Mar 26, 2010
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Speaking of Leading

"It's hard to Lead Forward when you're always watching your back"

–Dave Campbell. Superintendent of Olivet Schools, 3.24.10 during a panel discussion at the MASA/MASB Governance Day discussing the importance of strong board-superintendent relationships

 

Innovation GrantsMASA/MASB Summer Leadership Academy for Aspiring Superintendents

Leadership matters, now more than ever. Are you finding and nurturing potential school leaders in your district or region? Do you know a developing administrator who has district leadership potential?

Consider sending him or her to the MASA/MASB Summer Leadership Academy. This professional development opportunity for aspiring superintendents introduces the skills and strategies needed to prepare for the challenging and rewarding responsibilities of being a superintendent.

Successful superintendents agree that their longevity in a school district isn’t only attributed to excellent leadership competencies, but also to establishing a working rapport with the school board, which enhances their ability to lead the district.

This four part academy, moderated by Dr. J. Mark Rainey, begins April 22, and promises to be a practical and realistic approach to the day-to-day duties of a superintendent taught by former superintendents and educational leaders.

Learn about strategies for building a solid relationship with the school board, focusing on mission and priorities, and gaining knowledge of the basics of school finance, school law and negotiations. MASB and MASA staff will offer guidelines on how to successfully pursue and land a superintendent position.

For more information or to register...

 

Strong GovernanceNational Leaders Keynote MASA/MASB Governance Event

Bielang offers “Four Secrets of Success”

On Wednesday, March 23rd, MASA and MASB hosted their annual joint conference focused on building strong School Board-Superintendent relationships. During this event, Mark Bielang, AASA President and superintendent of Paw Paw Public Schools, described his “Four Secrets to Success” in building strong governance teams:

  1. Build a base of mutual trust and respect—Without that, it’s hard to develop trusting relationships district-wide.
  2. Take the time to draw the line—Thoughtfully defining everyone’s roles and responsibilities is key to strong teamwork.
  3. Distinguish the difference between issues—owner issues belong to the board; customer issues belong to the superintendent and staff. (This is what helps avoid micro-management)
  4. Be accountable—The superintendent is the only person who is accountable to the board, but he or she needs to take that accountability seriously. Provide regular updates on how the system is working toward reaching the goals of the organization and the shared values of the community.

 

By following these four rules, Bielang has kept relationships strong and his governance team functioning will.

Domenech and Bryant lead interactive discussion

Later, Dan Domenech, executive director of AASA, and Anne Bryant, executive director of NSBA, led an interesting discussion built around audience participation. Board members and superintendents reported anonymously in response to common perceptions—or misperceptions—of the Board-Superintendent relationship. These responses served as conversations starters for participants to share real experiences and discuss alternative strategies for dealing with conflict. You can download the presentation, including survey results.

 

 

Mobile LearningEducating the Mobile Generation

Sprint in partnership with Michigan Association for Supervision
and Curriculum Development and the SE2T2 Grant Partners.

As schools continue to prepare today's increasingly tech-savvy students to enter the 21st century workforce, mobile technology plays a key role in driving operational efficiency, supporting school safety and increasing student engagement and achievement.

Join Michigan Association for Supervision and Curriculum Development and the SE2T2 Grant Partners and Sprint to learn more about how smartphone and netbooks are the quintessential tools of the 21st century.

The seminar will focus on:http://mobilelearningsolutions.sprintrsvp.com/images/PartnerLogos.jpg

  • Embracing mobile devices as part of the learning process
  • Increasing student engagement
  • Facilitating ubiquitous and equal access
  • Leveraging distance learning to support homebound, home school & private school students
  • How E-Rate and other resources can assist with funding

Vendor Showcase:

  • GoKnow
  • Project K-Nect
  • Sprint
  • HTC
  • Dell

Event Information:
Friday, April 30, 2010
10:00 am - 3:00 pm
Location:
1001 Centennial Way
Suite 300
Lansing, MI 48917
Directions
http://mobilelearningsolutions.sprintrsvp.com/images/RSVP_Button.jpg

 

 

Innovation GrantsConnecting Across the Curricula

The third annual Michigan Joint Education Conference on Wednesday, June 23, 2010 at Thurston High School in Redford, Michigan, will feature sessions directed at teachers and administrators on integrated education, curriculum and instruction. Proposals to present at the conference are now being requested and may be submitted by April 2 at http://mijec.org/speakers.

