|
‘Science,
Non-Science, and Nonsense’
[NOV.
9, 2000]
The
news media presents science in 30-second sound bites. Television produces shows
and sitcoms designed to entertain, but many in our society can’t distinguish
entertainment from fact. How do we get students to think critically about the
growing body of scientific information that is increasingly misrepresented in
today's popular culture?
|
A
dialogue presented for middle-school students by Lawrence
Krauss, Ph.D. will address this issue. His presentation, "Science,
Non-Science, and Nonsense," will be Dec. 5, from
noon to 1:45 p.m., at the Illinois Mathematics and Science Academy auditorium,
1500 W. Sullivan Road, Aurora.
![](../images/ads/kids%20first/Kids1st-Thanks.gif)
Krauss
will explore examples from the news, advertisements, TV shows and movies, as
well as from his latest book, to discuss the difference between science and
fiction and to explore how the distinction between sense and nonsense is
becoming blurred in popular discourse.
[to top of second column in this
article]
|
![](../images/ads/prairie_years/Prairie2.jpg)
The
lecture will be part "tour" through the fascinating world of modern
physics, part fun-filled examination of video clips, and part sober discussion
of the various dangers facing modern society if we fail to learn the lessons
science has taught us about the world. One message is that we should not be
timid about offending sensibilities when those sensibilities are based on
nonsense.
This event is
on a first come, first serve basis because of limited seating. People interested
are advised to register early. Schools should call (630) 907-5040 if they would
like to attend or e-mail Illinois Mathematics and Science Academy at Greatminds@imsa.edu.
|
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|
|
|
Washington-Monroe
students participate in mock election
[NOV.
3, 2000]
Washington-Monroe
School is training its students from a young age to become involved in
the election process. On Thursday, Nov. 2, the Student Council sponsored
a mock election under the leadership of Mrs. Singleton, Mrs. Pettit and
Mrs. Wunderlin.
|
Click
here for photos
|
Student
Council decided to set up an election committee to coordinate the school’s
election: Brandon Rahn, Kelsey Dallas and Arielle Alley. On Wednesday night,
these student set up the booths and sign-in table. Then they returned to school
at 8:15 to make the final preparations. Brandon Rahn, president of Student
Council, commented, "We had a lot of fun." When asked if he plans to
help in the real elections when he is older, he said that he was not sure. He
enjoyed running for president of Student Council and plans to run for the same
position in junior high school.
The
Student Council wanted the students to experience all the parts of voting in an
elections, so they began by registering students to vote. Prior to
"Election Day," students who met the following requirements were
allowed to register to vote. Each voter had to be a registered student at
Washington-Monroe School (kindergarten through sixth grade), live in Lincoln and
be a U.S. citizen.
On
the day of the election, individual classrooms were scheduled to vote between
8:30 a.m. and noon. Each student gave his name to the election officials to
verify that he was registered and then signed his name to prove that he had
voted. Each student took a simple half-page ballot into a private voting booth
and checked the box for either Al Gore or George W. Bush. The ballots were
folded twice and then dropped into the ballot box.
![](../images/ads/neal_tire/WinterCare.gif)
[to top of second column in this
article]
|
![](../images/ads/hellman/HELLMAN.jpg)
The
Student Council election committee — Rahn, Dallas and Alley — along with a
few others took turns officiating the election. During Lincoln Daily News’
visit, Jessica Owen, Kaleb Gordon and Mercy Mulligan were serving as the
election officials. When asked if they plan to help with elections in the
future, Owen answered that she was not sure. Gordon replied, "I don’t
know if I’ll run or help."
Also
during Lincoln Daily News’ visit, Ms. Fredrick’s kindergarten class
and Mrs. Singleton’s fourth grade class voted. A number of Mrs. Singleton’s
students were asked if they enjoyed voting today and if they planned to vote in
the future. Each student that was asked answered yes to both questions.
![](../images/ads/Rotarycitrus/CitrusTime.jpg)
During the
lunch break, the election committee tallied the votes. George W. Bush received
70 percent of the votes. Al Gore got 26 percent of the votes. Four percent of
the votes were illegible.
[Jean
Ann Carnley]
|
Think
You're Pregnant? WE
CAN HELP.
