Welcome to the December 2024 edition of the ReCHARGE newsletter! This month, we’re thrilled to highlight the incredible work of our teacher leaders who continue to bring innovation and inspiration to their classrooms. Inside, you’ll find stories of students uncovering the mysteries of history through hands-on archaeology lessons, exploring the world of government and civic engagement, and even creating heartfelt tributes to local veterans. From creative classroom projects to meaningful community connections, this newsletter showcases the dedication and passion that make our ReCHARGE educators truly exceptional.

As you read these inspiring articles, we hope you feel as proud as we do of the amazing work happening in our schools. Thank you for all you do to ignite curiosity, foster collaboration, and empower the next generation of learners.

This collection features recipes lovingly shared by our ReCHARGE teacher leaders. Each dish tells a story, bringing a taste of Kentucky’s rich culinary traditions to your table.

We hope these recipes inspire you as much as these educators inspire their students every day. Enjoy!

• Tabbed Digital Version
• PDF Printable Version

Recently, our fourth-grade students had the exciting opportunity to welcome Sgt. Cory Helton, a U.S. Marine veteran, into our classrooms! Sgt. Helton shared stories from his time in the Marines, bringing his experiences to life with an engaging slideshow filled with photos and videos.

As part of his presentation, Sgt. Helton also brought in some unique artifacts for students to see up close. He passed around a real hand grenade (deactivated, of course) and some gun shells, giving our students a hands-on way to explore military history and gain a deeper understanding of his service.

We are grateful for Sgt. Helton’s visit and for the unforgettable experience he provided for our fourth graders!

On November 8, 2024 the 5th grade class from Lynn Camp Elementary visited Frankfort Kentucky in order to visit our state capitol for the first time. The students were prepped with tons of knowledge and had some wonderful questions. We were led by an amazing tour guide and given the opportunity to hear from our very own state representative, Tom ODell Smith. We learned about the changes throughout the years and the ways in which the system has changed. Students were shocked to learn that so many things within the building were original. The biggest shock of the day was when we learned that a lot of the marble is not real. Students left with a ton of appreciation for the capitol that leads our great state of Kentucky.

Our 5th grade students visited Natural Bridge and attended the Living Archeology Weekend. What a wonderful experience for students filled with the rich history of Native American culture and pioneer life. Students traveled from booth to booth to complete hands-on activities such as clay pottery, basket weaving and skinning a deer. Students loved this experience and it's an annual event that we have taken them to for many years.

Fifth-grade students at Mount Vernon Elementary recently had a hands-on experience with democracy, diving into the voting process as part of an engaging lesson in civics. Through an immersive and interactive program, students not only learned about the importance of voting but also experienced what it takes to run a campaign and elect leaders.

The project began with classroom discussions about the voting process and its significance in shaping communities and governments. Each fifth-grade class nominated candidates to run for class president, sparking excitement and healthy competition among students. The nominees were tasked with running campaigns that mirrored real-world elections, complete with posters, speeches, and outreach efforts.

Students took their campaigns seriously, brainstorming ways to address issues they felt were important to their peers. They crafted vibrant posters to spread their messages, delivered passionate speeches, and engaged with classmates to gain support. The activity encouraged collaboration, public speaking, and critical thinking, while also teaching the students the importance of representing others' needs and opinions.

The entire fifth-grade student body, along with fourth and fifth-grade teachers, participated in the voting process, making the experience feel authentic and inclusive. Ballots were tallied, and the class president was elected in a culmination of excitement and anticipation. The top eight candidates were then appointed to the student council, where they will continue to serve as leaders and advocates for their peers throughout the year.

This engaging exercise highlighted the principles of democracy, the power of voting, and the responsibilities of leadership. “It was exciting to see the students take such pride in the process,” said one teacher involved in the program. “They learned not just about voting, but about listening to others, teamwork, and the challenges and rewards of leadership.”

Mount Vernon Elementary’s fifth graders showed that they are ready to take on the world—one vote at a time. With such an enthusiastic start, the future looks bright for these budding leaders!

Kindergarten students learned all about voting and how it is an important civic duty. The Great Cookie election is one of our favorite activities! Which candidate would you choose? Chocolate Chip vs. Oreo

We are thrilled to share the exciting experience our 5th-grade students had during their recent visit to Camp Wildcat! This educational field trip was filled with hands-on learning and unforgettable memories as students explored various historical stations.

Here’s a recap of their adventure:

1. Rifle Station

At the Rifle Station, students learned about the history of firearms used during the Civil War. They had the opportunity to see replicas of rifles and understand how they were an important part of military life. It was fascinating to hear about the skills soldiers needed to master!

2. Artifact Station

The Artifact Station was a treasure trove of historical items! Students examined various artifacts from the Civil War era, including tools, utensils, and personal items. This station allowed them to connect with history in a tangible way, sparking their curiosity about the lives of soldiers and civilians during that time.

3. Cannonball Station

Next, students visited the Cannonball Station, where they learned about the role of artillery in battles. They got to see models of cannonballs and even participated in a demonstration, gaining insight into how these powerful weapons were used in warfare. It was thrilling to see history come alive!

