Jaguar Junction - February 2024
Jardine Middle School
Upcoming events:
February 1- Boys basketball- 3:15- V/JV @ JMS, B team @ EMS
February 5- Boys basketball- 3:15- V/JV @ JMS, B team @ CMS
February 8- Varsity Boys basketball tournament
February 10- Harvesters @ 9AM
February 12- Boys basketball- 3:15- V/JV @ JMS, B team @ RMS
February 13- PTO Meeting @ 7PM
February 15- Boys basketball- 3:15- V/JV @ LMS, B team @ JMS
February 16- Skating Party @ 5PM - Sk8Away
February 19- Boys basketball- 3:15- V/JV @ RMS, B team @ JMS
February 21- Parent-Teacher Conferences from 3:30-7:30 pm
February 22- Parent-Teacher Conferences from 7:30 am-7:30 pm
February 23- NO SCHOOL
February 23- Boys basketball- 3:15- V/JV @ JMS, B team @ FMS
February 28- Varsity Boys Basketball Tournament
February 26- February 29- Spring Musical Auditions 3-5PM
March 1- 6th Grade Social 3-4:30 pm / 7th & 8th Grade Dance 6-7:30 pm
A note from your Principal - Mr. Haire
It's hard to believe we are in February already!! First, thank you so much for your patience and support with the weather days this last month. It is always the district's priority to assure safety of our students. Hopefully, the weather will cooperate this month for students to be in school on a consistent basis.
When February rolls around, it means that life at JMS gets a little bit busier for a lot of students. 8th graders are pre-enrolling for high school as well as completing their four year plans of study. All students are preparing for the upcoming State Assessments in March/April with all grade levels taking both math and reading, and the 8th graders are participating in the state science assessment.
In addition, students are working on their parent teacher conferences and student lead power points for the upcoming conferences. AB teachers will be reaching out setting up your conferences if they haven't already. As usual, once you are here, we encourage you to meet up with as many teachers as you wish. Connecting home and school together is a priority for Jardine. We do have a goal of 100% participation in parent/teacher conferences.
A note from your Assistant Principal - Mr. Haag
Parents/Guardians/Students – Just a reminder about our dress code, which is in line with Board Policy #8150 (taken from our student handbook – which can be found online on our school website):
“A student shares with his/her parent(s) the right to dress according to personal preference except where such dress is dangerous to the student’s health and safety or to the health and safety of others or is unsanitary, distractive or indecent to the extent that it interferes with the learning and teaching process. Grooming and neatness are also the primary responsibility of students and their parent(s). Standards of grooming and dress may be prescribed for participation in certain extracurricular activities.”
The purpose of a dress code is to encourage students to dress tastefully. A general statement of our dress code may be defined with three words: NEAT, CLEAN, and APPROPRIATE for the job of being a student!
Not acceptable - halters, half-shirts, midriffs or short tops not covering the stomach area, spaghetti straps, oversized armholes, bare feet, slippers, short shorts/skirts, sagging pants, as well as any other clothing, belts/buckles, notebooks, or tote bags designed to make references to illegal drugs, alcohol, violence, gangs, profane statements, or otherwise determined inappropriate by the school administration will not be permitted. Sagging pants are not permitted.
Other guidelines - Pant legs must be uniform (you may not have one pant leg rolled up, etc.); hats, sunglasses, combs, and gloves are NOT to be worn in the building. Ripped Jeans, where most of the legs are showing, are not appropriate for school. Administration will determine if a student in question will need to make changes.
Jackets/coats designed for outside wear are to be in lockers and not worn in classrooms.
Sweatshirts/sweaters/hoodies may be worn in cool classrooms, HOWEVER, hoods must remain down while inside the building. Students will be asked to comply with this or may have consequences for failure to comply.
Students who violate the dress code will have the option of correcting the situation by putting on different clothing, borrowing clothing from the school to wear, or by having a parent bring them an acceptable piece of clothing. If students refuse, it will become a disciplinary matter and may result in consequences.
Coats, hats, bandanas, book bags, string bags, and purses will be placed in student lockers. Backpacks, bookbags, string bags, and purses will not be allowed to be carried around to classes.
