Do your kids learn differently than you? YES!

Ever wonder how your child can listen to their iPod in one ear, their cell phone in another, while they IM and study for their french test all at once?  They learn and work differently than previous generations.  They are, as Ian Jukes says, master multi-taskers.  Take a look at this blog post to learn more.

What do we do on "Inservice Days"?

Often times, people come up to me and ask what goes on during those mysterious "inservice days". Well, Tuesday was one of those days and I thought it would be worth sharing  a bit about the program.

The entire SAU professional staff met at the high school for two presentations. Ray McNulty, Senior Vice President, International Center for Leadership in Education and Dr. Stephanie Spadorcia, from Lesley University both spoke to the group about literacy, specifically, 21st Century Literacy. After their presentations, all faculty returned to their respective schools, broke into small groups and discussed how what they learned in the morning could be applied to their classroom everyday.

I'd like to share my thoughts about what Ray and Stephanie shared with us, respectively.  I'll report some of the general remarks of the staff on a later post.

First, I'd like to comment on Dr. Spadorcia.  Her presentation focused on four current issues:  scientifically-based educational practices, response to intervention, high-stakes assessments, and the widening of the achievement gap.  More specifically, she addressed how effective reading instruction can address all four of those issues.  She made the argument that the "Whole-to-Part Model of Silent Reading Comprehension" can be one such strategy.  Ultimately, she said, the ability to read and comprehend silently is of vital importance to today's learner.  If you think about it, it makes sense.  How often do you read aloud and/or are read to once you reach high school and beyond (Although she does believe that all students should read aloud and just be read to not read aloud themselves at upper grades - it is actually more difficult to read aloud and comprehend as you increase in skills no matter the age.  Students need to hear words multiple times before they can pronounce it correctly - think of the first time your biology teacher wrote the work deoxyribonucleic acid or adenosine triphosphate on the board.  In fact, she specifically said, "Oral language, hearing others read aloud, and discussions are the most effective means of supporting vocabulary growth".  She credited www.nifl.gove/nifl/pfr.html for that research.)  She really punctuated the fact that students need to be skilled in the area of silent reading comprehension if they are to be literate in the 21st century.

Dr. Spadorcia broke silent reading comprehension into what she called the "three legs" of the reading table.  They were Word Identification, Language Comprehension, and Print Processing Beyond Word Identification.  She said that just like a table, if any one of these three parts are missing (or undeveloped) the ability of the student to read at grade level is unstable.  She then spoke of several practical strategies to increase proficiency in all three areas.  I would encourage all of you to review her presentation to learn more about those strategies.  Early feedback from the teacherswas that they were glad she shared strategies that could be used the following day in their classroom.

One of the most interesting things I learned from Dr. Spadorcia is the importance in blending strategies from both phonics and whole language instruction. In short, she said that neither way, in and of itself is the one right way to teach reading, that students need to employ both phonics and whole language strategies to be proficient readers.

Ray McNulty shared with the faculty his belief that education systems need to change to adapt to the needs of 21st century learners.  He spoke of the "false proxies" we have created to signify learning such as finishing a course or textbook, listening to a lecture or getting a high score on a standardized test.  He emphasized that teaching and learning are two separate entities and that learning should focus on meaning, engagement, inquiry, exploration, personalization, collaboration and trust.  Mostly, he stressed that educators need to become agents of change. Instead of reacting to change (i.e. NCLB & Standardized Assessment), educators need to be proactive and author and cultivate those changes that are needed to help students compete in a global economy.   He spoke passionately about the idea that what has worked in education in the past will not necessarily work today (or tomorrow).  The needs of society today are much different than they used to be.  For example, our students are immersed in what he called "millennial-oriented Technology" (blogs, wikis, tagging, IM, Myspace and Podcasts for example).  Many students talk of "powering down" when they enter a classroom and "powering up" when they leave. He distinguished between digital immigrants and digital natives.  Immigrants work at conventional speed, natives a twitch speed.  Immigrants like linear problem solving, natives like random.  Immigrants read text first, natives "read" graphics first.  Immigrants are "work" oriented, natives are "play" oriented.  Couple these observations with the fact that the skills needed in todays workforce are changing, that employers are looking for workers who can solve problems, communicated effectively and in diverse manners, apply technological skills to access, apply and create new information, are leaders, and who have a thirst for lifelong learning, self direction and renewal and schools, for the most part, are not only missing an opportunity to capture a fleeing school population, but also to prepare students for 21st century work opportunities, opportunities that are quickly going over seas.

