January 20 marks the end of the semester. Whatever your perspective – student, parent, school employee – it means the same to all. The school year is half over.
On January 23 students will stay home and staff will report for a day of training, lesson writing and grade recording. Report cards will be out on January 31.
This is an important time for parents to take a close look at their child’s progress and determine if things are going well or if intervention is necessary. Remember, teachers don’t “give” grades. Students “earn” grades as a result of the work they have completed. So, whatever you see on the report card should clearly reflect what your child has accomplished through his or her effort.
Most of our students give us their best effort and that effort is sufficient to earn satisfactory marks on the report card. If things are going well, I urge parents to send a note of appreciation to the teacher or teachers responsible. E-mail is fine. Send a copy to the principal, too. Teachers, like students, derive a lot of energy from the occasional pat on the back. Don’t presume that they know they are appreciated.
Not everyone will make satisfactory marks. (Heaven knows I didn’t - especially in middle school.) When that happens, I urge you to contact the teacher and find out what the trouble may be. If the child is genuinely struggling with the material, ask the teacher what options are available for extra help. All of our schools offer a variety of focused attention both during the school day and after school. Is your child getting that extra opportunity to learn?
Often, poor marks reflect poor effort and poor attitude. Assignments not turned in, failure to study for a test, entertaining the others in class – all are common contributors to poor marks. If the teacher advises you that issues such as these are the main reason behind poor grades, then we’re going to need more help from home. There could be a need for closer monitoring of homework, limits to T.V. and video games or some sort of reward plan for making positive improvements.
We like to think that we are partners in your child’s learning. The teacher, the child and the home must all be working together for maximum success. Teachers hate to see children fail, because it means the teacher failed as well.
There is no question that parent involvement enhances student success. Communication is the key to that positive partnership. By working together, we are confident your child will succeed.
Friday, January 20, 2012
Friday, December 16, 2011
Music in Our Schools
During the past two weeks we have had the pleasure of attending the various holiday music programs produced by each Lake Forest School to packed audiences.
We are so fortunate to be able to sustain our music program here. I’m told by colleagues around the country that they’ve had to cut music and art programs as they struggle to balance the budget as well as meet the reading and math achievement goals of their state. We don’t anticipate that will happen here.
Why? We value the arts as an important part of a child’s development. Every child in Lake Forest is taught by highly qualified music and art professionals beginning in kindergarten. They have class at least once each week and through those classes they explore creativity and imagination and self-expression.
The Lake Forest Board of Education has always included in its strategic plan an expectation to increase the number of students involved in extra-curricular activities and especially to see an increase in those students enrolled in art and music classes. That is one of the reasons we have added specialized classrooms at Lake Forest High School for Band and Chorus.
Below, copied from one of our holiday music programs, is a great explanation for why music is important for all children.
MUSIC IS A SCIENCE. It is exact, specific, and highly organized. . It embodies many levels of physics from acoustics to architecture.
MUSIC IS MATHEMATICS. It is rhythmically based on the subdivision of time in space into fractions, which must be done instantaneously, and not worked out on paper, in a highly specific form with regard to exact placement and symmetry. It is disciplined and logical.
MUSIC IS LANGUAGE. It is composed of phrases, thoughts and ideas. Its goal is to communicate and to reach a part of us where words no longer suffice. Most of the terms are in a foreign language, mostly Italian, German or French. The line notation is certainly NOT English, but a highly developed and organized symbolic system.
MUSIC IS HISTORY. It is the only art form we can hear as people hundreds of years ago heard. Unlike paint, whose image is always there once created, music is perpetually "repainted" each time it is performed. The feelings and thoughts of countless generations are forever cast into sound.
MUSIC IS PHYSICAL EDUCATION. It required fantastic coordination of fingers, eyes, hands, lips, cheek and facial muscles, in addition to extraordinary control of the diaphragmatic, back, stomach and chest muscles. There are as many calories burned by a symphony trumpet player in one performance as there are by a quarterback in a professional football game.
MUSIC IS ALL OF THESE THINGS AND MORE, BUT ABOVE ALL, MUSIC IS AN ART. It allows a human being to take science and technique and create EMOTION. This is the one thing that science cannot duplicate - human feelings and emotions.
