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From YouTube: HCC: Principal's Coffee - October 12, 2022
Description
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A
B
Growing,
my
name
is
Kim
Laval
I'm,
the
principal
Angela
Ancona
is
here
all
right
and
then
Dr
Carlton
Ecker
is
here
also.
We
are
so
happy
that
you're
joining
us.
We
have
a
full
agenda,
but
always
at
the
start
of
the
Year
Dr
Carlton
Ecker
likes
to
come
and
talk
to
each
school,
this
principal's
coffee
and
our
parents
about
Title
One
funding,
so
I'm
going
to
hand
this
part
of
the
presentation
over.
A
A
We
get
funding
from
the
federal
government.
It's
called
every
student
succeeds
act
or
Essa
where
it's
based
on
needs,
so
we
have
certain
criteria
based
on
on
income
and
need
for
each
family,
a
formula
is
created
and
then
the
federal
government
propagis,
which
funds
those
funds-
it's
called
title
one
and
they
are
provided
for
training
for
materials
that
we
might
need
for
professional.
A
A
Amount
of
money,
but
every
dollar
I'll
tell
you,
because
I
can
put
that
back
into
working
with
our
kids.
Some
districts
get
millions
of
dollars.
We
get
about
fifty
thousand
dollars
every
year.
It's
not
a
lot
of
money,
so
I'll
spend
the
time
doing
the
application
to
get
every
penny
I
can
from
other
sources
so
that
we
can
provide
services
for
our
students.
Some
examples
where
we
use
this
funding
generally.
We
provide
support
to
After
School
academic
support
for
students
who
need
it
and
that's
either
after
school
during
the
school
year.
A
It
can
also
be
in
the
summer
time
we
do
invention
Services.
We
also
will
provide
some
of
the
funds
to
train
teachers
on
areas
of
curriculum.
For
example,
the
past
year
we
put
funds
toward
training
our
teachers
in
a
particular
literacy
program,
so
that
teachers
have
the
background
skills
on
this
approach
to
literacy.
A
A
I'm
required
to
tell
you
but
you're
here
the
princess
coffee
is
how
parents
can
be
involved
in
our
school,
so
one
way
is
coming
to
these
meetings.
So
thank
you
for
doing
that.
It's
great
to
see
you
here
and
involved,
and
we
see
pigment
Center
Schools
all
the
time
and
we
love
having
that
partnership
with
you.
There.
A
If
you're
not
familiar
with
that
and
just
being
involved
in
our
PTSA,
we
have
a
very
active
PTSA
and
amazing
work
throughout
the
district.
As
you
know,
you're
you're
involved
in
that
as
well.
We
have
our
Bobcat
TV,
where
volunteers
come
in
and
videotape
activities
and
events
I
hear
all
the
time
from
parents
that
being
able
to
do
that
is
so
rewarding
because
you
get
to
see
all
the
different
things
happening
in
all
the
schools.
It's
almost
like
having
a
secret
VIP
past
events.
A
So
if
you
want
to
know
everything
about
the
school
volunteer
with
broadcasting
meeting,
some
of
you
don't
know
and
there's
some
of
you
in
this
room
now
who
have
been
on
hiring
committees,
and
we
thank
you
for
that,
so
we
involved
parent,
it's
when
we're
hiring
faculty
or
administrators.
That's
part
of
our
agreement
with.
C
A
Unions
is
that
we
involve
parents,
teachers
and
administrators
together
to
give
the
input
into
who
we're
hiring,
and
that
is
a
real
great
way
to
also
make
a
big
impact
schools.
Obviously
our
Environmental
Education
Foundation,
which
is
provided
us
with
so
many
opportunities
for
our
students,
one
of
which
I'll
mention
to
you.
In
a
moment.
We.
A
A
Let
me
just
point
out
a
few
curricular
things,
but
first
I
want
to
talk
about
just
some
quick
research
from
Park
bracket
that
talks
about
how
cognition
or
ability
to
think
tend
to
focus
is
really
directly
linked
to
emotion
and
we
learn
from
Neuroscience
in
the
past
decade
and
a
half
two
decades
that
emotions
and
resilience
in
your
ability
to
learn
are
really
interwoven.
