Changing the System

"Twenty years of schoolin' and they put you on the day shift" - Bob Dylan

This is not a post that professes to have the solution to changing our current education system. It's actually quite the contrary.  After 33 years in education, I'm looking for answers and clarity.

Up to now, the current education change speak pushes more academic rigor (which I tend to agree with to a point).  It also speaks to preparing each child for college. Sometimes the change agents come right out and say it, sometimes it's inferred.  This part, I am not in agreement with, at all.

I think that this is the exact type of thinking that is, in part, responsible for our economic problems and I am not speaking of the problems over the past 10 years. I am talking about the imbalance in trade and the gradual gap that has been widening between the haves and the have-nots over the past 5 decades. The disappearing traditional middle class.

A college degree is not the answer for every child, and certainly preparing each child for a four-year college education is not the answer. We continue to hear that kids can't find decent paying jobs, a living wage, benefits, etc...with a high school diploma.  I don't know that this is always the case. Now, I do believe that training or education beyond high school is a great thing.  I also think that the ability to continue to learn throughout one's life is critical.  I also know that there are more entry-level jobs that need some form of post-secondary training.  I just feel that for the masses, a liberal arts bachelor degree is counterproductive.

So what do we need?  We need to focus our secondary schools more toward technical reading, giving students opportunities to problem-solve, create, synthesize, write creatively, express themselves. Yes, math, science, reading, history, economics, foreign languages are all still important, but we need to be delivering them in context, not in isolation.  I also firmly believe that for the majority of students community college, junior college, technical schools are not only adequate but a much better choice.  We need to be preparing the majority of our student for that type of a post-secondary experience, not a liberal arts education.

What we have been creating is a labor force looking for supervisory, managerial, white collar jobs.  This is being pushed by primarily well educated, white collars or the university system.  The reality is that you can get a bachelor degree in subject areas that have no real-world career track. This sets not only our children up for eventual failure and disappointment but it creates an economic structure where the labor force refuses to be true laborers. An imbalance occurs. People refuse to accept certain living wage jobs because society implies that the job is below them. 

As I prepare to leave public K-12 education after 33 years (over 20 of which were in school administration) I am encouraged that the pendulum is beginning to swing back. Business and industry is beginning to have an influence on lawmakers in a positive manner. There is a beginning recognition that the trades are extremely valuable.  The College and Career Readiness initiatives are bringing the community college system to the table with K12 to help fill the void created by the liberal arts degree for all mindset of the past decade. 

If I were inclined to leave a parting thought, this would be it.

The Education We Need

At the end of the Second World War, the average American needed only a fourth grade education to be in the 50th percentile in salary. In the 1990’s, a twelfth-grade education was necessary to reach the same level. Today, a college graduate earns more than twice as much as someone with less than 12 years of education.

As our graduates prepare to take that step into the next phase of their lives they are entering an exciting world.  A world where society is being recreated. Knowledge will be its key resource, and knowledge workers will be the dominant group in its workforce. Peter Drucker, a writer, teacher, and consultant, identifies three main characteristics of the knowledge-based society:

•Borderlessness, because knowledge travels even more effortlessly than money. •Upward mobility, available to everyone through easily acquired formal education.

•The potential for failure as well as success. Anyone can acquire the “means of production”, i.e., the knowledge required for the job, but not everyone can win.

Together, those three characteristics will make the knowledge society a highly competitive one, for organizations and individuals alike. Information technology, although only one of many new features of the next society, is already having one hugely important effect: it is allowing knowledge to spread near-instantly, and making it accessible to everyone. Given the ease and speed at which information travels, every institution in the knowledge society—not only businesses but also schools, universities, hospitals and increasingly government agencies too—have to be globally competitive, even though most organizations will continue to be local in their activities and in their markets. This is because the Internet will keep customers everywhere informed on what is available anywhere in the world, and at what price.

It will not be “how much you know” that will be the key to success in this society, but “can you access the knowledge needed?”  Do you know where to find the information and do you know how to apply that information?  We often speak about the life-long learner.  In a knowledge-based economy, continuous learning will be essential to success.  If our graduates could take from our schools only one learned trait, I would want that one trait to be the ability to be a continuous, life-long learner.

In our school systems, children begin the job of being formal learners when they enter kindergarten.  For our graduates, it seems like a long time ago when they enter that phase of their lives.  For us parents, it seems only yesterday that we sent them off for the first day of school.  It was a time of joy, apprehension, excitement and fear for both the parents and the child.  Graduation brings back some of those same feelings for both. As I think about our graduates and what they will need to be successful in an ever-changing world, I am reminded of a story a number of years ago about what we learn in kindergarten and how important those lessons are to leading a successful, rewarding life.  I don’t know the author, but the words remain true.

