5/20/2007 Schools Attuned

Dr. Mel Levine - “Schools Attuned”.  http://www.allkindsofminds.org/. Schools Attuned shows teachers how to “attune” an individual child or classroom based on the various learning needs of the individual or group.  The teacher does an assessment of the child taking into consideration parent input, child input, counselor or learning specialist input, test results, etc and then puts together a plan for the child.  I’m not sure how attuning a classroom works as that is something new that is being done.

5/20/2007 Are suspensions an effective mode of discipline?

There was a poll at EduTopia to hear what people's opinion is about suspension. I wanted to hear from people I know and more background instead of just relying on anonymous people who fill out a survey. I'm applying to a principal learning program next year. I wanted to start thinking about these issues. Here are some responses:

• Suspensions and expulsions are only effective when they meet the desired objective...if the only objective in suspending or expelling a student is punishment, most likely this will not be effective...there has to be some greater value to it...discipline is one aspect of the matter. If the person doing the suspending looks at the possibilities - what opportunities does the suspension or expulsion open up for the student(?) and works to build on those - the suspension and/or expulsion then is a step in the journey to the greater good...if it is an end unto itself, in the long-run, the discipline will result in more anger, frustration, and add no value...if the suspension or expulsion leads the person being suspended onto other opportunities, then it may, in the long-run, achieve the desired goal...or objective....so in suspension and/or expulsion - the first thing to work on is the intended outcome. The next thing is to apply the suspension and/or expulsion into the equation. The next thing is to see what nuances or particular matters need to be facilitiated during the suspension or after the suspension/expulsion or because of the suspension/expulsion...done in a dignifying manner, the school or school official can enforce the rule, maintain the integrity of the institution, not compromise his/her own principles, and keep the individual being disciplined educationally, emotionally, personally, and socially intact.... -- Superintendent
• My opinion is that it matters who the student is and what the offense is.....you have to look at history of the student, whether the parent will buy into the suspension, are other kids at risk (physically and educationally-as in a disruptive student) and will it change the behavior. I think an effective discipline plan should lend itself to any and all of the alternatives that you listed. -- High School Counselor
• No - not really. I am a firm believer in "if you hurt the community, you need to take responsibility (apologize), do a caring act for the community (community service hours), and then be forgiven". If kids take time to do something caring for the community like improve the school environment thru watering lawns, waxing floors, painting, etc. they then have an investment in the school themselves. You want to foster positive thoughts, not encourage more anger. Of course there are exceptions (such as threats to the safety of the school). Reserve suspension for only the most serious offenses. -- Junior High Counselor
• I believe in progressive discipline in most cases; meaning teachers handle issues within their classrooms, and as they continue or escalate, they come to the office. In the office I also believe in progressive discipline, where maybe I do issue lunch clean up, detention, an ISS, and finally a suspension.
  
  For more major issues, such as a fight, threats, etc., I believe in immediate suspension out of school. I think, for many kids, this is effective. It is effective when as the principal a good relationship exists between you and the parents; the school and the community. When the parents know you are fair, that progressive discipline exists, that certain things are not tolerated, and that is consistent, the school is supported in the suspension.
  
  I see the main purpose of suspension is to remove students from a dangerous situation, whether it be to remove the student from hurting others, or perhaps themselves. When a student takes off from school, disappears, or begins a fight, they need to be out, in a supervised environment, away from what triggered their behavior. Sometimes another student is involved, sometimes not.
  
  I do believe in community service, and would love to see some sort of combination discipline where they are suspended for a period of time and in that time they must do some project; service based discipline.
  
  All in all, I do believe in suspension. -- Superintendent
• I think that suspensions are effective for some students in some cases. All discipline needs to be linked to a learning experience as well as the punitive measure. We make our re-entry meetings learning experiences for students and parents while also trying to recognize other problems and get the student or family help with that. It is very common for us to mandate counseling as a part of re-entry. -- High School Principal

4/8/2007 Myth

Source: Speaking of Faith Newsletter (www.speakingoffaith.org)

• Greek statesman Solon, "Myth is not about something that never happened. It is about something that happens over and over again."
• Rabbi Sandy Sasso: "What happened once upon a time happens all the time."
• Krista Tippett: The Hebrew Bible has proven itself a bearer of near-universal themes. (Me: What is the role of religion in public education?)
• Judiasm's midrash - practice of seeking multiple meanings in sacred text, treat gaps in the story as invitations.

4/7/2007 Assessments

In articles in 2061 regarding assessments, there are three main points that I think are useful for our school. First, for science teachers the group is creating an online database of assessment items that will assess, clarify, and elaborate student misconceptions about science standards. The second item that we can use is a method to evaluate assessments in any subject so we can learn more about student levels. Since, we don’t have the opportunity with CSAPs to question students about their responses, we might have that opportunity with NWEA. The third idea is having the main question in mind when we do our own assessments – is the test question really measuring what we want it to measure?

Does each question really test what we’re trying to test?

• Expert analysis, student interviews, pilot tests, observation protocols
• Questions students asked:

1. Is there anything about this test question that was confusing? Explain.

2. Circle any words on the test question you don’t understand or aren’t familiar with.

3. Is answer choice A correct? Explain why.

4. Is answer choice B correct? Explain why.

5. Is answer choice C correct? Explain why.

6. Is answer choice D correct? Explain why.

7. Did you guess when you answered the test question?

8. Please suggest additional answer choices that could be used.

9. Was the picture or graph helpful? If there was no picture or graph, would you like to see one?

10. Have you studied this topic in school?

11. Have you learned about it somewhere else (TV, museum visit, etc.)? Where?

	Things to look for that might detract from measure of the test confusing language inaccurate information unclear diagrams and graphs context unfamiliar or unnecessarily complex
	What is the proof that professional development for teachers leads to improved student learning? (See ATLAST: Assessing Teacher Learning About Science Teaching page 6)

Resources

• Project 2061 assessment work: www.project2061.org/assessment
• Linked to American Association for the Advancement of Science Benchmarks for Science Literacy and National Research Council’s National Science Education Standards.

Works Cited

"Getting Assessment Right." 2061 today Winter 2007, Vol 17, Number 1(2007): 1-4.(2007) 1,4. 07 Apr 2007 <http://www.project2061.org/publications/newsletter/pdfs/v17n1.pdf>.

 "Better Instruments for Better Learning: An Interview with Sean Smith." 2061 today Winter 2007, Vol 17, Number 1(2007): 1-4.(2007) 6-7. 07 Apr 2007 <http://www.project2061.org/publications/newsletter/pdfs/v17n1.pdf>.

2/16/2007 Strategic Plan for District

How do we go about this?

• Start with last year's strategic plan
• Look at another good strategic plan - Doug's editing of Aurora Public Schools
• Try to meld the two
• Look at APQC PCF part for strategic plan (overview)
• Look at Apostle of Change (Warren Simmons, Annenberg Institute for School Reform). How can we leverage the assets of the community to create a school SYSTEM designed for the future.

