Speaking of Leading:
"Charter schools tend to be a little bit smaller. They're more successfully doing that relationship piece.   But a number of (traditional) public schools are doing that same type of thing and they are being most effective."
- William H. Mayes, MASA Executive Director, in Gongwer Michigan Report 3.23.09, regarding a recent MSU/Rand study on charter school graduation rates.

MEA retirement proposal stalls

Wednesday afternoon, legislators tabled the School Employee Retirement Stimulus proposed by the MEA. This move allows school employees to move ahead with their retirement plans and districts to make critical staffing decisions.

The move came after dozens of MASA members contacted their legislators to urge them to come to a swift decision and to consider the long-term costs such a measure would inflict on districts in the future.

Detroit Elementary awarded “No Excuses University” status

Called “an Oasis of Promise,” Detroit’s Dove Academy is the first school in Michigan and second charter public school in the nation to become a No Excuses University School. Dove, chartered through Oakland University, earned the recognition by demonstrating a commitment to college readiness and through efforts to ensure all children meet standards in reading, language arts, and math, no matter their challenges. Dove now is part of a growing No Excuses network of schools across the country.

Inside Dove Academy, 400+ children in kindergarten through sixth grade proudly proclaim their graduation year — not from Dove or high school, but rather from college: “2025!” “2020!”

Students are greeted by university flags hung above their classroom doors. They study maps between Dove and the college adopted in their classrooms, and they cheer wildly during “College Call” each Friday, when they wear college colors and recite the college-bound pledge during morning announcements.

“We’ve always focused on results, but No Excuses University creates a powerful culture of universal achievement,” Principal Frank Nardelli said. “We introduced it to families at our Open House last August, and the enthusiasm was immediate.

“I heard a second-grader walking down the stairs saying, ‘Mom! Did you know I’m graduating from college in 2023?!’ A first-grade parent started crying, saying she’d always wanted her child to go to college, but she didn’t know how to make it happen. We’re her answer.”

No Excuses University and TurnAround Schools started in California in 2006, by Damen Lopez and Jeff King. The initiatives embrace two simple principles: 1) Every child has the right to be prepared to attend college, and 2) it is the responsibility of adults in the school to develop exceptional systems that make that dream a reality.

Dove offers a pervasive character education program; more than two hours a day of reading, writing and language arts, including 40 minutes daily of intervention or enrichment for every child; and Parent University meetings during each marking period that show parents how to help their children to excel.

Dove is recognized by the Michigan Department of Education for Beating the Odds, achieving 80% proficiency on the state math test and nearly 70% proficiency in English Language Arts — even though nearly 60% of its students are economically disadvantaged. It is a Skillman Foundation “Good School” and was one of six “High Performing” elementaries in the program in 2007. Dove is accredited by the North Central Association, and all of its teachers are highly qualified and certified.

The No Excuses University network currently includes 38 schools, each chosen not only for its college readiness and academic achievement, but also for its ability to share successful learning strategies with other schools.

Technology Counts 2009: Breaking Away From Tradition

Technology Counts 2009: Breaking Away From Tradition is now available online. This year’s report focuses on how online education is expanding opportunities for raising student achievement.

Review the full report – and everything else in Education Week—for free this week on edweek.org during their Open House, March 25-April 8.

Grading the States:
Michigan scores a B- for use of technology with students, earning points for having technology standards and a virtual school; we lose points for failing to assess technology skills or offering computer based assessments.

We score a D when it comes to teacher and administrator preparation, losing points in all categories, which include having technology standards, requiring technology specific coursework, or asking teachers/administrators to pass technology tests for certification or re-certification.

Find out how other states fared on their use of technology and their capacity to use technology.

Articles in the report include:
Breaking Away From Tradition
As the world of online education evolves, brick-and-mortar schools are incorporating digital curricula and virtual teachers into their classrooms in sometimes surprising ways.