THIS IS WHY WE TEACH MUSIC. Not because we expect to produce music majors. Not because we expect people to play all their lives. Not so you can relax. Not so you can trot around a field in a uniform....
BUT SO YOU WILL BE MORE HUMAN. So you will recognize beauty. So you will be more sensitive, especially to all the thoughts and feelings put into sound throughout the ages. So you will be closer to the infinity of your own heart and soul. So you will have something to cling to. So you will feel the beauty of being alive. And so you will come to know the value of your own self.
We are so fortunate to be able to sustain our music program here. I’m told by colleagues around the country that they’ve had to cut music and art programs as they struggle to balance the budget as well as meet the reading and math achievement goals of their state. We don’t anticipate that will happen here.
Why? We value the arts as an important part of a child’s development. Every child in Lake Forest is taught by highly qualified music and art professionals beginning in kindergarten. They have class at least once each week and through those classes they explore creativity and imagination and self-expression.
The Lake Forest Board of Education has always included in its strategic plan an expectation to increase the number of students involved in extra-curricular activities and especially to see an increase in those students enrolled in art and music classes. That is one of the reasons we have added specialized classrooms at Lake Forest High School for Band and Chorus.
Below, copied from one of our holiday music programs, is a great explanation for why music is important for all children.
MUSIC IS A SCIENCE. It is exact, specific, and highly organized. . It embodies many levels of physics from acoustics to architecture.
MUSIC IS MATHEMATICS. It is rhythmically based on the subdivision of time in space into fractions, which must be done instantaneously, and not worked out on paper, in a highly specific form with regard to exact placement and symmetry. It is disciplined and logical.
MUSIC IS LANGUAGE. It is composed of phrases, thoughts and ideas. Its goal is to communicate and to reach a part of us where words no longer suffice. Most of the terms are in a foreign language, mostly Italian, German or French. The line notation is certainly NOT English, but a highly developed and organized symbolic system.
MUSIC IS HISTORY. It is the only art form we can hear as people hundreds of years ago heard. Unlike paint, whose image is always there once created, music is perpetually "repainted" each time it is performed. The feelings and thoughts of countless generations are forever cast into sound.
MUSIC IS PHYSICAL EDUCATION. It required fantastic coordination of fingers, eyes, hands, lips, cheek and facial muscles, in addition to extraordinary control of the diaphragmatic, back, stomach and chest muscles. There are as many calories burned by a symphony trumpet player in one performance as there are by a quarterback in a professional football game.
MUSIC IS ALL OF THESE THINGS AND MORE, BUT ABOVE ALL, MUSIC IS AN ART. It allows a human being to take science and technique and create EMOTION. This is the one thing that science cannot duplicate - human feelings and emotions.
THIS IS WHY WE TEACH MUSIC. Not because we expect to produce music majors. Not because we expect people to play all their lives. Not so you can relax. Not so you can trot around a field in a uniform....
BUT SO YOU WILL BE MORE HUMAN. So you will recognize beauty. So you will be more sensitive, especially to all the thoughts and feelings put into sound throughout the ages. So you will be closer to the infinity of your own heart and soul. So you will have something to cling to. So you will feel the beauty of being alive. And so you will come to know the value of your own self.
Thursday, November 17, 2011
Fixed Mindset vs. Growth Mindset
This is a phrase I’m hearing more and more around Lake Forest. Our principals have been studying the idea and planting the seeds of the Growth Mindset model with their faculty members. We believe teaching children with a Growth Mindset can make a huge difference in how they see themselves and their ability to do well. It’s really pretty simple.
If you have a fixed mind set, you are likely to believe that you are born with intelligence or talent or special gifts. You are what you are. Although you may have a desire to look good and be smart you avoid challenges. When faced with obstacles you might give up easily. Extending your effort into unknown territory means the potential to make mistakes, and you are afraid mistakes will show others what you don’t know. You feel threatened by the success of others.
If you have a growth mindset, you believe that your abilities can be developed with effort. You embrace challenges. You persist in the face of obstacles. You see mistakes as an opportunity to learn. You learn from criticism. You find the success of others inspiring.
