Kirby's Mill Weekly Newsletter

Every student can learn, just not on the same day or in the same way

—George Evans

Mondays - 8:20 am

Tuesdays - Thursday - 8:05 am

Fridays - 8:30 am

All staff members are required to swipe in and out of the building on a daily basis.

In the event of an emergency or a shelter-in-place, it is essential that we have an accurate, real-time log of exactly who is in the building. We cannot account for everyone's safety if our digital roster is incomplete.

Please make it a habit to use your badge every time you enter or exit Kirby's Mill as well as any other district building you may travel to. Your cooperation is a direct contribution to the safety of our entire school community.

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Once you receive an absence approval letter from Keira, please enter that absence into AESOP immediately to assist is securing a substitute.

Monday, March 16th

• 8:00 am Sports Club 4th/5th

Tuesday, March 17th

• 8:10 am Kindergarten Grade Level Meeting
• 8:10 am Book Club Meeting

Wednesday, March 18th

• 8:00 am Sports Club 2nd & 3rd
• 8:05 am MTSS Interventions K-2
• 8:10 am Pre K Meeting
• 9:30 am Wizards Visit - Tentative Reschedule
• 4:30 pm Puber-tea Talk
• 6 pm 2nd & 3rd Grade Bingo Night

• 8:10 am Faculty Meeting
• I&RS Meetings

Friday, March 20th

Can't Wait for Summer/Crazy Hair Day

• 7:45 am Band Rehearsal

3/26 Delayed Opening - PD

3/30 - 4/2 Spring Spirit Week

4/3 - 4/12 Spring Break

An individual written agreement is a simple, collaborative plan developed between a teacher and a student. It clearly defines a behavioral goal, outlines what success looks like, and establishes regular check-ins to track progress. Because the agreement is written and signed, it helps students take ownership of their actions while knowing their teacher is committed to supporting them.

Why try this strategy?
Written agreements work because they reduce ambiguity. Students know exactly what is expected, how progress will be monitored, and what support they’ll receive along the way. The focus shifts from punishment to growth, helping students practice new behaviors rather than feeling labeled by past mistakes.

When it’s most effective:

• Other strategies haven’t led to lasting change
• The behavior is significantly affecting learning
• The teacher can provide frequent feedback and encouragement

When implemented thoughtfully, individual written agreements can help students see themselves differently, not as rule-breakers, but as capable, responsible members of the classroom community. Over time, as students experience success, external supports can fade, and intrinsic motivation can take hold.