Middle School » Carol J. Carter

Obama’s Teacher Plans Stress Competitive Grants

Carolâ€™s summary:
The Obama administration is proposing competitive grants for teachers to recruit, train and evaluate teacher performance relative to student success. I applaud this emphasis for three main reasons:

1) Competition is valuable. When teachers have incentives to be and do their best work, they are incented to grow, to keep learning and keep their knowledge on the
cutting edge–all of which our students need to be competitive in the global world.
Â 2) Change. A lot has changed among students in the last eight years since No Child Left Behind
was created. The teachers who understand the impact and usefulness of technology in addition to their subject areas will drive the future of facilitated learning–active learning where students discover the learning through their own curiosity, initiative and leadership. Students who learn like this in class will have the inspiration and the motivation to make a difference outside of school–in their careers and personal lives–with the applications of what they have learned.
Â 3) Staying Ahead. Right now, American students after fifth grade are not toe to toe with their foreign counterparts in developed nations. The more that the best teachers are encouraged within our current system and new teachers are brought in from different walks of life which provide the experience through which students can value their learning, the more we will have purposeful,
self-directed and inspired graduates.

The focus on raising the bar for teachers comes at a time when the administration is calling for more parents to set up a culture of learning in their homes–through turning off the TV, modeling reading and and doing homework with their children. Other frontiers are: exploring what it
takes for principals and school districts to be effective as leaders and analyzing how the community, AARP and other organizations from the community can support school performance and outcomes.
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ARTICLE
In its fiscal 2011 budget request , the Obama administration has laid out its intention of carrying forward key teacher-effectiveness policies within the economic-stimulus law into the next edition of the Elementary and Secondary Education Act.

In doing so, the budget proposal would invest heavily in competitive grants for new ways of recruiting, training, evaluating, and compensating teachers and principals, dramatically shrink the amount of teacher-quality funding doled out by formula, and consolidate a handful of smaller teacher programs that have fierce congressional defenders.

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High Schools to Offer Plan to Graduate 2 Years Early

Carolâ€™s summary:
There is a new plan based on the educational systems of Denmark, England, Finland and Singaporeâ€”for public schools to offer 10th graders an early diploma if they bass a battery of tests and enroll immediately at a community college. While I applaud the effort to retain many of the students currently at college-age who are remediated for poor math and English skills, I have concerns about this plan for three reasons along with strategies which can help:

1) In America, many high school freshmen arenâ€™t ready for college or high school academically, emotionally and socially. I am sure that the countries on which this model is based have far more rigor in the early grades levels which gradually prepares students for success in their studies, their careers and in their lives.

Solution: More rigor for ninth graders for success throughout high school.

If ninth graders are encouraged to read at home at night, study at least two to three hours a night and really learn to love challenge, they can expand their world through work, volunteer activities and school involvement. These â€œsoft skillsâ€ are key to building lifelong habits of success and a quality mindset which creates quality in work, society and oneâ€™s personal decisions. Reinforcing a culture of learning with low-income, first-generation families needs to be a parallel strategy.

2) Many at-risk students start high school with no sense of who they are, what they like or dislike, or how high school and college can benefit them later. They start out in an uncommitted, undetermined frame of mind. So, even if they test well, they often donâ€™t have the maturity, critical thinking or problem-solving abilities to make good decisions and manage themselves effectively. Putting them into a more complex environment when they havenâ€™t mastered the high school environment, allows students to skip a step and can set them up for emotional and social setbacks.

Solution: More clear expectations and preparation for eighth graders BEFORE they get to high school.

If eighth graders are given the chance to explore the benefits of high school, learn what they might do once they get there, take an inventory of their weaknesses so they can find ways through extra work, tutors and other resources to get help, they will anticipate and be prepared for the new world they will enter. Without these skills of looking ahead, preparing adequately and learning how to advocate for what one needs, students are in a â€œmiddle schoolâ€ mindset when they are asked to do high school level work.

3) America goes toe-to-toe with foreign counterparts until middle school. Research shows that fewer than 2 in 10 of the nationâ€™s eighth graders are on track to be academically prepared for college and high school may be too late to bring them up to speed.

What happens in middle school that causes our nationâ€™s test scores to drop?

