2006 MASA Fall Conference

Mark your calendars for MASA's 2006 Fall Conference, themed Leading for Learning: Designing the Future. This year's event will be held September 27th - 29th at the Grand Traverse Resort just outside Traverse City, Michigan. It promises to deliver current and critical information relating to public education, interaction with fellow administrators, as well as tools, resources, and materials for participants.

New Superintendents cannot afford to miss the Pre-Conference event aimed at providing you the inside track on what you'll need to succede and survive your first few years in the complex and demanding role of school superintendent. Make sure to register for the September 26-27 New Superintendents' Pre-Conference and stay for 2006 Fall Conference.

Exhibit Show opportunities are also available for vendors to showcase their products and services. Additional space, time, and services have been added to this event for 2006. Visit the web for registration and details.

For conference updates as they become available, visit www.michiganedusource.org/gomasa/FC06.htm.

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EDLINES are here!

By now you should be receiving MASA's Morning News digest, featuring day-to-day education clippings. If not, contact James Scofield for help. You can access the week's highlighted articles online at www.michiganedusource.org/gomasa/edlines.htm.

See related article for more information.

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Members invited to honor retiring superintendent

An Open House has been planned for retiring Dowagiac Union Schools’ Superintendent Larry Crandall in honor of his 36 years of dedicated service to the district. The reception will be held on Saturday, June 10, 2006 from 3:00-5:30 pm at Dowagiac Middle School, 57072 Riverside Drive in Dowagiac. Friends, colleagues, and acquaintances are invited to stop by to offer well wishes and congratulations. The Crandall family welcomes any contributions in Larry’s honor be sent to the Dowagiac Schools Foundation, Dowagiac Band Boosters or Dowagiac Athletic Booster Club.

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MASA launches new member service

April brought the launch of a new news clipping service to your e-mail box. It is similar to the Learning News, but gives you more:

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Members in the news

Districts earn spot on list of best places for learning music in U.S.

You can't visit a fifth-grade classroom in the Troy School District and find many students who haven't signed up to play a band or string instrument. Ninety-two percent of them, in fact, choose to play, a testament to the importance placed on music education in the district and community.

That dedication has earned the district a spot on this year's list of the Best 100 Communities for Music Education in America, put together by the American Music Conference, a national nonprofit group that advocates the benefits of music and music education programs. The list was announced March 31.

"Music is important. It connects us to history. It connects us to humanity," Kenneth Schoon, 17, a senior at Troy Athens High School, said Tuesday.

Also honored was the Waterford School District. It was the second straight year Waterford made the list, a validation of the district's comprehensive programs.

"It's a wonderful boost," said Steven Kosinski, supervisor of performing and visual arts for the district. "It's tough financially to have such strong support of the arts. We're very lucky that not only our superintendent but also our board of education are real bullish on sharing my beliefs. Music is as critical as math and science and social studies."

Additional Michigan districts selected for the award:
Anchor Bay School District, Ann Arbor Public Schools and Jenison Public Schools.

Congratulations to all these districts. For more information, visit communitydispatch.com/artman/publish/article_4421.shtml.

School superintendent selected for Japan program

Farmington Public Schools Supt. Sue Zurvalec has been chosen to participate in the Educators to Japan program. Zurvalec becomes one of several FPS employees over the years selected to participate in the program sponsored by International Educators to Japan. As part of her trip, Zurvalec will spend two weeks visiting schools and interacting with Japanese educators in Tokyo, Akita and Kyoto. She is scheduled to leave June 28.

"I am very excited to learn more about the Japanese culture and society," Zurvalec said. "It is an honor to be selected to participate. I know that this opportunity will help our district to better understand and support our Japanese students and families."