Most of what I really need to know about how to live, and what to do, and how to be, I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there in the sandbox at nursery school.
These are the things I learned:
Share everything.
Play fair.
Don’t hit people.
Put things back where you found them.
Clean up your own mess.
Don’t take things that aren’t yours.
Say you’re sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life.
Learn some and think some and draw and paint and sing and dance and play and work every day some.
Take a nap every afternoon.
When you go out into the world, watch for traffic, hold hands and stick together.
Be aware of wonder. 
Remember the little seed in the plastic cup. The roots go down and the plant goes up and nobody really knows how or why, but we are all like that.

The Golden Rule and love and basic sanitation; Ecology and politics and sane living. Think of what a better world it would be if we all had cookies and milk about 3 o’clock every afternoon and then lay down with our blankets for a nap. Or if we had a basic policy in our nations to always put things back where we found them and clean up our own messes. And it is still true, no matter how old you are when you go out into the world, it is best to hold hands and stick together.

Alta-Aurelia Voter Approved Physical Plant and Equipment Levy (PPEL) Reauthorization Vote Set for April 2nd

Where can we vote and when?

Voting locations will be the Community Center in Alta and the Community Center in Aurelia.  Patrons living in the previous Alta School District will vote in Alta. Patrons living in the previous Aurelia School District will vote in Aurelia. Both locations will be open from 7:00 a.m. to 8:00 p.m. on April 2^nd.

What is a Voter Approved Physical Plant and Equipment Levy and why does the Alta-Aurelia School District need to reauthorize a voter approved Physical Plant and Equipment Levy (PPEL)?

The current Voter Approved Physical Plant and Equipment Levy expires in Fiscal Year 2020 and needs to be acted upon by the citizens of our district in order for it to be extended. Reauthorizing the PPEL will have no negative effect on the current property tax rate. This is not a new tax nor is it a tax increase. It is simply reauthorizing a current levy that was voted into place within the past 10 years.

What’s this income surtax?

The reauthorization resolution includes a mix of income surtax and property tax This has two positive effects.  First, by adding a mix of income surtax and property tax it will help keep property taxes low over time. Secondly, the current Physical Plant and Equipment Levy is entirely a property tax which places a disproportionate burden on the property tax owners. Adding a mix of income surtax and property tax spreads some of that responsibility out.

How can PPEL funds be used by a school district?

Public schools in Iowa have a number of funding streams and each of these come with specific guidelines on how these funds might be utilized by the school.  Specifically, the Alta-Aurelia School District uses PPEL funds for building and grounds improvement/upkeep, athletic facility improvements/upkeep, elementary boiler replacement, Roof replacement and repairs, tuck pointing repairs, technology/student computer updates and improvements, school safety improvements and for the purchase of buses/vehicles for safe student transportation. 

            

These types of “brick and mortar” projects, and equipment purchases are paid using the Physical Plant and Equipment Levy  (dollars generated through the Physical Plant and Equipment Levy CAN NOT be used for employee salaries or other General Fund expenses.)

                               

How long would this voted PPEL be in place?

A voter approved PPEL tax can only be put in place for ten years.

What are the proposed improvements a successful vote might bring?

Boilers - the existing elementary boiler is original to the building (roughly 50 years old) and is beyond its useful life. Additionally, the only boiler for the old Alta high school and gym is under the old high school making renovation for school and community use of the gym/shop area difficult and that particular boiler is about 40 years old.

Transportation - maintaining a modern fleet of vehicles is important for safe student transportation. This not only includes buses but vans and suburbans. The school board has made maintaining a safe and modern fleet a priority in future budgeting.

School Building Safety – Updates and additions to surveillance and site monitoring equipment for all buildings as well as improvements to controlled entrances.

Technology - Increased access to mobile laptop labs at the high school and middle school level. Adding additional mobile labs of tablet computers (similar to iPads) for the elementary schools. Improving the wireless network throughout the buildings to increase access speed, safety, and reliability.

Tuck Pointing – Brick walls and brick siding require periodic tuck pointing to reduce water penetration and deterioration due to weather.

Roof Replacements – The school district has a roof replacement cycle in place.  Maintaining structurally sound roofs is important to maintaining the overall condition of the buildings.

Window Replacement – Due to the age of windows in the elementary and middle school facilities will become necessary. This will also improve energy efficiency

Continue to update lighting to high-efficiency LEDs – We have begun the replacement of fluorescent lighting with high-efficiency LED lighting in the gyms, cafeterias, high school hallways, and high school classrooms. The future plans are to continue to upgrade lighting in the elementary schools and middle school.

Possible classroom additions – If the trend of increasing enrollment at the elementary level there will become a time that the district will need to add classroom space.  By using SAVE and PPEL funds for future classroom additions it may reduce the need for a bond issue in the future, and bond issues raise property taxes!

