Transparency in Action: Janesville CSD Releases Financial Plan for Upcoming Year

Janesville CSD is committed to transparency and accountability, and as part of that commitment, we are pleased to release our financial plan for the upcoming year. This breakdown provides insight into enrollment, income vs expense, net cash position, and property tax breakdown. 

In the coming days you will receive a notice in the mail regarding the school portion of your property taxes for FY26. It will be titled “Notice of Public Hearing - Proposed Property Tax Levy.” This is a new requirement from the state. In this BLOG post, I would like to provide an overview of the financial picture of JCSD.

School finance is a topic that is often misunderstood. I would like to provide our community with the basics of how we are doing, and invite feedback and questions from the public. The information provided is intended to be the “big rocks”.

Enrollment

Student enrollment is the single most important factor in predicting fiscal health. Janesville CSD has been incredibly fortunate as our enrollment has increased tremendously over the past 15 years, while many similar communities have not. There are two enrollment numbers reported to the public. 

Certified Enrollment - The total number of resident students in the district. 

Served Enrollment - The number of students who actually attend in the district (bodies in chairs).

Enrollment numbers do not include most preschool students. Preschool students who are 4 are counted as .5 for the purpose of enrollment. Preschool students who are 3 are not reflected in this chart.

Income vs. Expense

While enrollment is the single greatest predictor of financial health of a district, how we spend the money is second. Generally speaking, JCSD receives $7,866 for each student we educate. There are exceptions for special education, preschool, dual enrollment etc. We also receive general fund dollars through the Instructional support levy, miscellaneous income (interest earned, OE in etc.), special education weighting and more. Here is how we have done managing our expenditures against our income:

There is one unseen obstacle. Schools do not receive on-time funding. Income comes a year after expenses. This can create challenges, especially when unforeseen circumstances arise.

Net Cash Position

This unspent cash creates a district surplus. It is important for districts to have some surplus dollars in case of years of declining enrollment, or unforeseen fiscal challenges.

We almost certainly will “overspend” this year, but that was projected last year when our enrollment was down, placing us on the budget guarantee, and will level off this fiscal year.

There are a few more fiscal metrics that can be important to people. Our solvency ratio is 25%, for example, but that is a result of our fiscal management. We have $3,569,885 in unrealized spending authority, but have no reason to levy that much cash through a cash reserve levy.

Local Property Tax Breakdown

I will close with the property tax ask on behalf of the school district. It breaks down like this:

General Fund Levy Formula Driven $8.01

Instructional Support Levy Board Approved $0.25

Physical Plant/Equipment Levy Board Approved $0.33

Debt Service/GO Bond Repayment Voter Approved $3.27

Management Board Approved $1.69

The document that you received in the mail requires us to report the highest the property tax rate could be, which is $14.13. The actual rate will be closer to $13.55 (pending board approval). Below you will find a history of the school portion of your property taxes over the past several years.

If you ever have any questions, or would like more information of the financial picture of the school district, please do not hesitate to contact me at bj.meaney@janesvilleschools.net.

Empowering Students Through Computer Science: A Teacher’s Journey

At JCSD, we are excited to celebrate the achievements of one of our dedicated educators, Liz Foelske, who recently completed her computer science (CS) endorsement. Now certified to teach a comprehensive tech program for grades 2 through 12, she is transforming how students engage with technology and coding.

With her endorsement, Ms. Foelske is now in charge of the entire CS curriculum from second grade to high school. This new structure allows for a seamless progression in student learning and a vertically aligned curriculum for grades 2-12.  As she explains:

As kids move through the program, I will be able to introduce some things sooner, and we will be able to get to more advanced topics sooner. I’m really excited about the direction the program is heading now that I can vertically align the curriculum from 2-12 grade. Previously, I taught 2/3 grade, someone else taught 4/5, and another person 6-8, then back to me in high school. It’s really nice to be in charge of the curriculum for all the grade levels.

Students across grade levels are learning foundational and advanced computer science concepts using platforms like Code.org and Scratch, which make coding accessible and fun. Middle schoolers are now exploring the possibilities of physical computing with the micro:bit, a small but powerful device that brings coding to life through hands-on projects.

Ms. Foelske is committed to being a lifelong learner. She began her CS endorsement journey 1.5 years ago, completing one class each semester and finishing in December. Reflecting on her experience, she shares:

The current guidance from the state suggests anyone with a teaching degree can teach computer science, but we’ve been told that will change eventually. I started the cohort 1.5 years ago and completed a class each semester, just finishing in December. It was a BIG learning experience for me, and I really feel way more qualified to teach CS classes now. I’d like to offer a few other HS courses in the coming years…maybe some semester-long courses.

With her expertise and passion, Ms. Foelske is inspiring a new generation of tech-savvy students. By building a strong foundation in computer science and offering opportunities for advanced learning, she’s preparing students for success in an increasingly digital world.

We are incredibly proud of her efforts and excited to see the program flourish under her leadership. The future of computer science education at JCSD is bright!

Celebrating National School Counseling Week: Honoring Those Who Support Student Success

Every year, during the first full week of February, we celebrate National School Counseling Week—a time to recognize and appreciate the incredible work of school counselors who make a lasting impact on students’ lives. These dedicated professionals provide academic guidance, career planning support, and emotional encouragement, ensuring that students have the tools they need to succeed in school and beyond.

School counselors wear many hats, serving as mentors, advocates, and problem-solvers for students of all ages. Their responsibilities go far beyond schedule planning—they help students:

• Navigate academic challenges and set goals

• Explore career and college opportunities

• Develop social and emotional skills

• Work through personal struggles and mental health concerns

• Foster a positive and inclusive school environment

Whether it’s offering a listening ear, providing resources for college and career planning, or helping students manage stress, school counselors are essential to student success.