There is an article at http://www.edutopia.org/1802 struck me as relevant to our tasks at hand with the strategic plan, Clear Creek Education Foundation Science, Technology, and Innovation Proposal, International Baccalaureate. Here are some interesting quotes which echo in what I’ve heard from you all.
• Most Americans believe we aren't doing enough to give students the math, science, and communication skills necessary to compete in the decades ahead.
• You also have to pay attention to the organizational structure that supports school districts.
• Do we have the people with the kinds of creative skills, the ability to work as teams, to continue to drive the economy around the world?
• We have to think about how to build a smart education system that integrates the assets [of the community].
• [Students] have to do a considerable amount of engaged learning in their family and community settings.
• I think in every school system …you have these successful programs, but their success is in spite of the system, not because of it.
• …Numerous districts are redefining themselves as organizations that make partnership a way of doing business…

2/12/2007 No Child Left Behind 2.0

Rubenstein, Grace. "The Recommendations Are In." edutopia. 02 FEB 2007. The George Lucas Education Foundation. 15 Feb 2007 <http://www.edutopia.org/1806>. 

Panel recommends changing the No Child Left Behind law as follows:

• Tracking individual students' progress to assess how well schools are doing
• Establishing national guidelines for the academic standards states set – heavy public pressure but no mandate to adopt
• Measure teacher qualifications by expertise in subject matter, evaluations by principals, assessment of student’s progress over time
• Provide personally tailored professional development to teachers whose students do not make gains
• Define Highly Effective Principal (HEP) – demonstrating improvement in student achievement comparable to that of high-performing schools serving similar populations
• Require principals of Title 1 schools to meet HEP standard with a 3-year grace period
• Test 12^th graders
• Add science to mandatory subject to measure school performance

Compass – Only consider what is best for students, not adults

Goals

• Ensure effectiveness of teachers and principals
• Improve accountability measures
• Strengthening strategies for school improvement
• Raising academic standards
• Enhance quality and relevance of high school education

2/11/2007 Miscellaneous to Think About

• Jake Dingman, middle school principal sent this link from Century Middle School that is a student produced video about the (Middle Years Program) MYP program http://www.adams12.org/community/videos/fivestarnews.wmv. 
• Digital storytelling - narrative with digital content potential value for teaching and learning (http://www.educause.edu/LibraryDetailPage/666?ID=ELI7021). Is this something similar to what we saw Al Gore do in An Inconvenient Truth?
• Doug Price-isms:
  • Reframe problem as an opportunity (see Jake and Tina's emails of early February for examples).
  • Seize the day (teacher's teachable moments).
  • Invite dialog not to defend position but to better understand agenda and concerns.
  • Share, don't keep questions & concerns to yourself in fear that somebody might find out we're not perfect.
  • More than one right answer.
  • What do you want to accomplish?
  • First examine your own behavior. Feel but then think before you act.
  • Don't play a victim.
  • Use concepts of abundance and strength not scarcity and fear.
• Jon Bower: US 95% reading literacy rate but only 34% proficiency rate "the vast amount of adults and children can't read well enough to excel at their jobs or school work (http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6813)
  • 5 basic reading skill sets: phonemic awareness, phonics, fluency, vocabulary, and comprehension
  • 400 discrete skills
  • Computer programs now can listen and give feedback to students
• A guide to international tests of student achievement (are we really that far behind other countries)
• Center for Public Education - Summary of lessons from research
• Purpose of education (see http://www.cep-dc.org/PublicSchoolFacts/why/whywestillneedpublicschools.pdf) :
  • Prepare young people for productive work and fulfilling lives
  • Public purposes (much of reform effort focused on individual benefits), but more
    • Universal access to free education
    • Guarantee equal opportunities for all children
    • Unify a diverse population
    • Prepare for citizenship in a democratic society (understand political & social issues, participate in civic life, vote wisely, protect right & freedoms, keep nature secure from inside & outside threates)
    • Prepare people to become economically self-sufficient
    • Improve social conditions (poverty, crime, homelessness, drugs, stable families)

2/10/2007 (start) - Time as a Resource

Peter Monson, School Board Member

I received today an email with a link to a DLC website with a short article discussing expanded learning time in schools as a way to meet the new challenges in education, and I thought it was particularly timely given all that we are discussing right now. Click on: http://www.dlc.org/ndol_ci.cfm?kaid=139&subid=273&contentid=254170. It has a number of links to other reports on the topic. I would be interested in hearing your views.

-------------------

Melissa Cooper, Director of Mount Evans BOCES:

Thanks for this article, Peter. I think that there is great truth behind the need for more quality instructional time during the school day. I believe that we must have high expectations, but we also must be realistic with the time that we give teachers and students to meet those expectations. Additional time within the school day not only gives more time for more in- depth and intensive instruction, but it would also give more time for more meaningful progress monitoring. Additionally, more time within the school day could also give more time for meaningful collaborative teaming among teachers and professional development. Our teachers are spread thin and need time for planning and collaborative discussion. From the special education perspective, many of our students need additional services such as speech language intervention and motor therapy. These therapists often chose to support the students in the classroom so that they are not missing valuable minutes of classroom instruction, but often this means less direct instruction in the skills they need. One skill is not more important than the other, but our students need so much and we very often to not have enough time to provide it. This article is a great example of thinking outside the box and considering what we can do rather than what we can't.

-------------------

Rick Winter, School Board Member

I’m very interested in discussing time in schools, maybe because I’ve heard Dr. Price and others say that “Learning goals should be fixed and time should be a flexible resource.” I know in my own experience that some things take longer for me to learn than the average person and others I can do much quicker. I also see how different amounts of time for learning are needed for my own sons, wife, and students.

This seems like a difficult topic to approach because of how protective teachers, parents, and administrators are for their days and vacations off; money we have available to compensate staff and substitutes for extra time; impact on buses, sports, extra curricular activities (inside and outside of school); family and school scheduling details; and the capacity of the board and administration to think about another issue. However, this is coming from a viewpoint of scarcity and I think Doug’s philosophy of seeing issues from a perspective of abundance completely reframes the question into what we can do rather than what we can’t do.

I think the key question mentioned in the articles, “What are we trying to accomplish?” is answered by the vision Doug wrote in his draft of the strategic plan's, “Graduate every student with the choice to attend college and post-high school opportunities without remediation.” This is something I can sink my teeth into as a school board member. We can research how many students graduate, why some do, why some don’t, what they need for college, military, or other career options, and then look at the resources we need, including time to get us there. This same vision could be used to evaluate the IB program. I know we haven’t agreed or even discussed this vision yet, but this particular one helps me.

My Notes:

Expanding Learning Time in Schools

Citation: DLC, "DLC: Expanding Learning Time in Schools." Democratic Leadership Council. Democratic Leadership Council. 10 Feb 2007 <http://www.dlc.org/ndol_ci.cfm?kaid=139&subid=273&contentid=254170>.

• Standards, curriculum has expanded, but time hasn’t

• National Commission on Time and Learning: “Learning in America is a prisoner of time…”

• Defined by bells, buses, and vacations instead of standards for students & learning

• Massachusetts (nonprofit, state help)

• Need incentives for teachers & school leaders

• 30 % more time = $1,300 more per student, money came from state

• Also redesign educational program “What should we be doing to best educate our students?”

