Date

July 30, 2024

August 9, 2024

Message from Dr. Samuels

Here we go!

We had a great day with the new staff at Jayhawk-Linn today. They are a wonderful addition, and we look forward to welcoming them to our team.

Below is our schedule for the upcoming PD days. Unscheduled times are available for you to work in your room or with your team.

Monday, August 12

8:00 Light breakfast for the district at JLHS - bagels, yogurt, and granola bars

Introduce New District Staff

NO STAFF PICTURES

Vendors

10:00 - Meet in the Auditorium

Lunch Provided by the District - smoked turkey, baked beans, and potato salad from K&M BAR-B-Q and dessert from Maynerd’s.

1:30 Staff Meeting - Cafeteria

Tuesday, August 13

9:00 - District Meeting - JLHS Auditorium

Lunch on Your Own

1:30 - BLT Mtg

Wednesday, August 14

2:00 - 7th Grade Parent/Guardian Mtg - Cafeteria

5:30 - 7th Grade Parent/Guardian Mtg. - Cafeteria

Noon - 8:00 p.m. - Open House

6:00 - JH FB Mtg

6:00 - JH/HS VB Mtg

6:00 Freshman Parent/Guardian Mtg

7:00 - JH/HS XC Mtg

Thursday, August 15

First Day of School

We want to inform you of two policies that have been updated for the 2024-2025 academic year. The BLT will monitor these policies throughout the year to determine if any changes are needed for the following year.

Make-Up Work Policy - This policy basically says students will have one day for each day they are absent to complete and submit make-up work unless otherwise specified by the teacher. You will see the full policy below and BLT will continue to monitor how this works this year to determine if we need to make any changes in the future.

Cell Phone Policy - Students are permitted to use cell phones in designated areas and times as outlined below:

Before School: Cell phone use is allowed.
After School: Cell phone use is allowed.
Lunch: Cell phone use is allowed.
Passing Periods: Cell phone use is allowed.

USD 346 Classroom Resource Selection Policy

Julie

Make-Up Work Policy

The make-up work policy ensures students can complete missed assignments due to absences while promoting responsibility and academic success.

Reporting Absences

Students are responsible for promptly reporting their absences for school functions.
Parents/guardians should notify the school of any anticipated or unexpected absences in advance whenever possible.

Excused Absences: Include illness, medical appointments, family emergencies, and other pre-approved reasons. Students are entitled to make up for all missed work.
Unexcused Absences: Assignments missed due to unexcused absences may result in grade penalties or require completion at the teacher's discretion.

Make-Up Work Procedures

Timeframe: Students will have one day for each day they are absent to complete and submit make-up work unless otherwise specified by the teacher.
Collecting Missed Assignments: Upon returning to school, the student must collect missed assignments and notes from teachers and check Schoology.
Long-Term Absences: In the case of extended absences due to illness or other circumstances, teachers and administrators will work with students and their families to develop an appropriate plan for completing missed work.

Quality and Submission

Make-up work should be completed with the same level of effort and quality as if the student had been present in class.
Assignments should be submitted according to the teacher’s instructions, which may include specific formats or digital submissions through Schoology when applicable.

Communication

Teachers will clearly communicate expectations and deadlines for make-up work to students upon their return to school.
Students are encouraged to seek clarification or assistance from teachers as needed to successfully complete their assignments.

Assessment and Grading

Grades for make-up work will reflect the student's demonstrated understanding of the material and adherence to assignment requirements.
Teachers may adjust deadlines or provide additional support as deemed necessary to accommodate individual student needs.

Parent/Guardian Involvement

Parents/guardians are encouraged to monitor their student's progress in completing make-up work and support them in adhering to school policies and deadlines.

This policy will be reviewed periodically to ensure its effectiveness and relevance to student needs and academic expectations.

Cell Phone Policy

Cell Phone Policy Overview

Students are permitted to use cell phones in designated areas and times as outlined below:

Before School: Cell phone use is allowed.
After School: Cell phone use is allowed.
Lunch: Cell phone use is allowed.
Passing Periods: Cell phone use is allowed.

Classroom and Academic Time

When the Bell Rings:

Cell phones must be silenced, stored away, and out of sight.

During Academic Times:

Cell phones are not to be used, including if students leave the classroom for any reason.

Consequences for Policy Violations

1st Offense:

Reminder to put cell phone away.
Student may be sent to put the phone in their locker.

2nd Offense:

Teacher will confiscate the phone.
Phone will be delivered to the office by the teacher.
Phone will remain in the office until the end of the school day.
Parents/guardians will be contacted.