I
can
separate
that.
So
when
we're
teaching
students
and
we
have
a
rigorous
academic
curriculum,
we.
A
Void
of
really
dealing
with
the
whole
student,
the
whole
child
and
dealing
with
students,
social
growth,
the
emotional
growth,
how
those
linked
to
the
way
students
learn-
and
this
is
a
framework-
what
we
call
our
social
and
emotional
learning
competencies,
these
different
areas
and
when
I
was
reading
through
these
this
morning,
I
was
thinking
about
middle
school
students
and
how
important
each
of
these
are
particularly
for
middle
school.
When
I
look
at
self-management,
I
think
these
are
things
you
can
relate
to.
A
You
know:
impulse
control,
Stress,
Management
self-discipline
and
some
of
the
things
on
the
relational
skills
and
having
the
students
build
relationships
and
engaging
socially.
These
are
things
we
explicitly
work
on
in
our
curriculum,
our
schools,
and
we
all
certainly
hear
that
from
Kim
and
Angelo.
As
you
come
to
these
meetings
and
hear
way,
we
engage
students
to
help
explicitly
teach
students,
the
social,
emotional
learning
competencies.
So
we
do
that
very
deliberately,
and
we
do
it
because
we
can't
be.
A
We
can't
separate
the
cognition
and
the
learning
piece
from
the
emotions,
because
they're
really
late,
students
have
to
be
safe,
they're,
not
comfortable.
They
have
to
lower
stress
in
order
to
maximize
stupid
money,
just
a
couple
things
to
point
out
curricularly
over
the
past
about
10
years,
we've
worked
hard
to
develop
a
really
comprehensive
kindergarten
through
12th
grade
steam,
curriculum
and
science
technology
engineering
and
your
students
here
will
be
working
in
our
Tech
Lab
building
programming,
the
robotics.
They
want
a
lot
of
coding,
that's
building
upon
their
experiment,
so
Columbus
they
will
build
some
robots.
A
They
will
work
on
design
aspects
of
creating
things
themselves
as
we
build
in
the
design
principles
into
our
stem
curriculum.
So
this
is
really
exciting
approach
and
something
that
we're
really
proud
of.
We
have
some
really
great
stem
courses
there,
including
Robotics,
and
an
engineering
course
for
students
we're
now
in
our
so
we've
had
six
years.
We're
entering
this
is
our
sixth
year
of
something
called
the
global
Scholars
Program
at
the
high
school.
So
after
spending
about
a
decade
on
science
in
technology,
through
our
stem
work,
we
were
thinking
about
the
humanity
side.
A
We
came
up
with
this
concept
of
a
global,
Scholars
Program
and
it's
a
way
for
students
to
explore
Global
issues
as
well
as
local
issues
and
see
things
from
multiple
perspective
and
then
study
and
pursue
areas
of
their
own
interests,
and
this
is
the
domains
of
what
what
frame
the
program
where
students
investigate
the
world.
They
look
at
things
from
multiple
perspectives.
They
communicate
their
ideas
and
then
they
take
action.
They
create
action
projects
and
we're
involved
with
some
national
organizations
where
students
compete
to
try
to
raise
funds
to
get
their
projects
off
the
ground.
A
It's
a
three-year
sequence
at
the
high
school,
although
you
don't
have
to
take
all
three
years.
It
starts
in
10th
Grade,
but
if
you're
in
11th
or
12th
and
you're
interested
in
starting
the
program,
you
can
do
that
as
well.
So
we've
seen
the
enrollments
really
Peak,
it
was
a
big
interest
and
we
were
really
happy
about
that
interest
and
we
continue
to
find
ways
to
get
more
feedback
on.
This
program
has
been
really
great
for
our
students
and
then
something
new
this
year.
A
So
now
that
we've
got
Global
Scholars
going,
we
also
started
to
look
at
some
other
programs
and
one
thing
that
we
were
getting
some
feedback
from
our
students
around
was
this
idea
of
how
we
can
support
them
in
more
ideas
around
business
we've
had
an
elective
course.
That's
a
semester
course
investments
in
marketing
where
students
learn
about
business
ideas
and
that
had
high
enrollment.
