MASA eLeader 6-16-06

MASA has been informed by the Michigan Department of Education that there are a significant number of school districts that do not have approved technology plans for the start of the E-Rate funding year, July 1, 2006. The rules of the Universal Service Fund mechanism to fund discounts for telecommunications services, Internet access, internal connections, and basic maintenance of internal connections state that an approved technology plan must be in place by the start of services. Thousands, if not millions of dollars are at risk if your district’s technology plan is not approved by the start of services.

Please check to make sure that your technology plan is on the path to approval. There are only two weeks left before the funding year begins. For more information you should contact your ISD’s technology plan reviewer or Jeannene Hurley at MDE, hurleyj@michigan.gov or 517.241.0898.

A new agenda for a new Michigan

This report from Michigan Future, Inc. was designed to answer the question, “What really matters in positioning Michigan and its regions for success in a knowledge-driven and entrepreneurial economy?” The authors came to the conclusion that much of Michigan’s current decline is caused because Michigan — its citizens, enterprises, and communities — has been slow to adapt to a rapidly changing global economy. The report comes to the following conclusions in answer to the guiding question:

That Michigan must become a high prosperity state with per capita income above the national average.
The only reliable path of a high-prosperity Michigan is to be concentrated in knowledge-based enterprises.
Economies are regional — state economies can be best understood as the sum of their regional economies.
What distinguishes successful areas is their concentration of talent, where talent is defined as a combination of knowledge, creativity, and entrepreneurship.
The complete report can be accessed at Michigan Future, Inc.

“Ironically, a century ago Michigan led the nation in building … knowledge resources. It created a great education system aimed at serving all of its citizens, demonstrating a remarkable capacity to look to the future and a willingness to take the actions and make the investments that would yield prosperity and well-being for future generations. Yet today this spirit of public investment for the future appears missing. Decades of failed public policies and inadequate investment now threaten the extraordinary educational and knowledge resources built through the vision and sacrifices of past generations. Ironically, at a time when the rest of the world has recognized that investing in education and knowledge creation is the key to not only prosperity but, indeed, survival, too many of Michigan’s citizens and leaders, in both the public and private sector, have come to view such investments as a low priority, expendable during hard times. The aging baby boomer population that now dominates public policy in our state demands instead expensive health care, ever more prisons, homeland security, and reduced tax burdens, rather than investing in education, innovation, and the future.”

- James J. Duderstadt, President Emeritus, University Professor of Science and Engineering, The University of Michigan in A Roadmap to Michigan’s Future: Meeting the Challenge of a Global Knowledge-Driven Economy, Ann Arbor, MI, October 10, 2005.

Safe Routes to School: Planning for a better walk to school

A young high school man walked along a ‘goat path’ and made notes about this barrier to safe walking for students. As part of Jackson, Michigan’s Student Coalition for Walkable Communities, Zack volunteered to help with a walking audit for Frost Elementary School. The walking audit is part of the Safe Routes to School process, where diverse stakeholders take part in assessing environmental barriers to safe walking for school children. Following the walking audit, groups who’ve assessed different major routes for the school commute convene to discuss their findings. When it was time for Zack’s group to summarize their view, he talked about the lack of sidewalks surrounding the school and then held up a chunk of concrete. “And in some places where there are sidewalks,” he said, “I think they’re in need of repair.”

Michigan unveils $19 million "Safe Routes to School" initiative
A new $19 million initiative aims to at encourage and enable children to safely walk and bicycle to school. Sponsored by the Michigan Department of Transportation (MDOT), the Michigan Department of Community Health, the Michigan Department of Education, and the Governor's Council on Physical Fitness, Health and Sports, “Safe Routes to School” is an international movement, and now a federal program, to make it safe, convenient and fun for children to bicycle and walk to school.

In Michigan, Safe Routes was launched in October 2003 with a two-year pilot program involving 11 schools. Eleven pilot schools and a state coalition of 27 organizations worked with the Governor's Council to learn what would be needed to improve the walking and biking commute to school.

Working with schools, the council developed a Safe Routes to School Handbook. As a result of this successful groundwork, Michigan is now one of a handful of states positioned to quickly implement the new federal program. MDOT will receive $19 million in federal transportation funding through 2009 to implement the "Safe Routes to School" program for K-8 students throughout the state.

"Many schools are interested in encouraging biking and walking, but don't know how to proceed," said Mike Eberlein, Safe Routes to School coordinator for MDOT. "When we funded Michigan's Safe Routes to School pilot project in 2003, we saw the need to develop simple-to-use tools that schools need in order to plan safe routes and encourage biking and walking. Now, not only are those tools available to any school in Michigan, but federal funding also is available to assist schools in implementing their plans.”

Safety is not the only advantage of the program. “Creating safe, healthy environments for Michigan's schoolchildren is critical for optimal learning,” said Michael Flanagan, superintendent of Public Instruction for the Michigan Department of Education. “The daily commute to school has great potential to set the stage for the classroom experience, so we are pleased to support the ‘Safe Routes to School’ initiative as a quality component of our educational system.”

For more information about “Safe Routes to School,” or to register for free training and Handbook, visit www.saferoutesmichigan.org.