Additional information to consider.

This is not a new tax. Prior to the school reorganizations, Alta passed their first Voter Approve PPEL in 2011.  Aurelia had a Voter Approved PPEL in place for a number of years.  This has been used wisely by the Board of Education and the revenue received has allowed for recent improvements in handicap accessibility, roof replacements, annual bus purchase, track renovations, technology purchases, and upgrades, utility tractor purchase, athletic field improvements, and equipment purchases for the band and vocal music departments.

All patrons are encouraged to get out and exercise your right to vote.  The Alta-Aurelia Community Schools appreciates your support!

Alta-Aurelia Professional Development and Authentic Intellectual Work (AIW).

In our annual Master Calendar, time is set aside for "professional development."  So, what goes on during those early dismissal hours? Or the hours spent during days of no school for professional development?

We want the best-trained staff possible working with our students. We want teachers knowledgeable on the current best practices in education that will improve student achievement.  Research-based methods are continually evolving and emerging as new research becomes available.  

To help teachers keep up on those best practices and research-based methods, we take time to learn about these practices and how to implement them effectively in our classrooms.  This is why locally delivered professional development is important for the continual improvement of our school.  Data supports learning that is embedded in the teachers work over taking classes or attending workshops away from the local district (although we do still support some of that individual learning as well). 

The District Leadership Team, which is comprised of principals, teacher leaders and the superintendent (18 members) work together to design professional development plans for the year.  Feedback from previous professional development activities is reviewed, along with student achievement data (both annual data and data trends over time). District and building level goals are reviewed and professional development is planned with the purpose of helping the district meet student achievement goals.  Authentic Intellectual Work (AIW) was brought in for a few specific reasons.  

The research supports that student achievement in all academic disciplines should improve when the AIW framework is implemented.  The research also supports that the AIW framework can be implemented at all grade levels.  Implementing across disciplines and across grade levels develops a more consistent and unified approach to lesson design throughout the district and it involves the entire teaching staff in working toward achieving our academic goals.  One of the most difficult things in designing a professional development plan is making it meaningful and relevant for all teachers.  Authentic Intellectual Work (AIW) helps in that regard.

The body of research on AIW spans over 20 years and includes studies of schools from across the U.S. The Iowa Department of Education conducted its own evaluation from 2007-2011 and its findings were similar to the research conducted at the AIW Institute in Wisconsin.  As this body of research has consistently demonstrated, the achievement benefits occurred on both assessments of authentic intellectual performance and conventional standardized tests of basic skills across all grades and all subjects studied.  In other words, when the AIW framework is used with fidelity, student achievement improves in all disciplines.  

The AIW framework is not discipline or grade level specific, and its not a "teaching methodology."  AIW focuses on design "tasks" or student work that helps students construct knowledge, apply past learning to new problems or situations, gain a deeper understanding of the material. This makes the lessons more engaging and relevant for the students.

Implementing the AIW framework requires that teachers work collaboratively in professional learning committees or PLC's.  We know from past research that professional learning is more meaningful and more effective when adults have an opportunity to collaborate.  

Teachers are beginning to review more deeply student work based on lessons designed using the AIW framework in their PLC's. The intent is to get feedback from members of their PLC to improve lesson design using the AIW framework.  Additionally, the PLC allows teachers to work with others that they may not get a chance to work with on a daily basis (i.e. teachers from other buildings or other grade levels).

The results have been a marked increase in student achievement in the areas of elementary and middle school math, and steady growth over time in all other areas (science and reading) at all grade levels with the exception of one.  

AIW is not the sole reason for this improvement. We have also implemented additional research-based teaching strategies in reading and math at the elementary and middle school levels.  We have updated textbooks and teaching materials in reading, English/Language Arts, math, science, and social studies over the past 4 years. This is in addition to the discipline-specific workshops and training that teachers have been attending during the summer months.. But AIW is the overarching piece.

Skills Our Children Need for Careers, College and Citzenship

Most of us cannot believe how fast technology has advanced just in the last decade. Ten years ago we were still using film in cameras. Now, adults and children alike take thousands of digital photos without ever buying a roll of film. Look at how digital technology changed the photo industry. The largest film company in America, Kodak, did not adapt quickly enough to this dramatic shift.

Moreover, just 15 years ago, we stored music on a compact disc. During the time of the CD, we were all amazed at the quality and ease of playing and finding the tracks on the disc. Today, CD’s have pretty much gone to the wayside. Music is now stored and played in the hundreds and thousands on devices such as iPods, mp3 players or streamed over smartphones.