• Expanded time for math, reading, science; project based-learning, deeper exploration of curriculum; individualized instruction

• Evaluation firm track impact

Prisoners of Time

Citation: "Prisoners Of Time." U.S Department of Education (ED.gov). April 1994. National Education Commission on Time and Learning. 10 Feb 2007 <http://www.ed.gov/pubs/PrisonersOfTime/index.html>.

First issue is not “How much time is enough?” but “What are we trying to accomplish.” –

• No point in adding time if it is used in the same way.

• Time becomes a factor supporting learning, not a boundary marking its limits.

• More flexible school day.

• Grouping children by age thing of past – but by ability.

• American teachers have little time for preparation, planning, cooperation, or professional growth.

• Effective lessons, meaningful assessments, meet with students individually, read professional journals, interact with colleagues, and watch outstanding teachers.

• Our total time compares favorably, but the core academic instruction time is not protected as it is in other countries (study halls, pep rallies, assemblies…).

• Many students in foreign countries remain at school for extracurricular and service activities or use private tutorial services (in Japan called Jukus).

• Japanese convinced that hard work can help every student achieve – it not “getting it” more time, usually self-directed is the answer.

• Japan and Germany – performance, not seat time, is what counts.

2/9/2007 NWEA

This is a response to how we get some background on NWEA. The Tour with Nick was pretty slow for me, but was kind of fun with its interactivity. The MAP Basics is a document that downloads quick, but was a little technical.

----------------------

My name is Shannon Ryan and I will be the contact person for Clear Creek as they implement the MAP Assessment.  I received your request for training options from Josh Kearney, and I think I can offer some possibilities.

For people with fairly limited exposure or understanding of the MAP Assessment, who would like a quick overview, I recommend viewing the “Guided Tour” from the front page of our website. It is a brief flash presentation that explains the assessment system and data from the perspective of a student. To view the presentation, visit our website, www.nwea.org, and select the link “Tour NWEA with Nick”.

For a little more detailed information, I would recommend sharing the “MAP Basics Overview”. This document will provide a basic understanding of the assessment system, with information that is useful for teachers, administrators, and district leaders.

I hope this helps. If you have any additional questions, please don’t hesitate to let me know. I look forward to working with Clear Creek.

2/5/2007 What Is the School Board Doing?

Rick Winter

Some people have asked me why the Clear Creek School Board is considering International Baccalaureate (IB), a Science and Technology proposal, and spending time with the Strategic Plan. These are my personal thoughts on why I’m interested in these issues and why I think we should continue researching, listening to our community, and spending our time this way. I’m sharing my own experiences as an example of what the entire board is doing.

When we received feedback about our strategic plan last fall, one of the things that a student said really struck me. Looking at the meat of the Strategic Plan’s goal for improving CSAP, she felt that the CSAPs didn’t feel that relevant to many juniors and seniors. Her main question was, “What are you doing to help us prepare for our future?” I’ve been thinking and reading a lot about this question since.

I started engaging my own students with this question. I’ve listened to a university professor lament about her students’ lack of motivation and preparation. I read the Colorado Association School Board’s report on Preschool to Post-Secondary Education. I started reading The World Is Flat by Thomas Friedman and Tough Choices or Tough Times, the Report of the New Commission on the Skills of the American Workforce. I’ve listed to presentations on these issues. I’ve looked at Web sites related to the issue. For example, see The Institute for the Future 2006-2016 Map of Future Forces affecting education at http://www.kwfdn.org/map/.

I’ve also been cognizant on how some teachers, administrators, students and the public in general have the perception of the board as micromanaging issues that really aren’t our business. I think this criticism as well as my own understanding of what a board should do validates my desire to look long-term for the future of our district as well as to answer the student’s original question -- How can we help students prepare for their future?

I still have a long way to go to understand the issues brought up and more importantly what do we do about this as a school board, but some of the key issues include:

• About 1/3 of U.S. students do not graduate from high school.

• Of those students that go on to college, about 1/3 need remedial work in skills they should have learned in high school.

• Only about 25% of U.S. students get a college degree.

• Nationally our students in 3^rd grade are as good as any students in the world, but as U.S. students stay in school, they become less and less competitive compared to students in many of the other industrialized countries.

• Those students that don’t graduate from high school and college will find economic success less and less possible for them compared to students of yesterday.

• The world of tomorrow, technology, and competition from around the world is rapidly changing what we need to do in our schools to help students prepare for their future.

• Our educational systems were designed for the manufacturing and farming world of the past. Many people feel education is not meeting the needs of today’s students.

I’m still in the process of digesting this and more information and have the major question – how much do the conclusions apply to our students here in Clear Creek? Is there any information that would add to my knowledge for our own students? Do Clear Creek students have unique needs or circumstances that we need to throw into our brains as we come up with a solution?

We have no solutions yet and I’m still exploring these issues both nationally and locally, but it is my job on the school board to come up with how best to use the resources our taxpayers have provided to help students meet their future. In that light, the board and administration met to discuss the strategic plan on January 29^th and will be meeting again on February 26^th. Teachers, administrators, and the board have visited and had discussions with many IB schools. The Clear Creek Education Foundation has requested input from the staff on a Science and Technology proposal and has shared some early information. The administration has presented the board with information on its facilities. We have also started board-community linkage meetings to get more information from our own community. For example, the next community-linkage meeting is on Thursday, February 8^th at the Middle School. We will be hearing from a regional leader about IB and everyone is invited to attend.

Peter Monson recently said, “Thanks to our fine teachers, staff, administrators, dedicated parents, and smart, hard-working students, we have a very good school district.”  Dana Abrahamson commented at the last board meeting, “We are proud that this district can even be considering something like IB.”  Peter continues, “But the education we offer can always be improved, and it is that constant improvement which will make our students as successful as they can be in a world that is rapidly changing.”  That is why Peter, Dana, Laurie Beckel, Bob Judge, and I as your board members, are considering IB and other ideas.

Right now we’re still gathering information. If you have comments on any of these issues and would like to share them with the board, please send them to me at prwtrain@msn.com or write me at 491 Highway 103, Idaho Springs, CO 80452.

Note: If you’re looking for more information about IB, their Web site is www.ibo.org. The name is International Baccalaureate Organization.