"It’s a big mountain, and a steep one. We have to adopt a budget in the black, we just have to figure out how.”

–Steve Rybicki, superintendent of Free Soil Community Schools in the Ludington Daily News 6.7.06, regarding a community effort underway to keep the school district alive.

Building a High-Impact Board-Superintendent Partnership
August 29
10 a.m.

MASA has teamed up with MASB and Governance Edge to present a live 90-minute webinar featuring school governance expert Doug Eadie. Doug is a nationally recognized author of 17 books on board and CEO leadership, including The Board-Savvy Superintendent (with Paul Houston). Designed for a team of superintendents, board members and senior staff, Doug’s workshop provides experience-based, practical guidance to help you accomplish truly high-impact governing work while also keeping the Board-Superintendent partnership healthy.

“Doug’s presentation on building Board leadership and leading innovation was a real hit….Doug’s dynamic style and powerful content made for an outstanding session,” said Dr. Paul Houston, Executive Director/CEO, American Association of School Administrators and Coauthor (with Doug Eadie) of The Board-Savvy Superintendent.

Just one connection fee registers your entire leadership team for the webinar, which will feature the following topics:

Doing high-impact governing work
Making governing judgments and decisions that flow along three broad governing streams:
- strategic and operational planning;
- monitoring district performance; and
- maintaining effective public/community relations
Promoting Board self-management and accountability
Taking explicit accountability for governing performance by:
- systematically developing Board member governing knowledge and skills; and
- monitoring governing performance against clear self-set targets and standards.
Keeping the Board-Superintendent working relationship healthy
- practical ways to build and maintain a positive partnership that endures through turbulent times
- the preeminent relationship-building tool – Board evaluation of Superintendent performance
- communication and interaction guidelines.

What is a webinar?
The cost-effective Webinar format brings this powerful program directly to your conference room without the associated expenses. One fixed fee allows your entire team to attend at no additional charge. All you need is a speaker phone, a personal computer and an Internet connection. Participants will be able to hear Doug’s live presentation, view PowerPoint slides, and participate in question and answer sessions with participants from around the state.

For more information or to register, email Tom Berger.

Michigan Economic Development Corporation Unveils New Business Marketing Initiative at Mackinac Policy Conference

The Michigan Economic Development Corporation (MEDC) launched the largest business marketing initiative in Michigan’s history at a formal briefing to Detroit Regional Chamber of Commerce Mackinac Policy Conference attendees on Mackinac Island in June.

The national advertising and marketing initiative—which debuted in early June—will share stories of successful CEOs who have chosen to expand their businesses in Michigan as a way to encourage other businesses to choose Michigan for the site of their future job creation.

Award-winning actor/director and Michigan resident/entrepreneur Jeff Daniels will introduce these business-growth success stories to business decision makers in Michigan and around the country.

“CEOs are choosing Michigan for their business growth because they think Michigan is a great place to do business,” Governor Jennifer M. Granholm said. “We want those CEOs sharing that story with the world so that when other businesses are looking for a place to grow and create jobs, they look at Michigan first. MEDC’s advertising focuses on companies and CEOs who capitalized on Michigan’s business resources to give them a global competitive edge.”

The initiative will highlight Michigan’s key business-attraction tools including its competitive business environment, its world-renowned universities, its highly skilled workforce, its status as the world’s research and design hub, and its new, $2 billion 21 st Century Jobs Fund. Together, these tools give Michigan businesses “The Upper Hand.”

"Trust was the big issue. In my first speech to the staff, I said it was very important for me to be here for a long time. And they laughed. There was a lot of doubt in the community about leadership continuity. It couldn't be addressed with words; there had to be action."

- Dr. J. Michael Washburn, retiring superintendent of Forest Hills Public Schools, in the Advance, 5.11.06reflecting on his 22 years with the district.

Does your school “Do Sports Right?”

Learn about a program that can help.
Balance is the key when it comes to managing the relationship between athletics and academics. A new program in Maine is helping superintendents find that balance, and was the focus of the June 2006 issue of AASA’s School Administrator article.

Throwing out interscholastic sports would be as wrong as paying too much attention to them, writes author Kate Beem. For some students, the chance to participate in sports might be the only thing keeping them in school. For others, proficiency in sports truly will open doors to higher education. That’s a reality that educators can’t afford to overlook.

Beem goes on to describe a program called Sports Done Right, which aims to inspire schools to teach their students the art of healthy competition while keeping the importance of sports in perspective. The Maine Center for Sport and Coaching at the University of Maine unveiled the program in January 2005, and 12 districts are piloting it, including the Auburn School Department.

The program dovetails with the district’s decision to treat its sports and activities as co-curricular rather than extracurricular, Superintendent Barbara Eretzian says. With Sports Done Right, students learn that good citizenship is expected on the playing field, too.
Learn more at www.sportsdonerightmaine.org.

Read more about balancing athletics and academics in the June issue of the School Administrator.

MASA news:

SAPAC Golf Outing, July 31

The big event you won’t want to miss is coming July 31st. Planning is underway for the School Administrators Political Action Committee’s (SAPAC) Annual Golf Outing at Hawk Hollow.