In short, it was a thought-provoking, perhaps even thought-challenging lecture.  I encourage all readers to view his presentation and to visit the institute's website.

Teachers take a pie in the face for Pi Day!

To celebrate Pi day, Mr. Wiggin - the 8th grade math teacher on the VIP team - hosted not only a pie eating contest, but gave students an opportunity to throw a pie in the face of their teachers. Additionally, the winner of the pie eating contest won the grand prize, throwing a pie in the face of Assistant Principal, Mrs. Faulkner.  Congratulations to Mr. Wiggin and the VIP team for a spirited and well-deserved celebration.

CMS Finalist for "ED"ies Award

As indicated in my last post, a team from the CMS community traveled to Concord on Tuesday, March 4th to deliver our presentation as to why we should be the NH Middle School of the Year for 2007-2008.  On Friday, March 7th, Mr. O'Malley received the call from the "ED"ies committee that CMS has indeed been chosen as a finalist.  On April 15th (yes...tax day!) members of the "ED"ies committee will be spending the day at CMS to see our school in action. 

Many people have asked about the process and the number of schools who were in the running.  I don't really know that exact answers to any of those questions.  However, what I have been able to surmise is that approximately 6 schools were asked to come present to the committee.  I believe 3 of those schools are being visited.  

None the less, we are very excited to host the committee.  We think they will be amazed by the professionalism of our staff, the dedication of our students, and the support of our community. If we are chosen as the NH Middle School of the Year for 2007-2008, it will be the result of the CMS community!

CMS Invited to Present to the Eddies Committee

On Tuesday March 4th, 10 members of the CMS community traveled to Concord to present its case as to why CMS should be the New Hampshire Middle School of the Year for 2007-2008. CMS was chosen from a larger group of New Hampshire middle schools to develop and deliver a presentation laying out why it should be awarded the "ED"ie  award for middle school excellence.  The committee will decide whether or not we make it to the next step.  If we do, we will be hosting the committee at our facility for a day later in March.  We certainly hope they come to visit. Needless to say, we are extremely proud of our school and would love the opportunity to "show it off".  

By the way, CMS has history with the "ED"ies as Karen Whitmore, CMS 7th grade English teacher, was chosen as the New Hampshire English teacher of the year for 2006-2007.  

If you would like to read our application, please click here.

We'll keep you up to date.  For more information, contact Tony Baldasaro at 775-8793 or tbaldasaro@sau16.org.

CMS Faculty Discusses Good To Great

On January 30th, the CMS faculty met in small discussion groups to continue the discussion about self-improvement and the move to "Greatness".  A summary of those break out groups can be viewed here.  Currently, the Good to Great Steering Committee is reviewing these reports.

A summary of our NECAP results has been posted.  Please visit here to see those results.

NECAP Results

The NECAP results were made public January 29, 2008.  We'll have more to say about how CMS students performed on them, but to have a look at how CMS students have historically performed on the NECAP, please click here.  There are three separate spreadsheets.  The first is the "whole" school.  The second represents our students who have Individual Education Plans (IEPs).  The final spreadsheet shows how CMS's economically disadvantaged students have historically performed on the test.

The Good to Great Steering Committee has developed the following agenda for the early release day on Wednesday, January 30, 2008.  

12:30 Meeting begins in the Auditorium

12:30 - 12:45 - Brief overview of the work of the Good to Great Steering Committee and of the goal/purpose of the day.

12:45 - 1:45 - Discussion break out groups.  Each group will be facilitated by 2 Good to Great steering committee members.  Discussions will focus on four keys areas:

    A.  Sharing of “What Makes a Great School?” brainstormed list. (see below)

    B.  Common Planning Time

    C.  Social & Emotion Needs of CMS students

    D.  Curriculum

Topic A was developed by the Good to Great steering committee.

Topics B, C & D were the most discussed topics from our Good to Great break out sessions in December.  

