March 2-6 is National School Breakfast Week
The Michigan State Board of Education has adopted a resolution to recognize “National School Breakfast Week”from March 2-6, 2009. Please join the Michigan Department of Education in recognizing this special week and the role school nutrition programs play in the lives of America’s children.

Read the resolution…
Find resources to promote school breakfasts …

‘21st Century Media Center’ video calls for Certified Library Media Specialists in Michigan schools

More than three years in the making, the Library of Michigan and Michigan Department of Education recently announced the availability of the “21st Century Media Center” video, a collaborative effort showcasing the essential need for fully supported school library media centers with qualified staff – all for the benefit of Michigan’s K-12 students’ educational success.
 
The full video is geared toward the stakeholders who influence school library
media programs in Michigan schools (superintendents, building-level administrators, school boards, parent groups, community leaders, legislators and educational associations) and can be viewed at www.michigan.gov/libraryofmichigan.

State Librarian Nancy Robertson applauded the efforts of Library of Michigan and Department of Education staff, along with partners that included the Michigan Association for Media in Education, the Michigan Association for Computer Users in Learning, Wayne State University, and representatives from several intermediate school districts and regional educational media centers.

“We started in the summer of 2005 with the simple question of what could we at the Library of Michigan do to best support school library media centers and powerfully tell the story of just how valuable these centers are?” explained Robertson.  “We invited people to the table who made sense to be a part of the planning process, people from the K-12 and university learning communities, the ones who see firsthand and understand the variety of educational challenges facing today’s students.”

The Michigan School Library Initiative Group, as it came to be called, met twice that first year for preliminary discussions.  As more members joined the group, Robertson said it made sense to divide the focus into two areas: a standards subcommittee, to focus on “Guidelines for Michigan Library Media Programs,” a document crafted in 2003 by the Michigan Association for Media in Education; and a marketing subcommittee geared toward finding the “right product” to best illustrate the value of school library media center standards and programs.

According to the Partnership for 21st Century Skills – an organization which seeks to position 21st Century skills at the center of U.S. K-12 education by building collaborative partnerships among education, business, community and government leaders – today’s schools must align classroom environments with real-world environments by infusing the following skills:

• Information, media literacy and communication skills;
• Thinking and problem-solving (critical thinking and systems thinking; problem identification, formulation and solution; creativity and intellectual curiosity);
• Interpersonal and self-direction skills (interpersonal and collaborative skills; self-direction; accountability and adaptability; social responsibility);
• Global awareness;
• Financial, economic and business literacy, and developing entrepreneurial skills to enhance workplace productivity and career options; and
• Civic literacy

Robertson believes that properly staffed school media centers are indeed the best place to nurture such skills for today’s students.  “There is so much information out there and available to kids today, and not all of it good,” she said.  “It’s not about just clicking the mouse and seeing what answers you can find; it’s about learning how to navigate myriad informational resources and developing the 21st-century analytical skills that will help students of any age determine a course of action.”

Robertson said that the Michigan School Library Initiative Group felt a video would be the most powerful and accessible tool with which to education the stakeholders it was targeting, because it would be simple to include a variety of illustrative examples on the benefits of school media centers, and it would also be easy to make the video accessible to a very wide audience.  She commended the efforts of Nancy Larsen, Clarkston Community Schools media specialist, who wrote the script; and video specialist Mike Maison of the St. Clair County Intermediate School District, who was integral to seeing the production through to completion.

“This is a compelling video that clearly tells the story of why school library media centers matter a great deal to the success of Michigan’s K-12 students,” said State Superintendent of Public Instruction Mike Flanagan.  “If Michigan is to turn out highly educated and information-savvy students who can confidently make their way in life, in business or in any setting, then our school media centers must be considered an integral part of the education process.”

Robertson agreed.  “This is a conversation we must have over and over and over again, with statewide educational associations, parents, teachers, government officials and anyone else who cares about the educational success of our kids,” she said.  “Our schools need and rely upon well-funded and fully staffed library programs, and it’s a need that our kids can’t afford for us to ignore.”

