MISSOURI EDUCATION NEWS
September 2006
Copyright © 2006 Queue, Inc.
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Greetings
Mr. Jonathan Kantrowitz,
I am
vegetarian (vegan actually) and read about two state senators in my state of
Missouri being upset about vegetarian related questions on your test.
How
absurd! I encourage you not to
change a thing. I know nothing
about your tests or the format, but from what I've read there is absolutely
nothing wrong with your materials.
This should NOT be controversial.
Obviously your tests encourage students to think, and nothing in the
tests that I read about is incorrect.
Yes,
being vegetarian/vegan is healthier, grains should be eaten, meat is more
expensive. Also, there is no cure
for Mad Cow Disease and eating meat presents a risk. Children should know about this risk and make their own
decision.
You are
encouraging children to think and you are imparting knowledge. I applaud this. I am very disgusted to hear what
you are going through, and you need to know that many people are supporting
you. Don't let these pro-meat,
pro-animal exploitation folks tell you how to run your business.
I wish
you all the best and hope this topic is dropped. I thank you as do many others for not caving in to those
with narrow viewpoints.
Sincerely,
Melinda
Rosin
I would
love to see some Visual Arts Workbooks. There is such a potential for the Arts
to Reinforce what is happening in the core courses. I haven't seen anything and
I haven't gotten much feedback from my peer teachers. My funding is constantly
being cut for who knows what reason and I am totally left alone to write and
create my own curriculum. My own training has taught me the possibilities for
cross-curriculum and I am not getting very far in my efforts. I understand the
legislature's blind efforts in constantly attempting to improve education but
they have been blind in their regards to the Arts and how they can contribute.
Kraig St.Clair Visual Arts Instructor at Richland, Mo. R-IV School District.
The U.S. Department of Education has released initial
peer review feedback and related information on revised comprehensive state
plans for ensuring that all public elementary and secondary school students are
taught by highly qualified teachers. Based on the analysis of a 31-member team
of experts, the Department determined that the vast majority of states made
serious efforts to develop plans for having experienced, well-trained educators
in classrooms, particularly in low-performing, disadvantaged schools. A handful
of state plans did not address any required elements, and those states will
undergo strict monitoring to come into compliance.
The 50 states, the District of Columbia and Puerto
Rico submitted plans as required under the No Child Left Behind Act. Scored against protocols containing six
requirements provided to states in March, the plans outline the bold new steps
that states will take to reach the 100 percent highly qualified teacher goal by
the end of the 2006-07 school year.
Nine states developed plans that were recognized by
the experts as satisfying all six criteria outlined in the guidance provided by
the Department. These are New Jersey, Ohio, South Carolina, South Dakota,
Louisiana, New Mexico, Kansas, Maryland and Nevada. Thirty-nine states submitted
plans that partially satisfy the six components and will be required to improve
these plans and address the peer concerns by Sept. 29, 2006.
However, four states did not address any of the six
requirements.
For these four statesÑHawaii, Missouri, Utah and
WisconsinÑthe Department will:
á
Provide technical
assistance and support to complete their plans by Nov. 1, 2006
á
Conduct an audit to
ensure that their data is comprehensive and accurate
á
Require that they
prepare and resubmit revised plans, including specific steps to ensure that
poor and minority children are not taught disproportionately by less-qualified
teachers, and that their plans address all required components and correct
deficiencies identified by peer reviewers
á
Expect
monthly updates on their progress.
Under the No Child Left Behind Act, all teachers of core academic subjects must hold at
least a bachelor's degree, have full state certification, and demonstrate
knowledge in the core academic subjects they teach. The law also requires that
states develop plans to help teachers in low-performing and disadvantaged
schools and districts become highly qualified.
Additional information on
the Revised State Highly Qualified Teacher Plans is available at: http://www.ed.gov/programs/teacherqual/hqtplans/index.html.
Information on the review process, protocols, and peer reviewers is available
at: http://www.ed.gov/nclb/methods/teachers/stateplanfacts.html.
Citibank has
announced the winners of $197,500 in scholarships, awards and grants for the
high school teams competing in the final rounds of The Fed Challenge. The Fed
Challenge is a national high school economics competition, sponsored by
participating Reserve Banks and the Board of Governors of the Federal Reserve
System, in which teams of high school students from around the country prepare
and present analyses of the economy and recommendations for monetary policy in
a series of local, regional and national competitions.