3rd Offense:

Teacher will confiscate the phone.
Phone will be delivered to the office by the teacher.
Phone will remain in the office until the end of the school day.
Student will serve a detention.
Parents/guardians will be contacted.

4th Offense:

Teacher will confiscate the phone.
Phone will be delivered to the office by the teacher.
Phone will remain in the office until the end of the school day.
Student will serve a half day of In-School Suspension (ISS).
Parents/guardians will be contacted.

5th Offense:

Teacher will confiscate the phone.
Phone will be delivered to the office by the teacher.
Phone will remain in the office until the end of the school day.
Student will serve a full day of In-School Suspension (ISS).
Parents/guardians will be contacted.

Subsequent Infractions:

Will be handled on a case-by-case basis by administration.

Key Points to Remember

Silencing and Storing: Students must ensure their cell phones are silenced and stored away when the tardy bell rings.
Confiscation: Teachers are authorized to confiscate phones if students violate the policy.
Communication: Parents/guardians will be contacted for repeated offenses.
Escalation of Consequences: Repeated violations result in progressively severe consequences, including detention and In-School Suspension.

By following this policy, we aim to create an environment conducive to learning while allowing reasonable cell phone use during non-instructional times.

USD 346 CLASSROOM RESOURCE SELECTION POLICY

Purpose: The purpose of the policy is to ensure that all books selected for study in classes taught at the secondary level are appropriate, relevant, and conducive to the educational goals of the adopted curriculum. This policy aims to provide guidance for secondary teachers in selecting books that engage and challenge students while respecting diverse perspectives and maintaining sensitivity to the developmental stage of high school students.

Criteria for Book Selection:

Educational Value: Books should have clear educational value, contributing to the development of students’ critical thinking skills, empathy, and cultural literacy. They should align with the learning objectives outlined in the curriculum standards.
Relevance: Books should be relevant to the themes, topics, and skills being taught within the adopted curriculum. They should resonate with the experiences, interests, and concerns of high school students.
Literary Merit: Books should demonstrate literary merit, including but not limited to well-developed characters, engaging plot-lines, rich language, and thematic depth. They should exemplify quality writing and contribute to students’ understanding and appreciation of literature as an art form.
Appropriateness: Books should be age-appropriate and sensitive to the developmental stage of the assigned grade level. They should avoid excessive or gratuitous violence, explicit sexual content, or other potentially distressing material that may not be suitable for the intended audience.
Contemporary and Classic Literature: The selection should include a balance of contemporary and classic literature, providing students with exposure to a range of genres, time periods, and styles. Teachers should consider both enduring classics and relevant contemporary works.

Approval Process:

Initial Review: Secondary teachers will conduct an initial review of potential books and/or resources, considering the criteria outlined above. They may consult curriculum guidelines, professional literature, colleagues, and educational resources to inform their selections.
Departmental Review: Once selected, proposed books/resources, will undergo review by the subject department as a whole. This review may include discussions, presentations, and evaluations, to ensure alignment with curriculum goals and standards.
Principal Approval: Final selections will be submitted to the building principal or designated administrator for approval. the principal will consider the recommendation of the subject department, as well as any relevant district policies or guidelines. Alternative resources that align to the educational goal and curricular outcome will be provided if a parent/guardian feels that the primary selection is not appropriate. The student shall not be exempt from assignments and/or projects related to the assigned resource.
Parent and Community Involvement: While ultimate authority rests with school administration, parents and community members may have opportunities to provide input or express concerns about proposed resource selections through established channels, as outlined in USD 346 policy. Alternative resources that align to the educational goal and curricular outcome will be provided if a parent/guardian feels that the primary selection is not appropriate. The student shall not be exempt from assignments and/or projects related to the assigned resource.

BLT Members 24-25

Bob Beckham - Assistant Principal

Brett Kramer - Counselor

Julie Samuels - Principal

Jeanna Brownback - SS

Jason Casner -Science

Kirk Holt - AD/Science

Courtenay Slinkard

Kevin Spencer - Math

Jessie Storey - SPED

Theresa White - ELA

MEETING DATES

Aug 28, 2024

Sep 11, 2024

Sep 25, 2024

Oct 16, 2024

Nov 13, 2024

Dec 11, 2024

Jan 15, 2024

Feb 12, 2024

Apr 2, 2024

Apr 16, 2024

New Staff at Jayhawk-Linn

Chilesa Bruner – Para Educator

Jeff Crosby – Custodian

Sarah Jordan – Ag instructor/FFA

Jessica McGriff - ELA (Coming from Elementary)

Jesse Secrest – Math Instructor

Shelia Weber - Para Educator

Brody White - Science

Zach Zerr – PE/Coaching

Upcoming Dates

August 9 - August 9th – New Teachers’ Orientation – Report to the district office at 8:00 a.m.

