Assignment #1

Please read and "sign" the non-disclosure agreement (which can be found at http://www.fcds.org/about/headmaster/intern/students.aspx). Once you “accept” this agreement, you will be asked to fill in some personal “factoids” for the website.  When doing so, please write your answers in the third person (for example, “John plans to major in bio-medical engineering” or “Susan's favorite pastime is skiiing.”), as your answers will automatically be inserted into a database for the website.

Assignment #2

There Are More Gremlins in the Publishing Business Than Any Other.

The object of this contest will be to see which of three designated teams can find the greatest number of mistakes on the (entire) Forsyth Country Day School website (both www.fcds.org and www.furiesonline.com) during a specific time period. Each member of the winning team will receive three points towards his/her class goal for each accepted mistake identified. That said, the “points czar” may exercise discretion for any number of the corrections or suggestions (for instance, in the case of a major “catch,” she may assign more points).

a. For this contest, the class will be divided into three teams.
b. Each individual will send an e-mail for each mistake found, along with the URL of the page on which the mistake exists, to Mrs. St. John (priscillastjohn@fcds.org) with a copy shown to the administrator responsible for that particular webpage. Importantly, the correction must also be attached to the mistake and its proper URL. Mrs. St. John (the “point czar”) will verify and assign the points earned, which will be tabulated for each of the two teams.

c. The mistakes may be grammatical, content-related, spelling, logistical (i.e. an incorrect schedule or an outdated item), or aesthetic. Mrs. St. John will be the final arbiter of whether or not a mistake is to be credited to each team’s account.

d. This assignment will end on Monday, September 4. All e-mails must be submitted to Mrs. St. John by no later than 12:00 noon on the fourth.

e. Failure to follow each and every one of the rules set forth above will render points for corrections null and void.

Assignment #3

Why Can’t We All Just Work Together? (Assessing the leadership styles of the administrative team at FCDS)

Following the class presentations by Mr. Mauzy on leadership styles, fill out the following form online. To accomplish this, you first need to talk with your parents. Then you will need to select and then make an appointment to interview personally three members of the FCDS administrative team (each class member must choose different administrators). You will need to be able to ascertain each of their leadership styles based on the information shared in class. Click here for a printable interview form.

Assignment #4

You Can Lead Customers to Coffee but Can You Make Them Drink?
(Generating increased revenue for an already functioning business)

The object of this contest will be to see which of two designated teams can generate the highest net revenue for The Fury Café coffee shop during a specific one- week period. Each member of the winning team will receive 30 points towards his/her class goal as well as vouchers good for three free specialty drinks at The Fury Café.

a. For this contest, the class will be divided into teams (to be determined)

i. Blue Team - To be determined
ii. White Team – To be determined

b. Each team will be given a budget of $50 to spend on marketing, advertising, or other program expenses.

c. This assignment will begin on a date to be determined. The week-long period during which revenue will be tracked will begin seven days later.

d. Each team will be responsible for coming up with its own marketing plan. Team members will be responsible for coming up with a simple and effective system that accurately tracks which revenue is attributable to their efforts. For the purposes of this project, revenue will be defined as total sales in dollars attributable to each team.

e. Each team will coordinate their efforts with and get final approval from Mr. Quesnel, the assistant headmaster. Although each team will be responsible for calculating its own respective net revenue generated, Mr. Quesnel, working with Ms. Bangert, manager of the Fury Cafe, will be responsible for verifying the accuracy of those final numbers.

Assignment #5

You Want To “Put Your Best Foot Forward,” But Exactly Where Are You Going?

The goals of this exercise are twofold:

1) Students will learn to prepare and present themselves effectively during individual interviews, with administrators, teachers, and parents as interviewees.

2) Students will create fully developed and carefully considered Life Plans based on their hopes and dreams; an assessment of their personal gifts and talents; and an investigation of possible vocational choices.

Rather than divide the class into teams, students will work and compete individually.

Points ranging from 0-50 points will be assigned to each student based on the following two criteria:

a) First, students will be judged by all interviewers based on their preparation for their individual interviews.

b) Second, students will be judged by all interviewers based on their presentation skills – that is, how well they express themselves and connect with their interviewers.

c) Third, students will be judged by all interviewers based on the thoroughness, thoughtfulness, and transparency of their Life Plans.

d) Fourth, students will be judged on the research they have conducted on their vocational interests and options for their futures.

