April 2015-16 (1)

Cherokee Heights

Middle School April, 2016

Cherokee’s Website Address:

https://cherokeeweb.madison.k12.wi.us

4301 Cherokee Drive Kevin Brown, Principal
Madison, WI 53711 Hong Tran, Assistant Principal
204-1240, Fax: 204-0378

"We cannot seek achievement for ourselves and forget about progress and prosperity for our
community. Our ambitions must be broad enough to include the aspirations and needs of others, for

their sakes and for our own."
~ Cesar Chavez ~

Many educators, such as administrators, leaders, teachers, educational assistants, and the community grapple
with ensuring equity is considered and implemented for all students who enter through the threshold of each
and every school. “Leading with equity is no small task. It takes tremendous fortitude, stamina, courage, and
skill to crack open new opportunities for our most vulnerable young people” (National Equity Project, 2015).
More than not, these vulnerable young people tend to be our students of color, special education students,
and poor students from various backgrounds. As a result, it is extremely exigent that the entirety of Cherokee
faculty and staff consider equity with every decision.

No Higher Priority: My Moral Purpose
Leading with moral purpose means having a commitment to making a difference in the lives and outcomes of
students as a result of their experiences at school (Bezzina, 2007). Barber and Fullan (2005) explain that: “The
central moral purpose consists of constantly improving student achievement and ensuring that achievement
gaps, wherever they exist, are narrowed.” As I reflect on the dire research, I am passionately motivated to not
give up, because for many of CHMS’s students it is a matter of a life filled with opportunities or one that is
filled with some experiences more grim than others. This is my way of giving back. Why? Because I know that
I did not become Dr. Brown by myself. Many educators had my best interest in mind, even when I had no clue
as a morphing adolescent. Nonetheless, I know now and I will never abandon my mission of helping students
achieve.

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 In 1970, the U.S. produced 30% of the world’s college graduates. Today it produces only 15%.

 Since 1971, education spending in the United States has more than doubled from $4,300 per student
to more than $9,000 per student. Yet in the same time period, reading and math scores have remained
flat in the U.S., even as they have risen in virtually every other developed country.

 Community Colleges enroll more than 6 million students in the United States. Over 1 million of these
students take remedial courses in English and math each year.

 30 years ago, U.S. students accounted for 30% of the world’s population of college students. That
percent has now plunged to 14% and continues to fall.

 In 1950 high school dropouts made up 59% of the United States workforce, with just 8% represented
by college graduates. As recently as 2005, these numbers have nearly reversed: 32% of workers have a
college degree, while 8% are high school dropouts.

 One in three students who enter 9th grade fails to graduate with his or her class, leaving the United
States with the highest secondary school dropout rate among industrialized nations.

 A student in the U.S. drops out of high school every 26 seconds, a total of 6,000 each day.

 The U.S. department of Labor estimates that many of today’s workers will hold more than 10 jobs
before they reach the age of 40.

 The top 10 in demand jobs projected for 2010 did not exist in 2004.

 85% of current jobs and almost 90% of the fastest growing and better paying jobs now require post-
secondary education.

 Today, in the United States, only 1 in 10 low-income kindergartners becomes a college graduate. About
65 percent of low-income students complete high school, compared with 91 percent of middle- and
upper-income students (Goldberger, 2007).

 High school graduates from low-income families who score in the top testing quartile are no more
likely than their lowest-scoring, affluent peers to attend college (Advisory Committee on Student
Financial Assistance, 2001). The next section defines the achievement gap and its impact on our
Nation.

Definition of Achievement Gap
The term “achievement gap” refers to disparities in the academic achievement of specific groups of students
(Coleman et al., 1966). The achievement gap now measures four years: by the end of high school, African
American and Latino students have skills in literacy (reading) and numeracy (mathematics) that are virtually
identical to those of White students at the end of middle school (Lyman & Villani, 2004; Scherer, 2002-2003).

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Educational attainment Synthetic work life-earnings Margin of error
None to 8th grade 936,000 7,000
9th to 12th grade 1,099,000 7,000

High school graduate 1,371,000 3,000

Some college 1,632,000 5,000

Associate’s degree 1,813,000 9,000

Bachelor’s degree 2,422,000 8,000

Master’s degree 2,834,000 13,000

Professional degree 4,159,000 33,000

Doctorate degree 3,525,000 29,000

TABLE 1.1. Synthetic Work-Life Earnings by Educational Attainment

Listed in dollars. Source: US Census Bureau, 2011 American Community Survey. Calculations are based on median annual earnings from a single
point in time for eight five-year age groups and multiplied by 5.