1/28/07 Adolescent Brains & Suggestions for Teachers

Teens exhibit both inattention and intense focus. Why? The last decade of research on adolescent brain development shows that rapid neural transformation taking place in the following areas:

Prefrontal cortex

• Alertness, attention, planning, working memory, regulating appropriate social behavior – emotional and impulse control
• May explain why adolescent students find it difficult to keep track of homework and to plan and organize
• Finishes developing about age 25

Cerebellum

• Balance, motor coordination, but recently also implicated in recognizing social cues

Limbic Cortex

• Emotion, attention, memory

Suggestions for teachers

• Visible structures teach planning and organizational skills
  • Goals & Effort workbook should help with both planning & organization.
• Welcoming and emotionally neutral environments help students leave emotional whirlwind at door
  • I try to greet each student daily. My classroom has a relaxed atmosphere with students talking and working at their own pace. I try to provide enough encouragement to keep kids on pace and hit their goals for grades.
• Maintain firm due dates (need to understand and experience negative consequences) so students understand need for planning.
  • Assignments are due at 4 dates during the quarter and then the zeros go into the book for missed assignments. However, students can make up assignments, but not the due date grade. Am I being strict enough? I think so, because I’m trying to meet the needs of individual students. I’m hoping that students see the consequence of not making the due date, but then have the ability to do something about it.
• Keep a record of daily class activities and assignments.
  • Goals and Effort does this for each student – but students have to update the information themselves.
• Assign specific note-taking and organization schemes.
  • Chapter Notes requires students to take notes in a four-column Word document.
• Use the same format for each assignment handout and color-code when possible.
  • I color code the Goals & Effort workbook, but maybe I should color code Chapter Notes colors for instructions matching columns.
• Demonstrate emotional neutrality even when students’ emotions get the best of them.
  • I try. It isn’t always easy, but I think my own maturity and educational experience with students has helped me be more calm.
• Provide choices to help ownership develop.
  • I let students choose the class they want after Office 1 and then students do personal projects at the end of each chapter or section in the course.
• Break down larger assignments into smaller steps.
  • I have the Goals and Effort Goals sheet which is by chapter and the Assignment page which is by file. The book itself breaks down assignments into steps. I have to get some feedback from the students if the book breaks down the assignments into small enough steps.
• Vary instruction – provide novel experiences that are engaging.
  • I know I have to work more on how to vary instruction and still get the chapters done. Maybe I can get some more ideas from students. In addition to a lot of reading, students do hands-on work and keep track of their learning and progress. I try to throw in unexpected prizes and interesting, but related information in the Whiteboard. (Note to self, do this more). I’m trying field trips. We’ll see if this helps.
• Hold mini-conferences at regular intervals to check with students.
  • The structure of my class helps with this. I still have to find a balance between helping students and these conferences. If I’m doing student conferences, students may have to struggle a bit to find the answers – which is not necessarily a bad thing.
• Focus on the positive and on what can be done to improve every difficult situation.
  • This line in the article seems very important and I’ll continue to try to do this: Because adolescents are learning how to modulate emotions, they benefit enormously from the ability of adults to both guide social interactions and model socially appropriate responses. Demonstrating to students that seemingly insurmountable obstacles can be overcome calmly, logically, and gracefully helps build pathways for self-directed management of future challenges. Hidden Prize for 2/1/2007 only. Below your name in today's email write "my brain needs extra points" or "my brain needs candy."

Citation: Hall, Megan, and Georgia Brier. "From Frustrating Forgetfulness to Fabulous Forethought." The Science Teacher Jan 2007: 24-27. This was also at this link: http://www.nsta.org/main/news/stories/science_teacher.php?category_ID=88&news_story_ID=53143

1/27/07 Graduation Requirements

HB1118 Guidelines for High School Graduation Requirements Notes

CASB BillBoard Online, January 26, 2007

• One-size-fits-all doesn’t work for students or school districts
• David Skaggs is new executive director for Colorado Commission on Higher Education (CCHE)
• Colorado Association of School Boards CASB doesn’t support statewide graduation standards, but wants state to help devise guidelines for multiple pathways to diplomas

Click here to go to HB1118 (my notes are below)

• State Board to adopt guidelines for minimum high school graduation requirements
• Local boards establish actual requirements
• CCHE – review and align college admission standards with guidelines
• Utilize recommendations from or work with
  • 2006 Report of the Colorado Education Alignment Council
  • P-16 Council if created in current legislation
• Different pathways student interests and economic needs (including but not limited to): agriculture, architecture, communications, business and management, education, finance, government, health sciences, tourism, human services, information technology, law and public safety, manufacturing, marketing and sales, science and technology, and transportation.
• Each pathway equally rigorous.
• Each local board – perform a “community-based process to develop a blueprint for the education system in the community and to determine the skills students will need to be successful after graduation.”
• Input from students, parents, business representatives, neighboring school districts, and regional boards of cooperative services.
• Applicable to students enrolling in 9^th grade beginning August 1, 2008.

My questions:

• Shouldn’t we (Clear Creek School Board) be doing highlight already?
• How do we get the input?
• Can we start now in relation to the IB and other program?

1/18/07 Language

In a USA Today article by Beth Walton, More Children learn more than one language there is a key line that I would like proof, especially if we are going to explore IB further.

Not only is learning a foreign language easier for children than it is for adults, but children who are exposed to other languages also do better in school, score higher on standardized tests, are better problem solvers and are more open to diversity, says François Thibaut, who runs The Language Workshop for Children.

Article link: http://www.usatoday.com/news/education/2007-01-09-language-children_x.htm. Link to the Language Workshop: www.thibauttechnique.com.

1/10/07 Free Teacher Workshops

This was sent to me by the Dept. of Education. I always like to know about free learning. Right now the link below just has dates. In Estes Park, CO, the dates are June 19-20 for K-12 Reading, Science, and History. Agendas will be posted by February and registration begins on April 8th. I tried to register for a workshop last year and it was full because they fill up so fast.

1/3/07 Teaching Science in the 21st Century--Teaching the Nature of Science: Five Crucial Themes

Nancy Moreno, 1/3/2007, NSTA News from www.nsta.org

 For voters need science literacy (stem cell, alternative fuels, climate change …)

• comprehend science concepts
• understand how science builds knowledge (only 23% could)
  • Science not linear
    • Not Scientific Method problem – hypothesis – experiment – data – communicate results, conclusions
    • Too restrictive – lose interest
    • Move back and forth among processes
  • Science based on questions
  • Not all controlled experiments (e.g. geologist, astronomer, paleontologist), but other forms of evidence
    • Detailed observations
    • Identify patterns (time/locations)
  • Scientific knowledge is tentative, modified continuously
    • “Questioning established ideas is critical to the advancement of scientific understanding.”
    • Ulcers not stress, but Heliobacter pylori (Nobel Prize 2005)
• Teaching strategies to promote understanding how science works
  • Which questions can be examined scientifically
  • Do controlled experiments, methods of observation and comparison
  • Justify conclusions based on evidence
  • Use print and broadcast media to introduce competing scientific viewpoints & allow students to compare and contrast

1/2/07 Science, Technology, & Innovation Proposal

What criteria can we use for all programs? See more detailed notes

• Student skills, success, engagement, excitement, encouragement, development
• Critical-thinking, higher level skills
• Value to all individuals in organization: students, teachers, administrators, staff
• Time is the most valuable resource for teachers and administrators (substitutes - can teacher hang on/let go?)
• Staffing requirements, capacity, student-teacher ratio
• Professional development: relevant for district and teachers' careers, time-effective, sustainable
• Curriculum diversity and integration
• In classroom, homework, out-of classroom learning
• If add somewhere, where do we take away or can we go from abundance model?
• Counseling: college & career needs
• Parents, community, professionals, higher education involvement & use of external resources (people, schools, donations ...)
• PK-20 orientation (role, requirements, needs, staff development, time, etc.)
• Money and sources for: Equipment, supplies, books, all other costs
• Different learners (meet needs of all students): at-risk, gifted, hands-on/tactile learners, emotional intelligence
• What to do when a student doesn't 'get' it, not successful first time around?
• Competition for students, marketing, branding
• CSAP, other assessments, how measure success?
• Unify district, best use of resources, system improvement, learning organization
• Strategic plan, attainability, sustainability, how do we get there?
• Short-term, medium-term, and long-term plans

Added 4/8/2007 Through emails with JL

• What do students need to know to be productive in the real world, now and in the future?
• What is our role in preparing for global competition and the national economy?
• Controversial issues (some science related). How do you separate science facts/truth from ideological bias and spin. (JL) Any kind of facts/truth (not just science) from ideological bias and spin.
• How do we foster creativity and the ability to innovate?
• What are the time (and other) requirements to learn the material? Is the 19th century 180-day school year realistic?

