MonJun29


 * Monday, June 29, 2009**

7:13 a.m. I'm planning on attending the "Fighting Dragons with Authentic Assessments" session in the Porter's closet of the Hyatt at 9:00 a.m. I'll let people know how it was -- Dan
 * Sample Entry:**

I'm planning to hit the following sessions:
 * Pre-Conference Gameplan**
 * Keynote with McNulty (you guys should go to the Daggett presentation)
 * 76- Leading Change in High Schools (Good one for Monique as well?)
 * 84-Leadership for RRR
 * 1- Components of excellence
 * 87- Brain Research & Instruction
 * 6- Changing State Regulations

Dan is planning on the following after the keynote:
 * 11 Wired
 * 48 Freshman Academy
 * 9 Power of Mindsets
 * 14 Money

Hattie is planning on the following after the keynote: Lani- I went to The Power of the Brick which was great but probably only useful for me since I am the one in the group who gets to play all day. Great thoughts about creativity and imaginaton. I will definitely pass this on to other preschool, Pre-K, and Kindergarten teachers. Lego Serious Play is a really cool tool to use in all elementary classrooms and up. I next went to Successful Practices Network but Monique was also there so I went to Reading Strategies. Not too helpful. The third session I went to was Perseverance to Graduate. Very good speakers sharing their experiences. They don't have a separate tech school, they do tech education as part of their regular 11 and 12 curriculum. I'll finish later.
 * 7 The First Days of School (2 Sessions Long)
 * 53 Co-teaching
 * 65 Persevere to Graduate
 * Conference Reporting**

Session 7: **The First Days of School** with Dr. Harry Wong

My first impression of this super-crowded presentation (during which I sat on the floor and could not see Dr. Wong) was that the presenter was either a bit of a used-car salesman or an absolute rock star. To my surprise and pleasure, he is the Mick Jagger of professional development. When the session started and the announcer mentioned several times that __only__ 200 copies of Dr. Wong's book //The First Days of School: How to be an Effective Teacher// would be on sale after the presentation, I was thinking that I would not be caught in madness of attempting to break through that impossible line. I figured I'd see if it was on amazon or if I could get it through interlibrary loan. By the (almost) end of the session, I was literally sprinting to the already-formed line and soon held my very own copy securely in my hands.

Why the sudden education conference induced craze? Because this guy knows what he's talking about. For real. His ideas and strategies for "designing" the first days of school make sense and are relatively easy with a little time and effort. I know that time is the exact thing we're short on, but I really think that the ideas Wong expressed in his session and (probably) in his book will help to create a structure and an environment where learning can happen right out of the gate, so to speak. I am not a note taker, but I ended this session with four pages of furious, idea-laden scribble. I even found myself wishing that I was home so that I could go and set up my syllabus and classroom for the fall. (Then I walked outside in the gorgeous Atlanta sun and the feeling fortunately dissipated.)

I thought that I would type out some notes here from the presentation, but I think that I may need to collect my thoughts a little before I start to unravel the craziness that is my note-taking. If any of you would like to take a look at the book you're welcome to, and I'll probably have it read a couple of weeks before school starts if you'd like to borrow it.



