Still in School...

A few weeks ago my youngest child asked how come I still have to go to school...even with no students, much is happening over the summer months.

At North we have a wide variety of summer construction projects, including: asbestos abatement, window replacement, locker replacement, facade work, and ceiling and lighting replacement. Some have asked how we are able to afford these projects at a time of budget cuts. The district has what is called a sinking fund, approved by voters, that is money to be used for specific purposes that are primarily "bricks and mortar". In other words, this fund pays for ongoing repairs and replacements that are necessary maintenance to the district's buildings. Visitors to North will see that the majority of "B" building is under construction.

In addition to construction, we have interviewed and hired a new teacher of Chinese - Alethea Gurabhardi comes to us from Farmington Harrison High School, and will take over the Chinese program at North, South and Parcells. She formerly lived in Taiwan, but is a native English speaker with a wealth of experience. We're very excited about her addition to our staff.

The summer months give principals an opportunity to review achievement data, further develop implementation plans for school improvement, and prepare staff development activities for the fall. We are working on a very tight timeline for the installation of technology including SMART boards, projectors, sound systems, and a variety of hardware and software pieces. There will be a necessary training schedule associated with this work that has to be planned.

If you have questions regarding grades, schedules, enrollment / registration, or anything related to North, we are here in the office all summer to assist! As I told my youngest in response to her question - school's never out for the principals...

Things Every Graduate Should Know...

The Grosse Pointe North Graduation went very well tonight despite the inclement weather that forced us inside. We have much to be proud of with the Class of 2009. Below is my commencement address for tonight's ceremony, entitled Ten Things Every Graduate Should Know. Congratulations Class of 2009!

Good Evening Parents and Families, Colleagues, Members of the Board of Education, and, most importantly, Graduates,


I know that when you thought about this night, and its importance in your life, this step on your road to freedom – breaking the chains of high school, this celebration of transition from one phase of your life to another, it’s unlikely that any of you thought, “I can’t wait for Mr. Bearden’s speech. That’s going to be awesome!” Graduation speeches are often not that memorable because they are full of clichés and tired quotes. In fact, in Florida last week, a student named Jem Lugo at Springstead High School had her graduation speech censored because it was too original. That’s right – not enough clichés!

Her speech originally started, "Nobody in speeches ever tells you what you actually need to know in life. They stand up here and gush about these lofty, inspirational concepts that are supposed to make you feel all warm and gooey inside” … Now I don’t know what her speech was going to include that her principal found offensive, but I like her concept. Let’s talk about ten things that you really need to know – Kind of like Letterman’s Top Ten List. To help me out, I would like to ask Josh Franklin and Sean Ireland to come on up to the stage.

1. Everything counts – In life you can’t drop a course and re-take it because you don’t like your grade. Everything counts. There are no “re-dos”. Those spring break pictures you posted on Facebook– they can come back to haunt you.
2. You will make mistakes – you’ll screw up. You won’t be judged by the mistakes as much as by how you react to them. If you trip over the steps on the way up to get your diploma, laugh at yourself, and handle it with grace.
3. There is no such thing as normal any more. In New York City a guy who calls himself the Naked Cowboy parades around Times Square wearing a pair of white jockey shorts and cowboy boots and in New York that’s accepted – in Detroit we buy dead octopi and throw them from the crowd on to ice at hockey games, and everyone cheers when Al Sobotka picks them up and waves them over his head …and that’s accepted here.
4. Common sense is not so common…people who instinctively or through their upbringing do or say the appropriate things most of the time are rare. “Git R Done” is not an appropriate thing to yell out at formal events.
5. Manners will get you noticed – what used to be expected is now rare. If you want to make an impression, say “please and thank you”, open doors for people and generally be polite. You will be remembered for what should be just general decency.
6. If you’re not having fun, you’re doing something wrong. Find what you love to do, and you can figure out a way to make a living at it.
7. Some guy or girl will break your heart. When they do, remember the advice of my 6th grade gym teacher Mr. Richards. Prior to our first middle school dance, he called all the boys over and said – “Listen – if you walk across the room and ask some girl to dance and she says ‘no’, just smile and say “that’s o.k. – you don’t look so good close up…” You’ll bounce back
8. Your Body Will Change – Almost 70% of American adults are overweight, and about 35% of males over 40 and about 10% of women over 40 suffer from pattern baldness. Do the math – if you look around you and there are ten people in your row, remember that at your 25 year class reunion, seven will be overweight and five of them will be losing their hair. Some will get the double whammy. The good news though, is that some of you will get better looking with age – I mean, look at me…
9. Your parents will get a lot smarter - “When I was a boy of 14, my father was so ignorant I could hardly stand to have the old man around. But when I got to be 21, I was astonished at how much he had learned in seven years.” —Mark Twain
10. Change is Inevitable – Today’s iPod will be tomorrow’s 8 track player. Most importantly, YOU can be the Change you want to see in the world.