So, how does this play out at the school level? Here's a small example.
We’re going to stop saying things like, “You did really well on that test. You sure are smart.”
Instead we’ll say, “You did really well on that test. It’s clear you worked hard.”
Words like naturally smart, gifted, bright, brainy and talented will not be used as the reason why a student has performed well. Instead, when students are successful, we will draw attention to their effort, the obstacles they overcame and the mistakes they might have learned from that led to a successful final outcome.
But Dan, you ask, what about those who are truly gifted or talented?
They must learn that natural talent is not enough. Even they must learn that it is their effort, their perseverance, their challenges that will strengthen their natural skills and propel them to success.
There are plenty of examples to share with students. I have seem some naturally talented student athletes pass through high school and win college scholarships only to fail at the next level. Often it is because everything at the high school level was easy. Going to the next level meant greater challenges and harder work. They were so accustomed to coasting with their natural ability that they never learned perseverance. They never had a major obstacle. They didn't really know how to work harder or learn from mistakes.
My niece is a fine, talented pianist. She can out play anyone you’ve ever known. She is taking a full load of college classes and practices the piano 25 hours a week. Why? Because she's not good enough. And if she goes pro, she will probably practice even more.
So, it will also be our challenge to challenge the most able of our students to learn that it is not their talent or giftedness that leads to success.
Good grades and college scholarships are within everyone’s grasp - if we can develop in them a Growth Mindset.
For more on this topic I recommend the book Mindset: The New Psychology of Success by Carol S. Dweck.
If you have a fixed mind set, you are likely to believe that you are born with intelligence or talent or special gifts. You are what you are. Although you may have a desire to look good and be smart you avoid challenges. When faced with obstacles you might give up easily. Extending your effort into unknown territory means the potential to make mistakes, and you are afraid mistakes will show others what you don’t know. You feel threatened by the success of others.
If you have a growth mindset, you believe that your abilities can be developed with effort. You embrace challenges. You persist in the face of obstacles. You see mistakes as an opportunity to learn. You learn from criticism. You find the success of others inspiring.
So, how does this play out at the school level? Here's a small example.
We’re going to stop saying things like, “You did really well on that test. You sure are smart.”
Instead we’ll say, “You did really well on that test. It’s clear you worked hard.”
Words like naturally smart, gifted, bright, brainy and talented will not be used as the reason why a student has performed well. Instead, when students are successful, we will draw attention to their effort, the obstacles they overcame and the mistakes they might have learned from that led to a successful final outcome.
But Dan, you ask, what about those who are truly gifted or talented?
They must learn that natural talent is not enough. Even they must learn that it is their effort, their perseverance, their challenges that will strengthen their natural skills and propel them to success.
There are plenty of examples to share with students. I have seem some naturally talented student athletes pass through high school and win college scholarships only to fail at the next level. Often it is because everything at the high school level was easy. Going to the next level meant greater challenges and harder work. They were so accustomed to coasting with their natural ability that they never learned perseverance. They never had a major obstacle. They didn't really know how to work harder or learn from mistakes.
My niece is a fine, talented pianist. She can out play anyone you’ve ever known. She is taking a full load of college classes and practices the piano 25 hours a week. Why? Because she's not good enough. And if she goes pro, she will probably practice even more.
So, it will also be our challenge to challenge the most able of our students to learn that it is not their talent or giftedness that leads to success.
Good grades and college scholarships are within everyone’s grasp - if we can develop in them a Growth Mindset.
For more on this topic I recommend the book Mindset: The New Psychology of Success by Carol S. Dweck.
Monday, October 31, 2011
Delaware School Money Needed
Times are tough economically. We all agree.
Schools play an important role in economic recovery. We all agree.
So, how is it that schools, have had to take more than their fair share of cuts in state funding? How can we move forward, when much of the past three years have been spent dismantling much of what was designed to help our students achieve at increasing higher rates?
Many of the cuts in state support to schools have been temporarily filled with federal support funds known as Stimulus Funds, Stabilization Funds and Ed Jobs Funds. All have provided protection against mass lay-offs of teachers, administrators and support staff.