4. Music Station

At the Music Station, students explored the role of music in the lives of soldiers. They listened to traditional Civil War songs and learned about how music was used to boost morale and communicate during battles. Some students even had the chance to try out musical instruments, creating their own melodies!

5. Reenactment Station

The highlight of the day was undoubtedly the Reenactment Station! Students watched an engaging reenactment of a Civil War battle, bringing history to life right before their eyes. They learned about the strategies used by soldiers and the significance of key events during the war. The energy and enthusiasm were contagious!

Our trip to Camp Wildcat was not only educational but also an incredible bonding experience for the students. They returned to school with a deeper understanding of history and a newfound appreciation for the sacrifices made by those who came before us. Thank you to all the parents and volunteers who made this trip possible!

We look forward to sharing more adventures as our students continue their learning journey!

Totem Poles Project- 4th grade students have been learning about Native American culture. Students learned about some tribes creating totem poles that represented clan lineage, ancestry, stories, and events. Students were tasked with creating their own totem pole using paper towel rolls and images to represent themselves and their families. Images were carefully selected based on their meaning. Next, students created a writing piece explaining the images included on their totem pole and why the images represent them.

In my art classroom, we’re diving into the ancient art of making pinch pots, where we connect creativity with history through the simplicity of clay. We start by shaping a small ball of clay, then carefully pinch and press the walls to form a little bowl. This hands-on experience lets each of the students explore the basics of pottery, allowing for unique self-expression as we work. With every pinch, we’re learning about texture, structure, and patience, discovering how to turn a simple material into something both beautiful and functional.

What makes this project even more special is how it connects us to the history of Appalachia, where clay pottery has been a part of everyday life for generations. In our region, many families have passed down similar pottery techniques, using them to create important household items. By making these pots, we’re honoring that heritage and learning more about our community’s culture, resourcefulness, and artistic tradition. Through this project, we get to see art as more than just creativity—it’s also a way to understand and connect with the history that has shaped the people and places around us.

Kagan in the 8th Grade Classroom! Students enjoyed their first Kagan activity; Stand Up, Hand Up, Pair Up. Students were able to pair up and have discussions with several students about the presidential election and what it would be like to be president of the United States. Students were engaged and enjoyed the activity!

My students took to the voting booth to cast their vote on the name of our classroom fish. The students all gave name ideas and we used the top 4 to put on our ballot. Students first had to register to vote, then they went to the voting booth to vote, and lastly received their sticker! What is voting without a sticker?! Our principal even joined in on the fun. The next day the results were revealed. Bubbles was the winning name!

My students really enjoyed this. Some didn’t know anything about elections or voting so this opened up a mini lesson on voting and how the process works. I look forward to continuing this each school year in some form.

Whitley Central Intermediate third graders have been learning about the history of Halloween this week! We discussed its origins and explored what the holiday means today. Our class agreed that Halloween is a time for fun, creativity, and celebrating spooky traditions.

Students read the passage “The History of Halloween” with a partner. After reading, students answered text-based evidence questions. They were asked to highlight the relevant information in the passage and then record their responses with a partner.

After completing the activity, we reviewed the responses as a class. It was clear that students had gained a wealth of new information about the history of Halloween that they hadn’t known before and had fun doing so!

Mr. Cole's 6th Grade Social Studies

Click graphic to enlarge.

The sixth grade students at KCMS studied the beginning of early civilizations through the fall of the Roman Empire. Students compared the geographical, social, economic, and political foundations for these early civilizations. They dressed to reflect and role played from these periods. They analyzed the shift from nomadic societies to agricultural societies as well as explored the development of civilizations, including the areas of Mesopotamia, Egypt, India, China, Ancient Israel, Greece, and Rome.

Students watched a video and reflected on the meaning of Veterans Day.

I recently collaborated with the NASSP Blog.

Below is a copy of the blog and a link to the actual blog.

Michael Flynn is the youth services coordinator for Estill County Middle School in Irvine, KY, and a longtime adviser for the school’s student council. He’ll be bringing 23 student council members to the National Student Council Conference happening January 31–February 2 in Chicago. The event is co-located with the National Honor Society Conference. Below, Flynn shares the top five reasons Honor Society and student council advisers should attend.

1. NASSP organizes good conferences.

I’ve attended NASSP student leadership conferences annually for 30 years. And my experience is that NASSP always puts on high-quality conferences, regardless of what umbrella they fall under. I’m really looking forward to bringing my kids from our small rural community in Kentucky to Chicago to expose them to a more global perspective.

2. Conferences like this expand my students’ horizons.

We have 424 students in grades 6–8, and our population of students of color is less than one percent. I appreciate the opportunity for our students to meet peers from diverse backgrounds. I’ve seen some of our kids go off to college or other destinations after they graduate, and it’s such a culture shock that some of them actually end up coming back home. When I talk to my student council members who traveled to different conferences and were exposed to different people, they have a much higher success rate out in the world. That’s really a tremendous benefit.

Estill County Middle School students who attended an NASSP student leadership conference last year in Washington, D.C., get ready to meet their congressman.