Opportunity awaits budding children’s authors

The Michigan Elementary & Middle School Principals Association (MEMSPA) recently announced a contest for aspiring children’s authors. The winning authors will have their books published.

“We are excited to present this opportunity to everyone who has thought about or worked on, had a great idea, or written a manuscript that they feel is worthy of being published. Any topic is open to everyone in Michigan and, if living beyond our great state borders, to anyone who would like to write about Michigan,” said MEMSPA Executive Director Robert E. Howe, Jr. “I meet people every week who have great children’s book ideas and manuscripts. This is their opportunity to break through the huge walls of publishing to get their material reviewed by our awards publishing team.

We will pick two winners each year to publish—a chapter book and a picture book, to reach children from 3-14 years of age.”

“We have partnered with an award-winning publishing company, Mackinac Island
Press, who have a great track record of publishing exceptional books that are distributed across our country. The Association of Booksellers for Children refer them as ‘being on the cutting edge of publishing’ and we agree—they publish excellent and important children’s books and we are excited to partner with them.

Not only will they publish the winners, they’ve also agreed to offer all of their books at a 40% discount on their website (www.mackinacislandpress.com) with the discount code ‘MEMSPA’. This originally started as a member benefit and we decided to offer it to all of our communities in these tough times.

You won’t find children’s books any better than theirs,” said Howe. “They’ve been endorsed by parent, library, kid, teacher and principal groups around the country. They have a new technology on their website to preview every single page of their books – online – that showcases their great books, as it will our winners, which is another reason why we are excited to be partnering with them.

MIP publisher and author Anne Margaret Lewis is happy about this opportunity for aspiring authors. “This contest can fulfill a dream and even launch a career. If you go to our website, you can see the quality of book that the winners will be associated with,” said Lewis.

Submissions should be sent to the MEMSPA office. Each entry costs $40 for processing with additional entries per person at $25. Entries must be sent with check or credit card information to MEMSPA, 1980 North College Road, Mason, MI 48854. No email entries are accepted, however entry forms are available at the MEMSPA website,
www.memspa.org/pdf/MIBookAwardApp2009.pdf.

Entries can be submitted until August 31, 2009. Five finalists will be announced for each category, with one winner for each category receiving a contract to have their book published and released during Michigan Week in May the following year.

For additional information contact:
Robert E. Howe, Jr., Executive Director
Michigan Elementary & Middle School Principals Association
1980 North College Road
Mason, MI 48854
O - 517.694.8955
F - 517.694.8945
C - 517.927.5028
bob@memspa.org

OR:

Brian A. Lewis
Associate Publisher/Director of Branding & Licensing
Mackinac Island Press, Inc.
216 E. Front Street
Traverse City, MI 49684
ph 231.946.7737
fax 231.946.7754

24/7 Tobacco-free Schools
Schools are key partners in protecting students from smoke exposure

by Teri Wilson

Approximately 18% of Michigan high school students smoke, and although this rate is below the national youth smoking rate of 20%, it remains short of the Healthy People 2010 goal of reducing youth smoking to 16% or less. 1,2 

Exposure to secondhand smoke can have immediate health consequences for young people, especially for those with asthma. Youth exposed to secondhand smoke can suffer from immediate, life threatening asthma attacks and other respiratory illnesses. An increasing number of homes in the U.S. have voluntary smoke-free home policies because the health consequences of smoking have been well-documented. 3,4

Children spend nearly a half of their waking hours at school or at school-related activities, and schools can play a critical role in reducing smoking, exposure to secondhand smoke and tobacco-related chronic disease among youth. 5 

Schools can help prevent and reduce youth smoking, as well as reduce exposure to secondhand smoke by adopting a 24/7 tobacco-free school policy. 6  A 24/7 tobacco-free school policy prohibits all types of tobacco use at all times on school property, including all school-owned vehicles, as well as at all off-campus school-sponsored events, including athletic and extramural events. 

Over 42% of Michigan’s secondary public schools have adopted 24/7 tobacco-free school policies. 7  Tobacco-free school policies that are implemented, clearly communicated and enforced reduce smoking among students. 8  Adopting 24/7 tobacco-free school policies can change the social norm about the acceptability of smoking, and changing social norms can prevent smoking among youth and encourage youth smokers to quit. 