5 STAR STUDENTS INCENTIVE PROGRAM
Just a reminder that all students have access to our incentive program where they can use points they have earned for different items or to enter into our end of the quarter drawings. They can access the website (or download the app) by going to:
https://5starstudents.com/jardine and sign in with their student ID # and their birthdate (xx/xx/xxxx)
Counselor Corner - Mr. Falk & Mr. Barber
A counselor presentation was held at Jardine on January 29th to meet with the 8th grade students. The counselor presentation focused on opportunities available at their high school. They also answered any questions the students had regarding high school.
Mr. Falk and Mr. Barber have finished going into the classrooms preparing the students for high school pre-enrollment. This included completing course requests for their freshman year, entering courses that are required to graduate, and choosing electives to complete a 4-Year Plan. Students that did not complete their 4-Year Plan during classroom visits will meet individually with Mr. Falk or Mr. Barber to get it done. Please ask your student to show you their course plan in Naviance.
Student enrollment information will be shared with parents during the Parent/Teacher Conferences on February 21st and 22nd by Mr. Falk and Mr. Barber. If you have questions regarding your 8th grade student’s high school enrollment prior to conferences, please feel free to contact your student’s counselor (Last Name A-M contact Mr. Falk at 730-8115, Last Name N-Z contact Mr. Barber at 730-8188).
An 8th grade student visit to their assigned high school will be scheduled to take place in May. Dates and times have not been finalized.
A note from our Social Worker - Ms. Sparks
12 Social Habits Every Middle Schooler Needs to Learn
Today I was thinking to myself “what would be a good topic for our February Newsletter?” Since it is the month of Valentines/Palentines Day, focusing on friendship seemed like a perfect topic.
Project School Wellness is an organization that provides information on how to be a successful student socially and emotionally. I found an article they posted with great information on making and keeping friends.
Enhancing social well-being all starts with learning how to be a good friend. Social well-being creates emotional safety for students as they learn to navigate middle and high school.
The "Be a Good Friend" List:
1. Smile and say hello. This simple act is like opening a door to the possibility of new relationships.
2. Be brave. Leave your comfort zone. You're never gonna make new friends if you play it safe. Sit at a new table a lunch. Join a club that none of your friends are in. Partner up with a stranger in PE.
3. Always choose kindness. Kindness begets kindness. It's really quite magical.
4. Be genuinely interested. People feel so honored when you pause to genuinely be interested in their life. It is such a simple way to show that you care.
5. Experience empathy and see the world from different perspectives. Everyone is walking a different path. Taking the time to understand someone else's journey powerfully impacts the way you see the world and enhances your ability to connect with others.
6. Laugh and have fun! Don't take life too seriously, just enjoy the ride.
7. Be loyal, trustworthy, and honest. You can never go wrong by being loyal. keeping people's secrets, and sharing honestly.
8. Show up. Show up when it's easy and fun. Show up when you say you're going to show up. Show up when it's hard and uncomfortable.
9. Be present (Yes, that means getting off your phone). Don't let your phone block your view of reality.
10. Listen intently. We all want to be heard. Take time to fully and wholeheartedly listen to people when they open up and share.
11. Be humble and apologize when you mess up. You're gonna mess up. It happens and it's okay. That's life. So when it happens, own it, apologize, and grow from the experience.
12. Be you. There's the only one you. Don't deprive the world of your unique self.
Nurse News - Ms. Bailey
I will be sending out in February and May immunization letters to students that will be entering 7th grade for school year 2024-2025. The letter will be stating what the student will be required to have. Usually students entering the 7th grade will need the tdap booster and meningitis shot. Students are also required to have 2 hepatitis A vaccines. If your student already has these vaccinations I will just need a copy brought in to me. If you have any questions, please send me an email at vbailey@tps501.org
Jardine Activities - Mr. Snyder
John Wooden once said,
“Things turn out best for the people who make the best of the way things turn out.”
I would like to remind all students that want to participate in athletics that KSHSAA has a rule you must pass five of your classes before you can participate. This rule applies to the quarter before each season. For the sixth graders who want to participate next year, your eligibility will be based on your fourth quarter grades. The district has an eligibility rule that you must pass all classes in order to play during your season. We run weekly grade checks and if you are failing a class you have until the day of the game to pass that class. This does not mean waiting until 1pm the day of the game to turn in late work. Please be a student first and the rest will take care of itself. KSHSAA also has a rule on physicals, if you want to participate for the 2024-2025 season, you must have a physical on file dated after May 1, 2024.
