This week the media reported the particulars of President Obama’s vacation on Martha’s Vineyard, a surging wildfire, a tropical storm and at least one hurricane. We get so used to reports of the foibles of celebrities and athletes along with reports of catastrophes around the world that the news becomes easy to ignore. But every once in a while a story comes along that is both unexpected and shocking. Such is the case with the recent recovery of kidnap victim Jaycee Dugard in Antioch, CA.
It is difficult to fathom that a person could go missing for more than eighteen years and then be found in almost any circumstance. The conditions by which Ms. Dugard and her daughters were discovered will be the subject of many news reports in the coming weeks, conversations in offices all over the world, and fodder for researchers and psychologists for many years to come. Recent reports of the failure of “the system” to uncover Jaycee’s whereabouts will serve as the tip of the iceberg in an examination of opportunities that existed to free this young woman from her captor.
The officers* at UC Berkley who broke this case will be heralded as heroes in the final analysis of any case study. The actions of these officers go hand in hand with a lesson that we try to instill in our students – one in which we ask them to be “active bystanders” if they witness an event that calls into question the safety of some other person. Somewhere, right now as I am typing this blog entry there is a person, maybe two, or maybe dozens who watched the finding of Ms. Dugard and her children in horror. Every person who says, “I knew it” is a person who could have ended the agony in which Jaycee and her daughters lived for many years.
Not long ago citizens were called upon to look out for one another in airports and on planes. Post 9-11 alertness put a stop to a would-be shoe bomber and the flood of phone calls to the FBI stopped terror plots in locations all over the country. These events should not be forgotten and along with what we witnessed this week in Antioch, CA should serve as a reminder of what we ought to be doing for one another. If you question the safety of any person, it does not hurt to take out your phone and make a call.
* To UC Berkley Officers Allison Jacobs and Lisa Campbell…Nice Job!
Monday, August 31, 2009
Thursday, August 27, 2009
Reduced Energy Consumption = Cost Savings Now!
Over the last couple of months I have had many discussions with local leaders and other school administrators about next year’s budget. It seems apparent that preparations for the 2010 – 2011 school budget will be equally as difficult as the process we engaged in during the Spring 2009. Having incurred cuts to our students’ transportation, school staffing, and supply budgets, I would be remiss if I did not communicate my worries about what is to come in the next fiscal year. I began communicating about the budget with our staff at our Opening Day for Teachers meeting on Tuesday.
The superintendents for whom I have worked for on my way from teaching in Western New York State to becoming a Superintendent in Western Massachusetts have taught me well. Dr. Namin taught me to avoid negativity after I already learned from a couple of former superintendents that “Doom and Gloom” just doesn’t sell. The position of superintendent was not bestowed upon me so that I can tell everyone how bad things are. I believe that I was given the position of superintendent so that I can say how things are going to improve and how we are going to be better.
I recall an ESPN segment in which Patriots Coach Bill Belichick said something about the “5 P’s.” I think it means, “Proper Planning Prevents Poor Performance.” Someone please correct me if I am wrong via the comments section on the blog. This is the philosophy that I adapted in working with the budget that we have in place and in planning for the one that is to come. I would like to talk about one endeavor that appears to be working…and it is only school day number two.
At our first faculty meeting I displayed a PowerPoint slide that provided what our district paid in electric each month during the 2008 – 2009 school year. I explained how unused funds at the end of this year can be used to offset next year’s budget and then stated what I would do to save funds now in an effort to avoid crisis later. I explained how we removed more than 60 light bulbs that use a minimum of 24 watts per hour and how areas of the building that are lit by sunlight through large windows would go with the lights turned off. I pointed to the ceiling in the media center in which the meeting was held to illustrate how I only needed to turn half of the lights on.
I asked the teachers to participate in energy savings with me. If the learning process is not disrupted by turning off some of the classroom lights, I asked them to feel free to do so. Unsure of what the outcome would be to my suggestion I took a walk around the building today and looked in each and every classroom. As I would expect I saw teachers interacting with students all over the place. I also noticed that business as usual was being conducted in 43 classrooms with some of the lights turned off. The lights in the gym were almost completely turned off because of massive windows and very few lights were on in the openness of the Eileen Perkins Media Center.
At the end of the day we are turning off all of our computers and some unnecessary electrical appliances have been removed from classrooms. Some of the teachers have sent messages with suggestions to change the temperature control in air conditioned areas to further diminish our energy consumption. Last year we spent in the neighborhood of $200,000.00 on electric. I am not sure how much we will save through our efforts this year, but will communicate via a monthly report the results of this endeavor. When it comes to keeping what we have to provide educational services to our students, everything counts, and we have to do all that we can to keep these services in place.
The superintendents for whom I have worked for on my way from teaching in Western New York State to becoming a Superintendent in Western Massachusetts have taught me well. Dr. Namin taught me to avoid negativity after I already learned from a couple of former superintendents that “Doom and Gloom” just doesn’t sell. The position of superintendent was not bestowed upon me so that I can tell everyone how bad things are. I believe that I was given the position of superintendent so that I can say how things are going to improve and how we are going to be better.
I recall an ESPN segment in which Patriots Coach Bill Belichick said something about the “5 P’s.” I think it means, “Proper Planning Prevents Poor Performance.” Someone please correct me if I am wrong via the comments section on the blog. This is the philosophy that I adapted in working with the budget that we have in place and in planning for the one that is to come. I would like to talk about one endeavor that appears to be working…and it is only school day number two.
At our first faculty meeting I displayed a PowerPoint slide that provided what our district paid in electric each month during the 2008 – 2009 school year. I explained how unused funds at the end of this year can be used to offset next year’s budget and then stated what I would do to save funds now in an effort to avoid crisis later. I explained how we removed more than 60 light bulbs that use a minimum of 24 watts per hour and how areas of the building that are lit by sunlight through large windows would go with the lights turned off. I pointed to the ceiling in the media center in which the meeting was held to illustrate how I only needed to turn half of the lights on.
I asked the teachers to participate in energy savings with me. If the learning process is not disrupted by turning off some of the classroom lights, I asked them to feel free to do so. Unsure of what the outcome would be to my suggestion I took a walk around the building today and looked in each and every classroom. As I would expect I saw teachers interacting with students all over the place. I also noticed that business as usual was being conducted in 43 classrooms with some of the lights turned off. The lights in the gym were almost completely turned off because of massive windows and very few lights were on in the openness of the Eileen Perkins Media Center.
At the end of the day we are turning off all of our computers and some unnecessary electrical appliances have been removed from classrooms. Some of the teachers have sent messages with suggestions to change the temperature control in air conditioned areas to further diminish our energy consumption. Last year we spent in the neighborhood of $200,000.00 on electric. I am not sure how much we will save through our efforts this year, but will communicate via a monthly report the results of this endeavor. When it comes to keeping what we have to provide educational services to our students, everything counts, and we have to do all that we can to keep these services in place.
Wednesday, August 26, 2009
"Hey, Thanks!"
Oddly, the only sound that I can hear right now is the sound of my fingers tapping the keyboard as I type this entry. When I arrived at 7:30 this morning there were students in bunches all over the grounds. I could see the busses pulling away from the building and I could hear all of the chatter that comes with 800 middle school students and high school teens. The sound of the first bell (we call it a bell but it is actually a long beep), the morning announcements over the PA, and the “Good Mornings” going back and forth among the students, teachers, and staff. Now, at 5:45 PM all is quiet as I sit here and type.
As I walked the hall just moments ago, I noticed that new signs already adorn the walls. Our students moved quickly to get the word out that the Children’s Hospital Bloodmobile will be at Mahar on September 8, 2009 from 9:00 AM – 2:00 PM. The 11 x 16 signs can be found throughout the high school reminding students who are of age to sign up in the cafeteria during lunch. The teachers have gone home along with the students – but it is quite clear that they were all back in action today. The first day of school is done, and I have to say it went very very well.
Summertime in the administrative offices is probably like any day in any administrative office. Budget work, curricular preparation, human resources management, and networking happen in offices all over the world everyday. There is just something different about it when the students and teachers are buzzing around the building. There is a renewed sense of energy that exists on the first day of school that is hard to explain. My friends who work in the pharmaceutical industry, in hospitals, in law offices, and in sales can never understand this. Their last “first day” of school was so long ago that this is all foreign to them. When the students are here and the teachers are teaching our administrative team is reminded of the importance of our work.
Today I was walking down a hallway in the center of our building when I came across a young man with his schedule in his hand. He had a look of uncertainty as he looked once at the paper in his hand and at the classroom number on the wall. I stopped and asked him if he needed some assistance. He told me that he had to go to his English class in the high school and he did not know where it was. I took a look at his schedule and told him that I would walk him there. As we walked I had the opportunity to ask him his name and where he was from, and so on. He told me that he went to Athol Middle School last year and that Mahar was new to him.
I learned that he liked his middle school, but that so far he likes Mahar too. This young man is a soccer player and he is hoping to be able to make one of our teams. When we got to the door of his classroom I wished him well and just before his face went from conversational to nervous he looked me in the eye and he said, “Hey thanks.” As I walked back to my office I thought about the simplicity and the perfection of that moment. I had the opportunity to meet one of our students on my way from one office to the other. The best part of it was that the young man took a second to say thank-you. Some person, perhaps his parents, or maybe one of his teachers (I hope both) took the time to teach him to show gratitude when someone lends him a hand. To the person or people who taught this young man – please accept a “Thank-you!” from me.