Schools can also offer assistance to help prevent youth from starting to smoke and to help students, staff and parents that smoke to quit. Comprehensive 24/7 tobacco-free school policies, that include school-based tobacco prevention education and tobacco use treatment services, such as smoking cessation programming or referrals to community resources, are more effective than simply adopting stringent smoke-free policies. 9

In June 2005, the Michigan State Board of Education adopted a comprehensive 24/7 tobacco-free school policy that serves as a recommendation for all Michigan public schools to adopt a comprehensive 24/7 tobacco-free school policy. A copy of the Board of Education policy is available at www.michigan.gov/documents/Tobacco_Free_Schools_Policy_129976_7.pdf.

Local tobacco reduction coalitions can assist schools and school board members in adopting 24/7 tobacco-free school policies.  To find a tobacco reduction coalition in your area, and for free resources on how to adopt, implement and enforce a comprehensive 24/7 tobacco-free school policy, contact the Michigan Department of Community Health, Tobacco Section at 517.335.8376. 

Teri Wilson is a Consultant for the Michigan Department of Community Health,
Tobacco Section

References

1. Michigan Department of Community Health. (2007). Michigan Youth Risk Behavioral
    Surveillance.

2. U.S. Department of Health and Human Services. Healthy People 2010: Understanding and Improving Health. Chapter 27 – Tobacco Use. Retrieved January 26, 2009

3. Pirkle, J.L., Bernert, J.T., Caudill, S.P., Sosnoff, C.S., & Pechacek, T.F. (2006). Trends in the exposure of non-smokers in the U.S. population to secondhand smoke: 1988-2002. Environmental Health Perspectives, 114(6), 853-858.

4. U.S. Department of Health and Human Services. (2006). The Health Consequences of Involuntary Exposure to Tobacco Smoke: A Report of the Surgeon General. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, Coordinating Center for Health Promotion, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health.

5. Boys Town. (2001). Helping children succeed in school. Retrieved January 26, 2009

6. Campaign for Tobacco-Free Kids. (2008). How schools can help students stay tobacco-free. Fact sheet.

7. Michigan Department of Education. (2006). Michigan School Health Profile.

8. Grimes, J.D., & Swisher, J.D. (1989). Educational factors influencing adolescent decision-making regarding use of alcohol and drugs. Journal of Alcohol and Drug Education, 35(1), 1-15.

9. Pentz, M.A., Brannon, B.R., Charlin, V.L., Barrett, E.J., MacKinnon, D.P., & Flay, B.R. (1989). The power of policy: The relationship of smoking policy to adolescent smoking.  American Journal of Public Health, 79(7), 857-862.

 

A parent's perspective on asthma: Talking with Michelle Obama

By Rochelle Davis

As I watched the Presidential inauguration this morning, I remembered the strong support that Barack and Michelle Obama have expressed over the years for healthy school environments. Their daughter Malia is one of millions of American children who suffer from asthma that can be triggered by dust, mold, harsh cleaning products or other chemicals at school.

Michelle Obama took time to speak with Healthy Schools Campaign in the summer of 2005 about the challenges of managing a child's asthma, particularly at school. In a piece published in Healthy Schools magazine  in Sept. 2005, Michelle shared her thoughts on how schools and families can work together to help manage asthma in children:

"Luckily for us, the school has been very helpful in monitoring Malia and noting when there seemed to be something that triggered her asthma and allergies. The teachers know her well and quickly see when there is a change in her personality. While asthma has not prevented her from leading a full life at school, the school building is old, and like many old buildings has mold and dust, which can trigger her asthma. The teachers have been compassionate and understanding, as well as communicative, when they see a change in her condition.

"We've seen examples where the school has really worked hard to help children with conditions like my daughter's. When she was in nursery school, there was a child in her group who had very severe allergies. Together, the school, parents and teachers worked to improve conditions -- for instance, adding a humidifier to the room.