Research Shows Evolving Picture of E-Education
Research shows that virtual schooling can be as good as, or better than, classes taught in person in brick-and-mortar schools.

Teacher Training Goes in Virtual Directions
More teachers are tuning out the distractions, turning on their PCs, and logging on to web-based training programs.

Podcasting for Administrators

April 24, 2009
Charlevoix Public Library

Open to the first 40 applicants (20 per session).
All participants will receive an iPod nano.

• Online registration
• Print/fax registration

Exhibit space available for MASA Fall Conference

Business Affiliates can now reserve space to network with Michigan's most influential school leaders and display products and services... Download Exhibitor Form here.

Smile! Campaign to recognize school staff

MEEMIC Insurance Company wants to help you recognize your staff and let the world know why they are so special. But they need your help in their effort to capture the 2009 Michigan educational community in pictures.

Visit www.meemic.com by May 15 to submit up to three photos of your school staff. They hope to fill the state of Michigan with photos of the educational community in action.

NSPRA seminar scholarships for superintendents

Deadline extended to April 10
Thanks to the sponsorship of ALERTNOW Rapid Communication Service, 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. For eligibility criteria and the application, click here (PDF format) or here (Word format).

MASA President’s Installation Luncheon, June 12

This year's MASA President’s Installation Luncheon is scheduled for Friday, June 12, 2009, noon, at the Holiday Inn Conference Center in Big Rapids. The luncheon features the installation of the 2009-2010 Executive Board officers as follows: President Tom Langdon, Big Rapids Public Schools, President-Elect T.C. Wallace, Lansing School District, and Director 2009-2012 Pete Dion, Novi Schools.

Mark your calendar and plan to join us for this important event. Formal invitations for the installation ceremonies and after event will be mailed soon to all members.

Highlighted Service:

Board-Superintendent Relations

MASA has placed a priority on helping members create strong board-superintendent relationships. Guidelines for superintendent contract language is available to every member. And through a variety of special events, some in collaboration with MASB, trained consultants can help build communication skills, work plans, and effective governance models.

Welcome to the Winners' Circle
Jumpstart! program

At  this year’s MASA Distinguished Administrators’ Luncheon, 10  new MASA members were inducted into the Winners’ Circle. These members were honored by the Membership Services Committee for initiating a unique, successful program or implementing an innovative idea that has had a significant, positive impact on their school districts that can be used by other districts across the state.

Jumpstart! program
Denny Patzer, Otsego Public Schools
with Amy Nieuwenhuis and Lori Bronkema

The Jumpstart! Program is a beginning-of-the-school-day program for students who have ADHD characteristics, appear unmotivated, and/or are “at-risk” for reading. Second- through fifth-grade students are selected to attend Jumpstart! five days a week for twenty minutes each day. Students use Bal-A-Vis, Brain Gym, GameBikes, juggling activities, a running course, obstacle courses, fitness weave and cardiovascular equipment in 1 ½ minute rotations to get their brains ready for learning.

This program has increased student’s self esteem, improved early-morning focus and “jumpstarted” student’s zeal to be at school.  It has also increased student reading scores by 13 to 68 percent in just several months.

MASA accepts nominations for the Winners’ Circle year round. You can find more details on previous winners online.

MAISA news:

Consolidation of services report

As you might be aware, the House K-12 Education Committee received a presentation from MDE on the PA 63 - Consolidation of Services Report. 

MAISA has resources available (developed by Ron Koehler at Kent ISD) that might be useful for you to consider/use in your region to help build awareness and understanding about the PA 63 report. These resources include:

• PA63 Report Template
• Communication Guide
• Sample Communication Plan

You can access this material at www.MichiganEduSource.org; go to the Intermediate School District section.

Clearly the issue of using resources efficiently and effectively will keep this topic of consolidation of services in the forefront. Proactively sharing the efforts and success of your work with your LEAs and other regions in this process will help keep your stakeholders and legislators informed about your leadership.