As I walked the hall just moments ago, I noticed that new signs already adorn the walls. Our students moved quickly to get the word out that the Children’s Hospital Bloodmobile will be at Mahar on September 8, 2009 from 9:00 AM – 2:00 PM. The 11 x 16 signs can be found throughout the high school reminding students who are of age to sign up in the cafeteria during lunch. The teachers have gone home along with the students – but it is quite clear that they were all back in action today. The first day of school is done, and I have to say it went very very well.
Summertime in the administrative offices is probably like any day in any administrative office. Budget work, curricular preparation, human resources management, and networking happen in offices all over the world everyday. There is just something different about it when the students and teachers are buzzing around the building. There is a renewed sense of energy that exists on the first day of school that is hard to explain. My friends who work in the pharmaceutical industry, in hospitals, in law offices, and in sales can never understand this. Their last “first day” of school was so long ago that this is all foreign to them. When the students are here and the teachers are teaching our administrative team is reminded of the importance of our work.
Today I was walking down a hallway in the center of our building when I came across a young man with his schedule in his hand. He had a look of uncertainty as he looked once at the paper in his hand and at the classroom number on the wall. I stopped and asked him if he needed some assistance. He told me that he had to go to his English class in the high school and he did not know where it was. I took a look at his schedule and told him that I would walk him there. As we walked I had the opportunity to ask him his name and where he was from, and so on. He told me that he went to Athol Middle School last year and that Mahar was new to him.
I learned that he liked his middle school, but that so far he likes Mahar too. This young man is a soccer player and he is hoping to be able to make one of our teams. When we got to the door of his classroom I wished him well and just before his face went from conversational to nervous he looked me in the eye and he said, “Hey thanks.” As I walked back to my office I thought about the simplicity and the perfection of that moment. I had the opportunity to meet one of our students on my way from one office to the other. The best part of it was that the young man took a second to say thank-you. Some person, perhaps his parents, or maybe one of his teachers (I hope both) took the time to teach him to show gratitude when someone lends him a hand. To the person or people who taught this young man – please accept a “Thank-you!” from me.
Tuesday, August 25, 2009
Which Teacher is the Most Important?
Orange Elementary Superintendent, Paul Burnim and I agreed earlier this summer that we would be working together to build a sense of community across our districts. There is much to be gained by our efforts and working together makes perfect sense when you think about it. Take a look:
For most of our students, the road to Mahar travels through the Orange Elementary Schools.
We work with the same families.
We work in the same community.
We work for the same purpose.
So, yesterday morning I had the opportunity to meet briefly with the teachers from the Orange Elementary Schools and Superintendent Burnim paid our faculty a visit today. We are already working together to secure influenza vaccines for our students and staff and we are working together on a competitive grant that focuses on school safety. We are also having discussions about areas in which the elementary and secondary curriculums could interlock in some project based learning opportunities for our students.
The partnership that we are developing caused me to really think about the education system and those who really make a difference working with children and adolescents. Having worked in high schools I know that it is common for one teacher to see himself or herself as more important than another teacher on the basis of the grade or subject matter that he or she teaches. This phenomenon is even more profound today because the federal and state government bases a school district’s effectiveness on the results of Mathematics, English, Language Arts, and Science examinations. Therefore a teacher of mathematics may see what he or she does very differently than a teacher of art, music, or foreign language.
So, which teacher is the most important? Is it the Kindergarten teacher who teaches children the alphabet, their colors, and how to count or is it the First Grade Teacher who teaches the children to read? Perhaps the Fourth Grade Teacher who teaches the children to write a three paragraph essay is more important than the Sixth Grade Teacher who teaches multiple digit division? Is the Physics Teacher who conducts laboratory experiments on acceleration more valuable than the Music Teacher who teaches a child to play the piano, a trombone, or a guitar?
Truth be told, while the teacher is a solo act in his or her classroom he or she cannot do it alone. The Physics Teacher will have a difficult time teaching the principles of acceleration to a child who has not learned basic math. The Fourth Grade Teacher can’t teach a child to write an essay unless the child has learned how to hold a pencil, how to write letters, and how to read. It is a fact that every teacher in the life of a child is important. Reading, writing and arithmetic are just as important as creativity, problem solving, and respect. The teachers in our high school cannot do the work that they do unless the teachers in the middle school provide the requisite instruction. Just the same, the teachers in our middle school cannot do it without the work of the teachers at Orange Elementary, Petersham Center School, and Swift River Elementary.
The Most Important Teacher: The one who prepares the children for the teacher who has them next.
For most of our students, the road to Mahar travels through the Orange Elementary Schools.
We work with the same families.
We work in the same community.
We work for the same purpose.
So, yesterday morning I had the opportunity to meet briefly with the teachers from the Orange Elementary Schools and Superintendent Burnim paid our faculty a visit today. We are already working together to secure influenza vaccines for our students and staff and we are working together on a competitive grant that focuses on school safety. We are also having discussions about areas in which the elementary and secondary curriculums could interlock in some project based learning opportunities for our students.
The partnership that we are developing caused me to really think about the education system and those who really make a difference working with children and adolescents. Having worked in high schools I know that it is common for one teacher to see himself or herself as more important than another teacher on the basis of the grade or subject matter that he or she teaches. This phenomenon is even more profound today because the federal and state government bases a school district’s effectiveness on the results of Mathematics, English, Language Arts, and Science examinations. Therefore a teacher of mathematics may see what he or she does very differently than a teacher of art, music, or foreign language.
So, which teacher is the most important? Is it the Kindergarten teacher who teaches children the alphabet, their colors, and how to count or is it the First Grade Teacher who teaches the children to read? Perhaps the Fourth Grade Teacher who teaches the children to write a three paragraph essay is more important than the Sixth Grade Teacher who teaches multiple digit division? Is the Physics Teacher who conducts laboratory experiments on acceleration more valuable than the Music Teacher who teaches a child to play the piano, a trombone, or a guitar?
Truth be told, while the teacher is a solo act in his or her classroom he or she cannot do it alone. The Physics Teacher will have a difficult time teaching the principles of acceleration to a child who has not learned basic math. The Fourth Grade Teacher can’t teach a child to write an essay unless the child has learned how to hold a pencil, how to write letters, and how to read. It is a fact that every teacher in the life of a child is important. Reading, writing and arithmetic are just as important as creativity, problem solving, and respect. The teachers in our high school cannot do the work that they do unless the teachers in the middle school provide the requisite instruction. Just the same, the teachers in our middle school cannot do it without the work of the teachers at Orange Elementary, Petersham Center School, and Swift River Elementary.
The Most Important Teacher: The one who prepares the children for the teacher who has them next.
Monday, August 24, 2009
"Work!" and "Study!"
Sometime during the 1950’s my grandfather and grandmother traveled from a town that is located in the Gran Sasso Mountains of Italy to Western New York State. They moved from a town of less than 100 people to a city of more than 60,000 in search what we commonly refer to as “The American Dream.” My grandfather had a formal education that took him to the equivalent of our third grade, and to my knowledge, my grandmother did not even have that. In Western New York, my grandfather made his living building houses with his brothers while raising his four children.
My grandfather instilled in his children and in his grandchildren very simple, yet successful ideas about how to be successful in life. I recall as I grew up that his two key areas of focus were “Work!” and “Study!” These two focus areas can be seen quite clearly in my father and in his siblings. They too traveled to a new country, ready to learn a new language, ready to learn new skills, ready to study, and willing to work.
The next generation (my siblings, cousins and I) were handed my grandfather’s torch at a young age. If my grandfather were alive yesterday he could tell his friends that he has a grandchild who is a lawyer, one who is an accountant, three teachers, one vice principal, a superintendent, and a fireman. If my grandfather were alive today, he could tell his friends that he has a granddaughter who is a College Professor and who earned her doctorate degree on August 24, 2009!
My sister and I agreed that when she finished her doctoral defense that she would call my office and just leave the message, “Dr. Hopkins called.” Today, amidst the preparations for the first day for faculty and staff I walked out of my office and was shown a slip of paper that said exactly that. My sister is now a doctor of education, and once again the values instilled in a family have paid off big.
Our school year will begin for students on Wednesday morning. When I am standing out on the sidewalk watching the parents pull up and the students walk in I will be thinking about this. As each student passes by me I will wonder if he or she is the next lawyer or doctor, fireman, or policewoman, researcher or teacher. Our faculty and administration will call upon them to do the same two things that my grandfather called upon me to do, “Work!” and “Study!” I know that our work as educators will pay off for them, just as my grandfather’s work paid off for my little sister today.
One more thing...
I would also like to take this opportunity to congratulate my sister for earning her doctorate degree today and send out an honorable mention to my parents, grandparents, and all of the teachers that she had for a job well-done.
My grandfather instilled in his children and in his grandchildren very simple, yet successful ideas about how to be successful in life. I recall as I grew up that his two key areas of focus were “Work!” and “Study!” These two focus areas can be seen quite clearly in my father and in his siblings. They too traveled to a new country, ready to learn a new language, ready to learn new skills, ready to study, and willing to work.
