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Peck Jr./Sr. High School - Tuesday, October 21, 2014
The school is having a canned food drive to support the weekend food program. The winning class from Jr. High or high school will win a pizza party. Please put your grade number on the can, so that we can keep track. There will be a donation box outside of the office till October 30.

Cardboard City will be October 25th and 26th. There are permission slips in the high school office for anyone wanting to participate.

There is a sign-up sheet in the high school office for a spectator bus to the football game with Charleton Heston at Alma Friday. You must have a signed permission slip to go.

Remember to wear pink tomorrow for breast cancer awareness.

Congratulations to the Junior High Football team for their win over Deckerville last night!
 

      
2014 Sanilac Career Center Art Show Winners Minimize

Congratulations to these Peck students who were the top three artists at the Sanilac Career Center's annual art show that was held last week.  Justin Schneidewind won "Best of Show" honors while Kaylee Ruthruff and Bailey Sell grabbed the "Spotlight" award. 




      
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Overcoming the top barrier to school connectivity
Funding remains the largest and most-cited obstacle when it comes to updating schools' infrastructure and installing high-speed broadband internet access, according to a survey from the Consortium for School Networking (CoSN). CoSN's second annual E-rate and Infrastructure Survey, conducted with AASA and MDR, reveals that 58 percent of school districts said monthly recurring and ongoing expenses are their biggest barrier to connectivity. In all, 60 percent of surveyed districts said funding is their biggest challenge when it comes to meeting the Federal Communication Commission's short-term goal of 100 Mbps/1,000 students. Twenty-seven percent of districts said not a single school in their district could meet the FCC's short-term goal, and 69 percent of districts said not a single school could meet the FCC's long-term goal of 1 Gbps per 1,000 students. Eighty-four percent of responding districts said the E-rate's current funding levels don't meet their needs. Of all the districts surveyed, just 9 percent said they have enough bandwidth to support online assessments and digital content. Forty-five percent of school districts said they don't have the ability to deploy a one-to-one initiative, but according to the report, this is a 12 percent improvement from last year's survey. “This survey boldly underscores that our nation has a funding and bandwidth crisis,” said Keith Krueger, CoSN's CEO, in a statement about the survey. “The FCC’s short- and long-term goals for connectivity will not be reached until there is a substantial increase in funding to meet the unmet needs of school districts across the nation, particularly in rural districts.” The survey also reveals that rural districts have slower internal data connections, and their Wi-Fi is "much less likely to meet current technical standards."
One school puts its mark on Maker Movement
Something happened when technology became so cheap that getting a new TV, DVR player, heck, even new clothes--was cheaper than fixing the broken or torn one. The creative, tinkering brain atrophied, and quite logically, people began to think they couldn’t solve the problems they see in the world, says Leigh Mansberg, assistant head at St. Mary’s Episcopal School. That mentality is caving in at the private East Memphis school, where two computer labs (obsolete now that every student has her own laptop) have been turned into “makerspaces”--Spartan, industrialized work areas designed so they can be swept clean and ready for the next burst of creativity. Prominent in the south makerspace is St. Mary’s new 3-D printer, the one piece of technology that’s come to symbolize the maker movement. No one was paying it a lick of attention late one afternoon this week. Instead five tables of girls, ages 8-12, and their parents were concentrating with all their might on simple magic tricks, suspending an ordinary paper clip on a thread in a plain glass jar (with the help of a magnet in the lid), or inserting a grommet in playing cards, the pivot in a card trick that took about 20 minutes to perfect. Brows furrowed, and lips were chewed in concentration (and frustration). But 75 minutes into a workshop led by Mark Frauenfelder, editor-in-chief of Make magazine, no one had given up or as much as asked permission to get a drink of water. “I think frustration is a natural tendency, and it’s something people have to learn to get used to when they are making things, Frauenfelder said. “People are so used to buying solutions to their problems rather than inventing solutions, they naturally expect an easy fix. But when you are forced--or choose--to create a solution to your problem, you often end up with something that is better or at least unique and personal.”
How to boost parent-teacher communication
As we prepare for a new school year, many parents would like to know how they can better connect with teachers and stay informed with their child’s progress.