This assignment will begin on a date to be determined. At that time, students in the class will receive information about interview skills and techniques, as well as and additional reading assignments. Detailed instructions will also be given regarding the preparation of a Life Plan.

Following that class, students will be responsible for contacting Mrs. Wood to schedule an individual appointment for an interview by a date to be determined. The interviews will be conducted by a panel of faculty and administrators.

Assignment #6

There Are More Gremlins In The Publishing Business Than Any Other (Version 2)

The object of this contest will be to see which of two designated teams can find the greatest number of mistakes or make the greatest number of positive changes to the Forsyth Country Day School Student & Parent Handbook. Specifically, students will examine the Student & Parent Handbook, and either find our mistakes or improve the product in some way.

You'll receive points according to the following schedule for each improvement you make:
√ Two points for each spelling, grammatical, or syntax error you find (Judge: Mrs. St. John, Communications Coordinator)
√ Three points for each change in wording that makes the document more readable and understandable, and which is accepted by the division directors (Judges: Mr. Cordray, Mr. Jones, Mr. Baker, and Mrs. Henson)
√ Thirty points for each policy change accepted by the division directors (Judges: Mr. Cordray, Mr. Jones, Mr. Baker, and Mrs. Henson)
√ A negative five points for any policy change suggestion that is not accepted by the division directors (hint: you may want to set up meetings with the division directors as a collective group and talk with them about your suggestions for change before you submit them).

a. For this contest, the class will be divided into teams (to be determined)

i. Blue Team – To be determined
ii. White Team – To be determined

b. Each team will send one e-mail for each mistake found, along with the page number on which the mistake exists, to Mrs. St. John (priscillastjohn@fcds.org) with copies shown to the administrator responsible for that particular area of the school. Importantly, as with the website mistakes assignment, the correction must also be attached to the mistake and its corresponding page number. Mrs. St. John will verify after consulting with the appropriate division director, and then send the changes or corrections to Mr. Jones (the keeper of the Student & Parent Handbook). As with the website assignment, Mrs. St. John will tabulate points earned for each team.

c. As with the website assignment, the mistakes may be grammatical, content-related, spelling, logistical (i.e. an incorrect schedule or an outdated item), or aesthetic. Content changes, obviously, result in higher points, so each team should be discerning about the time it uses and the changes it proposes. Mrs. St. John – who will consult with each appropriate administrator regarding the acceptance of any and all corrections and/or changes - will be the final arbiter of whether or not a mistake or change is to be credited to each team’s account.

d. This assignment will begin on (date to be determined) and end on (date to be determined). E-mails must be submitted to Mrs. St. John by no later than 12:00 noon on the (date to be determined) but may be submitted earlier, of course.

e. Failure to follow each and every one of the rules set forth above will render all points approved (except for negative points) null and void.

Assignment #7

Considering the Source - Identifying and Implementing Programs to Create a New Source of Revenue for FCDS

Forsyth Country Day School has an entrepreneurial spirit that may be unlike any other independent school in the country. Its overriding philosophy can be seen in the management of the school every day. There are smaller programs - such as selling school-labeled LeBleu® bottled water or team sport packs from NIKE® - that serve as sources of revenue for our school, additions to our endowment so that we can better compensate our talented faculty - or sources of free or discounted products for our students and faculty members. There are also much larger programs like NewSouth AssociatesNS©, the FCDS Community School of the Arts, Maximum Tennis Academy, and vendor contracts like those with Pepsi® and other corporations that generate larger amounts of ancillary income, all of which is designed to make our school better in every way. This assignment is a contest in which each team attempts to create a new stream of revenue for the school. For this contest each member of the winning team will be awarded 50 points.

a. For this contest, the class will be divided into teams (to be determined).

b. Each team will be responsible for coming up with a concept or concepts and implementing the corresponding program(s) that generates a new income stream for FCDS. The program must be one that will be sustainable at FCDS at least for the foreseeable future.

c. This assignment will begin on (date to be determined) and conclude when the results are announced on (date to be determined).

d. The winning team will be the team whose program generates the most profit during the time period designated in (c) above. Profit will be defined as total revenues generated minus any expenses incurred by the respective teams.

e. The teams will coordinate their efforts with (and receive final approval from) Mr. Quesnel, our assistant headmaster) both prior to and during the implementation of their respective programs. All aspects of the programs to be instituted must be cleared in advance by him. While each team will be responsible for tracking and calculating its own respective revenues and expenses, Mr. Quesnel will be responsible for verifying the accuracy of those final numbers.