3. It’s an opportunity to bond with my students.

We’re going to be on a bus to Chicago for six hours. I’ve got almost two dozen kids going, and some of them are sixth graders who have only been on student council since September. This will really be my chance to get to know their personalities a little better than just during a one-hour council meeting. That makes a difference because when you know them better, they are more willing to engage in activities that I can encourage them to get involved with.

4. It’s also an opportunity for students to bond with each other.

Since we’re a small community, these kids have all pretty much grown up together. But a conference like this teaches them how to communicate and collaborate as a group. It’s team building. And it’s a great way for them to hear other ideas and talk as a group about how they might take those ideas from other schools and implement them in our school.

5. Conferences are opportunities to network with other advisers.

When I’ve attended student council conferences, the advisers get to meet each other and discuss programs and other aspects of how things work at our individual schools. I’m looking forward to that same sort of networking in Chicago. Just like with NHS students, our student council members are very involved with community service projects, so that’s one area where I’m always looking for new and creative ways to engage with our community.

Learn more about the National Student Council Conference and the National Honor Society Conference, co-located in Chicago. Register today!

Many elementary schools across the state and country participate in daily Morning Meetings. As a Kindergarten teacher, our curriculum had a time built in for a “structured” morning meeting, I have attended conferences where a less guided and more authentic morning meeting was the teacher’s goal, and some teachers and schools choose to forgo the morning meeting altogether to preserve instructional time.

I heard a staggering statistic this past week at the NCSS conference in Boston, Massachusetts. On average, students receive 18-24 minutes of daily social studies instruction. At first, this was alarming to me because, in my current situation as an intermediate teacher, our students have a dedicated social studies class each day that has the same number of instructional minutes as all other content areas. However, after reflecting on my time in Kindergarten I was quickly reminded of how much focus, unless intentionally included by the basal curriculum, was not on social studies and/or civic background knowledge, especially in the primary classrooms. However, a lack of formal curriculum or designated time in your classroom does not mean that your students have to miss out on civics and social studies content and the morning meeting is one place where the whole school can join together to learn important lessons about being a member of the community, responsibilities to a community, how to celebrate one another, and many other of those SEL skills that can be considered civic background skills in disguise.

For the past two years, I have had the opportunity to lead the Morning Meeting for our K-5 students before the beginning of most school days. Below are some ways that we have tried to touch on background Social Studies, SEL, and Civic background as a school community and ideas we would like to incorporate in the future.

1. The language of our school. At Pineville, our PBIS standard is PRIDE: Perseverance, Respect, Intentional, Dedicated, and Excellence. These are the characteristics that we believe it is important for our students to have as learners and as individuals. We reference these ideas often and talk explicitly to our student body about how embodying our PRIDE standards can help us as learners while providing stories of other's experiences to serve as an example to follow.
   
   
2. Facts about our state. Earlier this year we spent time learning facts about our state. We memorized who our governor and lieutenant governor are. We learned about some of our state emblems. We learned about our city and county. During the 2nd half of the year, we are going to dive into more detail about our state motto, emblems we haven’t covered, and our state history.
   
   
3. Special Programs and Days. One of my favorite things about Morning Meeting is sharing with our students about special days including the importance/reason why we are celebrating, who the focus of the day is, and what norms we should follow during those activities to show respect, gratitude, and honor to others. We try to find ways to explicitly incorporate examples of appropriate behaviors in relationship to being a part of a larger community these days whether it be Veteran’s Day program, field trips, assemblies, or any other experience where our students will be getting real-world practice in modeling principles of citizenship.

While this list doesn’t encompass everything we try to do in 5 minutes each morning, it gives a snapshot of how intentionally circling back to the common language of our building, expectations, introducing new concepts, and reviewing previously learned ideas from our civics and social studies curriculum help our students gain a better understanding of how to be thriving members of the community.

Our amazing scholars went knee-deep into learning about our Native American regions and tribes during November in honor of Native American Heritage Month. They had to investigate a specific region and tribe and curate a museum exhibit out of a shoebox. The students used various materials, pipe cleaners, clay, paint, fabrics, etc., to represent their region and tribe. They had to have a minimum of three artifacts and two Native Americans displayed in their diorama. When it was completed, they also had to write a museum exhibit description so that others could learn from their work.

The students really outdid themselves this year. I am very proud of their dioramas. If you visit Ashland, you can see them in person in our library. Check out the pictures here:

Student's iVoted Sticker given to students during school-wide presidential election.

I have LOVED the Writing Bootcamp sessions with Kim Sparkman. She has shared some amazing strategies that I have been so excited to implement in the resource room setting. We have implemented a daily 2 minute write and we have already started to see gains in writing stamina. I also loved the "Would You Rather?" conversation/ writing activity. But my favorite was "Heart Maps" and making claims. My students created "Heart Maps" after an SEL lesson on Gratitude. The students filled their heart maps with "Things I do in my free time", "People I care about", "Places I've lived in/visited", and "Favorite Memories. We color coded our maps and laminated them so that we could use them throughout the year to practice making claims. Then, we made our first claim, "I care about _____________ because_____________. I was so impressed with the results! They were so proud of their Heart Map. This lesson was a great way to initiate conversations among the students, discuss Gratitude, and practice making a claim for writing.