The next generation (my siblings, cousins and I) were handed my grandfather’s torch at a young age. If my grandfather were alive yesterday he could tell his friends that he has a grandchild who is a lawyer, one who is an accountant, three teachers, one vice principal, a superintendent, and a fireman. If my grandfather were alive today, he could tell his friends that he has a granddaughter who is a College Professor and who earned her doctorate degree on August 24, 2009!
My sister and I agreed that when she finished her doctoral defense that she would call my office and just leave the message, “Dr. Hopkins called.” Today, amidst the preparations for the first day for faculty and staff I walked out of my office and was shown a slip of paper that said exactly that. My sister is now a doctor of education, and once again the values instilled in a family have paid off big.
Our school year will begin for students on Wednesday morning. When I am standing out on the sidewalk watching the parents pull up and the students walk in I will be thinking about this. As each student passes by me I will wonder if he or she is the next lawyer or doctor, fireman, or policewoman, researcher or teacher. Our faculty and administration will call upon them to do the same two things that my grandfather called upon me to do, “Work!” and “Study!” I know that our work as educators will pay off for them, just as my grandfather’s work paid off for my little sister today.
One more thing...
I would also like to take this opportunity to congratulate my sister for earning her doctorate degree today and send out an honorable mention to my parents, grandparents, and all of the teachers that she had for a job well-done.
Friday, August 21, 2009
Mount Wachusett Community College and Ralph C. Mahar
We begin this school year with our renewed partnership with Mount Wachusett Community College in full swing. First, we are proud to be the partnering high school with Mount Wachusett Community College in the Gateway to College Program. This innovative educational program currently provides educational services to nearly 200 students from all over Central and Western Massachusetts. The program was started by the Bill and Melinda Gates Foundation and some other partners several years ago. There are now 24 Gateway to College Programs in the country – and we are honored to be a part of the network.
The Gateway to College is an educational program designed to reconnect teenagers with education after they have dropped out of high school, or if they are considering dropping out. In recent years, Mahar has touted a very low drop out rate, and this is one of many reasons that Mount administrators would consider our district. We already do much to keep our students in school with our AM and PM Alternative Programs, dual enrollment offerings, and our in house special education programming. Mount Wachusett Community College could have asked any school district in the area to partner with them in Gateway. Mahar is nearly 20 miles away from the Mount, and there are many schools in between Orange and Gardner. The fact that Mount Wachusett Community College chose Mahar to become their new partner in the Gateway to College Program is very very special. Over the last year we have discovered that the administration at Mount Wachusett Community College shares our ideology that all of our students can learn and grow – hence the Mount’s campaign, “Start Near, Go Far.”
The partnership that is now solidified in Gateway has brought us to where we are now. The next phase of our partnership involves our joint effort in creating a prospectus for a “Readiness School.” The Readiness initiative that began with Governor Deval Patrick’s Readiness Report will bring new innovative learning centers to Massachusetts. On September 15, 2009 we will submit our intent to use the 2009 – 2010 school year to plan the Ralph C. Mahar/Mount Wachusett Alliance School. For more information on the Readiness Project you can view the Readiness Report be clicking on the link below.
http://www.mass.gov/Agov3/docs/Readiness%20Final%20Report.pdf
The Gateway to College is an educational program designed to reconnect teenagers with education after they have dropped out of high school, or if they are considering dropping out. In recent years, Mahar has touted a very low drop out rate, and this is one of many reasons that Mount administrators would consider our district. We already do much to keep our students in school with our AM and PM Alternative Programs, dual enrollment offerings, and our in house special education programming. Mount Wachusett Community College could have asked any school district in the area to partner with them in Gateway. Mahar is nearly 20 miles away from the Mount, and there are many schools in between Orange and Gardner. The fact that Mount Wachusett Community College chose Mahar to become their new partner in the Gateway to College Program is very very special. Over the last year we have discovered that the administration at Mount Wachusett Community College shares our ideology that all of our students can learn and grow – hence the Mount’s campaign, “Start Near, Go Far.”
The partnership that is now solidified in Gateway has brought us to where we are now. The next phase of our partnership involves our joint effort in creating a prospectus for a “Readiness School.” The Readiness initiative that began with Governor Deval Patrick’s Readiness Report will bring new innovative learning centers to Massachusetts. On September 15, 2009 we will submit our intent to use the 2009 – 2010 school year to plan the Ralph C. Mahar/Mount Wachusett Alliance School. For more information on the Readiness Project you can view the Readiness Report be clicking on the link below.
http://www.mass.gov/Agov3/docs/Readiness%20Final%20Report.pdf
Thursday, August 20, 2009
Validation
At about this time each day I pull out my list of blog topics (that continues to grow) with the intent of selecting a topic for the day. As I was about to do this today, my E-mail alert went off – informing me that I had a message in my inbox. The message that I received was from a parent who attended last night’s “New Parent/Student Orientation” and in an instant I found yet another topic – which is the subject of tonight’s post.
The parent who wrote to me expressed her satisfaction with our school – which is why she decided to use the School Choice program to come to Mahar from another community. The line of her E-mail that really struck me was, “We are school of choicing our daughter to Mahar because of the caring people and the commitment that we have seen in Mahar's educational community.” I have to say that it is delightful to receive unsolicited messages such as these. When reading this, I am reminded that the hard work of our administrators and faculty is paying off for our students and their families.
So often in schools, administrators and teachers only hear from parents when there is a problem or dissatisfaction about some event. Usually when the phone rings, when the E-mail alert goes off, or when a parent is standing in the office there is a need to resolve some type of conflict. Now that I think about it, this is true outside of schools as well. How often do we go out of our way to tell some person that what he or she is doing is special, how valuable people are in their roles, or provide encouragement for others to continue doing those things we deem “good?”
Earlier this summer Mrs. Ramon (our high school adjustment counselor) told me about a video on You Tube.com that is called “Validation.” It is approximately 15 minutes in duration, and the message that it provides viewers is worth the time. I have posted the link to this video below, and I hope that you will take the time to watch and listen to it. This short film has been viewed more than 2,000,000 times on YouTube, and it has earned the coveted “5 Star” rating.
http://www.youtube.com/watch?v=Cbk980jV7Ao
The parent who wrote to me expressed her satisfaction with our school – which is why she decided to use the School Choice program to come to Mahar from another community. The line of her E-mail that really struck me was, “We are school of choicing our daughter to Mahar because of the caring people and the commitment that we have seen in Mahar's educational community.” I have to say that it is delightful to receive unsolicited messages such as these. When reading this, I am reminded that the hard work of our administrators and faculty is paying off for our students and their families.
So often in schools, administrators and teachers only hear from parents when there is a problem or dissatisfaction about some event. Usually when the phone rings, when the E-mail alert goes off, or when a parent is standing in the office there is a need to resolve some type of conflict. Now that I think about it, this is true outside of schools as well. How often do we go out of our way to tell some person that what he or she is doing is special, how valuable people are in their roles, or provide encouragement for others to continue doing those things we deem “good?”
Earlier this summer Mrs. Ramon (our high school adjustment counselor) told me about a video on You Tube.com that is called “Validation.” It is approximately 15 minutes in duration, and the message that it provides viewers is worth the time. I have posted the link to this video below, and I hope that you will take the time to watch and listen to it. This short film has been viewed more than 2,000,000 times on YouTube, and it has earned the coveted “5 Star” rating.
http://www.youtube.com/watch?v=Cbk980jV7Ao
Wednesday, August 19, 2009
What Makes Mahar So Great?
Just a few moments ago I had the opportunity to greet many of the students and parents who will be new to Mahar next Wednesday. As I walked from my office on one side of our facility to the Kermit Cook Auditorium that is located on the other, I started to think about what I was going to say to this group of parents and students. To be honest, until I stood in front of them in the auditorium I had absolutely no idea how I was going to address them.
While I stood at the back of the auditorium as they filed in I noticed how the students looked up at the high ceiling. Prior to my arrival in the auditorium I noticed some of the parents looking the school hallway up and down. And when I was standing in front of the group of nearly 100 people I noticed one young man staring at the grand piano that is positioned in front of the stage. That is when it hit me.
In my welcome to our new seventh graders I asked them to notice how shiny our recently waxed floors appear. I asked them to look at the new lockers and to pay close attention to our video surveillance system in place for their safety. I talked about the technology that we have such as our computers, smart boards, and digital projectors. I went on about the musical instruments, turf field, and athletic facility. I talked about how important our facility is in Mahar being such a “Great School.”
The next part of my introduction was about the fitness of our faculty and staff. The truth of the matter is that new desks, upgraded computers, digital projectors, and beautiful facilities don’t really teach the students. In teaching, the rubber hits the road where the teacher interacts with the student. I explained to our new Moms and Dads how we have the best teachers and staff in place to teach their children and how the best faculty is the second part of Mahar being such a “Great School.”
Finally, I told our new parents and students about the third and most important part of what makes up a “Great School.” I asked one of the new students in the room to tell me his name. He told me his name was Gabe, and I told Gabe that he was the third and most important part of a really “Great School.” I asked another student to tell me her name. She said it was Amber. I then told Amber that she was the most important part of Mahar’s being such a “Great School.” Then I asked a parent for his name. He said his name was Mr. O’Leary, and I told Mr. O’Leary that he was the most important part of Mahar being such a “Great School.”