All of her expenses are paid for by the Japanese Business Society of Detroit, said Diane Bauman, director of school and community relations. "They gave out eight scholarships to local educators. There is no expense to the district for this trip," she said. The IEJ program was started in Los Angeles in 1975 by the Japan Business Association of Southern California to express appreciation for the support of local school teachers to Japanese expatriate children and to foster better understanding of Japan. The number of participants increased to about 50 educators from 16 different cities in four different countries. A total of 979 educators have participated in the program so far.
Source: Farmington Observer, 4/09/2006

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State Board news

At its April 11, 2006, meeting, the State Board of Education addressed High School Content Expectations, professional learning, dual enrollment and the superintendent’s contract.
The State Board of Education approved the High School Content Expectations for English Language Arts and Mathematics. The documents went through an extensive review process (educators, professional organizations, community members, Achieve, Inc., and university and college representatives) and revisions were made based on the recommendations. Click here for Content Expectations

The Board again reviewed the proposed Professional Learning plan (this is their second review) and offered further suggestions for revision. Included in their suggestions were creating a stronger link between professional learning and student achievement; a recognition of the role of principals as instructional leaders and mentors; and that professional learning is ongoing and an integral part of one’s daily work. The Michigan Department of Education (MDE) will continue to refine the document and bring it to a future Board meeting for final approval.

The Board was given a first review of recommendations for a dual enrollment policy in Michigan that would promote dual enrollment for broad college preparation, not restrict the enrollment to the highest performing school districts or wealthy students, and make dual enrollment and Advanced Placement programs valuable options for enhancing high school curriculum and providing college credit. The Dual Enrollment study is funded by the National Governors’ Association.

After a closed-door review with Superintendent of Public Instruction Michael Flanagan, the Board, in a unanimous decision, approved a one year extension of his contract until May, 2009. The Superintendent currently receives $168,300 annually. His contract will increase at the beginning of the next fiscal year by the same rate that is given to other department directors under the terms of his contract.

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Four finalists announced for Michigan Teacher of the Year Award

Four state finalists for the 2006-07 Michigan Teacher of the Year Award were announced this month by Michigan Superintendent of Public Instruction, Mike Flanagan. The educators who have been selected as state finalists for the award, in alphabetical order, are:

A select committee will interview the final four candidates in April. An announcement will be made by the end of the school year naming the 2006-07 Michigan Teacher of the Year.

The MDE bestows this award annually to honor Michigan's exemplary educators. As part of the award, the MDE will welcome the recipient as a staff member during her/his tenure as Michigan Teacher of the Year. The Teacher of the Year also has a non-voting seat at the State Board of Education table. For more information on the Michigan Teacher of the Program, access www.michigan.gov/mtoy.

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Reading First Newsletter

The spring edition of the Michigan Reading First Evaluation newsletter is now available at www.mireadingfirst.org. Highlights include the do's and don'ts of DIBELS progress monitoring and an overview of the professional experiences of Reading First teachers as well as literacy instruction outside the literacy block. This edition's spotlight is on Reading First educator Tony Forsthoefel, principal at Lyons Elementary in Lansing.

School Improvement Framework Conference Sold Out!

OSI’s School Improvement Framework Conference packed in particpants on Thursday, April 27 at the Lansing Center. Robert Marzano addressed a "sold-out" crowd on, "What District Leaders, School Leaders and Teacher Leaders Must Do to Provide the Best Education to All Students." If you were unable to attend the conference, you can access the School Improvement Framework. PowerPoints used at the conference will be available through the OSI website.

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Students are Lacking Sleep

Only 20% of students in America are sleeping the appropriate nine hours per night, and this may be seriously affecting their education. “In the competition between the natural tendency to stay up late and early school start times, a teen’s sleep is what loses out,” said Jodi Mindell, associate director of the Sleep Center at The Children’s Hospital of Philadelphia, “Sleep serves not only a restorative function for adolescents’ bodies and brains, but it is also a key time when they process what they’ve learned during the day.”

Without enough sleep, a person has trouble focusing and responding quickly. There is growing evidence that sleep deprivation may also lead to other physical health problems. A poll conducted in November of 2005 (margin of error 2.4% points) showed some of these negative effects on students. The results indicated:

Source: “Most Teens Lacking Enough Shut-eye” in the Seattle Times by Randolph E. Shmid.

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Oprah turns spotlight on “crisis” in American high schools

“Bill and Melinda Gates are on a mission to save America's failing schools.” This was the first line of a two-part Oprah Show that looks at the “crisis” state of America’s high schools. Love the message or hate it, chances are people in your community will be talking about it. The shows aired April 11 and 12, and featured Bill and Melinda Gates describing a high school system that they say is failing children.