Also, 15 short years ago, most of us didn’t know about satellite radio. Today, we can access over 100 stations, most are commercial free, expanding our options from traditional radio.

Online sites, such as Pandora, and Jango, allow users to create their own personalized station that will only play music they like. This is done by the user clicking musical formats of interest, then as the station plays, the user can give thumbs up or thumbs down to any song. The site then remembers these tastes and continually adjusts and personalizes the station. For example, you can choose country, rock, pop, Christian, R&B or a mix of any of the above to play on your station. Within your station, you can customize what groups or types of songs will play. Or, you can simply ask "Alexa" or "Google" to stream any music you like!

Another advance in technology is touch. Nearly all cell phones and mobile computers (laptops, tablets) now offer touch screens and have very few buttons. The Apple iPhone, iPad, Samsung Galaxy and the Microsoft Surface Pro are examples of this technology. Users are able to be more ‘attached’ to the device if you will. Consumers can use stylus pens or fingers to activate features. The keyboard and mouse are quickly becoming things of the past.

Less than 10 years ago, Apple launched its App Store. Only 10 years! Mobile apps have created a huge shift in how society consumes media. 77% of adults own a smartphone with apps. This is up from 35% in 2011. While desktops and laptops remain the primary digital platforms, they won't be for long. The most common way people get news and updates on their favorite website is through mobile apps.

Children thrive in this technology-rich society in which we live. Maneuvering devices come much more naturally to them than it does to most adults. It's their world. They have never used an adding machine or a manual typewriter (or an electric typewriter for that matter). Yet in my lifetime these were valuable equipment in any business class. So, knowing the rapid rate of change, we need to be teaching technology more than ever or our children will fall behind, right?

The answer to that question is, "No."

Learning the use of technology is valuable, but it should be integrated throughout the student's daily learning. It shouldn't be separated out and taught as a stand-alone "class." Technology in education is a tool, just as it is in business and industry. We need to ensure that students have an opportunity to use those tools in a technology-rich environment. That they have access to the appropriate technology when it is needed and that they understand when and where different devices are useful in researching, learning, production, or creating works.

The reality is that the kids know how to use technology now better than most adults and we ask them to "power down" when they hit our school doors. It is us, the educators that need the classes so that we know how to use the available technology most effectively as an instructional tool.

Today, students have access in our schools to desktop computers, laptop computers, netbooks, and tablet computers. We are moving to students storing assignments, completing assignments and turning assignments into their teacher online using "the cloud." Many of these assignments can give them instant feedback and the teacher can watch each student working online and give feedback during assignment completion. Even when the student is working from home!

So, if not technology, then what do our children need to know to be successful in the new global economy of the 21st century, where seemingly every job can be automated, out-sourced or off-shored? Certainly, they need to be technology literate. More importantly, they need skills learned through our curriculum which are interdisciplinary, integrated, project-based, and more, include and are learned within a project-based curriculum by utilizing skills similar to those advocated by
Tony Wagner in his book, "The Global Achievement Gap" as the 7 Survival Skills for Careers, College, and Citizenship:

• Critical thinking and problem solving
• Collaboration across networks and leading by influence
• Agility and adaptability
• Initiative and entrepreneurialism
• Effective oral and written communication
• Accessing and analyzing information
• Curiosity and imagination

We need to use the academic content to teach the Seven Survival Skills in every class, every day. It is time to hold ourselves and all of our students to a new standard —one that is defined according to 21st-century criteria.

Teaching kids to memorize information should be a thing of the past. In the 21st century, mere memorization won’t get you very far. There’s too much information, and it’s changing and growing exponentially. Besides, most of the information we need is readily available on the nearest computer or PDA screen—provided we know how to access and analyze it. Where in the 20th century, rigor meant mastering more—and more complex—academic content, 21st-century rigor is about creating new knowledge and applying what you know to new problems and situations.

Red Ball Jets

I'm dating myself with this one......

The start of every school year gets me thinking back to my youth and getting ready for that first day of school.  Buying the school supplies.  The new lunch box and thermos.  And those new gym shoes!  I remember when I was in elementary we were required to have shoes just for Physical Education. Our "gym" shoes.  And there was nothing like having a pair of Red Ball Jets! 

Every kid wanted a pair of Red Ball Jets because of the advertisement. It showed kids leaping over wagons, hurtling tall bushes and outrunning big dogs. I still remember the tagline: “Red Ball Jets. They make you run faster and jump higher.” The shoes had supernatural powers. I had to have a pair!  The anticipation of school starting grew exponentially at thought of getting wear these shoes in gym class. I was going to be so cool!