What can be done to bring Americaâ€™s middle school students up to speed with their counterparts in Finland, Denmark, England and Singapore?

Solution: Success and Transition Programs for 5/6th graders.

Weâ€™ve been working with districts who emphasize both an emotional intelligence program and a transition success program for their fifth graders. Not only have the schools had fewer referrals to the principalâ€™s office, parents, teachers and counselors report that students are observing their behaviors, asking themselves about their options, connecting more with other students, and solving their own problems more effectively. And an unexpected outcome: these schools had a boost in their state test scores. All of learning is based on emotion. When students understand their emotions, they can calm down, focus, learn and have the motivation to study on their own.

Iâ€™m all for trying the early college program if we can implement these three steps to better prepare students for college, career and personal success when they are so immature and emotionally unready for lifeâ€™s adult decisions. Employers complain frequently that todayâ€™s graduates often lack the communication, thinking skills and maturity to contribute in real ways in their first few years out of college. Letâ€™s be realistic about the preparation which low-income students and all students need and letâ€™s give them the perspective, the tools, the resources and the experience to excel in todayâ€™s complex global world where they will be working toe-to-toe with their colleagues in Denmark, England, Finland, and Singapore once they do graduate from college.

ARTICLE
By SAM DILLON
Dozens of public high schools in eight states will introduce a program next year allowing 10th graders who pass a battery of tests to get a diploma two years early and immediately enroll in community college.

Students who pass but aspire to attend a selective college may continue with college preparatory courses in their junior and senior years, organizers of the new effort said. Students who fail the 10th-grade tests, known as board exams, can try again at the end of their 11th and 12th grades. The tests would cover not only English and math but also subjects like science and history.

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Kids’ Sweet Tooth Linked to Alcoholism, Depression

CAROLâ€™S SUMMARY:
According to the National Center for Health Statistics, about two-thirds of Americans are counted as either overweight or obese. Childhood obesity is a serious health crisis, and Michelle Obama is launching a campaign addressing this issue, as cited inÂ a Wall Street Journal earlier this week.

Ms. Obamaâ€™s objectives are to:
o improve nutrition and physical education in schools;
o promote activity such as walking and biking in community planning;
o make healthy food more available, particularly in poor areas;
o and make nutrition information on food packages clearer.

Todayâ€™s article from AOL News cites a related study that links childrenâ€™s preference for sweets to a family history of alcoholism or depression. Funded by the National Institute on Alcohol Abuse and Alcoholism and the National Institute of Child Health and Human Development, the research was conducted by scientists at the Monell Chemical Senses Center in Philadelphia, and published online in the journal Addiction. As the article iterates:

â€œThe findings suggest that a preference for sweets might not be solely about taste buds, but instead could have to do with the child’s chemical makeup and family history. However, an outside expert at the U.K.’s Cardiff University, professor Tim Jacob, told the BBC the Monell study’s findings were interesting, but that it’s tough to make firm conclusions from one study alone. The results could reveal something about children’s brain chemistry, but also might be explained by behavior and upbringing, he said.

“While it is true that sweet things activate reward circuits in the brain, the problem is that sweets and sugar are addictive, because the activation of these reward circuits causes opioid release, and with time more is needed to achieve the same effect,” Jacob said. “But the taste difference may be explained by differences like parental control over sweet consumption.â€

Helping students make healthy choices starts at an early age by offering them develop strong decision-making skills. As educators, we can help to make a difference by fostering critical thinking skills and life skills that promote delayed gratification and how to manage strong emotions. All of LifeBoundâ€™s student success programs aim to equip students with the skills they need for school, career and life, and our PEOPLE SMARTS book empowers them to make informed decisions. In addition to content that challenges students to assess the outcomes of their behavior, each chapter contains a true story courageous teens who have overcome seemingly insurmountable obstacles through personal action. We also offer sessions for parents that teach coaching skills to support them in their role as leaders at home. For more information or for a review copy or to receive a curriculum sample of the PEOPLE SMARTS text, please call the LifeBound office toll free 1.877.737.8510 or email at contact@lifebound.com.

ARTICLE
AOL News
by Lauren Frayer
(Feb. 10) â€“ A new study finds that children are more likely to have an intense sweet tooth if they have a family history of alcoholism, or if they’ve suffered from depression themselves.