“With a net worth of about $51 billion, Microsoft founder and world's richest man, Bill Gates, and his wife, Melinda (two of Time magazine's "Persons of the Year" in 2005), are determined to use their fortune to change the crisis in American schools,” says Oprah in her introduction of part I in the series. “Through their influential Bill & Melinda Gates Foundation, they are trying to revolutionize an education system that, if it were a business, Bill says, ‘would be bankrupt.’"

The couple highlights on camera some of the biggest problems facing America's schools—obsolete education, high dropout rates and underperforming graduates. The show goes on to look at two Chicago area schools—one urban and one suburban—through the eyes of students who switch places for a day.

“After sitting in on a math class at the suburban school, a Harper student was particularly worried about what her [urban school] education was actually teaching her,” reports the journalist. ‘I was looking at the math problems that they're doing [at the suburban school], and I'm like, What language is that?’” she says. ‘As soon as I get to college, I'm going to be lost.’"

The answer, all Oprah’s guests agree: raise expectations—of kids, their schools, and our lawmakers. Consequently, Part II explores what some schools are doing to raise expectations and combat the problems. Viewers are introduced to programs like the KIPP academies, San Diego’s High Tech High, and the Gates’ own small schools initiative. The show then introduced the Gates’ new campaign, Stand Up, launched with the help of former basketball all-star and education advocate Kevin Johnson.

The Stand Up website uses slick technology to track state-by-state drop-out and college statistics, link to school (Standard and Poors) reports by schoolmatters.com, highlight promising practices, and ask people to get involved in changing the way America does high school.

The site broadcasts the stories of dozens of real dropouts—in their own words—with the rest devoted to a description of the initiative’s campaign, which will likely reach a billboard or newspaper near you. It might even end up in your mailbox, since the site offers advocacy toolkits for parents and communities.

And although educators might dispute some of the conclusions of the show’s guests, the Stand Up site features one powerful piece of information that’s hard to ignore: an animated dropout ticker that counts down the seconds until the next American student drops out. When I checked it, the site had logged 736,082 year-to-date dropouts, with a new one added every 26 seconds.

You can read transcripts and view some compelling scenes from the show at www.oprah.com/tows/tows_landing.jhtml.

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Michigan Arabic program could become model for U.S.

Michigan educators plan to tap a proposed multimillion-dollar, multiyear federal grant to bring Arabic classes to a handful of elementary schools in fall 2007. The program is part of a Bush administration initiative to boost study in languages deemed critical to the country's strategic and economic interests.
Source: Detroit Free Press, 4/4/06

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"Digital divide" shows signs of narrowing

Studies show that blacks are increasingly going online, with a Pew survey showing that 61% of blacks 18 and older are connected to the Internet, compared with only 23% in 1998, and a separate report issued by Pew last July shows that 77% of black teenagers are online. Experts credit the rapid adoption of Internet use by blacks to falling computer prices, high-tech mobile technologies and the Internet's expansion.
Source: The New York Times (free registration), 3/31/06

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Proms allowed, but with less decadence

Two Long Island high schools that cancelled their senior proms after years of growing excess (including limos and weekend house rentals in the Hamptons) announced a cut-rate compromise Tuesday that will involve bus rides and other more modest arrangements. Instead of hiring chauffeurs, students will takes buses to a Manhattan pier for a dinner cruise. Instead of tuxedos and fancy ball gowns, the dress code will be jackets and ties for boys and dresses for girls. The cost is expected to be about $100 per student— a fraction of the cost of the wild parties of the past. The principals of the two Roman Catholic schools sparked a national debate about the ostentatiousness and debauchery that accompany many senior proms. Source: MSNBC, 4/5/06 www.msnbc.msn.com/id/12157092/

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Superintendent Scholarships Offered

Through a generous grant from Sodexho School Services, NSPRA is offering several scholarships for superintendents who are new to the NSPRA National Seminar or who haven't attended in the past three years. The scholarship will cover the Seminar registration fee for NSPRA 2006. For an application go to: www.NSPRA.org/SuperintendentScholarshipForm.pdf. The 2006 NSPRA National Seminar will be held July 9-12 in Chicago. Learn more at: www.nspra.org/smap_events.htm.