1:45 - Debrief and whole group discussion in the auditorium

To learn more about what the Good to Great steering committee has identified as qualities of great schools, please visit:

 http://docs.google.com/Doc?id=dvqrj85_10f2t9wffv

Over the course of two meetings, the Good to Great Committee began developing its vision of what a great learning community looks like.  Below is a list of traits that the committee believes all great learning communities share.  While this list is dynamic in that it is open to review and revision, as the committee continues its discussion of school improvement, these are the traits in which we will continue to consult to expedite our growth toward greatness.

A great school…..

 

 

    a.     fosters/encourages openness and support amongst all community members.

    b.     inspires students’ engagement.

    c.     has a clear vision and prioritizes initiatives accordingly

    d.     celebrates its greatness as well as improvement through self-reflection and   evaluation.

    e.     values(?) accountability within the community.

    f.      focuses on student learning.

    g.     supports individual needs of community members.  (what does this mean?)

    h.     has a clear decision-making process.

    i.      teaches the learning process, encouraging depth rather than breadth

    j.      employs adults who model intellectual curiosity

             k.     uses differentiated instruction and assessment strategies proficiently

    l.      collaborates with other professionals and parents

             m.     uses current research to inform decisions and policies

             n.      recognizes the value of interdisciplinary learning

             o.     maximizes resources

             p.     values relationships

Good to Great Committee Minutes

January 9, 2008

 

Attendance:

 

Tony Baldasaro                          Tom O’Malley

Carrie LaDue                           Diana Perry

Sarah Cook                              Chris Mazzone

Lauren McGrath                        Karen Whitmore

Carol Trecosta                          Liz Moran

Angela Bellantone                       Janet Prior

Tom Powley

 

Absent:

Monica Greenleaf                     Kim Houghtaling

Dee Whall                               James Reilly

Jeanne Mantarian

 

Discussion:

 

1. Co-chairs: Tony Baldasaro and Monica Greenleaf

2. The implication of the committee’s name. Tony has received varied feedback, mostly from teachers giving examples of how we are already ‘great.’ Yes, we do have “pockets of greatness at CMS,” but we are not necessarily great as a whole organization.

3. Concern: The achievement gap (as indicated by the Fall 2007 NWEA test results) shows an achievement gap between the highest and lowest achievers that is growing.

4. Task: We need to develop a ‘plan’ for Dr. Hanson to present to the Board by April 2008. The plan should illustrate how we, at CMS, envision our path to greatness (keeping in mind the 3 R’s: rigor, relevance, and relationships.)

5. Round-table ideas shared:

·      Despite a perceived ‘fear factor,’ we need to strive for candor among the staff and among our committee.

·      We need to support the ‘relationship’ piece as we strive toward academic greatness.

·      We need to be mindful of ‘mixed messages’ that are at times perceived by the staff and seek clarity of purpose.

·      We need to focus on coming up with solutions, rather than focusing on problems.

·      We (most likely) will require a commitment to funding more support staff to cover areas like lunch duties, study halls, etc., if we are to maximize common planning time within the content areas.

·      We may need to be ready to shift paradigms and throw out what we think we already know/believe about what’s best for students.

·      We need to commit the funding and time required (during the regular school day) to provide academic support to those students who need it.

·      We need to examine and list what we already do that we consider to be great and prioritize its value.

·      We need to define ‘great’ and determine how we will know we have achieved greatness.

6. Task: Tony will initiate a forum on First Class for G2G committee members to facilitate communication.

7. Next meeting:  Tom has provided release time on Monday, January 14 at 1:30 p.m. in the conference room or the cafeteria. Tony asks that we try to arrange internal team coverage for our last period class, but he will help with coverage, if needed.

8. Next agenda:

• To develop a vision for the committee’s purpose

• To brainstorm what a great school looks like

• To plan appropriate tasks for the January 30 Early Release

CMS University

A Professional Development Opportunity for

the Faculty of the Cooperative Middle School

Workshops available:

