GRE KIDS ARE KIND
Gold Rush students make a huge impact in our school and community. Our intermediate students, for example, are buddies with younger students. During weekly meetings older students support their younger buddies academically and socially through a variety of engaging activities. This week fifth graders helped kindergartners research African animals. Younger and older students enjoyed reading together and reflecting on new learning.
Gold Rush students also organize efforts to recognize those that make a difference in our community. Fifth grade students encouraged others to show their appreciation for the Parker Police Department by making cards for cops. In addition, GRE kids have continued to support the Parker Task Force through our no waste initiative. As you recall, all students donate food that would have otherwise gone in the trash to the Task Force. Our contributions go directly to a student backpack program that supports students in Parker schools. We are proud of students' leadership and desire to improve our community.
Gold Rush students also organize efforts to recognize those that make a difference in our community. Fifth grade students encouraged others to show their appreciation for the Parker Police Department by making cards for cops. In addition, GRE kids have continued to support the Parker Task Force through our no waste initiative. As you recall, all students donate food that would have otherwise gone in the trash to the Task Force. Our contributions go directly to a student backpack program that supports students in Parker schools. We are proud of students' leadership and desire to improve our community.
Fifth grade student helps his buddy (and brother) research animals for a literacy project.
Fifth grade students organized Cards for Cops.
Students of all grade levels shared their appreciation through words and pictures.
Gold Rush's weekly donations support Parker Task Force's student backpack program.
Amount of food donated to the Parker Task Force per week.
STUDENTS DEMONSTRATE HEART
Obstacle courses in physical education class are much more than fitness challenges. Students used them this week to learn about the circulatory system. Students represented air molecules traveling throughout the body as they zig zagged around cones, swung from ropes and jumped across hurdles. As they completed the course, students modeled how oxygenated blood travels from the lungs to the heart, throughout the body to different body systems and back. Additional challenges introduced later, such as completing obstacles with backpacks on, will represent difficulties, such as a heart attack. Students appreciated pairing science concepts with physical movement. 
GRE SHINES AT THE FEEDER ART SHOW
Students' art work was displayed at the Legend High School Art Show this week. We are proud of all students' work. A special thank you to art teacher, Mrs. Dazzio, for coordinating the event.
DISTRICT BUDGET PRESENTATION @ FEEDER SAC PRESENTATION APRIL 18
The principals in the Legend Feeder will be presenting information regarding the state of the District budget during the joint SAC meeting on April 18 from 5:00-6:00 PM at Iron Horse Elementary School. We will share the current needs in the District and explain how schools are funded in the state of Colorado. All families are encouraged to attend.
CLASS PLACEMENT PROCESS & PARENT INPUT
Creating balanced class lists that meet the needs of all students is a difficult endeavor. This process involves hours of thoughtful dialogue between classroom teachers, administrators and other staff members. We know that creating a strong learning environment is essential to students’ success and we therefore take this responsibility seriously. Please be assured that we take each child into consideration. Please see our process below.
· Teachers identify the social and academic needs of each student. They refer to existing data and record pertinent information to assist them in their decision-making.
· Teachers meet as grade level teams to form class lists that are balanced. Balanced classrooms meet each student’s academic, social and emotional needs. Teachers consider each child’s personality, academic strengths, needs and friendships. Learning specialists, the specials team and administration also collaborate with classroom teachers to provide feedback.
· Each grade level team submits a draft of class lists. I review final lists to ensure all parent input has been considered. Classroom teachers approve any changes I suggest given parent feedback to ensure classes remain balanced.
· Class lists are finalized in mid July to reflect the addition of students joining Gold Rush in the summer.
This process is consistent across grades K-4. Our 5th grade team collaborates with the teachers at Cimarron Middle School to ensure students’ success in 6th grade.
We strongly believe that this detailed and collaborative process creates learning environments that benefit all students. Please remember that our ultimate goal is to create classes that promote the success of each child. Please also know that your child is placed in a classroom for specific reasons and that our process benefits all students. Because of the input and thought given by teachers, parents and administrators, we are reluctant to make changes once this process is complete. It may be hard to believe, but moving one child can disrupt the balance of an entire classroom.
We do value parent input and welcome any insight you wish to share about your child’s strengths, needs and learning style. We will take into consideration all pertinent information that you share with me on or before Friday, April 25th. While we welcome your input, we cannot honor specific teacher requests. Please put your thoughts in writing and address them to me (Jenny Brown). I will accept either a letter or email (jjbrown@dcsdk12.org).
I cannot express enough how important it is that your thoughts are in writing. As you can imagine, I receive a great deal of parent input and verbal information is difficult to track. I also prefer that you direct this communication to me, as I am ultimately responsible for reviewing final class lists in July when teachers may not be available.
We strongly believe that this detailed and collaborative process creates learning environments that benefit all students. Please remember that our ultimate goal is to create classes that promote the success of each child. Please also know that your child is placed in a classroom for specific reasons and that our process benefits all students. Because of the input and thought given by teachers, parents and administrators, we are reluctant to make changes once this process is complete. It may be hard to believe, but moving one child can disrupt the balance of an entire classroom.
We do value parent input and welcome any insight you wish to share about your child’s strengths, needs and learning style. We will take into consideration all pertinent information that you share with me on or before Friday, April 25th. While we welcome your input, we cannot honor specific teacher requests. Please put your thoughts in writing and address them to me (Jenny Brown). I will accept either a letter or email (jjbrown@dcsdk12.org).
I cannot express enough how important it is that your thoughts are in writing. As you can imagine, I receive a great deal of parent input and verbal information is difficult to track. I also prefer that you direct this communication to me, as I am ultimately responsible for reviewing final class lists in July when teachers may not be available.
Please feel free to contact me if you have questions regarding our process or your individual child. I would be happy to speak with you further.
UPCOMING EVENTS
UPCOMING EVENTS
* April 18: Feeder SAC Mtg @ Iron Horse Elementary School
* April 20: No School
* April 21: Apple Awards
* April 27: Legend Art Show & GRE Talent Show @ 6:30
* April 20: No School
* April 21: Apple Awards
* April 27: Legend Art Show & GRE Talent Show @ 6:30