In today’s interconnected world, learning doesn’t happen in isolation—and neither should teaching. Project-Based Learning (PBL) is a powerful way to bring English Language Arts to life while fostering interdisciplinary connections to science and social studies. By focusing on real-world challenges and inquiry, PBL engages students in meaningful learning experiences that bridge academic subjects and build critical skills.

This is especially true for middle school students. Developmentally, middle school students are at an age where their ability to memorize things easily is beginning to diminish and so in order to really ensure concepts stick, students need their learning to be applicable and related. Teaching in isolation makes learning in middle school really difficult so PBL is one way to increase the rigor of learning and help students form those neural connections that are so important for deep understanding.

Why PBL Works for Middle School ELA:

• Authentic Learning: Students see the relevance of their work as they tackle real-world problems.
• Critical Thinking: ELA skills like argumentation, analysis, and narrative writing become tools for solving bigger questions.
• Collaboration: Working in teams mirrors professional environments and helps students practice communication.
• Cross-Curricular Connections: PBL encourages students to draw on multiple subjects to deepen understanding and solve complex challenges.
  
  

For teachers, PBL also offers a chance to collaborate across disciplines.

During my recent unit on survival literature, my students completed 3 project-based learning assessments that aligned not just with my ELA curricular goals, but also with many of our science and social studies standards as well.

First, students worked in survival tribes to build a fire. Early in our unit we read the short story “To Build a Fire” and analyzed what lesson we should learn about survival from this story. Collaboratively, students wrote instructions on how to build the best fire possible and then we went out and tried to build fire based on their writing. These attempts failed miserably, so students went back to the drawing board to problem-solve and to ask others with more knowledge about why their fire-making attempts failed. After collaborating, they came back with new plans and were able to experiment and work to build an actual fire.

Secondly, students read the book A Long Walk to Water and as one of their projects had to follow the instructions given in the book to build a boat that would hold three quarters. This boat couldn’t leak, tip over, or sink and had to be in the correct shape and size. During this project students learned about the importance of the Nile river for civilizations (an important standard for social studies).

Our final project in this unit required students to design and build their very own water filter. Students learned about the water struggles many societies across the world have, they studied the water cycle and learned about water-borne illnesses, and then they were given materials to design and create their own filter.

These projects helped students connect the information they were learning in their science, social studies, and ELA classes together and codify their knowledge and understanding of complex topics. It also gave them the opportunity to use their problem solving skills and apply those to real world scenarios and develop some life skills that can benefit them outside of the classroom.

PBL takes planning and requires teachers to loosen their grip on the reins of their classroom and hand them over to the students to direct their own learning, but the benefits in student engagement and application of knowledge are certainly worth it.

I wanted to take a moment to share the joy and success of our recent Reading Night. It was an event designed to spark a love for reading in our students by making it a fun, hands-on, and memorable experience. Though not every family could attend, those who did left with big smiles and a renewed enthusiasm for books. I hope our experience might inspire you to try something similar in your classrooms or schools.

For this special evening, we organized various themed stations, each connected to a story or topic about the Thanksgiving season. One of the highlights was the “Pumpkin Pie in a Cup” station, where students followed simple directions to create their own tasty treats. Not only did this station connect reading with real-world skills, but it also provided a cozy fall connection that everyone enjoyed.

Another favorite was inspired by the Macy’s Thanksgiving Day Parade. Students learned about the history and traditions of this iconic event through a fun and colorful book, then channeled their creativity into designing their own balloon floats. Seeing their imaginations take flight—quite literally—was a testament to how engaging stories can inspire hands-on learning.

We also incorporated a station focused on the history of the first Thanksgiving. After reading about the traditions and significance of this holiday, students decorated turkey cupcakes to bring the lesson to life. Pairing history with creativity made the learning feel personal and meaningful for them.

For a wintry twist, we read a delightful book about a melting snowman and followed it with a craft where students created their own melting snowman ornaments. The connection between the story and the project made the lesson feel tangible and memorable.

The beauty of this night was how it combined literacy with creativity and brought families into the fold. It reminded us all that reading is more than an academic skill—it’s a bridge to curiosity, connection, and joy. Watching the excitement on students’ faces as they saw the stories come to life through these activities was a powerful reminder of why events like these matter.

If you’re thinking about hosting a similar event, I’d be happy to share more details or collaborate on ideas. Bringing books to life and fostering that excitement about reading is something I think we all hope to achieve for our students. Let’s keep inspiring each other!

I wanted to share a recent experience that truly energized my teaching and brought a refreshing perspective into my classroom, just in time for the Thanksgiving season.

I recently attended a Zoom session focused on writing activities, a writing bootcamp, and it got me thinking deeply about how we can nurture students' writing stamina and their ability to craft claims supported by evidence. The session was inspiring, particularly the quick-write exercises that were emphasized. These activities don't just help with writing fluency; they also encourage reflection and build essential writing skills that we can carry through to other areas of learning.