"Our school overall has been very helpful. They remember that parents of a child with asthma or allergies are people too, and that they often need information and help. Parents really need to be educated about asthma: what it is, what the symptoms are, how to recognize signs of an attack, and what the possible triggers are. I believe that schools in general could take a few steps further to educate parents about what is going on. Parents need to know the facts: Asthma is a manageable condition, and schools can help bridge the gap so that families become better informed and more aware.

"What kind of advice would I give to parents of an asthmatic child? First of all, don’t be afraid of medications. Get informed about them, as there is a lot of misinformation that parents may hear and that makes them hesitant to have the child medicated. Asthma medications have evolved and many have no noticeable side effects. Secondly, do what it takes to help make your child more comfortable. Perhaps that means removing carpeting in the house, making sure there is no dust, or not having a pet. We did these things and it made a big difference in how our daughter feels. It might mean urging the school to make changes in the products they use to clean or updating the heating or cooling system to improve indoor air quality and other conditions. It’s worthwhile to take these simple steps in order to help Malia grow and be happy. That's really the bottom line."

I hope that this personal experience with managing childhood asthma at school will help President Obama shape national policies that support healthy school environments for all children. 

Support the Whole Child initiative

When we can do more, then we should do more. That is why AASA and MASA support the Whole Child Petition—an effort to ask state boards of education to support policies and practices that ensure each student is healthy, safe, engaged, supported, and challenged.

Sign the petition today and help your state reach its goal of 1,000 signatures.

Once the goal is reached, we will deliver the petition to your state board of education. Sign the petition today, and tell your state board of education a child is more than a grade on a test.

Given what we now know about learning and development, we can do better and we can do more. Current educational practice and policy focus overwhelmingly on academic achievement, but this is only one element of student learning and development. Tell your state board of education that they must do more to educate the whole child.

Once you've signed the petition, we ask that you please forward the petition to family and friends. If you send a message from the Whole Child website, you'll be able to see every signature you bring in.

We're on the record. How about you? Sign the Whole Child Petition today.

Michigan to move to standards-based IEPs

Updated language in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) along with new guidance in a No Child Left Behind (NCLB) regulation finalized in 2007, necessitates that Michigan create a standards-based format and procedures for an individualized education program (IEP). A standards-based IEP aligns student academic goals with the general education curriculum.

As part of Michigan’s preparation to meet all of the new federal requirements, the Office of Special Education and Early Intervention Services (OSE-EIS) formed a work group to review the IEP requirements. The work group developed a draft of a new IEP format and will continue to develop standards-based procedural and guidance documents. The prototype of the IEP format and guidance documents will be distributed to school districts later in 2009; a transition to the new IEP format will begin at that time.

All IEP team members will need to be familiar with the general education curriculum, standards based on grade level content expectations (GLCEs), and all of the state assessments in order to be able to make informed decisions.

The standards-based IEP reinforces concepts that shape Michigan’s current education principles, policies and practices:

• All students are general education students
• There is one curriculum - the general education curriculum
• The IEP identifies supports necessary for students with disabilities to achieve and make progress in the general education curriculum

To read more about the Standards-based IEP look for the upcoming issue of FOCUS on Results Guidance and Technical Assistance, “Standards Based Individualized Education Program (IEP) Benefits Students” by Pat MacQuarrie (March 2009, volume #7, Issue #2, packet #14, Article 3. Visit www.cenmi.org to subscribe to receive email notifications about this electronic document, or to receive a print copy.

Shaping America's Future 2009

Fourteen top Education Leaders met on February 4-5 to develop recommendations for the Obama administration to tackle America’s education crisis. Empowered by the magnitude of the education challenge, harkening the call for change from the Obama administration, and speaking directly as Congressional hearings were taking place to debate the stimulus package, the group leaned on years of substantive research and practice to develop 6 Consensus statements that provide pathways to transforming our schools. 

In brief, the 6 Consensus statements cover the following topics:

A. Assure readiness
Success in the classroom requires that children arrive ready to learn – cognitively, physically, and psychologically everyday throughout their school years.

B. Provide rich learning environments for all students
We believe that all young people in America deserve rich learning environments that challenge their thinking, promote learning by doing, and focus on higher-order thinking skills that encourage life-long learning and prepare young people to be engaged, collaborative citizens.