The point that I made with our new parents and students is that Mahar is great and the reason that this is so is because of our students and our parents just as much as it is great because of our resources. The involvement of our new parents and the participation of our students in their own education is what will transform Mahar from the “Great School” that it is to the “Best School” it can be.
While I stood at the back of the auditorium as they filed in I noticed how the students looked up at the high ceiling. Prior to my arrival in the auditorium I noticed some of the parents looking the school hallway up and down. And when I was standing in front of the group of nearly 100 people I noticed one young man staring at the grand piano that is positioned in front of the stage. That is when it hit me.
In my welcome to our new seventh graders I asked them to notice how shiny our recently waxed floors appear. I asked them to look at the new lockers and to pay close attention to our video surveillance system in place for their safety. I talked about the technology that we have such as our computers, smart boards, and digital projectors. I went on about the musical instruments, turf field, and athletic facility. I talked about how important our facility is in Mahar being such a “Great School.”
The next part of my introduction was about the fitness of our faculty and staff. The truth of the matter is that new desks, upgraded computers, digital projectors, and beautiful facilities don’t really teach the students. In teaching, the rubber hits the road where the teacher interacts with the student. I explained to our new Moms and Dads how we have the best teachers and staff in place to teach their children and how the best faculty is the second part of Mahar being such a “Great School.”
Finally, I told our new parents and students about the third and most important part of what makes up a “Great School.” I asked one of the new students in the room to tell me his name. He told me his name was Gabe, and I told Gabe that he was the third and most important part of a really “Great School.” I asked another student to tell me her name. She said it was Amber. I then told Amber that she was the most important part of Mahar’s being such a “Great School.” Then I asked a parent for his name. He said his name was Mr. O’Leary, and I told Mr. O’Leary that he was the most important part of Mahar being such a “Great School.”
The point that I made with our new parents and students is that Mahar is great and the reason that this is so is because of our students and our parents just as much as it is great because of our resources. The involvement of our new parents and the participation of our students in their own education is what will transform Mahar from the “Great School” that it is to the “Best School” it can be.
Tuesday, August 18, 2009
H1N1: Revisited
This morning I was able to expand my personal knowledge about influenza vaccinations and the H1N1 virus that was previously a topic on this blog. As a member of the Athol-Orange Emergency Preparedness Committee I have the opportunity to attend meetings at Athol Hospital about every six weeks. As I expected would be, the major topic of discussion was the upcoming flu season and the added danger of an H1N1 outbreak. I learned some very valuable information that I believe needs to be shared with anyone who is willing to read.
There are Two Types of Seasonal Influenza Vaccination – H1N1 Vaccine is a Third
Inactivated - this is actually “killed” vaccine that is given in the “flu shot” by injection into the muscle.
Live, attenuated – this is weakened influenza vaccine that is sprayed into the nostrils. For the use of this type of vaccine, it is very important that the person who is taking it is healthy, and not experiencing any type of illness.
Novel H1N1 Vaccine – the term “novel” is applied to this vaccination to indicate that it is the only one of its kind – in a sense H1N1 is the only occurrence of this strain of influenza.
Timelines
The general (seasonal) influenza vaccine is going to be released within a week with the recommendation from the Center for Disease Control that those responsible for its distribution begin earlier this year than in previous years. This is because the H1N1 vaccine is likely to be released in October. It is also possible that the H1N1 vaccine will be given in two separate injections that are a number of days apart.
Distribution
Normally the general (seasonal) vaccine is shipped to over 3,000 locations in Massachusetts. The Massachusetts Department of Public Health stated in today’s conference call that the H1N1 vaccine would only be shipped to 1,800 specific sites. It was stated that there is likely to be significantly less supply of Novel H1N1 vaccine than the supply of seasonal influenza vaccine. I was also provided with information from the Massachusetts Executive Office of Health and Human Services that specified an order in which the vaccination would be distributed. These efforts will focus first on the following target groups:
• Pregnant Women
• Household and caregiver contacts of children younger than 6 months of age
• Health care emergency medical services personnel
• Children from 6 months to 18 years old
• Persons aged 19 – 24
• Persons aged 25 – 64 years who have medical conditions associated with higher risk conditions.
The Importance of School Involvement
To date in Massachusetts nearly 63% of the reported cases of H1N1 influenza have been confirmed to be in those between the ages of 0 – 18 years old. In this group of nearly 900 children there was one fatality. The school day is characterized by many students seated in classrooms in which they are not far apart from one another. Students in the middle and high school are more likely to shake hands, high five, and/or hug and kiss. It is imperative that we continue to educate our students on the importance of hand washing and proper hygiene. It is our hope that the H1N1 vaccine along with healthy practices that we continually remind our students to practice will limit the incidence of H1N1 and seasonal influenza in our community.
There are Two Types of Seasonal Influenza Vaccination – H1N1 Vaccine is a Third
Inactivated - this is actually “killed” vaccine that is given in the “flu shot” by injection into the muscle.
Live, attenuated – this is weakened influenza vaccine that is sprayed into the nostrils. For the use of this type of vaccine, it is very important that the person who is taking it is healthy, and not experiencing any type of illness.
Novel H1N1 Vaccine – the term “novel” is applied to this vaccination to indicate that it is the only one of its kind – in a sense H1N1 is the only occurrence of this strain of influenza.
Timelines
The general (seasonal) influenza vaccine is going to be released within a week with the recommendation from the Center for Disease Control that those responsible for its distribution begin earlier this year than in previous years. This is because the H1N1 vaccine is likely to be released in October. It is also possible that the H1N1 vaccine will be given in two separate injections that are a number of days apart.
Distribution
Normally the general (seasonal) vaccine is shipped to over 3,000 locations in Massachusetts. The Massachusetts Department of Public Health stated in today’s conference call that the H1N1 vaccine would only be shipped to 1,800 specific sites. It was stated that there is likely to be significantly less supply of Novel H1N1 vaccine than the supply of seasonal influenza vaccine. I was also provided with information from the Massachusetts Executive Office of Health and Human Services that specified an order in which the vaccination would be distributed. These efforts will focus first on the following target groups:
• Pregnant Women
• Household and caregiver contacts of children younger than 6 months of age
• Health care emergency medical services personnel
• Children from 6 months to 18 years old
• Persons aged 19 – 24
• Persons aged 25 – 64 years who have medical conditions associated with higher risk conditions.
The Importance of School Involvement
To date in Massachusetts nearly 63% of the reported cases of H1N1 influenza have been confirmed to be in those between the ages of 0 – 18 years old. In this group of nearly 900 children there was one fatality. The school day is characterized by many students seated in classrooms in which they are not far apart from one another. Students in the middle and high school are more likely to shake hands, high five, and/or hug and kiss. It is imperative that we continue to educate our students on the importance of hand washing and proper hygiene. It is our hope that the H1N1 vaccine along with healthy practices that we continually remind our students to practice will limit the incidence of H1N1 and seasonal influenza in our community.
Monday, August 17, 2009
Let's Be Real!
This morning our High School Adjustment Counselor (Mrs. Ramon) and I sat down with Jeanette Voas and Kat Allen from the Community Coalition for Teens to review the results of a recent assessment of our students. Earlier this year, our 8th, 10th, and 12th grade students participated in a survey designed to assess adolescent substance use and other risk behaviors. This survey was also conducted in 2006 – so we are able to compare data from 2006 with what was collected in 2009.
In all, approximately 75% of the students who were given the survey actually completed it and their responses provided us with valuable information. The conversation that I had today focused on what appeared to be a downward trend in students’ use of marijuana, alcohol, and/or tobacco. Most school administrators would be happy about this, but after I have had some time to digest the survey I am having different thoughts. To be perfectly honest the statement that comes to my mind is simply, “Let’s be real!”
First, this survey only reports what students are willing to say. We have to ask ourselves how many adolescents are willing to admit on paper that they have used drugs, gambled, smoked, been drunk, stolen, or perhaps carried a weapon? Second, I wonder what the responses of the 25% of students that did not respond would have been. Perhaps there are reasons that approximately 100 students chose to simply not respond? Finally, the fact that we are even assessing such things means that there is a problem. So, like I said above, “Let’s be real!”
When it comes to drug use, alcohol use, and other risky behaviors my head is not in the sand. 12.9% of our eighth grade responders and 22.2% of our twelfth grade responders admitted to using marijuana within thirty days of taking the survey. To be honest these numbers are unacceptable and any reasonable mind can conclude that the real number of students who have used marijuana is actually higher than reported. So I can’t sit here and cheerfully report that fewer of our students are using drugs in 2009 than in 2006. I have to be truthful and say that some of our students are using drugs, and that in and of itself is deplorable.
As a former Dean of Students, Assistant Principal, and then Principal I have accumulated many awful stories. For every story that I have about confiscating illegal substances and dangerous items from students during the school day there is probably one that I forgot. In the last seven years I have confiscated cigarettes, alcohol, marijuana, cocaine, hallucinogens, pills, and heroin (syringe included) from students. Given these experiences and the aforementioned survey results, I feel that we have to step up our efforts to ensure an alcohol and drug free school.