Feeling energized, I couldn’t wait to bring this excitement into my own teaching. I decided to dedicate the day before Thanksgiving to something meaningful and reflective. What better way to tap into the spirit of gratitude than with a writing prompt that invites students to express thanks? I wanted to encourage my students to think deeply about the things they are thankful for, so I gave them a simple yet powerful prompt:

"I am thankful for _______________ because ________________."

The results were inspiring. My students eagerly filled an entire page with their thoughts and reflections, listing everything from family, friends, and pets, to nature and favorite hobbies. The open-ended prompt allowed them to connect personally with the exercise, and the act of writing gave them an outlet for their emotions and appreciation.

This quick-write exercise wasn’t just about filling a page—it was about connecting to a larger message of gratitude, and I couldn’t help but feel proud of how my students embraced the task. It was an opportunity for them to practice their writing skills while reflecting on what truly matters in their lives.

As a teacher, seeing them pour their hearts into this exercise reaffirmed why I’m so passionate about building strong writing skills. It was a reminder of the power of writing as a tool for personal expression and growth, and how even simple prompts can lead to profound insights.

I’m excited to see how this activity will influence my teaching moving forward. It’s a reminder that, as educators, we have the ability to inspire students not only to improve academically but also to reflect on the deeper aspects of their lives. Writing isn't just about learning skills; it’s about giving students the opportunity to find their voice.

Thank you for taking the time to read about this special moment in my classroom. I’m truly grateful for all the opportunities to teach and learn with my students.

Wishing you a wonderful holiday season filled with gratitude and reflection.

I LOVE whole-brain teaching and I have used it for YEARS in my classroom and observed great success with it! Whole-brain teaching is just what its name says it is–it’s teaching in a way that utilizes the students’ whole brain. This includes kinesthetic strategies as well! In the pictures above, students are performing body motions that we created for vocabulary words. This is the best vocabulary learning strategy that I have ever found and used. The students hardly ever forget the meanings of the words because of these silly motions that we stand up & perform every day.

With Thanksgiving during this quarter, I taught my students about having gratitude. It’s a word that they do not always know, so it is a great way to work in some vocabulary. This was a list one of my fourth grade students filled out after we had a lesson about how we should be grateful and thankful for things in our lives. We went into detail about how we should show gratitude for people, items, and so much more.

Brodhead Elementary preschoolers have been learning about pumpkins. We read Pumpkin Jack to help us learn about the life cycle of a pumpkin. Each student explored our own class pumpkin identifying the different parts and describing what the inside felt like. Then we used our class pumpkin to create our very own Pumpkin Jack experiment. We observe Pumpkin Jack every few days to see what changes have occurred.

In my fifth-grade writing class, we conducted a “Would You Rather” exercise. While we have engaged in similar activities previously, this was the first time we documented our responses in writing. After a brief contemplation, students were paired with classmates who held opposing viewpoints. They were then allotted a short time to verbally articulate their perspectives and supporting justifications.

Subsequently, we dedicated three minutes to composing a written expression of our opinions, accompanied by three supporting reasons. We adhered to the same format employed in our on-demand practice sessions. My students have expressed enthusiastically their enjoyment of this activity and their eagerness to repeat it in the future.

During the first quarter of the school year, students in my 5th grade Social Studies class have been practicing writing claims! In order to practice writing claims, students did a SCOOT activity (a strategy I learned from a Professional Development session at KEDC!) Students worked their way around the room with a partner, discussing each of the prompts. After analyzing the prompt with their partner, they wrote their claim! Once each group had “scooted” to every prompt, each set of partners was assigned one of the prompts and were asked to share their claim with the entire class. Peers gave each group feedback about their claim. By the end of the activity, students had claim writing under their belt!

In a heartwarming and inspiring classroom event, Mrs. Albright's 5th-grade students recently presented the stories behind their names as part of a unique research project. Each student delved into the history, cultural significance, and personal connections tied to their names, uncovering fascinating stories about their heritage, family traditions, and the meaning behind the names they carry.

The presentations, which ranged from personal anecdotes to historical insights, served as a vital step in preparing for an exciting upcoming class book project. Students will now take the rich narratives they discovered and weave them into a collective book—a shared collection of stories that highlights not only the diversity of our class but also the powerful role names play in shaping our identities.

This project is more than just an exercise in writing; it's a celebration of each student's unique background and an opportunity to foster understanding and appreciation for the different cultures and traditions within our classroom community. By exploring the significance of their names, students gained a deeper sense of connection to their own stories and to one another.

We can't wait to see how these stories come together in the final book and are proud of the effort, curiosity, and respect for each other's histories that our students demonstrated throughout this project.

Stay tuned for updates on the completion of the book—it's sure to be a cherished keepsake for all.

After almost completing and surviving the first semester of the school year, we have reached the most wonderful time of the year. Wrapping up the month of November, we have expressed our gratitudes to those around us and have worked to show them how we are thankful for them.