Cormier (2008, 2012), suggests the achievement gap can be observed on a variety of measures:
 State/National standardized test scores
 College entrance exams (SAT, ACT)
 College placement exams (Accuplacer, Compass, PRAXIS I PPST (Pre-Professional Skills Test)
 GPA, Failure Rates
 Dropout/completion rates
 College enrollment and persistence rates
 IB/AP course enrollment
 Gifted & Talented/Honors/magnet course enrollment
 Suspension and expulsion rates
 Remedial classes required to get into college credit bearing courses (2008).

Why is the Achievement Gap a concern for all of us?
 Within the lifetimes of today’s teenagers, two of every five American workers will be African American or
Hispanic; and the nation’s economic and social future will depend critically on their skills (Hefner, 2004).
 Yet today, one out of every three students of color fails to obtain a high school diploma (Holzman, 2004).
 The term “quality of service gap” relocates the problem into existing structural inequalities (Hilliard, 2003).

What are the structural inequalities? (Hilliard, 2003)
 Food (Supplemental Nutrition Assistance Program SNAP)
 Housing (Federal Housing Aid Public Housing Rental Subsidies)
 Economy (Temporary Assistance for Needy Families TANF)
 Education (Private, Parochial, Public, Charter, Independent, Montessori)
 Health care (Medicaid; Children's Health Insurance Program CHIP)
 Citizenship

College and Career Readiness Problem (Brown, 2015)
As a result of the achievement gap, many of Madison’s students and students of color are not graduating
college or career ready (Brown, 2015). As the leader of Cherokee Heights and the help of the faculty and staff,
we have consistently worked collaboratively for the purpose of providing best practices that consider equity

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concerns for all. There is also a laser focus on the achievement gap that shatters so many opportunities for
success. In addition, we have offered math courses that range from general mathematics to Geometry,
Algebra II, and Pre-Calculus. It is imperative to make sure we are accommodating the readiness level of all
students in mathematics.

Hopes, Dreams, & Desires
Most parents dream of their children graduating from college and having successful careers. This is especially
true for parents who have not attended any higher education institutions (Conley, 2010). Parents rely on
middle and high schools to provide the academic preparation necessary for college success. However, high
school graduation does not equate with college readiness. Many students are not prepared for success in
college.

American College Testing (ACT), which is a college admission examination, defines college and career
readiness as “knowledge and skills a student needs to enroll in and succeed in credit-bearing first-year courses
at a post-secondary institution (such as two or four year college, trade school, or technical school) without the
need for remediation” (ACT, 2012, p. 7).

The 1998 High School Study and the High School and Beyond (Conley, 2008) indicates that the single most
important factor in predicting college success is the academic challenge of high school courses that students
take in math, reading, and science. This is especially true for Black and Latino students who college graduation
rates are more positively impacted than any other group simply by having a rigorous curriculum and teachers
competent in their subject (Wimberly & Noeth, 2005). The most predictive of college preparedness is the level
of mathematics successfully completed (Conley, 2008). Students who complete at least Algebra
2/Trigonometry, double their chances of graduating form a four-year college opposed to those students do
not (Wimberly & Noeth, 2005).

Reading and writing skills must be part of the college readiness equation, Conley (2008) writes, “High school
reading needs to be progressively more challenging and include a wide range of texts and styles” (p. 3). When
students are provided an opportunity to four-years of English that consist of analytical skills as well as a vast
amount of writing with feedback, students develop skill sets that aid them in being successful in a two or four
year institution (Conley, 2008).

Many parents and students neglect to plan because they do not have the necessary information resources,
support groups, and structured programs they need to successfully perform educational and postsecondary
planning (Conley, 2010). When they realize student lack of readiness, it is too late.

Current Status of the Problem & College Preparedness
The reality of 21st century America is that high school graduates are not uniformly prepared for college
success. One problem is that American elementary and secondary school students do not “think” to the future
(how their current course selection and academic success) impact their college readiness. Students spend less
time studying compared to their peers in other industrialized countries, nevertheless, United States students
are more content with their academic success or the lack thereof (Beaton, Mullis,, Martin, Gonzalez, Kelly, &
Smith, 1996).