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and Confidential:
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Services. "A
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#5 Arcade Building, Lincoln |
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Needleworks
and Frame Shop
"We
Frame It All"
On the square
in downtown Lincoln
217-732-8811
M-F 10-5 Sat 10-4
cmstitches@aol.com |
Family
Custom Cleaners
is now open
at 621 Woodlawn.
5th
Street Wash House has closed and will soon reopen at the new
location.
Broadway
Cleaners remains open during this time. |
|
|
Part
2
ISAT tests show state educators are
"raising the bar"
[OCT.
31, 2000]
Parents
of students in Lincoln District 27 will see the results of the new
Illinois Standards Achievement Tests (ISATs) in social studies and
science for the first time when report cards are sent to parents at
the end of October, according to Superintendent Robert Kidd. The
scores will show how the individual students performed compared to
other students statewide.
|
[click here for Part
1]
"The
state has raised the standards of all tests. They are requiring more
higher-order thinking skills (sometimes referred to as HOTS) and
reasoning ability. That hasn’t been the focus before," said
Rebecca Cecil, principal at Washington-Monroe School.
IGAP
tests were multiple choice, she said, and while there are still some
simple multiple choice questions on the ISAT, there are more areas
where children have to use complex thinking skills.
Lenny
Janet, principal of Central School, agreed that the state is
"raising the bar."
The
level of sophistication of the questions is higher, he said. In
social studies, for example, students must understand how to analyze
and synthesize, compare and contrast, and draw conclusions,
sometimes from a reading or sometimes using charts and graphs. In
mathematics, it is not enough just to get the right answer; students
must sometimes explain in writing the process they went through to
solve the problem.
![](../images/ads/medicap/MedCap1.gif)
Changes
in the tests indicate changes in what the state thinks a child ought
to know, Cecil said. The standards children in Illinois public
schools are expected to meet are set by the state superintendent of
schools and the Illinois State Board of Education (with the help of
many teachers and other experts). Then tests are developed to see if
students are meeting those standards.
Janet
noted that several teachers from Central School were on the
committee to help develop the new math, writing and reading
standards.
Because
the state’s standards have changed, teachers must also make some
changes.
"We
are not teaching to the tests, but we are aligning our curriculum
according to standards set by the state," Cecil said.
"Teaching has become more of a collaborative effort. All of us
are looking more closely at what other grades are doing."
[to
top of second column in this section]
|
For
example, fourth grade teachers are looking to see what they need
to cover in reading, math and writing by the fifth grade, when
children will take those tests.
This
is especially true of writing, Janet said, because the writing
component on the ISAT is completely new. "We have to go back
and reteach teachers how to teach writing at the fifth grade
level, because the state has changed what the test
evaluates," he said. Janet also pointed out that the state is
offering free in-service training opportunities to teach teachers
how to help students meet the new standards.
On
the whole, Superintendent Kidd thinks the new tests are a better
indication of what the state says children need to know than the
IGAP tests were. He especially likes the consistency he sees in
the direction the testing program is going.
"In
my 21 years as a school superintendent, I have seen the state take
off on many tangents and then quit. Many long-experienced
educators have become a little cynical about the direction they
should go. I think this direction is going to stick."
![](../images/ads/kids%20first/Kids1st.gif)
Some
educators say they believe parents take the Iowa tests more
seriously than the state tests, because the Iowa tests are
straight achievement tests that have been used for many years.
They do not test to any state standard but to a general
curriculum. Students in District 27 will take the Iowa tests
sometime this month.
A
good feature of the ISAT tests, Dr. Kidd said, is that they break
down specifically in each area of study the level of students’
performance. "I’m not entirely satisfied with how we are
doing on these tests, but we will use them to show us exactly
where we need to improve."
[Joan
Crabb]
|
Click
here for detailed charts of ISAT scores for Logan County
|
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Part
1
ISAT tests show state educators are
"raising the bar"
[OCT.
30, 2000]
Parents
of students in Lincoln District 27 will see the results of the new
Illinois Standards Achievement Tests (ISATs) in social studies and
science for the first time when report cards are sent to parents at
the end of October, according to Superintendent Robert Kidd. The
scores will show how the individual students performed compared to
other students statewide.
|
The
tests, mandated for all students in public elementary schools in the
state of Illinois, replace the old Illinois Goals Assessment Program
(IGAP) tests and, according to several teachers and administrators,
are more difficult than the IGAP tests were.