MDE news:

Expanded school-based health services to support Michigan students and families

The Michigan departments of Community Health and Education announced 17 new awards for school-based and school-linked health centers. The expansion of the Child and Adolescent Health Center (CAHC) Program includes nine newly funded planning grants and nine newly funded clinical centers.

These sites, located throughout Michigan, will provide on-site primary health care, psycho-social services, health promotion/disease prevention, education and referral services for medically underserved children and ages 5-21. These additional awards serve to strengthen and grow a successful program, which currently has 57 state-funded sites throughout Michigan. All centers participate in Medicaid outreach and enrollment. Other services may include mental health, screening, health education, and group sessions.

“These grants are critical to the school-based and school-linked centers in these various communities,” said Janet Olszewski, director for the Michigan Department of Community Health (MDCH). “It is important that we continue to provide needed access to health care for our underserved Michigan students who otherwise would have a difficult time receiving medical treatment.”

“Healthy students achieve at higher levels,” said state Superintendent of Public Instruction Mike Flanagan. “These child and adolescent health centers provide health care services and hope for students to get past their health challenges and focus on education.”

For more information on the Child and Adolescent Health Program please contact Taggert Doll, MDCH at 517.335.9720 or dollt@michigan.gov.

Michigan Model for Health® an effective educational program

Experts believe our young children are engaging in risky behaviors earlier than ever before. A recently state-funded study of more than 2,500 Michigan and Indiana students found that nearly five percent of fourth grade students have smoked cigarettes and nearly seven percent drank more than a few sips of alcohol.

Fortunately, Michigan has a program proven to be effective in combating this serious problem: The Michigan Model for Health®, a comprehensive health curriculum for students in grades K-12. The program is taught by teachers who receive training and support from the Comprehensive School Health Coordinators network. The Michigan Model for Health®, also used in 32 other states, uses age-appropriate lessons to provide students with the health knowledge and skills aimed at preventing them from engaging in risky behaviors.

The Michigan Model for Health® targets the most serious health challenges students face, including social and emotional health; nutrition and physical activity; alcohol, tobacco and other drugs; and safety. Over the past 15 years, several studies have shown the effectiveness of the Michigan Model for Health®.

This year's study represents the first large-scale effort targeted at elementary grades.  More than 2,500 students and 300 teachers in grades four and five in more than 50 schools across Michigan and Indiana participated in the study. Funded by the Michigan departments of Community Health and Education, the study was conducted over two years and measured whether the Michigan Model for Health® improves student health knowledge, attitudes and behaviors.  Researchers followed the same fourth grade students into their fifth grade year in 2007-08.

To date, findings indicate fourth-graders who received the curriculum showed significant, positive changes compared to students who did not have the curriculum. Specifically, students exposed to the Michigan Model for Health® showed stronger drug and tobacco refusal skills, indicating less use of alcohol and tobacco. In addition, students improved their skills for managing feelings such as anger and stress; enhanced their skills for staying safe on the Internet; and increased both their knowledge and skills related to physical activity and nutrition. In some cases, the knowledge and skills gained were three times greater for students receiving the curriculum as opposed to students who did not receive the curriculum.

“The survey results make the case for comprehensive health education,” said Michigan's State Superintendent of Public Instruction Mike Flanagan. “Implementing the Michigan Model for Health® curriculum at all grade levels assures that Michigan students are receiving health instruction that effectively teaches them how to make healthy choices now and in the future. Health education is a vital component in our quest to help our students become successful in the classroom and healthy, productive adults.”

For more information about the Michigan Model for Health® curriculum and the School Health Coordinator network, go to www.michiganmodel.org

Congratulations to Michigan’s 2008-09 Blue Ribbon Schools 

Twenty-two elementary schools are being recognized this year as Michigan Blue Ribbon Schools for their outstanding school improvement strategies.