Brief notes on sessions Glenn attended are as follows:
 * Keynote with McNulty- Very good presentation. Ray spoke about the Challenge being complex - recommends fewer, clearer and more rigorous standards. The 'Net' Generation is very different, yet we teach them the same. When we assess students, what teachers and states think are important do not line-up with what business and industry think are important. Good video of Nobel Prize winning scientist. Says that Motivation is the key ingredient to success in learning. (No one taught kids how to use cell phones, but they all can!) Recommends a book called 'It's not us against them'. By 2019 50% of high school courses will be done on line. We need to lead, adapt and be innovative and creative. Paul McCartney and George Harrison both failed high school music course. The Tupilo Glee Club didn't except Elvis. "in the beginners mind there are many possibilities, in the experts mind there are few." "All children are born artists -the hard part is keeping them that way". Teachers need to keep education fun for students."No silver bullet"
 * 6- Leading Change in High Schools. This was just "okay'". Spoke about the 'triangle of change'. Promotes a kit for change.Covered the quadrant D for school leadership. Uses the four quadrants to cover Authoritative style (A) to Collaborative (B) to Visionary (C) and finally Adaptive (D).
 * 84-Leadership for RRR -Decided to go to **10-Brian Research** instead. Good decision, this was a great presentation. It will be repeated at 2:00 on Tuesday if anyone is still looking for a session. It was presented by your grandmother, but she was very energetic and enthusiastic. Asks to consider the four most expensive items in schools, Personnel, textbooks, copiers & paper and testing. She says we could do without most textbooks and worksheets teachers use. One of the first words kids learn to say is "why?" and "How come?" That goes away when they get into our schools. She showed a really cool rock climbing video. Reviewed brain principals. She talked about building brain capacity. "The greater the choice how we demonstrate understanding, the wider the possibility of attainment" Why do we say that children should "work toward their potential" when no one knows what their potential is? She expressed a concern that we start and stop student learnig all day with a bell schedule. She recommends programs last for longer time periods rather then short every day periods. Hmmm? She said teachers should tell students why they chose to teach what they teach - give thier passion. Importance of fitness to help learning. Recommends a 'health club approach to PE.


 * 1- Components of excellence. This session was too full to get a seat and it was the same Bill Daggett presentation I've heard. So I left and went to the last part of **77 Student Engagement**. This was more interesting then I thought it would be. It did have a little about selling a kit, but it also had some interesting points. Spoke about grading (don't use grades as a reward or punishment, inform students in advance, use separte system for behavior, incomplete rather then zeros, etc. The two best parts were right at the end. A neat video on a person that makes paintings and sculptures that are smaller the the eye of a needle! It was incredible. The person couldn't read or write and started this because his teachers always made him feel small. He just sold his collection for 20 million dollars! The second interesting thing was a walk through checklist for student engagement. I want to compare this with Monique's iwalk through.


 * 87- Brain Research & Instruction. Changed to session **59- Highly Effective Teaching**. I found this session was similar to the session on Brain research. They discussed the learning principles. Some interesting points; "Needs to be an absence of threat to learn", Enriched environment, movement - I found this to be interesting.. meaningful content, collaboration and cooperative learning, choices and immediate feedback. They spoke about pattern - what we want students to learn and Program - what do you want students to do with it? I then left that session and went to hear Dr. Wong on the First Days of School. It was interesting, but he was loosing his voice so it wasn't as powerful as it should have been.


 * **49 - High School redesign.** This session wasn't real good. It did have some good points about the book 'The Tipping Point', which I think I will read. They also spoke about the Six Secrets of Change by Fullan. They said you should watch the video called 2 million minutes (it's the approximate time students spend in school). They covered the 21 Century Skills. Data based decision making and how to keep kids engaged. They said they are still "grappling with how CTE fits in", but they believe it could be a "cornerstone to success" Big help with that. I didn't pay attention to the rest of the presentation because Monique kept talking to me.


 * 3:31 p.m. Dan's Reporting from the Corner Bakery across from the Hyatt because there isn't free Wi-Fi in the hotels which is RIDICULOUS**

Folks, I these are very stream of conscious notes on each of the sessions I've attended today. I'll put my end of the day reflection in the post conference area. Here's what I've done and seen and thought so far. I'll try to add links to the schools later. -- Dan

? = questions I'm raising for myself and others while the presenter talks

? Raised by me
 * Keynote: Bill Daggett**
 * Notes from the Bill Dagget talk

? Why are we preaching technology but not making WiFi access available for FREE to conference participants to participate in critical online discourse about these ideas? ? How does he know this? ? how many are going to be about products? ? Could he just be an extrovert who lets his mouth get ahead of his truth? ? Opening video: did he pay for rights to Van Halen, where did he get that data? did he cull it from other YouTube videos? ? If this guy has all the answers, is so respected, then WHY isn't change happening?
 * We are going to have less $
 * NCLB will be reauthorized -- called the Kennedy legistation -- Kennedy started it - Congress wants to make it his legacy
 * Session suggestion
 * changing tech, globalization
 * stop taking kids out of the arts
 * Can't apply knowledge if you don't have it -- but we let 1 and 2 become the end line instead of the midline
 * too much stuff in 1 and 2 -- overcrowded curriculum
 * We are getting better and better at 20th century education with kids we are trying to prepare for the 21st century