The Michigan Joint Education Conference provides an invaluable opportunity for educators who teach several disciplines, learn techniques that connect lesson plans, create integrated program scripts and increase personal and professional merit through continued education. Sessions will be presented by educators from different backgrounds and will focus on integrating relevant instruction.

The Michigan Joint Education Conference is hosted by Michigan Council for Social Studies (MCSS), Michigan Council for the Teachers of Mathematics (MCTM), Michigan Science Teachers Association (MSTA), Michigan Association for Computer Users in Learning (MACUL) and Michigan Association of Middle School Educators (MAMSE).

Michigan Association of School Administrators (MASA) and Michigan Association of Intermediate School Administrators (MAISA) are partners for the event. Other partnering organizations include: Michigan Association for Media in Education, Michigan Association for Supervision and Curriculum Development (MI ASCD), Michigan Business Education Association, Michigan Council of Teachers of English, Michigan Education Association, and the Michigan Department of Education.

For more information contact The Michigan Joint Education Conference, 3300 Washtenaw Ave, Suite 220, Ann Arbor, MI 48104, (734) 677-2270 begin_of_the_skype_highlighting              (734) 677-2270      end_of_the_skype_highlighting or visit www.mijec.org

 

 

 

Innovation GrantsDigital Learning for Digital Students

Monday, April 26, 2010
Novi Sheraton

Join Keynote speaker Brian McNulty for this informative and practical one-day event featuring breakout sessions  and a panel of student-participants. In addition, there will an opportunity to observe a 21st Century technology-infused classroom activity with middle school students from a Michigan area school. Focused on the needs of K-12 educators teaching today’s digital students with the latest resources, this event promises participants exposure to new ideas and tools during an active and thought-provoking day.

More information or to register…

 

SET SEGDon't miss your chance to apply for a Summer Leadership Camp scholarship from the SET SEG Educational Foundation

The SET SEG Educational Foundation is still accepting Summer Leadership Camp scholarship applications! In May, scholarships will be presented to Michigan public high schools to help their students attend the 2010 Michigan Association of Student Councils/Michigan Association of Honor Societies (MASC/MAHS) Summer Leadership Camp at Albion College. This year, the Foundation has increased its scholarship funding and will present $9,400 in awards, up to a maximum of $1,250 per high school!  (Please note: Schools that previously received a scholarship from the Foundation are NOT eligible to apply until three years after receiving the award.)

Application materials were mailed to high school principals and school board presidents in February. Application materials also are also available online by visiting www.setseg.org, and selecting Foundation, Scholarship Application or by clicking here. Applications must be postmarked or submitted online on or before Friday, April 9. 

The Summer Leadership Camp will be held July 25-30, and offers a unique opportunity for students to build a variety of skills that will aid them in their academic pursuits and future endeavors. To learn more about the camp, visit the Michigan Association of Secondary School Principals Web site: www.mymassp.com.

 

 

Learning Laffs
MASA news:

MASA Launches Performance Evaluation Resource Center

With the passage of the state Race to the Top legislation last year, lawmakers enacted a requirement that Michigan schools implement a performance evaluation system.  Further, they required that schools use this system, at a minimum, to inform decisions regarding teacher effectiveness, promotion, retention, professional development and tenure.

MASA has received numerous questions about this new requirement.  In response, we have developed our Performance Evaluation Resource Center to help answer your questions and assist you in designing and implementing a performance evaluation system.

On this site you will find:

  • Information about Michigan’s performance evaluation legislation.
  • Summaries and links to national and regional performance evaluation research.
  • Overviews and links to information about performance evaluation models already being used in other states or that have been developed by respected experts in the field.
  • Other links to relevant and timely performance evaluation resources.

Please click here to be directed to the Performance Evaluation Resource Center.

Check back often; we will add to these resources as new tools become available. We welcome your submissions as well. Send ideas and links to bbiladeau@gomasa.org.

 

 

Retirement Reform Resource Center Now Online

With rising health care costs and unfunded liabilities in the public school employee pension system, action must be taken to rein in costs and guard against a system collapse.   To that end, the legislature will begin debate this week on legislation to significantly reform Michigan’s state employee and public school employee retirement systems.  While this plan is not perfect, it is the most comprehensive proposal that has been seriously considered by the legislature in many years.