This year, we hope and pray (legal prayers only) that our Governor and General Assembly will make it a priority to guard the public education budget and even restore many of the previously eliminated forms of support.
All districts have been affected in much the same way. Each has managed to save what it can by drawing from reserve funds: Reserves that might be used to pay for major emergency expenses. Reserves that might be used to reduce the impact or even the need for local referendum and tax increase. Reserves that might be used to support a new, experimental initiative. We are spending some of our savings to reduce major impact on classrooms.
The following specialized programs have been wiped out of the state budget. The dollar amount represents the dollars no longer available annually for spending on the students of Lake Forest.
Reading and Math Specialists $289,837
Limited English Proficiency Grant $26,665
Technology Block Grant $45,425
School Climate $160,000
Tax Relief Allocation $412,230
Academic Excellence Grant $106,995
Extra Time Programs $312,703
Teacher Tuition Reimbursement $33,890
Teacher Cadre & Mentoring $19,600
Other parts of the state support formula have been significantly reduced.
Delaware public schools rely on significant support from the state. That is why in 2009-2010 state support for public schools represented 33.33 percent of the state budget. But this year, state spending for public schools represents just 31.63%.
Lake Forest students now get $400 less per pupil in annual state support than they did in 2008.
We hope that will be restored.
Schools play an important role in economic recovery. We all agree.
So, how is it that schools, have had to take more than their fair share of cuts in state funding? How can we move forward, when much of the past three years have been spent dismantling much of what was designed to help our students achieve at increasing higher rates?
Many of the cuts in state support to schools have been temporarily filled with federal support funds known as Stimulus Funds, Stabilization Funds and Ed Jobs Funds. All have provided protection against mass lay-offs of teachers, administrators and support staff.
This year, we hope and pray (legal prayers only) that our Governor and General Assembly will make it a priority to guard the public education budget and even restore many of the previously eliminated forms of support.
All districts have been affected in much the same way. Each has managed to save what it can by drawing from reserve funds: Reserves that might be used to pay for major emergency expenses. Reserves that might be used to reduce the impact or even the need for local referendum and tax increase. Reserves that might be used to support a new, experimental initiative. We are spending some of our savings to reduce major impact on classrooms.
The following specialized programs have been wiped out of the state budget. The dollar amount represents the dollars no longer available annually for spending on the students of Lake Forest.
Reading and Math Specialists $289,837
Limited English Proficiency Grant $26,665
Technology Block Grant $45,425
School Climate $160,000
Tax Relief Allocation $412,230
Academic Excellence Grant $106,995
Extra Time Programs $312,703
Teacher Tuition Reimbursement $33,890
Teacher Cadre & Mentoring $19,600
Other parts of the state support formula have been significantly reduced.
Delaware public schools rely on significant support from the state. That is why in 2009-2010 state support for public schools represented 33.33 percent of the state budget. But this year, state spending for public schools represents just 31.63%.
Lake Forest students now get $400 less per pupil in annual state support than they did in 2008.
We hope that will be restored.
Wednesday, October 12, 2011
Public Budget Workshop
When: October 18, 5 – 7 pm
Where: Lake Forest Central Business Office
(next to Lake Forest High School)
What: An overview of the district’s budget development
An overview of the district’s revenues
An overview of the district’s expenditures
Input from the district’s major stakeholders (parents, students, educators and residents of the district)
Why: To make information available to the public
To provide transparency to the public
To obtain input from the public in the budget decision process
Refreshments will be served.
Everyone is welcome. If you have questions, contact business manager Christine daCosta 284-3020 ext. 105 or ccdacosta@lf.k12.de.us .
Where: Lake Forest Central Business Office
(next to Lake Forest High School)
What: An overview of the district’s budget development
An overview of the district’s revenues
An overview of the district’s expenditures
Input from the district’s major stakeholders (parents, students, educators and residents of the district)
Why: To make information available to the public
To provide transparency to the public
To obtain input from the public in the budget decision process
Refreshments will be served.
Everyone is welcome. If you have questions, contact business manager Christine daCosta 284-3020 ext. 105 or ccdacosta@lf.k12.de.us .