This year, teams
representing seven of the twelve Federal Reserve districts (Boston, Chicago,
Cleveland, Kansas City, New York, Richmond, and St. Louis) participated in the
national level of The Fed Challenge in Washington, D.C. All seven teams made
their recommendations on U.S. monetary policy in the semi-finals. Four teams
advanced to the finals.
Citibank awarded
$25,000 to each of national finalist teams and $10,000 to each of the national
semi-finalist teams in the competition. They were:
National
Finalists:
á Marquette High School from Chesterfield, MO representing the Federal Reserve Bank of St. Louis
When Jerry
Thornton had a young girl in his P.E. class who was blind, he prepared a unit
in which classmates could simulate her blindness. The girlÕs peers wore
blindfolds and experienced the challenges she faced in the gym such as catching
a ball, running with a sighted guide and performing exercises. From then on,
many classmates offered to be her sighted guide and reminded the others to help
her succeed in the activities.
The lesson Ð the
power of inclusion Ð is one that Thornton routinely incorporates into his
teaching. He instills in his students the value of community and shows them how
to support, encourage and include others in their daily interactions.
Thornton, an elementary teacher in
the Francis Howell School District, is Missouri Teacher of the Year for
2005-06. "Character education means teaching children to do the right
thing even when no one is looking and to encourage other members of the
community to do the same," he said.
President George
W. Bush recognized Thornton and the other 2006 state Teachers of the Year at a
National Teacher of the Year ceremony in the White House Rose Garden April 26.
After his trip
to Washington, D.C., Thornton was featured speaker at the Missouri Teacher of
the Year Clinic May 5 in Jefferson City, which was held for new candidates in
the program. During the clinic, he discussed his experiences this school year
as state Teacher of the Year and showed the video portion of his application.
The following excerpt is taken from his video entry for the award.
"WhatÕs the
Best Thing about Being a Teacher?"
1. "First, I enjoy the
challenge. I enjoy the day-to-day work, the challenges of the variety of ages,
abilities and attitudes. Every day is a new day, regardless of what IÕve
planned. YouÕre constantly adapting, changing and differentiating your
instruction to be most effective. You have to learn to think on your feet. As
the children interact, thereÕs conflict. You have to figure out not just how to
stop the conflict but how to facilitate their development of strategies, so
they can work it out among themselves.
2. Energy. I enjoy the energy
when each class enters the classroom Ñ and my classroom is huge [gymnasium at
Warren Elementary School]. The anticipation of movement and excitement sweeps
into the room, and it recharges me every time they come in.
3. Sharing. Since I see them just
every other day, they want to catch me up on whatÕs happening in their lives:
ÔI got a new puppy.Õ ÔWeÕre going to the lake this weekend,Õ or ÔGrandpaÕs been
sick.Õ ItÕs these times and connections that I realize just how big a part we
are of each otherÕs lives and how truly special that is.
4. Discovery. I get to be present
at that precise moment of discovery Ð whether itÕs how to keep the hula hoop up
or how to keep three objects up in the air when juggling. Every time I hear,
ÔMr. Thornton, I got it!Õ it takes me back to those firsts that I shared with
my own daughter. I get to relive that feeling almost daily. So who wouldnÕt
just love this job?
5. Collaboration. I enjoy the
planning, the support, the camaraderie, and the insight of my colleagues.
6. Lastly, what I enjoy best
about teaching is the sense of accomplishment. At the end of the day, at the
end of the year, I know that IÕve spent my time in the most worthwhile endeavor
that there is."
This yearÕs state finalists also assisted at the clinic. They
are:
At the clinic,
Thornton explained how he almost lost his opportunity to meet the president.
After being nominated by his school district, he had nearly decided not to
submit his application, but a colleague encouraged him to turn it in. He told
the applicants the process is demanding but well worth the effort.
[NOTE:
Candidates for the 2006-07 Teacher of the Year program must submit their
application materials by July 21.]
The State Board
of Education honored Thornton and the five finalists at a banquet in Jefferson
City Nov. 14, 2005. He attended a national conference in January for state
Teachers of the Year in Dallas. He addressed the Missouri House of
Representatives April 4. His upcoming activities include attending
International Space Camp and flying with the Blue Angels, the goodwill
ambassadors for the U.S. Navy and Marine Corps.
Teachers in the LeeÕs
Summit and Francis Howell School Districts were honored recently as MissouriÕs
recipients of the 2005 Presidential Awards for Excellence in
Mathematics and Science Teaching.