I asked Sean and Josh to help tonight because they deserve to be recognized for who they are. They became leaders in our Be the Change movement. They reached out to others, went outside their comfort zones and challenged people to drop their assumptions, stereotypes and preconceived notions, and take the time to really learn about others. When I’m talking with friends my age, we frequently say we wish we could go back to high school knowing what we know now. If I went back to being 17 or 18, I’d have a lot more hair, but mostly I would want to be more like Josh and Sean. Confident in self, giving, committed to a better world. If you’re like me and want people to be more like Josh and Sean, stand up and give them a round of applause for helping today and for really Being the Change.

Finally, Class of 2009, you inspire me. The depth of talent, creativity and compassion seated before me tonight is astonishing. We’re all proud of you, and your accomplishments, but more than that I’m inspired by you. I’m inspired by Jamie Ding who published a scientific paper about things I cannot even pronounce, I’m inspired by watching Allison Liddane play defense, I’m inspired by hearing Ryan Mann play the saxophone, I’m inspired by watching Olivia Stander control a soccer ball like it’s on a string, I’m inspired by the paintings of Brian Muss and the photographs of Christie Caputo, I’m inspired by Samantha Matthew’s leadership, Aaron Lechner’s spirit, Andrew Charnesky’s financial wizardry, Jenny Rusch’s speed in the pool and the way our senior boys basketball players demonstrated that strength is in team and not the individuals that make it up…I’m inspired by Josh Franklin and Sean Ireland who have already started changing the world. I’m inspired by Jem Lugo, a kid I’ve never met from Florida who wanted to make a difference by doing things a little differently. I’m motivated and inspired by this amazing collection of young people – so many incredible stories and accomplishments that I apologize I don’t have the time to recognize more.

In 2034 at your 25 class reunion, when 70% of you are overweight, half are bald, and some of you are both, I hope you look back on your time here and reflect that it prepared you to change the world. I hope in between your hopelessly exaggerated stories about how cool and funny you were in high school, you share tales of how you love what you do, how smart your parents are, and how you’ve made your mark on the world. Thanks for all you’ve done for North, congratulations, now go out there and Be the Change!!

Twittering...

I've resisted long enough, and have now officially become a "Twit"...no comments please from those of you who might believe it was official a long time ago...

Twitter is a social networking site that gives "up to the minute" information about what people are doing, and what organizations are up to in messages of 160 characters or fewer. Messages can be sent by text to phones, to email, or both. I've resisted because having real time information about what Ashton Kutcher ate for breakfast has not been high on my list of critical information. However, having experimented a little, the value to organizations like schools is clear. Parents, students, and anyone who chooses to follow a school Twitter page, can get immediate information about events and issues.

For example, in the event of a school closing due to inclement weather, I can post a "tweet", and anyone who is a follower of North's page will get instantaneous email or text message updates. If there is a crisis event at school, or a high profile situation or event, we can get out information immediately. Hopefully Twitter can become another method for opening communication between school and community.

On the menu bar to the right of this post is information regarding how to become a follower of North's Twitter page. If you have never used Twitter, this will give you insight into a social networking site used by many teens, and a growing number of people in the world, as well as provide you up to the minute information about important events involving North High School.

If you have questions or comments about Twitter, please feel free to contact me, or post them here or on the Twitter page. Tweet, Tweet....

Achievement Gap

With the institution of our Grosse Pointe High Schools 2.0 initiative, we have made some real strides towards closing the achievement gaps that exist between our highest and lowest achieving students. The research in a recent article (abstracted below) supports the initiatives we have put in place, and also provides parents with a kind of road map as to what school practices can have a negative impact on children. Your comments are welcome:

How the Achievement Gap Widens – and How to Close It

In this Kappan article, author/consultant Kim Marshall begins with a list of ways that an evil superintendent could expand the differences with which five-year-olds enter school so there would be an enormous achievement gap by high-school graduation:a. Tell principals and teachers that differences in students’ classroom performance reflect their innate intelligence, which can’t be changed by even the most effective teaching.b. Mandate tracking, with lower groups getting a slower-paced, basic-skills, test-prep curriculum.c. Assign the most effective teachers to high-achieving classes and rookies to the most challenged students.d. Curtail professional development in classroom management.e. Have teachers keep the criteria for getting good grades secret.f. Tell teachers it’s okay to prepare lessons the night before, in isolation from colleagues.g. Blame parents when students read below grade level and lack the “core knowledge” to understand the curriculum. h. Discourage schools from investing time in hands-on learning experiences, extracurricular activities, and field trips.i. Tell teachers to call only on students who raise their hands, build on correct responses, and maintain a brisk classroom pace.j. Forbid principals from making unannounced classroom visits, require them to base teacher evaluations on lengthy write-ups of a single lesson, and discourage them from critically evaluating all but the most egregiously incompetent teachers.k. Require that all classwork and tests be given final A, B, C, D, or F grades with little explanatory feedback.l. Require teachers to give demanding homework assignments that require the assistance of well-educated parents.m. Encourage the belief that what parents do with their children at home is none of the school’s business.n. Require teachers to follow a rigidly paced curriculum and forbid them from working beyond the contractual school day.o. Maximize the length of summer vacations.What’s the point of this depressing fantasy? The point is that many of these practices are all-too common in U.S. schools and each of them harms the learning of disadvantaged and low-achieving students. This is why, as Paul Tough wrote in a 2006 New York Times Magazine article, “The evidence is now overwhelming that if you take an average low-income child and put him into an average American public school, he will almost certainly come out poorly educated.” [See Marshall Memo 162 for a summary of this article.]Reading over the list, it’s also striking that half of these practices actually benefit advantaged and high-achieving students (for example, having the most effective teachers, a more rigorous curriculum, and greater opportunities for class participation) and the rest are neutral or considerably less harmful for advantaged than for disadvantaged students. “Thus,” says Marshall, “schools that use these practices drive the achievement of these two groups apart, widening the gap every day.” What would be the effect of doing the opposite of each of these 15 gap-widening practices? In a school that consistently implemented the flip-side, ask yourself if all students benefit equally – or would some gain more than others:a. Students are constantly told that students aren’t just born smart, they can get smart through effective effort.b. Students are grouped heterogeneously and instruction is differentiated while maintaining high expectations for all.c. Teachers with a demonstrated track record of being the most effective are assigned to the most challenging students and grade levels.d. Teachers are well trained in classroom management and schoolwide discipline is positive and strong.e. Learning expectations and the criteria for proficiency are made clear to students and parents.f. Teacher teams collaboratively map out curriculum units and agree on final assessments.g. Reading levels are accelerated using “just right” materials, and gaps in students’ core knowledge are systematically filled.h. Teaching caters to different learning styles, teachers maximize active student involvement, and all students are involved in enriching extracurricular activities.i. Teachers constantly check for understanding during classes and use the feedback to fine-tune instruction and reach all students.j. Principals make frequent unannounced classroom visits, give teachers prompt face-to-face feedback, refuse to tolerate mediocre or low-quality teaching, and work with teacher teams and instructional coaches to maximize adult and student learning.k. Students take interim assessments every 5-9 weeks and teacher teams analyze the data and help students with what they don’t understand.l. Teachers assign homework that students can do independently based on in-class learning and resources available to all.m. Parents are continuously informed of ways they can support their children’s learning at home and in school.n. Struggling students get prompt one-on-one or small-group help targeted to their needs.o. Academically needy students have expanded learning time during and after school hours, go to summer school, and have the materials and incentives needed to maximize learning outside of school.Marshall argues that each of these practices benefits disadvantaged and low-performing students the most. “Advantaged students would benefit too, but not as dramatically,” he says, “which would cause the achievement gap to gradually close.” The article includes a graph of student achievement in the Brazosport, Texas schools showing this kind of gap-closing impact from effective classroom and school practices.Implementing these 15 initiatives is a daunting challenge, concedes Marshall. Where should a school begin? He asks us to consider the “moment of truth” in a hypothetical classroom. A teacher finishes a well-taught curriculum unit, gives an assessment, records the grades, and tallies students on a 4-3-2-1 scale, where 3 is proficient and 1 is failure:4 - ••••3 - •••••••••2 - ••••••••1 - ••••Only 52% of students are proficient or above, but what usually happens next? Although we know what should happen, the reality is that few teachers feel they have the “luxury” to slow down and work with the 48% of students who didn’t fully master the material and those who outright failed. There’s pressure to cover the rest of the curriculum, and teachers may fear backlash from the parents of higher-achieving students and doubt their ability to change the bell-shaped curve.“These are powerful reasons,” says Marshall. “But let’s be blunt: Every time a teacher moves on with this many students below mastery, the achievement gap widens.” The students at levels 1 and 2 are probably those who entered with learning disadvantages (in fact, the teacher probably could have predicted their performance before instruction even began). “If the teacher moves on, these students will begin the next unit that much more confused, that much more discouraged, and that much more likely to think they’re stupid, adopt a negative attitude, and act out in class,” says Marshall. “And so it goes.” Clearly, teachers need to be empowered by the principal to stop when they see results like this, meet with grade-level colleagues, compare notes and figure out what went wrong, and reteach the material in a different way, while providing enrichment for already-proficient students. This is what highly effective districts like Brazosport have done. The key ingredients are:- Clarity around what students should learn;- On-the-spot assessments to catch as many learning glitches as possible during instruction;- Common interim assessments every 5-9 weeks;- Immediate analysis of the results by teacher teams and administrators;- Effective use of the insights gained to improve teaching and help struggling students.British researcher Dylan Wiliam sums it up well: “Agile teaching, responsive to student learning minute by minute, day by day, month by month.” Marshall closes by agreeing with Richard Rothstein’s argument (2004) that schools can’t close the achievement gap on their own. “America needs a full-court press,” says Marshall, “with the president, the federal government, state officials, mayors, university professors, doctors, dentists, business leaders, consultants, community groups, religious groups, and advocates working together to alleviate poverty, crime, unemployment, discrimination, health and housing problems, lead-paint poisoning, and other factors that result in some children starting school with such serious handicaps. But as we wait for this mobilization, schools can do a great deal right now. Schools can undertake all 15 of the interventions listed above without waiting for poverty and crime and racism to be erased. The most basic change – constantly checking to see if students are learning and following up when they aren’t – can be implemented in any school tomorrow. If we focus on that key classroom dynamic – the moment of truth where the gap either widens or narrows – we can make a huge difference in the outcomes we care about the most.”
“A How-To Plan for Widening the Gap” by Kim Marshall in Phi Delta Kappan, May 2009 (Vol. 90, #9, p. 650-655), http://www.marshallmemo.com/about.php