August 12 - Kickoff at JLHS

August 13 - Building level meetings and professional development - Special Speaker at 9:00 - JLHS

August 14 - Open House - 12:00 p.m. - 8:00 p.m.

August 15 - First Day of School

August 19 - First Day of Fall Sports Practice

August 24 - V/JV Volleyball @ Iola Officials Clinic/Jamboree

August 30 - No School

August 30 - HS Football Jamboree @Neodesha/Erie

September 2 - No School - Labor Day

September 3 - V/JV Volleyball Tri @ Humbolt with Colgan

September 5 - HS/JH XC @ Anderson County

September 5 - JH Volleyball @ Marmaton Valley

September 6 - HS Varsity Football @ Central Heights

STOIC

Implementing STOIC in Your Classroom

We are introducing two complementary approaches to foster a positive and productive learning environment: the STOIC framework and the "Super 7" daily routine. These strategies will help you structure your classroom, set clear expectations, monitor student behavior, interact positively with students, correct misbehavior effectively, and enhance student engagement and learning outcomes.

STOIC Framework

Structure Your Classroom

Objective: Organize your classroom to prompt responsible student behavior. The physical setup and routines significantly influence student attitudes and behaviors.
Example: Arrange desks to facilitate group work and ensure visibility for all students. Establish clear routines for entering the classroom, transitioning between activities, and accessing materials.

Teach Your Expectations

Objective: Clearly communicate how students are expected to behave within the structured environment. Like sports coaches, teach, model, and reteach behaviors to help students reach their full potential.
Example: Use explicit instruction to demonstrate expected behaviors, such as raising hands to speak or collaborating respectfully with peers. Reinforce these expectations regularly.

Observe Student Behavior

Objective: Monitor whether students are meeting expectations. This involves both short-term observation and long-term data collection and analysis.
Short-term: Circulate around the classroom and visually scan to ensure students are on task and following rules.
Long-term: Collect data on student behavior and academic progress to identify patterns and areas needing improvement.

Interact Positively with Students

Objective: Build strong relationships and create a supportive classroom atmosphere by providing frequent, non-contingent attention and positive feedback.
Example: Greet students at the door, acknowledge their efforts, and celebrate successes. Provide specific, age-appropriate praise to reinforce positive behaviors.

Correct Misbehavior Fluently

Objective: Address misbehavior quickly and calmly to minimize disruptions. Corrections should be brief, consistent, immediate, and as private as possible.
Example: If a student is talking out of turn, quietly remind them of the expectation and redirect their behavior without interrupting the flow of the lesson.

Super 7 Daily Routine

What are we learning today?

Objective: Clearly state the specific goal of today's lesson to set the stage for students by defining what they will learn and why it is important.
Example: "Today, we are learning about the causes of the American Civil War."

Activate Your Brain

Purpose: Connect students to the lesson through prior knowledge or personal experiences to prepare them for new information.
Example: "Think about a time when you had a disagreement with someone. How did you resolve it? Today, we'll see how conflicts led to the Civil War."

My Job Today

Teacher Role: Define what you will do to help students understand the material. This might include direct instruction, facilitating discussions, or providing hands-on activities.
Example: "I will explain the main events leading up to the Civil War and guide you through analyzing primary source documents."

Your Job Today

Student Role: Outline what students are expected to do to grasp the lesson, clarifying their responsibilities and encouraging active participation.
Example: "You will take notes during the lecture, participate in group discussions, and complete a graphic organizer on the key events."

Tools Used Today

Resources: Specify any graphic organizers, technology, or other tools needed to aid the lesson. Ensure students understand how to use these tools effectively.
Example: "We will use a cause-and-effect graphic organizer and Chromebooks for researching additional information."

Important Terms Today

Vocabulary: List the key terms students need to know by the end of the lesson to help them focus on critical concepts and enhance their comprehension.
Example: "Important terms for today are 'secession,' 'abolitionist,' and 'Compromise of 1850.'"

Formative Assessment

Assessment Strategy: Explain how you will determine what students have learned from the lesson. This could include quizzes, exit tickets, group discussions, or other formative assessment techniques.
Example: "At the end of the lesson, you will complete a short quiz on the causes of the Civil War to check your understanding."

Integrating the STOIC framework and the Super 7 daily routine will create an organized, respectful, and engaging classroom environment that supports student success.

Thank you for your dedication to enhancing our students' educational experiences at Jayhawk-Linn.

Julie

District Calendar

Student Handbook

Athletic/Activity Handbook

Jayhawk Linn High School Course Guide

Previous Staff Newsletters

August 2, 2024

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