C. Transform standards, curriculum, instruction and assessment
High quality, age-appropriate standards are the heart of the system. We need to develop curriculum, instruction, and assessment based on those standards. Standards should be more common, more rigorous, and benchmarked against the top international standards. Curriculum, instruction, and assessment must be aligned with each other and with those international benchmarked standards.

D. Improve overall teacher quality
We believe our nation’s teachers, including early childhood and extended learning educators, are to be praised for playing a vital role in developing the intellectual capacity and curiosity of our children. Yet there is a wide variance in teacher quality, not only from school system to school system across the nation, but even from school to school in the same system, and classroom to classroom within the same school. As well, a variety of funding, hiring, and seniority transfer policies often result in poorer students getting the poorer teachers, contributing to lower performance and higher drop-out rates.

E. Ensure the development of 21st century school leaders 21st century school systems demand 21st century school leaders. This requires support and development of school board members, superintendents, central office administrators, building principals, and teachers. Evidence shows that high quality instructional leadership improves student and school performance. Therefore school leadership should be focused on a combination of student learning, progress, and culture building, while enhancing the quality of teaching.

F. Generate and Use Research Effectively
Educational research has explored various dimensions of the teaching/learning process and strategies that promote educational excellence and equity. Research has also examined issues related to educational inequities in financing, teacher distribution, and the discordance between mandates and the resources to carry them out. Despite work carried out in these domains, several challenges characterize the field of educational research.

Read the full Forum Concensus Report…

Report gives Michigan schools above average grade

Michigan schools perform above the national average, but just, according to a report released by Education Week magazine January 8.

The magazine's annual Quality Counts report gave Michigan a C+ grade and a score of 77.8.   That put the state in 16th place nationally, about where it stood last year , and just above the national average of 76.2.

As with last year, no state earned an A, though 10 states had Bs.   Maryland was the top state overall with an 84.7, followed by Massachusetts with 84.6. New York, which was first last year, dropped to third with an 84.1.

Washington, D.C., again fell to the bottom of the listing with a D (68.3), topped by Nevada with a 68.8.

To reduce burdens on state officials filling out questionnaires, the magazine this year moved to a rotating basis for the scores, so only scores for Chance for Success, Transitions and Alignment, and School Finance were new this year.

Among those, Michigan did best in Transitions and Alignment with a B (85.7), ranking sixth.   Among the places where the state missed in that category was having a definition of school readiness and having districts assess students based on that, having high school diploma requirements aligned with college requirements and a state-required high school curriculum.   But the report noted that last issue would be resolved for the class of 2011.

Read the Quality Counts report…

Source: Gongwer News Service, 1.7.09

Stimulus Facts and Action the Focus of April Advocacy Conference

For complete details on the stimulus and how to access those new funds, for news on what’s been done so far and what’s upcoming on Capitol Hill; be sure to sign up for AASA’s Legislative Advocacy Conference, April 22-24 at the Hyatt Regency Crystal City in Arlington, VA, just across the Potomac river from Washington. Prepare to learn and then act on that information with your own members of the U.S. House and U.S. Senate. Details and registration at www.aasa.org/conferences/iMisEventDetail.cfm?ItemNumber=10860

Atlanta school leader Beverly Hall named 2009 National Superintendent of the Year

Beverly Hall, superintendent of Atlanta, Ga., Public Schools since 1999, has been named the 2009 National Superintendent of the Year. Hall was honored last week at the American Association of School Administrators’ National Conference on Education in San Francisco.

“Beverly Hall is an outstanding superintendent whose leadership has turned Atlanta into a model of urban school reform,” said AASA Executive Director Dan Domenech. “Throughout her long and successful tenure in Atlanta, Hall has accomplished significant gains in student achievement. She has demonstrated a commitment to setting high standards for students and school personnel, working collaboratively with the school board, and meeting the needs of the local community. AASA is proud to bestow this national honor on Hall.”