Disney, Baseball and Seniors

"Imagineers" - that's what Disney calls its engineers. Somehow, "imagineering" sounds like so much more fun than "engineering". It's another example of how attitude makes all the difference. Walt Disney and the Disney empire have long been experts in making people feel good. A few weeks ago, I had the wonderful opportunity of accompanying our exceptional band and orchestra on their trip to Disney World. We visited most of the parks, and even though I have been many times before, I was again taken by the sheer magnitude of the creations. While we were there, one of our students said, "You know what's really cool Mr. Bearden? People get paid to work here." That is cool...

As our seniors prepare to graduate, I wonder what is in store for them. We repeatedly hear (and tell them) that many of them will work in careers that aren't currently in existence. I just spoke with our seniors this week to go over end of year materials, dates and expectations. One of the things I tell our seniors every year is that it is really important to know what you are passionate about doing, and then use school to figure out a way to make a living at it. I'm guessing that some of those Disney imagineers loved going to Disney as kids, became fascinated with the experience, and then used their natural, creative and technical aptitudes to contribute to its majesty. It is "really cool" that people can make their living as adults doing what made them feel most alive as kids.

My son is currently playing Little League baseball. He's at a stage that I remember well, when every boy believes there is really a chance that he can play in the Major Leagues. Unfortunately, most of us don't have that skill. What can happen though, is that people with a passion for baseball can find other careers connected to the game - broadcasting, marketing, ticket sales, stadium design...the list is endless. Too often we forget to tell our kids that being creative and finding ways to have fun in what they do is an awfully rewarding way to live life.

As our seniors prepare for graduation, I hope that you will join me in encouraging them to find that place where their passion meets their skill set. That's where true happiness and lifetime fulfillment lies.

P.S. If Dave Dombrowski is reading this, I still think there's an outside chance I could play for the Tigers...

Swine Flu Information

As is the case in most school districts across the country this week, we are keeping a close eye on developments in the spread of the so-named "Swine Flu" virus. With a probable case causing Brownell Middle School to close this week, we are meeting to discuss ways to continue student learning in the event we are forced to close temporarily. Because so many of our teachers have online learning platforms, available podcasts, and functioning websites, we may be able to continue instruction despite disruptions that could occur. Please monitor the building website for updates.