Now I get to prepare for the start of school from a whole different vantage point, but no less exciting.  This school year marks our first as Alta-Aurelia Community Schools.  Ever since the start of the whole grade sharing, we have called ourselves Alta-Aurelia but in reality, there was no legal entity or school district named "Alta-Aurelia."  There was the Alta Community School District and the Aurelia Community School District. The two separate districts had simply agreed to share students and activities. 

Now, as of July 1st, we are Alta-Aurelia Community School District. A new, legal entity. Pretty exciting!  Not as flashy as a new pair of gym shoes, or a new backpack, or the latest trapper-keeper, but exciting none the less.  A big pat on the back goes to all involved in making this a smooth transition. Students, staff, parents, and school board members.  

From the very beginning of the sharing, the positives have far outweighed the few nay-sayers.  And even though, unlike the Red Ball Jet ad, we can't proclaim that this new school district will make us more successful, or provide a better education. But we can confidently state that the new opportunities this new reorganization allows for are only limited by ourselves and our imaginations.

I am looking forward to a great start of a new school year and the great start of a new, outstanding school district.  It's a great day to be an Alta-Aurelia Warrior!

Simple Ways to Improve Your Child's Reading Over the Summer

The end of a school year doesn't have to necessarily mean an end to learning and nothing is more important to academic achievement than being a good reader.

Over the summer months, parents can provide the one-on-one time and attention that will lead their children to success in reading. Below are a few fun and effective ways that you can try at home to help your children become better readers over the summer months. Implementing even a few of these ideas will have a positive impact on your child's education.

Set aside a regular time, each day, to read to your children.

Studies show that regularly reading out loud to children will produce gains in reading comprehension, vocabulary, and the decoding of words. No matter your child's age, it will increase their desire to read independently. 

Surround your child with age-appropriate reading material.

Children with available reading materials at home score higher on student achievement tests. Encourage your kids to read by having a large supply of books and magazines at their reading level. Put the reading materials in cars, bathrooms, bedrooms, family rooms, and even by the TV.  Books are less expensive than toys or video games and the pay off later in life is much larger.

Start at a family reading time.

Establish a daily time when everyone in the family reads together silently. Seeing you read will inspire your children to read. Just 15 minutes of each day is sufficient to increase a child's reading fluency.

Encourage a wide variety of reading activities.
Make reading an integral part of your children's lives. Have them read menus, roadside signs, game directions, weather reports, movie time listings, sports scores, and other practical everyday information. Also, make sure they always have something to read in their spare time such as waiting for appointments or riding in a car.

Show enthusiasm for your children's reading

How you react to your child's reading has a great influence on how hard they will try to become good readers. Be sure to give them genuine praise for their efforts.

Develop a library habit.

Take your children to the library every few weeks to borrow new reading materials. IT'S FREE! The library also offers summer programs for children of all ages that may appeal to your children and further increase their interest in reading.

It's Crunch Time for Iowa Public Schools!

Maybe you have been following the news in Iowa on the private school voucher bill (HSB 651), which they are calling Education Savings Accounts to deflect some of the criticism.  The bill passed through subcommittee on Tuesday and has been passed on to the House Education Committee. 

Private schools in Iowa have a very organized lobby right now and the few are making a louder noise.  We are also seeing more Representatives and Senators in Iowa sending their children to private school or homeschooling, than in the past so there is more sympathy for this discussion.

Please, contact your local House Representatives and/or Senators on this issue.  When you do so, remember to thank them for their work and always be respectful by beginning your email with Honorable Representative_________, or Honorable Senator_________.  It never does any good to attack or be negative. These are people elected to represent us on "The Hill" and they truly want to do a good job.  And it's a tough job, so express your respect for their work whenever you contact them.

Below are some talking points that I believe have some merit and are being supported by the Public School lobbying groups:

• $52 million of all our tax money already goes to support non-public education for various reasons. (private school transportation costs, private school textbooks, tuition and textbook tax credit, etc..just to name a few) 

• Special Educations services, AEA media services, and other AEA services that are going to support private schools are publicly funded. 

• Students participating in Competent Private Instruction can utilize the publicly funded Iowa Connections Academy and Iowa Virtual Academy.

• Home School Assistance Programs are publicly funded through local school districts. 

• Iowa public education has the 8th best education in the nation and rank #1 in high school graduation rates based on US News and World Report rankings. Yet we rank 40th in public school funding.

• If revenue is reduced through vouchers or private school savings credits, where will it be made up?  Through further reduced or restricted public school and AEA funding.

• Taxpayer rules and transparency must follow the child. Public schools are funded by Iowa taxpayers, whether they have children attending school or not. Taxpayers have the right to expect those who choose to accept public funding follow the same rules and transparency required of public schools.

• Iowa performs better than any state with Education Savings Accounts (ESAs, also known as vouchers). Governor Reynolds cited data with Iowa ranked 8th in the nation in education. The 6 states with ESAs rank between 21st and 49th. Why would we follow down a failed path? 

