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Peck Jr./Sr. High School - Thursday, October 30, 2014
Play practice today from 5:30-7:30 for ALL cast members.

Beginning next Monday, November 3rd the peanut butter policy will be enforced in the cafeteria. Anyone owing more than $15.00 on their lunch account is only allowed a peanut butter sandwich as their main entrée. Please pay any lunch charges.

There will be a ballot box placed in the High School Office on Monday November 3rd for seniors to vote for class colors. As soon as the colors are selected, designs will be presented and voted on and apparel will be ordered. However, if you owe class dues they will have to be paid before you are allowed to order any apparel.
Check outside the band room door to find out how much you owe.

The weekend food program will be starting next week. If you did not receive a form, extras are available in the office if you are in need of this program.

The 8th Grade will be having a Pizza Party during lunch tomorrow, October 31. All class dues must be paid to attend. Please give your dues to Faith Haener.

Mrs. Shell is not here today so there is no tutoring.

There will be a boy’s basketball meeting in the gym during seminar today for all 7th – 12th grade boy’s interested in playing basketball


2014 Sanilac Career Center Art Show Winners Minimize

Congratulations to these Peck students who were the top three artists at the Sanilac Career Center's annual art show that was held last week.  Justin Schneidewind won "Best of Show" honors while Kaylee Ruthruff and Bailey Sell grabbed the "Spotlight" award. 