MASA has received numerous questions about this proposal.  In response, we have developed a Retirement Reform Resource Center  to help answer your questions and to assist you in handling the various staff-related situations that may arise as these bills move forward.  In the resource center you will find :

 

Please click her to be directed to the MASA Retirement Reform Resource Center.

MASA Seeks Feedback on Reporting Requirements

Despite Michigan’s school funding crisis, the legislature and the Department of Education are continuing to increase reporting requirements for schools while at the same time decreasing funding. Our recent review shows schools in Michigan are required to submit 200 different reports to various state departments. These reports take time and money to complete, diverting precious resources from the classroom and artificially inflating administrative costs for schools.

Last week, an email went out to members seeking feedback on these reporting requirements. We intend to use your feedback to call for legislation to eliminate unnecessary or duplicative reports and simplify those that must remain. A little investment of your time now might save schools time and resources for years to come. Our timeline is short; to craft legislation, we need your feedback before you leave for spring break! To participate, review the list of mandatory reports, then fill out the online survey.

If you have any questions, please contact Bob Kefgen  at 517-899-0367 or rkefgen@gomasa.org.

 

Highlighted Service: MASA Resource Teams

Michigan’s superintendents face tougher challenges every year and are coming to the job with fewer years of experience. As a result, many are looking for answers from colleagues they can trust. That’s where MASA’s “resource teams” come in.
MASA’s Resource Teams comprise experienced superintendents who have expertise or recent success in a particular area of school leadership. These areas include:

  • Teaching and learning
  • Management (including staff relations and financial management(
  • Communications and relationship building
  • Grassroots advocacy
  • Organizational development
  • Data driven decision making, and more.

Just visit the Resource Teams page on our website (loated under the 'Member Benefits' tab, then 'Member Support,' then 'Resource Teams'), and find the people who can help.

Want to join a team? Contact us at(517) 327-5910 or visit http://www.michiganedusource.org/gomasa/FormResourceTeam.htm.

Have a crisis? Or just need information?  MASA staff and directors are always just a call away. Call 517-327-5910 at any time (24/7) to reach an executive or associate.

Legislative Updates
Review recent MASA Legislative updates
 
 

Winner's Circle: Algebra II in the Workplace

William Pearson, South Lyon Community Schools
with Jean Schmeichel

Algebra II in the Workplace is a preparatory course for entrance into college or the workplace. Students develop the understanding that algebraic thinking can be a powerful tool for solving real-world problems in the workplace, the sciences, technology, and engineering. By embedding Algebra II concepts into real-world situations, the content becomes more relevant and accessible to students. This course builds upon concepts taught in Algebra I and Geometry, while adding new concepts and relating them to workplace applications. When applying Algebra II concepts to real-world problems such as scheduling and networks, students experience both the complexity of such problems and construct deep mathematical connections. Students gain experience with the types of Algebra II concepts companies such as UPS, FedEx, Delta Airlines, hospitals, and others use to solve workplace problems. Algebra II in the Workplace has an optional lab component to provide students with additional support as needed. Approximately 20% of the population of the Algebra II in the Workplace course is served by the additional lab course each year.

One hundred forty-two students were enrolled in Algebra II in the Workplace during the 2008-2009 school year. Approximately two thirds of the students enrolled in the course received a B- or better during the second semester of the school year. 97.9% of the students enrolled in the course passed with a D+ or better. All of the students enrolled in both the course and the supporting lab earned a C or better.

For more information regarding this program, please contact Doug Curry at (248) 573-8105 or curryd@slcs.us.

 

 

 
AASA news:

AASA Releases Statement on Obama's "Blueprint"

Daniel A. Domenech, executive director of the American Association of School Administrators, has issued the following statement on the Obama Administration’s blueprint for a new Elementary and Secondary Education Act:

“We are pleased that the Obama Administration has released a blueprint for a new ESEA that is a significant improvement on No Child Left Behind. We applaud President Obama for setting a clear and obtainable goal that the United States will lead the world in college completion by 2020.

“We also applaud the administration for recognizing the need to improve current accountability systems and give districts a transition period to develop better assessments. However, schools in the interim should not be required to use assessments that have already been labeled by the administration as faulty. States and districts should be allowed to use their own benchmarking assessments until new systems are in place, including tests that measure growth and progress over time.