• ESAs do not address rural Iowans concerns. More than 76,000 Iowa students have NO private school option in their county to even use an ESA. They can't afford to have tax dollars taken away from their community schools to fund choice in other areas. 

Most Iowans just want to improve their community schools and prepare their children to work in a world that looks less like the one in which they grew up.  I highly doubt that the majority in the state want to see this bill passed. Unfortunately, many are probably not aware of the negative impact it will have because the bill's name does not indicate it's true purpose which is to divert public tax dollars to private entities.

I have been in conversation and will continue to hold conversations with our local Reps and Senators but if they hear from teachers, parents and board members it is far more impactful.  And the more contacts they get, the more it raises their awareness and right now the private school supporters are flooding some of them with contacts.  Public school supporters need to take up that same tactic, now.

Feel free to copy and paste any of the above info or re-word it for your own use. You can locate your local Representative or Senators and their contact information at https://www.legis.iowa.gov/legislators/find

I suggest emailing your Representative or Senator, as it only takes a few minutes.  If you would like to call them, the House and Senate Switchboard is (515) 281-3221 If you call just ask for your senator or representative.

Give the Gift of Reading to Children This Christmas!

The single most important thing that a parent can do to help their child acquire language, prepare their child for school, and instill a love of learning in their child, is to

read to them. Many people do not fully understand the enormous, positive impact that this simple act has on the life of a child. 

When someone reads to a child, they are exposing that child to more than just the words on the page; they are demonstrating proper speech patterns, the basics of how a book is read (i.e., from left to right, top to bottom, etc.), and the excitement that reading can bring. While learning to read occurs throughout the school years, preparing children to read before they start school is better than helping them catch up later. Pre-reading skills, such as reading from left to right, turning pages as you read, and understanding that letters make the words that make up stories, are critical for children to learn prior to their first day of school.

In addition to planting the language seed and preparing a child for school, reading aloud to a child may do something even more important, instill a life-long love of learning and create a bond between the child and the individual who is reading to them. When a child is being read to, there are no other distractions that are taking that adult's attention away. In today’s world where everyone is reachable at all times, it is rare for a child to have time where they are the priority and nothing else matters. 

Reading to a child is a great way to connect with your child and build a bond around learning. One way to do that is to select books that are enjoyable to both the parent and the child. Try reading books that you remember from your childhood. These books can bring back positive memories that you can then pass on to your child while reading. If you are excited about reading to your child, your child will be excited to listen. The more you do it, the easier and more fun it will become. Soon it will be part of your daily routine and it will be the easiest and most fun way to prepare your child for their future.

With all of the information available pointing to the general importance of reading to children, what are some specific recommendations? As long as the reader and listener are interested in what is being read, it doesn't matter what the book is. Even picture books and language in simple children’s books will enhance a child's learning and vocabulary because of the conversations between the parent and the child which take place around books and stories. Some of the best books to read to children are rhyming books because they help emphasize patterns of sounds that are helpful to the child when they begin to sound out words and letters. The greatest and longest lasting benefits have been shown in children who are read to three or more times a week.

Reading to a child can make learning and achieving in school easier. So, with the holidays coming up, instead of a buying new toy that may be played with only a few times, buy them a book that you used to love as a child and read it to them. You will have fun, create a wonderful bond, and help them learn all at the same time.

"Tornado Safe Room"

Most of our readers have probably seen articles in the newspaper, or on TV news, about the "Grand Opening" of the tornado safe room in Alta.  This event was held on December 15th to celebrate the school taking possession of the building after the substantial completion date.  I have had the privilege of being a part of a number of building projects and remodeling projects in schools and this is the first one that was actually "substantially complete" on the originally scheduled date.  This is in large part to the great work of our architect (WWA), the general contractor (L&L Builders) and all of the sub-contractors working together as a team.  

"Substantially complete" does not mean totally done.  There are a few items left to compete.  The newly remodeled elementary office is totally complete and we have begun the process of moving in.  Elementary office operations and the newly constructed main entrance will be in use immediately after the Christmas break.  The procedure for entrance into the building remains the same as before construction.  Visitors (after the beginning of the school day) will need to push the intercom button to the left of the door to request entrance.

One part that the school has not yet taken possession (at the time of writing this article) is the preschool space.  The finish work on the floor was not accepted by the owner (the school), and work to correct it has been scheduled to begin January 2nd. 

Originally, the plan was to relocate the preschool over the holiday break, but that will be put on hold until that work on the flooring is completed and formally accepted.  It is entirely possible that the preschool will remain in its current location for the remainder of the school year, at this point, with the final move taking place over the summer.  Not what we had hoped for, but in my mind, that facility is going to stand for many years after most of us are gone.  It is more important that it is completed to our intended specifications rather than rushing to get moved in.  Overall, the work has been impressive and all parties have been great to work with on this exciting addition to our school system!