Wednesday, October 5, 2011
I Love Lake Forest Day
I’m sure you noticed that your calendar says I Love Lake Forest Day will be here this Saturday, October 8 at Lake Forest High School. Plans are coming together nicely for a wonderful day of fun.
You will see first- hand how your tax dollars have been spent on remodeling and additions at the school.
There will be student entertainment throughout the day in the auditorium.
The latest student produced "I Love Lake Forest" videos will be revealed at 1pm in the cafeteria and the winners will be announced.
There will be exhibitors of all kinds both inside and out.
There will be an art show, face painting, pony rides, petting zoo, moon bounce, dunking booth (with yours truly scheduled to be dunked), ice hockey and tumbling demonstrations and much more.
And there will be food for sale – such as fried chicken dinners, corn dogs, funnel cakes, kettle corn and Italian Ice.
There is no charge and plenty of parking. So, bring the whole family and make a day of it. That’s this Saturday, October 8 from 10 to 2 at Lake Forest High School.Help us celebrate the community we know as Lake Forest.
Isn’t it great to be a Spartan
You will see first- hand how your tax dollars have been spent on remodeling and additions at the school.
There will be student entertainment throughout the day in the auditorium.
The latest student produced "I Love Lake Forest" videos will be revealed at 1pm in the cafeteria and the winners will be announced.
There will be exhibitors of all kinds both inside and out.
There will be an art show, face painting, pony rides, petting zoo, moon bounce, dunking booth (with yours truly scheduled to be dunked), ice hockey and tumbling demonstrations and much more.
And there will be food for sale – such as fried chicken dinners, corn dogs, funnel cakes, kettle corn and Italian Ice.
There is no charge and plenty of parking. So, bring the whole family and make a day of it. That’s this Saturday, October 8 from 10 to 2 at Lake Forest High School.Help us celebrate the community we know as Lake Forest.
Isn’t it great to be a Spartan
Thursday, September 29, 2011
Bullying
Bullying is not a normal rite of passage. It can have serious
consequences. You can help your children learn how to prevent
bullying.
™™ Help your children understand that bullying is more than
physical. It can happen in person or over the phone or computer.
™™ Keep open lines of communication with your children. Listen to
any concerns about friends and other students.
™™ Encourage your children to pursue their interests. Doing what
they love may help your children be more confident among their
peers and make friends with others with similar interests.
™™ Teach your children to take a stand against bullying. Tell them
how to stand up to those who bully if it is safe to do so.
™™ Talk to your children about seeking help from a trusted adult
when feeling threatened by a bully. Talk about whom they
should go to for help and role-play what they should say. Assure
your children that they should not be afraid to tell an adult when
someone they know is being bullied.
™™ Know what is going on in your children’s schools. Visit the
school websites, read the student paper if there is one, and join
the parent organization listserv or mailing list. Get to know other
parents, school counselors, and staff. Contact the school by
phone or e-mail if you have suggestions for making the school a
safer and better learning place.
If you suspect your children are being bullied, consider these
steps:
™™ Express your concern and make it clear that you want to help.
™™ Tell your children that bullying is wrong, that it is not their fault,
and that you are glad they had the courage to tell you about it.
™™ Work together to find solutions. Ask your children what they
think can be done to help. Reassure them that the situation can
be handled privately.
™™ Document ongoing bullying. Work with your children to keep a
record of all bullying incidents. If it involves cyberbullying, keep
a record of all messages or postings.
™™ Help your children develop strategies and skills for handling
bullying. Provide suggestions for ways to respond to bullying,
and help your children gain confidence by rehearsing their
responses.
™™ Be persistent. Bullying may not be resolved overnight.
™™ Stay vigilant to other possible problems that your children
may be having. Some of the warning signs for bullying may be
signs of other serious problems. Share your concerns with the
counselors at your children’s schools.
If you think that your children may be bullying others, work with your
children’s schools to address the issues. Remember that children who bully
are at high risk for engaging in risky or even criminal behaviors, and it is
very important in a bullying situation for the parents to act immediately.
™™ Talk with your children. Ask for their account of any situation for which
they have been accused of bullying. Be objective and listen carefully.