This week's theme for National School Counseling Week is helping students thrive. Here are some ways elementary school counselor Rachel Hinschberger works toward helping our students thrive:

School counselors play an important role in helping students thrive by providing a comprehensive school counseling program that promotes student achievement in academic, career, and social-emotional domains. As the elementary school counselor, I teach each PreK-5th grade classroom twice a month. Some of the social-emotional topics include understanding feelings, coping skills, teamwork and cooperation, and empathy. In addition to classroom lessons, small groups, and 1:1 services are provided as needed. Collaboration between school counselors, teachers, admin, and parents is another critical part of helping our students thrive.

This week, we honor the dedicated school counselors who work tirelessly to support students. Their guidance, encouragement, and commitment make a world of difference in shaping the next generation.

Let’s take a moment to recognize and appreciate the incredible work they do…Happy National School Counseling Week!

6th Grade Accelerated Math Class Tackles Apollo 13 Project

What happens when math meets history, real-world problem-solving, and a trip to the post office? For Ms. Sandlin’s 6th-grade accelerated math class, it meant an exciting project inspired by the story of Apollo 13. This engaging activity not only brought mathematics to life but also fostered intergenerational connections, historical exploration, and lessons in resilience.

The project began with a deep dive into the real-world problem-solving showcased during the Apollo 13 mission. Students explored the importance of quick thinking and precise calculations under pressure, drawing parallels to the critical moments in the film where engineers used simple tools (a basketball and a piece of paper) to visualize the spacecraft’s trajectory. This tied seamlessly into the class's study of the margin of error, showing how even small miscalculations could lead to major consequences in space travel.

To understand how math has evolved, students discussed the use of slide rules (a throwback mathematics tool during the 1960s) and early computers during the Apollo era. They discovered how challenging math could be without modern calculators. This led to an eye-opening activity where students interviewed their grandparents to learn about the math tools and technologies of their generation. 

The interviews were a highlight of the project, sparking meaningful conversations between students and their grandparents or other older adults. Students discovered how math was done in the 1960s and 1970s before calculators were commonplace and gained a new appreciation for how technology has transformed problem-solving. To express their gratitude, students wrote heartfelt thank-you letters.

But the learning didn’t stop there…students then walked to the local post office to mail their letters. This side trip provided an opportunity to learn about the postal service, giving them insight into another important system that connects people across generations. Ms. Sandlin expressed her gratitude: ”We are very grateful to the Janesville Post Office for being so welcoming and helpful to the students, several of whom had never bought a stamp before.”

This unique project exemplified the power of math to connect the past and present while teaching students critical problem-solving skills. By blending history, technology, and creativity, the lesson encouraged students to think critically, act under pressure, and appreciate the role of math in shaping the world…whether in landing on the moon or writing a thank-you letter.

Projects like this not only deepen students’ understanding of math but also teach valuable life lessons about resilience, connection, and the power of curiosity. Who knows, perhaps some of these students will one day be the problem solvers leading us to new frontiers!

Celebrating Leadership: Students Devin Weekley and Jayden Butler Honored as Leader Valley 9-12 Students of the Year

Leadership, resilience, and a commitment to meaningful change – these qualities define this year’s Leader Valley 9-12 Students of the Year, Devin Weekley and Jayden Butler. Both of these exceptional high school students have left a lasting impact on their school and community, embodying the mission to grow, serve, and inspire.

Devin has emerged as a true leader and spokesperson, using his voice to drive meaningful change. His commitment to making a difference was evident when he spoke at a Leader In Me event at the University of Northern Iowa (UNI), where he inspired others with his powerful message about resilience and leadership. Through his actions, Devin has not only encouraged growth within his community but also served as a role model for peers, demonstrating the importance of stepping up to lead when it matters most. His resilience and determination continue to leave a profound impact on everyone around him.

Jayden’s journey is a testament to the power of inclusion and the strength of leadership. After moving to the community as the only male minority, he faced challenges head-on and transformed them into opportunities for growth and connection. Through open discussions about belonging, Jayden fostered a greater sense of unity and understanding in his school. As an athlete, student, and performer, he has excelled across multiple fields, inspiring others with his dedication and success. His efforts to create a more inclusive environment have left a lasting legacy for future generations.

Together, Devin and Jayden exemplify the mission of Leader Valley: to grow, serve, and inspire. Their stories remind us of the profound impact young leaders can have on their communities. By addressing critical issues, fostering inclusion, and leading with resilience, they have set a high standard for what it means to be a student leader.

We congratulate Devin and Jayden on this well-deserved recognition and look forward to seeing the continued impact of their leadership in the years to come. They truly represent the best of what it means to lead with purpose and heart.

Beyond these two outstanding individuals, several other JCSD students and staff members were nominated for Leader Valley awards this year, showcasing the depth of talent, leadership, and service in our community. Each nominee has contributed in unique and impactful ways, whether through academic achievements, leadership, service, and dedication in their own unique ways. Their contributions reflect the strength and spirit of our Leader Valley mission and serve as a testament to the incredible potential within our community. Please congratulate the following nominees for their outstanding leadership within our school and community: Rachel Hinschberger, Micah Monroe, Jo Apling, Darla Litterer, Dana Sorensen, Chad Angel, and Laila Fitzpatrick.

The Importance of Teaching Elementary Students First Aid

Teaching first aid to elementary students equips them with essential life skills that can make a real difference in emergencies. By learning basic first aid, young children gain confidence and the ability to act responsibly when faced with accidents, injuries, or other unexpected situations.

At a young age, students can grasp foundational skills like calling 911, treating minor cuts, or performing basic bandaging. These lessons not only prepare them to assist others but also instill a sense of empathy and responsibility. Imagine the impact of a child knowing how to react calmly and effectively if a classmate falls on the playground or if a family member needs immediate help.