Boys basketball season has started, I would like to remind everyone about the expectations for spectators. All of our away games you must be accompanied by a parent, parents must stay in order for students to attend. Students with any failing grades will not be allowed into after school events.
Library News - Ms. Gilliland
New year, new class. In the library the students are rotating through 4 small group stations during their 45 minute library class. These stations each have a different activity relating to a theme for the day. One station is always book checkout so they will be able to read in their leisure time.
I am excited to have Yale Taylor, District Native American Liaison, come to the library to share information about Shawnee County and the history of Native American tribes who originated here. The students will be able to ask questions and learn about whose land the school is built on.
BEANSTACK!!!! I am so excited about the start of a new district reading log program. This program is available through our clever portal. Students will be able to log any reading minutes and get custom badges. There are 2 challenges for Jardine thru the month of February. The first is to read a total of 200 minutes. The 2nd is to read a mystery/adventure/horror book. The completion of these activities will earn the students 20 5 star points in which they can shop from the school store for items.
If your student is having chromebook issues, please tell them to visit the library during AB time to talk to Ms. Gilliland
Each student at Jardine is allowed to check out up to 3 library books at a time. The students are allowed to checkout anytime they have permission from their teachers.
BEANSTACK Information-
*Independent, Choice-Based Reading
*Helps grow a true culture of reading
*Motivates students and keeps track of how much they read at school and at home
1) A HUGE LIBRARY OF READING CHALLENGES
We can customize challenges and build challenges around our own goals.
2) STUDENTS EARN BADGES, ACHIEVEMENTS, AND STREAKS
*Scan ISBN from book or import from eBook platform
*Bean Stack tijmes reading sessions and builds a reading log
3) STUDENTS EARN BADGES< ACHIEVEMENTS< AND STREAKS
*Students can add friends and compete on a leader board.
4) INTEGRATES WITH CLEVER AND GOOGLE CLASSROOM
*Up-to-date rostering
VIEW UP-TO-THE-MINUTE READING STATS
*Offers extensive data
Band Notes - Ms. Rowe
Some of our Jardine musicians are participating in Topeka Youth Jazz Workshop for a 6-week clinic. The session will wrap up with a free concert on February 11 in Washburn University’s White Concert Hall at 3:00 pm.
March 6 —7th and 8th Grade Band will perform for the Boys Basketball Classic at HPHS. Time: TBA.Language Arts - The Language Arts Team
Reading AND Technology DO go together!
The Topeka Public Library has some fantastic apps that allow students to both read and listen to novels! In fact, there are THREE different novel based downloads that are available to students using their Chromebooks! If you have a Topeka Public Library card, you can enjoy any or all of the following!
· Hoopla Digital
o Free audiobooks, eBooks, and comics! You can download them right to your device so that WIFI isn’t necessary in order to enjoy a great story.
· Overdrive
o Thousands of great eBooks and audiobooks! New titles are added every week!
· Flipster
o Check out hundreds of magazines online! This includes children’s magazines!
Go onto the Topeka Public Library website and check out the downloads!
6th Grade: Ms. Appelhanz/Mr. Henry/Ms. Morlock: Unit 3; focus on: Fact & Opinion, Cause & Effect, Homophones, Figurative Language, Affixes, & Poetry. Novels: “The Watsons Go to Birmingham-1963” & nonfiction/fiction choice novels
7th Grade: Ms. Bisconer/Ms. Morlock/Ms. Carrington: Unit 3 – we will be diving into point of view, word parts, and adding to our repertoire of figurative language with personification, alliteration, onomatopoeia. Novels: “A Girl Named Disaster” & “Al Capone Does My Shirts”
8th Grade: Ms.Bisconer/Ms. Pumford/Ms.Watson: The 8th grade is working on a historical fiction novel study of Mississippi Trial:1955. We're focusing on issues of racial equality and the Civil Rights Movement. Once we have finished that, we will be starting Collection 4 where we will examine what it means to be an adult.
*All grade levels will be taking part in the District Writing Assessment at some point between January 22th – February 29th.
Newcomer Program: Ms. Shelton: Students will be taking the KELPA Exam the second week of February. The results of this test will determine which English class is best suited for the student for the 2024-2025 school year. Please work hard and try your best. The following week will be Parent/Teacher/Student conferences. Please turn-in your preferred time as soon as possible so we can schedule an interpreter for you.