So
through
doing
some
research
and
work
with
a
few
folks,
we
came
up
with
this
concept
of
developing
an
entrepreneurship
program
is
our
first
year.
It
starts
in
11th,
right
12th
grade.
A
Students
can
take
the
first
year
as
well,
but
it's
a
two-year
program,
starting
in
the
11th
grade,
where
students
study
business
and
how
to
start
a
business
and
then
all
aspects
of
what
it
takes
to
start
and
run
a
business
and
Implement
their
own
ideas.
It's.
C
A
The
interest
of
it
we
were
hoping
we
would
get
one
section
off
the
ground
this
year.
We
ended
up
having
to
create
three
sections.
We
have
63
students
enrolled
in
this
program
for
the
first
time,
and
this
is
where
I'm
going
to
do
an
ask,
because
we
need
volunteers.
This
is
a
really
great
opportunity
to
partner
with
our
parents,
really
great
response
from
a
lot
of
parents,
but
there
are
three
different
ways
that
you,
as
a
parent,
can
be
involved
in
this
program.
A
Once
I
know,
we
have
a
lot
of
families
and
parents
who
have
expertise
in
various
areas
that
relate
to
businesses,
whether
it's
in
the
finance
side
of
things
or
the
legal
side
of
starting
with
this
S4,
the
marketing
of
a
business.
If
that's
you,
you
could
come
in
and
talk
to
our
kids
and
be
part
of
it.
You
can
work
with
the
teacher
and
come
in
and
teach
a
lesson
on
your
expertise
so
that
we're
not
just
teaching
it
in
abstract,
the
kids
they're
coming
in
and
saying
hey.
A
C
A
So,
if
you're
into
that
that
as
well
and
then
finally
kids,
two
times
a
year
have
to
do
a
pitch
of
their
ideas,
they
do
one
mid-year
and
they
do
one
at
the
end
of
the
year
to
try
to
get
some
funding
and
so
another
way
to
volunteers,
be
on
the
pitch
committee.
You
can
hear
the
ideas
and
then
give
them
some
feedback
and
respond,
and
then
eventually
say
this
idea
is
really
great.
We're
going
to
give
you
some
startup
funds,
so.
A
That
we're
just
getting
off
the
ground
feedback
is
really
great
on
it.
Now,
just
foreign
teams,
in
our
students,
form
teams
and
now
they're
starting
to
development
of
Concepts.
So
if
you
are
interested-
or
you
know
any
friends
who
would
be
interested
have
them
reach
out
to
me,
we
have
a
database
that
names
that
we're
taking
and
we're
starting
to
bring
parents
in
to
be
those
Partners
without
kids.
We
think
this
offers
a
really
great
knowledge
base.
A
B
And
you'll
see
if
your
child
has
gone
through
the
sixth
grade,
curriculum
in
the
social
studies,
there's
also
Global
Citizens
and
that's
modeled
after
the
single
Global
Scholars
idea.
So
in
the
middle
school
we
like
to
parallel
skills,
philosophy
and
themes,
the
curriculum
that
your
Senator
will
be
involved
with
the
high
school.
So.
C
B
Coincidence,
if
it
seemed
familiar
so
I
always
like
to
start
reminding
everyone
of
what
our
work
at
the
middle
school
entails.
It's
active
learning,
it's
healthy
risk-taking,
making
sure
that
every
student
always
has
the
appropriate
rigor
and
Challenge
and
of
course
the
most
important
is
about
a
healthy,
balanced
mindset.
B
We
want
to
talk
to
you
with
that
in
mind
about
some
of
the
work
that
we
did
in
the
past
year
or
two
that
has
to
do
with
our
schedule.
We
did
mention
this
at
the
board
meeting
last
night,
but
I
think
it's
Angela
and
I
both
thought.
It
was
worth
some
significant
time
at
a
parent
cost
to
explain
the
work
that
we
had
done.
B
So
we
always
like
to
get
some
feedback
from
both
our
students
and
our
faculty
about
how
the
schedule
has
been
going
last
year
was
our
first
time
that
we
put
forth
a
new
schedule
that
was
different
than
the
last
20
years,
and
the
feedback
we
received
was
that
it
was
good
and
there
was
a
couple
tweaks
and
then
we
considered
some
ways
to
again
address
that
essential
question.