Why $ is going to get worse ? Is he presenting this as opinion or as fact? ? Isn't that stating the obvious? Did he have to lay out the mortgage crisis? Really? ? Is he saying we shouldn't be using money to protect jobs or is he just saying use it to improve, not maintain the system
 * relating $ to the sub-prime mortgage crisis
 * spends time explaining how the mortgage crisis happened -- This American Life did a better job explaining
 * $700 billion
 * 4 airlines are in bankruptcy -- China will have prevailing interest in those airlines when they emerge
 * show track of schools over same time as economy
 * NCLB - craps on it a little -- kinda nice to hear
 * has a daughter with mental retardation, autism, and epilepsy - thus, he's a realist, not obsessed with 100%
 * shortest school year, shortest day in the school year
 * schools are going to have less money because govt has less $
 * Fed $ should be use to stimulate long term improvement
 * First quote June 2, 2009 -- first cited data from the presentation

? According to. . .? ? If there are really, really important things to talk about -- can't you hit us with data -- and then start talking about kids, teaching, schools?
 * last recession ended in 2001
 * takes two years for the public sector to catch up to the private sector in recovery
 * this trend has continued over the last 100 years
 * 2009 recession has not ended
 * thus it is going to
 * China - number 1 purchaser of bonds
 * "They own us."
 * uses census data to look at federal $ spending
 * showing debt numbers and how the national debt breaks down -- source of data?
 * personal debt is $125,000
 * baby boomers
 * if you are 62 and in good health you will live until 87
 * they only lash out to pay for things by hitting schools
 * finally says all data is congressional budget data
 * will give us a white paper with sources -- "not from crazy think tank"


 * death of distance
 * "schools have become museums"
 * "we don't let kids have a blackberry because they might cheat" (said faceciously)


 * ICLE
 * starts pointing out sources of the work -- Gates Foundation report
 * built a filter to make sure the practices advocated are high performance/low cost
 * found out when they applied the filter, even the stuff he advocated for hardest over the years, fell in high cost/low perform; low cost/low perform, or high cost/high perform


 * professional development trumps everything

? doesn't really save - just reallocates -- flawed logic? -- look at the numbers on the powerpoint
 * look a class size example


 * focused development saves more money than what we've traditionally pushed

? How do you get control from the hands of micro-managers? How do you develop professional trust between boards, supt. and educators?
 * we have an inflexible system
 * can break staff into thirds
 * give teachers budget for a given group of kids
 * give teachers 50% of savings for how student performance goes up
 * thinking out of the box

? how do you keep depts. from being destructively competitive? unhelahty competition?
 * interdisciplinary depts.


 * La Quinta High School**

? Why? Why not have multiple voices from a school? That seems like an odd dictum. 54 hisp/39 white
 * We are not perfect
 * asked to have only one voice -- despite the fact she brought a team
 * There is a case study on the pen drive
 * highly recommends Brockton
 * 3114 students
 * over a third in IB or AP classes
 * 79% pass ela and math state tests
 * 90% pass ela and 87% math exit exam - recent
 * has increased 6 deciles on state scale of 1-10


 * looks very similar to recent MBHS in terms of where they were at beginning -- divided faculty, haves and have nots, unfocused leadership, "pretty good," test scores dropped hard in 2006

1. Using data 2. 9th grade transition year (!!!)
 * two action areas in 2005


 * did a lot with ICLE

created teacher collaboriatves
 * expanded personalize learning
 * tools for data analysis
 * focus on strong sharing leadership (31 large!)
 * focus on 9th grade
 * R & R Inst.
 * ties to community/partnerships
 * planned, focused, and sustained strategies