Established in 1982, the Michigan Blue Ribbon Exemplary School Program recognizes schools that demonstrate a strong commitment to educational excellence and significant academic improvement over five years. Schools must complete a comprehensive report of key criteria for school effectiveness that serves as a basis for an extensive assessment of their building and programs.

The State Board of Education stipulates that awarded schools must have made Adequate Yearly Progress (AYP) as required by the federal No Child Left Behind law; have a Michigan EducationYES! School Report Card grade of A or B; and not have a Native American-based school mascot, nickname, Elementary schools were eligible to apply for the Blue Ribbon award this year.

Michigan’s Blue Ribbon Exemplary Schools for 2008-09 are:

Bedford Public Schools (Monroe County):
    Jackman Road Elementary School, Temperance, MI

Brandywine Community Schools (Berrien County):
   Merritt Elementary School, Niles, MI,

Clintondale Community Schools (Macomb County):
   Robbie Hall Parker Elementary School, Clinton Township, MI

Farmington Public Schools (Oakland County):
   Kenbrook Elementary School, Farmington Hills, MI

Lake Orion Community Schools (Oakland County):
   Webber Elementary School, Lake Orion, MI

L’Anse Creuse Public Schools (Macomb County):
   Atwood Elementary School, Macomb, MI

Oxford Area Community Schools (Oakland County):
   Lakeville Elementary School, Oxford, MI,
   Leonard Elementary School, Leonard, MI,

Rockford Public Schools (Kent County):
   Meadow Ridge Elementary School, Rockford, MI

Romeo Community Schools (Macomb County):
   Hamilton-Parsons Elementary School, Leonard, MI
   Norman B. Hevel Elementary School, Washington, MI

Sault Ste. Marie Area Schools (Chippewa County):
   Soo Township Elementary School, Sault Ste. Marie, MI

Southfield Public Schools (Oakland County):
   McIntyre Elementary School, Southfield, MI

Utica Community Schools (Macomb County):
   Bruce Collins Elementary School, Sterling Heights, MI
   Richard J. Duncan Elementary School, Shelby Township, MI
   Floyd Ebeling Elementary School, Macomb, MI
   Morgan Elementary School, Shelby Township, MI
   Switzer Elementary School, Shelby Township, MI
   H. H. Wiley Elementary School, Utica, MI

Walled Lake Consolidated Schools (Oakland County):
   Commerce Elementary School, Commerce Township, MI

Warren Consolidated Schools (Macomb County):
   Wilkerson Elementary School, Warren, MI

Waterford School District (Oakland County):
   Riverside Elementary School, Waterford, MI

MDE announces availability of free tests for low-income students 

To increase access to Advanced Placement (AP) and International Baccalaureate (IB) tests for low-income students, the Michigan Department of Education (MDE) has applied for and received a federal grant.

Any of the following criteria may be used to identify eligible students: 

• The student is eligible for or receiving free or reduced price lunch.
• The student’s family receives assistance under Part A of Title IV of the Social Security Act.
• The student is eligible to receive medical assistance under the Federal Medicaid program.
• The student is a member of a family whose taxable income for the preceding year did not exceed 150% of the poverty level as established by the U.S. Census Bureau.

Actions needed to access assistance for AP test fees: 

• Review and identify all eligible students for free tests.
• Fill in the “Option 1” oval on qualifying students’ AP Exam answer sheets.
• In the Remittance section of the AP Shipping & Remittance form, enter the total number of exams (not students) that qualify for the fee reduction.
• AP Coordinators in Michigan will not collect AP Exam fees from students qualifying for a free exam.
• The College Board will bill the state directly for qualifying AP exam fees.

Actions needed to access assistance for IB test fees:

• Review and identify all eligible students for free tests.
• After payment is sent, IB Coordinators in Michigan can send a copy of all

invoices to Sam Sinicropi at the MDE, 608 West Allegan Street, Post Office Box 30008, Lansing, Michigan 48909.