B
So
we
spoke
to
students
who
spoke
to
faculty
and
the
greatest
change
that
we
saw
happening
besides
a
little
bit
of
tweaking
with
lunch
and
sdl
was
actually
how
we
developed
this
student
director
learning
time.
As
a
reminder,
student
directed
Learning
Time
happens
in
the
7th
and
8th
grade.
It's
a
time
when
students
last
year
had
a
choice
on
what
they
could
explore
and
what
they
could
engage
with
this
year.
That
still
holds
true,
however,
if
you
take
a
look
at
it:
lands
after
lunch
for
seventh
grade
and
then
also
after
lunch
for
eighth
grade.
B
So
it's
a
nice
way
for
after
lunch,
our
kids
to
to
get
back
into
the
academic
mindset
so
this
year,
what
we
did
was
instead
of
giving
students
choices.
Five
days
a
week
we
broke
sdl
down
into
into
three
different
parts.
One
we
gave
some
academic
time
back
to
the
faculty.
The
team
teacher
said
you
know
what
we
we
would
love
to
have
some
more
time
to
work
with
specific
classes.
So
in
seventh
and
8th
grade
we
gave
the
teachers
the
team
some
time
called
callback
time.
B
So
again,
that's
a
little
bit
more
of
supporting
the
academics
and
the
rigor
by
giving
team
time
to
work
with
their
students.
Second
thing
we
heard
was:
teams
are
the
core
of
this
Middle
School
and
the
team
teacher
said.
Could
we
have
some
time
to
do
team
activities,
team
activities
to
build
community,
the
Foster
Community
amongst
a
team,
whether
it's
7A,
7B,
8A
or
8B,
and
so
we
also
designated
some
STL
days
as
team
time,
where
again
there
will
be
team
activities,
for
example,
there's
a
team
day
on
Halloween.
B
B
We
expanded
the
offerings,
though
so,
for
student
Choice
students
can
either
go
to
their
team
teachers
for
extra
help
or
enrichment.
They
also,
though,
can
possibly
join
a
book
club.
We
had
intramurals
last
year
we're
keeping
the
intramurals
this
year.
It
was
a
really
healthy
way
for
our
students,
who
like
to
be
active
and
get
a
little
more
energy
out
to
be
with
a
teacher.
They
can
do
yoga.
They
can
play
some
of
the
sports
and
what
they're
doing
in
physical
education
so
that's
still
available.
B
We
thought
it
might
be
interesting
if
we
offered
some
of
the
clubs
that
are
extracurricular
time
during
the
school
day
to
meet
with
their
students
as
well.
For
example,
Bobcat
TV
has
the
credit
and
connect,
and
so
we
worked
with
Bobcat
TV
so
that
not
only
will
students
be
after
school,
with
the
advisor
working
on
what
we're
going
to
call
five
minute
Fridays
and
that's
developing
a
a
a
short
clip
for
parents
that
we're
going
to
send
out
telling
you
what's
going
into
HCC.
B
B
We
are
also
offering
students
robotics
with
spheroes,
so
we're
trying
to
expand
the
offerings
and
if
you
could
ask,
if
you
have
a
son
or
daughter
in
seventh
or
eighth
grade,
ask
them
because
they
tend
to
like
to
go
to
the
comfortable
I'll,
go
see
a
teacher
and
absolutely
fine
work
on
some
of
my
homework
or
work
on
something
I'm
struggling
with,
but
we're
trying
to
expand
these
offerings
because
we
think
it
also
has
happened
to
some
of
this
kids
interests
and
some
healthy
risks
for
them
to
take
some
of
those
opportunities,
as
well,
so
to
expanded
sdl.
B
So
we
we
give
our
sixth
graders
options,
it's
a
little
more
teacher
directed
in
terms
of
where
they
go.
So
it's
that
next
step
as
they
go
into
middle
school
for
Independence
and
and
support,
and
then
this
requires-
and
you
really
don't
need
to
what
we
want
to
show.
You
is
we're
quite
proud
of
the
fact
that
we
we
designated
opportunities
also
for
AMD.