Research suggests that first aid education teaches problem-solving and critical thinking. Students learn to assess situations quickly and prioritize safety, which are valuable skills both in and out of the classroom.

Last month, nursing student Mady Howland, came into the classroom and taught the fifth-grade class all about first aid. As part of the course “Leadership and Collaboration”, nursing students were required to complete a service learning project. This entailed, helping a population in need or providing education to better the community. In the healthcare field, it is advised to teach at a “fifth grade” level as medical terminology can be intimidating to those who are not professionals in the field. Mady asked herself the following questions as she brainstormed ideas for her project: “What is something that can be taught easily at a fifth grade level? What is something fifth graders can handle alone?” She concluded on basic injuries, which is essentially first aid. The main ideas of her presentation included a definition of basic first aid, when basic first aid is used, what is in a basic first aid kit, and how to use the items in a first aid kit. After the presentation was given, the students were provided supplies in order to build their own first aid kits and then practiced providing basic first aid with the items in the kit.

Mady states, “I thought the presentation went great! The students seemed very engaged and I was highly satisfied with the information they recalled from the presentation.”

Mady is an ICU nurse at Allen Hospital. She obtained her BSN at Allen College in 2021 and is currently attending Allen College for her DNP. She is studying to be an adult-gerontology/acute care nurse practitioner. Mady shared, “I love critical care and being there for people during life’s most vulnerable moments.”

Empowering children with these skills ensures they’re not only ready to help others but also gain the confidence to handle emergencies with poise. First aid education is more than a skill—it’s a life lesson that leaves a lasting impact.

Ace Your Semester Tests: Study Tips for JCSD High School Students

Semester tests can feel overwhelming, but with the right strategies, you can approach them confidently and perform your best. Here are some practical study tips to help you prepare:

Start Early and Plan Ahead  

Don’t wait until the last minute to start studying. Use a planner or calendar to map out a study schedule at least two weeks in advance. Break your study sessions into manageable chunks to avoid burnout.

Create a Study-Friendly Environment 

Find a quiet, comfortable space free from distractions. Keep all your materials—notes, textbooks, and supplies—within reach. Consider using noise-canceling headphones or instrumental music to stay focused.

Prioritize Your Subjects  

Identify which subjects or topics need the most attention. Focus on areas where you feel less confident while also reviewing material you know well to reinforce your knowledge.

Use Active Study Techniques 

• Practice Problems: Solve problems, complete practice tests, or write out answers to potential essay questions.

• Summarize: Rewrite your notes in your own words to reinforce understanding.

• Teach Someone: Explaining a concept to a friend or family member can help solidify your knowledge.

Stay Organized

Organize your notes by subject and topic. Use color-coding or highlighters to make important information stand out.

Take Regular Breaks

Study in 25- to 50-minute intervals with 5- to 10-minute breaks in between. This helps maintain focus and prevents fatigue.

Get Plenty of Sleep

Avoid late-night cram sessions. Sleep is essential for memory consolidation, so aim for 7-9 hours of rest each night leading up to your exams.

Stay Hydrated and Eat Well

Fuel your brain with nutritious foods and drink plenty of water. Avoid excessive caffeine or sugary snacks, which can lead to energy crashes.

Ask for Help

Don’t hesitate to reach out to teachers, classmates, or tutors if you’re struggling with a concept. Visit the Academic Student Center during the open hours. Group study sessions can also be helpful, as long as they stay focused.

Stay Positive

Believe in yourself and your ability to succeed. Avoid negative self-talk, and remind yourself of the hard work you’ve put in.

Good luck on your semester tests! With preparation and perseverance, you’ll achieve great results.

Celebrating Leadership and Excellence

In the Cedar Valley, the Leader Valley program is shaping the next generation of leaders by equipping students with the skills and confidence they need to thrive in school, their careers, and life. Through its mission, Leader Valley empowers schools and communities to embed leadership principles that foster growth, accountability, and a strong sense of purpose.

Leader Valley is a transformative initiative designed to integrate The Leader in Me framework into schools across the region. Janesville CSD became a part of the Leader in Me program during the 2017-2018 school year. This program is built on Stephen Covey’s 7 Habits of Highly Effective People and focuses on cultivating leadership, teamwork, and responsibility in students. The program’s goals include:

1. Developing Leadership Skills: Helping students recognize their unique strengths and leadership potential through intentional skill-building.

2. Improving Academic and Personal Success: Encouraging students to take ownership of their learning and apply leadership principles to academic and personal challenges.

3. Building School and Community Culture: Creating collaborative environments where leadership is celebrated, and everyone works toward shared goals.

By focusing on these outcomes, Leader Valley not only prepares students for future success but also strengthens schools and communities as hubs of growth and opportunity.

Programs like Leader Valley remind us of the power of investing in students’ potential. By equipping young leaders today, we’re building a brighter future for our schools, our communities, and beyond.

A special congratulations goes to Jayden Butler and Devin Weekley, who were recently honored as Co-Leaders of the Year in the Cedar Valley! These exceptional students exemplify the principles of leadership, demonstrating outstanding dedication to their schools and communities. Their commitment to making a difference inspires all of us to lead with integrity and purpose.

Jayden and Devin will be honored at the 2nd Annual Leader Valley Gala on Friday, January 17th at 6:00PM at Bien VenU Event Center in Cedar Falls.

JCSD Shines in Iowa School Performance Profile Results

Janesville CSD has once again demonstrated its commitment to excellence, earning High Performing marks in the latest Iowa School Performance Profile results. This achievement reflects the dedication of our students, teachers, and staff to creating a thriving academic environment that supports all learners.