Los estudiantes recién llegados tomarán el examen KELPA la segunda semana de febrero. Los resultados de esta prueba determinarán qué clase de inglés es la más adecuada para el estudiante para el año escolar 2024-2025. Trabaja duro y haz tu mejor esfuerzo. La semana siguiente habrá conferencias de padres/maestros/estudiantes. Entregue su horario preferido lo antes posible para que podamos programarle un intérprete.
Студенти-новачки складатимуть іспит KELPA другого тижня лютого. За результатами цього тесту буде визначено, який курс англійської мови найкраще підходить для учня на 2024-2025 навчальний рік. Будь ласка, наполегливо працюйте та докладайте всіх зусиль. Наступного тижня відбудуться збори батьків/вчителів/учнів. Будь ласка, якнайшвидше вкажіть бажаний час, щоб ми могли запланувати для вас перекладача.
After KELPA, students will dive into their Quarter 3 PBL projects, which center around the driving question: What happens when cultures cross paths? Students will begin by learning about the different elements of culture. They will use this information to reflect on their own personal cultural identity. After doing some self-reflection, they will work with groups to research a culture different from their own. Their culminating individual speaking project will demonstrate their understanding the complexities of cultural interactions, in hopes that students will gain a deeper appreciation for diversity and develop empathy towards different cultures than their own.
Science - Ms. Abellon, Mr. Lobatos, Mr. Jennings & Mr. Morris
In February, 6th graders will be concentrating on the following major ideas and concepts:
1. Analyzing the relationship between forces and their effects on matter.
2. Understanding that magnets exert forces at a distance, attracting or repelling each other based on the orientation of their magnetic poles.
3. Investigating the nature of charges and identifying factors that influence the strength of electric and magnetic forces.
4. Recognizing that forces acting at a distance, such as electric, magnetic, and gravitational forces, can be elucidated by fields that extend through space and can be mapped by their impact on different objects.
Our fabulous 7th graders are completing learning all about States of Matter and Changes of State. We will move on to the Periodic Table of Elements, chemical formulas, chemical equations/reactions and balancing chemical equations. Our learning will be through classwork, computer simulations, investigations and labs to help them learn this material.
8th grade - Might be a little delayed from the snow days, but eventually we will build off of what was learned in the student’s 6th and 7th grade years in chemistry. We focus more on finding the difference between a chemical reaction or physical change. If it is chemical, is it an endothermic or exothermic reaction and how does one know. This means several “fun” labs (I think ALL labs are fun), but also doing more math by balancing chemical equations. This is also a time where we focus on following proper procedures and practicing safety during labs.
History Happenings - Mr. Jennings, Mr. Barrett, Ms. Miner & Ms. Morelli
Hello from the 6th grade social studies here at Jardine! We are having a slow start with all the inclement weather but we are steadily making headway on our Ancient Greek Unit. We will be covering the rise of the Athenian empire up to the conquests of Alexander the Great. After this unit we will be starting a unit on Ancient China followed by the Roman Empire. The Egyptian dioramas looked awesome… with that said, please remind your child that they will need to take those home if they have not yet done so.
We will also use primary sources to determine what early explorers thought of our land in what is now Kansas. Spanish, French, British, and later, American explorers traversed through the area and created wonderful documents of what Kansas was like prior to Manifest Destiny.
Welcome to the chaotic second semester. The last semester at Jardine for your 8th graders. It is so hard to believe that these students will be high schoolers next year. In 8th Grade U.S. History, the students are learning about the causes of the American Civil War and the American Civil War. They will be analyzing primary source documents, reading about soldier's experiences during the war, identifying key events and people during the war, and describing the impact of the war on America and all the people. As always please ask your child about what they are learning about in class.
We want to welcome Ms. LaRue to Ms. Morelli's classroom. Ms. LaRue is a KU student who will be completing the student teaching portion of her degree with Ms. Morelli.
Math - The Mighty Math Team
In 7th grade math, we are finishing up our unit over “Expressions and Equations”. After taking the unit test, we will be transitioning to our 4th Module, “Percent and Proportional Relationships”. Module 4 parallels Module 1’s coverage of ratios and proportions, but this time with a concentration on percent.