The research was conducted by scientists at the Monell Chemical Senses Center in Philadelphia, and published online in the journal Addiction.

Sugary foods and alcohol trigger many of the same reward circuits in the brain, so scientists in this case decided to test the sweet tooth of children with a family history of alcohol dependence. They also hypothesized that children who suffer from depression might be more likely to crave sweets, because they make them feel better.

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Students to Help Teachers Better Use Tech

CAROL’S SUMMARY:
Today’s article from the School Library Journal features a new program called START (Service & Technology Academic Resource Team) that draws upon our school communities’ brightest experts in the field of technology: students. Sponsored by Microsoft and the Corporation for National and Community Service, the program aims to help teachers and staff better integrate technology into schools, starting with six pilots at the following locations:

* New Yorkâ€™s Lower East Side Preparatory High School M515,
* Mississippiâ€™s Tupelo Middle School,
* Pennsylvaniaâ€™s Parkway West High School,
* North Carolinaâ€™s East Garner Magnet Middle School,
* Virginiaâ€™s VA Star program at Forest Park High School, and
* Californiaâ€™s Winston Churchill Middle School.

The Director of the Office of Education Technology of the DOE, Karen Cator, says that the START program offers a “unique way of incorporating science and technology into service, providing students with a way to give back to their school community and giving them a taste of actual work in that field.”

Empowering students to teach what they know helps develop their critical thinking and service skills, which is a powerful combination for today’s 21st century learner. LifeBound’s aim is to help equip students with these skills through our stair-step program for grades 5-12. Relevant to this article, our new edition of Making the Most of High School, designed for the 8th to 9th grade transition, includes a chapter on Technology. To reserve a review copy, please call toll free 1.877.737.8510 or email contact@lifebound.com.

ARTICLE
School Library Journal
by Lauren Barack

The U.S. Department of Education (DOE) believes that when it comes to technology training, we should look no further than a terrific resource already in the classroomâ€”students.

Thatâ€™s why Microsoft and the Corporation for National and Community Service has launched a new initiative that empowers middle and high school students to help teachers and staff better integrate tech into schools.

â€œThe concept of students as tech support and even teacher support has been around for several years,â€ says Karen Cator (pictured), Director of the Office of Education Technology at the U.S. DOE. â€œI think what this initiative does is take the best practices and take them to scale.â€

Called START (Service & Technology Academic Resource Team), the program will combine five existing projects such as GenerationYES!, in which students help teachers come up with compelling assignments using technology, and MOUSE, where students act as tech support in schools, and bring them together under one umbrella.

To view the entire article visit

http://www.schoollibraryjournal.com/article/CA6717185.html

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Scholars Identify 5 Keys to Urban School Success

CAROL’S SUMMARY:

This month, University of Chicago Press releases a new book, Organizing Schools for Improvement: Lessons From Chicago, based on 15 years of data from this cityâ€™s 409,000-student school system. The research identifies five keys to urban school success:

1) Strong leadership, in the sense that principals are â€œstrategic, focused on instruction, and inclusive of others in their workâ€;

2) A welcoming attitude toward parents, and formation of connections with the community;

3) Development of professional capacity, which refers to the quality of the teaching staff, teachersâ€™ belief that schools can change, and participation in good professional development and collaborative work;

4) A learning climate that is safe, welcoming, stimulating, and nurturing to all students; and

5) Strong instructional guidance and materials.

The authors liken these â€œessential supportsâ€ to a recipe for baking a cake: Without the right ingredients, the whole enterprise just falls flat. In the interview below for Education Week, lead author Anthony S. Bryk said: â€œOften what happens in school reform is that we pick just one strand out, and very often that becomes the silver bullet.â€

Here is an excerpt from the article’s summary of the findings:

“Schools that were rated strong in all five areas were at least 10 times more likely than schools with strengths in just one or two areas to achieve substantial gains in reading and math. Likewise, a weakness in one area exacerbated other weaknesses. For instance, 33 percent of schools with weak teacher educational backgrounds and 30 percent of schools with weak professional communities stagnated, compared with 47 percent of the schools lacking on both measures.”