The Iowa School Performance Profile is a vital tool developed by the Iowa Department of Education to assess and communicate the performance of schools across the state. The profile evaluates schools on a range of metrics, including student achievement, academic growth, graduation rates, attendance, and college and career readiness. It also highlights areas of equity, focusing on closing gaps among student subgroups.

The profile is part of Iowa’s implementation of the Every Student Succeeds Act (ESSA), a federal law aimed at ensuring every student has access to a quality education. ESSA emphasizes accountability, equity, and continuous improvement, and the performance profile reflects those priorities by identifying schools that are excelling and those needing targeted or comprehensive support.

JCSD’s high-performance status is a testament to our community’s shared commitment to education. It highlights the hard work of our students, the innovative teaching strategies employed by our educators, and the unwavering support of our families and community members. Superintendent Meaney gives credit to the staff, "Our teachers deserve a lot of credit. Our teachers have embraced the math and literacy initiatives in our district, and created an environment for students to succeed at high levels. I want to thank them for all of their hard work, and congratulate them on this accomplishment!"

These results inspire us to keep striving for improvement. While we celebrate this success, we remain focused on ensuring every student at Janesville CSD has the opportunity to achieve their full potential. The Iowa School Performance Profile not only serves as a report card but also as a roadmap for continued growth and equity in education. "We will continue to identify need areas and work to make them strengths. Student attendance, work based learning opportunities, math growth and more will continue to influence our work!" reported Superintendent Meaney. 

The scoring results for JCSD are as follows:

Janesville Elementary - High Performing (504.65)

Janesville MS/HS - High Performing (677.73)

(See the attached image of the scoring categories.)

Janesville MS/HS had the highest raw score in the Iowa Star Conference and Janesville Elementary has the second highest raw score.

Congratulations to the entire JCSD community. Together, we can continue to achieve great things for our students and their futures. For more information, please click on the following link:

https://www.iaschoolperformance.gov/ECP/StateDistrictSchool/DistrictSummary?k=9029&y=2024

JCSD Launches Girls Wrestling Program: A Historic Milestone

In a groundbreaking decision, Janesville High School is making history with the introduction of its first-ever girls wrestling program. After months of discussion and planning, the school board gave unanimous approval to establish the team, marking a significant step forward for the school’s athletic program and its commitment to providing opportunities for all students.

The idea of a girls wrestling team has been gaining momentum at JCSD for years, fueled by growing interest among female athletes and the sport’s increasing popularity nationwide. Wrestling, long considered a male-dominated sport, has seen tremendous growth among girls in recent years, with high schools and colleges across the country expanding their programs.

JCSD wasted no time assembling its inaugural team. The program attracted a diverse group of athletes, some with prior wrestling experience and others eager to try the sport for the first time. Under the guidance of Head Coach Dylan Wrage and Assistant Coach Amber Hoth, the team has been training rigorously to prepare for their debut season.

Coach Wrage expressed his enthusiasm for leading this historic team, “The season is going great so far. The girls are getting better everyday, and they show up with a positive attitude. They have a desire to get better daily, and we also have a lot of fun.”

The launch of the girls wrestling program has sparked excitement throughout the JCSD community. The team’s first meet, held Monday night, was a momentous occasion. Several parents, family members and fans traveled to Lake Mills to cheer on the team for the inaugural meet. The team showcased incredible determination and sportsmanship.

For the athletes themselves, joining the team is about more than learning moves and winning matches…it’s about being part of something bigger. Sophomore wrestler Addison Busemen shared her thoughts before the first meet, “I feel like we have a good group of girls to start the program with, we have quality coaches pushing us, and a community that wants the best for all of us. We could go far with the right opportunities.” Wrestlers Abby Jones and Isabel Barnes agree that “being one of the first girls to wrestle for Janesville is great!”

As the season progresses, the girls wrestling team aims to inspire other students to consider joining the wrestling program. With a strong foundation in place, the future looks bright for the team and the sport as a whole.

For now, the focus remains on growth, both on and off the mat. Coach Wrage summed it up best, “We get to build a program from the ground up, and in doing so we get to make history. Not just for our team, but we are wrestling for every girl who ever went to Janesville and never got the opportunity to wrestle.”

Janesville High School’s inaugural girls wrestling team has already made its mark in the school’s history books. With continued support from the community, this program is sure to leave a lasting legacy.

Iowa Star Conference Speaker: Lindsey Fennelly

JCSD welcomes Lindsey Fennelly as the Iowa Star Conference Speaker. Lindsey is a former college and professional basketball player known for her inspiring journey on and off the court. With a basketball career marked by determination, personal growth, and later an advocat for mental health, Fennelly’s story resonates with athletes and fans alike.

Fennelly’s basketball journey began at Iowa State University, where she was a standout player known for her speed, court vision, and dedication. Lindsey played as a point guard for the Cyclones. Her career at Iowa State was stellar. She became a fan favorite and earned multiple accolades, including Big 12 honors. Known for her incredible assists and playmaking ability, Fennelly helped lead the Cyclones to multiple NCAA tournament appearances and left her mark as one of the program’s all-time best. Her success in college opened doors to a professional basketball career. Lindsey was drafted by the Indiana Fever of the WNBA in 2007. She eventually came back to Iowa and started her basketball training business.

Fennelly is married to Billy Fennelly, who is also a coach. Together, they share a deep passion for the game and a commitment to family. They have two children, and balancing family life with their basketball careers has been a central part of Lindsey’s journey. Lindsey has openly shared the joys and challenges of being a mother, coach’s wife, and former athlete, making her story relatable for many who juggle family and career.