Personalized learning communities
 * health
 * public service
 * culinary arts
 * education pathways
 * Jr. RTC


 * interanational baccaleaureate programme


 * special ed in-class collaboration model -- special ed teacher team teach with regular ed


 * this lady is RAD -- principal -- down to earth and FUNNY -- she needs a goblet of justice though


 * Elbow talk -- problems with PLC's -- don't HAVE them (I'm sitting on periphery and just watching others -- time to network later -- reign it in)

? How is it that this school has SO many of the exact same challenges that MBHS has faced in recent times, despite a radically different student population?
 * Obstacles with Using Data in PLCs
 * too much data
 * lack of user-friendly data structures
 * many teachers lack data analysis skills
 * not enough time
 * resistance to collaboration
 * fear of losing teacher autonomy
 * fear that data will be used punitively
 * attitude of "This too shall pass . . . "

(Only had 4 general staff meetings last year) (she just explained this power point is available on the website - they are the one near palm springs -- I'll try to find it, download it, link it on the wiki and focus on questions and ideas raised)
 * 32 content teams
 * meet 3 to 4 times per month
 * structured and accountable
 * Group Norms
 * Protocols for:
 * selecting key standards
 * data analysis/goal setting


 * established online form for collaboration notes and accountability piece


 * a lot of tools for schools to borrow on their website (I'll go back to the hotel and dig in)


 * amazing -- once she said its posted online I'm copying less and focusing on the anecdotes she's sharing -- they won't translate well into notes though -- need to sit somewhere where I can do some visual notetaking at the next session


 * Just say KNOW strategy for helping with test prep using released questions -- developed by a person in her area


 * they don't let the test scores define them -- but they know the public looks at #s -- they have found ways of measuring the areas that aren't easily measured -- stretch learning (beyond minimum), student engagement ( motivation, commitment, relationships), personal skill development (leadership, positive behaviors, social skills)

? Have we used the MyVoice survey? It seems like it may be a worthwhile tool to explore to help us measure a lot of the things we value but get dismissed as not being essential because it isn't part of a NWEA or SAT measure


 * HUGE focus on freshmen
 * Freshman Seminar Course - they take the lowest achieving students and put mentor students in the class with them
 * Use READ 180 -- it's worked for them
 * developing a freshman academy where the kids travel together in a block -- makes a master schedule nightmare but they think it is worth it
 * Link Crew -- use achieving, older students as mentors and they are in the education pathway -- earning credit as education intern -- take a methodology course on how to teach (!!! something I suggested to Monique & Glenn -- but bad timing -- 2010/11? I really want to make that happen -- willing to give up Pop Culture to do it as an elective for juniors/seniors -- and Travis would be awesome at Pop Cult)
 * They use the proven teachers to work with the neediest students -- have lost teachers as a result (like me -- not to brag or nuthin', but I teach freshman and AP Lit -- too bad I'm horrific at my job)

(Having a hard time focusing now because I'm building this pre-service educator program in my head -- a combination of philosophy/history/essential pedagogy/child development - ED 101 --- ack, why does my mind do this? But... my thoughts are kinda awesome...)
 * Looks at AP from an open POV -- describes course to students but if they are motivated and want to do it, they can -- they aren't allowed to bail out in the middle
 * emphasis on doing real-world tasks
 * huge technical and career ed


 * Universal Literacy Initative that they've patterned after Brockton (going to see them on Wednesday morning -- maybe sooner -- it sounds, really, really powerful)


 * Freshmen Academy** - **Gen McLane High School, PA**


 * I'm going to try and do this visual style -- the guy has been having tech difficulties
 * 3 objectis


 * GAH! visual notetaking not working for me -- can't process fast enough -- going back to these