12/31/06 Zach's Questions

One of my students is preparing a survey and asked me to respond to the following questions. Zach -- I'm really proud of you of thinking about this during your Winter vacation. You are an exceptional student to have this kind of focus at this time of year.

Question 1. What is your point of view on how the school systems work?

Zach -- See my 12/30 entry below. I wrote yesterday’s entry partially for you. Public schools have been under a lot of criticism for not graduating enough high school students, not meeting high educational standards, having poor quality teachers and administrators, poorly preparing students for college and life, and not meeting the needs of individual students. While every system should strive for improvement, too much negativity and punishment can impact morale and drive good people out of the system you are trying to improve.

Question 2. Do you think that the school systems need to be changed, or should they stay the same?

Yes, I believe the school systems need to change to continue to make improvements and answer the criticisms I mention in question one. As a teacher I would like more time to prepare for my classes; give good feedback to my students; consult with administrators, fellow teachers, and other computer teachers; and improve my own knowledge of teaching and technology. I would like to limit the number of students in my classes so I can understand and meet the needs of each student and communicate more with them and their parents. I would also like our school to be able to afford newer books, more ergonomic student work areas, better hardware, and more current software to prepare students for the technology-rich environments some of them will have in college and work.

However, our school is better off than many. I taught in the inner-city for a couple of years. I was a brand new, ill-prepared teacher in one of the toughest areas to teach because of the students’ current circumstances and prior experiences. In my short, unsuccessful attempt to teach, I saw students who had been shot at, knives in my classroom, and sixth graders who were having sex. I had 30, 30, and 35 high-need students in each of my classes. I assigned science homework that I thought could be accomplished but then visited a student’s house who didn’t have flour and a bowl, let alone beds. I visited another student’s house who hadn’t come to school and found out that his parent hadn’t been around for weeks. We need to give even more resources to schools that serve our neediest students. That especially means manageable class and school sizes; supportive services; and the highest qualified teachers, administrators, and staff; and the best technology and resources instead of beating them up for not meeting current standards.

I love teaching and that love is part of my compensation. Yet, I am luckier than most. I can earn money outside of teaching during summer and weekends because of my technology background. My wife also works at a school. Essentially, we need three jobs between us to support our family. I can make twice what I make as a teacher in business. I believe this inequality is hurting school systems ability to find and keep quality teachers, but more money for teachers also means more taxes or less of the other resources necessary to run a school. I would love to see the public recognize the need to improve resources for education and make the self-sacrifices necessary for children and all of our future. However, what politician has the skill to sell this need?

Question 3. If school systems need change, how or what would you do to change them?

Despite what other people say, I am very much in favor of standards. However, I was recently at a conference that said something like if we were to teach all the existing standards, we would have to increase our time in school by about 50%. Our national government says that 100% of the students need to meet those standards. Are we being realistic, especially with the time and resources we have? We need to evaluate those standards and either remove some or increase the amount of time students are in school. As a teacher I’ve seen students who can quickly move through the material and are bored waiting for others to get it. I’ve also seen other students struggle because of lack of previous knowledge or personal problems in their life which make it very difficult to learn. We need a system that is more flexible to meet the needs of individual students. I’m not sure we should scrap K-12 annual promotions entirely, but the system and expectation that every individual learns the same amount of material in the same amount of time doesn’t match my experience. I believe time needs to be more flexible and students should be expected but better supported in reaching a smaller number yet still high set of standards that prepare them for their future.

Question 4. What do you think you would say to the Governor to state your opinion on the school systems?

Encourage people to do their best and don’t put them down. Continue to support all forms of education. Be flexible, yet have high standards for all systems. Increase resources so teachers can be paid more competitively and have more of the tools necessary to meet the needs of all students, especially time.

Question 5. What do you think the Governor would say on your opinion?

I have many different demands on my time and the allocation of tax dollars. First, people don’t want to pay more taxes. Second, people want better roads, better health care, more prisons, and better service from all levels of government. However, education is one of my top priorities. I will do my best to bring more resources and high standards into education.

12/30/06 Education Charts

I believe it has become fashionable to put down public education. I do believe public education needs to continue to make changes to adapt to our changing world -- just as all governments, businesses, and individuals do. I'm also for any kind of education -- whether it is on-line, homeschooling, private, religious, or public -- they all have a role and I think competition is a good thing. Any form of education can be poor or great and they also face the same questions -- how do we achieve excellence for the individual and for our society? Yet how do we balance needed criticism, challenge, change, with pride in our accomplishments? Here are some charts from the U.S. Census Bureau that I believe show the success of our educational system. These charts show the value of an education and the success of our educational system at getting more high school students graduated and closing the gap. We still have a long way to go, but we need to recognize the positive.

Note: The source for the first graph is on the bottom of the chart, the second and third graphs ares from a report United States Educational Attainment of the Population 25 Years and Over: 1940 to 2000 found at http://www.census.gov/population/socdemo/education/phct41/US.pdf. More details are at the site: http://www.census.gov/population/www/socdemo/education/phct41.html#graphs.

12/29/06 How do I teach critical thinking?

After Written communications and professionalism/work ethic, this is the largest applied skill deficiency for high school students.

http://eduscapes.com/tap/topic69.htm: "Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing." This helps me a lot because I think I know how to teach most of these items.

Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved date, from Northwest Regional Educational Laboratory's School Improvement Research Series Web site: http://www.nwrel.org/scpd/sirs/6/cu11.html:

• Because students will need for rapidly changing world, modern technology, and to make good decisions.
• While it used to be assumed that these qualities were genetic, now it is thought that critical thinking can be taught.
• Other definitions than above: provide and demand evidence to support conclusions; determine accuracy and worth of information.
• Also called logical thinking and analytical thinking.
• Gains in learning and intelligence were noted to providing instruction in (included are my possible ideas for software):
  • Study Skills - paraphrasing (Word highlight), organizers (Word graphics, Paint, ...), outlining (Word), cognitive maps (Word)
  • Creative and Critical Thinking Skills - decision making (Word, Excel - criteria, weights), problem solving, fluency (number of ideas generated??), observation (Word, email), exploration (Internet), classification (Word outline, Excel - sort, Access), generating hypotheses (Word)
  • Metacognition - awareness (journal - Word, Blog, Web), self-monitoring (SurveyMonkey, GE-goals&effort), self-regulating (GE)
  • Inquiry Training - discrepant event - information gathering skills to resolve
• Instructional approaches
  • Redirection/Probing/Reinforcement/Asking Higher Order Questions -- (Computer projects - why use feature, how software organized)
  • Lengthening wait time
• Thinking skills programs (I added notes from the Web for further study and only included those I could quickly find reference to on-line)
  • CORT Cognitive Research Trust - (see http://www.mind-ing.com/english/cort.htm Minding International, Edward de Bono created CORT)
  • Instrumental Enrichment (Wikipedia: Doctor Reuven Feuerstein)
  • Odyssey (http://www.odysseyofthemind.com/)
  • Philosophy for Children (http://cehs.montclair.edu/academic/iapc/ Intro seminar Aug 17-27)
  • SOI - Structure of Intellect (see www.soidenver.com)
  • Generally time required is about 1/2 hour per day, 4 days a week for several months.
  • Classroom climate needed: High expectations, teacher warmth and encouragement, pleasant physical surroundings, evaluate classroom and how it affects ability to promote critical reasoning habits.

12/26/06 Workforce skills for today's and tomorrow's workplace

I'm still intrigued by the high school students' criticism of what are we doing to prepare students for their future. A report called, "Are They Really Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce" delves into this question. The report says that employers so new entrants from high school, two-year colleges, and four-year colleges are ill-prepared. Below is a table of skills employers say is required and I've highlighted the most important skills of all workers. Not on the list, but the most important emerging skill is making appropriate choices concerning health and wellness.

12/25/06 NPR on Creativity

Response to Tough Choices or Tough Times -- http://www.npr.org/templates/story/story.php?storyId=6631146
NPR Science Friday – Interview with Nancy Andreasen, Andrew H. Woods Chair of Psychiatry, author of The Creating Brain.

• Creativity – Difficulty in measuring (especially 10 or 15 years old)

• Many creativity people don’t do anything because of lack of opportunity or nurture

• Need capacity to be creative

• But can learn ways to be more creative

• People who teach writing teach how to do an outline, but need to be more creative in how to teach writing

• My own need to have students plan

• Need focus, persistence (Interesting perspective to me. Seems like a separate quality than creativity and can be taught separately.)

• Can we inspire creativity in children?  Helping kids to be creative is one of the important social and educational issues that we face. Enhance creativity:

  • Variability

  • Not over-scheduling

  • Giving free time to think and observe

  • Getting kids outdoors to look at natural world

  • Getting to play creatively

  • Don’t park in front of TV set to keep entertained

  • Reading, interactive reading

  • Asking questions – especially those that cause a child to think outside of the box

  • Don’t discourage from being creative

  • Taught to pass exams rather than think originally

  • Regimentation of school cause creative students to be bored

• Higher rate of depression (in arts, writers, related to instability of mood)

• Get rid of romanticizing mad genius

• My questions:

  • How much is it my responsibility as a computer teacher, school board member, or parent to foster creativity?

  • If it is my responsibility, what do I do?

  • For either position, what am I doing to now to help or hurt?

  • How much creativity is in every student, teacher, administrator...?

  • How much is necessary for the future -- Do we need x amount of creative people or we need y amount of creativity in every person?

12/24/06+ Tough Choices or Tough Times

• Here is a link to the executive summary, press clips on Commission's Web site
• Articles For/Summary: Wallis, Olson
• Articles Against: Bracey; Ravitch
• Here is a link to my detailed notes of the executive summary
• This is one of the many reports saying that our education system is not doing what we need it to. It has some prescriptions about what we need to do, in summary -- completely revamp the system.
• My major questions -- How much is this applicable to our district, how well are we preparing our students for their future and for the economy of tomorrow?
• Student Future
  • Criticism of CSAP from teachers within district and those outside of our district. CSAPs don't measure enough.
  • Students ask that we change focus on our strategic plan to help them prepare for their future.
  • The Report says we need to foster
    • creativity and innovation (NPR)
    • facility with the use of ideas and abstractions
    • self-discipline
    • organization needed to manage one’s work and drive it through to a successful conclusion
    • ability to function as a member of a team
  • How can Clear Creek develop curriculum, professional development, measure and set priorities? What is role of board, strategic plan, budget, etc?
• Quotes today from Self Improvement Newsletter seems appropriate and interesting that it happens at the same time:
  • People should think things out fresh and not just accept conventional terms and the conventional way of doing things. – R. Buckminster Fuller, 1895-1983, American Architect and Engineer
  • Unless you try to do something beyond what you have already mastered, you will never grow. – Ralph Waldo Emerson, 1803-1882, American Poet and Essayist
  • We mastered an educational system for yesterday's workforce, economy, and social needs. What do we have to do for tomorrow? -- Me

12/23/06 Teaching Math and Studying How Students Learn

http://www.nsf.gov/news/news_summ.jsp?cntn_id=108229&org=EHR&from=home

• Student engagement increases chances of students sorting out logic

• Give and take method through an online journal

  • Allow students to voice fears about subject
  • Express misconceptions
  • Participate in open discussions to reach a solution
  • Teachers share best practices through journal

• Questions from me

  • Study for college calculus students - transferable to K-12 math in general?
  • Are students allowed to voice fears about Math?
  • How do teachers know about students misconceptions on any subject including mine, technology?
  • How to utilize in a small school or small school district?

12/22/06 Impact of Technology on Student Learning

From Technology Counts 2007: Looking Back, Looking Ahead, Nov. 17, 2006, www.edweek.org, Larry Cuban, Sara Hall, Don Knezek, Keith R. Kruger.

• See Metiri group research below
• www.edtechactionnetwork.org - click Why Technology in Schools
• Currently "return on investment" - test score gains, critical thinking skills, improvements in writing are scant (much of this is due to research design)
• Characteristics of successful application of technology
  1. A shared vision and agenda for technology use.
  2. Knowledgeable, skilled and persistent administrators who share leadership for technology across the school community. Attention to to context.
  3. Clear expectations, communicated eloquently and often, around the use of technology.
  4. Measurement and use of data to ensure educators and learners are embracing the shared vision and expectations for technology. And, use of data to determine if desired outcomes are being achieved or if mid-implementation adjustments are warranted.
  5. Meaningful response to the assessment of buy-in and effectiveness. It is critical that responses to behaviors and effectiveness are meaningful to all members of the school community.
• Technology is not an end in itself, must be used to achieve learning.
• What can technology do for learning that we can't do without it?
• Professional development must be consistent, timely, and relevant
• Examine the tools that students use in their non-school lives and then educators should determine if there is a way to use them in an educational environment (iPods - PodCasts)
• We are layering technology on top of what we are already doing which means we will get a marginal impact
• Online, embedded, adaptive assessment is long hanging fruit for technology to improve instruction (in just a few years)
• To get teachers more involved using technology, need to be more involved in decisions
• Age-graded schools (introduced in mid-19th century) - result of learning, socializing young, preparing for jobs. Implied that we need to re-examine in context of individualized learning.