Last
spring was the first time the ISAT social studies and science tests
were given, although public school students have taken ISAT reading,
writing and mathematics tests for the past two years. Science and
social studies tests were given to fourth and seventh grade students
last spring, so the reports will actually go to fifth and eighth
grade students this fall.
Reports
on the math, reading and writing tests, taken by third, fifth and
eighth grade students last spring, were received by the school
district and sent to parents before school was out, Superintendent
Kidd said.
In
general, the tests showed that District 27 elementary students are
doing better in science than in social studies, while junior high
students are doing better in social studies than in science, at
least according to the state’s guidelines.
![](../images/ads/gcs/GCS-ad.jpg)
Districtwide,
last year’s fourth grade students in regular classes (not
including students in special education) were all above the warning
level in science. While 40 percent were below expectations, 60
percent met or exceeded expectations. In seventh grade (again not
counting special education students) 11 percent were at the warning
level in science, 18 percent were below expectations, while 71
percent met or exceeded expectations.
In
social science, 13 percent of those fourth grade students not in
special education were at the warning level, 30 percent were below
expectations, while 58 percent met or exceeded expectations. Only 1
percent of the seventh grade students were at the warning level in
social science, 41 percent were below expectations, while 58 percent
met or exceeded expectations.
[to
top of second column in this section]
|
A
breakdown of the elementary school figures show that at Central
School, 53 percent of the fourth graders not in special education
met or exceeded the goals in science, 62 percent of Northwest
students met or exceeded goals, and 65 percent of Washington-Monroe
students met or exceeded goals in science. In social studies, 61
percent of the Central fourth graders met or exceeded the goals, 45
percent at Northwest met or exceeded, and 63 percent at
Washington-Monroe met or exceeded.
"Overall,
our scores are not very dissimilar from the statewide results. At
the junior high level we are very close to the state results in both
areas," Superintendent Kidd said. He noted that in comparison
to other schools in the state with a similar number of students at
poverty level, District 27 also scored about the same.
"Districtwide,
we had about 40 percent of our students eligible for free or reduced
lunches last year. Family income is the factor that has the most
influence on children’s test scores. The education level of the
parents also has a big influence, but that and the income level
usually go together," he explained.
![](../images/ads/prairie_years/prairie.jpg)
He
also said the district is starting a new science curriculum in the
elementary grades and is in the second year of using new science
materials at the junior high. "I would estimate that it will
take a couple of years to see significant improvement in our results
in science. The social science is something that we are going to
have to review."
Superintendent
Kidd noted that the standards are higher for the new ISAT than for
the IGAP tests students used to take. Rebecca Cecil, principal at
Washington-Monroe, agreed.
(To
be continued)
[Joan
Crabb]
[click here for
Part 2]
|
Click
here for detailed charts of ISAT scores for Logan County
|
|
Anti-violence
skits presented at schools
[OCT.
30, 2000]
Every
family has arguments, but these arguments do not have to end in
violence. That is AmeriCorps’ theme in "Hands are Not for
Hitting, Words are Not for Hurting." Elkhart Grade School
students saw the presentation Thursday morning. Mount Pulaski Grade
School students and Central School students saw the presentation
Thursday afternoon. Lincoln Daily News visited Elkhart Grade
School to see the presentation.
|
The
skits are presented by Logan County AmeriCorps members and Sojourn.
These two anti-violence groups also pass out posters and cutout
hands to remind students not to resort to violence. The presentation
offers a violent and non-violent way to solve the same problems. The
narrator highlights the different methods used by the actors, and in
between the skits, asks students for more suggestions of non-violent
solutions.
![](../images/October2000pics/103000pics/americorps2.jpg)
The
first set of skits involves a family at dinnertime. The son does not
like the menu, and dad is late coming home. Family number one refers
to everything as stupid: food, each other and dad’s tardiness.
When dad does arrive home, he complains that the food is cold, and
mom complains that dad is drunk. This quickly escalates into harsher
words, punching and kicking. Family number two handles the same
problems differently. Mom accepts that the son does not like peas
but needs to eat them anyway because they are healthy. Dad arrives
late, and mom is upset. He apologizes to the whole family and admits
that he should have called, "because 30 minutes is a long
time to worry." At this point, the narrator reminds the
audience that all families have arguments but that does not mean
the arguments must end in violence.
