STUDENT SERVICES HAPPNINGS

Helping students understand their own locus of control can make a big difference in how they handle challenges. When we teach students that their effort and choices influence outcomes, they begin to feel more capable and motivated. We can support this by praising persistence, encouraging problem-solving, and helping them reflect on what they can control; like their attitude, preparation, and response to feedback. By modeling this mindset ourselves, we help students see that while they can’t always control every situation, they can control how they respond, and that’s where real growth happens.

2:00 pm - 3:00 pm CASE MANAGER: Klingler GEN ED: Peterson EL: Doell

8:15 am - 9:15 am CASE MANAGER: Klingler GEN ED: Rago EL: Doell

9:15 am - 10:15 am CASE MANAGER: McGraw GEN ED: Norman

10:25 am - 11:00 am CASE MANAGER: Klingler GEN ED: Sublett

1:00 pm - 1:30 pm CASE MANAGER: Zeitler GEN ED: Mazzone

1:30 pm - 2:30 pm CASE MANAGER: Baker GEN ED: Berardi

2:30 pm - 2:55 pm CASE MANAGER: Rezulak GEN ED: Alberico

9:00 am - 10:30 am CASE MANAGER: Taylor GEN ED: Yanun

8:03 am - 8:36 am Hannah Minucci, Domenica Ottolino, Jane Denenberg, Julie Polifka, Sarah Taylor, Mary Hamilton, Anshoo Kumar, Stacey Villalobos

11:00 am - 12:00 pm Polika, Klingler, Zeitler, Berman, Hamilton

Special Education Meetings during Grade Level Meetings

7:00 am - 7:30 am - Instructional Staff Meeting

7:00 am - 7:30 am - Paraprofessional Meeting

Mary out of the building for Professional Development

(Click on picture for article)

Individuals with a more internal locus of control (i.e., believing their own actions make a difference) tend to report better mental health, well-being and life satisfaction than those with a more external orientation.

For example, a longitudinal study found that moving 1 standard deviation toward a more internal locus of control was associated with higher life satisfaction in adults and that things like more physical activity and more social interaction were pathways by which locus of control links to well-being. https://pmc.ncbi.nlm.nih.gov/articles/PMC9432765/

(Click on the link below for a summary)

(Click on the link below)

• General Education teachers, please take the time to completely fill out the document that case managers send out so that they can completely fill out the IEP.
• Please reach out to the student's Case Manager first if you have any questions or concerns about a student in your class.
• Please remember to email Helen when you are scheduled to attend an IEP meeting. I send her a list, but sometimes the teacher changes and she is unaware.

• Please use this link, Book a time to talk to schedule a Pre and Post Conference and a Formal Observation. For non-tenured staff, the cycle needs to be completed by December 19, 2025. If you have difficulty finding an opening, please let me know what day and time you are trying to secure.
• Grade Level Special Education Meetings will be held on 12/1/25, 2/2/25, 3/2/25 and 5/4/25. The agenda will be available the Thursday prior to the meeting and is linked to the calendar invite. Feel free to add to the "Parking Lot".
• Please remember to upload a link to the IEP Summary on the PowerSchool Accommodations page.

The PURPLE FOLDER contains helpful information on the contents of the IEP and helpful examples on how to write PRESENT LEVELS OF PERFORMANCE so that we produce legally compliant IEP's.

(Please see Sarah Taylor if you need one)

Click on the folder for more information.