Assignment #8

Marketing Via Cyberspace – Increasing the Number of Hits to our FCDS Website Pages

Take a page...any page. How can you increase the number of hits on that particular page, and in so doing impact the school positively? We'll take an count of the average daily number of hits for the page you select a week prior to your making changes to that page, and we'll do the same afterwards. (Judges: Mr. Solomon, Mr. Seymour, Mr. Quesnel, and Mr. Glenn)
For this contest, the class will be divided into teams (to be determined).

b. Each team will be responsible for coming up with a concept or concepts and for implementing the corresponding changes or program(s) that generate increased hits on its selected page. Importantly, any and all changes to the page itself must be approved by the administrative team member responsible for that page (or the teacher, in such cases), and coordinated through our webmaster, Mr. Solomon. You are not limited, however, to simply making changes on a webpage.

c. The Headmaster's Internship website (www.fcds.org/about/headmaster/intern/standing.asp) may not be included in this contest.

d. This assignment will begin on (date to be determined) and conclude when the results are announced on (date to be determined).

e. The winning team will be the team which generates the most number of increased average daily hits during the time period designated in (d) above. For this contest each member of the winning team will be awarded 50 points; each member of the second place team will receive 25 points.

f. You may select a page on either the www.fcds.org website or the www.furiesonline.com website.

g. Prior to receiving approval from the administrative team member who is responsible for the page (or the teacher, in such cases) for any changes made to the page itself, each team will coordinate its overall efforts to increase hits with, and receive final approval from, Mr. Quesnel (Assistant Headmaster); both prior to as well as during the implementation of its respective programs. All aspects of the programs and/or changes to be instituted must be cleared in advance by him. After his OK has been obtained, each team then will work directly with the administrator or teacher involved with the page, and – of course – the webmaster.

Assignment #9

PowerPoint Presentations – Readings On Leadership

Read any of the books listed on the reading list page (or a book of your own choice but approved by the headmaster) and distill the book into a 7-10 minute PowerPoint on leadership. When possible, apply the techniques or concepts you've learned to independent school leadership.

a. If possible, you may wish to consider selecting a book based on your semester project.
b. This assignment will be due on (date to be determined).
c. The range for points awarded for each PowerPoint presentation is 0-50 points. Any mistakes in your PowerPoint, as recorded by a team of adults who will be among the invitees when each presentation is made, will count two points off each final point total. For every 30 second increment below seven minutes or above 10 minutes, one point will be deducted from the final point total.
d. Please find a way to apply your presentation to a school management issue at Forsyth Country Day School.

Assignment #10

School Campus and Cyberspace Visits – Bringing Back the Good and the Bad

Visit no less than three and no more than five other schools' campuses. Also visit no less than three and no more than five school websites for different schools than the campus visits. After each visit, please fill out the web form for school visits after each visit. You'll be asked, among other things, to list five things the school you have visited does better than Forsyth Country Day School, five things Forsyth Country Day School does better than the school you have visited, and for your interview notes. You should try to interview at least three adults and three students on each visit. In order to provide interview reflections for your cyberspace visits, you should contact school officials via e-mail or telephone. If you are unable to interview anyone in your cyberspace visits, just leave those sections of the form blank.
You'll receive points based on the depth and breadth of your interview notes, and as follows. It is your call whether or not you visit three, four, or five schools. Obviously, five visits will net more points than three.

Assignment #11

Invite three non-FCDS students for a tour of the school. Once the tour is concluded, these students will fill out campus visit forms.

Assignment #12

Take three FCDS parents on a tour of the campus.

Assignment #13

Bach to Basics! (Successfully Marketing an Existing Product)

Dr. Shore (Director of Fine Arts) is in possession of 5,000 Bach & Baby cassette tapes that we would like to distribute to new parents. Forsyth Memorial Hospital recently bought 5,000 tapes for distribution to their newborns’ parents for the next two years. While they would obviously not be in the market for any more, that is one example of how the goal of the contest can be achieved. The cassettes were sold to Forsyth Memorial Hospital for $1.75 each. Your challenge is to find another hospital to purchase the rest of the cassettes or to think of a way to get these into the hands of new parents or other interested parties. Any amount of revenue over $ 0.75 per cassette sold will be collected; half of it will be distributed to the teams responsible for marketing the product; the other half will be donated to the 2005-2006 FCDS Annual Fund on behalf of all six members of the Headmaster's Internship Program.

