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:

Is there anything about this test question that was confusing? Explain.
Circle any words on the test question you don’t understand or aren’t familiar with.
Is answer choice A correct? Explain why.
Is answer choice B correct? Explain why.
Is answer choice C correct? Explain why.
Is answer choice D correct? Explain why.
Did you guess when you answered the test question?
Please suggest additional answer choices that could be used.
Was the picture or graph helpful? If there was no picture or graph, would you like to see one?
Have you studied this topic in school?
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.

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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.

The Teacher-to-Teacher Initiative announced its 2007 Summer Workshop Schedule. Regional workshops will be held in 22 cities across the United States to provide free high-quality professional development opportunities for teachers. Prominent educators will share best practices in all grade levels and content areas. Agendas will be posted during January and February and registration begins on April 8, 2007. This year's co-hosts include the National Park Service, NASA, Microsoft, Siemens, EMC, AMD, Symantec, University of Nevada, Motorola, General Motors, and Target.

Click here to review a full listing of the 2007 Summer Workshop Schedule: https://www.t2tweb.us/Workshops/Schedule.asp.

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

For Me to Think About

Notes and Thoughts