B
Last
year
they
saw
almost
every
class
on
either
a
or
b
and
it's
a
lot
of
block
scheduling
and
we
believe
in
the
block
scheduling,
but
we
also
were
reflective
in
terms
of
hearing
our
kids
tell
us
it's
a
lot
of
sitting
at
for
one
length
of
time
with
one
class
and
sometimes
that's
beneficial.
Sometimes
it's
really
challenging.
If
you're
a
seventh
grade
reader
I
think
it
would
be
challenging
for
me.
B
So
what
we
did
was
we
unblock
World
Language
so
that
they
saw
their
World
Language
teacher
every
day,
so
that
gave
them
some
consistency
and
some
repetition
and
it
also
cut
the
block
down.
World
Language
is
no
longer
blocked
and
we
also
reduced
music.
Music
was
for
an
hour
and
what
we
did
was
we
reduced
music
a
little
bit
and
we
added
some
of
that
time
to
lunch
and
sdl
most.
B
Teams
still
rotate
the
A
and
B
days,
but
teams
can
do
what
they
feel
like
they
need
to
do
best.
So,
if
teams
said
we
can't
do
a
and
b
we're
going
to
see
all
of
our
kids
on
a
particular
day,
they
can
do
that,
but
for
the
most
part,
you'd
still
see
the
rotation
of
classes
for
our
kids.
So
that's
what
we
heard
from
our
students
last
year
when
it
came
to
student
directed
learning
time
and
that's
also
what
we
heard
from
our
students
when
it
came
to
our
use
of
time.
D
D
Instead
of
the
9th
grade,
which
is
what
we
plan
to
do
to
get
back
the
the
ownership
of
the
length
of
time
to
our
teams
to
work
with
our
students,
so
we
start
our
day
here.
First
15
minutes
of
every
day
at
7
45
with
something
called
Xbox
like
I
said
last
night
at
the
board
meeting
is,
is
what
I
call
something
like
a
pandemic
promise,
something
that
came
out
of
the
pandemic,
that
we've
kept?
That's
worked
for
our
kids
and
it's
worked
nicely.
D
D
We
we
we
do
a
community,
build
with
songs
and
have
kids
try
and
figure
out
what
the
songs
are
in
the
morning.
But
it's
a
time
for
kids
to
to
get
organized
for
the
day
to
relax,
to
come
into
this
building,
relax
a
little
bit
and
be
directed
by
their
team
teachers
as
to
what
they
need.
What
the
schedule
is
for
the
day.
Upcoming
assignments
assessments.
B
Etc,
it's
also
the
Foster
Community.
You
see
the
same
adult
with
11
other
students
when
you're
starting
your
day
in
a
very
consistent
way
that
you're
also
starting
with
someone
else
who's
an
adult
that
you're
starting
to
get
to
know,
and
we
always
talk
about
the
importance
of
having
to
go
to
people
and
hopefully,
that's
expanding
their
go-to
choices
in
terms
of
who
they
feel
connected
and
build
them
away.
D
D
D
They're
going
to
report
out
their
goal
to
you
in
a
video
which
will
be
released,
November,
November,
yep
and
and
then
they'll
update
their
goal
with
another
video
toward
the
end
of
the
year.
So.
B
B
Can
you
just
take
a
moment
now
when
you
think
about
that
experience?
What
did
you
learn
about
yourself?
Okay,
so
this
is
what
we
asked
our
kids
to
do
in
the
expods.
We
asked
them
to
think
about
this
kind
of
experience,
and
so
the
final
piece
we
asked
them
was
what
behaviors
of
learning
dispositions
did
you
have
to
exhibit
and
I
think
we've
done
this
to
be
successful,
whether
it's
patience,
persistence
being
uncomfortable,
accepting
kindness
whatever
it
is.
B
That's
what
we
asked
our
students
to
take
a
look
at,
and
we
I
don't
know
if
the
Link's
in
there,
but
we
have
given
them
examples
that
they
could
consider,
because
that's
hard
for
sometimes
the
sixth,
seventh
and
eighth
grader,
depending
on
who
they
are
to
really
say:
okay,
what
what
is
a
learning
disposition?