• The MDE will send reimbursements to each qualifying district.

MASA members invited to participate in research

Researchers at the College of Education at the University of Nevada Las Vegas (UNLV) are studying the impact of racism on school personnel, students and the larger community. Their ultimate goal is to use their research results to mitigate the effects of racism on children and those professionals who serve them. 

They invite your participation in a study to examine the perceived existence and impact of racism in public schools from the vantage point of those individuals most closely involved in school systems: (1) school administrators, (2) school teachers, (3) school mental health professionals (e.g., counselor, social worker, psychologist), and (4) school leaders/governing officials. 

The survey is anonymous and confidential; your answers cannot be tied back to you or your school district. The survey is online and can be completed in approximately 5-7 minutes. 

To preview the survey, you may click here: http://surveytool.unlv.edu/TakeSurvey.aspx?SurveyID=86MM372

Address questions or comments to Jesse A. Brinson, Ed.D, Associate Professor, 702.895.1390, brinson@unlv.nevada.edu; or Shannon Smith, Ph. D., Associate Professor

Pew Internet & American Life Project: Generations Online in 2009

Teens and Generation Y find entertainment and social networks online

Teens and Generation Y (internet users age 18-32) are the most likely groups to use the Internet for entertainment and for communicating with friends and family. These younger generations are significantly more likely than their older counterparts to seek entertainment through online videos, online games and virtual worlds, and they are also more likely to download music to listen to later.

By a large margin, teen internet users' favorite online activity is game playing; 78% of 12-17 year-old internet users play games online, compared with 73% of online teens who email, the second most popular activity for this age group.

Yet, contrary to the image of Generation Y as the "Net Generation," Internet users in their twenties do not dominate every aspect of online life. Generation X is the most likely group to bank, shop and look for health information online. Boomers are just as likely as Generation Y to make travel reservations online. And even Silent Generation Internet users are competitive when it comes to email (although teens might point out that this is proof that email is for old people).

The study shows that the web continues to be populated largely by younger generations, as more than half of the adult internet population is between 18 and 44 years old. But larger percentages of older generations are online now than in the past and they are doing more activities online, according to the Pew Research Center's Internet & American Life Project surveys taken from 2006-2008.

In fact, the biggest increase in internet use since 2005 can be seen in the 70-75 year-old age group. While just over one-fourth (26%) of 70-75 year olds were online in 2005, 45% of that age group is currently online.

How Charter Schools Affect Student Outcomes

New MSU/Rand study shows charter school students more likely to graduate, attend college
As President Barak Obama proposes to expand the number of the nation’s charter schools, a new report by a MSU researcher looks at how charters affect student outcomes.

The study examines charter schools in Chicago, San Diego, Philadelphia, Denver, Milwaukee, and the states of Ohio, Texas and Florida.  The study is the first to use longitudinal, student-level data to systematically examine these issues across multiple communities and varied charter laws. It finds:

• Little evidence that charter schools are producing, on average, achievement impacts that differ substantially from those of traditional public schools. But the evidence is incomplete, because the performance of charter elementary schools — which constitute a substantial proportion of all charter schools — cannot be easily assessed.
• Lower-than expected results for two specific groups: charter schools in their first year of operation; and, in Ohio, “virtual” charter schools that serve students remotely via technology.
• Charter high schools appear to have substantial positive impacts, increasing the probability of graduating by 7 to 15 percentage points and increasing the probability of enrolling in college by 8 to 10 percentage points.
• Charter schools are generally not “skimming the cream” in recruiting students: Students entering charter schools generally have prior achievement levels that are comparable to those of their peers in traditional public schools.
• Charter schools do not appear to produce effects that substantially help or harm student achievement in nearby traditional public schools

“While the lack of positive effects on test scores may be disappointing to charter advocates, the positive relationships between charter high school attendance and graduating and going on to college in Chicago and Florida are encouraging,” said Ron Zimmer, the report’s lead author. “These results suggest it may be time to include other important measures when evaluating charter schools.”

