular activities that enhance their academic experience, and prepare them to graduate with a robust post- secondary plan, whether in the world of work or continuing education. Participation in all four years is expected, as the Academy includes a required 4- year seminar advisory, as well as off campus and summer experiences designed to build leadership skills within this special community. Any student who meets the eligibility requirements may sign up to interview for a spot in the program.

Please use THIS FORM to RSVP so that we can plan accordingly for refreshments and seats! Any questions, please reach out to us!

Theresa Collins, Director of Student Academic Leadership Programs/Academic Supports

Keilan Bonner, AVID coordinator

Karla Clark, DSTM Founding Faculty

Kristina Madlangbayan (Assistant to the Director of Academic Supports) madlangbayank@eths202.org

Jennifer Corins (AVID program assistant) corinsj@eths202.org