Filling Their Backpacks

John Dewey said, "Education is not preparation for life. Education is life."

     There are few professions where you can see the impact of your work so vividly. There aren't many jobs where hero, friend and mentor are part of the job description. There are few careers that have such a lasting impact on an entire generation.

     I like teaching. I like learning about teaching. And I especially like reading others' teaching philosophies. I love it when teachers select analogies, such as, “teaching is like lighting a bonfire”, or “teaching is like giving students wings”, that explain, instruct and inspire.

     For me, teaching is a little like stuffing a backpack. You know the ones I mean, the heavy-duty, oversize backpacks that students shoulder down the halls of our schools. In these metaphorical backpacks, students carry with them the knowledge and skills they will need for their journey through life. When students enter our classrooms, their backpacks have already been partially filled by families, life experiences and other instructors. The backpacks are deep and sometimes it's hard to see what they are carrying in there.

     Through our teaching, we attempt to place items in our student' backpacks. All children do not arrive to school with a backpack full of the same experiences, nor are they all equally full. When students first enter our classrooms, we must determine what is in the backpack and begin filling from there. We add the foundations of language, reading, mathematics, the mechanics of writing and skill development. We pack in sharing and caring, character development, listening skills.  Art, music and physical wellness are placed in the pack as well.

     By this time, the students' backpacks are pretty full, but we're not done yet. Our next job is to expand their backpacks so that more will fit in them. We do this by asking them to analyze, question and think.

     As children grow and mature, we ask them to look at what is in their backpacks and apply the items to real world situations. Sometimes, we can actually see their backpacks grow during class as they experience new ways of thinking about an issue. And sometimes students have to discard something from the bottom of their backpacks that has lain there, unexamined, for many years to make room for a new idea.

     The good thing about stuffing a backpack is that it’s a lot of fun!  We also know that as soon as students are out of our sight, they dump things out of the backpack to lighten the load. With these characteristics in mind, we can't just force items into the backpack. We have to get students to want to carry our backpack stuffers around. So we try new things in teaching. What do students discard?  How can we get items to stick around longer in the backpack?  Will this exercise expand that backpack or not? Mistakes are okay, because we can always try again. In addition, we find that the students might not notice how heavy the backpack has become if the stuffing process is interesting and even entertaining.

     As students move through our school system, eventually they leave us. Hopefully, they take with them backpacks that are full of all the tools they need for a fulfilling life. Our sincere desire is that they journey farther than we have, see more, and achieve more. And somewhere along the way, they'll pull something out of their backpacks and think of a teacher who placed it there.

Preparing for Parent/Teacher Conferences: A Few Helpful Tips for Parents

As a school administrator, I’ve seen and been involved with a lot of different parent-teacher conferences. Teachers are encouraged to contact parents for both positive and negative reasons and nothing replaces a face-to-face conversation.  In my experience, often times parents are uncomfortable in a parent/teacher conference setting.  Most want to be a positive and productive part the discussion, but are unsure how to approach the meeting.  Below, are a few tips that will help you navigate your child’s parent-teacher conference and make it a more positive experience.

Know who your child’s teachers are. This one seems fairly simple and straight forward, yet there are parents that are unsure about whom their children’s teachers are.  This is somewhat understandable with children changing grade levels and new staff being hired over the summer.  It is important for parents to get to know their children’s teachers. Many teachers send home weekly newsletters in elementary, and all teachers are to have a teacher page on the school’s website. These are places to start to get to know the teachers prior to that first parent/teacher conference.

Don’t drop in unexpected. Teachers are professionals, just like doctors, lawyers, ect... Unfortunately, they are not often given the same privileges or courtesies. If a teacher has an opportunity to prepare for the meeting, it will make the actual conference go much more smoothly. This is why we have scheduled parent/teacher conferences throughout the school year. This way parents and teachers can have uninterrupted time to talk about your child’s education and progress. If, for some reason you were unable to schedule a time for your child’s parent/teacher conference, please contact the office and the building secretary can help you set one up.  Our goal is always 100% attendance.  It is that important to us as a school district.

Encourage your child to take ownership. Nothing is more detrimental to a conference than to have discussions about parent and teacher responsibilities without discussing the child’s responsibilities. I look at learning as a triangle: it cannot be complete without all three—the teacher, the parent(s), and the child—doing their part. The habits that children establish in school will follow them into college and beyond.

