The school supplies list can be viewed at the following LINK

Be sure to encourage your students to bring supplies in so that Washington house can be champs!

September 25th  Agenda

Sign Birthday cards as you enter.

House Pride Rally

• select 2 boys and 2 girls for Spirit Leaders

Sydney Varney, Vince Metcalfe ,Kyle Schenck ,Ashley Norman

• select 4 boys, 4 girls, and 2 teachers for game participants.

Kyle Rogers, Jesse Parrish, Jesse Janes, Austin Willett, Grace Parrish, Taylor Sims, Laryn Hildebrandt, Hannah Wolf  Alternates  Morgan Ford, Ben Watkins    Teachers:  Laura and Tammy  Alternate Courtney

• select LEADER awards   T-shirt size

  L  Kayley Dickson   "Scooter"  excellent representation of learning as a student athlete.  She is always striving to improve.
E  Ashley Norman "the Queen"    Lights up the Washington House Hallway
A Joe Batcheldor  Earning his Eagle Scout
D Kyle Rogers  13 years of school without an absence. 
E Sydney Varney
R  Detek Roby  For all of his hard work on the Pride Rally
Kaylee-  Medium
Ashley medium
Joe Medium
Kyle Medium
Sydney Medium
Derek  Medium

• update on rally

Morning of Pride Rally

Any ideas for our Seniors for next Thursday - bring with you today.

ACT Prep, Compass practice   (Where do we find a practice Compass test)
FYI:  Don't forget to do the Safe School Training by next Friday.

Intended Outcomes

Seniors will rotate through 4 Future Story Planning Sessions: College and Career Portfolios - Resume Building Mrs. Bonner’s Classroom Led by Ms. Green and Ms. Holbert Applying 101 - College Applications, Letters of Rec, and Scholarship Applications Media Center Led by Mrs. Thomas and Mrs. Sekulski 4 or More - Scheduling college visits, Preview Days, and College Fairs Washington House ELL Led by Mrs. Warrell and Ms. Mouser Academic Success in College Mr. Brooks’ Classroom Led by Mrs. Hockensmith and Mrs. Cornish Career Counseling (CCD Only) The Commons Led by various professionals in the Commons and Mr. Ballard

• Brooks proctors Thomas’ Lincoln House Interim Assessment LEADER Prep group
• Youngman proctors Sekulski’s Hamilton House Interim Assessment LEADER Prep group

Group/Sheet Color
Purple CCD Focus	College and Career Portfolios	4 or More	Academic Success in College	Applying 101
Pink	College and Career Portfolios	Applying 101	4 or More	Academic Success in College
Blue	College and Career Portfolios	Academic Success	Applying 101	4 or More
	College and Career Portfolios

Failure Data- set a SMART goal.
WIT academic data


https://docs.google.com/a/nelson.kyschools.us/spreadsheet/ccc?key=0ApZ6RTKY2SJfdGlBY19uVGd0aHY2NDRBS3h5SExBdHc#gid=0

https://drive.google.com/a/nelson.kyschools.us/?usp=chrome_app#folders/0B_Oo3z2fVt2dZExheVZDQ1pNMnM

WIT behavior data

https://docs.google.com/a/nelson.kyschools.us/spreadsheet/ccc?key=0AiDpzituFA8UdFhVbDdkaTFhQWN2WEt2VTBaX0Z3RXc#gid=0

September 11, 2013

September 11th Agenda

Birthday card signing as you arrive.

 

 

 

 

1.   Washington House Pride Rally Planning.  WELCOME SENIORS!

2.      Rally behind our Sophomores! Signs and banners from your house by next Tuesday. Woo Hoo!
PAUL IS GOING TO MAKE THE POSTER WITH HIS CLASSES.

3.  Dress and behavior for the St. Catherine trip.  Alaina and Tori will annouce and other Washington house will anouce also.   DRESS FOR SUCCESS

·    4.    Begin inputting into SMART Goal form (establish if possible); need 2-3 questions for data             analysis protocol     We didn't get to this.

o What trends do you see?

o What are the implications of the work we are doing?

o What is an attainable goal? Possible Action Step: LEADER Prep Academic Recovery System is one way to attain our goal.
https://docs.google.com/a/nelson.kyschools.us/document/d/1egIaLZWor6OnqiNanhyRKMwk8-822fWA8Yq5ozKH9ko/edit

 

5.       Review identified WIT Behavior Intervention students and Responsibility Contracts if applicable.
in the house links

6.     Review LEADER Prep Academic Recovery System and begin inputting students

o Contact parents and confirm Saturday School Academic Recovery 9.21.13; LP mentor will e-mail failing course LEADERs to let them know the date and to prepare work for the student. Once confirmed, sign the student up on the living LEADER calendar.
In the House LInks


7.  National Honor Society essays

 Done!!!