Join educators, administrators, and friends for golfing, fantastic prizes, fresh air, drinks, food and, of course, fun. Sign up as a foursome or be teamed up with others. Invite friends, colleagues, families, or total strangers to spend the day with us.

Funds from these events go toward legislative initiatives that keep public education strong for Michigan’s kids. Hope to see you there!

For details, directions, and more information, visit www.michiganedusource.org/gomasa/GolfOuting.htm or contact James Scofield at 517.327.9259, jscofield@gomasa.org.

Attention New Superintendents

Don’t wait! Sign up today for the 2006 New Superintendent’s Pre-Conference to be held Tuesday, September 26 through noon on September 27. Plan now to attend this event planned with new superintendents in mind.

Meet other new Michigan superintendents
Network with MASA staff and executive board
Learn critical leadership skills in addressing technology, negotiations, communications, data reporting, school improvement, communication, and more
Discover proven strategies for building strong board relationships and high-impact governance
Find resources to help you address legal issues and engage in grassroots political advocacy
Jump-start your connections to resources you need for success

MASA Fall Conference 2006: 27-29 Sep - Sign up now!

Registration for MASA's 2006 Fall Conference is now available. Plan now to attend this issue-packed event taking place at the Grand Traverse Resort near Traverse City, September 27-29.

The agenda includes the latest information on the hottest topics in a great atmosphere of networking with colleagues and sharing ideas. Don't miss out on features such as:

Lance Secretan, author of Inspire! and Oneness! talks about higher ground leadership
Brian McNulty, shares the latest superintendent research data
Mitch Stapley - Michigan's economic outlook
Daria Hall & Brooke Haycock, presenting a walk through the data and into the lives, hearts and minds of the educators and students behind the numbers
Michigan Department of Education updates
Peer discussions in roundtable format
Continuing Education Credits
Exhibitor Showcase of the best in educational products and services
New Superintendents' preconference event: 26-27 Sept
Fun Run - annual fitness event sponsored by SET SEG

For details, forms, directions, and agenda info (all will be regularly updated as information is available), keep your eye on www.michiganedusource.org/gomasa/FC06.htm.

Conference Highlight
As noted in our May 12, 2006 edition of MASA LEADER, Lance Secretan, PhD. will be the kick off keynote speaker at our MASA Fall Conference. Below is a brief sneak preview of some of what he will be sharing with us. His most recently published book, One: The Art and Practice of Conscious Leadership goes into great detail about what goes into “Higher Ground Leadership.” At the core of this leadership, Secretan says that “the greatest leaders of history have all been Conscious Leaders—inspiring others in their endeavors and dreams—seeing the whole, larger picture.” He builds the foundation of his ‘Higher Ground Leadership’ around his CASTLE theory. He states that when leaders live their lives through words and actions that adhere to the six guiding principles of the CASTLE theory, we will truly become One.

These principles include:

Courage—Being brave enough to reach beyond the boundaries created by our existing, often deeply held, limitations.
Authenticity—Committing oneself to show up and be fully present in all aspects of life.
Service—Focusing on the needs of others.
Truthfulness—Listening openly to the truth of to others and refusing to compromise integrity.
Love—Embracing the underlying oneness with others by relating to and inspiring them.
Effectiveness—Being capable of, or successful in, achieving the goals we desire in all aspects of life.

Don’t miss what Lance has to say about what happens when we are true to these principles. Come find out from Lance a very powerful, yet simple tool to build the six principles in yourself and others in your district. Lance will present during the opening session and will also provide a follow up clinic session. He will then join the Courageous Journey™ cohort as they continue to share and grow.

Space still available for Fall Conference Exhibit Show

Business members who participate in the MASA Sponsorship or Business Affiliate Programs are now eligible to reserve an Exhibit Show booth at the MASA Fall Conference at the Grand Traverse Resort, September 27 -28. The show is a unique opportunity to network with superintendents and administrators from local and intermediate school districts across Michigan. A few spots are still available on a first-come, first-served basis to paid-up members. Get your registration form in now to reserve your booth today! Please visit www.michiganedusource.org/gomasa/Exhibit.htm for Exhibit details and forms or contact James Scofield at jscofield@gomasa.org - 517.327.9259 with any questions.

Postcards from the Journey

Leaders Leading Leaders,

In Resiliency and Sustainability, Michael Fullan identifies eight elements — or components for sustainability — for superintendents who want to make a difference. He describes one of those elements, which he calls the long lever of leadership, in this way: The main mark of a school superintendent at the end of his or her tenure is not just the impact on the bottom line of student achievement, but equally how many good leaders he or she leaves behind who can go even further. The superintendent's longer-term impact is literally through other people. Developing other leaders in the district is absolutely critical.

MASA Executive Board Member Len Rezmierski puts this concept into action by modeling the connection of new knowledge to existing knowledge through his participation in The Courageous Journey™. According to Len, "The Courageous Journey was a commitment, on my part, to re-energize my skills and knowledge within my responsibilities as Superintendent for the Northville Public Schools. I believe that this professional learning opportunity is not only appropriate but long overdue. As "Leaders Leading Leaders" in fulfilling our role, we must set, by example, that which we expect our central office administrators, building administrators, teachers and support staff to follow. I am excited by what I've learned already and look forward to more opportunities to improve and refine my skills and, where appropriate, share my experiences with others."