This year, we will continue to hold evening events to keep parents in the know about teen drug use and abuse. We will continue to provide our students with the health and wellness education necessary to curb the likelihood of poor choices about drugs and alcohol, and we will continue to work with our outside partners. We are grateful for organizations such as the Community Coalition for Teens, the work of our counselors, and for whatever funding that we receive to keep our parents informed and our students safe. But guess what…..It’s not enough. In my mind, one student who chooses to use drugs is just too many.
In all, approximately 75% of the students who were given the survey actually completed it and their responses provided us with valuable information. The conversation that I had today focused on what appeared to be a downward trend in students’ use of marijuana, alcohol, and/or tobacco. Most school administrators would be happy about this, but after I have had some time to digest the survey I am having different thoughts. To be perfectly honest the statement that comes to my mind is simply, “Let’s be real!”
First, this survey only reports what students are willing to say. We have to ask ourselves how many adolescents are willing to admit on paper that they have used drugs, gambled, smoked, been drunk, stolen, or perhaps carried a weapon? Second, I wonder what the responses of the 25% of students that did not respond would have been. Perhaps there are reasons that approximately 100 students chose to simply not respond? Finally, the fact that we are even assessing such things means that there is a problem. So, like I said above, “Let’s be real!”
When it comes to drug use, alcohol use, and other risky behaviors my head is not in the sand. 12.9% of our eighth grade responders and 22.2% of our twelfth grade responders admitted to using marijuana within thirty days of taking the survey. To be honest these numbers are unacceptable and any reasonable mind can conclude that the real number of students who have used marijuana is actually higher than reported. So I can’t sit here and cheerfully report that fewer of our students are using drugs in 2009 than in 2006. I have to be truthful and say that some of our students are using drugs, and that in and of itself is deplorable.
As a former Dean of Students, Assistant Principal, and then Principal I have accumulated many awful stories. For every story that I have about confiscating illegal substances and dangerous items from students during the school day there is probably one that I forgot. In the last seven years I have confiscated cigarettes, alcohol, marijuana, cocaine, hallucinogens, pills, and heroin (syringe included) from students. Given these experiences and the aforementioned survey results, I feel that we have to step up our efforts to ensure an alcohol and drug free school.
This year, we will continue to hold evening events to keep parents in the know about teen drug use and abuse. We will continue to provide our students with the health and wellness education necessary to curb the likelihood of poor choices about drugs and alcohol, and we will continue to work with our outside partners. We are grateful for organizations such as the Community Coalition for Teens, the work of our counselors, and for whatever funding that we receive to keep our parents informed and our students safe. But guess what…..It’s not enough. In my mind, one student who chooses to use drugs is just too many.
Friday, August 14, 2009
H1N1 Vaccine: Coordinating Efforts
Throughout the summer I have been inundated with updates from the Center for Disease Control (CDC) and the Department of Public Health (DPH) regarding the H1N1 virus (formerly known as Swine Flu). At first I thought that this flood of information was fueled by the media frenzy on this topic. Most of us recall the media frenzy that surrounded SARS, which affected a little more than 8,000 people worldwide in 2003. Technically speaking there were more news reports about SARS than there were people affected by it.
I decided to do a little research on the Avian Flu (also known as Bird Flu) and found that around 250 people over 12 countries lost their lives as a result of this illness. Similar to the recent releases on the H1N1 Virus, experts feared a pandemic situation with the Avian Flu. As I poked around the Internet on this topic I began to uncover what a pandemic would really mean and began a proactive plan to keep our school community as insulated as possible from the threat of this illness.
When the World Health Organization issued its warnings back in March, we took immediate action. We provided our students with instruction on the importance of keeping their hands clean and away from their eyes, noses, and mouths. We taught them the importance of coughing and/or sneezing into a tissue, or into their sleeves, and our maintenance crew worked to keep our facility as clean as possible. Now experts are saying that there is a possibility of a return of H1N1 in the fall that will be more viscous that the outbreak that the world experienced in the spring.
Whether or not the H1N1 hits, we must be proactive in our actions to keep our students healthy. We have opened a dialogue with the Massachusetts Department of Public Health as well as our local Board of Health. After conversations with Orange Town Administrator, Rick Kwiatkowski and Orange Board of Health Director, Roger Maillet, we have decided to coordinate our efforts to offer vaccinations to our students and local residents when they are available this fall. It appears likely that Dr. Burnim will also have the vaccine offered to elementary students – and parents can expect a joint communication from Dr. Burnim, Mr. Maillet an me at the beginning of school.
I anticipate that there will be free vaccinations available this fall for our students who are currently living in low-income situations. Funding for these vaccinations has traditionally been offered by the State DPH, in which a small number of students have accessed the vaccine through their pediatricians. Mr. Maillet is working on another initiative to inoculate those who do not fall under the DPH program that the schools have access to. It is my hope that we will be able to offer the vaccination in school this fall – but it is even more my hope that H1N1 just goes away.
I decided to do a little research on the Avian Flu (also known as Bird Flu) and found that around 250 people over 12 countries lost their lives as a result of this illness. Similar to the recent releases on the H1N1 Virus, experts feared a pandemic situation with the Avian Flu. As I poked around the Internet on this topic I began to uncover what a pandemic would really mean and began a proactive plan to keep our school community as insulated as possible from the threat of this illness.
When the World Health Organization issued its warnings back in March, we took immediate action. We provided our students with instruction on the importance of keeping their hands clean and away from their eyes, noses, and mouths. We taught them the importance of coughing and/or sneezing into a tissue, or into their sleeves, and our maintenance crew worked to keep our facility as clean as possible. Now experts are saying that there is a possibility of a return of H1N1 in the fall that will be more viscous that the outbreak that the world experienced in the spring.
Whether or not the H1N1 hits, we must be proactive in our actions to keep our students healthy. We have opened a dialogue with the Massachusetts Department of Public Health as well as our local Board of Health. After conversations with Orange Town Administrator, Rick Kwiatkowski and Orange Board of Health Director, Roger Maillet, we have decided to coordinate our efforts to offer vaccinations to our students and local residents when they are available this fall. It appears likely that Dr. Burnim will also have the vaccine offered to elementary students – and parents can expect a joint communication from Dr. Burnim, Mr. Maillet an me at the beginning of school.
I anticipate that there will be free vaccinations available this fall for our students who are currently living in low-income situations. Funding for these vaccinations has traditionally been offered by the State DPH, in which a small number of students have accessed the vaccine through their pediatricians. Mr. Maillet is working on another initiative to inoculate those who do not fall under the DPH program that the schools have access to. It is my hope that we will be able to offer the vaccination in school this fall – but it is even more my hope that H1N1 just goes away.
Thursday, August 13, 2009
Federal Stimulus Funds Going to Work at Mahar
Just this February, President Obama signed The American Recovery and Reinvestment Act (ARRA) into law. This economic recovery package was created with the intent of turning the crises created by our recent fiscal situation into opportunities for many American citizens. Students who are educated under the Individuals with Disabilities Education Act (IDEA) are benefactors of this legislation, and this equates to another innovative program in the Ralph C. Mahar Middle School.
Under the ARRA, the Federal Government allocated $107,600.00 for the Ralph C. Mahar Regional School District. Our district was able to apply for these funds with an application that abided by the conditions set forth in a memo from Massachusetts Department of Elementary and Secondary Education Commissioner, Mitchell Chester. One of the main provisions of the proposal was that it must create jobs while improving educational outcomes for students who require Individualized Education Plans (IEPs).
We have done much at Mahar over the last two years to create alternative learning situations for some of our high school students. The programs that we created resulted in a lower drop out rate and increased savings. High school students who were educated outside of our district in alternative learning environments now have an in-district opportunity. Building upon this model, our ARRA application provided for the creation of a Middle School Alternative Classroom here at Mahar.
This proposal was accepted by the State Department of Education in full. Our administration has worked through the summer to create an educational environment for middle school students who are challenged emotionally, or who have developed ineffective responses to stressful situations. These responses have resulted in missed learning opportunities over time, and in some cases have called upon costly private educational placements.
As for the creation of jobs and stimulating economic growth at the local level, it appears as though ARRA will live up to its expectation. This grant has resulted in the hiring of a new full-time teacher, a new full-time paraprofessional, and all of the textbooks, educational supplies, and materials for this new program to exist. Some of the funding has been set aside for these middle school students to attend field trips, and there is even funding for much needed professional development in this area. We are so grateful to be able to provide this new and innovative program for our students this year.
Thank-you ARRA!
Under the ARRA, the Federal Government allocated $107,600.00 for the Ralph C. Mahar Regional School District. Our district was able to apply for these funds with an application that abided by the conditions set forth in a memo from Massachusetts Department of Elementary and Secondary Education Commissioner, Mitchell Chester. One of the main provisions of the proposal was that it must create jobs while improving educational outcomes for students who require Individualized Education Plans (IEPs).
We have done much at Mahar over the last two years to create alternative learning situations for some of our high school students. The programs that we created resulted in a lower drop out rate and increased savings. High school students who were educated outside of our district in alternative learning environments now have an in-district opportunity. Building upon this model, our ARRA application provided for the creation of a Middle School Alternative Classroom here at Mahar.