Don’t focus solely on the grade. Straight A’s seem ideal, but the letter grade may not reflect whether or not your child is getting everything out of school that he or she can. Is there something more they can be accomplishing?  It is possible (and we see this often) that a student who experiences academic success early in school will begin to “coast”, or assume that school is easy for them. As they approach intermediate grades and middle school, this can create a lackluster set of study habits.  Additionally, if your child is having some difficulty in a class, you need to evaluate whether or not they’re still learning the material.  Just because a student has a low grade (or a grade lower than you want to expect) doesn’t mean they aren’t learning anything; they may just be struggling with a particular type of assignment in the class.  Have that discussion with the teacher, whether they are getting all A’s or having some struggles, “Is my child learning the material?” and “Is my child progressing (showing improvement)?”

Hold the teacher accountable for grading procedures. If a student earns a certain grade, the teacher should be able to explain why the student received what they did. Make sure to ask about the grading rubric for the class so that the teacher can explain the breakdown of what those grades mean. A student may have 15 perfect grades, but if they are all homework, that will only take the student so far until they reach quizzes and tests. Most classes now are not graded solely based points, or percentages. Showing competency on grade level standards also factor in quite often now. 

Don’t reach out to the principal until you talk to the teacher. If you call the principal about an issue in class, one of the first questions to come up will be, “Have you spoken with the teacher?”  Until this happens, nothing of merit will come from the conversation. Make sure to communicate with the teacher first, particularly with regard to grading and behavior. There’s often no need to involve the principal. Additionally, don’t be alarmed if a teacher asks for the principal to be present during a conference, particularly if the teacher is less experienced.

Keep the meeting about your child. A parent-teacher conference is intended to be about your child, and how they are doing in class. The topic needs to stay on that. The conversations sometimes begin to veer off course and become about another student, or unrelated issues outside of school. If this occurs, either the teacher or the parent should politely redirect the conversation back to how your child is doing in school.

Don’t share too much personal information in the conversation. Because of the nature of teaching, teachers are privy to more information about a child than most. However, this should not be a license to share everything you have to say about your child’s life outside of school, another parent, family issues, gossip, or other non-relevant information.  Keep the information you share centered on your child.  If the information you are sharing is pertinent medical, academic, or social information, then the teacher may be able to use that information to help your child be more successful in class.

Teachers understand that you are looking out for your child.  They want you to be confident in their classroom expertise and in their ability to encourage learning and growth.  By using these tips, I hope you can positively shape your next parent-teacher conference and give your children the best opportunity for success.

Reorganization Passed! ... Now What?

On Tuesday, September 12^th, the reorganization vote for the Alta Community School District and the Aurelia Community School District passed by very wide margins.  The support was more than we had expected and truly inspiring.  This was a historic day that will mark the beginning of the newly formed Alta-Aurelia Community School District.  The new school district is slated to begin, officially, on July 1^st 2018.  So, what happens now?

For the users (students, parents, staff) very little changes.  The new district will function, systemically, just as it has through whole grade sharing.  No grade level assignments will change in the near future, nor building assignments.  We felt it very important for the students, parents and staff to maintain that consistency that has, for the most part, functioned very well over the past six years.

When we first started whole grade sharing, we took a systems approach in most everything we did.  We aligned curriculum together, purchased and adopted new materials together when needed. We set academic and student achievement goals together. We planned and brought elementary students together for field trips/pep rally’s/special events. We held all of our professional development together. We maintained the same budgeting practices, and ordered supplies/materials together.  All of this was to meet two goals. First, it enabled both school districts to become more efficient financially and educationally.  Second, to make the transition from elementary (which were separate) to middle school and high school as seamless as possible socially and academically for our students.  We also now believe that it was this systems thinking approach that has helped ease the transition from whole grade sharing to reorganization for our communities and patrons.

Moving forward, the following are some of the things (but probably not all) that need to occur between the vote passing and the start of the next school year:

• ·         New 7 member Alta-Aurelia School Board will be formed from existing Alta and Aurelia board members. This will be reduced to 5 board members prior to the start of the new school year.
• ·         Appoint an acting superintendent, acting school board secretary, and school attorney
• ·         Align and develop school board policies by first examining the existing Alta and Aurelia board policies
• ·         Written descriptions of the new boundaries of the school district need to be filed with the county auditors office of each county
• ·         Reorganization of real estate records
• ·         Align faculty and support staff salaries and benefits
• ·         Combine budgets, revenues and expenses
• ·         Official notification to Iowa Department of Management
• ·         Official notification to Iowa Department of Education
• ·         Consolidating special levies
• ·         New identification lettering on all buses and small vehicles
• ·         Combining or closing bank accounts
• ·         Possible issuance of a new tax I.D. number

This is not an all-encompassing list but it shows that there is a great deal to complete between now and July 1^st for the new board.  This is an exciting time to be a Warrior!