"Courageous Journey is a very exciting opportunity. I am pleased that MASA has taken the leadership with this program."

Are you ready for The Courageous Journey? The 2007 cohort will receive an orientation at the MASA Fall Conference in September. Visit the Courageous Journey website to learn more about the program and to sign on!

MASA-Developed online course now available

“Champions for Teaching and Learning,” an online professional learning experience designed to help school districts meet the challenges of No Child Left Behind, Adequate Yearly Progress and Education YES! is now available on Michigan LearnPort. This course was developed by MASA as a first step in the voluntary administrator certification endorsement program, “The Courageous Journey™”. The course is now available outside of the certification program at no cost to interested educators through a grant from the Michigan Department of Education and Michigan Virtual University. “Champions for Teaching and Learning,” is a self-paced course that qualifies for 4.5 SB-CEUs upon completion.

“Champions for Teaching and Learning” is designed to build capacity for meeting the challenges of No Child Left Behind, Adequate Yearly Progress, Education YES!, and data-driven planning and decision-making processes for continuous improvement in academic achievement for all children. The project utilizes a powerful, dynamic tool developed by a team at Calhoun Intermediate School District which clearly outlines the roles and responsibilities for key stakeholders to meet these mandates. The design, development, and delivery of the online course is informed by extensive resource materials. Participants are encouraged to check out the Resources and Glossary offered throughout the course for access to a comprehensive compilation of books, articles, and web-based resources.

Development of “Champions for Teaching and Learning,” was funded by a federal professional development grant from MDE and MVU. An outstanding committee comprised of practicing superintendents, MASA staff, university professors and researchers, independent consultants, and ISD administrators contributed to the creation of the course and content modules. Members of MASA’s Professional Leadership Committee participated in the field test. Leading this effort for MASA was Dr. Patricia Reeves, MASA Associate Executive Director for Governmental Relations and Carolyn Madden, former MASA Associate Executive Director. Rebecca Rocho and Mary Gehrig, Assistant Superintendents for Calhoun ISD, were instrumental in creating the framework and contributed content for this new online course.

Michigan LearnPort is funded through federal professional development funds and is coordinated by MDE and MVU. This online professional development portal is intended to assist Michigan educators in taking courses, tracking professional development and providing helpful communication tools and resources. School districts or ISDs that are interested in learning more about free online professional development or in using Michigan LearnPort as their professional development management portal should contact Michigan LearnPort Director, David Myers, dmyers@mivu.org or 517.664.5468.

Superintendent of the Year Nomination forms available

Nomination forms are now available for the 2007 Superintendent of the Year Awards. The National Superintendent of the Year program (sponsored by AASA) and the Regional Superintendent of the Year award (sponsored by MASA) provide a way to honor superintendents who have shown creativity in responding to the particular needs of the community and who give every student an equal opportunity to succeed.

All Region superintendent members are eligible and need to submit only one application to be eligible for both awards. Like last year, each of MASA’s ten regions will select a Regional Superintendent of the Year. These ten individuals will then qualify for the state and national Superintendent of the Year award.

Support a nominee
The Superintendent of the Year nominations process is a rigorous one, and nominees could use your support in completing the required data gathering and paperwork. If you would like to be available to support a colleague in your region, contact your region’s president or contact Linda Wacyk at lwacyk@gokmasa.org or 517.327.9268.

Some important dates to remember:

June 30: Nominations due to AASA
• Nominees are notified by AASA that they are nominees and are encouraged to complete the application process.

September 30: Applications due to AASA
• AASA will send us a list of all nominees, which MASA will forward to Region Presidents.
• Region selection committee meets during October to choose region winner from among applicants.

November/December: Michigan Superintendent of the Year named

March 2, 2007
• The 2007 National Superintendent of the Year, national finalists and state finalists are honored at the AASA National Conference on Education in New Orleans.

Members in the news

Scott Koenigsknecht, superintendent of the Fowler Public Schools, is a featured columnist in the June 2006 School Administrator Magazine. His story, “Stacking the Deck During Interviews,” describes the lessons learned from a study that asked newly hired teachers to describe factors during the interview process that influenced their decision to accept a job offer. He found that often, highly qualified and heavily recruited teachers choose to accept contracts in school districts that incorporate certain subtleties in their hiring processes. Scott suggests ways interviewers can “stack the deck” in their favor when trying to attract the most qualified candidate. Read Scott’s full article and check out rest of the issue, which explores a superintendent’s role in ensuring balance between athletics and academics.

MASA Posts Points of Pride

As the 2005-06 school year drew to a close, MASA Council members took the time at their meeting to reflect on the organization’s Points of Pride. These points highlight some of the many accomplishments by our Council, Committees, Executive Board and staff on behalf of MASA and its members. The Points of Pride, which can be found on the MASA website, include the year’s accomplishments toward MASA’s mission in four areas:

Professional Engagement
Legislative Leadership
Member Recognition and Support
Educational Leadership

We appreciate the part our members have played in all these accomplishments. We invite you to celebrate with us. As your year winds down and summer gears up, take a few moments to look back on a productive year of support to Michigan’s school leaders and the students they serve. Remember, Your Success, Our Passion!