This proposal was accepted by the State Department of Education in full. Our administration has worked through the summer to create an educational environment for middle school students who are challenged emotionally, or who have developed ineffective responses to stressful situations. These responses have resulted in missed learning opportunities over time, and in some cases have called upon costly private educational placements.
As for the creation of jobs and stimulating economic growth at the local level, it appears as though ARRA will live up to its expectation. This grant has resulted in the hiring of a new full-time teacher, a new full-time paraprofessional, and all of the textbooks, educational supplies, and materials for this new program to exist. Some of the funding has been set aside for these middle school students to attend field trips, and there is even funding for much needed professional development in this area. We are so grateful to be able to provide this new and innovative program for our students this year.
Thank-you ARRA!
Wednesday, August 12, 2009
Healthy $chool Lunche$
Yesterday the Physicians Committee for Responsible Medicine (PCRM) made national news by displaying posters of a child making a statement and asking a question about her school lunches. As you can see from the photo that I posted, it reads, “President Obama’s daughters get healthy school lunches. Why don’t I?” The validity of the issue presented by this poster that was strategically placed in Washington DC’s Union Station is not in question. What is in question is whether or not PCRM should be allowed to use President Obama’s daughters to make a point.
Now that the posters are up and now that they have made national news, I don’t think that there is anything that can be done. The bell has rung, and it cannot be undone. If the posters come down today, in a week or in a year, PCRM succeeded in their mission to raise the level of concern over what our students are eating in the school cafeteria each day. As a matter of fact PCRM’s public relations department can actually be applauded for their ability to raise concern about the school lunch issue. It only cost them $20,000.00 to see these posters go from the walls of Union Station to every home with a networked computer in the country, and around the world. This was actually a front page story on Yahoo.com just yesterday.
Recent changes to our school district’s wellness policy resulted in our students being provided low-fat and non-sugar packed foods. Our “Five a Day” buffet provides students with access to fresh vegetables, and carbonated soft drinks are a no-no in our vending machines. I should also note that a good portion of our students’ health curriculum is dedicated to the benefits of healthy eating, proper hydration, and exercise. We are proud of our efforts to teach our students the benefits of a healthy lifestyle, but we know that the healthy lifestyle has challenges.
First (and sadly), healthier foods are more expensive than their non-healthy counterparts. This is true in school, in the grocery store, and in restaurants. Just compare the cost of a twelve pack of cola to a gallon of milk, or the cost of a McDonald’s Extra Value Meal (Super Sized) to the cost of one single container of blackberries at Hannaford’s. Since our wellness policy has been implemented we have raised the price of our school lunches once and are doing all that we can to NOT raise the price again. While engaged in this effort, food prices continue to rise.
Second, many adolescents prefer the unhealthy, sugar packed, processed foods over the healthy choices that we offer. Last year when we changed our chocolate chip cookies to cookies that were low-fat, many students complained. With their complaints, sales fell at the same time that our costs for food shot up. This year we are anticipating challenges in our ability to provide our students with the healthiest options for breakfast and lunch and keeping these healthy choices as affordable as possible for our families. PCRM made a good point, and perhaps with the President’s attention something will be done to assist us in our endeavor to give our students high quality, low cost meals.
Now that the posters are up and now that they have made national news, I don’t think that there is anything that can be done. The bell has rung, and it cannot be undone. If the posters come down today, in a week or in a year, PCRM succeeded in their mission to raise the level of concern over what our students are eating in the school cafeteria each day. As a matter of fact PCRM’s public relations department can actually be applauded for their ability to raise concern about the school lunch issue. It only cost them $20,000.00 to see these posters go from the walls of Union Station to every home with a networked computer in the country, and around the world. This was actually a front page story on Yahoo.com just yesterday.
Recent changes to our school district’s wellness policy resulted in our students being provided low-fat and non-sugar packed foods. Our “Five a Day” buffet provides students with access to fresh vegetables, and carbonated soft drinks are a no-no in our vending machines. I should also note that a good portion of our students’ health curriculum is dedicated to the benefits of healthy eating, proper hydration, and exercise. We are proud of our efforts to teach our students the benefits of a healthy lifestyle, but we know that the healthy lifestyle has challenges.
First (and sadly), healthier foods are more expensive than their non-healthy counterparts. This is true in school, in the grocery store, and in restaurants. Just compare the cost of a twelve pack of cola to a gallon of milk, or the cost of a McDonald’s Extra Value Meal (Super Sized) to the cost of one single container of blackberries at Hannaford’s. Since our wellness policy has been implemented we have raised the price of our school lunches once and are doing all that we can to NOT raise the price again. While engaged in this effort, food prices continue to rise.
Second, many adolescents prefer the unhealthy, sugar packed, processed foods over the healthy choices that we offer. Last year when we changed our chocolate chip cookies to cookies that were low-fat, many students complained. With their complaints, sales fell at the same time that our costs for food shot up. This year we are anticipating challenges in our ability to provide our students with the healthiest options for breakfast and lunch and keeping these healthy choices as affordable as possible for our families. PCRM made a good point, and perhaps with the President’s attention something will be done to assist us in our endeavor to give our students high quality, low cost meals.
Tuesday, August 11, 2009
Curbing Student Discipline Problems: The Paul Simon Way
At this time each year school administrators meet with students who for one reason or another did not finish the prior school year. Reasons for students choosing not to complete a school year may vary. Teen pregnancy and other personal reasons for drop out loom and there is always the possibility of illness, but at the high school level it is most common to see students not finish a school year due to some serious disciplinary issue that has taken place. Naturally, discipline is a HUGE topic in public schools today. For today’s post, Paul Simon helped me put together a few points that can help parents and teachers set the stage for success for our students with regard to discipline. Hopefully these tactics contribute to a better school year for all of our students. Take a look:
You Don’t Have to Discuss Much
Every teacher and every parent has a different way of doing business with their students and with their children. The school has consistent rules for student behavior, and yet in this structure, every classroom is different. Parents and teachers alike must have consistent rules, approaches, and even goals and rewards each day. Students find change or unpredictability puzzling, and may test limits or boundaries to see how far they can go with different adults. (Remember the saying, "If mom says no, then just go ask dad?)
When I Was a Little Boy, and the Devil Would Call My Name
Often when students are engaging in behaviors counterproductive to learning, adults just react. Rarely does one ask him or herself why the child is acting the way that he or she is. In a nutshell, all behavior has meaning – and it is done for a reason. Teachers and parents have to operate with the understanding that adolescents don’t just “do” things (nor are they caused by some supreme spirit of evil). Rather, they act in accordance with what they believe is happening at whatever moment that they are in. Understanding why a student or child acts in a certain way can bring us closer to figuring out what problem he or she is really facing. When that problem is confronted appropriately, we are more likely to stop the negative behaviors.
Make a New Plan, Stan
Parents and teachers should stay out of power struggles with adolescents. Conflicts should be chosen very carefully, and once one of these “battles” has been appropriately chosen, the Adult must have the final say. Always! This tactic should be used in NON-NEGOTIABLE situations that deal with serious topics such as safety and healthy choices. If an issue is important, experts indicate it's vital that an adult not cave and give in to a child any passes or “just this once” opportunities. Just as I mentioned with consistency above, if you do this, then every time this issue comes up again, your child might think you will change your mind.
She Gets Down on Her Knees and Hugs Me
Negative behavior is the easiest to focus on, but don’t forget to praise the positive behavior in our students. When students are doing exactly what they are supposed to do and are living up to their expectations it is a common blunder for adults not to notice. A high five from a teacher, a hug from a parent, or a simple statement like, “ I am really impressed that you got your homework done early tonight” provides adolescents with much needed praise. It serves to raise their self-esteem, and is likely to cause that great behavior to happen again.
Be Cool Fool (not Paul Simon, but it fits)
I’ve learned that adolescents often enjoy seeing a rise out of their teachers and that some students have actually viewed their teachers losing their cool as a victory for them, even when they are in trouble. ALWAYS keep calm and in control, and if necessary, you can even tell your student or child that you will talk to them later after you have had time to digest the situation. Responding emotionally rarely, if ever creates a successful situation for a child. Some kids will even take advantage of a stressed out, mad, or emotional adult; so never give them this opportunity. If you do mess up, learn from the experience, and take another measure to keep yourself calm, cool and collected the next time.
I added to the bottom of this blog a website that provides access to dozens of other websites that provide parents and teachers with information about how to help their children and students be successful in school.
http://www.internet4classrooms.com/parents.htm
You Don’t Have to Discuss Much
Every teacher and every parent has a different way of doing business with their students and with their children. The school has consistent rules for student behavior, and yet in this structure, every classroom is different. Parents and teachers alike must have consistent rules, approaches, and even goals and rewards each day. Students find change or unpredictability puzzling, and may test limits or boundaries to see how far they can go with different adults. (Remember the saying, "If mom says no, then just go ask dad?)