Metiri group research report - Technology in Schools: What the Research Says

Summary table (small amount of research, should not be generalized beyond specific populations), notes are below

• What students will learn as well as when and how
• Work becomes more complex requiring more pattern recognition and problem solving
• Technology is oversold and underused in schools
• Need to focus technology spending on critical challenges (non-readers, drop-outs, failing students, achievement gaps)
• Technology tool in transforming schools
  • Learning tool - student-centric, relevant, rigorous
  • Data tool for decision making
  • Enable force for globalization, knowledge work, entrepreneurship
  • Students need to understand role technology plays in transforming political, social, cultural, civic & economic systems
• Be cautious of studies - not replicated so possible effects, suggest small scale implementation first
• Television, video -- not as passive as first thought
  • Young children like repetition, adults don't
  • Learning objects - short multimedia segments
  • Sesame Street has shown to improve preparedness for school, students academic self-esteem, higher grades
  • Power of TV/Video - engage students visually, cognitively, emotionally, socially, and civically; but need high-quality content and sound pedagogy
• Calculators - mixed until graphing calculator introduced then more positive
  • Operational and problem solving improves (more research needed on retention & transfer of skills)
• Interactive whiteboards (no research to date, but evidence of good practice)
  • Increase efficiency - draw on more resources
  • More engaging
  • Learning styles (visualization, interactivity)
• Quick-response devices (real-time window into understanding of topic)
• ICT Devices (handhelds - PDAs, tablet PCs, palmtop computers, data-logging devices)
  • Students more engaged, portability - learning beyond school, motivation, organization skills, independent and self-directed learning
• Virtual Learning - On average perform equally well
• In-School Computing (Labs/Libraries, in-classroom computers) - significant, but small gain in academic achievement
• Simulations and modeling in natural sciences increased learning and retention
  • http://www.froguts.com/flash_content/index.html (was this what was used)
  • See this study: http://www.cast.org/publications/ncac/ncac_vr.html
• Writing with word processors - students wrote more, higher-quality, earlier interventions, more engaged BUT disadvantaged when tested with pencil and paper
  • Timeliness, ease of online writing and revising, use of writing prompts
• Visualization tools (maps, graphics, presentation) - scaffold to deeper more complex thinking
• Cognitive tutors - significantly better in Algebra, especially for those students that performed least well
• Computer Assisted Instruction (CAI) - small, significant gains; new software more promising
  • Middle school reading comprehension can be improved significantly through the strategic use of computer software (see http://www.ncrel.org/tech/reading/index.html)
  • Supplementary activities to traditional instruction, immediate feedback
  • Higher-order social interaction, collaborative knowledge building, deep understanding of concepts
• Educational gaming - positive effect on reading comprehension, algebra, decoding, attitudes, self-concept (immediate feedback, increase active learning participation, reinforce knowledge, concentrated attention)

12/17/06 Where do we as a District go from Here?

Our School District Mission: To provide opportunities for all individuals to develop the attitudes, knowledge, and skills necessary to live happy, productive lives as citizens of the community, the state, the nation, and the world.

What the board is looking at

• Review of strategic plan
• Facilities plan
• International Baccalaureate (see www.ibo.org)
  • Alternatives Advanced Placement, iEARN
  • What other alternatives are there?
• College Preparation (from AP site) -- see work preparation on Tough Choices or Tough times above
  • Head start on college-level work
  • Writing skills, problem-solving techniques
  • Study habits for rigorous course work
• Science, Technology and Innovation Proposal (by CCEF in the near future)
• Arapaho Project

12/17/06 Democracy - Disengaged Public, Role of Schools

“For some time, American citizens have felt they can’t make a difference in the political system” (see Democracy’s Challenge: Reclaiming the Public’s Role, Kettering Foundation report, November 2006, http://www.kettering.org/readingroom/focus_detail.aspx?catID=2&itemID=2469).

• What is the role of school and how do we contribute to one of the goals of public education – an informed citizenry?
• Are any of the barriers due to what we are or are not providing in education?
• Suggest national dialog focused on public involvement – how to bring this dialog to the students and staff?
• Can our controversial issues policy contribute to this?
• Does the structure of our programs (IB, STI, AP, have any role)?
• Democracy
  • Consumers, cynical spectators, something politicians do vs
  • Citizen-proprietors, engaged participants, “of, by, and for” the people

• Too many focus on rights and not on responsibilities.

• Questions about values education in public schools.
• Decline in “public space” – where public can talk about politics and issues -- can our school provide this as a venue?
• Role of technology in isolating us from our community – air conditioning, television, cell phones, CD players, video games, mp3 players, Internet (but also increases another community)
• Dinner – time to discuss events and reinforce basic values – lack of connectedness more and more among young people – don’t sit down and discuss ethical, moral issues
• At what point to you get values education if you’re not in church and your home is dysfunctional? – Role for the school, but proper role of schools (family, church) or are school doing too much?
  • Honesty, importance of hard work, respecting and cooperating with others, and taking responsibility for one’s actions.
• Public dialog and politician hyperpartianship – become so confrontational
• Teach more civics to help students understand government and learn basics about the role and responsibilities of a citizen in a democracy
• Favored mandatory community service before graduation (75% to 22%)
• How do I (and what do I do to) become more involved? (read issues, get newsletters, send email...)
  • Federal: Senator Ken Salazar, Senator Wayne Allard, Congressman Mark Udall

12/14/06 School Finance Project

Results of adequacy study (for more information, go to www.greateducation.org)

1. Need a proper "base amount" that adequately funds what is required of students?
2. Need for districts to "buy" more time:
   1. Pre-school/Kindergarten
   2. Summer school
   3. Before and After School Programs
   4. Staff development
3. Need proper adjustments for special needs students.
4. Districts need flexibility as students change and expectations increase.
5. Need a formula that is inclusive, reliable, and consistent.
6. Also need to consider facilities and transportation.

10/8/06 How to Help Students Prepare for College (and Life)?

• Feedback from students at September Board meeting - feel CSAP not meaningful, need things like ACT, SAT to prepare for college.
• Email from Doug Price from the Colorado Education Alignment Council (see http://www.fund4colorado.org/events.php which is related to www.achieve.org work).
  • 30% of Colorado 9th graders will not graduate from high school.
  • Only about 20% of Colorado 9th graders will gradate from college.
  • ACT determines that only about 18% of high school graduates are ready for college (no remediation needed).
• Discussions at CASB -- local control preferred by CASB members and we have say in what graduation requirements are vs. Achieve and Higher Ed Commission call for State graduation requirements (Colorado is only one of 6 states that has local graduation requirements).
• Clear Creek Education Foundation asking board to look at Science and Technology to help students become better prepared and meet society's future needs.
• Questions
  • How much can we extrapolate from Colorado statistics in the reports above to Clear Creek? What generalities fit, what specifics are different?
  • Does CSAP prepare for ACT, SAT and other requirements that students need?
  • Does CSAP predict success after high school:  4 year program vs. 2 year program vs. work?
  • In the CEAC report above identifies gaps in CSAP needs -- does our administration and staff agree with these gaps?
  • What other indicators are there that we can use to help us know if students are on the right track for success?
  • Do the requirements that are recommended by Achieve and commission on higher education help ALL students succeed?
  • How do we convince students to do things that may not seem relevant now, but will help them in the future?
  • Should our local board make these decisions or is it better up to the state and federal government that has more resources to determine what is needed for success?
  • If our local board does make the decisions, how do we get the input we need from the current students, parents, employers, colleges etc. and how can we manage all this information?
  • How do we prepare ALL students for success -- college bound, non-college bound (maybe later); Science major vs. journalism major vs. PE major vs. Business major vs. ...?
  • What about things that aren't measured now -- relationships, physical fitness, creativity, citizenship, financial acumen, etc. etc.?
• Additions 12/24/06
  • College Students Fall Short in ICT Literacy Skills
  • Partnership for 21st Century Skills