Lea Ann Pitcher, a mathematics teacher at LeeÕs Summit High School,
and Paula Young, a science
teacher at Francis Howell North High School (St. Charles), are among 100
teachers throughout the nation to win the prestigious award this year.
In a citation given
to Pitcher and Young, President Bush commended them "for embodying
excellence in teaching, for devotion to the learning needs of the students, and
for upholding the high standards that exemplify American education at its
finest."
The presidential awards
program was established by Congress is 1983. It is administered by the National
Science Foundation on behalf of the White House. Each teacher chosen for the
award receives a $10,000 grant from the NSF.
Six educators have
been honored by the Department of Elementary and Secondary Education as "Pioneers in Education" for 2006.
This yearÕs
Pioneers in Education are:
Jack L. Brumley, Tuscumbia, who spent 22 years at Cole County R-I,
Russellville, as a teacher, coach, principal and superintendent, and was
superintendent at Miller County R-III School District, Tuscumbia (1994-96). He
also worked in the accreditation office for the Department of Education for 15
years.
Alberta Everett
Douglas Gantt, St. Louis, who was an
educator for 41 years, including more than 20 years as a music consultant for
the St. Louis Public Schools.
Darrell
"Jack" Holley, OÕFallon,
who was a school business official in the Pattonville, Special School District
of St. Louis County and Mehlville school districts. He helped create and was
executive administrator of the Missouri United School Insurance Council
(MUSIC), from 1985-97.
Beverly Tising
Meyer, High Point, who taught music
at Green Ridge, Versailles and High Point, and spent 25 years at Cole County
R-I School District, Russellville, where she retired in 2000. She currently
teaches part time in the Latham R-V School District.
William
"Bill" Ray, Columbia, who
began his career in South Nodaway County and served as superintendent at
Trenton School District and president of Trenton Junior College (1966-75). He
was assistant executive secretary of the Missouri State Teachers Association
(1975-82) and executive secretary of the Missouri Community College Association
(1982-89).
Saundra S. Wiser, Jefferson City, who began her career as a music
teacher at Cole County R-I School District, Russellville, and spent 22 years at
the South Callaway R-II School District, Mokane (1977-99), where she continues
to teach music part time.
Mrs. Wiser and Mrs. Meyer
are sisters.
Darryl Johnson works
hard in the classroom to excite and motivate his students. He believes that if
he does his best at teaching, his students will do their best at learning. This
mutual expectation permeates his classroom and is at the heart of his teaching
philosophy.
Mr. Johnson, a
communication arts teacher at Smithville High School, is MissouriÕs Teacher
of the Year for 2006-07, state education officials announced
today.
He is revered in
Smithville as a high-energy teacher who uses enthusiasm and humor to engage his
students and help them achieve. Most importantly, he strives to earn their
respect.
The feeling is
mutual.
Student McKynlee
Westman described Mr. Johnson as "something special." "Every
student left his room at the end of the year with a better knowledge of
respect, creativity and what they could achieve," she said in a letter of
recommendation for the award.
A nine-member
selection committee appointed by the Department of Elementary and Secondary
Education interviewed six state-level finalists Aug. 31 to select the new
Teacher of the Year. Mr. Johnson automatically becomes MissouriÕs candidate for
the 2007 National Teacher of the Year award.
Mr. Johnson is
beginning his 15th year in the profession. He has been in his current position
at Smithville High School since 1995 and is presently chair of the English
department. His effectiveness as a teacher is based upon establishing and
maintaining mutual expectations, using humor to spark and retain interest, and
developing creative assessments.
"The truth about
achievement really comes down to teachers and students having mutually high expectations of one another," he said in
the written nomination form for the award. "Students respect teachers who
hold strong convictions but are also empathetic; ones who use humor often
without being insensitive or inappropriate; ones who are prepared but flexible.
Students want someone who knows their name, acknowledges their presence and
establishes a safe environment for them.
"Simply put,
good teaching involves humor because itÕs effective in establishing and
maintaining rapport and improving retention. Humor is one of the few things
that connect teachers and students. Unpredictable zingers from both teachers
and students add liveliness and color to discussion."
"An
Ambassador for Both Teaching and Learning"
Mr. Johnson serves on
the professional development committee for his district and school. He also
serves on the Northwest Missouri State University Advisory Council in Secondary
English Methods. His writings have been published in regional and national
publications, including the "English Journal," a national publication
for high school English teachers.