Legislative news:

K-16 petition in the hands of Legislatures

On Monday, June 5, the State Board of Canvassers met to certify the petition signatures in support of the K-16 proposal that asks legislators to provide adequate, reliable funding to Michigan’s educational institutions.

Now that the petitions are certified, the proposal goes to the Legislature. If both the House and Senate approve the initiative, it becomes law. But if either chamber doesn’t approve it or fails to take a vote on it, the proposal will be placed on the November ballot for voters to decide.
Because the Legislature is due to break for the summer in June, it is possible for the leaders of both chambers to simply ignore the initiative and let the 40-day time period they have to consider it expire. But we think that the 292,000 people who sent this idea to the Legislature deserve to know what their representatives and senators think about it.

MASA, along with other K-16 Coalition leaders, is urging Speaker of the House Craig DeRoche (R-Novi) and Senate Majority Leader Ken Sikkema (R-Grandville) to schedule a vote on the K-16 proposal before leaving for the summer break.

We are asking you to help make sure that the Legislature does its job and votes on this initiative. Take a moment to contact Senator Sikkema and Speaker DeRoche and encourage them to schedule a vote. Also be sure to contact your state representative and senator and tell them you expect them to vote on this important issue before they leave for vacation.

MDE news:

2006-07 Teacher of the Year chosen

Congratulations to Michigan’s 2006-07 Teacher of the Year, Kimberly Kyff (pronounced: KIF). Kyff, a fifth grade teacher at Detroit Public Schools' Jamieson Elementary with more than 19 years of classroom experience, was selected from 18 regional semifinalists statewide.

"Great teachers like Kim make a huge difference in the lives of children" said Governor Jennifer M. Granholm. "We've set our sights high in Michigan by setting high standards for our children, and thanks to Kim and her dedicated colleagues across the state, I'm confident we can reach those heights."

As part of the award, the Michigan Department of Education will welcome Kyff as a staff member during her tenure as Teacher of the Year and she will have a non-voting seat at the State Board of Education table.

The other educators who were selected as state-level finalists for the Michigan Teacher of the Year Award were:

Judith Nixon, Eaton Rapids High School, Eaton Rapids
James "Ben" Roeder, Kimball High School, Royal Oak
Karen Stuard, Moraine Elementary School, Northville

Reading First: U of M Declares Success

According to a study by the University of Michigan, Reading First, the federal literacy program designed to have all children reading by third grade, is working well. Michigan was the first state to sign up for and implement the Reading First Program. As part of the No Child Left Behind law of 2002, which is up for renewal in 2007, Michigan Reading First provides $28 million annually for six years, targeting low achieving, high poverty schools by providing high quality professional development in literacy.

U of M School of Education professor Dr. Joanne Carlisle has been monitoring the efforts across the state and claims the program is a success so far. “Getting kids up to the 50th percentile when they have been at the bottom 25th – it’s magic,” Carlisle says. “The slope of progress is at a consistent level for all three grade levels.”

Whereas normally at the end of the second year in reform efforts progress slows, the Reading First results show continuing gains across the board from year to year. The May Reading First Newsletter is available online.

Just for Kids: Arts and community services report

ArtServe Michigan in collaboration with the Michigan Council for Arts and
Cultural Affairs (MCACA) and the Michigan Department of Education have
released a new report, Just for Kids. The report documents the impact that
arts and cultural organizations, Boys and Girls Clubs, the Girl Scouts,
YMCA/YWCA and other community groups exert on arts programs and services
for children and youth in Michigan. Just for Kids is the second is a series of reports produced by ArtServe Michigan, MCACA, and the MDE. The first report called Arts Alive: The 2001Survey Report on the State of Arts Education in Michigan Schools Grades K-12 summarized arts education programming in Michigan’s schools. The report is available on the MDE website.

Michigan's student art showcase opportunity

Last year Governor Granholm started a program to showcase student artwork in the Governor’s Residence and Ceremonial Office in December. A success, the Governor’s Office and MDE are already issuing a call for interest to K-12 public school teachers, schools and artist in residence programs to enter the 2006 student art program entitled “Michigan: A Land of Winter Wonder.”
Submissions of interest must be submitted by June 30. The project is intended to encourage creativity and develop standards-based knowledge and skills while reflecting upon Michigan’s unique winter environment. The following three categories of work will be accepted:

Hanging decorative art (elementary/middle school) work due 11/15
3-dimensional site-specific displays (high school) delivered to MDE by 11/15
choral groups or small music ensembles (1-4 performers) will be scheduled for early December performance dates

To obtain a copy of the submission form email hernandeztc@michigan.gov.

Get MDE updates via email

The MI Dept. of Education perioducally sends out notices to LEAs and ISDs via email listserv. If you are not receiving these MDE official communications, contact Sheri Carter at 517.241.4395 or cartersh@michigan.gov. Don't miss out on important notices and bulletins from the Michigan Department of Education!