![](../images/ads/maple/maple092500.jpg)
The
second set of skits centers around TV-time. The sister wants to
watch her television show, and the brother wants to play video
games. The individuals in family number one again refer to
everything that they do not like as stupid. The skit ends as mom
yells, "You’re both stupid. Get out of here before I smack
both of you." When the sister and brother from family number
two begin to argue, mom reminds both of them that they must do their
homework, so no one has time for television or video games.
The
final skit takes place at school the next day. Brother number two
heads toward the lunch line, but brother number one cuts in front of
him. Brother number two is very upset, but it is brother number one
who aggravates the situation with name calling and pushing. Both
boys are sent to the office. The narrator asks the audience who
might have helped these two boys solve this argument.
[to
top of second column in this article]
|
Then
the actors remind the students of some of the things that hands should
be used for: shaking, hugging, waving, tying one’s shoes, making
things and scratching one’s head.
Before dismissing the students,
the group asks the students to pledge, "I won’t hit anybody
for one whole month." The idea is that if one can develop an
anti-violent habit in a month, the habit will last a lot longer. The
students were then dismissed to work on an anti-violence project in
their own classrooms.
![](../images/October2000pics/103000pics/americorps3.jpg)
For
more information on AmeriCorps and violence prevention, call their
local office at 735-4985, or visit AmeriCorps’ national website www.americorps.org
or their state website www.nationalservice.org/stateprofiles/il_intro.html.
[Jean
Ann Carnley]
|
|
A
day of living history
Area veterans teach students what it
means to be a free American
[OCT.
28, 2000]
Stories
were swapped and even a few tears were shed Friday as area veterans
spent the day educating West Lincoln-Broadwell students about what
it means to be a veteran.
|
Regular
classes were suspended for the day as students participated in the
eighth annual "Veterans for a Change" day. Today’s
presentations at West Lincoln-Broadwell School marked the final
event in a month-long acknowledgement of U.S. veterans.
![](../images/October2000pics/102800pics/vet_1.jpg)
[Chris Cliburn shows students how World War II soldiers would
have fixed their guns.]
Area
veterans of World War II, the Korean War and the Vietnam War who
participated in today’s Veterans for a Change event included Kenny
Davison, Denny Eveland, Kenneth Kasebier, C. Wayne Schrader, Rich
Luttrell, Hal Fritz, Thomas Proctor, Arnie Haak, Glenn Kniss and
Larry Spialek.
![](../images/ads/kids%20first/Kids1st.gif)
"The
Veterans for a Change program has brought a lot of important people
here to visit throughout the years," said Gordon Lanning,
junior high social studies teacher and organizer of the event.
"We do this for the kids so that they can appreciate the
sacrifices veterans have made."
Students
brought in pocket change throughout the past month to be given to
various veterans organizations. Also, the students completed a
multitude of special projects that now adorn the school’s halls.
Mrs. Phillis Read, junior high language arts teacher, assigned her
students to write a diary as if they were soldiers. "These
projects are helping the students learn and appreciate the living
history of these folks," said Read.
![](../images/October2000pics/102800pics/vet_2.jpg)
[Many veterans shared poems, stories and thoughts
about what freedom and the American flag mean to them.]
That
certainly was the case for Shawn Pettit, a 1997 graduate of West
Lincoln-Broadwell School, who came back today dressed in fatigues as
a member of the Illinois National Guard. The Lincoln Community High
School senior became interested in military service while talking
with veterans at one of the first "Veterans for a Change"
days. "The first few years I was mostly interested in the
weapons and medals they displayed. In about fifth grade I began to
understand what the veterans did for me," said Pettit. This
summer Pettit will attend a 15-week boot camp. Thereafter he will
commit one weekend every month and two weeks out of the year to
National Guard in exchange for full college tuition. He will study
criminal psychology in hopes of one day joining the FBI.
![](../images/ads/iga/iga.gif)
Students
rotated around 10 "camps" listening to messages from local
veterans.
Korean
War veteran Wayne Schrader of Lincoln reminded students about the
importance of the American flag and how it should be displayed. He
also explained how it is folded to present to the family of a
soldier who has died. He encouraged the kids to say "thank
you" to anyone they meet who was in the service.
![](../images/October2000pics/102800pics/vet_3.jpg)
[Glenn Kniss of Springfield recounted stories of
his time as a German POW.]