a. For this contest, the class will be divided into three teams.

i. Mozart Team – To be determined
ii. Beethoven Team – To be determined
iii. Strauss Team – To be determined

b. This assignment will begin on (date to be determined). It ends on (date to be determined).

c. Each team will be responsible for coming up with its own marketing and sales plan. The winners of this contest will be measured in two ways and awarded points in the following manner:

i. Each member of the team that sells the most cassettes will receive thirty points;
ii. Each member of the team that generates the most revenue from sales will receive 30 points.
iii. If the same team finishes first in both number of sales and revenues produced each member of that team will receive 60 points. Note: Cassettes must be sold for a minimum price of $0.75 per unit.

d. Each team will coordinate its efforts with and get final approval from Dr. Shore. While each team will be responsible for calculating its own quantity sold and revenue generated, Dr. Shore will be responsible for verifying the accuracy of the final results.

Assignment #14

Raising Capital…A Management Essential (a.k.a. Philanthropy: The engine that runs independent schools)

As an independent school, Forsyth Country Day School receives no state or federal funding. The amount charged by tuition covers approximately 85 percent of the yearly operating expenses of the school. To cover this shortfall - or difference - between tuition revenue and operating expenses, the school utilizes an annual giving fundraising campaign.

Why does FCDS utilize an annual giving fund rather than raising the tuition to match the operating expenses? What are the tax benefits of such an approach? Is there an alternative method that would be more beneficial?

If tuition and the annual giving fund cover the operating expenses of the school, from where does the money to build the facilities at FCDS come? Additionally, how are endowments funded, and what role do they serve in benefiting the school?

CEOs of companies are expected to raise capital, set and articulate institutional vision, and pay attention to the bottom line of their companies’ operating budgets. Headmasters of independent schools and presidents of colleges and universities must do the same, and are required to spend a good bit of their time fundraising for programs, operating expenses, buildings, endowment, and other major initiatives. This section of the Headmaster's Internship Class is designed to educate the students about this critical area of leadership.

Please take the time to review the following key sections of the website for background before you meet with Mrs. Butler and Mr. Bowman for an idea of how fundraising impacts the overall budget at Forsyth Country Day School:

(1) School Finances - http://www.fcds.org/about/headmaster/good_to_great/financial.asp
(2) Overall Development - http://www.fcds.org/development/development.asp
(3) Phase II Campus Expansion - http://www.fcds.org/development/development.asp
(4) Phase III Campus Expansion - http://www.fcds.org/development/phase3.asp
(5) Naming Opportunities - http://www.fcds.org/faculty/SarahWestwood/naming_opportunities.pdf
(6) Annual Giving - http://www.fcds.org/alumni/annual_fund.asp

a) For this contest, the class will be divided into three teams, and the teams will be self-selected by the students based on the leadership styles of each of the contestants.

b) Students will be responsible for scheduling meetings with Mrs. Butler and Mr. Bowman (together) at their mutual convenience. These meetings will be held offline (in other words, not during class time) so that Mrs. Butler and Mr. Bowman can go over fundraising terms and concepts, as well as the schools different campaigns and fundraising goals, etc. It would be best if everyone met with them (probably in the Board Room) at the same time - at least initially. You may wish to splinter off into separate team meetings with either or both Mrs. Butler and Mr. Bowman after your initial meeting(s).

c) Each of the three teams will be provided with a list of fundraising terms and definitions by the development office. Additionally, each team will be provided literature on the current projects that make up our capital and annual campaigns; the same literature which is shared with parents, grandparents, alumni, alumni parents, and other friends of the school on a daily basis. Each team will be responsible for defining and presenting the terms and projects in order to insure that a basic understanding of independent school philanthropy is achieved. Students may meet with members of the development office to discuss these terms and projects as many times as they need to, and begin to formulate a plan for approaching two potential donors and sharing with them the school’s vision and needs.

d) Each team will work with both Mrs. Butler and Mr. Bowman, and will accompany them on two campaign “asks.” There will be an assigned period of time (students will be notified by e-mail, and the beginning and due dates for this assignment will be included on the Headmaster's Internship Calendar) during which these appointments will be scheduled and made. Although the student teams will be accompanied by either Mr. Hartung or Mr. Bowman, the students themselves will take the lead in making the fundraising requests.