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Today’s 5 biggest ed-tech conversations
A few years ago the education world found itself entranced by the iPad, a powerful tablet that promised to revolutionize one-to-one programs and revitalize teacher engagement with technology in the wake of sweeping mobile device adoptions. For years, the iPad seemed to dominate educators’' discussions. Now, that storm seems to have passed, as educators and ed-tech enthusiasts are broadening their horizons and looking to the future. Last week, a group of educators from California and across the U.S. converged on a Napa Valley high school for the Fall CUE 2014 Conference, centered around a theme of next-generation learning. Here are 5 takeaways from the sessions, tweets, and conversations that came up time and again during the conference, and which offer a revealing glimpse into the types of technology and interventions educators are turning to now. 1. Google is everywhere. Glancing at the conference schedule, observers might be forgiven for wondering whether Google is now the new Apple. Although that claim may be tenuous at best, given that Google, in one way or another, has always been a classroom mainstay, there were an uncanny number of sessions devoted to Chromebooks, Google Classroom, Apps for Education, and deep dives into niche tools (think Google Drawing or the social studies godsend, Google Tours). More than a few hours were devoted to picking apart every facet of Google Apps for every conceivable classroom environment. Simply put, a solid integration framework across a range of platforms seems to be pushing Google into more classrooms and onto more educators' lips than ever before. 2. But the iPad isn’t going anywhere. Given that, at last count, schools have invested more than $400 million getting iPads into student hands, it would be rash to expect them to drop of the radar so precipitously. Now that the initial gold rush has died down, educators are looking at more intentional uses. Some speakers hailed from districts with renowned iPad success stories and were eager to share their stories; others promoted sessions that went “beyond giving you a shopping list” for apps. These days, educators appear likely to embrace the iPad’s strengths, accept its weaknesses, and engage in thoughtful discussions on finances and the merits of sharing devices. 3. Games have arrived—-in a big way. Gaming and gamification have bubbled just under the ed-tech surface for years, even cropping up on the New Media Consortium’s trendsetting Horizon Report from time to time. The snowball growth of Minecraft in the classroom, however, may finally be helping to tip the scales. While Minecraft was on many educators’ minds at the conference, attendees also listened raptly to a teacher speaking in a large auditorium who described infusing her middle-school classroom with “XP” and level-ups—-terms closely associated with role playing games. Indeed, GameDesk’s Lucien Vattel, a conference keynote speaker, built his talk around the benefits of experiential learning, the brain science behind fun and lasting memories, and gaming's facility for teaching difficult concepts to students while removing what he called the “fear of failure.”
Leading the Digital Leap
Despite the fact that technology use is part of daily life, on balance, schools’ use of technology remains far from ubiquitous. There is no question that some teachers, principals, and district leaders have made considerable progress in using technology to transform learning. And there are strong examples of school districts that are leading digital change system-wide. However, there exists a major challenge: Few school systems have found a way to create a sustainable, digitally-enabled ecosystem. The irony is real: Some school systems have not yet realized the promise of technology, for reasons that are varied and complex. Many schools and classrooms lack robust technology infrastructure due to affordability and adequate funding barriers, as identified in CoSN and AASA’s new national E-rate and infrastructure survey. Other factors include district cultures where there is apprehension and often aversion to changes that occur through technology, or a history of past tech investments that were not well-aligned to district needs. While in other cases, districts’ inability to experience an effective digital transformation rests with a lack of human capacity and communication, from vision setting to technical implementation. District administrators and school board members, though, have an opportunity today to surmount these barriers. To empower K-12 system leaders to make or advance their digital leap, we at AASA, CoSN, and NSBA have formed a powerful partnership. This partnership, which brings together the leading professional organizations for superintendents, district technology leaders, and school boards nationwide, lends our knowledge, resources, and networks to help school system leaders strengthen their ability to lead the digital leap. You might reasonably ask, “What is the ‘digital leap?’” Your district may, after all, already have a technology foundation in place. The digital leap is more than just providing computers in a classroom or the central library
‘Buyer’s remorse’ dogging Common Core rollout
Millions of students will take new online tests rooted in the Common Core standards for math and reading this year, but policy makers in many states are having buyer’s remorse.
States answer access, equity challenges
Access and equity remain two stubborn issues surrounding ed-tech deployments, but a number of states are carving out innovative ways to put devices in the hands of students and expand broadband connectivity to those without home access. Addressing equity and access concerns not just equity of devices, but equity of learning opportunities, said Doug Levin, executive director of the State Educational Technology Directors Association (SETDA), during SETDA’s Leadership Summit. Expectations of students, parents, educators, and other stakeholders are changing access, Levin said, but significant inequities still exist. School leaders are focusing not only on what’s available in the school building, but also at home and outside of school. These issues affect federal and state policy, and states have started to step up and play a strong role in access and equity in schools and for students. “No longer is it OK for school leaders to have blinders on and [only] worry about what that equity looks like in the building,” he said. In Hawaii, a one-to-one pilot called Access Learning is expanding broadband and technology tool access to students in areas where the majority of residents don’t possess advanced degrees. The $8.2 million pilot, with funding from E-rate, Broadband Technology Opportunities Program grants, and other sources, put devices in the hands of every student and teacher at eight elementary schools. It spanned fall 2013 to spring 2014. While one of the program’s goals is to help build technology capacity in schools that currently lack it, state Department of Education officials identified areas with sufficient infrastructure to support broadband as the pilot got off the ground. Teachers reported better working relationships and organization, along with an increased ability to create instructional materials and integrate technology into their instruction. They received professional development, though many indicated that they would prefer to have more time for professional development moving forward.
5 ways to make progress with student data
Transparency is one of the first, and most important, steps in ensuring that conversations about student data use--and keeping that data secure and private--remain open and productive. Collecting and using student data is a hotly-debated topic in today’s school, and a panel of education experts and stakeholders outlined a handful of steps that can help school leaders, educators, and parents better understand exactly how student data privacy and security are handled. During the State Educational Technology Directors Association’s (SETDA) Leadership Summit in Arlington, Va., five actions emerged as the most important when it comes to delicate and necessary conversations about student data. (Next page: A common theme in all the panelists' comments) Stories about data breaches across all industries have dominated headlines in recent years, and while these data breaches are alarming, they also have raised awareness about how to handle student data privacy, said Geoff Fletcher Geoff Fletcher, SETDA's deputy executive director, who moderated the panel discussion. Those conversations generally focus on the same topics: how to use student data to inform teaching and learning, and how to keep data private and secure. It’s worth noting, panelists agreed, that data privacy and data security are two different things. Data privacy deals with giving information access only to those who are going to use student data to improve student outcomes. Data security refers to the act of protecting that data from hacks and breaches. At the end of the session, Fletcher asked each panelist to list one priority or key point to focus on when it comes to collecting, safeguarding, and using student data. “Always start with the value of the data, and get the conversation to a place where we agree that this is good,” said Paige Kowalski, director of State Policy and Advocacy with the Data Quality Campaign. “Talk about what you're already doing to protect privacy and security, acknowledge that there's work to be done, and get stakeholder buy-in on what the next steps should be.” Amelia Vance, a policy analyst with National Association of State Boards of Education, said it’s essential that school leaders “update your website. Make it easy for people to identify the information you’re collecting and why you’re collecting it. If parents can’t find the answers to their very basic questions, they’ll think you’re hiding something from them. [Aim for] transparency.”
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