“Rewarding schools that achieve the goals set forth in the plan is a step in the right direction, as is moving away from the punitive, all-or-nothing accountability of No Child Left Behind.

"Education is a civil right, as Secretary Duncan has stated. However, a child’s civil rights are not subject to competition. We object to the decision to shift a significantly larger proportion of dollars into competitive grant programs. Rather than maintaining or cutting formula funding under ESEA, we urge the administration and Congress to grow formula grants to provide a more reliable stream of funding to local school districts.

“The blueprint would require schools to collect, interpret and use a tremendous amount of data. Additional funding must be provided to schools for this activity, or the data collection amounts to an unfunded mandate for school districts. 

“We also recommend that the fifth turnaround option, to implement a research based intervention model, reserved in the blueprint for Reward districts, be made available to the lowest-performing districts as well.

“The blueprint proposes the option of removing the superintendent from challenge districts. In fact, this is not needed as superintendents are already held accountable by and can be removed by their boards.

“The administration’s proposal is headed in a good direction, but specifics and clarification are needed on a number of issues. We look forward to continuing to working with the Administration and Congress to iron out the details and to reauthorize ESEA this year.”

You may view the video on the AASA homepage at http://www.aasa.org

 
SOS Michigan news:
  • Muskegon ISDs county-wide letter to the editor – take up the challenge to follow the model they have set more>
  • MSBO 2010 Survey Summary: “Fiscal Condition of Michigan’s Schools" more>
  • Latest email from Tom White more>
  • Tom White's response to accusation of "Save Our Salaries" more>

 

MASA Sponsors:
Fall Conference exhibitor info now online more>

Don’t Miss Out on improving Your Bottom Line!

MSBO is working with a leading video consulting firm that measures and evaluates the performance of face-to-face marketing environments. Learn how to identify and evaluate key elements that will help you improve your customer experience and return on investment at trade shows. This webinar is a FREE benefit for all MSBO 72nd Annual Conference & Exhibit Show exhibitors.  If you have not signed up to exhibit, the charge is $50 and you will need to fill out the attached registration form.
 
Date:  March 30, 2010
Time:  11am – noon (Eastern Time)
Topic: People Power
Learn how to:

  • Identify and approach target attendees without driving them off
  • Understand essential booth behavior and importance of staff dress
  • Read the attendee to know when to back off
  • Execute an efficient process for driving sales
  • Schedule booth staff efficiently
  • Unlock potential in the leads gathered at the event
  • Measure the effectiveness of interaction and ROI
     

Presenter: Marlys Arnold. Marlys teaches workshops for trade and consumer shows across the country. She has not only been an exhibitor, but has also organized several expos and events, in which she offers her unique perspective of the exhibit industry. Her articles have also appeared in magazines including EXPO and Trade Show Ideas. She hosts the Trade Show Insights podcasts and is the author of Build a Better Trade Show Image. Questions? Contact Contact Patty Lenneman at 517.327.2584 begin_of_the_skype_highlighting              517.327.2584      end_of_the_skype_highlighting, or e-mail plenneman@msbo.org.

To register, http://www.msbo.org/conferences/2010/AnnualConf/Exhibit.shtml.

 
MDE news:

Special Education “One Pager” Webinar Released

The Michigan Department of Education (MDE), Office of Special Education and Early Intervention Services (OSE-EIS) has posted the webinar training and materials for the Michigan Special Education One Pager: Timeline for Initials.

The Michigan One Pager: Timeline for Initials is part of a series designed to provide accurate and authoritative guidance in a timely and efficient manner on critical topics effecting special education in Michigan today.

The materials explain the basic content, process, and required timelines necessary to correctly complete an initial evaluation and an initial Individualized Education Program (IEP) in Michigan. The materials include an overview of how to count days to meet the required timeline for initials.

The information related to the Michigan One Pager: Timeline for Initials as well as future topics can be downloaded from the Center for Educational Networking (CEN) Web site.

 

 

 

MEAP reading and math scores climb, achievement gap narrows

Student reading scores on the statewide Michigan Educational Assessment Program (MEAP) test rose in all grades compared to the previous year, while the disparity in academic performance between groups of students has narrowed significantly compared to 2005, the Michigan Department of Education announced today.