- every two weeks, failing students meet with the counselor until they realize it's easier to pass than to deal with being in the program (we need to fly this guy to MBHS -- he gets it and I think he and Monique would really get along) - designed to have older kids who are doing the right things help guide things
 * This school sounds a lot like MBHS in terms of demographics
 * 9th grade cohort professional development
 * made list of reluctant learners
 * developed profile on them so they could go to the middle school and find others
 * again, lots of stuff online at the website
 * references Gary Fields - 9th grade transition -- it's a universal problem
 * Fields - if you academically graduate 9th to 10th, 80% of school problems will be solved
 * academy
 * transition counselor -- dedicated to ninth graders, and works with identified eighth graders
 * added Link Crew -- boomerangproject.org -- juniors/seniors mentoring/teaching program
 * extended learning time
 * academic recovery
 * Principal's cabinet

4X4 Block Schedule

(poor guy, the mic keeps finding a dead spot)


 * the non-academic core classes all happen early in the day -- then those teachers can use the rest of the day how they believe it is best suited to making the academy work (I think -- it was tough to follow this part)


 * kids demonstrate expertise outside the school walls
 * a high percentage of time spent outside
 * 19 learning senses -- only place to do it outside
 * life changing to get kids out of the classroom and having a learning enviornment in places where they can be experts


 * turns over the mic to Pat and Bobbie -- going over a breakdown handout that should be on the site, but I have and can scan and post when I get home

(I am offically really, really glad I came on this trip) ? no young adult lit on the list except for The Car by Paulsen but that is old -- how could YAL enhance their academy?
 * intended to start small, but were approved and then had to jump in with both feet
 * veteran, traditional teachers who ended up having to challenge themselves to change the way they do things
 * they live in the snow belt -- YES -- like us -- everyone from MBHS interested in ninth grade should go hear this so they can get perspective too and it isn't just my word for it
 * their first project was an ecosystem project
 * kids liked the project because "you treated us like we were adults"
 * the units are all outlined on the handout -- she expanded but I really just listened
 * as much about process as about content -- less is more philosophy
 * whole team is 25+ year veterans -- all said it is the first time they feel like truly did interdisciplinary teaching

-- it is all about the infrastructure -- if we don't have an environment that works then what is the point? they have a system in place that allows these sorts of work to happen
 * went places in their communities to do the work -- even kids homes -- created ownership

- it is AWESOME to see educators who are super excited and they aren't bragging -- they are just enthused -- you can feel the energy isn't coming from a place of arrogance here, it is coming from pride and accomplishment -- and they are constantly crediting the other people who made this works and always bringing it back around to kids and to community

? gotta find out how their school day calendar works


 * the academy is not for all students
 * for kids who are avg. to above avg. intelligence
 * not serious behavior problems
 * BUT not succeeding -- this is established in eighth grade


 * the people in attendance are asking questions that could get answered from an email -- really irritating to not have internet access so people could IMMEDIATELY write and contact these folks
 * the scheduling is pretty hard to visualize -- I'd love an online video conference with these folks if they are willing to do so
 * he admits it isn't in q-D
 * the vocal people in the room are so cynical -- what a waste of energy and his time


 * Brockton Session** -- **Brockton High, MA**


 * Brockton Session


 * Decided to come here and see this while it was fresh instead of waiting
 * Sue is AWESOME -- funny and has a brilliant accent -- joy!
 * this school is NOT MBHS -- but we can still take a ton from this I think
 * I can't do more than say, 'COME TO THIS SESSION' -- 8 a.m. wednesday -- you need to hear her


 * getting the right people on the bus and getting the right people in the right seats -- building a leadership team


 * challenge for change - prof. dev money set aside for leadership team to be paid and meet on Saturday mornings

reading, writing, speaking, REASONING
 * What do the BEST teachers do
 * Literacy skills for all -- Universal Literacy

-- that's a major thread running through everything -- culture ? What do we do with people who don't want to subscribe to the culture? And why am I the one sitting here thinking about that? Not my job OR is it part of my job because I am invested and care and want us working together to make the school better no matter whose job descrip. it is? Yay that we have a unifier like Monique.
 * "it's all about the culture -- it has to be part of the culture"

"Put all your negative folks together in a group so they don't spread their toxic fumes."