A second problem is that significant numbers of American students assume they will obtain a bachelor’s
degree, despite not having taken college level courses in high school, which are essential courses for success in
college (Fox, Connolly, & Synder, 2005; Ingels, Curtin, Kaufman, Alt, & Chen, 2002). Conley (2010) states the

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single most important factor in determining college success is the academic challenge of courses students take
and complete in high school. There are relentless ongoing dialogue and debates regarding the need for
students to take advance math particularly Algebra II/Trigonometry before graduating from high school to be
considered college ready. Failure in math classes such as algebra, geometry, and Algebra II can cause
significant problems for meeting the demands of college (Tucker, 2008). Though English, science, and other
courses are important for students planning for college, the U.S. Department of Education suggests of all the
courses, the more math completed is the most significant for college success. This is especially true for
minority students (Adelman, 1999). Subsequently, poor performance and failure in advanced math classes is a
tremendous epidemic impacting urban secondary education and minority students across America. The
National Assessment of Educational Progress states that the “overwhelming number of low-achieving students
in algebra are African American and Hispanic and attend big urban, high poverty schools” (Loveless, 2008).
Science, Technology, Engineering, and Math (STEM) are courses students need to compete in the 21st century
(Conley, 2010). Students of color are graduating from high school not having taken math and other STEM
courses. Students who do not take STEM courses such as science technology, and math in high school are the
same students who are not equipped to take STEM courses in two-year and four-year institutions. Moreover,
these students are more likely not able to apply for STEM careers, the fasting growing and demanding jobs
and or careers of the 21st century (Wang, 2013 University of Wisconsin at Madison). This ultimately impacts
the future earnings for many of these students.

As I conclude, I thank you for reading the very important information and research I have provided. I felt the
need to let you into the thoughts which guide my moral purpose and leadership. With the assistance of the
staff, we will continue to have your student’s best interest at our core by providing proven research-based
strategies as well as provide a rigorous curriculum that prepares your student to meet expectations and rigor
of post-secondary systems and community.

Dr. Kevin W. Brown
Cherokee Heights Middle School

"Education is a human right with immense power to transform. On its
foundation rest the cornerstones of freedom, democracy and
sustainable human development.”
~ Kofi Annan ~

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More from our Principals

Hello Cherokee Families:

For this month’s newsletter, we wanted to continue the
conversation started at our March family meeting and update you
on how we promote positive behavior and social emotional
learning at Cherokee Heights and share a snapshot of our
behavior data.

Positive Behavior Supports (PBS)
One part of our positive behavior system is the acknowledgment of positive

actions. Thus, a big “shout out” goes to our students who made the honor roll this past
quarter through their continued hard work at school and home. Along with getting their
names listed outside the main office, these students were also treated to some snacks
and the opportunity to socialize in the cafeteria.

Another “shout out” goes out to Mr. Lee, our after-school coordinator, and his crew
for putting on another fabulous and inspiring talent show the Friday before Spring Break!
We also thank our students for showing the courage to perform in front of the entire
school!

Social Emotional Learning (SEL)
April’s theme will be “making responsible choices.” In their morning homeroom

class, students will be learning about how to think through the ramifications of their
choices. On early release Mondays, students have a longer homeroom (around 30
minutes) to engage in these discussions.

Behavior Data
For the month of March up to Spring break, we had 231 support calls. Support

calls are made by adults who phone for assistance from our student services staff or
administration. Each call is then logged by our office staff into OASYS, the software for
our behavior data. For the same time frame last year, we had 155 behavior incidents.
Since this is our first year using a call log, a tool that more accurately captures behavior
calls, we expect a higher count compared to last year. Of the 231 support calls, 114
were for our sixth graders, 43 for our seventh graders, and 74 for our eighth graders.

To address these issues, we are tightening up on classroom policies such as “first
ten, last ten” where there are no passes the first and last ten minutes of class so
students do not miss crucial information.

For the month of April, we plan to address power struggles, especially how to
avoid them with teens and also co-plan with several interested parents ways to help
students self-regulate.