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Reconnecting youth

Whatever it Takes: How Twelve Communities Are Reconnecting Out-of-School Youth
America is in the midst of a “drop-out” crisis. Nationally, only about two-thirds of all students who enter 9th grade graduate with regular high school diplomas four years later. Rates vary widely across states, but on average, 72 percent of female students and 64 percent of male students graduated in 2001; the numbers for African American students is as low as 50 percent. Contrary to popular opinion, several studies show that young people who have dropped out do want to finish their degree. This new report from the American Youth Policy Forum looks at efforts across the country to reconnect out-of-school youth with educational and work opportunities. The report focuses on specific approaches in 12 communities, and looks at national models for reconnection.

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Making Good on a Promise: Supporting the Educational Goals of Dropouts

This Jobs for the Future report looks at whether our society makes good on its promise of a second chance for young people who have dropped out of high school. Among the myths shattered by the research review: dropping out is not just a problem of the poor, but socioeconomic status—not race—is a key indicator for dropping out. Black and Hispanic youth are no more likely to drop out than their white peers in the same socioeconomic group. In addition, most dropouts are persistent in their desire to get more education. The report offers specific policy recommendations to serve disconnected young people.
Source: Connect for Kids.com

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Few Students Take Tutoring, Transfers Under No Child Left Behind

Only 17 percent of students nationwide eligible for free tutoring under the No Child Left Behind law are taking advantage of it, Education Secretary Margaret Spellings said in April. And less than 1 percent of all students eligible for school choice actually transferred to another school. Spellings said many school districts aren't telling parents about their options.

While most Americans have heard of the No Child Left Behind Act, nearly seven in 10 say they don’t know enough to form an opinion. Even so, a majority of Americans say the law will improve education. Parents' perceptions of their child's education may play a role. Public Agenda’s latest Reality Check survey finds that most parents are confident that their own children will be well prepared for college or work when the time comes, even as government and business leaders worry about math and science scores. Substantial majorities of parents believe that the schools their children attend are better than the ones they went to. Most also say that the material their children are learning is more challenging and difficult than what they themselves had to learn when they were in school.

Here in Michigan, these attitudes could affect how parents respond to more rigorous high school graduation requirements. If parents are generally satisfied with the “way things are” and feel their own children are already on a successful track, will they support the pending changes? Will they seek the academic support their children need in order to meet more stringent demands? This research hints they may not, at least not without some excellent communication on the part of principals and teachers.

Read Spellings' statement: www.ed.gov/news/pressreleases/2006/04/04052006.html
Source: www.publicagenda.com

1. align improvement efforts throughout the district,
2. make sound decisions based on data, and
3. increase the efficiency of operations that lead to improved student performance.

• systems thinking,
• process management,
• strategic thinking, planning, and developing the capacities necessary to create a high performing district.

The Michigan Association of Secondary School Principals (MASSP) has made building administrators aware of a great opportunity that we want you to know about and support as you see appropriate. School building teams will have an opportunity to apply to participate in a year-long professional learning opportunity called REACH and TEACH. Teams that are accepted will be invited to begin the program on July 12-13, 2006. The focus for the year will be on improving learning results for students who are hard to reach and/or hard to teach.

More detailed information including the documents needed for application are at
www.cenmi.org/ideapartner/documents.asp. Look for the Reach and Teach for Learning secion of the webpage.

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Leadership for Achievement: Coming together to produce our next, successful generation.

August 2-4, 2006
Mt. Pleasant, Michigan

Presenters: Dr. Larry Lezotte, Dr. Michael White, and Dr. Patricia Davenport. Bring your Leadership team: Learn how to establish and maintain a high achieving school, bring home a blueprint for student achievement, and ensure that your students learn Michigan standards and benchmarks. Sponsored by the Michigan Association of School Boards in partnership with Oakland Schools, Traverse Bay Area ISD, and Lewis Cass ISD.

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ASSIST ISD/RESA Leadership Institute for teacher induction

August 9-11, 2006
The Homestead, Glen Arbor, Michigan.

Institute objectives are to learn the elements of effective induction programs and quality instructional mentoring, learning how to use the ASSIST website, and developing a plan to support new and mentor teachers. For more details visit the ASSIST website at assist.educ.msu.edu.