Personally, I am thankful that God saw fit for me to come back for another year to bless students in my classroom to empower them in their knowledge and show them love that they may not get anywhere else. The days are long and hard, but the year always feels short.

ReCharge Year 2 started and it seems a lot of the focus has been on writing, which is great! As a third grade teacher, I try to teach the beginning stages of writing to help my students as they progress into higher grades that are accountable in writing. I have attended several cadre sessions over writing with ReCharge over the last few weeks and they have seemed to be very beneficial to myself in the classroom to help my students reach these goals.

Recently, my students completed a writing piece for their first independent write to show what they are thankful for. As a classroom, each student told one thing they were thankful for in their lives, we compiled a list, then they were to choose one thing then give three reasons as to why they were thankful for what they chose. My kiddos did amazing with this activity and I was impressed by their writing considering it was their first independent write. They were able to be creative and use their own words for this assignment which I believe was beneficial to them in creating their own pieces.

Below are a few examples of some work that my kiddos brought to the table that they were thankful for during this wonderful time of the year.

My students had so much fun with this writing project. I gave them the prompt and we looked at some pictures of monsters in movies. Then we looked at pictures of witches. I asked the student to pick which one they would rather be and find a friend that wanted to be the opposite of their choice. Monsters had to find a witch and witches had to find a monster. Once they found their friend they had to try to convince their friend to become the same character as them. After about 10 minutes of discussion, I asked if anyone changed their mind and wanted to change characters. A few students wanted to change but the majority stayed with their original choice. I gave each student a Would you rather paper and asked them to write their three reasons why they made that choice. The students really enjoyed this project and have since then asked to do another Would you rather project. I plan to do another for Thanksgiving and Christmas since they enjoyed it so much!

This week, our students created a poster to thank local first responders for their dedication and bravery. The project combined creativity with a lesson on community service, as students designed heartfelt messages of appreciation.

The poster was displayed in our library to be seen by our local police, state police, firefighters, and paramedics as a token of thanks, reminding them how much their hard work means to us all.

On November 11, Brodhead Elementary School held a heartfelt and meaningful Veterans Day program organized and presented by our talented 5th-grade students. The program was a beautiful tribute to the brave men and women who have served in our nation's military, and it was a proud moment for our school community.

The ceremony began with the students marching in with the flags, presenting colors with respect and precision. As they made their way across the stage, it was a powerful reminder of the honor and sacrifice that Veterans Day represents.

One of the highlights of the program was a demonstration by the 5th graders on the proper way to fold the American flag. As they carefully explained each fold, they shared the significance behind it, helping everyone in the audience understand the deep meaning behind this patriotic tradition. Each fold of the flag represents a specific principle—such as life, loyalty, and sacrifice—making the moment especially poignant for all who attended.

The students also performed several patriotic songs, filling the room with the spirit of gratitude and national pride. Their voices, full of enthusiasm and sincerity, created a moving atmosphere as they sang in honor of our veterans.

In addition to the students, a few teachers also participated in the program, further emphasizing the collective effort and spirit of unity that made the event so special. Their involvement added an extra layer of meaning to the day, showing how our whole school community comes together to show respect and appreciation for those who serve.

It was a wonderful performance that not only commemorated the sacrifices of veterans but also allowed our 5th-grade students to demonstrate leadership, patriotism, and the importance of honoring our country's heroes. The event was a touching reminder of the importance of remembrance, gratitude, and unity.

Thank you to everyone who helped make this program a success, and to our 5th-grade students for putting on such an unforgettable tribute to our veterans!

Estill Springs Elementary was proud to host veterans for our 1st Annual Veterans Walk on Veteran’s Day. Students filled the hallways holding American flags as our veterans and their families made their way into the building. What a moving and wonderful experience for our students to witness and be a part of as we honor our heroes on their special day.

Recently, our students celebrated World Kindness Day. My 7th grade MTSS class wanted to honor teachers, administrators. Counselors, our SRO officer, bus drivers, cooks, janitors, and anyone else who they encounter during the school day. Students took a day to create various cards and items for who they wanted to honor, and were able to present their things to them. Below are some of the photos as the students delivered them to their respective person.

Click graphic to enlarge.

In honor of our first responders the students are asked to wear blue. We will have a special breakfast to show our thanks and appreciation to them.

Click image to enlarge.

Kindergarten students honored veterans wearing hand painted American flag t-shirts. Students learned about what it means to be a veteran.

World Kindness Day was established in 1998 by the World Kindness Movement with the purpose of promoting kindness around the world. World Kindness Day is celebrated annually on November 13 as part of the Global Kindness Movement.

According to Google…World Kindness Day is to highlight good deeds in the community focusing on the positive power and the common thread of kindness for good which binds us. Kindness is a fundamental part of the human condition which bridges the divides of race, religion, politics, gender and location.

In other words, it is a day meant to celebrate and encourage the good deeds that others already do. So especially on this day, be sure to let others around you know how much you appreciate their kindness and generosity.

Mark Twain said, “Kindness is the language which the deaf can hear and the blind can see.”

Kindness is like a small sword that travels through the heart of hate and kills it.