8th Grade Tech Literacy Report is due

One of the goals of the No Child Left Behind Act of 2001 is that by eighth grade each student must be technologically literate. This is the first year that schools are being required to report on their progress toward achieving this goal. In a May 4, 2006, letter from MDE, districts were provided information regarding the procedure for reporting their 8th grade students’ level of technology literacy. This report must be completed in the Michigan Electronic Grants System (MEGS) no later than June 30, 2006.

Authorized Officials (Level 5) are required to go into MEGS and certify the district’s
eighth grade technology literacy rate by percentage. It is the responsibility of each school district to retain any supporting documentation relating to the certification for a period of five years. For more information about this reporting requirement, contact Barbara Fardell, Education Technology Manager, MDE, 517.335.1291.

State Board news:

Social Studies Content Expectations on hold

At Tuesday’s meeting of the Michigan Board of Education, Superintendent of Public Instruction Mike Flanagan removed from the agenda approval of the state’s proposed social studies high school content expectations, citing a variety of difficulties and controversies that will put the draft expectations back to a study committee. The board had originally planned to approve the draft of the high school social studies content standards Tuesday, but Flanagan withdrew that item in favor of a discussion on improving the process for developing those standards. The move came, in part, after a harsh Detroit News editorial and a FOX News report claimed the proposals were overtly slanted.

“Flanagan said he was "horrified" by the FOX News story and disappointed he was given no chance to respond. "It's difficult to say it didn't hurt our state," Flanagan said. "The FOX thing put me and some others over the top."

This means the HSCE for social studies will not be in place in the fall as originally planned. The department is going back to further develop the content expectations, but this time will likely be looking at the full K-12 content, not just the high school level the workgroup had addressed up to now.

“I think I put a disproportionate amount of pressure on all parties to get a product by today," Mr. Flanagan said. Statute requires that the standards be in place for the 2007-08 school year and the plan was to have them in place a year early. The recent publicity over the use of the term "American" has also been a setback for the process, both morally and in terms of time spent on the work, Mr. Flanagan said.

Native American groups again asked that the final social studies curriculum have a significant emphasis on their history and their role in United States history. And as part of that recognition, they renewed demands that schools using Native American mascots end that practice.

State Board wants legislators to rule on bullying

Although the MDE is still working on their model anti-bullying policy, the State Board of Education officially called on the Legislature to force districts to adopt such a policy. Board Vice President John Austin (D-Ann Arbor) legislation was needed to ensure action by local districts.

"We should call on the Legislature to pass legislation that requires school districts to put in place a bullying policy based on the model policy," he said. If the Legislature does not act, he said the board should at least pass a policy directing districts to adopt the policy.

He and others said the board, while it does have a policy recommending local anti-bullying policies, did not put a timeline on that original policy and may not, because it does not have the resources or authority to enforce the policy.

Dual Enrollment and early college measures adopted

The board also adopted a series of recommendations designed to increase dual enrollment and other college experience for high school students. The recommendations came from the NGA Leadership Team, a group developed under a grant through the National Governors Association to find ways to expand college credit options for high school students.

The goal of the recommendations, in addition to working toward Governor Jennifer Ganholm's goal of doubling the number of college graduates in the state, was to make dual enrollment more accessible to a broader range of students.

Under the proposal, all school districts would have two college level programs by 2007-08 and four by 2008-09. Those offerings could include advanced placement courses and international baccalaureate courses.

Although the recommendation did not, as an earlier version did, call for changes in the testing requirements to be eligible for dual enrollment, officials noted that replacing the high school MEAP with the ACT test gives Mr. Flanagan the authority to approve the placement tests colleges and universities already give as the qualification requirement and can leave determination of cut scores to the schools.

By 2010, the recommendations call for six new Early College High Schools and six Middle College High Schools around the state. And the report calls on the state to seek additional funding sources to end current concerns that paying for college tuition for some students would take away program funding for others. The recommendations also call for new data collection to be sure that the programs being offered are being used and that the students attending the dual enrollment classes are succeeding in them.

AASA news:

AASA Launches two new member benefits: Job Bulletin & Legislative toolkit

AASA has joined with JobTarget to bring you a powerful, new AASA Job Bulletin, specifically designed to offer you the latest in job search tools. The new AASA Job Bulletin is an excellent resource for employers and job seekers alike because our advanced features allow users to quickly and easily post resumes or jobs and to set up and manage personal accounts. Here are just a few of the many advantages for users:

Job Seekers

Job seekers can now post a resume anonymously for employers to search.
The Job Alert feature automatically notifies job seekers of new job opportunities that match the seeker's search criteria.
Job seekers can save searches, store jobs in an account, communicate with potential employers using an internal messaging system, and more.
As always, all AASA Job Bulletin features are free-of-charge for job seekers.

Employers

Employers gain broader access to both active and passive job seekers through JobTarget's recruitment service.
When an employer posts a job to the AASA Job Bulletin, a broadcast e-mail is sent to all job seekers that signed up for the Job Alert feature.
Companies may create a free company profile that includes greater detail on the organization and the company's logo.
Employers who create an account in AASA Job Bulletin can browse all anonymous resumes free of charge.
As always, employers can post and manage job postings on demand, right from the desktop — no waiting and no word limit!