™™ Make it clear to your children that you take bullying seriously. Calmly let
them know that you will not tolerate this behavior. Help your children
learn that bullying hurts everyone involved.
™™ Develop clear and consistent rules for your children’s behavior. Praise
your children when they follow the rules. Decide on fair consequences
and follow through if your children break the rules.
™™ Spend more time with your children. Carefully supervise and monitor
their activities, including when they are online or texting.
™™ Be aware of who your children consider to be their friends. Find out how
they spend their free time.
™™ Build on your children’s talents and positive attributes. Encourage them
to get involved in well-supervised social activities.
™™ Work with your children’s schools to ensure the bullying does not happen
again. Ask your children’s teachers to keep you informed. Develop
strategies together to send clear messages to your children, and all
students, that bullying must stop.
™™ Talk with a school counselor or health professional. They may be able to
provide your children with additional help.
This information has been prepared and printed with permission of the National School Public Relations Association, Judy McDaniel and StopBullying.gov.
consequences. You can help your children learn how to prevent
bullying.
™™ Help your children understand that bullying is more than
physical. It can happen in person or over the phone or computer.
™™ Keep open lines of communication with your children. Listen to
any concerns about friends and other students.
™™ Encourage your children to pursue their interests. Doing what
they love may help your children be more confident among their
peers and make friends with others with similar interests.
™™ Teach your children to take a stand against bullying. Tell them
how to stand up to those who bully if it is safe to do so.
™™ Talk to your children about seeking help from a trusted adult
when feeling threatened by a bully. Talk about whom they
should go to for help and role-play what they should say. Assure
your children that they should not be afraid to tell an adult when
someone they know is being bullied.
™™ Know what is going on in your children’s schools. Visit the
school websites, read the student paper if there is one, and join
the parent organization listserv or mailing list. Get to know other
parents, school counselors, and staff. Contact the school by
phone or e-mail if you have suggestions for making the school a
safer and better learning place.
If you suspect your children are being bullied, consider these
steps:
™™ Express your concern and make it clear that you want to help.
™™ Tell your children that bullying is wrong, that it is not their fault,
and that you are glad they had the courage to tell you about it.
™™ Work together to find solutions. Ask your children what they
think can be done to help. Reassure them that the situation can
be handled privately.
™™ Document ongoing bullying. Work with your children to keep a
record of all bullying incidents. If it involves cyberbullying, keep
a record of all messages or postings.
™™ Help your children develop strategies and skills for handling
bullying. Provide suggestions for ways to respond to bullying,
and help your children gain confidence by rehearsing their
responses.
™™ Be persistent. Bullying may not be resolved overnight.
™™ Stay vigilant to other possible problems that your children
may be having. Some of the warning signs for bullying may be
signs of other serious problems. Share your concerns with the
counselors at your children’s schools.
If you think that your children may be bullying others, work with your
children’s schools to address the issues. Remember that children who bully
are at high risk for engaging in risky or even criminal behaviors, and it is
very important in a bullying situation for the parents to act immediately.
™™ Talk with your children. Ask for their account of any situation for which
they have been accused of bullying. Be objective and listen carefully.
™™ Make it clear to your children that you take bullying seriously. Calmly let
them know that you will not tolerate this behavior. Help your children
learn that bullying hurts everyone involved.
™™ Develop clear and consistent rules for your children’s behavior. Praise
your children when they follow the rules. Decide on fair consequences
and follow through if your children break the rules.
™™ Spend more time with your children. Carefully supervise and monitor
their activities, including when they are online or texting.
™™ Be aware of who your children consider to be their friends. Find out how
they spend their free time.
™™ Build on your children’s talents and positive attributes. Encourage them
to get involved in well-supervised social activities.
™™ Work with your children’s schools to ensure the bullying does not happen
again. Ask your children’s teachers to keep you informed. Develop
strategies together to send clear messages to your children, and all
students, that bullying must stop.
™™ Talk with a school counselor or health professional. They may be able to
provide your children with additional help.
This information has been prepared and printed with permission of the National School Public Relations Association, Judy McDaniel and StopBullying.gov.
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