Kindness in words creates confidence.

Kindness in thinking creates profoundness.

Kindness in giving creates love.

When discussing World Kindness Day with students at Lynn Camp Elementary, teachers asked them how they can show kindness to others.

Here are a few of their replies:

Sara; “I can show kindness by helping someone if they fall.”

Phoenix; “I can show kindness by being friends with someone.”

Ethan; “I can show kindness by giving somebody a hug.”

Caroline; “I can show kindness by saying, ‘what’s wrong’, when they’re sad.”

Jade; “I can show kindness by opening their lunch, (milk, ketchup, etc)

Kennedy; “I can show kindness by giving someone a flower.”

Journee; “I can show kindness by helping someone clean up.”

Conor; “I can show kindness by holding the door for people.”

Oliver; “I can show kindness by inviting someone to sit beside me at lunch.”

Xavier; “I can show kindness by playing with somebody at recess.”

By reading the responses by the students, we can see that they have a grasp on what it means to be kind.

How can you show kindness to others not only on World Kindness Day, but everyday?

Students at Estill Springs Elementary had the amazing experience of participating in a hero walk. In honor of Veteran's Day, Veteran's were invited to come and walk through the halls of our school. The hallway was lined with students and their American Flags, cards and signs thanking the Veteran's for their service. Many students were able to complete the walk alongside a family member. This was a touching experience for teachers and students to honor those who have served our country.

Our students are grateful for our Veterans. Students created pieces of art to honor veterans as they visited our school for a veterans day program.

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Every Tuesday and Thursday, our cafeteria serves a fruit or vegetable for our students. Here, preschoolers are seen preparing their own snack by stringing and breaking green beans to create a nutritious treat. It's essential to involve children in the preparation of family meals.

Stress-management, Self-regulation, and Self-motivation SWOT analysis.

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Ms. Rebecca Ellis’ and Ms. Rebecca Jones’ third-grade classes at Lynn Camp Elementary learned more about body systems as part of their reading unit of study. They ended the unit with an engaging culminating activity on Halloween.

Students worked with a partner as they rotated to various stations throughout the classroom. They used their sense of touch to determine which body parts were represented by different foods hidden in boxes. There were brains made from jello, grapes for eyeballs, and noodles representing the intestines, along with several other stations.

Students enjoyed using their knowledge of the human body in this fun Halloween activity! Ms. Ellis and Ms. Jones did a great job collaborating to make their curriculum come to life!

BES STLP members have been showcasing and sharing their knowledge! On October 17th, our dedicated members had the opportunity to present an engaging elevator pitch during the Rockcastle County school board meeting.

The pitch focused on their creation of Tiger Tube, a website that will be utilized throughout the year by students and staff. The team demonstrated not only their technical skills but also their commitment to making a positive impact within the school community.

More recently, STLP members launched a fun and interactive coding workshop for our primary students during club day, featuring adorable Bee Bots. They designed a series of activities that allowed younger students to learn the basics of programming by giving commands to the Bee Bots to navigate through mazes and complete challenges. Members are currently creating Bee Bot maps using Canva to have more diverse and tailored playing boards.

The energy in the room was electric as the primary students worked in teams, collaborating and problem-solving while discovering the exciting world of coding. It was heartwarming to see their faces light up when their commands successfully guided the Bee Bots to the finish line! This initiative not only helps to build essential coding skills but also fosters teamwork and creativity among our younger students. Members are already looking forward to hosting more workshops and inspiring a love for technology in their school community.

On November 20, 4th and 5th grade students from Kirksville Elementary proudly represented their school in the first round of the Student Technology Leadership Project (STLP) competition. Tasked with creating a technology-driven project to benefit their school or community, the KVE team developed a monthly school newscast designed to keep students informed about events at KVE, as well as local and national news. The students presented their innovative project virtually via Google Meet, showcasing their creativity and technical skills before a panel of judges. Their hard work paid off, as they advanced to Round 2 of the competition, which will take place this spring at the State STLP Conference held at Rupp Arena in Lexington, Kentucky. We are so proud of the students as they demonstrated teamwork, problem-solving, and leadership skills, we look forward to all the great things this team will accomplish this year!

Recently, I introduced my Kindergarten through 2nd-grade students to the concept of voting using an iCivics lesson. Our class focused on learning how groups make decisions, with a hands-on experience that let them vote on an exciting topic: an extra recess activity for their grade level. Their choices were soccer, the playground, and board games. This activity not only made learning about voting engaging but also connected it to something they care about. Here’s how we explored the process of voting and decision-making in a fun and meaningful way.

Vocabulary and Brainstorming

To start, we introduced key vocabulary words such as *vote*, *ballot*, and *election*. We discussed what each term meant and brainstormed ways to make the voting process fair for everyone. The students suggested ideas on how to let everyone choose without being influenced by others. We talked about why voting is done privately and how voters need to be informed about their choices.

The Voting Process

With a clearer understanding of voting, the students were ready to make their choices! Each student received a ballot listing the three activity options—soccer, playground, and board games. They marked their votes privately on the ballot, experiencing firsthand how people in real elections keep their choices confidential.