Students gained three to eight percent in every grade except fourth, where the gain was one percent. Ninety percent of third graders, 84 percent of fourth graders and 85 percent of fifth grade students attained basic proficiency. Students in sixth grade climbed from 80 to 88 percent, seventh graders increased three points to 82 percentage and eighth graders increased from 76 to 83 percent.
For the fifth consecutive year since Michigan began implementing more rigorous K-8 Grade Level Content Expectations, math scores for students in grades 3-6 have continued to rise. The largest gains occurred among low-income students, students of color, those with Limited English Proficiency, and Students With Disabilities.

Topping the achievement for students on the math test, 95 percent of Michigan third graders attained basic proficiency in math, while 92 percent of fourth graders, 79 percent of fifth graders, and 82 percent of sixth graders also met the basic proficiency levels set for math. Math scores for seventh and eighth graders declined slightly after four consecutive years of growth.

“A world-class education is critical for our children in the 21st century economy,” Governor Jennifer M. Granholm said. "These all are very positive trends – and our kids’ academic achievements are significant to the success of our state as we continue to move forward to grow and diversify our state’s economy.”

In math and reading, students are tested on curriculum standards, known as Grade Level Content Expectations, implemented in the 2004-05 school year. They have been recognized by independent reviewers across the nation to be among the most rigorous standards in the country.

“These are the results we have been expecting when we established statewide curriculum standards and base our tests on those standards,” state Superintendent of Public Instruction Mike Flanagan said. “Teachers have more clarity on the basic standards that students should know and understand, and when they are taught and learned, students can achieve.”

A five-year comparison of MEAP reading scores show students in all grades and student groups made gains in reading from 2005 to 2009. Only one group, Limited English Proficient students in fourth grade, showed a slight decline.

The reading achievement gap between white students and students of color narrowed, especially for third, sixth and eighth grade students from 2005 to 2009. The largest decrease for both groups occurred in eighth grade where the achievement gap between white and African-American students was closed from 26.4 percentage points in 2005 to 10.4 in 2009. The gap between white and Hispanic eighth grade students declined from 21.5 percentage points in 2005 to 11.1 in 2009.

A five-year comparison of MEAP math scores also reveals students in all grades and all student groups showed gains. The largest proficiency gains occurred in grade seven were African-American, Hispanic, and Economically Disadvantaged students and Students With Disabilities increased 30 percentage points or more.
The math achievement gap between white students and students of color narrowed by over 10 percentage points for students in most grades from 2005 to 2009. The largest decrease for both groups occurred in seventh grade where the achievement gap between white and African-American students was cut from 41 percentage points in 2005 to 25 percentage points in 2009. The gap between white and Hispanic seventh grade students reduced from 27.1 percentage points in 2005 to 12.3 in 2009.

The Fall 2009 MEAP results also include scores in the subject areas of science and social studies. In science, tested in grades five and eight, the percentage of students scoring at proficient or above dropped, compared to previous years. Eighty-one percent of fifth graders attained proficiency in science, compared to 83 percent in Fall 2008 and 81 percent in fall 2007. Seventy-six percent of eighth graders attained proficiency compared to 77 percent in Fall 2008 and 79 percent in Fall 2007.

Social studies, tested at grades six and nine, saw one-percent decreases in scores over the previous year with 73 percent of sixth graders attaining proficiency compared to 74 percent in 2008, and 71 percent of ninth graders attaining proficiency compared to 72 percent the previous year.

In Fall 2009, Michigan administered a pilot of a new writing test for grades four and seven only, replacing the former writing assessment which tested students in grades 3-8. By reducing the number of grade levels tested, the state will be able to concentrate resources on a longer, more robust assessment, providing more information and, accordingly, a more complete picture of the writing skills possessed by Michigan students. The new writing test will be administered for the first time in Fall 2010. Whereas the previous writing test had 23 points, the new writing test will have 50 points, and will give much better information to teachers and parents about what students know and can do in the area of writing.

All MEAP scores are divided into four performance levels: Not Proficient, Partially Proficient, Proficient, and Advanced. Students who place in either the Proficient or Advanced levels are considered to be “proficient or above” in that subject. Proficiency measures a student at a basic level of knowledge in a given curriculum area. Michigan students are tested each October on skills learned through the end of the previous year.