10/6/06 Best Practices -

From National Center for Educational Accountability: http://www.nc4ea.org/ (JFTK Best Practice Framework)

Monitoring: Compilation, Analysis, and Use of Data

• Current Assessment: Teacher: Daily Monitoring --> State Assessment
• Best Practice: Teacher: Daily Monitoring --> School: Checkpoint Tests --> District: Benchmark Assessments --> State Assessment

Organizing Framework for studying practices of high-performing school systems

See http://www.just4kids.org/bestpractice/theme_explanation.cfm?sub=framework

10/5/06 Classes that our students suggest we take

I asked students which class they would recommend that we take from the list at https://www.t2tweb.us/Workshops/Sessions.asp. Here are their recommendations and reasons for the recommendations:

• Using Science to Solve a Mystery

• Building Geometric Understanding

• The Energy of History: Educate, Engage, and Excite

• Teach Algebra in Space

• Accelerating Student Learning

• A computer class for overall computer skills (write in vote)

• Strategies for Strugglers of Math (2 students)

• Linear Equations

• Analogical Reasoning: Real-World Examples for Scientific Concepts

• 'On Your Mark, Get Set, Read! (3 students)

• Gaps in elementary student’s math knowledge

• Creating a Data-Driven Learning Community (2 students)

• Math (in general)

• Chinese (4 students)

• A Cognitive Strategy for Inclusion Classrooms (2 students)

• Mathematical Discourse: A Tool for Developing Students' Understanding of Mathematical Concepts

• Help! My Students Don’t Speak English (2 students)

• One Size Does Not Fit All: Standards-Based Differentiation

• Culture, Grammar, and Vocabulary, All in the Same Bag!

• Transforming Geometry

• Writing at high levels in intermediate grades (2 students wish their earlier teachers had this)

 Reasons for the suggestions

• Fun, reduce stress, make class more interesting, sounds cool

• Anything to help me because I’m confused in classes

• Something that would help teach students to pay attention more

• I don’t understand math well, I need more help, math is really hard for me (others think it is easy)

• Try not to leave the strugglers out if they don’t understand

• I find math difficult now, and I know I need it for the future

• First year teachers should take as many as possible to help them know what they are doing

• Help students monitor how much they’ve learned

• It might help teachers to organize and plan

• I would like the subject material connected with real world experiences

• You can never have too much practice reading

• It’s common for students to be in higher level math classes without knowing basics

• Help teachers assess whether they are giving homework that is useful, not too complex or too long, and helps the students based on their needs

• (Math) Every year my friends and I ask the same question, "Where are we going to need this in life?" and the teachers always say..."Don't worry about it"

• Chinese would be fun – no one else would know what we are saying (except the Chinese people of course)

• "Slow To Learn" kids in group assignments, and other social projects. Teachers could learn how to include these kids in daily group and social projects

• Help learn and understand steps better in math

• A lot of students struggle with reading and need more help understanding what they are reading

• It might help a teacher learn something they didn’t know before

• Because all students need to know English & we’ll have more immigrants

• Teachers need to move more lessons to the Web -- We need more technology because or culture is moving that way

• Help troubled kids

• Something to keep everyone interested and not have the teacher frustrated

• Something so freshmen and 8^th graders don’t have to sit still for 1 ½ hours

• I don’t have a lot of instruction when I am asked to write. I become confused and don’t know how to write what I want to say. I eventually become so tired of trying to figure out if it sounds good, so I give up. I print it off and just hope I get a good grade. I think though that if teachers took the time to help high school students understand writing it would be a lot less frustrating and we might do a good job on our papers as well

• Every student will need a higher level of thinking

• Multiple classes at once - A class where they have to write a lot of papers, projects, speeches – many things at once (we have other classes besides the one you’re teaching)

10/4/06 Needs of today's Students

Susan Patrick, former director of educational technology for the U.S. Department of Education (ED) and now head of the North American Council for Online Learning (NACOL), challenged educators at the conference to "fundamentally rethink" educational approaches to meet the needs of today's generation of students. She concluded by telling the story of how, in the 1950s, the federal government invested millions of dollars in designing a faster steamship to transport goods overseas. Ten years later, the jet airplane had made this new steamship obsolete. Asked Patrick: "Are we trying to redesign the steamship in education--or are we trying to design the jet planes or rockets of tomorrow?"

Free online instruction for hospitalized kids - Virtual High School donates seats in online courses to children's hospitals (E-School News Online, http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=6602&page=1)

To Do/To Read/To Listen To Etc.

Don't have time now, but these are things I'm thinking about getting to :).

• Joan Fitzgerald's opening speech of 2007 Legislative session: http://www.clickcaster.com/jfitzgerald
• Mel Levine http://www.allkindsofminds.org/
• Reading material for February 9th School Board learning community meeting: Larry Cuban resume, technology investment not giving a return
• How have digital technologies changed ways today's learners interact with each other and with information ELI White Papers: http://www.educause.edu/ELIResources/10220#whitepapers.
• Two schools are part of a national effort to rethink middle school Taking Middle Schoolers Out of the Middle (edutopia)
• Ten recommendations for better relations Tips for Building a Stronger Parent-School Relationship
• Radio interview about teaching to different students: Teaching All Kinds of Minds
• Invitation to CC Community Strategic planning group for cccec (see 1/24/07 email from Gail)
• Dewitt Jones using photography as a metaphor for life and leadership: http://www.dewittjones.com/html/everyday.shtml
• Jon Bower reading proficiency video: Bower video interview ESchoolNews more info: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6813.
• World Class Education: Community Action Kit: Global awareness
• NCLB Feb 07 Commission Recommendations (222 pages) The Aspen Institute
• Gordan: Learning behaviors needed (in article)
• Using Social Technologies to Redefine Schooling and the Apple Community Conference Connections
• Go2Web20.net, a site that describes itself as the “complete” directory of Web 2.0 tools
• Moodle - course management system - free, open source use to create online learning communities
• Use a free tool such as SlideShare to host student-produced Microsoft PowerPoint presentations.
• Tips on reaching parents through technology, Education Leaders Online Web site.
• CASB Next Generation of Colorado Education.
• Accessing 21st century skills
• School-Family-Community Partnerships New Mexico Toolkit
• You can also go to www.smartstartcolorado.org to use the community toolkit to download pertinent information about children and families in Clear Creek County.
• Do we have a learning management system for K-12 standards?
• The Annie E. Casey Foundation has launched a new and improved website at www.aecf.org