New study finds school budgets for 2009-10 take a hit

AASA survey reveals significant school budget cuts despite Stimulus Funding

Schools across the nation are planning significant cuts in their 2009-10 school year budgets, in spite of some $100 billion in education funding included in the American Recovery and Reinvestment Act, according to a new study from the American Association of School Administrators. The study, “Looking Back, Looking Forward: How the Economic Downturn Continues to Impact School Districts,” is based on a survey of school administrators conducted in February and March 2009.

The full study is available online at
http://www.aasa.org/files/PDFs/Publications/LookingBackLookingForwardFINAL.pdf.

“The fact that schools are planning significant budget cuts for the 2009-10 school year underscores just how bad the economic situation is nationwide,” said Randy Collins, AASA president and superintendent in Waterford, Conn. “Although the federal stimulus commits an unprecedented amount of funding to public schools, it does not fill all the holes districts are facing in their budgets. Furthermore, the education funds lack sufficient flexibility to allow for maximum use by local school districts.”

According to the new study, the impact of the economic downturn on schools is widespread and has worsened over the past six months. Seventy-five percent of administrators who responded to the survey described their districts as “inadequately funded.” That percentage has increased eight points since October 2008, when 67 percent of administrators described their districts as “inadequately funded” in the “AASA Study of the Impact of the Economic Downturn.” In both studies, the downturn reached across districts, regardless of geographic area, district type (rural, suburban or urban) or district size.

Response to the Economic Downturn
The study asked what actions districts have taken in response to the economic downturn for the 2009-10 school year compared to the 2008-09 school year. While budgets for 2008‐09 were passed before the current economic crisis, 2009-10 budgets are being developed in the midst of significant state budget shortfalls. As a result, districts are planning deeper cuts for 2009-10, including cuts in areas that directly impact student achievement, including increasing class size, reducing academic offerings and eliminating teaching positions.

• The percentage of districts increasing class size more than tripled from 13 percent in 2008-09 to 44 percent in 2009-10.
• The percentage of districts laying off personnel quadrupled from 11 percent in 2008-09 to 44 percent in 2009-10.
• The percentage of districts cutting academic programs (such as academic intervention and Saturday classes) more than tripled from 7 percent in 2008-09 to 22 percent in 2009-10.
• The percentage of districts cutting extracurricular activities almost tripled from 10 percent in 2008-09 to 28 percent in 2009-10.
• The percentage of districts deferring maintenance increased from 21 percent in 2008-09 to 33 percent in 2009-10.

Stimulus Funds
This survey was launched after the passage of the American Recovery and Reinvestment Act, a stimulus measure that provides some $100 billion in funding 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.

AASA asked administrators to indicate and rank eligible uses for the stimulus funding they would be receiving. Exclusive of staff retention, which is currently under review because of issues concerning “supplement” and “supplant,” the top five “high-priority” uses identified were:

• classroom technology (57 percent)
• school modernization/repair (54 percent)
• safety/security measures (40 percent)
• connectivity (39 percent)
• professional development (37 percent)

“Although the stimulus funds will help protect American children from devastating program and staffing cuts, students and schools are still vulnerable,” said Dan Domenech, executive director of AASA. “The stimulus funds could help districts retain and acquire essential personnel, services and equipment, but many of these expenditures may simply represent the return of resources and capacities the schools had cut in the early stages of the recession.

“Congress and the U.S. Department of Education must work to ensure schools have the resources they need in these challenging times to provide critical services, increase student achievement, and fuel economic recovery and growth,” Domenech added. 

About the Survey
A total of 859 school administrators from 48 different states completed the “Looking Back, Looking Forward” survey over a three-week period in February and March 2009. AASA distributed the survey to school administrators via an e-mail invitation and a link on the AASA homepage. While the sample of respondents was not random or scientific, the respondents represented all regions of the country and districts and communities of all types and sizes.