What's
a
skill
that
I
needed
to
develop
or
to
work
on
those
are
the
dispositions
we
shared
with
them
to
give
them
ideas
after
they
started
to
Grapple
with
us.
B
D
C
D
They
learned
how
to
do
a
spin
on
a
wakeboard.
What
did
they
learn
about
themselves?
They
learned
that
they
can
do
many
things
and.
D
A
B
D
B
D
B
Then
there's
one
other
student
that
when
we're
reading
said
I
tried
something
that
I
really
didn't
want
to
and
then
what
I
learned
I
learned
that
I
I
liked
it
and
I
should
try
new
things
and
then
what
Behavior
did
I
exhibit
courage.
So
those
are
all
things
that
we
wanted
to
have
our
our
students
keep
their
eyes
on
the
prize.
So
if
you
could
go
home
and
ask
your
son
or
daughter
what
that
goal
is
that
they
determined
we
did
this
work
a
few
years
ago
pre-covered
and
it
was
a
much
bigger.
B
B
It's
something
that
they're
going
to
be
doing
their
x-pod
regularly
they're
going
to
be
at
the
end
of
this
week,
re-examining
what
they've
done
and
then,
where
are
the
examples
that
they
can
come
up
with
that
they're
thinking
about
this
goal
or
this
learning
disposition,
and
then
that's
when
our
work
will
be
that
we're
going
to
have
them
share
a
video
with
parents,
and
we
can't
our
middle
schoolers
can't
email
outside
of
the
organization
which
is
a
challenge
high
school.
B
You
can
we,
when
we
thought
about
this,
we're
like
oh
we're,
gonna
have
them
email,
their
parent,
and
now
we
realize
we
can't
think
in
the
summer
like
how
they
can
so
you're
going
to
get
they're
going
to
share
it
through
a
folder
with
you
and
I
think
the
teacher
is
going
to
be
involved
to
my
teachers,
so
in
November
mid-november
you
should.
It
should
be
arriving
that
someone
has
shared
a
video
with
you
and
that
will
be
their
work
and
they'll.
Give
you
an
update
on
how
they're
doing.
B
We
also
understand
the
importance
of
continually
having
our
kids
understand
that
they
are
part
of
a
learning
community
and
an
important
Community.
It's
probably
the
the
place
that
they
spend
their
time
besides
home
the
most
so
we're
doing
some
things
that
are
encouraging
Community
Building,
Fall
Fest
is
one
of
them.
I,
don't
know.
If
you've
heard
about
it,
it
is
going
to
be
October
21st
from
three
to
five
on
a
Friday
here
and
the
kids
are
going
to
create
games,
Wampus
and
Coleman
Hill
students
are
also
invited.
D
So
we
have,
we
have
three
fundraisers
for
trips
in
sixth
grade
we
have
the
pancake
breakfast
in
seventh
grade.
We
have
the
spaghetti
dinner,
which
are
all
in
the
spring
and
in
eighth
grade
we
have
this
Fall
Fest,
which
is
a
carnival
like
theme
where
kids
get
to
design
games.
Our
8th
graders
are
designing
games
in
their
tech
classes
so
that
they
can
play
out
here
from
three
to
five
on
October
and.
B
It's
all
student
run
and
if
your
child
has
been
involved
in
either
the
pancake
breakfast
or
the
spaghetti
dinner,
or
they
will
be
at
some
point,
it
is
a
really
cool
opportunity
for
them
to
again
feel
like
they're
invested
in
their
community
and
giving
back.
B
So
if
you
have
an
eighth
grader,
ask
them
if
they've
sold
their
tickets
and
if
they
brought
the
money
in
and
if
they
have
also
volunteered,
because
that's
really
the
second
piece,
that's
so
important,
it's
their
their
connection
to
one
another,
because
they're
going
to
Washington
this
year,
which
leads
us
to
the
second
we've
announced.
It
was
that
we're
going
back
on
our
trips,
our
overnight
trips,
and
that
is
we're
quite
excited
about
it.
Both
Washington
and
Boston
will
take
place
we've,
given
you
the
dates.