[to
top of second column in this article]
|
Glenn
Kniss of Springfield had been a prisoner of war near Neubrandenberg,
Germany. He explained that cigarettes were a measure of wealth even
for those who didn’t smoke. The prisoners had very small rations
of food, but the cigarettes could be used to trade for fresh bread
and meats. In exchange for having his picture taken when he entered
the POW camp, Kniss even gave cigarettes to a German guard. "We
(the prisoners) taught each other how to best cooperate with the
Germans to stay alive," recalled Kniss with a tear in his eye.
"I don’t know how we would have survived without the Lord’s
Prayer and ‘God Bless America.’"
![](../images/October2000pics/102800pics/vet_4.jpg)
[1997 West Lincoln-Broadwell graduate Shawn Pettit
poses with students. Pettit, who is a senior at LCHS. has recently
enlisted in the Illinois National Guard.]
Thomas
Proctor of Springfield reminded the students that despite all the
high-tech planes and weapons in war, "The cheapest defense you
have in war is prayer." The 83-year-old veteran was lucky not
to be one of the 125 Illinoisians killed on Dec. 7, 1941, at Pearl
Harbor. A Japanese plane came within a few feet of Proctor on that
fateful day. On another occasion, Proctor came face to face with an
enemy soldier but was not shot. He said, "I think he must have
been out of ammunition, or else I would have been dead."
Proctor
was adamant when he said, "This is gruesome, but I’m not
going to cover anything up. I want you young people to know what war
is like." He went on to vividly tell several stories about his
experiences in Guadalcanal and Bougainville in the Soloman Islands.
![](../images/ads/Edward_Jones/JimSparrows.gif)
He
also reminded the students not to stare at veterans who have been
disfigured by war injuries. "Always remember that nothing is
free. It’s got to come from your back, your brain and your
heart."
Rich
Luttrell of Rochester worked as a tunnel rat during his yearlong
Vietnam tour in 1967-68. This is the third year that he has
participated in the Veterans for a Change program at West Lincoln-Broadwell
and he knows to be on his toes when students ask questions.
"The last thing you want to do is traumatize them,"
Luttrell said of some of his difficult memories from Vietnam.
![](../images/October2000pics/102800pics/vet_6.jpg)
[Seventh graders Danny Palmer and Amy Behle try their
hand at properly folding the American flag under the watchful eye of
Korean War veteran Wayne Schrader.]
Although
not a veteran himself, Chris Cliburn of Springfield led students in
an interesting discussion of his collection of World War II
uniforms, weapons and accessories displayed on the school lawn.
Cliburn also participates in Civil War and 1830s re-enactments and
has traveled to Europe for World War II re-enactments. He speaks to
school students about six times a year. "It’s important that
students have an awareness of history, because much of this stuff
doesn’t make it into history books anymore," he said.
[Marty
Ahrends]
|
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Announcements
|
Revised
schedule for LCHS parent teacher conferences
[NOV.
7, 2000]
Some
Lincoln Community High School parent teacher conferences are
rescheduled due to the volleyball tournament game on Friday.
Thursday,
Nov. 9, sessions will stay the same as follows:
4:30
- 6 p.m.
6:30
- 8:30 p.m.
Friday,
Nov. 10, sessions are being rescheduled to take place Wednesday,
Nov. 15:
1:30
- 4 p.m.