Problems in this module include:
-simple interest
-tax and fees
-markups and markdowns
-gratuities and commissions
-percent increase and decrease
-percent error
Additionally, this module includes percent problems about populations, which prepare students for probability models about populations covered in Module 5. If your child needs additional support in math, please consider after school tutoring.
8th Grade math students are currently investigating slope and graphing linear equations. As 7th graders last year, they had the opportunity to learn about proportional relationships and their equation, y=kx. “k” functioned as the constant of proportionality, and the graph went through the origin, (0,0) and had a constant rate of change- the “k”. In 8th grade, we are still working with linear relationships, such a proportional relationship, but this year the line may or may not go through the origin, (0,0). The updated equation for this year is y=mx+b, with m representing the constant rate of change that all linear relationships must have and the b represents where the graph of the line will cross the y-axis, thus b=y-intercept. Students will be asked to write, interpret, and graph information in two variables from various situations.
You can expect to see homework that asks your child to do the following:
▪ Write and solve problems with proportional relationships involving speed, distance, time, and other constant rates.
▪ Write a linear equation in two variables.
▪ Given the value of one variable, solve a two-variable linear equation to determine the value of the other variable.
▪ Compute information for a constant rate problem, or a linear equation, and graph the data in the coordinate plane.
▪ Given data in a coordinate plane, determine whether the data represent a given linear equation. ▪ Find solutions to an equation, and plot the solutions as points on a coordinate plane.
▪ Graph linear equations on the coordinate plane.
You can help at home in many ways. Here are some tips to help you get started.
▪ Point out activities involving rate in everyday life (i.e., things you do that can be measured in terms of the time it takes to do them, such as number of words typed per minute or number of hot dogs sold per hour). Have a conversation about whether those rates are actually constant or whether we simply speak of the average rate as if it were constant. For example, do you actually drive through town at a constant rate of 30 mph, or is that your average rate? We will use constant rate often in this topic to mean average rate.
▪ Give your child a rate, and have her determine an equivalent rate. For example, if you walk at an average rate of 3 miles per hour, how many hours will it take you to walk 9 miles?
▪ Write a two-variable equation for the situations described above, making sure to define the variables. For the example above, if m represents the number of miles walked and t represents the number of hours you walk, the two-variable equation is m = 3/1 t, or just m = 3t.
In Unit 6, 8th Grade Algebra students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life. The unit begins by explaining the important role functions play in making predictions. For example, if an object is dropped, a function allows us to determine its height at a specific time. To this point, student work has relied on assumptions of constant rates; here, students are given data that show that objects do not always travel at a constant speed. Once the concept of a function is explained, a formal definition of function is provided. A function is defined as an assignment to each input, exactly one output. Students learn that the assignment of some functions can be described by a mathematical rule or formula. With the concept and definition firmly in place, students begin to work with functions in real-world contexts. For example, students relate constant speed and other proportional relationships to linear functions.
Students apply their knowledge of linear equations and their graphs from previous units to graphs of linear functions. Students know that the definition of a graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Students relate a function to an input-output machine: a number or piece of data, known as the input, goes into the machine, and a number or piece of data, known as the output, comes out of the machine. Earlier in the year, students learned that a linear equation graphs as a line and that all lines are graphs of linear equations and inspected the rate of change of linear functions to conclude that the rate of change is the slope of the graph of a line. They learn to interpret the equation as defining a linear function whose graph is a line .
Students also gain some experience with nonlinear functions, specifically by compiling and graphing a set of ordered pairs and then by identifying the graph as something other than a straight line.
Once students understand the graph of a function, they begin comparing two functions represented in different ways, similar to comparing proportional relationships earlier in the year. For example, students are presented with the graph of a function and a table of values that represent a function and are asked to determine which function has the greater rate of change . Students are also presented with functions in the form of an algebraic equation or written description. In each case, students examine the average rate of change and know that the one with the greater rate of change must overtake the other at some point. Students in 8th Algebra are expected to use function notation, which simply means rewriting the equation from y=mx+c to f(x) = mx + c, with careful instruction that the parenthesis in this form do not indicate multiplication like in other areas of math.
Also in this unit we will begin our study of Scatterplots and lines of best fit. In Grades 6 and 7, students worked with data involving a single variable. Now students will be working with bivariate data- the relationship between two quantitative variables as students move to the domain of statistics and probability. Students make scatter plots based on data. They also examine the patterns of their scatter plots or given scatter plots. Students assess the fit of a linear model by judging the closeness of the data points to the line.