With special rates for members, the new AASA Job Bulletin is a great way to advertise job openings and reach education professionals anywhere in the U.S. faster and more cost-effectively than traditional print advertising. Visit the new AASA Job Bulletin today for more information.

AASA has created a Legislative Tool Kit to help revitalize the federal role in education through the rewriting of the Elementary and Secondary Education Act. Many AASA members have been critical of one aspect or another of the federal role as shaped by the last reauthorization of ESEA called No Child Left Behind.

The Tool Kit contains five distinct elements:

A background piece explains the process and thinking of the Governing Board and Executive Committee as they shaped the AASA position regarding ESEA.
The AASA legislative agenda grew out of Executive Committee discussion and Governing Board action. This provides a more detailed explanation of recommended changes.
The legislative agenda boils AASA's message down to four broad themes and talking points.
Review and adapt a letter to your member of Congress. Urge that Congress look ahead to a new contract that honors local district efforts to raise achievement rather than simply fixing past problems.
Finally, a sample op-ed you can use in your local newspaper is provided. Our polling shows that local newspapers are the most important source of information about public education for your community. This is your chance to help shape public opinion on the federal role in K-12 education for the next five or six years

Apply for the National Civic Star Award Program

An online application for the 2007 National Civic Star Award program is available on AASA's website. The program honors school districts/ESAs that have teamed with local communities to develop and implement innovative programs to advance student learning. ESAs are eligible to apply for this award. Applications must be postmarked no later than August 11, 2006. One national winner, selected from the state-level winners, receives $10,000 ($5,000 for the school district/ESA and $5,000 for the district's scholarship fund) during the 2007 AASA National Conference on Education.

in case you missed it:

Testing special students is tricky

When Wisconsin educators wanted to measure the progress of 10,000 of the state's public school students last fall, they didn't sit them down for the standardized tests that most schoolchildren spent hours poring over. They just asked teachers to pencil in a score. That's because those students are among the most severely disabled in the state, or they speak just isolated words and phrases of English. So on the back of the state's thick testing booklets, teachers marked a score for each child... The federal requirement that districts must assess such students creates a burden for many districts. It tops an annual survey conducted by the Center on Education Policy of issues districts deal with under the federal law, said Jack Jennings, the center's president and chief executive officer. More…
Source: Milwaukee Journal-Sentinel, June 5, 2006

Lansing hopes virtual school lowers teens' dropout rate

District says graduation rate may reach 80%
Lansing schools' leaders anticipate a jump in the high school graduation rate this school year after rolling out new computer-based programs at the Hill Center for Academics and Technology. This month, 75 Lansing public school students who were once on track for failure will celebrate commencement with classmates — thanks to the self-paced chance to make up credits. And, though officials still are crunching numbers, the school district is expected to hit the federal No Child Left Behind law's required graduation rate of 80 percent for the first time. There's been a slow but sure increase from 70 percent in 2003-04 to about 75 percent last year.

"We definitely exceeded our expectations," said Education Options Director Bersheril Bailey, who originally estimated 100 students would use the new virtual program; nearly 400 did. Now she foresees long-term improvements for the whole school district. "I believe that more students will stay in school and graduate on time."

Besides expanding capacity at Hill, virtual catch-up courses, made possible by Plato Learning, Inc., will be available next fall at Lansing middle and high schools. Plato isn't a replacement for traditional teacher instruction. But it can be the difference students need while allowing them to bypass repeating courses or going to summer school. More...
Source: Nicole Geary, Lansing State Journal, 6.10.06

Incentive pay enters classroom: Other states watching as Texas ties teacher bonuses to test scores

Texas teachers are embarking on a massive, quarter-billion-dollar experiment to find out whether big bonuses can produce big gains in student achievement, despite criticism that such plans are largely unproven. Over vigorous objections from teacher groups, the Legislature voted last month to create the largest teacher incentive pay plan in the nation —one that is attracting attention from educators across the country. Gov. Rick Perry and other supporters insist the program will push Texas to the forefront of educational excellence. They argue that teachers will strive to improve student test scores and other measures if they can increase their salary by thousands of dollars a year. Talented teachers will be more inclined to stay in the profession, they say.

But critics are just as adamant that merit pay plans have long been used around the country, with uneven results at best. They say the Texas plan will put even more emphasis on testing -- and pressure on students -- when many teachers and parents are saying enough is enough. Research on such plans is limited, they say, adding that the $260 million allocated for the plan would be better spent on programs known to promote learning. One thing is clear: The eyes of educators across the nation will be fixed on Texas to see whether the bold experiment pays off with better test scores and ratings under the federal No Child Left Behind Act. More...
Source: Holly K. Hacker and Terrence Stutz, The Dallas Morning News, 6.12.06

An earlier start: Prekindergarten is becoming part of elementary school in the growing number of districts that treat the pre-K-3 years as a distinct learning period

The wide-open field between the double-wide trailer that houses Baldwin Academy's pre-K class and the rest of the school here is about the only thing separating prekindergartners from their K-5 peers in the main building. Drawing instructional connections is a primary goal behind a movement to make pre-K classrooms part of the regular life of elementary school. Proponents of such efforts argue that children in prekindergarten through 3rd grade make up a specific developmental period. Such advocacy appears to be gaining momentum. Many states are developing early-childhood learning standards linked to those of other grades. At the local level, a growing number of districts and schools treat pre-K as another grade.