“Congratulations to Beverly Hall for representing the ‘best of the best’ in public school leadership,” said Dennis Maple, president, ARAMARK Education. “ARAMARK is honored to be a part this special program that rewards and recognizes a professional like Hall who truly cares about the wellbeing of her students. Also, we salute this year's state winners who so earnestly strive to give every child the ideal learning experience and the greatest chance for success.”

Hall has been superintendent of Atlanta Public Schools, serving 50,000 students, for 10 years, making her one of the longest-serving superintendents of an urban school district. She previously served as state district superintendent of Newark, N.J., Public Schools. 

As the 2009 National Superintendent of the Year honoree, Hall is entitled to present a $10,000 college scholarship to a student at the all-girls high school in Jamaica from which she graduated before emigrating with her family to New York City.

Hall is credited with transforming the 102-school system in Atlanta through a comprehensive reform agenda. Every elementary school in Atlanta made adequate yearly progress in 2008, and graduation rates at several high schools have risen sharply.

Hall worked most of her early career in New York City, where she was a teacher, principal and superintendent of a community school district. She also spent a year as deputy chancellor for instruction in the New York City Public Schools before her appointment to run the Newark, N.J., schools, whose operation was taken over by the state.

She received her bachelor’s and master’s degrees and an advanced certificate from Brooklyn College, and her doctoral degree from Fordham University. She won the Richard R. Green award for urban education leadership from the Council of the Great City Schools in 2006.

AASA statement on passage of the American Recovery and Reinvestment Act

The American Association of School Administrators issued the following statement on the House and Senate’s passage of the $787 billion American Recovery and Reinvestment Act, which includes some $100 billion in education funding:

“Congress made a critical investment in America’s children and the nation’s economy by passing President Obama’s American Recovery and Reinvestment Act. This important measure provides essential funding for schools during a time of severe budget shortfalls. It promises to help cash-strapped school districts avoid program cuts, prevent teacher layoffs, invest in school modernization and increase funding for Title I, special education and other important programs for children nationwide.

“The bill recognizes that public schools are an integral component of economic recovery and growth. Investing in a strong public school system is sound economic policy because it produces a strong workforce, fueling the economic diversity essential to a recovering economy.

“AASA is proud that our members across the country stood up and made their voices heard on this important bill. School leaders contacted their members of Congress in droves, explaining the huge impact the economic downturn has had in their districts and communicating the urgent need for funding to save teaching positions and educational programs for students.

“The bill is not perfect. It does not include the level of funding for school construction included in the House version of the bill, which would have created thousands of jobs and improved the educational environment for children. In addition, the state stabilization fund included in the measure does not establish a prompt timeline for the federal government to get money to schools so schools can avoid staff layoffs.

MEA Bill sponsor calls for decision within two weeks

With summaries from both legislative fiscal agencies saying a measure allowing public school employees to get more pension if they retire would cost hundreds of millions of dollars to the retirement system, Rep. Fred Miller (D-Mount Clemens), sponsor of the bill, said the Legislature should invest the next two weeks to see if the measure is doable or ready to be classified as dead.

Mr. Miller made his comments during a meeting of the House Appropriations Investigations, Intergovernmental and Oversight Subcommittee on February 26.
His bill, HB 4285, is assigned to the House Education Committee, but Appropriations chair Rep. George Cushingberry Jr. (D-Detroit) brought the issue up because he's asking the fiscal agency to assess the cost of providing a retirement incentive for all government employees.

There is some concern that keeping the proposal alive for too long without it really going anywhere will prompt school employees to hold of retiring to see if they can get the pension boost included in the bill. That was one of the issues brought up as the Senate Education Committee took testimony on its bill (SB 255) last week

The Michigan Education Association, which is leading the effort to get the bills passed, has questioned the estimated costs to the retirement system because they are based on a five-year smoothing process, but the costs could be spread out over a longer period of time.

Source: Gongwer News Service, 2.26.09

Panel seeks consolidation savings

The House Education Committee is looking for ways to encourage local and intermediate districts to share more services and potentially save more money. But members argued a report the Department of Education had been required to produce did not provide those ideas.

The committee Thursday received the report on intermediate school district consolidation of services required under PA 63, 2007. The report, created in May 2008, was based on a survey of ISDs to determine what services they were sharing or considering sharing and what might be blocking those efforts.