1st and third thursdays for staff days

Active Reading Strategies -- it is common and standard BUT the standardization is not deal-breaker -- circle, underline -- it isn't tied to approach, it isn't tied to philosophy


 * they have a whole core literacy piece to teach ALL students -- focusing on habits of mind and academic thinking -- but don't start it until into the 2nd or 3rd week so kids are there (worry about attendance and kids not getting into school right at the start)

- older folks would know what is happening -- people who traditionally vote against the budget -- parents get to hear good stuff
 * GET ON THE RADIO!! She goes on every week and does a five-minute bit about what's happening at the high school each week -- how awesome would that be on WKTJ?

-- An AMAZING session; Leanne Condon -- now in 52 -- talked about taking a group down to Brockton to see the school in action -- if that happens I'd like a team from MBHS to piggy back if we can.

Monique's brief notes:

Bill Daggett: Good energy, good messages, but too long winded on the housing crisis.

Leading change in HS: A bit of a sales pitch for their "tool kit", but a few memorable quotes: "Know your kids." "Sustain professional development." "Take your students where they are and strive for improvement." "Start with those teachers who are ready for change. Don't try for buy in from all at the start."

Successful Practices Network: Another sales pitch. I went because I was curious about the resources available for our interdisciplinary work. I did not leave with anything specific, but if one of their consultants could work with our staff in a sustained way, that could be helpful. I have questions about gold seal lessons. Also, I am hopeful that we can work integrated/interdisciplinary teaching into what we are already doing, instead of having it as a new initiative.

Small Learning Communities: Best presentation by far. Not polished and honest. It sounds like we could learn from the structure of this school, particularly as we move into the new building. The AP and Lead Teacher spoke about the dramatically improved graduation rate, as well as really knowing their kids. It is a school of 1600 broken into four small (400 students) schools with themes: Early College, Technology, Arts, and Health Sciences. Students stay in school because they feel connected. This structure made me think of what is proposed for our new building. I could easily see MBHS and FTC working together in a similar structure, though I don't think we would go as far as being two distinct schools, sharing only the gym and extra-curriculars. Strong advisory program. Looking toward what will hook kids into learning. Increased grad rates and strong relationships between teachers and students. Two strong take away messages: 1. Know your students; 2. Call it a graduation team, not a drop out prevention committee.

High School Redesign: Presentation was a bit boring. The process of this HS's redesign sounded like the visioning process for the new building. Lots of parent, staff, student, and community involvement as they work toward what they want their HS to be. They use the rigor and relevance framework, and work towards quadrant D lessons. I would be interested in the virtual tours that they created of 10 model schools. Apparently, there are briefs on what models schools are doing, but not virtual tours. Wonder if she would share? First off, It is great being in Atlanta. I love the architecture and the blue sky and the team of folks I am with. Now on a more professional note: the conference. One word keeps coming back to me and it is relationships. This refers to the ones we build with our students and with our colleagues. It is probably the most important factor in what we do. If the relationships are allowed to grow and develop, positive growth and change will naturally occur. We are doing a lot at MB that fosters this growth. Meeting kids in the morning, hanging with them at lunch and establishing safety nets, are some of the few. In the sessions I heard about ways to keep kids in school and co-teaching opportunities to assist in creating learning environments where all students can benefit from team teaching and co-teaching situations. I was particularly interested in the co-teaching models where sped teachers team up with content specific teachers. New York, Brockton, Mass and many high schools around the US are seeing lots of growth with their sped students and their frustrated learners because they have implemented this model. There is quite an extensive list of training scenarios that are necessary to the effectiveness of this model. It is a shared responsibility between all stakeholders, especially the team of teachers. Larry Gloecker, the executive director of the Special Education Institute, spear heads this initiative.
 * **Karen Cyr reports from a beautiful room in the Hyatt Place**


 * Post Conference Reporting**


 * Here's the link to the materials from the conference session** []