Counting Votes and Tallying

After everyone voted, we discussed the role of poll workers, who check in voters and count ballots in real elections. The students helped count the votes using tally marks, and we talked about why votes are often counted twice, a process known as a *recount*, to ensure accuracy. This part of the lesson helped them understand the importance of each step in making sure every vote counts.

Considering the Common Good

Once the votes were counted and the winning activity was announced, we discussed how some students might feel disappointed with the results. This led to a conversation about the *common good* and why it’s important to think about what benefits the whole group when making choices. To see how their perspective might change, we held a second vote, with students considering the common good. Many students changed their choices, showing they were thinking beyond their own preferences.

Reflecting on Voting and Citizenship

To wrap up, we summarized what we’d learned:

- People in the United States vote for leaders in elections.

- They use a ballot to keep their vote private.

- It’s important to think about the common good when we vote.

We looked at pictures of different people voting and discussed the importance of civic participation. Finally, the students drew a picture about voting and wrote a sentence capturing what they learned.

This activity was a fantastic introduction to the voting process and civic responsibility. Through iCivics, the students gained a practical understanding of how voting works, why it’s done privately, and why it’s essential to think of others when making choices. For teachers looking to introduce the basics of voting and decision-making, I highly recommend this approach!

See, Think, Wonder with Spookley the Square Pumpkin: Inspired by EdTechKelly to digger deeper with my preschoolers! Implementing this technique during Circle Time really took our conversation to the next level, helping my students use their critical thinking skills and strategies!

On Veterans Day, GR Hampton Elementary School hosted a special program to honor local veterans and their families. Students were invited to bring their own family members who are veterans to the event, creating a personal connection to the celebration.

The program began with a warm welcome and an introduction to the school, followed by students reciting the Pledge of Allegiance and singing patriotic songs in tribute to the veterans. After the ceremony, veterans and their families were treated to a delicious lunch as a gesture of appreciation for their service.

The event provided a meaningful opportunity for students and veterans to connect, celebrate, and reflect on the sacrifices made by our servicemen and women.

The halls of Estill Springs Elementary have been filled with so much EXCITEMENT this month.

We found out that we are a GREEN school!! We had an unbelievable jump in scores from last year’s KSA. Estill Spring has Re-Charge Teacher Leaders in all areas that helped our school achieve this wonderful goal with their support in our classroom. We CELEBRATED in a BIG way with a “Green Day” for the students on KSA test scores release day. And ended with a district-wide parade the following week.

The Estill County High School Marching Engineers are your new KMEA 2a Champions. We are so proud of them and how their dedication made them state champs. They really are unbelievable and you should check them out!!

What an exciting time to be an Estill County Engineer! We are the “Little Engine that DID”.

Students in my elementary school were given the opportunity to participate in a “Color Run” which consisted of them running around the entire perimeter of our school, while getting “shot” at with colored dust. This was an amazing fundraiser put on by our outstanding PTO. The students had the BEST time and I loved getting to watch them enjoy something non-academic. We need to educate academically, but we cannot forget about just having some good ole’ FUN sometimes! Please enjoy the pictures of this amazing day!

Since school began we have used “punch” cards to motivate each other to complete lessons. This week we celebrated our accomplishment of completing 100 iReady Reading and Math lessons! Guess what! We were having so much fun, I forgot to take pictures! Our students enjoyed pizza, cookies, cupcakes, chips, and drinks as they viewed a movie. I love to show students that their hard work pays off even when it is sometimes difficult. Now, they are ready to complete 100 more lessons to earn another party!

Whitley Central Intermediate School Thanksgiving Dinner Invitation

In a heartwarming and meaningful ceremony on Veterans Day, G.R. Hampton Elementary School brought together students, veterans, and their families for a special celebration of those who have served in the military. The event, held on November 11, 2024, was a beautiful blend of gratitude, remembrance, and creativity as the school community came together to honor the sacrifices of the men and women who have served our country.

The day began with a heartfelt ceremony where veterans and their families, many of whom were related to G.R. Hampton students were invited to join in a special luncheon. This gathering allowed students and their families to connect with veterans, hear their stories, and express their appreciation in person. It was a moment of unity, where generations came together to reflect on the importance of the day.

In addition to the luncheon, the students of G.R. Hampton showcased their creativity and respect through a series of heartfelt crafts that were displayed throughout the school. Each student created something unique, from handmade cards and banners to drawings and patriotic decorations, all symbolizing their appreciation and admiration for veterans. These crafts were proudly displayed in the school’s hallways, making it clear just how much the students cared about honoring those who have served.

The day was filled with emotions as students interacted with veterans, asking questions, listening to stories, and expressing their gratitude. Many of the veterans shared personal experiences, offering valuable lessons about the importance of service, sacrifice, and patriotism.

The students left the event not only with new knowledge about the significance of Veterans Day but with a deeper appreciation for the brave men and women who have served in the armed forces.

This newsletter is emailed to middle school teachers as a way to encourage trying new strategies within their classrooms. Click the graphic to view the complete newsletter.

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