LifeBound’s stair-step programs, for grades 5-12, have designed a similar approach to student success at each of these grade levels. Here are the components of the LifeBound programs:

* Quality instructional materials consisting of student books and curricula;
* Faculty training that promotes leadership development;
* Parent sessions to enlist support from home; and
* Data assessments to measure results, all work together to realize desired outcomes for success in school, career and life. When schools don’t adopt a comprehensive plan for student success and transition programs, the quality of the results suffer.

How can we help ensure that districts adopt district-wide comprehensive plans for improvement at all grades levels?

What accountability systems can we put in place at the district level that help promote and support student success for all learners?

How can we encourage district leaders and school Boards to implement sustainable change across grade levels?

ARTICLE
Education Week
by Debra Viadero

Offering a counter-narrative to the school improvement prescriptions that dominate national education debates, a new book based on 15 years of data on public elementary schools in Chicago identifies five tried-and-true ingredients that work, in combination with one another, to spur success in urban schools.

The authors liken their â€œessential supportsâ€ to a recipe for baking a cake: Without the right ingredients, the whole enterprise just falls flat.

â€œA material weakness in any one ingredient means that a school is very unlikely to improve,â€ said Anthony S. Bryk, the lead author of Organizing Schools for Improvement: Lessons From Chicago, which was published this month by the University of Chicago Press.

To view the entire article, visit
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Helping Self-Harming Students

CAROL’S SUMMARY
According to mental health experts, self-injury behavior among adolescents often masks deep psychological trauma caused by physical or sexual abuse, but research also indicates that cutting and other forms of self-harm are ways some teens cope to relieve stress or to express strong feelings of rage, sorrow, rejection, desperation, longing, or emptiness. Worse, the behavior can become compulsive as the brain starts to connect the false sense of relief from bad feelings to the act of cutting, and it craves this relief the next time tension builds.

The article below cites that “approximately 14 to 17 percent of children up to age 18 have deliberately cut, scratched, pinched, burned, or bruised themselves at least once (Whitlock, 2009), with 5 to 8 percent of adolescents actively engaging in this behavior (J. Whitlock, personal communication, September 27, 2009).” The articles also lists stressors that can play a role in self-harming behavior, and I’ve categorized three of the most common ones here:

Peer pressure – Students that lack strong social skills or those who come from disadvantaged backgrounds may struggle to experience a sense of belonging, especially as students compete to buy expensive technological gadgets and designer clothes and shoes. Social networking can further alienate some students and make them vulnerable to cyberbullying. Some teens now refer to “MySpace” as “MeanSapce.”

Stress overload – Some students feel the pressure of having to juggle too many activites in order to gain admittance into a top college or university and worry that they’ll let down their parents and other significant adults in their lives if they don’t get accepted to their first or second school of choice. The author of this articles writes: “To cope with the stress, some of the more emotionally vulnerable adolescents turn to self-harm, resort to eating-distressed behaviors like bulimia, or engage in substance abuse.”

Poor modeling at home – Some teens witness the deficient ways their parents cope with stress by abusing prescription medication, drinking or overeating. “In families of self-harming adolescents, emotional disconnection and invalidation are common family dynamics.”

This article gives specific guidelines on ways schools can recognize and help students who are engaged in self-inflicting behaviors. One venue is by helping them become emotionally intelligent so that they acquire the coping and self-advocacy skills they need to manage strong emotions. Another antidote is to help students discover their unique abilities and gifts and to honor the many ways our students manifest these talents in the world. Three of LifeBound’s books: # 1 Success in Middle School, # 2 People Smarts for Teenagers and # 3 Gifts & Talents for Teenagers, are designed to help accentuate students’ strengths, while addressing the potential problems of growing up.

How can districts more effectively educate principals, teachers, counselors, and other faculty about self-harming behaviors and how to respond?

How can we infuse emotional intelligence into our schools to create a more positive culture where all students feel validated and welcome?

ARTICLE
Education Leadership (Dec. 2009)
by Matthew D. Selekman

Student self-harming is one of the most perplexing and challenging behaviors that administrators, teachers, nurses, and counseling staff encounter in their schools. Approximately 14 to 17 percent of children up to age 18 have deliberately cut, scratched, pinched, burned, or bruised themselves at least once (Whitlock, 2009), with 5 to 8 percent of adolescents actively engaging in this behavior (J. Whitlock, personal communication, September 27, 2009).

