Dr. Shannon Dudek

My name is Ken Welsh from Burbank, IL. I am 46 years old. I have been with my wife, Tiffany, for 22 years. We have two children, Ken Jr (20) and Kenzie (17). Some of you may know that I was diagnosed end stage renal disease in June of 2024. This means that my kidneys do not to work well enough to keep me alive. I need to do dialysis. I currently go to a dialysis center three days a week for about four hours per day. While I am there, I am connected to a machine which filters my blood, the function that my kidneys can no longer do. I am currently on the kidney transplant list at Northwestern Hospital in Illinois and at the University of Iowa Hospital. I am being evaluated to be placed on the list at the University of Wisconsin Hospital as well. The wait time for a kidney transplant from the various lists (from a deceased donor) can be up to seven years. Until I can get a kidney transplant I will need to continue dialysis. The best solution is to receive a kidney from a living donor. The benefits of living donor kidney transplants are well‐documented; the kidneys from living donors have longer survival rates, function better and have fewer complications than kidneys from deceased donors. I am typically a very private person, but I need help. I’m not asking for money or financial support, I am lucky to have great insurance from my employer which covers most of my costs. I am asking for the greatest gift anyone can receive: a kidney donation. If you would like to learn more about how the donation process works, please check out the following websites and hopefully fill out the questionnaire. Please share my story, you never know. Thank you, Ken Northwestern Medicine nm.org/.../orga.../ki… University of Iowa Healthcare uihc.org/educational...…

8 ways implement “Maslow Before Bloom, then Gardner, Jung, and Goleman” in your school/classroom 1. Meet Basic Needs First (Maslow) How: Provide breakfast programs, snacks, access to water, and safe spaces. Build routines that ensure students feel secure (predictable schedules, clear expectations, trusted adults). Why it Works: A child who is hungry, tired, or unsafe cannot focus on academics. Meeting physiological and safety needs creates the foundation for learning, behavior regulation, and connection. 2. Create a Culture of Belonging How: Greet students by name, celebrate diversity, use inclusive language, and build class traditions (morning meetings, shout-outs, buddy systems). Why it Works: Belonging reduces stress and anxiety. When students feel accepted and seen, they are more willing to take risks in learning and engage positively with peers and teachers. 3. Recognize Multiple Intelligences (Gardner) How: Design lessons that include options—music, movement, visuals, storytelling, problem-solving, nature, or interpersonal work. Let students show mastery in different ways (presentation, project, model, performance). Why it Works: Every student has unique strengths. By honoring multiple intelligences, you validate all learners, increase engagement, and uncover hidden talents that traditional academics may overlook. 4. Encourage Self-Awareness and Meaning (Jung) How: Use reflective journals, art, or discussion circles for students to explore their identity, values, and goals. Incorporate symbolism, storytelling, and exploration of personal strengths and shadows. Why it Works: Students develop a sense of purpose and resilience when they better understand themselves. This supports emotional regulation, empathy, and long-term well-being. 5. Build Emotional Intelligence (Goleman) How: Teach explicit SEL (social-emotional learning) skills: naming feelings, calming strategies, active listening, conflict resolution. Model emotional regulation as an educator. Why it Works: Emotional intelligence predicts academic, social, and career success more strongly than IQ. Students who can manage emotions and relationships are better equipped for learning and life. 6. Integrate Student Voice & Choice How: Involve students in setting classroom norms, project topics, or goal-setting. Provide choices in how to learn and demonstrate knowledge. Why it Works: Voice and choice build autonomy (Maslow’s esteem needs), reinforce multiple intelligences, and nurture intrinsic motivation. Students who feel empowered show greater engagement and responsibility. 7. Support Staff and Community Connections How: Extend “Maslow Before Bloom” to teachers and families—offer staff wellness supports, professional development, and parent engagement opportunities. Bring in mentors, community leaders, or professionals who reflect student identities. Why it Works: A whole-child approach requires a whole-community effort. When staff feel cared for, they can better care for students. Strong school-home-community connections reinforce belonging and meaning. 8. Balance High Expectations with Compassion How: Pair rigorous academics with support structures: scaffolding, check-ins, feedback, and encouragement. Maintain high standards while showing grace when students struggle. Why it Works: Students thrive when they feel both challenged and supported. Compassion plus accountability ensures they stretch their potential while knowing they are safe to fail, learn, and grow. #maslowbeforebloom From the book: a.co/d/cYfqMbA

I’m honored to serve the administrators of the @IllinoisASA Three Rivers Region!!

Congratulations to Dr. Adam Brumbaugh on being named an IASA Superintendent of Distinction in the Blackhawk Region. Dr. Brumbaugh has been superintendent of Geneseo CUSD 228 for seven years. #ILSuptsRock tinyurl.com/vu9d4c3w

Congratulations to Dr. Kyle Freeman on being named IASA Superintendent of Distinction in the Central Illinois Valley Region. Dr. Freeman has been superintendent of Washington CHSD 308 for 11 years. #ILSuptsRock tinyurl.com/yc7axsy3

Great kid that's going to do great things - keep up the work @willFreeman_44

#Vision2030 supports #Illinois school districts by sharing what works for students while preserving local flexibility. Key decisions about curriculum and finances should be made by local school board members and school leaders in their community. More at IllinoisVision2030.com

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Please take a moment and learn about Vision 2030

Morris Grade School is looking to fill two Track and Field Assistant Coach positions for this Spring 2025. If interested, please contact our Athletic Director, Matt Lafond at mlafond@morris54.org or Principal, Dave Raffel at draffel@morris54.org GO BRAVES!!

🚨 Back @ Home 🚨

Halloween is always a fun day @54Elementary #teachmorris

6 potent character traits of the people I look up to: 1. Relentless—stopping at nothing 2. Humility—ruthless lack of ego 3. Focused—not chasing shiny objects 4. Curiosity—obsessed with learning 5. Diligence—organized attention to detail 6. Optimism—always looking for opportunity

2015 We hate teachers. April, 2020 Teachers are heroes! They deserve more money! 2021 Teachers are lazy, always whining and are indoctrinators. 2018-2024 Record number of teachers left the profession Present Why are teachers leaving? 🤔🙄

Judge Belt came and spoke to our Middle Schoolers this morning regarding various legal issues that are prevalent in society. It was a great discussion with our students!

Thank you for being there @D_Almasi

We’re in good hands with Dr. Monn at the wheel!!

Excellent advice and a wonderful game plan #TeachMorris #ProudSupt

Congratulations to an incredible educator and friend!! #proudsupt

Good Luck to all of our Track & Field athletes at State this weekend!! #teachmorris #braves #track&field