5 strategies to align district leadership with unions
Teachers are essential to a successful digital transition, and when it comes to the relationship between teachers' unions and school district leaders, open communication is the most important contributor to that success. School leaders gathered at Discovery Education to discuss strategies to involve all stakeholders in a district’s digital transition during an all-day summit and roundtable discussion held in conjunction with the Mid-Atlantic Area Superintendents. As superintendents and district leaders talked about a variety of stakeholder involvement, a handful of clear strategies and approaches emerged as discussions turned to cultivating positive and productive relationships between district leaders and teachers’ unions. Maintain clear and consistent communication Having regular meetings with union leaders or representatives can help keep communication clear and free-flowing, said Kevin Maxwell, superintendent of Maryland’s Prince George's County Public Schools. Looking for common ground helps that communication, he added—where do interests align, and where to they diverge? “Have consistent and caring communication,” said John Fredericksen, superintendent of the Wicomico County School District in Maryland. “Tell the truth with grace,” he said, adding that district leaders and union leaders should all strive to be honest, but to be respectful and considerate when doing so. Focus on relationships “You can’t do this work without partnerships—without relationships,” Maxwell said. “You can’t be successful if you don’t focus on positive relationships.” Outlining and creating a clear understanding of objectives helps foster those positive relationships, Fredericksen said. “Develop some kind of relationship beyond the normal office meeting,” he said. With every meeting he has, and especially those with new union presidents, Fredericksen said he emphasizes that the ability to trust one another and be honest is of the utmost importance. Honoring the teacher voice is critical when establishing positive relationships. “If we think about the dynamic of change that’s facing the teacher today, [including] student learning objectives and performance frameworks, trying to cultivate that joint understanding of how we improve teaching and learning, and how we do it in a digital context … it’s that regular meeting with the [union], it’s honest dialogue about what they’re hearing versus what we want to initiate,” said Jerry Wilson, superintendent of Worcester County Public Schools in Maryland. “Fundamentally, you still have to have teachers who are with you, or nothing else happens,” said Aaron Spence, Virginia Beach County Public Schools superintendent. “You’ve got to find ways to involve [the] teacher voice in all these conversations.” Spence’s district uses teams of “roving problem solvers” who listen to teachers, gather feedback, and present that feedback at the district level. Invest time—and give unions and teachers time In addition to attending a national conference on teacher labor management and collaboration with union leaders, Maxwell said he discovered how important it is for district leaders to take time to visit classrooms and look at teaching and learning in their districts. It’s also important to use existing time wisely, he noted. “How do we use the time we already have and convert it to training time?” he asked. “We talk about embedding professional development—how do you really embed it?” “One of our biggest issues [is], how do you give teachers time to digest and implement some of the things you want to happen,” said Dallas Dance, Baltimore County Public Schools superintendent. Research and model professional learning communities The district leaders agreed that professional learning communities can have immense benefit in supporting a digital conversion, because such communities let educators learn and collaborate. Professional learning communities are one of the most current examples of collaboration, and without collaboration, the superintendents noted, it is much more challenging to roll out new initiatives and sustain a digital conversion. Define goals “Bring the focus off of the next ‘new thing’ and keep it on what’s right for kids,” advised Wilson. Doing this, he said, should help union leaders and district leaders stay on track and meet the district’s teaching and learning goals.
STEM contests challenge students to make a difference
An “eco-friendly” battery that converts carbon dioxide into electricity, solving two global challenges at once. An alarm system that saves children and pets from being left inside a sweltering car. Computer modeling that could result in new drugs for controlling flu outbreaks. These projects might sound like the work of the nation’s top scientists and inventors, yet they were designed by K-12 students. They’re part of a growing wave of competitions aimed at encouraging the next generation of young innovators—while filling the pipeline for science, technology, engineering, and mathematics (STEM) employees.
    
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