While a majority of students in Michigan participate in the MEAP, it is not appropriate for some Students with Disabilities (SWD). For that reason, the state developed MI-Access, the state’s alternate assessment program.

There are three MI-Access assessments in which students with disabilities can take part: Participation; Supported Independence; and Functional Independence. The assessment a student takes is determined by that student’s Individualized Education Program Team (IEPT) based upon their consideration of the student’s cognitive functioning level, level of independence, curriculum and instruction.

To view complete MEAP results, go to www.michigan.gov/meapand click on the MEAP results link.

To view complete MI-Access results, go to www.michigan.gov/mi-access and click on “Statewide Results, Demographic Summary and Item Analysis Reports (State, District, School) in the box labeled State Assessment Reports for SWD.

 

Response to Intervention and School Improvement

Fitting it all Together One Common Voice/One Plan: Clarity for Schools

The first one day Response to Intervention and School Improvement Conference will be held on May 4, 2010, at the Hyatt Regency Hotel in Dearborn, Michigan. The conference is intended for District, School, ISD/RESA personnel, and Professional Organization Leaders and is provided at no cost. The goals for the day are:

  • To increase the understanding of principles common to all Response to Intervention (RtI) models.
  • To create common understanding of RtI’s relationship to Michigan’s Continuous School Improvement Process (MI CSI).
  • This collaborative project is intended to set a statewide framework for RtI.  

The agenda includes a keynote by Mr. Darren Woodruff from the National Center for Response to Intervention discussing the RtI principles; a presentation on the MDE vision of RtI and its integration with School Improvement (SI); the goal of having One Common Voice – One Plan in any building; and stories of RtI implementation from the field. The day will begin with welcomes from MDE Leadership: Sally Vaughn, Ph.D., Deputy Superintendent/Chief Academic Officer; MaryAlice Galloway, Director, Office of Education Improvement and Innovation; and Jacque Thompson, Director, Office of Special Education & Early Intervention Services.

The conference is being planned by the Statewide Response to Intervention Team, including representation from the MDE Offices of Education Improvement and Innovation, Special Education and Early Intervention Services, as well as Intermediate School Districts Response to Intervention Experts, Michigan Integrated Intervention Initiative, the University of Michigan, Great Lakes East/Learning Point Associates, the National Center on Response to Intervention, NCA/CASI/AdvancEd, Michigan Reading Association, and representative English Language Learners.

Registration is limited to the first 200 participants and will be conducted online only beginning March 23, 2010. Please follow this link to register: http://www2.learningpt.org/MDE_RTIConference/
Recent MDE Memos
2009-2010 District Report of Planned Number of Days and Clock Hours of Pupil Instruction more>

Helping Students Come Prepared to Get a Driver’s License more >

Response to Intervention Conference more> 

Statewide Literacy Plan more>  

Indirect Cost Rates more>

Updated Pupil Auditing Manual  more>

Food Recalls: Free E-mail Notification more>

 
research reports:

U.S. gets poor grades in nurturing STEM diversity

The nation’s K-12 education system gets an average grade of D for the job it does “engaging and nurturing” minorities to pursue careers in the STEM fields of science, technology, engineering, and mathematics, and a D-plus for such performance with girls, based on results released today from a survey of female and minority chemists and chemical engineers.

Those polled also believe science teachers play a larger role than parents and others in inspiring an interest in science, with 70 percent saying teachers have the most influence at the elementary level, and nearly 90 percent saying teachers have the most influence at the high school level.

Meanwhile, another report out this month, developed with support from the National Science Foundation, pulls together “a large and diverse body” of existing research providing evidence that social and environmental factors contribute to the “under-representation” of women in science and engineering.

That study, from the Washington-based American Association of University Women, offers a set of recommendations for educators, parents, and others, including a call to:

  • “spread the word about girls’ and women’s achievements in math and science” to combat negative stereotypes;
  • teach girls that intellectual skills are “acquired,” and not simply the product of “innate talent”;
  • explain to girls that buying into negative stereotypes can diminish academic achievement.
  • Encourage girls to take classes in calculus, physics, chemistry, computer science, and engineering when available.

The two new reports come amid strong and growing interest in promoting improved STEM education and stronger interest among young people in the subjects.

Read the full story….

Read the STEM report….