e) Points ranging from 0-100 will be assigned to each team at the end of the assigned period, based on a number of factors, including:

a. The planning and preparation put into the fundraising asks.
b. The understanding of the annual giving fund, its capital fundraising needs, the school’s endowment, its finances, and how fundraising affects all of the above.
c. The ability to convey effectively the school’s vision and articulate the needs of the institution in separate meetings with two prospective donors.
d. The overall effectiveness of the “ask” (note: points will not be based on total dollars committed to the campaign, for each our donors have different abilities to give). Points will be awarded by Mrs. Butler and Mr. Bowman after all of the appointments for all three teams have been completed.

f) In addition to the 100-point assessment, supplementary points will be assigned based on each student’s completion of the online form associated with this assignment. So that you can prepare ahead of time, the online form will include the following items:
a. A series of questions concerning development concepts and the school’s campaigns (both annual and capital), for which you will receive two points for each correct answer.
b. A rating (possible range of gifts) determined prior to the “ask” by you in consultation with the development office for each of your donor prospects. You will receive a range of between 1-10 points for this, depending upon both how close your rating matches the eventual gift and the research and/or thought you put into deriving this rating.
c. The names of the prospective donors with whom you met, and a brief write-up on the meeting; how it went, what you might have done differently; etc. You will receive five points for completing this section.
d. A box to complete with the pledge/gift made. You will receive one point for completing this box.
e. You’ll be asked what you have learned from this exercise. Basically, you’ll be asked to list the items you have learned, and will be given three points for each item you list. This section of the online form will be set up as an unlimited numbered list.
f. There will be a box for you to self-assess your work on this assignment, based on the 100-point total. In other words, you’ll be asked the point total you would give yourself - on a 100-point scale - as a result of this exercise. Mrs. Butler and Mr. Bowman will award your actual points, but I will want to note the differentials.
g. You also will be asked how you think the school’s fundraising process could be improved, having gone through two asks and a number of meetings with development office personnel yourselves. This is a very important part of the exercise, as it potentially could help the school improve as much as anything you do. In that regard, you will receive a range of between 1-20 points for your suggestions.
h. Finally, you’ll be asked how the exercise could have been more helpful to you. You will receive five points for completing this section.

Note: In all of your meetings, planning, and discussions surrounding this exercise, please keep in mind the details of your Non-Disclosure Agreement.

Assignment #19

Good To Great To Unique – Creating A Slogan and Logo for the Vision


Good-To-Great-To-Unique
Moving Our School from Success to Significance

We’re working to revise and update our school’s vision statement for the next several (probably 5-10) years. As you can see by the title of this assignment, we’re initially calling it (our new vision, that is) Good-To-Great-To-Unique. That statement is, as you will see, up for grabs. Here’s where the Headmaster's Internship Class comes in.

In class and by e-mail, you will receive a confidential rough cut on the list of projects that will comprise that vision. There surely will be other projects added before the website is finalized. What comes next is assigning the different components to administrators and others at the school, then creating a vision on our website.

Your assignment is in three parts, and it calls for strong collaboration within your teams and/or the involvement of students and parents outside of the class.

(1) First, we need to revisit the Good-To-Great-To-Unique…Moving Our School from Success to Significance tagline.
a. Does it say what (or everything) we need for it to say?
b. Is it, as some administrators have argued, inherently arrogant because it claims we’re already great (the original Good-To-Great theme, really just borrowed from the Collins book, prompted similar criticism…everything ranging from “I thought we were already better than good?” to “why do we need to be great, isn’t good good enough?). Perhaps it is time to scrap that theme and start with something new.
c. Is it gender-neutral? That is, do women react to it differently from men, and if so how?
(2) We need a logo for either the Good-To-Great-To-Unique theme, or your newly-created theme.
(3) Finally, you will present both of those, along with the list of projects and their accompanying material (obtained from administrators and/or teachers responsible for those specific areas of the vision list), via a website. Your initial presentation will be made to the administrative team on a date to be determined) at its regularly scheduled 12:45 p.m. Thursday. meeting. Mr. Solomon will be available to work with you on your web page (Mr. Solomon suggests creating your presentation in PowerPoint, Publisher, or other Microsoft application so that it can easily be converted to a web page). Your final presentations will be made in class on a date to be determined.

So, basically two teams will be collaborating to come up with a theme, logo, and webpage for our school’s next broad vision statement.