In recent years, Fennelly has become a prominent voice in mental health advocacy. She has openly shared her struggles with mental health, including her battle with depression and anxiety, helping to break down stigmas surrounding these issues. Through public speaking, writing, and social media, she encourages others to prioritize mental well-being and seek help when needed. Lindsey’s message emphasizes that mental health struggles do not define a person’s worth and that athletes, just like anyone else, can benefit from professional mental health support. Her openness has resonated deeply, particularly with athletes who face unique pressures on and off the court.

Lindsey Fennelly’s journey from a high-achieving athlete to a mental health advocate underscores the importance of vulnerability, resilience, and the courage to seek help. Her story is a reminder that success in sports doesn’t shield anyone from life’s challenges, but it can be a platform for change. For fans, athletes, and anyone facing similar struggles, Fennelly’s message is a powerful testament to the strength found in acknowledging one's battles and using them to inspire and uplift others.

Thank you Lindsey for sharing your story with the Iowa Star Conference students!

JCSD Transitions to Cell Phone-Free School

In an era where smartphones have become nearly ubiquitous, JCSD is making a bold decision: we will be enforcing a cell phone-free policy for students during school hours. While this may seem like a significant change, the school feels it is a necessary step to prioritize the students' mental health, focus, and overall well-being.

The decision to implement this policy is rooted in growing concerns about the impact of constant smartphone use on adolescents, supported by research and expert opinions—including insights from “The Anxious Generation” byJonathan Haidt , which highlights the damaging effects of digital overload on young minds.

In “The Anxious Generation”, Haidt explores how today’s teens face unprecedented levels of anxiety, much of which can be traced back to the omnipresence of technology in their lives. Constant notifications, social media pressure, and the need to stay connected 24/7 have created an environment where teens feel they can never fully disconnect. As a result, their mental health suffers.

Smartphones, while useful, often contribute to increased levels of stress, anxiety, and distraction. Studies show that students are finding it harder to concentrate in class, form meaningful in-person relationships, and even sleep well at night due to their dependence on technology. Haidt notes that this constant barrage of information and social comparison through apps like Instagram, Snapchat, and TikTok can erode a teen's sense of self-worth and increase feelings of isolation—even while they’re "connected" to hundreds of peers.

Superintendent Meaney states, “The goal is not to take students’ cell phones, but rather eliminate unnecessary distractions and problems cell phones can cause.” Enforcing a cell phone-free environment on campus is not just about cutting down on distractions; it's about creating an atmosphere where students can thrive academically, socially, and emotionally. Some key benefits of going cell phone-free include:

Improved Focus and Academic Performance - Without the constant distraction of incoming texts, social media notifications, and viral videos, students will be able to concentrate more fully on their lessons. Teachers often notice that students who are more engaged during class perform better on assignments and tests. In fact, research shows that schools with phone restrictions have seen an increase in student attention and overall grades.

Reduced Anxiety and Stress - When students aren't tied to their phones, they experience less social pressure to keep up with every post, comment, or like. A phone-free environment gives students a much-needed break from the unrealistic standards often perpetuated by social media, which *The Anxious Generation* emphasizes as a major source of adolescent anxiety. Freeing them from the constant need to be “on” allows them to be more present in the moment and reduces stress levels.

Better Social Interactions - One of the ironies of the digital age is that while teens may be more "connected" online, they often feel lonelier in real life. By removing cell phones, students will have more opportunities to engage face-to-face, build deeper relationships, and improve their communication skills. This is especially important for developing the social and emotional competencies that will benefit them beyond the classroom.

Promotes a Healthy Digital Balance - Going phone-free during school hours teaches students how to set boundaries with their technology use—something they can carry with them into adulthood. Learning to unplug is an essential life skill, especially in a world where technology is always at our fingertips. By practicing intentional breaks from their phones, students can develop healthier habits and a better balance between the digital and physical worlds

How the Policy Will Work

Starting second quarter, students will be assigned a YONDR bag. During the students’ first class period of the day, they will be asked to seal it themselves. As they leave their last period of the day, or leave to drive themselves to an off campus class, their teacher will unlock it. In case of family emergencies, families may email their students through their Janesville issued email address or call the main office.

To help with the transition, the administration met with students to present the new policy. We want to ensure that this change is as smooth as possible and that students understand the long-term benefits of this policy for their well-being. Meaney explained, "Mr. Angel and I met with all students in grades 9-12 on October 11th to discuss the policy and answer questions that the students may have had. The meetings went really well, and the students asked wonderful questions. We know that this will be a huge shift for both our students and adults, but we are confident this is best for kids.”

This shift may take some getting used to, but the evidence is clear: reducing students' reliance on cell phones can have a positive impact on their mental health, academic success, and social development. As we move forward with this cell phone-free policy, we are confident it will create a healthier, more focused, and supportive school environment where students can grow both intellectually and emotionally.

We encourage parents, students, and staff to embrace this new policy as a step toward a brighter, less anxious future for our entire school community.

Please refer to the list of Q&As or reach out if you have additional questions.

JCSD Welcomes the Hispanic Flamenco Ballet

Earlier this week JCSD hosted the renowned Hispanic Flamenco Ballet, bringing a captivating fusion of education and entertainment to our students. As part of their national tour, the Hispanic Flamenco Ballet transforms the stage into a vibrant showcase of Hispanic culture, offering students an unforgettable, immersive experience.

The performance by the Hispanic Flamenco Ballet is much more than just a dance show. It is an immersive cultural experience that brings the richness of Hispanic heritage to life through colorful costumes, passionate music, and energetic choreography. Students were able to witness the rhythmic footwork of flamenco, the graceful movements of traditional Latin dances, and the powerful sounds of authentic instruments that span centuries of cultural tradition. The Hispanic Flamenco Ballet helps students engage with traditions that may be new to them, broadening their understanding of the world beyond the classroom.

What makes the Hispanic Flamenco Ballet’s performances so special is their ability to combine education with entertainment. With more than 40 years of experience, the group has delivered its cultural education program to students in 39 states.