Date	Workshop	Description
01/17/08	Rigor & Relevance	How do we achieve rigorous and relevant learning in our classrooms?  Learn to apply new skills and knowledge to real-world problems without sacrificing academic rigor.  To register for this workshop, go to: http://cmsu1rigorandrelevance.eventbrite.com
01/24/08	Lesson Planning	Review how to plan effective lessons that will meet the needs of all learners and how an effective plan can lead to effective instruction.  To register for this workshop, go to: http://cmsulessonplanning.eventbrite.com
01/31/08	Questioning Techniques	The art and science of effective questioning techniques.  How to challenge your learners through the use of higher-order questions.  Focus will primarily be on Bloom's Taxonomy.  To register for this workshop, go to:  http://cmsuquestioningtechniques.eventbrite.com
02/07/08	Maximizing Instructional Time	Strategies to maximize learning from "bell to bell" including class starters, effective transitions, checking for understanding, and closure.  To register for this workshop, go to:  http://cmsumaximizeinstructionaltime.eventbrite.com
02/14/08	Effective Use of Para-Professionals	How to entrust and maximize additional adults in the classroom.  To register for this workshop, go to:  http://cmsuparaprofessionals.eventbrite.com
02/21/08	Formative Assessment	How do you assess FOR learning, not of learning.  The use of assessment to guide instruction.  To register for this workshop, go to: http://cmsuformativeassessment.eventbrite.com
03/06/08	Homework	The who, what, where, why, when and how of homework.  To register for this workshop, go to:  http://cmsuhomework.eventbrite.com
03/13/08	Assessment & Grading	How's my kid doing in school?  What do our (your) grades mean?  To register for this workshop, go to:  http://cmsuassessmentandgrading.eventbrite.com
04/10/08	Exhibition of Best Practice	An opportunity for all to see the best practice of our colleagues.

 

Times:

Each workshop will be from 2:30 - 3:30 in the East Wing of the CMS Library.

Limited Availability:

Each session is limited to 12 attendees.  Sessions may be repeated if demand is great enough.

Registration:

Workshops will be filled on a first come first serve basis and are only available to the CMS faculty.  Please use the above links to register.

"It's the Economy Stupid."

James Carville first said it 15 years ago when he was a campaign manager for then Governor Bill Clinton.  His point was simple.  George Bush was beatable, despite the perception that he was unbeatable having just ended the cold war and been successful in pushing Iraq out of Kuwait in the Persian Gulf War.  Carville's point?  Bill Clinton was a better choice because while President Bush was gaining success overseas, he wasn't taking care of the U.S. economy. President Bush's presidency will always be notable.  It was when the Berlin Wall was torn down and America's presence in the Persian Gulf was intensified, but to folks in America at the time, jobs and a healthy economy were more important.

I bring this up because as CMS begins the process of moving from "Good to Great" it is important to always remember the singular power of an effective teacher practicing effective instructional practices.  It is the single most important determinant of children's success in school.  A single, caring teacher can have a greater positive impact on a student's life than any program, curriculum alignment, policy and/or federal mandate will ever have.  

The 2007 McKinsey Report (Which I first read about at Ewan McIntosh's edu.blogs.com) studied successful schools from around the world.  Their research identified three "things" that mattered most in those top schools that were identified as such.  They were:

1.  Getting the right people to become teachers

2.  Developing them into effective instructors

and

3.  Ensuring that the system is able to deliver the best possible instruction for every child.

In other words.   Education is a people business.  Successful schools hire high quality people and then provide the support needed for them to continue to develop their craft.  As CMS moves from "Good to Great" these three "things" that all successful schools have in common should be kept in the forefront of our minds.

Learning is free!

As people find new ways to access high quality curriculum (aside from that delivered at school) there is no doubt that the internet and its endless amount of information has had a profound effect on the ability of people to experience learning anytime, anywhere.  For the most part, that learning has been somewhat unorganized, perhaps even haphazard as people surfed the web looking for items of interest.  Now, however, more formalized courses are available.  Certainly, online courseware and virtual schools and academies have popped up at the k-12 level, but little had occurred at the university level.  Until last year.  Once available to only the very talented, the curriculum at the Massachusetts Institute of Technology, through a program called OpenCourseWare, is open to everyone for free.  Interested people can access lecture notes, readings, tests, and other video postings.  Read an Associated Press article about MIT program here or visit MIT here.

Effective Presentations

Many students (and families) use Microsoft's PowerPoint or Mac's Keynote to create multimedia presentations.  While these tools can be an effective way to present a message to an audience, they are, often, used improperly.  The result is a muted or confusing message to the audience. Check out this blog from JuiceAnalytics.com entitled 8 Ideas for Making Better Slides on how to make more effective presentation slides.  I particularly like point #6.