PE Happenings - Ms. Remer & Mr. Coffman
Prompt Prepared Participate Pleasant
DAILY PHYSICAL EDUCATION GOALS, LEARNING TARGETS AND OBJECTIVES
The 4 “P”s
PROMPT
● I will show up to class on time ready to learn.
PLEASANT
● I am pleasant towards staff and students.
● I am positive towards the activity.
● I can follow directions.
PREPARED
● I am wearing the correct clothes & shoes.
PARTICIPATE
● I WILL DO MY BEST!
What to look forward to - January/February
Jan. 8-12 - Badminton/Steal the Stuff
Jan. 16-19- Big Bird Tournament
Jan. 22-26 - Line Week-Basketball, Donut Football, Frisbee/ Fitness Kickball/ Roll Basketball Game
Jan. 29-Feb. 2 - Foxtail Tournament/Doctor Doctor
Physical Education National Standard #5
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self- expression and/or social interaction.
I can challenge myself during physical activity.
I can celebrate personal or peer successes and achievements.
I can create interesting and challenging games, activities and dances.
I can describe the benefits of regular exercise.
I can demonstrate the acceptance of others' skills and abilities.
I can engage in physical activity as an opportunity for social and group interaction.
I can identify opportunities to be physically active at home school and in the community.
I can recognize the importance of physical activity.
I can understand the difference between individual, dual, team and lifetime sports.
Contacts
Mr. Mitchell
Coach P.E. Teacher
Mrs. Remer
P.E. Teacher
Art - Ms. Latham
8th grade artists begin the semester taking Design I as a high school credit class. This is a great opportunity and unlike other electives offered for high school credit at the middle school level, this class is a prerequisite for other visual art classes offered at the high school level. That means students must take and pass design in order to take other art classes at the high school level. This class also fulfills a .5 half credit and is half of the required one full credits of fine arts needed to graduate from high school.
I am excited to work with my returning 8th graders. I explain to them in detail the importance of taking this class seriously. As our eighth graders begin to transition into high school, I want them to have a clear understanding of the importance of the GPA or grade point average. This concept does not come easy for all students. Simply put, every class and every grade earned from high school classes have an impact on the students GPA. Our students need to know that this class and all future classes taken in the high school are grades that become averaged and are used to determine high school graduation eligibility, as well as impact the possibility for both academic and non academic college scholarships. It is important this also becomes a discussion at home. Please take time to have this conversation with your student.
Our focus in design one is to learn how to use design principles to influence our artistic decisions. We are also learning about the different media and techniques used for each media. The class is designed to give all of my 8th graders an opportunity to try a variety of art making. We will explore paint, drawing, ceramics, jewelry, printmaking, digital art, 3D design, photography and graphic design.
In class, our first project for the year is a digital vision board. Visón boards are a great visual reminder of the goals and aspirations we have for ourselves. I want our students to start off the New Year resetting and establishing a positive mindset. This is a great way to do it. We also are completing the digital portfolio websites. This is a digital platform that is a collection of their work. This is a great way to track artistic growth over time. Ask your student to share their portfolio with you.
Notice of Non-Discrimination
The Topeka Public Schools, Unified School District No. 501 is committed to affirmative action and equal opportunity. No person shall, on the basis of age, race, color, creed, religion, sex, sexual orientation, gender, gender identity or expression, disability, national origin or ancestry be denied lawful access to any appropriate educational service, program or activity provided by the school district. The Title VI and Title IX compliance coordinator is the Assistant Superintendent for Teaching/Learning/Administration. The Section 504/Title II compliance coordinator is the Coordinator of College and Career Ready Services. For employment, the EEO/AA officer is the General Director of Human Resources. All compliance coordinators may be contacted at 624 SW 24th Street, Topeka, KS 66611-1294, (785) 295-3000. The clerk of the Board of Education has been designated to receive and redirect or handle inquiries regarding nondiscrimination policies, regulations and procedures. The clerk may be contacted by calling (785) 295-3045 or by writing to 624 SW 24th Street, Topeka, KS 66611-1294.
Jardine Middle School
Website: www.topekapublicschools.net/jardine
Location: 2600 SW 33rd St, Topeka, KS, USA
Phone: (785) 730-8100