|
|
School menus
|
|
Hartsburg-Emden
School
Lunch
menu
November 2000
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
|
1
Corn dog
French fries
Mixed Fruit
Milk
Jello
|
2
Spaghetti with meat sauce
Milk
Pears
French bread
Green beans
|
3
Fish fillet on bun
Corn
Milk
Applesauce
Trail mix
|
6
Turkey nuggets
Barbecue sauce
Peas and carrots
Milk
Blueberry muffin
|
7
Chili and crackers
Vegetable sticks
Peaches
Milk
Cinnamon roll
|
8
Grilled chicken on bun
Tater tots
Lettuce salad
Milk
Strawberry applesauce
|
9
No lunch
Early dismissal, 11:36
School improvement
|
10
No school
Veterans Day
|
13
Hamburger on bun
Baked beans
Layered lettuce
Fruit cocktail
Milk
|
14
Creamed chicken on bun
Green beans
Milk
Apricots
Vanilla wafer
|
15
Toasted cheese
Tomato soup
Carrot and celery sticks
Applesauce
Milk
|
16
Tacos with lettuce and cheese
Pears/Jello
Milk
|
17
Hot dog on bun
French fries
Peas
Milk
Oranges
|
20
Pork tenderloin on bun
Sweet potatoes
Tossed salad
Pears
Pudding
Milk
|
21
Sliced turkey or ham
Mashed potatoes with gray
Green beans
Milk
Jello
Fruit
|
22
Pizza
Corn
Brownie
Assorted fruit
Milk
|
23
Happy Thanksgiving
No school
|
24
No school
|
27
Crispitos with cheese
Peas
Bread
Apple crisp
Milk
|
28
Peanut butter sandwich
Vegetable soup
Pears
Milk
Bar cookie
|
29
Hot ham and cheese on bun
Milk
Green beans
Cake
Cherries
|
30
Hamburger
PonyShoe
French fries
Milk
Pineapple/Jello
|
|
|
|
Lincoln
Elementary Schools
Breakfast menu
November 2000
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
13
Cereal Cinnamon toast
Juice
Milk
|
14
Sausage and gravy bagel
Fruit
Milk
|
15
Cereal
Toast with jelly
Juice
Milk
|
16
Scrambled eggs
Toast
Hash brown
Milk
|
17
Cereal Graham
crackers
Juice
Milk
|
20
Cereal
Pop tart
Juice
Milk
|
21
Apple slices with peanut butter Rice Krispy square
Milk
|
22
Cereal
Peanut butter and jelly sandwich
Juice
Milk
|
23
Thanksgiving
No School
|
24
No School
|
|
|
Lincoln
Elementary Schools
Lunch menu
November 2000
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
13
Chicken nuggets with sauce Green beans
Peanut butter sandwich Pears
|
14
Hamburger on bun with cheese French fries
Carrot sticks Peaches
|
15
Sausage pizza wedge
Corn
Pudding
Fruit cocktail
|
16
Ravioli with meat
sauce Mashed
potatoes Bread sticks Peas
|
17
Tomato soup with goldfish crackers Lunchmeat
sandwich Celery sticks Apple
crisp
|
20
Corn dogs Baked beans Snack crackers Peaches
|
21
Riblets with sauce
French fries Bread and butter
Peas
|
22
Oven fried chicken
Mashed potatoes and gravy Dinner
rolls Banana half
|
23
Thanksgiving
No School
|
24
No School
|
Milk
served with all meals
Web
surfers!
www.familyfoodzone.com
is a family site with
a tip of the day, an art contest and recipes for kids
|
|
West
Lincoln-Broadwell School
Lunch menu
November 2000
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
|
1
Sweet Cajun chicken on a bun Potato rounds
Slaw
Sugar cookie
|
2
Tenderloin
(on plate) Potatoes
and
gravy
Peas
Jell-O
|
3
Ham horseshoe French fries Veggie sticks
Pineapple cup
|
6
Chicken fillet
Potatoes and gravy
Green beans Pears
|
7
Tacos (two) Sour cream French fries
Mixed vegetables Fresh fruit
|
8
Corn dog
Salsa
Chips with cheese
sauce
Lettuce
Corn
Jell-O
|
9
Sliced turkey and stuffing
Potatoes and
gravy Broccoli
with cheese sauce Pumpkin cake
|
10
No school
|
13
Chicken noodle
soup
Crackers Peanut butter and jelly
sandwich Veggie sticks Fruit ice
|
14
Turkey tenders Cheesy potatoes Green
beans Fruit and cake
|
15
Cheeseburger on a
bun
French fries Baked beans Chocolate
chip cookie
|
16
Cream chicken on a biscuit
Potatoes
Peas
Jell-O
|
17
Cheese pizza Potato coins
Salad
Mixed fruit
|
20
Chopped steak
Potatoes and
gravy
Peas
Golden applesauce
|
21
Chicken nuggets Au gratin
potatoes Green
beans Butterscotch pudding
|
22
11:15 a.m. Dismissal
No lunch
|
23
Thanksgiving
No school
|
24
No school
|
27
Chili and pasta Crackers Toasted cheese
sandwich Raw
veggies Fruit ice
|
28
Breadsticks with meat sauce Green beans
Lettuce Fresh fruit
|
29
Chicken fillet on a
bun
French fries
Slaw
Cherry crisp
|
30
Cream chicken on biscuit
Potatoes
Peas
Jell-O
|
|
Milk
served with all meals
|
|
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