Stay tuned for more!
Dr. Kevin Brown, Head Principal
Mr. Hong Tran, Assistant Principal

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April /May Events

Mark your calendar!

Dates Event

APRIL MAP Testing Window
Early Release @1:37 for PCT
3/29 – 4/22 3rd Quarter Ends
4/4 4th Quarter Begins
4/7 Tentative Community-Building Meeting – Parents, Staff, Administration
4/8 SCHOOLS CLOSED – Professional Development Day
4/13 Early Release @1:37 for PCT
4/15 Early Release @1:37 for PCT
4/18 WI Forward Testing Window
4/25 5th Grade Parent Orientation - 6:30-8:00 p.m. - LMC
4/25 – 5/20
4/27 WI Forward Testing Window
Early Release @1:37 for PCT
MAY Staff Appreciation Luncheon
Shape-Up Cherokee - 1:30 p.m.
4/25 – 5/20 Early Release @1:37 for PCT
5/2 Thoreau 5th Grade Visit
5/5 AVID Family Night – 5:30-6:30 p.m. - Cafeteria
5/6 Early Release @1:37 for PCT
5/9 Madison Memorial Track Meet – 8th Grade
5/10 Music Concert
5/12 Early Release @1:37 for PCT
5/16 Leopold 5th Grade Visit
5/18 Music Concert
5/18 SCHOOLS CLOSED – Memorial Day
5/23
5/25
5/26
5/30

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April /May Events

Mark your calendar!

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April /May Events

Mark your calendar!

2016 Parent Orientation:
For incoming 6th Graders’

Parents

When : Wednesday, April 27th
6:30-8:00 pm

Where : Cherokee LMC END-OF-THE-YEAR
4301 Cherokee Drive CELEBRATION!

Why: Cherokee is having a
* Meet Staff and Parents school-wide, end-of-the-
* Learn about the School year celebration for all
* Learn about the Curriculum students, families, and
* Learn about After-school Opportunities staff on Wednesday, June

Questions? 1st, on Cherokee’s
* Call Colleen Shapleigh (204-1275) playground fields. We will
have dinner, games, and

entertainment!

Please join us as we
celebrate our Cherokee

community!

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Staff Appreciation Luncheon

During the annual Teacher Appreciation week, we would like to say “Thank You” and show our

appreciation to the Cherokee teachers and staff for their commitment and devotion to our children!
Please join us in honoring them with a luncheon on Thursday, May 5, 2016, 10:55 am – 1:30 p.m.

You may participate by donating a food item, making a cash donation and/or volunteering. The
money donated will be used to purchase additional food, paper products, and drinks.

To make a cash donation, please complete the Donation/Volunteer Form, attach cash or check
(payable to the Cherokee PTO), and return to the school office by Wednesday, April 13. You can
also donate directly at SignUpGenius.com:

1. Scroll to the bottom to 2. Type in the email you see here: 3. Click “2016 Teacher/Staff
“Find a Sign Up” Appreciation Luncheon

[email protected]

If you don’t have access to a computer, just fill out the form below and turn it into the office.
For food donations, please complete the Donation/Volunteer Form and return to school by
Wednesday, April 13.
Donated food items should be dropped off at the office by 10:00 am on Thursday, May 5 . If
possible, send food in a disposable container; otherwise clearly mark your serving dish and utensils
with your name for your child to pick up in the office at the end of the day.

Thank you for your support! For questions, contact Tracey LaReau (212-8199) or Andrea Encell.

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Teacher/Staff Appreciation Luncheon Donation/Volunteer Form
Due by Wednesday, April 13.

Name: ____________________________________________________________

Phone: ___________________ Email: ___________________________

Student’s Name: _______________________________________________________

Homeroom/Grade: ______________________________________________

For food donations, please indicate below the specific salad bar item(s) with a
serving size of six people per topping:

_____Bags of lettuce _____Cottage cheese _____Chopped cooked chicken
_____ Cut up turkey
_____ Carrots _____ Sunflower seeds _____ Diced ham
_____ Italian dressing
_____ Cucumbers _____ Cut up fruit _____ Ranch dressing
_____ Honey Mustard dressing
_____ Cherry tomatoes _____ Chickpeas _____ Other:

_____ Black olives _____ Nuts

_____ Hard boiled eggs _____ Avocado

_____ Chopped red onion _____ Broccoli

_____ Shredded cheddar cheese _____ Dried cranberries

_____ Crumbled feta cheese _____ Raisins

_____ Goat cheese _____ Bacon

_____ Crumbled blue cheese _____ Pasta salad

_____ I have enclosed a donation of $______

_____ I am able to help on May 5th:

_____ Set-up – 8:00-11:00
_____ Clean-up – 1:00-3:00

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We are excited to announce a week-long celebration of health and wellness from May
2nd through May 6th. This will consist of fun daily activities focusing on topics related to
nutrition and fitness. We will end with a school-wide fitness session beginning at 1:30
p.m. on Friday, May 6th. There will be music, giveaways, and field events.
Parents are invited to come and join in our celebration. If you would like to volunteer
with snack distribution, transitioning students between activities, or various other tasks,
please contact Marj Kutsche (204-1271) or Margaret Corbae at (204-1263).

Daily announcements will be posted
on the Cherokee website. As well,
these announcements are read to
students over the PA at the
beginning of each day. Here you
can find out about upcoming
events, when clubs are meeting,
cancellations, and so much more.
Check it out!

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ASSESSMENTS

Test windows on the calendar (page 2) indicate the entire time possible for a building
to give a test; it does not mean students will be testing during that entire period. The
focus of assessments in the district is student attainment or mastery of those core
skills, abilities, and knowledge needed to satisfy the learning standards in each content
area.

If you have questions about the upcoming tests, please contact Donna Fogell.

Testing Assessment About Approximate Time Results

Window MAP * Reading & Math * Reading: 1.5 hours Immediately
3/29 – 4/22 (Measures of * District required * Math: 1.5 hours to schools;
Academic * Measures academic with report
Progress) growth over the year cards in spring

4/25 – 5/20 Wisconsin * State required * ELA: 2 hours, 20 minutes Mailed to
Forward * Replaces WKCE * Math: 1 hour, 45 minutes families in
Exam 6th Grade: * Science: 1 hour, 40 minutes mid-June
* English/Language * Social Studies: 1 hour, 30
Arts, Math minutes
7th Grade:
* Reading, Language
Arts, Math

8th Grade:
* Reading, Language
Arts, Math, Science,
Social Studies

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MAP ASSESSMENT

WINDOW: March 30 – April 22nd

CLICK TO READ ONLINE

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WI FORWARD EXAM

WINDOW: March 30 – April 22nd

Wisconsin Forward Exam

2015-16 Academic School Year

What is it?

The Wisconsin Forward Exam is the state-mandated test that replaces the WKCE and
the Badger Exam. It consists of subtests in English/Language Arts, Mathematics, Science
and Social Studies.

The Wisconsin Forward Exam asks students questions that are aligned with our
State of Wisconsin standards.

Why is this assessment given?

This is a state-mandated test that satisfies both state and federal requirements for
testing. The Wisconsin Forward Exam replaces the WKCE and, more recently, the
Badger Exam. The Forward Exam will be a spring assessment instead of the fall, which
was when the WKCE was given.

Who takes this assessment?

Students in grades 3, 5, 6 and 7 will take tests in English/Language Arts and
Mathematics. In grades 4 and 8, students will be tested in English/Language Arts,
Mathematics, Science, and Social Studies.

Students in grade 10 will only be tested in Social Studies. The remainder of the 10th
grade testing is through the ACT Aspire test.

How is the test given?

The Forward Exam is a computer-based test for all the sections.

When is the test given?

In Madison, testing will occur in a window between April 25, 2016 and May 20, 2016.
Each school determines its own specific schedule within that time.

How will results be shared?

Student results will be shared with families as soon as they are available. As this is the
initial year for the test, the state will be involved with setting “proficiency levels” before
student results are released. The district is unlikely to see anything before the middle of
August, 2016. Results can be expected, based on current information, to be delivered
to families in September 2016.

How does this assessment reflect my child’s performance?

As with any assessment, this is only one measure of your student’s academic
performance. It is only through multiple assessments (for example, teacher developed
assessments, state and district assessments) that we are able to develop a clearer
picture of your student’s current level of performance as well as their growth over time.