When I Was a Little Boy, and the Devil Would Call My Name
Often when students are engaging in behaviors counterproductive to learning, adults just react. Rarely does one ask him or herself why the child is acting the way that he or she is. In a nutshell, all behavior has meaning – and it is done for a reason. Teachers and parents have to operate with the understanding that adolescents don’t just “do” things (nor are they caused by some supreme spirit of evil). Rather, they act in accordance with what they believe is happening at whatever moment that they are in. Understanding why a student or child acts in a certain way can bring us closer to figuring out what problem he or she is really facing. When that problem is confronted appropriately, we are more likely to stop the negative behaviors.
Make a New Plan, Stan
Parents and teachers should stay out of power struggles with adolescents. Conflicts should be chosen very carefully, and once one of these “battles” has been appropriately chosen, the Adult must have the final say. Always! This tactic should be used in NON-NEGOTIABLE situations that deal with serious topics such as safety and healthy choices. If an issue is important, experts indicate it's vital that an adult not cave and give in to a child any passes or “just this once” opportunities. Just as I mentioned with consistency above, if you do this, then every time this issue comes up again, your child might think you will change your mind.
She Gets Down on Her Knees and Hugs Me
Negative behavior is the easiest to focus on, but don’t forget to praise the positive behavior in our students. When students are doing exactly what they are supposed to do and are living up to their expectations it is a common blunder for adults not to notice. A high five from a teacher, a hug from a parent, or a simple statement like, “ I am really impressed that you got your homework done early tonight” provides adolescents with much needed praise. It serves to raise their self-esteem, and is likely to cause that great behavior to happen again.
Be Cool Fool (not Paul Simon, but it fits)
I’ve learned that adolescents often enjoy seeing a rise out of their teachers and that some students have actually viewed their teachers losing their cool as a victory for them, even when they are in trouble. ALWAYS keep calm and in control, and if necessary, you can even tell your student or child that you will talk to them later after you have had time to digest the situation. Responding emotionally rarely, if ever creates a successful situation for a child. Some kids will even take advantage of a stressed out, mad, or emotional adult; so never give them this opportunity. If you do mess up, learn from the experience, and take another measure to keep yourself calm, cool and collected the next time.
I added to the bottom of this blog a website that provides access to dozens of other websites that provide parents and teachers with information about how to help their children and students be successful in school.
http://www.internet4classrooms.com/parents.htm
Monday, August 10, 2009
Community Connections: Getting New Employees Acquainted
We are happy to have hired twelve new employees to fill instructional and support positions for the 2009 – 2010 school year. At Ralph C. Mahar, the new employees’ orientation takes place around this time each August. To begin the orientation this morning I boarded a school bus with our twelve new hires, our Curriculum Coordinator, our Principal, and State Representative Chris Donelan. Mr. Donelan took on the role of tour guide as we took an hour and a half to drive around the four towns that make up our regional school district.
The purpose of this trip was for our new employees to get a first hand look at our area, the neighborhoods that our students live in, and an understanding of the deep admiration that those who live in these parts of Massachusetts have for the outdoors. They were also surprised to learn that some of our students sit on their busses for up to an hour each way to get to and from school each day. They had the opportunity to ask questions and truly become familiar with our demographics.
During my recent studies at UMASS I learned the importance of educators’ connections with the communities in which they work to educate our youth. In the book Funds of Knowledge the author provides readers with this understanding by reporting on a project in which teachers actually interviewed parents, students, and families in their homes. This activity proved to help the teachers be better at educating their students because of their deeper understanding of their students’ backgrounds. The interviews also provided students and parents with the sense that the teachers truly cared about them, which resulted in better relationships and increased support for learning and for the schools.
Activities such as the one that we engaged in today and those that call upon educators to be connected to parents and families will pay off huge dividends in the classroom. Any one of the professionals on the bus today can now talk to students about the fishing docks at Gate 31, the Quabbin Reservoir, Lake Mattawa, or the five elementary schools that we stopped in front of. This effort for our school to build strong relationships with the community is something that you can expect from me and from our administration on a continuous basis this year, and in the years that follow.
The purpose of this trip was for our new employees to get a first hand look at our area, the neighborhoods that our students live in, and an understanding of the deep admiration that those who live in these parts of Massachusetts have for the outdoors. They were also surprised to learn that some of our students sit on their busses for up to an hour each way to get to and from school each day. They had the opportunity to ask questions and truly become familiar with our demographics.
During my recent studies at UMASS I learned the importance of educators’ connections with the communities in which they work to educate our youth. In the book Funds of Knowledge the author provides readers with this understanding by reporting on a project in which teachers actually interviewed parents, students, and families in their homes. This activity proved to help the teachers be better at educating their students because of their deeper understanding of their students’ backgrounds. The interviews also provided students and parents with the sense that the teachers truly cared about them, which resulted in better relationships and increased support for learning and for the schools.
Activities such as the one that we engaged in today and those that call upon educators to be connected to parents and families will pay off huge dividends in the classroom. Any one of the professionals on the bus today can now talk to students about the fishing docks at Gate 31, the Quabbin Reservoir, Lake Mattawa, or the five elementary schools that we stopped in front of. This effort for our school to build strong relationships with the community is something that you can expect from me and from our administration on a continuous basis this year, and in the years that follow.
Friday, August 7, 2009
Cyber Bullies, Cyber Predators, and Hackers!
What started as a brief introduction to the technology that I am using to communicate with all of you has become a four day technology theme. I started teaching in the mid 90’s and since that time have witnessed first hand how machinery has revolutionized classrooms and the communication system of the school. If you think about this, you might reflect on how the same technology has changed your workplace and/or your home.
The number one tool of our time is the Internet. The majority of our students have access to this information superhighway in their homes, and those who do not are likely to get access at the home of a peer, family member, or in a public place that offers such service (school or library). Over the last couple of days I have indicated how wonderful the new innovations are for us, and yesterday alluded to the fact that even though these tools can be good – that there may be downsides.
Like any communication tool, the internet works two ways. Just as easy as you can access information on the net, so to can someone obtain information from you, about you, or even worse, obtain information from your children. Sadly, there are people out there who are using the Internet to do despicable things and anyone who provides his or her child with access to the Internet needs to be aware of the dangers. Do you know what Cyber Bullies, Cyber Predators, or Hackers are?
In our district we have elaborate technology in place to keep our students and our computer network safe from Internet wrong doers. We also have software that does not allow our students to access inappropriate material that can be viewed on the web. Often, the home computer is not outfitted with software sophisticated enough to stop someone who intends to do harm. I encourage parents and guardians to take a few minutes to look over the websites that I have added below. These sites will provide you with information that you can use to keep your children, your computers, and your homes safe from those who are out there using the Internet as a means to do harm.
http://websafety4kids.org/index.php
http://www.fbi.gov/publications/pguide/pguidee.htm
The number one tool of our time is the Internet. The majority of our students have access to this information superhighway in their homes, and those who do not are likely to get access at the home of a peer, family member, or in a public place that offers such service (school or library). Over the last couple of days I have indicated how wonderful the new innovations are for us, and yesterday alluded to the fact that even though these tools can be good – that there may be downsides.
Like any communication tool, the internet works two ways. Just as easy as you can access information on the net, so to can someone obtain information from you, about you, or even worse, obtain information from your children. Sadly, there are people out there who are using the Internet to do despicable things and anyone who provides his or her child with access to the Internet needs to be aware of the dangers. Do you know what Cyber Bullies, Cyber Predators, or Hackers are?
In our district we have elaborate technology in place to keep our students and our computer network safe from Internet wrong doers. We also have software that does not allow our students to access inappropriate material that can be viewed on the web. Often, the home computer is not outfitted with software sophisticated enough to stop someone who intends to do harm. I encourage parents and guardians to take a few minutes to look over the websites that I have added below. These sites will provide you with information that you can use to keep your children, your computers, and your homes safe from those who are out there using the Internet as a means to do harm.
http://websafety4kids.org/index.php
http://www.fbi.gov/publications/pguide/pguidee.htm
Thursday, August 6, 2009
Texting 101
As the popularity of text messaging has grown, text related issues have presented themselves in business meetings and on the roads all across the country. If you have ever had a meeting with someone who is looking at his or her phone, you know what I am talking about. And not long after many states have instituted cell phone bans for drivers, many state legislatures are now considering reworking the language of these laws to also outlaw texting while driving. The text message has presented unique challenges for teachers and administrators in public schools, Ralph C. Mahar being one of them.
As youngsters many of us have written notes to peers and handed them off in between classes, so the desire for adolescents to constantly communicate with one another is known to us. Now with texts however, students can communicate with one another both immediately and silently. As a matter of fact, the advanced “texter” will actually communicate with multiple people at the same time. The text message has quickly become the primary mode of communication among many adolescents and teens.
The recent innovation of Apple’s “I-Pod Touch” has provided students with the ability to send messages without the need for cellular phone service. The “I-Pod Touch” doesn’t allow users the ability to make phone calls, but E-mail and text messaging are available through its programming and other programs that are available for download. Cellular phones, the new Apple products, the Blackberry, and computer instant messaging software has revolutionized communication not only among teens, but for all of those who are willing try the new technology.