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Superintendent Preparation Series Academy

August 10-11, 2006
September 14-15, 2006
October 12-13, 2006
November 9-10, 2006

The SUPES Academy is a comprehensive leadership development experience to prepare individuals who will be the next “class” of superintendent candidates. There will be an unprecedented number of superintendents retiring over the next decade. At the same time, fewer people with the necessary capacity-building experiences are aspiring to move into these critical leadership roles. In addition, the superintendency has become increasingly complex. It is critical that the new superintendents receive the best possible preparation and support available to help ensure success in their new assignments. This is the first of four sessions. Part one takes place at the DoubleTree Hotel in Bay City; part two in Traverse City at the Grand Traverse Resort; part three in Grand Rapids at the Crowne Plaza, and part four in Lansing at the Sheraton. The SUPES Academy is limited to 45 participants.

COST: $800 (includes all 4 sessions). If interested, please visit www.gomiem.org (Superintendent Preparation Series Academy) to download the forms. Forms must be submitted to the Michigan Leadership Institute no later than June 9, 2006.

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LEADing the Future handheld technology training

Administrator training in handheld computer technology is still available at discount rates through LEADing the Future and MASA. An updated schedule of workshops has been published online. Get on board with foundation courses to familiarize yourself with the tools, information, and possibilities (handheld computer, software, and additional equipment are included in the registration fee for foundation courses). Extension courses focus on specialized and additional strategies for making the best use of this technology in your district (extension courses are free to those who have successfully completed foundation training).

To learn more or to register, visit the LEADing the Future website at www.leadmichigan.org or contact the MASA office at 517.327.5910.

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Beyond Assessment: Building a Sustainable Quality Culture
of High Achievement for All

July 9-12
National Quality Superintendents Retreat
Ritz-Carlton Bachelor Gulch
Vail, Colorado

This national retreat is open for superintendents and assistant superintendents, principals and APs, central office administrators, school board members, business partners, and other key stakeholders. Click here.

This Retreat is cosponsored by the ASCD Quality Education Network, The Center for Schools of Quality, and Bonstingl Leadership Development's National Quality Superintendents Network. Only 60 executive educators from across the USA and around the world will be selected to participate.

The application process is simple. The planners need to receive a letter from applicants, describing the reasons they want to bring a team to the Retreat and how they plan to apply what is learned to systemic improvement in their schools to ensure high motivation and achievement for all students and teachers.

Additional opportunities include the "Leaders for the Future" student leadership development initiative for students at all levels - elementary through high school.

More information and applications may be found at www.Bonstingl.com (Bonstingl Leadership Development). Or contact John Jay Bonstingl at 410.218.1776.

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GMB Architects-Engineers
www.gmb.com
Since the firm was founded in 1968, we have continued to reinforce our distinguished heritage through exceptional service throughout the design + implementation process with excellent people. We approach each step of the process of architecture, from design to completion, as an art in itself, applying the same passion for design to the technology, budget, and project management.

LaPointe and Associates, P.C.
www.spedlaw.com
The LaPointe & Butler law firm staff can categorically say that Special Education is our business! While we offer a continuum of services, all are either instructive, preventive, rehabilitative, supportive or consultative regarding a school district's efforts to provide special education programs and services, or to meet § 504 or ADA mandates. We pride ourselves in establishing a working relationship with our clients that is not restricted to just providing "traditional" legal advice. Rather, by our taking the time to learn about special education and the day-to-day problems in providing it, in providing services we strive to develop the maximum potential of district staff to prevent or resolve problems. However, if the problem persists, we represent districts in complaint or due process hearing procedures, litigation, or other forms of dispute resolution, consistent with the law and the child's educational needs.

Owen-Ames Kimball Co.
www.owen-ames-kimball.com
When you have been around for more than a century, you learn there is a right and a wrong way to do business. There are a few simple rules you have to live by, a handful of guiding principles that just make sense. We at Owen-Ames-Kimball Co. have learned that if we simply live by our principles, we will build strong, long-term relationships with our clients and they will keep coming back. This has been the key to our success. It is the reason we attract the best people and the reason we have a financially strong and successful company. Here are the principles we live by: Relentless Communication, Undivided Attention to Detail, Employee Ownership, Exceptional Quality.

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