For more information, contact:

Office of Assessment, 608-442-2944
mmsd.org/assessment

February 2016

CLICK TO
READ ONLINE

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Student News

Downtown Optimist Oratorical Contest
This is an annual event that Optimists International sets up for youth in the middle
school. Cherokee’s contestants were very successful. Way to go!

Pictured from left to right:

Mr. Gomez, School Counselor

Mrs. Megan Levy
Brenna Levy (6th ) – First Place
* Certificate of Achievement
* $100.00 Target gift card
Cassandra Angeles (8th) – Second
Place
* $75.00 Target gift card
Shaheer Afghan (6th) – Runner Up
* $25.00 Target gift card

Student News

Latino Youth Summit 2016

Seven Cherokee Heights Middle School students participated in the 6th annual Latino
Youth Summit. The Latino Youth Summit engaged students in culturally responsive
curriculum through 2 days of workshops that allowed students to learn and explore the
path from middle school to high school and on to college. The workshops introduced

students to a wide range of topics, skills and careers.

Student Participants:
Freddy Vicuna-Moreno, Cassandra Angeles, Maria Zitlatl, Justin Yacelga, Oscar Vega

Rojas, Lorenzo Hernandez-Duran, and Adair Tlatoa-Tlahuextl

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Student News

Mr. Fischer’s 8th grade Spanish foreign language students walked to Taquería El
Jalapeño to practice speaking and listening to Spanish to order a meal. Students
became familiar with Mexican food culture while building stronger student to student,
and teacher to student relationships. The 8th graders were accompanied by teachers
Jill Wood, Carlos Armacanqui and school nurse Margaret Corbae.

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Talent Show

Before we left for spring break, everyone gathered for the Talent Show event. If you have
not heard from your teen about this experience, ASK! This was the most positive,
breathtaking display of students’ “hidden” abilities, and it was the best send-off we’ve ever
had. Students were engaged and respectful and enjoyed it all. Below are a few photos
taken by our talented staff member, Erin Proctor (more can be found in the yearbook).
Thanks to everyone who spent hours putting this together, especially our MSCR leader,
Mr. Lee, and music teacher, Mr. Hrovat-Staedter!

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She’s a Gem!

During the Talent Show, the first annual “Diamond Award” was presented to Mrs. Schmid,
one of Cherokee’s most well-deserved, dedicated teachers. Congratulations, Mrs.
Schmid!

Outstanding in his field!

MMSD will be celebrating its Excellence with Equity Awards at a

ceremony at the Gordon Dining and Event Center on the UW-
Madison campus on Thursday, April 14th. Staff nominated

colleagues by describing his commendable expertise, dedication,

innovation, and commitment to his work on behalf of students. We
are honored to announce that Mr. Mancilla, 6th grade DLI teacher,

will receive the “Cultural & Linguistic Responsiveness” award. We

applaud you!

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Thank you!

Cherokee Heights Middle School Supply Drive a Success

At the community building meeting in March, parents were asked to bring needed items that were
requested by staff at Cherokee Heights Middle School. The effort was a huge success. In one night,
we collected hundreds of necessary supplies for the
school. Thank you to all families who participated. We
are proud of our supportive Cherokee family. If everyone
does a little, we all benefit.

The supply drive will continue throughout the upcoming
year, including a collection and repurposing of supplies
collected at the end of this school year. If you would like
to help with this committee, please contact Heather and
Chris Buettner at [email protected]. Several times
throughout the year we will be contacting families with an
updated needs list. Please donate when you are able.

Items that are commonly needed:
* healthy, individually-wrapped snacks
* pencils
* boys and girls underwear in all sizes
* socks
* stretchy, adjustable-waist pants in all sizes
* binders
* backpacks
* Kleenex for second semester.

As part of our ongoing positive behavior program, small prizes are always needed. If you have any or
know of a business willing to donate, please help keep our supply stocked.

April "Lounge Shower"

The CHMS lounge needs to be re-stocked! Our teachers deserve a welcoming space to take a break,
gather, and eat lunch. Please consider donating any of these items:

-Plastic cutlery (Forks, Spoons, Knives) -Dishwashing soap
-Paper plates -Magazines
-Paper cups -Fresh fruit
-New microwave -Candy
-Coffee -Water bottles
-K Cups -Disinfectant wipes

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Box Tops for Education

Thank you Cherokee Heights for making a difference! We turned in over $180 last month!
That’s over 1,800 Box Tops! Shoutout to the Top 3 Homeroom
Collectors:

1. Gottschalk/Hardy-6th grade
2. Schmid/Gottsacker-8th grade
3. Sather/Sladek-8th grade
Be sure to continue clipping, collecting, and saving!