Previous Studies
This study is the fourth in a series of studies conducted by AASA on the impact of the economic downturn on schools. The previous studies are available at www.aasa.org/policy/econstudies.

Return your election ballots!

By now you should have received your ballots for AASA president-elect, as they were mailed from Pennsylvania on February 25. This is a reminder that the ballots must arrive back at AASA by 5 p.m., Wednesday, April 15, 2009. The tabulation will take place April 17.

View the second e-mail message from the two candidates for president-elect: Paul Shaw from Georgia and Ed Hatrick from Virginia. Additional information about both candidates accompanies the ballots you received and is also available on AASA’s website.

Contribute to Leadership Lite

The School Administrator magazine publishes a back-page humor column called "Leadership Lite." They invite you to seek short, humorous anecdotes (that generally can be told in no more than four or five paragraphs) that relate to some telling aspect of life in educational administration or the day-to-day work in a school district (including school communications). Anecdotes should be based on the contributor's own experience —something you’ve seen or heard or that’s been shared by a colleague—in a school setting, administrative office, school board meeting, PTA meeting, educational administration course, etc.

2009 National Conference on Education videos now online

If you missed the conference or want to refresh your experience, you can get a selection of the top sessions on-demand. Research shows that professional development for school system leaders is associated with a 10-percent increase in average student achievement. Don’t jeopardize achievement for your students during these tough economic times.

Register now to get unlimited access to more than 15 hours of professional development that will keep you at the forefront of public education administration. Watch online anytime, anywhere – in your home, office or conference room. This programming is also perfect to train administrative staff.

AASA members can register for this content for just $199 online. The price for non-members is $349.

Granholm open to merit pay, more choice

Governor Jennifer Granholm said she could support concepts that provide for merit pay for teachers and more choice for parents in urban districts as a way to deal with ongoing education challenges.

With President Barack Obama and his education secretary giving new prominence to merit pay and expanded charters, Ms. Granholm told reporters, “I think the Obama administration is on to something. When you're looking at best practices, I think we can't pull anything off the table it if leads to better education.”

Part of the discussion would include lifting or removing the cap on the number of charter schools that can be authorized by universities. “It's worth pursuing to get the outcomes we want,” she said.

Still, she said the subject has to be approached carefully.

Source: Gongwer News Service, 3.17.09

Flanagan contract extended

The State Board of Education, giving him a positive review, unanimously approved a one-year extension to the contract of Superintendent of Public Instruction Mike Flanagan. His contract now extends to 2012.

However, instead of a pay increase commensurate with his review, Mr. Flanagan, at his own request, will see any pay cut passed to civil service employees in the department affect his salary as well as part of the effort to balance the state budget.

"We've had very great leadership under difficult times with Mike," said board Vice President John Austin (D-Ann Arbor). “(He has the) ability to help his team, the few, the hardy, through these times.”

Michigan school reuses retired wind turbines

Some companies are specializing in refurbishing wind turbines and placing them near schools for about half of the cost of buying new. "We weren't looking to be an energy producer or seller," said Kathy Dickens, a student-services director at Elkton-Pigeon-Bay Port Laker School District, which purchased three refurbished turbines.

New 65- to 100-kilowatt wind turbines wind turbines, large enough to power a farm or help defray a school's electric bills, can cost between $3,000 and $6,000 per kilowatt, meaning the entry prices would be close to $200,000, according to American Wind Energy Association.

Michigan's Elkton-Pigeon-Bay Port Laker School District wanted to connect a few wind turbines to its elementary building to save on energy and integrate alternative energy into its curriculum.

"We weren't looking to be an energy producer or seller," said Kathy Dickens, the junior high school's student services director. "We were really just looking to minimize our bills."