Self-harming behavior is not a new phenomenon among adolescents. Mental health and health-care professionals have typically viewed such behavior as a symptom of an underlying psychological or personality disorder as a possible suicidal gesture suggesting the need for psychiatric hospitalization or as a symptom of post-traumatic stress disorder caused by sexual or physical abuse.

However, both research and practice-based wisdom indicate that the majority of self-harming adolescents do not meet the criteria for diagnosable DSM-IV1 psychological or personality disorders, have never had suicidal thoughts or attempted to end their lives, and have never experienced sexual or physical abuse (Selekman, 2009). Most self-harming adolescents use the behavior as a coping strategy to get immediate relief from emotional distress.

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Multiple Measures: The Tests That Won’t Go Away

CAROL’S SUMMARY
How many hours does a teacher spend preparing students for “multiple assessments”? According to the first of a two-part report from the ASCD (formerly the Association for Supervision and Curriculum Development; Part 2 will be released tomorrow), the answer depends on what you mean by the term assessments: if you’re talking about everything from pop quizzes to standardized tests, many teachers might answer that they spend all their time teaching, if not to the tests, then with the tests in mind. Over the past 10 years, particularly with the advent of No Child Left Behind (NCLB), school culture has become a testing culture. Some educators lament that prepping for tests means taking time away from deeper learning. Marge Scherer, editor-in-chief of ASCD’s Educational Leadership says that teachers should understand the various assessments and try to raise understanding, not just student scores. David Heistad, executive director of Research, Evaluation and Assessment for Minneapolis Public Schools, says that test preparation in large amounts is â€œcounterproductive.â€ He strongly discourages teachers from doing too much. â€œThe best way to learn [reading comprehension] is to read a diversity of books. For math, keep up with daily assignments,â€ Heistad said in an interview for “ThreeSixty” magazine, a publication by the University of St. Thomas in Minneapolis.

As assessment experts Stephen Chappuis, Jan Chappuis, and Rick Stiggins write (p. 15), “NCLB has exposed students to an unprecedented overflow of testing. But do all these multiple measures really lead us to achieve the three most often cited goals of testing: Building proficiency in basic skills, closing achievement gaps, and fostering the top-notch knowledge and skills that students will need in a competitive global society?”

Finding Our Way Back to Healthy Eating: A Conversation with David A. Kessler

Since there is a strong link between health and learning, our nation’s obsession with food containing salt, sugar and fat is creating a generation of unhealthy students. A study published in the April 5, 2006, issue of the Journal of the American MediÂcal Association found that 17.1 percent of children and adolescents ages 2 to 19 were overweight. Being overweight puts children and teenagers at greater risk for a number of serious health conditions. Type 2 diabetes; risk factors for heart disease, including high blood pressure; other health conditions including asthma and sleep apnea, and psychosocial effects such as decreased self-esteem have been associated with childhood obesity in recent studies. Fortunately, healthy eating and a physically active lifestyle can help children achieve and maintain a healthy weight and reduce obesity-related chronic diseases.

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The Puzzle of Boys

CAROLâ€™S SUMMARY:

Girls have been the center of academic debate for years, but now that they make up over half of the college student population, some scholars and psychologists worry about the achievement of boys. The article bellows mentions many books published over the last 20 years on the subject. There is a debate over whether there is a real problem boys are facing today, but many of these books discuss varying degrees of masculinity and the need to shed the stoic, emotionally closed-off stereotype boys.

A psychology professor at New York University, Niobe Way, recently finished a book on her interviews of teenage boys about their friendships. In these interviews, Way discovered that boys frequently said they liked their best friends because â€œThey wonâ€™t laugh at me when I talk about serious things.â€ This emotionally intelligent side of boys is seldom seen and seems to disappear during high school. The article below states that:

â€œTouchy-feely talk about friendships may seem disconnected from boys’ academic woes, but Way insists they’re pieces of the same puzzle. â€˜If you don’t understand the experience of boyhood,â€™ she says, â€˜you’ll never understand the achievement gaps.â€™â€

Although these studies contain conflicting data, how can parents use this information to raise emotionally intelligent boys?

What can teachers, principals and districts do to make learning more appealing to boys while encouraging emotional intelligence?