"Part of the goal of this report was to have a recommendation," said committee chair Rep. Tim Melton (D-Auburn Hills). "We would like a top 10 practices that came out of (the survey), something that's creative that other people aren't thinking about."
Mr. Melton and others also asked for guidelines on when sharing services makes sense, what optimal sizes are for districts and ISDs and what legislative measures could create incentives to make those changes.

Elaine Madigan, director of the Department of Education School Law and School Finance Division, said many of the things the committee requested were not in the legislation outlining the contents of the report. "There's a lot of things going on that weren't in this report because they weren't requested," she said.

Ms. Hansknecht said Superintendent of Public Instruction Mike Flanagan was a supporter of consolidation of services and she expected the department would be working with the committee to develop those programs where appropriate. The State Board of Education is working on recommendations it will forward to the Legislature this year on consolidation of services.

Whitmore Lake High School adopts alternative energy lab

Creative Learning Systems is piloting the Alternative Energy SmartLab in a full-year program with introductory and advanced courses in Whitmore Lake High School in Whitmore Lake, Mich. 

Opened in 2007, Whitmore Lake High School’s innovative, environmentally friendly design features a geothermal heat pump system engineered with 47 miles of underground tubing. Whitmore Lake High School educators and school leaders also understand the importance of preparing students for jobs in a state economy where alternative energy is an increasingly important factor. 

"To fulfill our vision, it was not enough to build a green building, we needed to be a leader in green education as well," said Tom DeKeyser, the school's principal.

The Alternative Energy SmartLab features a project-based, student-centered approach that challenges and engages students of all abilities. Students develop 21st century skills such as critical thinking, collaboration, project planning, and communication. In cooperation with its partner schools across the country, Creative Learning Systems is helping prepare students to compete in a global economy.

Read the full story…

Source: School CIO, 1.14.09

Apply now for Superintendents' Seminar Scholarships

The National School Public Relations Association (NSPRA) is offering a limited number of scholarships for superintendents to attend the 2009 National Seminar in San Francisco. Scholarships cover the cost of registration.

Global Exploration for Educators Organization (GEEO) seeking teachers to travel abroad

Global Exploration for Educators Organization (GEEO) is a 501c3 non-profit organization that helps and encourages educators to travel abroad. In the summer of 2009 GEEO will run trips to Tunisia, Peru, Ecuador, Thailand, and India. GEEO hopes to make America more outward-looking by helping teachers travel and then giving them an effective way to share these experiences in their classrooms.

Educators can earn graduate school credit and professional development credit while seeing the world. The trips are designed for teachers and include activities such as school visits and homestays that give participants authentic exposure to local culture. The trips are deeply discounted so as to be affordable to teachers. GEEO also helps teachers find funding to subsidize the cost of the trips.

Detailed information about each trip, including itineraries, costs, travel dates, and more can be found at www.geeo.org. GEEO can also be reached 7 days a week, toll free at 877.600.0105 between 9AM-10PM EST. To sign-up for GEEO's listserv, please send an email to listserv@geeo.org with the subject line "subscribe."

NASA Education unveils do-it-yourself Podcast activity

NASA Education is excited to introduce the Do-It-Yourself Podcast activity in the For Educators section of NASA.gov. Students can preview and download audio and video clips of astronauts performing work in space and on the ground. They can then use these clips to build their own podcast or similar audio/video project.

Learning modules on the DIY Podcast page are categorized by topic to assist students with creating projects about a subject of interest. Each subject module includes video and audio clips, images, helpful information and links to related resources. A variety of audio and video clips are provided to enhance flexibility and creativity. Students can create video or audio projects using free or inexpensive software on Windows or Macintosh computers.

Educators and their students are encouraged to distribute their NASA projects through podcasts, social networks, Web sites, CDs, DVDs or other channels that they may choose.

The Do-It-Yourself Podcast Blog will keep users posted on the latest updates. Tips and suggestions for incorporating the DIY Podcast into the classroom and updates on when new topic modules are available will be posted regularly. Use the Comments feature of the blog to share ideas and experiences with other teachers and students.