"Sometimes I hear someone say 'pre-K-through-12 district' and I say, 'Yes!' " said Gabriela Chavarria, clenching her fist for emphasis. As the director of child-development programs for the 25,000-student Hacienda La Puente school district, east of Los Angeles, one of her primary jobs, she said last month, is to maintain awareness about blending early-childhood and elementary education.

Pre-K classrooms have existed in elementary schools for years. But the concept behind the pre-K-3 movement is that prekindergarten programs should not be housed on school campuses simply because some empty classrooms are available. And pre-K teachers should not be excluded from faculty meetings or professional-development opportunities because they might not have completed a traditional teacher education program. More…
Source: Education Week, May 10, 2006

research report :

How Black and Hispanic Families Rate Their Schools

It's not the kind of atmosphere most adults would find helpful if they needed to study and learn: high dropout rates, profanity and disrespect, fighting, drug and alcohol abuse, schools short on money. Yet these are "very serious" problems in schools, according to surprisingly large numbers of the nation's black and Hispanic students survyed in the latest edition of Public Agenda's 2006 Reality Check study.

According to the student survey, about three in ten black youngsters report very serious levels of disruption and unrest in their schools — not just "somewhat serious," but "very serious." Black students (40 percent) are twice as likely as white students (18 percent) to say that "schools not getting enough money to do the job" is a very serious problem in their community. Nearly a third of black and Hispanic youngsters say that "only some" or "very few" of their teachers give students extra help when they fall behind, compared with one in five white students.

This edition of "Reality Check" does include some particularly heartening findings. Majorities of all students, black, white and Hispanic, report that they have had a teacher who was able to get them interested in a subject that they hadn't really liked before. Additionally, most parents, across racial and ethnic groups, believe their children's schools are better than the ones they attended when they were young.

Find out more about Reality Check 2006, including free downloads of the full report and questionnaire.

Condition of Education 2006

The USDoE’s National Center for Education Statistics (NCES) released its annual report (required by law) on the condition and progress of education in the U.S. The report includes 50 indicators in five main areas – participation in education, learner outcomes, student effort and educational progress, elementary and secondary education contexts, and postsecondary education contexts – and a special analysis on international assessments. The Condition of Education 2006 report is available through the USDoE’s NCES website. Also released by NCES is The National Indian Education Study (NIES) – a two-part study to report on the condition of education for American Native/Alaska Native students in the U.S. Part I of the study –the performance of these students on the 2005 NAEP math and reading tests – is available now online. Part II of the study, a survey of the educational experience of this student population, their teachers and their schools, will be released later this summer.

Recess: The Fourth R?

A Call for the Return of Recess in Elementary School
The National Association for Sport and Physical Education urges parents, principals, and teachers to provide at least one daily 20-minute period of recess for all school-age children—preferably in the form of recess, which should not replace gym class. NASPE recommends recess because it provides discretionary time for physical activity and other skill-building, like sharing and communication. According to a 2005 U.S. Department of Education study (Calories In, Calories Out: Food and Exercise in Public Elementary Schools) 7 percent of elementary schools fail to offer daily recess. Is your school doing enough? Check out NASPE’s school observation tool online.
Source: www.ConnectforKids.org

Rescuing Recess — National Campaign

Three out of four parents want mandatory recess in schools, according to a recent National PTA poll. Yet only Michigan and Virginia have laws mandating daily recess. As a result, the PTA and the Cartoon Network have launched “Rescuing Recess,” a campaign that champions the importance of recess for kids and works to help keep and revitalize it in schools across the country. More...

professional development:

Overview of Michigan's New High School Content Expectations

June 22, 2006
8:30 a.m. to Noon
Grayling Holiday Inn
2650 S. 1-75 Business Loop
Grayling, Michigan

The Office of School Improvement invites you to an Overview of Michigan's New High School Content Expectations. This is the first phase of the MDE’s state-wide dissemination process. View this flyer with dates, times, locations, and the agenda. These sessions are designed for Intermediate School District and Regional Education Service Agencies, English Language Arts and Mathematics Consultants, Special Education Directors, Curriculum Directors, and Representatives from Higher Education, Career and Technical Education and Professional Organizations. Contact Mary Selden at seldenm@michigan.gov if you have any questions.

Getting and Keeping Your Contract in Order

Monday, June 26, 2006, 8:00 a.m. to 3:30 p.m.
Lansing Community College, West
Cost: $125 (includes meals and materials)

Presenters: Tom Derderian, Michael R. Kluck and Associates; Jeff Rahmberg, Plante Moran; Marsha Wells, Superintendent, Grand Ledge; and Ray Fleming, Office of Retirement Services.

Don’t miss this opportunity to review your own contract, learn how well it protects you and how it could be improved. How well does your contract prepare you for retirement? Get ideas and suggestions on how to design a complete compensation package. This workshop will also review superintendent evaluation practices that are helpful and healthy.

Tom Derderian will offer one-on-one reviews of your current contract for only $50. (Limited slots available – register early).

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 develop