 

8.        Encourage everyone to meet us at the New Haven City Park no later than 1:30 to walk with our school in celebration of the New Haven Community at the Iron Horse Festival! Wear TNHS polos and bring a bag of Smarties!!! Children and significant others welcome to walk as wellJ

House: Washington	Date: 09/10/2013 Period(s): 2nd	LEADER:Brooks
Cultural Indicators:	Ineffective	Developing	Accomplished	Exemplary
Forward LEAN	Less than 70% if students fail to adhere to the Forward LEAN school-wide expectation. Looking like a general by sitting up straight maintaining Eye contact Actively listening Noting important information.	70-80% of students are adhering to the Forward LEAN school-wide expectation. Looking like a general by sitting up straight Maintaining Eye contact Actively listening Noting important information	80-90% of students are adhering to the Forward LEAN school-wide expectation. Looking like a general by sitting up straight maintaining Eye contact Actively listening Noting important information	90-100% of students are adhering to the entire Forward LEAN school-wide expectation Looking like a general by sitting up straight maintaining Eye contact Actively listening Noting important information
Notes:				All scholars actively engaged and attentive.
Dress For Success	Less than 70% of students are in compliance with dress code.	80% of students are dress code compliant.	90% of students are dress code compliant.	100% of students are dress code compliant.
Notes				All scholars are in dress code - some in bow-ties!
Threshold	Expectations are not fully clear and consistently upheld upon entering and/or exiting the room. In turn, few students have internalized high expectations established through consistent threshold. (50% or lower	Expectations are somewhat clear, rigorous and consistently upheld upon entering and/or exiting the room. In turn, some students have internalized the high expectation established through consistent threshold. (60%-80%)	Upon entering and/or exiting the room expectations are mostly clear, rigorous and consistently upheld. In turn, nearly all students (90%) have internalized the high expectation established through consistent threshold.	Upon entering and/or exiting the room expectations are rigorous, clear and consistently upheld. In turn, all students have internalized the high expectation established through consistent threshold.
Notes			Scholars were aware of expectations, which were clearly displayed. A few scholars were occasionally distracted. Overall, however, the majority consistently upheld the expecred rigor. Quality scholar-work consistently displayed.
Courtesy	Interactions are highly discourteous and disrespectful. Little to no forms of praise and/or positive interactions are utilized by the LEADERs to support and inspire students. LEADERs do not address issues that arise and acts of student misbehavior go uncorrected.	Courteous interactions which incorporate please, thank you, yes sir, yes ma’am, excuse me, etc. are rarely utilized among students in the class. LEADERs rarely uses praise and/or positive interactions to support and inspire students. LEADERs are inconsistent with recognizing issues and/or addressing them quickly.	Courteous interactions which incorporate please, thank you, yes sir, yes ma’am, excuse me, etc. are utilized among students in the class. LEADERs uses meaningful praise and/or positive interactions to support and inspire students. LEADERs are attentive to issues and address them quickly when they arise.	Courteous interactions which incorporate please, thank you, yes sir, yes ma’am, excuse me, etc. are highly utilized among students in the class. LEADERs frequently uses meaningful praise and/or positive interactions to support and inspire students. LEADERs address issues with students immediately when they arise.
Notes				LEADERs used positive reinforcement throughout. Scholars were polite and interacted courteously with their LEADERs.
Take Care of This Place	.Large amounts of trash can be found on most classroom floors; most all classrooms are disorganized and cluttered. The physical space in the classroom is very disorganized and bulletin boards are underutilized and/or empty.	Trash can be found on the floors of several classrooms; several classrooms are disorganized and cluttered. The physical space in the classroom is disorganized and bulletin boards are inconsistently used to showcase/promote student learning and the school’s mission.	Very little trash can be found on classroom floors and most classrooms are organized and uncluttered. Most of the physical space in the classroom organized and orderly. Bulletin boards are mostly filled and showcase/support student learning and the school’s mission.	Classrooms are completely free of trash and are all completely organized and free of unnecessary clutter. The entire physical space of the classroom is organized and orderly. Bulletin boards are attractive and consistently showcase/support student learning and the school’s mission
Notes			Some rooms had chairs still up on tables. While all classrooms had actively decorated boards to showcase scholars work, some were lacking in full use of space for displaying work.	Rooms were clean and trash-free (2nd period). Bulletin boards throughout Washington exhibited clarity in conveying expectations.