After failing to find newer models that suited the district's needs, she entered a few search terms into Google and found three Nordtank turbines from Tehachapi, Calif., that were being refurbished by enXco Inc.

The on-campus wind farm, which was fully funded through a $265,000 Michigan Public Service Commission grant and installed with volunteer labor, saves the district a little cash.

But it has provided a gold mine of educational value, as students get to study physics and electricity by building small mock-up wind turbines and competing for the top design.

"That's been the golden nugget right there," Dickens said. "We're not saving tons of money, that's for sure."

Read the story…

Economical Training Option: NSPRA's School Communication Workshop Kit

If you're looking for an economical training option in communication, we've got your answer: NSPRA's School Communication Workshop Kit. It's a CD resource with a PowerPoint presentation and all the materials needed to conduct school-level communication training. With the kit, district leaders, principals, community involvement specialists, parent-school liaisons, and school communication professionals can lead sessions with faculties and staff that result in specific communication plans for schools.

The kit includes findings from NSPRA's research on the role communication and accountability play in creating successful schools and helps motivate staff to become better communicators and ambassadors for their schools. Some examples include:

• Staff learn that effective communication is all about relationships. Characteristics like honesty, transparency, listening, kindness and trust are all discussed as critical components of communication;
• Schools can be more effective when they speak with one voice. If all employees are singing from the same hymn book, the communication effort will create more support for their schools. The workshop empowers participants to create their school's own hymn book;
• Defining key target audiences and the best way of reaching these audiences eliminates waste and saves time. A few new strategic tactics can be more effective than doing the same thing year after year;
• Defining the "brand" of your school gives staff the opportunity of communicating what they want their school or program to be known for. A separate section of the kit offers a mini-workshop on branding;

Zero to Three resources for policy makers

ZERO TO THREE has released a comprehensive set of tools for use by policymakers and advocates.  It includes 11 issue briefs, infant-toddler data, a compilation of the evidence for investing in the infant-toddler policy agenda, a strategic look at ways to get started with sample policy options and state examples, and other tools.

The guide is available for download from the ZERO TO THREE website,
www.zerotothree.org/policyguide

(Scroll down to "Good Health," then click on "Social-Emotional Health" to see the policy brief on "Infant and Early Childhood Mental Health.")

Nominations sought for Michigan history teacher of the year

The Gilder Lehrman Institute of American History is seeking nominations for the annual Michigan History Teacher of the Year Award. The Michigan winner will receive a $1,000 honorarium and will be in the running for the National History Teacher of the Year award to be selected this fall. His or her school library will receive a core archive of history books and materials.

The History Teacher of the Year Award is designed to promote and celebrate the teaching of American history in classrooms across the United States. It honors one outstanding teacher of American history from each state and U.S. territory and the Department of Defense schools. This year, only elementary teachers are eligible for nomination.

The selection of the state winner is based upon several criteria, including: experience in teaching American history for at least three years; a deep career commitment to teaching American history; evidence of creativity and imagination in the classroom; and close attention to documents, artifacts, historic sites, and the other primary materials of history.

Add relevance to middle school social studies through two law programs

Junior high and high school students can learn more about Michigan courts, and explore legal careers, during two week-long sessions offered by the Michigan Supreme Court Learning Center this summer.

The two student programs, entitled “Exploring Careers in the Law,” will be offered at the Michigan Hall of Justice in Lansing.

1. The high school program, for students entering grades 10 through 12 in fall 2009, is scheduled for June 22 – 26 from 9 a.m. to 12:30 p.m. each day.
2. Students entering grades 7 through 9 in fall 2009 are eligible for the junior high program, which is scheduled for July 13 – 17 from 9 a.m. to 12 noon daily.

The goal of the programs is to give students a real-life view of legal careers.

Registration for each program is limited to 20 students, selected on a first-come, first-served basis; the application deadline is May 15, 2009. The registration fee is a $75 donation to the Michigan Supreme Court Historical Society Learning Center Fund.

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