Through a mix of live music, dramatic storytelling, and interactive moments, the performance not only captured the students’ attention but also provided them with valuable knowledge about the history, customs, and contributions of Hispanic communities. The dynamic presentation invited students to connect with the material on a deeper level, learning about key historical events, artistic movements, and the social significance behind each dance form.

This event gave our students an opportunity to appreciate and embrace the diverse traditions that enrich our global community. The performance was a chance for students to step into a world they may not have experienced before, gaining insight into the significance of cultural expression and its impact on communities around the world.

All students, staff and community were encouraged to attend this unique event and take advantage of the opportunity to learn through the power of music and dance.

This event was made possible thanks to Spanish teacher, Shannon Friedrich. As the touring group only performs once a year in Iowa, Friedrich reached last year to secure a chance to host the performance. Friedrich wanted to thank everyone pitching in to make the show a success. He stated, “I hope that you and all of the students enjoyed all of the music and dances that encompass the rich hispanic culture.”

Cavalier Receives IHSAA Speech Award

Congratulations to Ms. KImberly Cavalier upon receiving the Iowa High School Speech Association Richard Riggleman New Speech Coach Award. Cavalier was surprised by Stacy S. Hansen, IHSSA Executive Director, via Zoom earlier today to receive this award.

The Richard Riggleman Young Speech Coach Award was established by Richard Riggleman of Deloit, Iowa to reward a second or third year IHSSA speech coach and teacher. Mr. Riggleman was an active IHSSA coach for over 30 years and still remains very active with the IHSSA– with a special love for debate. In 1995, Mr. Riggleman gifted an endowment fund of $56,000 to honor a new speech coach and teacher. Richard Riggleman, the award's namesake, was an IHSSA coach for over 30 years and remains actively involved as a judge and contest manager.  Richard Riggleman was inducted into the IHSSA Hall of Fame in 1994.

The Richard Riggleman Speech Coach Award, presented by the Iowa High School Speech Association (IHSSA), is designed to honor young speech coaches who have made significant contributions to speech and debate activities in Iowa schools. The award consists of a $1,000 stipend, renewable for up to two additional years, for a total of $3,000. 

The Riggleman Award is the first of its kind that has been established with the IHSSA. The profile of the recipient reflects: a commitment and demonstration of excellence in coaching speech, large group events, individual events, and/or debate; and inclusion and past experience in high school or college speech activities as well as a commitment to the future of the IHSSA programming.

To qualify, coaches must demonstrate excellence in coaching and a history of personal involvement in high school or college speech activities. The award is typically presented at the IHSSA Coaches Convention, and recipients are chosen for their dedication to fostering students' public speaking skills and overall growth in the speech community. 

Cavalier will be honored at the IHSSA Convention in Ames at the Gateway Hotel on Saturday, October 12.

JCSD 3rd Graders Attend Museum School

The JCSD third grade students recently attended a 4-day field trip to the Grout Museum. Each day students experience four different learning sessions that cover Iowa from millions of years ago through WWII. 

The morning of the first day consisted of learning about, handling, and discovering different types of fossils and studying Native Americans in the Iowa region. In the afternoon, students were shown exhibits of pioneer times in the Waterloo area. They even learned that Waterloo was once named Prairie Rapids. They were also given a tour through the solar system in the museum’s planetarium.

The second day consisted of touring the Rensselaer Russell house to learn about the Victorian Era, performing science experiments, and learning about the milling industry by tasting Johnny cakes and using a stone mill grinder.

On the third day, students were taught about the assembly line process by making their own paper tractors on an assembly line. The students also learned about immigration in Waterloo. The students participated in a simulation where they had to decide what they will “immigrate” to America with. Later in the day, the students learned about striking and unfair treatment of workers. They finished the day by experiencing a one room schoolhouse simulation. Students were instructed about the “three r’s” (reading, writing, and arithmetic) with a demonstration of typical teaching practices of a one room schoolhouse.

The last day of museum school allowed the students to tour the basement exhibits of the museum and see how Iowa was involved in the Civil War, the Spanish War, and WWI. They then head upstairs to learn about Iowa’s involvement in WWII, along with the sacrifice the Sullivan brothers made for our country on the USS Juneau. The students end their week by making a timeline of the activities, drawing a picture for their time capsule (to be opened when they graduate high school), and going through a graduation ceremony.

According to the Grout Museum District, “The program is the only one of its kind in the state.”

Run, Hide, Fight: A Crucial Protocol for School Safety

In light of the recent tragic events that have affected schools across the nation, we want to reach out to you with care, understanding, and reassurance. Our foremost priority is the safety and well-being of your children and our entire school community. While these are difficult times, we believe that one of the most important things we can do is ensure that everyone in our school is prepared for emergencies.

To that end, we want to inform you about the Run, Hide, Fight protocol, which is part of our school’s safety training. This protocol is a nationally recognized strategy for responding to threats, including an active shooter. We know that talking about these kinds of situations is uncomfortable and even frightening, but preparing for them is a vital step in protecting our students and staff. 

The Run, Hide, Fight protocol is a set of response guidelines designed to give people options when faced with an immediate threat like an active shooter. Here's how it breaks down:

Run: If it’s safe to do so, the first and best option is to run away from the danger. Students are taught to quickly find an escape route, leave belongings behind, and move to a safe location.

Hide: If running isn’t possible, students and staff are instructed to find a safe place to hide. This involves locking doors, turning off lights, silencing phones, and staying out of sight until help arrives.

Fight: As a last resort, if neither running nor hiding is possible, we teach students and staff how to defend themselves in an emergency. This means using anything they can to protect themselves and those around them.