Below is an excerpted letter from Dr. Suzanne Klein, superintendent of schools:

May 1, 2009



To our school community:

Swine Influenza, formally known as H1N1, is a respiratory disease caused by the type A influenza virus. It is spread the same way as the seasonal flu, primarily person-to-person by those infected coughing or sneezing on others. People may also become infected by touching a surface with flu viruses on it and then touching their own mouth or nose, though this is less likely. Our facility staff has been briefed on which cleaning products to use and where to concentrate their efforts. Special attention is being given to high touch environmental surfaces such as desks, sink fixtures, light fixtures, phones, and hand rails.

State and county officials have emphasized that the most important thing our community can do is to practice good hygiene:
- wash your hands frequently
- use hand sanitizer
- sneeze or cough into your elbow or a tissue
- have you or your child stay home if flu-like symptoms start until at least 24 hours after the fever
- seek a medical evaluation if you feel ill

A list of resources and updates is posted on the district website www.gpschools.org under the News tab. Be sure to click on the title of the headline for quick links to local, county and state information.

No cases have been reported in the Grosse Pointe Public School System. If a case is discovered, we will determine what response is needed, i.e., whether we need to close a school or schools. Then the district will notify parents through our automated phone fan-out system, letters/postings in school newsletters, and the e-newsletter feature of our website which you can sign up for under the Parents tab.

If you have any questions, please do not hesitate to call 313/432-3010.


Sincerely,


Dr. C. Suzanne Klein
Superintendent of Schools

Lots of Sharks in the Sea - Especially at Budget Time...

This picture was part of a series I received via email a few weeks ago. Pretty amazing, and pretty scary. Sometimes when we're most focused on the big picture, we don't notice the sharks circling. I'm not sure how things turned out for this kayaker, but I'm guessing that if he decided to paddle, he did so with a different focus than he had before he noticed the shark.

In education, as in the ocean, the sharks are always there - we just don't always see them. However, just as is true in the ocean, when they make themselves known, they get our full attention.

It's budget time for us in Grosse Pointe, as it is for many districts. Like most people in Michigan, times are tough financially in school districts. We have to make some very tough decisions that require us to take our eye off the coastline we're attempting to reach and focus on what issues are lurking below the surface.

Over the past month or so, our district budget committee, which includes both high school principals, has worked diligently to craft a budget that will allow us to hold on to these critical programs and the people who are responsible for their success. In every case, we have tried to factor how a budgetary decision impacts our student body. District wide enrollment declines, paralleling the decline in our state, have reduced the funding we will receive. Our district will be laying off a frightening number of teachers and district employees.

A primary focus during the past couple of years has been closing the achievement gap. At North, we have a significant population of high achieving students, among the nation's best. We also have a group of students who struggle. Some of these students enter our school district having come from other districts, and begin far behind the students who have been here since elementary school. Some students have a variety of obstacles that have impeded their learning throughout their formative years. Others have disabilities or impairments that require them to learn differently or at a different pace than other students. Whatever the situation, it's our mission to provide every student what is needed to be successful. Reduced funding challenges that mission. Many of our most effective programs come with a cost. Additional teachers, classroom assistants or parapros provide the support to bridge gaps that exist for struggling learners. In other cases they provide the extra something that makes our highest achieveing programs special.

In the past couple of years, we have "restyled" our high schools to address the digital age in which our students live, and to focus on our achievement gap. This has resulted in new programs and technologies for all students, and in very effective supports for our struggling learners. Reductions in funding jeopardize our ability to impact as many students as possible with technologies, materials and supports necessary to succeed. The budget cut "shark" is lurking...

In coming weeks, I urge you to follow the budget process, and have your voice heard. At last night's board meeting, an initial presentation was made. The board is considering many options, as is our district budget team of administrators. For all involved, the primary concern is our greatest resource - people. We can't be paralyzed by fear of this "shark", and we can't let it take us off our course. Our mission in the budgeting process is to protect as many of our programs and people as possible in order to give our students the absolute best educational environment we can.

Please share your thoughts and ideas about what priorities you would like to see protected. Visit the district website at www.gpschools.org to review the presentation made to the board by our central office staff, and feel free to contact me or any member of our team for information or clarification. We'll do all we can to protect our building and district from the murky waters of the budgeting process...