There are 4 types of Box Tops. See
www.boxtops4education.com for more details!

 Box Tops Clips – These are found on hundreds of product packages and are worth
$.10 for your school.

 eBox Tops Codes – Occasionally, you may come across a printed 16 digit eBoxTops
code. This must be redeemed at www.boxtops4education/com/earn/redeem-
eboxtops
for your school to receive credit.

 Bonus Certificates –Look for these primarily in stores on specially marked packages
and at checkout printed on a receipt. These vary on value based on the promotion.
Bonus codes begin with the letter A.
 Bonus eBox Tops – When you are a member of BTFE.com and
participate in your grocers loyalty card program, you can earn Bonus
eBox Tops . These electronic bonuses are automatically credited to your
school

**If you are interested in helping with Box Tops for Education at Cherokee Heights, please
send an e-mail to our Coordinator – Ms. Sladek**

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Box Tops Snacks

What could be better than these tasty, easy snacks for you and your family? Plus you’re
earning cash for your school at the same time! Check them out! Enjoy!

 Annie's® Cookies  LÄRABAR™
 Annie's® Crackers  Mott's® Applesauce
 Annie's® Fruit Snacks  Mott's® Fruit Flavored Snacks
 Annie's® Granola Bars  Mott’s® Juice
 Annie's® Snack Mix  Nature Valley™ Bars
 Betty Crocker™ Fruit Flavored Snacks  Nature Valley™ Protein Soft Baked Granola
 Bugles™
 Cascadian Farm™ Granola Bars Bites
 Cereal Treat Bars  Ocean Spray® Fruit Flavored Snacks
 Chex Mix™  Pillsbury™ Baguette Chips
 Fiber One™ Bars and Brownies  Fiber One™ Streusel
 Fiber One™ Fruit Snacks  Fiber One™ Cookies
 Food Should Taste Good™ Chips  Larabar™ RENOLA Grain Free Granola
 Gardetto's™

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HARDWARE, SOFTWARE, BE AWARE

Instagram

Teens love using the photo-sharing app Instagram because it lets them apply cool effects and
captions to photos and videos and easily share them across a number of social media platforms. The
ability to quickly change the look of pics by adding anything from borders to blurring to brightness not
only unleashes creativity, it kind of makes their lives look a little more awesome.
One of the biggest draws of Instagram is the instant feedback. Collecting a large number of followers
-- and flattering comments -- is a badge of honor for diehards. On the other hand, negative comments
can be really hurtful. Make sure s/he knows how to comment respectfully and deal with haters.
Photos and videos are public by default and can contain location data, so it's important for kids to use
privacy settings to limit their audience. Occasionally, negativity crops up, such as so-called "beauty
pageants" where user photos are judged (and losers get a red "X" on their faces).

Click to learn more

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OUR OFFICE STAFF

CONGRATULATIONS! WELCOME!
Brittany McKennie Dametra Moore

Administrative Clerk Senior Clerk Typist
Returns Mid-April
THANK YOU!
Linda Kellogg
MMSD Substitute Secretary
Extraordinaire
Leaves Mid-April

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Important Numbers

Auto Attendance: 204-1240 Safe Arrival: 204-1247

Secretaries Linda Kellogg / 204-1241 [email protected]
Brittany [email protected]
Assistant McKennie 204-1246 [email protected]
Principal Dametra Moore 204-1250 [email protected]
Principal Hong Tran 204-1241
Counselor 204-1276 [email protected]
Dean of Kevin Brown 204-1336 [email protected]
Students Rafael Gomez [email protected]
Dean of Rebecca Gilman 204-1323
Students/ 204-1275 [email protected]
PBS Coach Emily Cochran 204-1273
Food 204-1263 [email protected]
Service Ilah Furlow 204-1257
Learning 204-1269 [email protected]
Coordinator Colleen
MSCR Shapleigh [email protected]
Nurse Reginald Lee [email protected]
Psychologist Margaret Corbae [email protected]
Social Steven Honer [email protected]
Worker Kim Stalker-
Herron

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