We know that recent events can stir up a lot of emotions, from anxiety to uncertainty. To address this, JCSD focused on age-appropriate training, framing the drills in a way that teaches safety without overwhelming children with fear. Our goal in conducting this training is not to alarm anyone but to prepare our students and staff in the unlikely event that something happens. Just as we practice fire drills and lockdowns, this training is another tool to keep our community as safe as possible.

While no one wants to imagine the worst, being prepared is essential to protecting lives. By regularly training students and staff on how to respond in a crisis, schools can ensure that they are ready to act quickly and effectively if the unthinkable happens. The combination of preparedness, empowerment, and coordination with law enforcement makes Run, Hide, Fight a key component of modern school safety efforts.,

JCSD has worked closely with local law enforcement to make sure our safety plans are comprehensive and effective. Their partnership is invaluable, and they are always available to assist with any questions or further training.

As the world continues to change, so too must our strategies for keeping students and educators safe. Run, Hide, Fight is not just about responding to threats—it’s about fostering a mindset of vigilance, preparedness, and resilience.

Collaborative World Showcase

On Thursday, May 23, the 7th graders and 3rd graders of JCSD held a world showcase from 9:30-10:15 sharing their collaborative countries research.  Each 7th grader designed and created a poster that coordinates with their 3rd grade partner's slideshow. 

It's impressive how many people in the building contributed to making these projects happen: 

• Mr. Ludwig, Ms. Holthaus, and Mrs. Sandlin have spent a lot of time over the past month working daily with the third graders on their research skills, projects, and products. 

• Ms. Paeper and teacher cadet Calei Weekley have helped the 3rd graders during their morning research time.

• The time for the 7th graders to mentor the 3rd graders and for the two grades to research together came out of Wildcat Time with Mrs. Assink, Ms. Sorensen, and Mrs. Hubrig. Mrs. Assink and Ms. Sorensen also helped supervise the collaborative time and keep kids focused.

• The 7th graders researched additional subtopics and made their posters in social studies with Mrs. Renner.  Also, she will bring the 6th grade social studies classes to see the world showcase on Thursday morning.

• Mrs. Friedrich and Mrs. Norton are letting 7th graders who have 3rd grade siblings miss class on Thursday so that the sibling pairs can do the family showcase together when their parents and grandparents are present on Thursday afternoon.

• The 7th graders will do the world showcase during reading and writing with Mrs. Dettmann and Mrs. Osborn on Thursday.

• Jo and Jocelyn are taking care of color printing needs for the 7th grade posters.

• Mrs. Foelske is letting her 4th hour cadets help Mrs. Renner's social studies class that period in case any technology troubleshooting needs come up with the MacBook cart and printing, as the 7th graders aren't used to printing.  

• Cadets Carson Foelske and Gabe Meaney cut the big pieces of poster board in half to be the size that the 7th graders are using.

• The note-taking packet was designed by Mrs. Graham and/or Mr. Foelske. 

In addition to academic development, research indicates that collaborative learning can boost students' confidence and self-esteem, and help them develop social, interpersonal, and leadership skills. Kudos to all the Janesville staff involved for providing this wonderful experience for our students!!

Ready, Set, Library!

National School Library Month is celebrated in April every year. Many school library programs celebrate the month along with National Library Week and National School Librarian Day. Every April, school librarians are encouraged to host activities to help their school and local community celebrate the essential role that strong school libraries play in transforming learning.

Libraries play an important role in our lives, and they have long been considered the main center of children’s learning and development. They are home to plenty of books, archives, and educational resources. 

The theme for National Library Week 2024 was Ready, Set, Library! The theme is a declaration of all the ways libraries provide the service of readying, solidifying, and empowering students through information and resources.

The JCSD school library and school library program is for ALL Janesville students from 3 years old to seniors, both for providing resources (including but not limited to reading material) and for library and research skill instructions. It’s also for teachers and staff, as demonstrated through cross-curricular lessons.

The JCSD Library mission statement reads:

The mission of the Janesville School Library Program is to: 

• Provide books and electronic resources for learning and personal enjoyment 

• Teach information literacy skills for effective, discerning, and ethical research as well as responsible citizenship 

• Support all areas and levels of the school curriculum

Although the month of April has passed, please take this opportunity to thank Mrs. Sandlin for all her help and knowledge that she provides. She is a dedicated professional who organizes resources, makes purchasing decisions for the library, organizes events, teaches classes and more. Her role is constantly evolving to adapt to new technologies. We appreciate you teaching, guiding, and mentoring JCSD students by leading the library program.

Alive and Running Presents at JCSD (Copy)

Janesville CSD recently hosted a presentation from Ryan Nesbit, co-founder of Alive and Running. The nonprofit organization is completely volunteer led and uses all the funds to raise awareness of suicide prevention. Ryan spoke to the middle school and high school students on the Question, Persuade, & Refer (QPR) method of intervention. 

Because of her personal experiences, staff member Lindsey Eibey spearheaded the training. Here is her story:

“My nephew, Kye, killed himself on October 10th, 2014. It was a Friday night and he was supposed to be at the WSR football game. When his friends noticed he wasn't there they called him and got no answer. They called his sister and she hadn't seen him either. When no one could find him, his sister called their mom. His car was in the driveway but he was not in the house. His dad found him later that night in the woods.

He was a smart, handsome, athletic and well liked kid so his death caught a lot of people off guard. After his death many of his classmates came forward telling stories of how Kye helped them laugh and get through hard times and they never knew he himself was having a hard time until it was too late.