Read the American Association of University Women report… 

Source: Education Week, 3.22.10

 

 

 

Marcury: What you spill will cost you

Recent reports of mercury spills prompt reminders, guidelines

Mercury (a.k.a. Quicksilver) is something many of us remember as being “super cool.” In metallic form the blob pearls into shiny balls, can be lit on fire, and makes for flashy science experiments never failing to disappoint. Despite its intrigue, exposure to Mercury (more specifically its vapors) is toxic and damaging to many areas of the body.

Two recent reports of mercury spills in schools are alarming in two respects. First, no school should be using mercury-containing instruments given its known negative effects. Second is the high cost of cleaning up a mercury spill: for a recent spill on a non-carpeted surface in a Michigan school the clean-up cost was approximately $8,500; and for a carpeted surface the clean-up cost was approximately $13,000, according to the Michigan Department of Community Health (MDCH).

In a time when Michigan schools need every last penny, spending $13,000 to clean up a mercury spill seems unnecessary, not to mention hazardous to everyone’s health.

That’s why the Division of Environmental Health Division of MDCH has provided the following reminders of the law banning mercury use in schools. Be sure to check out the resources they provided as well. For more information, contact Lisa Quiggle, Toxicologist with MDCH, at (517) 373-4889 begin_of_the_skype_highlighting              (517) 373-4889      end_of_the_skype_highlighting or quiggleL@michigan.gov.

About mercury

According to the Environmental Protection Agency (EPA), mercury is a neurotoxic substance that can produce a wide range of health effects depending on the amount and duration of the exposure. Tremors, inability to walk, convulsions, and even death can occur when exposed to mercury in high doses, and other documented exposure effects include insomnia, irritability, mood swings, changes in nerve responses, weakness, and headaches. It can also damage the gastrointestinal tract, the kidneys and/or the lungs, and children tend to see effects with less exposure than adults.

About the law

According to Public Act 376 in 2000 (Enrolled Senate Bill #1262):

Michigan's public and private K-12 schools were required to phase out and eliminate mercury use in the classroom and in the health (nurse's) office. This law applies to liquid (free flowing) Hg(0), as well as, mercury-containing instruments such as thermometers, barometers, manometers, and sphygmomanometers (blood pressure gauges). K-12 schools had until December 31, 2004, to complete this process.
(http://www.michigan.gov/deq/0,1607,7-135-3307_29693_4175-160230--,00.html)

9 steps you can take to become a Mercury-Free School:
http://www.deq.state.mi.us/documents/deq-ead-p2-mercury-mercinschools.pdf

Quick facts for School Nurses:
http://www.atsdr.cdc.gov/mercury/docs/MercurySchoolNurse.pdf

Other resources on dealing with Mercury:

 
leader resources:

National Financial Capability Challenge

The National Financial Capability Challenge is an awards program designed to increase the financial knowledge and capability of high school aged youth across the United States so they can take control over their financial futures. It challenges high school teachers and other educators to teach the basics of personal finance to their students, and rewards students, educators, schools, and states for their participation and their success.

The goal is for 1 million students to take the Challenge. To make that happen, they need educators from all across the country to sign up and prepare their students.
Learn more and sign up your district at http://challenge.treas.gov/educator_info.htm.

 

 

Constitutional Academy 2010 allows high school students to earn college credit

Scholarships available for Michigan students

Encourage your outstanding high school students to apply to the summer Constitutional Academy, which will challenge and enrich them as they read works written by and about the leading minds of the American Founding era. The six-week program culminates with a week in historic Washington, DC and three hours of college credit from Ashland University upon completion.

Constitutional Academy Participants will:

  • Engage in weekly online reading discussions with professors and other students
  • Work with historical documents at the National Archives
  • Visit sites of historical and constitutional significance including George Washington’s Mount Vernon and Thomas Jefferson’s Monticello
  • Discuss contemporary issues with their peers and university scholars
  • Build new friendships with students from across the country
  • Earn three college credits from Ashland University

Encourage your students to visit www.ConstAcademy.org for more information including application, and scholarship information for Michigan students.

Academy dates are July 18-24 & July 25-31, with the application deadline is April 15, 2010.

Encourage your students to APPLY TODAY

 

 
professional development:

Michigan Association of School AdministratorsMASA
1001 Centennial Way, Ste 300
Lansing, MI 48917
www.michiganedusource.org/gomasa | Contact us