Four key points for you to consider:

(1) Seek out and listen to a wide variety of opinions. I cannot emphasize this enough; please make sure you consult a wide spectrum in your “focus group” test marketing. Think about to whom we should be marketing our school.
(2) There are multiple reasons a CEO casts a vision for the future. Coming up with a theme (and logo) for a school’s vision is more than just trying to market the school. It’s also an attempt to get everyone (parents, teachers, and students…and not necessarily in that order) on the same page so they know for what to shoot in their individual efforts.
(3) The vision must be attainable, but it also must stretch the institution. Often, CEOs fail because they cannot communicate the vision effectively. Just as often, they fail because the vision isn’t bold enough. Clearly, you don’t want to fail; but you must stretch your institution and its constituency. Think big and out-of-the-box.
(4) The vision statement must be easy to discern and powerful. Too much information bogs a vision down. A phrase or logo, along with the vision itself, must be simple enough to be understood quickly. How will you know if you’ve hit the mark? You want the light bulb to go on in the viewer’s head, and you want the viewer to say “wow.”

There are 60 points available for this assignment. Each member of the winning team – that is, the team whose logo is chosen for our web site – receives 20 points for each of the three requirements. And, it’s possible that a team could win on web site but lose on theme, etc. You may ask for help from any other students, talk with parents, administrators, and teachers, or use your own skills and creativity.

For kicks, included below is the logo we designed (OK, we didn’t work very hard on this one) for our initial Good To Great project (please see this page).

Below are some early submissions, but they missed the mark.


Assignment #20

Our InFAQ Page – An Attempt to Educate Our Customers

The object of this contest will be to see which individual can find the greatest number of mistakes (or make additions or changes that are approved by either Mr. Jones or Mr. Quesnel) on the “Infrequently Asked Questions” page, found on our web site off the headmaster’s page at the following URL:

http://www.fcds.org/about/headmaster/infaq.asp

This section of the website was new last yearr. We added it because I kept getting e-mails from people asking the same things over and over again (like, “do you recruit athletes? or, “are you too strict?” or, “are you too lenient?”).  Also, it offered us a great chance to educate proactively; and, to those parents who read it, it offered a chance to see how divergent the questions really are…and, thus, how balanced things really are here.

As I wrote on the website, “In a people-oriented business like ours, good communication is usually the key to resolving issues involving conflict or confusion. In all school families – even ours – feelings of mistrust, hurt, and confusion on the part of our family members can result when a lack of knowledge about the facts (often necessary because so much of what we deal with must be kept confidential) leads to rumors and misperceptions.”  This pretty much covers why we wanted to add this section.  It also explains why it is so important to me, as the CEO, that the web site stay current, accurate, fresh, and continue to grow as we continue to grow (a hint for a possible additional question).

As the administrators will be asked to ensure that their InFAQs are perfect ahead of time, each individual will receive a whopping seven points towards his/her class goal for each accepted mistake identified.

  1. For this contest, there are no teams. 
  2. Each individual will send an e-mail for each mistake found (so that it is time/date stamped), along with the specific location of the question in which the mistake exists, to both Mr. Jones and Mr. Quesnel.  The only thing that needs to happen then is that one of the two of them will send - to Mrs. St. John (with a copy shown to both me and the administrator responsible for that particular FAQ) – an approval (or disapproval) for the mistake or change.  Importantly, the correction must also be attached to the mistake.  Mrs. St. John will then verify the mistake, fix it on the website, and assign points earned.
  3. The mistakes may be grammatical, content-related, spelling, logistical (i.e. an incorrect schedule or an outdated item), or aesthetic.  Mr. Jones and/or Mr. Quesnel (with possible consultation with Mrs. St. John) will be the final arbiter of whether or not a mistake is to be credited to each team’s account.
  4. Members of the class will receive 10 points for each additional FAQ (that is, a question asked and answered and necessary for the improvement of this section of our website) approved by Mr. Jones or Mr. Quesnel.  Hint: you may want to interview administrators or just run some ideas by them to come up with additional questions. Another person with whom you may want to talk is Kim Butler.  As former president of the Parents’ Association, she gets a number of questions from parents – many of which she is able to answer; but others which are passed along to me or other administrators for answers.
  5. This assignment begins on (date to be determined) (after 8:00 a.m., please) and ends on (date to be determined). E-mails must be submitted to either Mr. Jones or Mr. Quesnel by no later than 8:00 a.m. on (date to be determined).  Points are awarded on a first-come, first-served basis.
  6. Failure to follow each and every one of the rules set forth above will render points per email null and void.