B
We're
gonna
do
some
work,
though,
because
we
realize
that
as
exciting
as
it
is,
it's
a
little
bit
anxiety
provoking
for
some
students
because
we're
talking
about
getting
friends
to
room
with,
and
that
can
be
a
newness
to
them.
It's
different
than
Camp
it's
different
than
going
on
vacation.
It's
in
the
school
setting
and
you're
going
to
be
rooming
with
other
students,
and
so
that
historically
has
been
at
times
something
that
gives
some
of
our
students
a
challenge
in
terms
of
finding
the
right
who
you're
going
to
ruin.
B
D
D
Students
dress
up
that's
going
to
be
Monday
October
31st
there
will
be
prizes
for
best
costumes.
Sale
is
working
on
some
some
prizes
and
some
events
for
kids
I
met.
B
This
was
something
that
he
just
absolutely
loved:
he
he
dressed
up,
we
all
it.
It
brought
inspiration
to
us
for
continuing
the
tradition
and
it
really
is
I
think
one
of
the
best
times
for
middle
schoolers.
The
only
thing
we
ask
is
students
can't
bring
in
any
kind
of
fake
weapons
like
they'll.
Ask
ahead
of
time
that
your
son
or
daughter's
on
the
shore,
you
don't
need
to
email
us.
You
can
have
them
come
ask
this.
B
This
apple,
Mr,
Kona
I,
was
thinking
about
dressing
up
as
this,
and
this
is
part
of
the
costume.
What
do
you
think
there's
also
questions
about
Inflatables
or
masks?
It's
a
case-by-case
basis,
but
we're
not
going
to
say
no
to
most
things.
Masks
are
allowed,
but
during
class
they
have
to
come
off
and
the
Inflatables.
B
They
have
to
be
able
to
be
deflated,
but
it's
fun
and
it's
a
blast,
and
we
want
to
make
sure
that
we
continue
that
because
it's
it's
Unforgettable
I
will
say,
though
it's
another
stressor
in
terms
of
we're
like
okay.
What
are
we
going
to
be
this
year
and
then
all
the
faculty
keeps
it
from
one
another
until
the
faculty
breakfast
when
everyone
walks
in
and
is
all
dressed
up-
and
it's
always
so
impressive.
B
The
book
fair
is
coming
up
as
well.
So
please
keep
an
eye
out
for
that,
and
one
last
piece
you
want
to
tell
you
about
was
something
called
voice
circles.
It's
work
that
we've
done
in
the
past
with
our
kids.
That's
with
our
students,
couldn't
do
it
during
the
pandemic,
but
what
the
voice
circles
are
every
grade.
Every
team
works
together,
so
we
have
6A
go
for
about
two
and
a
half
three
hours
working
with
some
Consultants
that
we
bring
in
from
Maryland.
B
How
important
it
is
to
be
together
how
to
speak
respectfully,
how
to
treat
each
other
with
honor
and
respect,
so
we're
going
to
be
doing
work
on
a
dignity
and
belonging
and
they're
going
to
be
in
their
team.
So
one
team
will
be
in
the
gym,
broken
up
by
x-pods,
with
the
consultant,
Trent
Hall
and
with
a
teacher
per
obviously
with
their
teachers
and
they're
going
to
be
working
on
them.
What
does
it
look
like
when
you
honor
someone's
dignity?
B
What
how
do
you
want
to
feel
honored
and
dignified
what
words
they're
going
to
lean
in
and
talk
about
social
media
with
the
kids
also
as
well,
so
that
works
coming
it's
the
week
of
October,
17th
and
you'll?
Your
child
will
be
involved
with
a
half
of
a
day
with
their
team
and
their
expods
on
this
work.
So
also
ask
those
questions
as
well.
B
Okay,
did
anyone
also
hear
that
we
have
so
if
we're
not,
if
we're
going
to
close
out,
we
wonder
if
you
guys
want
to
go
on
a
quick
field
trip
over
to
see
the
new
Courtyard
area,
that
this
was
a
collaboration
with
the
Environmental
Education
Foundation
and
the
Middle
School
to
develop
this
great
Courtyard
area
that
kids
can
go
play
ping
pong,
foosball,
chess
and
cross
net
I
always
want
to
say
CrossFit
and.