A few years ago, one of my friends also lost a loved one to suicide so we, unfortunately, have this in common and there are a lot of aspects of losing someone to suicide no one can understand unless they've been there. I don't wish this on anyone, it's a club no one wants to be a part of. My friend, Kobey, was having a very hard time and eventually got involved with Alive and Running suicide prevention organization, which helped her cope with her loss while helping others. I went to a meeting she had in New Hartford (not with Alive and Running) and really felt understood hearing others’ stories and learning how others cope with and work through their trauma. Fast forward a couple years, Kobey is now on the board for Alive and Running and trying to get QPR, Question, Persuade, Refer training into as many schools as she can. This is when I decided to ask our administration and guidance counselor if we could bring the training into JCSD for the middle and high school students. Luckily, everyone was on board from the beginning and Ryan Nesbit came in on 2 different Wednesdays to present. The presentations cover the same information but Ryan is a little more sensitive with the younger kids and until Janesville, he had never presented to 6th graders.”

Parent permission was required and the following information was sent to them:

QPR - just like CPR is an emergency response to someone in crisis and can save lives. QPR is the most widely taught gatekeeper training in the world. 

Ryan Nesbit has taught this course around 200 times.  He lives in Jesup with his wife and 17, 15, and 12 year-old children.  He has been a high school youth group leader for 14 years between Ankeny and Jesup. Ryan is Co-Director of Alive & Running Iowa for Suicide Awareness & Prevention.  This non-profit works to stop suicide and support those who have lost someone to suicide. Ryan lost his best friend to suicide at age 15.  Ryan openly talks in presentations about his own suicide loss and his own struggles with suicidal ideations during high school. 

Question, Persuade, and Refer is a 2 hour suicide intervention training.  Attendees learn how to ask the suicide Question, how to Persuade people to seek help, and how to Refer them for help.  Each attendee took home the QPR booklet for future reference on how to assist anyone that is struggling.

QPR Objectives

KEY COMPONENTS COVERED IN TRAINING:

• How to Question, Persuade and Refer someone who may be suicidal

• How to get help for yourself or learn more about preventing suicide

• The common causes of suicidal behavior

• The warning signs of suicide

• How to get help for someone in crisis

OTHER COMPONENTS COVERED IN TRAINING:

• Statistics

• Suicide Loss and Grief

• Suicidal Ideations

• Resources for Suicide Prevention

Ms. Eibey had these final thoughts, “You never know what someone is going through. Your kind works could be just the nudge someone needs to keep going.”

For additional information:  https://www.aliveandrunningiowa.com/

Alive and Running Presents at JCSD

Janesville CSD recently hosted a presentation from Ryan Nesbit, co-founder of Alive and Running. The nonprofit organization is completely volunteer led and uses all the funds to raise awareness of suicide prevention. Ryan spoke to the middle school and high school students on the Question, Persuade, & Refer (QPR) method of intervention. 

Because of her personal experiences, staff member Lindsey Eibey spearheaded the training. Here is her story:

“My nephew, Kye, killed himself on October 10th, 2014. It was a Friday night and he was supposed to be at the WSR football game. When his friends noticed he wasn't there they called him and got no answer. They called his sister and she hadn't seen him either. When no one could find him, his sister called their mom. His car was in the driveway but he was not in the house. His dad found him later that night in the woods.

He was a smart, handsome, athletic and well liked kid so his death caught a lot of people off guard. After his death many of his classmates came forward telling stories of how Kye helped them laugh and get through hard times and they never knew he himself was having a hard time until it was too late.

A few years ago, one of my friends also lost a loved one to suicide so we, unfortunately, have this in common and there are a lot of aspects of losing someone to suicide no one can understand unless they've been there. I don't wish this on anyone, it's a club no one wants to be a part of. My friend, Kobey, was having a very hard time and eventually got involved with Alive and Running suicide prevention organization, which helped her cope with her loss while helping others. I went to a meeting she had in New Hartford (not with Alive and Running) and really felt understood hearing others’ stories and learning how others cope with and work through their trauma. Fast forward a couple years, Kobey is now on the board for Alive and Running and trying to get QPR, Question, Persuade, Refer training into as many schools as she can. This is when I decided to ask our administration and guidance counselor if we could bring the training into JCSD for the middle and high school students. Luckily, everyone was on board from the beginning and Ryan Nesbit came in on 2 different Wednesdays to present. The presentations cover the same information but Ryan is a little more sensitive with the younger kids and until Janesville, he had never presented to 6th graders.”

Parent permission was required and the following information was sent to them:

QPR - just like CPR is an emergency response to someone in crisis and can save lives. QPR is the most widely taught gatekeeper training in the world. 

Ryan Nesbit has taught this course around 200 times.  He lives in Jesup with his wife and 17, 15, and 12 year-old children.  He has been a high school youth group leader for 14 years between Ankeny and Jesup. Ryan is Co-Director of Alive & Running Iowa for Suicide Awareness & Prevention.  This non-profit works to stop suicide and support those who have lost someone to suicide. Ryan lost his best friend to suicide at age 15.  Ryan openly talks in presentations about his own suicide loss and his own struggles with suicidal ideations during high school. 

Question, Persuade, and Refer is a 2 hour suicide intervention training.  Attendees learn how to ask the suicide Question, how to Persuade people to seek help, and how to Refer them for help.  Each attendee took home the QPR booklet for future reference on how to assist anyone that is struggling.

QPR Objectives

KEY COMPONENTS COVERED IN TRAINING:

• How to Question, Persuade and Refer someone who may be suicidal

• How to get help for yourself or learn more about preventing suicide

• The common causes of suicidal behavior

• The warning signs of suicide

• How to get help for someone in crisis

OTHER COMPONENTS COVERED IN TRAINING:

• Statistics

• Suicide Loss and Grief

• Suicidal Ideations

• Resources for Suicide Prevention

Ms. Eibey had these final thoughts, “You never know what someone is going through. Your kind works could be just the nudge someone needs to keep going.”

For additional information:  https://www.aliveandrunningiowa.com/