Perhaps you are not a “texter” or you haven’t explored its benefits. With texting you can communicate in your own time without dialing or delivering the usual unwritten rules of telephone etiquette. Without a hello and without a goodbye you can send and receive messages in your own time. The only challenge you will face is in learning what seems to be a new language. Below, I included a link to a website that I found that can help you become an efficient “texter” or if need be, help you to interpret the language that your children may be speaking, unbeknownst to you.
http://knol.google.com/k/anonymous/how-to-understand-your-kids-text/hrlb64ddr57w/33#
As youngsters many of us have written notes to peers and handed them off in between classes, so the desire for adolescents to constantly communicate with one another is known to us. Now with texts however, students can communicate with one another both immediately and silently. As a matter of fact, the advanced “texter” will actually communicate with multiple people at the same time. The text message has quickly become the primary mode of communication among many adolescents and teens.
The recent innovation of Apple’s “I-Pod Touch” has provided students with the ability to send messages without the need for cellular phone service. The “I-Pod Touch” doesn’t allow users the ability to make phone calls, but E-mail and text messaging are available through its programming and other programs that are available for download. Cellular phones, the new Apple products, the Blackberry, and computer instant messaging software has revolutionized communication not only among teens, but for all of those who are willing try the new technology.
Perhaps you are not a “texter” or you haven’t explored its benefits. With texting you can communicate in your own time without dialing or delivering the usual unwritten rules of telephone etiquette. Without a hello and without a goodbye you can send and receive messages in your own time. The only challenge you will face is in learning what seems to be a new language. Below, I included a link to a website that I found that can help you become an efficient “texter” or if need be, help you to interpret the language that your children may be speaking, unbeknownst to you.
http://knol.google.com/k/anonymous/how-to-understand-your-kids-text/hrlb64ddr57w/33#
Wednesday, August 5, 2009
Embracing Technology: U2 Style
Most of our district’s parents and teachers can recall the days before the remote control, cordless phone, and word processor. I have had conversations with students who find it hard to believe that as children we actually had to get up and walk to the television to change the channel, that we were attached to our “non-button” phones by a cord, and that our spell check was a book of more than 1,000 pages called a Dictionary. As educators, parents and guardians it is important that we recognize how significant new technologies are in the both the academic and social lives of our students.
When I was a child I don’t recall my parents having any difficulty with new technology in my life or the lives of my siblings. We made quick transitions from the dial phone to the one with buttons and from the phone with the cord to the cordless. The microwave oven provided my mother with added convenience, and I know that my father was more than pleased with the innovation of the remote control. I do recall however, that my parents were less than pleased with my choice of music – particularly since I was often dialed in on my AM/FM Sony Walkman that my father did not like attached “directly to my brain.” So in honor of my parents let’s take a look at two of the latest technologies that impact our lives and the lives of our students through the eyes U2’s lead singer, Bono:
Where the Streets Have No Name
Long before there was mapquest.com we had to know how to get someplace before we actually could go there. We may have had to consult a map, or perhaps another person who knew the area. Often before the days of telephone automation, we could actually call a store and ask for directions on how to get there. Mapquest.com in and of itself is amazing, but guess what…it is already outdated. And for those of us who have portable GPS units in our cars…too late. It appears as though we too are behind the times. Most new “Smartphones” come with a GPS application already installed. These new programs not only give driving directions, but they can also provide walking directions that come in handy in America’s large metropolitan areas. A simple touch of the screen reveals a blinking dot on a map, not unlike the “You are here” dot on the map of your local shopping mall. Our students truly can navigate through a place where the “streets have no name.”
I Still Haven’t Found What I’m Looking For
When I was a student at Buffalo State College I remember that in order to write a research paper I actually had to go into a room and scan large green books that told me which smaller publications to seek out in another room. I recall the long drawers of cards that used the Dewey Decimal System so that I may find reference, fiction, and non-fiction books. I also recall the frustration of trying to locate a book that just was not there. Today’s student can find whatever he or she needs on a networked computer, and that is a fact. Just for the fun of it, last night I typed “quadratic formula” and then “Ohm’s Law” into the YouTube.com search box. In both cases I found step-by-step previously recorded lessons on each topic. When I was a student if I couldn’t find what I was looking for, I may have had to drive to a different library. If our students can’t find what they are looking for on YouTube.com, they might have to go to Google.com, Bing.com, or in a pinch, EbscoHost.com.
Bono might say that a student who is playing “Dance Dance Revolution” on his or her Wii, PlayStation, or X-Box is Running to Stand Still. He might tell parents that text messages, E-mails, Blogs, Tweets, and Facebooking will happen With or Without You. Bono may even offer a warning to some parents not to Trip Through Your Wires, since wires also seem to be a thing of days gone by. If Bono ever were to make such statements, I would be with him. I believe that our Desire to use technology to meet the needs of our students just might constitute a Beautiful Day in their eyes.
When I was a child I don’t recall my parents having any difficulty with new technology in my life or the lives of my siblings. We made quick transitions from the dial phone to the one with buttons and from the phone with the cord to the cordless. The microwave oven provided my mother with added convenience, and I know that my father was more than pleased with the innovation of the remote control. I do recall however, that my parents were less than pleased with my choice of music – particularly since I was often dialed in on my AM/FM Sony Walkman that my father did not like attached “directly to my brain.” So in honor of my parents let’s take a look at two of the latest technologies that impact our lives and the lives of our students through the eyes U2’s lead singer, Bono:
Where the Streets Have No Name
Long before there was mapquest.com we had to know how to get someplace before we actually could go there. We may have had to consult a map, or perhaps another person who knew the area. Often before the days of telephone automation, we could actually call a store and ask for directions on how to get there. Mapquest.com in and of itself is amazing, but guess what…it is already outdated. And for those of us who have portable GPS units in our cars…too late. It appears as though we too are behind the times. Most new “Smartphones” come with a GPS application already installed. These new programs not only give driving directions, but they can also provide walking directions that come in handy in America’s large metropolitan areas. A simple touch of the screen reveals a blinking dot on a map, not unlike the “You are here” dot on the map of your local shopping mall. Our students truly can navigate through a place where the “streets have no name.”
I Still Haven’t Found What I’m Looking For
When I was a student at Buffalo State College I remember that in order to write a research paper I actually had to go into a room and scan large green books that told me which smaller publications to seek out in another room. I recall the long drawers of cards that used the Dewey Decimal System so that I may find reference, fiction, and non-fiction books. I also recall the frustration of trying to locate a book that just was not there. Today’s student can find whatever he or she needs on a networked computer, and that is a fact. Just for the fun of it, last night I typed “quadratic formula” and then “Ohm’s Law” into the YouTube.com search box. In both cases I found step-by-step previously recorded lessons on each topic. When I was a student if I couldn’t find what I was looking for, I may have had to drive to a different library. If our students can’t find what they are looking for on YouTube.com, they might have to go to Google.com, Bing.com, or in a pinch, EbscoHost.com.
Bono might say that a student who is playing “Dance Dance Revolution” on his or her Wii, PlayStation, or X-Box is Running to Stand Still. He might tell parents that text messages, E-mails, Blogs, Tweets, and Facebooking will happen With or Without You. Bono may even offer a warning to some parents not to Trip Through Your Wires, since wires also seem to be a thing of days gone by. If Bono ever were to make such statements, I would be with him. I believe that our Desire to use technology to meet the needs of our students just might constitute a Beautiful Day in their eyes.
Tuesday, August 4, 2009
Welcome to the Superintendent's Blog
While parents and teachers continue to be astounded by the latest technological wizardry of our time, our students are uncovering new ways to utilize these enhancements in their daily lives. The Nintendo Wii and Apple’s latest 3GS I-Phone are just two examples of how the computer age has taken hold of both entertainment and communication in our lives. For many of us, keeping up with these gadgets and the language that is associated with them has been nothing short of challenging. Take a look at this list of words to see if you can identify their meaning or their supporting technology:
· Tweet
· SMS
· MMS
· Facebook
· Blog
· IM
· Wiki
If you don’t know what these terms mean, have no fear - for you are not alone. If you are reading this post however, you have already taken a step in the right direction. Whether you know it or not you are now participating in a “blog.” Since I am the one who is keeping and updating this site, I am the “blogger.” Thank you for visiting and reading my very first post.
I have created this forum as an enhancement to the school district’s communication system as we know it. All too often the communication from the school to the parent is one way – we tell you something that you need to know. Rarely are you given the opportunity to share your thoughts, provide feedback, ask questions, or engage in other meaningful dialogue about your school community. Parents, students, teachers, and community members can now interact with me and with one another on this site about issues that face our school community, news, events, and are free to share their ideas about our district. I look forward to blogging with all of you.
· Tweet
· SMS
· MMS
· Blog
· IM
· Wiki
If you don’t know what these terms mean, have no fear - for you are not alone. If you are reading this post however, you have already taken a step in the right direction. Whether you know it or not you are now participating in a “blog.” Since I am the one who is keeping and updating this site, I am the “blogger.” Thank you for visiting and reading my very first post.
I have created this forum as an enhancement to the school district’s communication system as we know it. All too often the communication from the school to the parent is one way – we tell you something that you need to know. Rarely are you given the opportunity to share your thoughts, provide feedback, ask questions, or engage in other meaningful dialogue about your school community. Parents, students, teachers, and community members can now interact with me and with one another on this site about issues that face our school community, news, events, and are free to share their ideas about our district. I look forward to blogging with all of you.
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