How can a middle ground be reached to pull out the best strengths of boys and the best strengths of girls?

ARTICLE:

The Chronicle of Higher Education
November 22, 2009
The Puzzle of Boys
Scholars and others debate what it means to grow up male in America
By Thomas Bartlett

My son just turned 3. He loves trains, fire trucks, tools of all kinds, throwing balls, catching balls, spinning until he falls down, chasing cats, tackling dogs, emptying the kitchen drawers of their contents, riding a tricycle, riding a carousel, pretending to be a farmer, pretending to be a cow, dancing, drumming, digging, hiding, seeking, jumping, shouting, and collapsing exhausted into a Thomas the Tank Engine bed wearing Thomas the Tank Engine pajamas after reading a Thomas the Tank Engine book.

That doesn’t make him unusual; in fact, in many ways, he couldn’t be more typical. Which may be why a relative recently said, “Well, he’s definitely all boy.” It’s a statement that sounds reasonable enough until you think about it. What does “all boy” mean? Masculine? Straight? Something else? Are there partial boys? And is this relative aware of my son’s fondness for Hello Kitty and tea sets?

These are the kinds of questions asked by anxious parents and, increasingly, academic researchers. Boyhood studiesâ€”virtually unheard of a few years agoâ€”has taken off, with a shelf full of books already published, more on the way, and a new journal devoted to the subject. Much of the focus so far has been on boys falling behind academically, paired with the notion that school is not conducive to the way boys learn. What motivates boys, the argument goes, is different from what motivates girls, and society should adjust accordingly.

To view this entire article visit www.chronicle.com

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Fairport battles gender gap with all-girls tech program

CAROLâ€™S SUMMARY:
While more girls are enrolled in college now than boys– 44% of boys and 57% of girls, according to the American Council on Educationâ€™s Center for Policy Analysis–women arenâ€™t entering technology fields at the same rate as men. In an attempt to close the gender gap in technology classes, Fairport Central School District in upstate New York will begin a two-year pilot program starting the fall of 2010 by offering four all-girl technology courses at two middle schools, a ninth grade school and Fairport High School. According to the article below, computer support specialist, systems administrator and engineering positions are expected to grow significantly by 2010, yet the U.S. Bureau of Labor Statistics cites that although women make up more than half of the work force, they hold only 28% of positions in technology. According to the U.S. Census Bureau, women make up a small proportion of professionals in key technology fields:

Physics: 21 percent
Computer science: 18.6 percent
Aerospace engineering: 11.5 percent
Electrical engineering: 10.1 percent
Civil engineering: 9.5 percent
Mechanical engineering: 7.1 percent

Data on gender differences shows there are immutable differences between boys and girls- that there are genetic differences between the sexes. Girls prefer collaborating and working in quieter environments to understand a concept or process completely. They focus on doing quality work and helping others. Boys, on the other hand, tend to complete tasks quickly and they also are more motivated by competitive environments with clearly defined winners and losers than girls. The idea of all-girl technology courses is to draw on this knowledge of different learning styles and make technology classes more inviting for girls.

Regardless of the studentâ€™s gender, here are questions to consider:

How can schools and parents best apply the data on gender differences to promote cognitive and emotional development in both boys and girls?

What competencies will students need in the future to thrive?

Other than reverting to single sex schools, which is one option, what can schools do to transform themselves into ‘learning communities’ dedicated to creating the conditions to develop the gifts, talents and passions of all learners?

ARTICLE
Democrat and Chronicle via ASCD feed
by Ernst Lamothe, Jr.
November 16, 2009

The Fairport Central School District has approved an aggressive approach to counteract the gender gap in technology classes. The district will begin a two-year pilot program starting next fall to create four all-girl technology courses â€” one each at Fairport High School, Minerva DeLand School (ninth grade), and Martha Brown and Johanna Perrin middle schools. Enrollment will be voluntary in compliance with Title IX.

“Girls sometimes won’t take technology classes because they don’t want to be the only girl in a class or in a technology club,” said Dave Allyn, a special assignment administrator for the Fairport school district. “Job growth is happening in engineering and some of the sciences where old stereotypes persist about those male-dominated fields, and we need to make our young women aware that there is an opportunity for them.”

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