Six of his lessons
have been featured as best practices by Missouri SuccessLink,
three of which he won a $100 stipend. He has been a keynote speaker for various
education groups and for three commencement ceremonies.
Before joining the
Smithville School District in 1995, he taught at Plattsburg High School in the
Clinton County R-III School District (1993-95) and at Northeast Nodaway County
R-V High School, Ravenwood (1992-93). He also was an adjunct instructor at
Maple Woods Community College from 2002-04.
Mr. Johnson holds a
bachelorÕs and a masterÕs degree in English from Northwest Missouri State
University. He earned national certification through the National Board for
Professional Teaching Standards in 2002.
At Smithville High
School, he has been named Teacher of the Year eight years in a row (1998-2006).
Superintendent Rob Leachman described Mr. Johnson as a "phenomenal"
teacher. "His standards are very high, but he conversely assumes a high
level of personal responsibility for assisting his students to meet those high
standards.
In the Smithville
School District, he is a shining star whose impact upon the literally hundreds
of students he has taught over the years has been profound."
The State Board of
Education will honor Mr. Johnson and the five finalists in the Teacher of the
Year program at a banquet Nov. 15 in Jefferson City. Each teacher will receive
cash awards and other prizes.
The five finalists
are:
1.
Carol Dunn, science
teacher, Summit Lakes Middle School, LeeÕs Summit School District
2.
Kevin Hampton, video
production teacher, McCluer North High School, Ferguson-Florissant School
District
3.
Robert Swingler, chorus
teacher, Hazelwood East High School, Hazelwood School District
4.
Linda Wiederholt, math
teacher, Plaza Middle School, Park Hill School District, Kansas City
MissouriÕs composite
average score on the ACT college-entry exam remained steady this year, even though
high school students made slight gains in three out of four subtest scores on
test.
Although the stateÕs
average score did not change, state education officials already are looking
forward to the potential impact of new high school graduation requirements on
ACT scores in the future.
"Tougher high
school graduation standards take effect for this yearÕs freshman class. Because
the members of the Class of 2010 will be required to take more core academic
courses, they should earn better marks on the ACT exam," said Commissioner
of Education D. Kent King.
The average composite
score for Missouri high school graduates this year is 21.6, which equals the
stateÕs high mark in 1999 and 2000. The national average rose to 21.1 from
20.9. (See 10-year
trend chart.)
Scores for Missouri
students increased this year by one-tenth of a point in three out of four
subtest areas covered by the ACT exam (English, math and reading). The subtest
score in science was unchanged from 2005. The average composite score, however,
did not change.
|
ACT Subtest Scores
(all students)
|
2005 |
2006 |
|
English |
21.4 |
21.5 |
|
Math |
20.9 |
21.0 |
|
Reading |
21.9 |
22.0 |
|
Science |
21.5 |
21.5 |
|
Composite Average
(Total) |
21.6 |
21.6 |
|
|
|
|
MissouriÕs statistics
are based on the scores of 42,885 students who graduated from public and
private high schools in 2006 and who took the ACT exam at least once during
their sophomore, junior or senior years.
The number of
Missouri students taking the ACT exam reached an all-time high this year, but
not by much. The 42,885 students tested this year is 180 more than in 2005 and
only 23 more than those tested in 2004.
Overall, 70 percent
of all Missouri high school graduates take the ACT exam on a voluntary basis.
Just over half of all students (53%) report that they take the "core
curriculum" classes that are recommended by the ACT. This includes four
years of English and three years each of math, science and social studies.
The new minimum
graduation requirements that were adopted by the State Board of Education in
October 2005 require all public school graduates to earn at least 24 units of
credit (starting in 2010). The 24-unit minimum includes the core academic
courses that are recommended by the ACT.
Test results for all 50 states
were released today by the ACT, which is based in Iowa City, Iowa. For more
information: www.act.org
The number of
Missouri students taking "Advanced Placement" (AP) courses during the
past year rose to 11,500 Ð an increase of nearly 10 percent over 2005.
Participation in the AP program has been growing at a strong, steady pace for
the past decade, a trend which state education officials applaud.
According to
statistics released today by The College Board
and the Department of Elementary and Secondary Education, 11,501 members of the
Class of 2006 in Missouri took the final exam in at least one "AP"
class. Ten years ago, the number of AP students in Missouri was about 4,300.
The Advanced
Placement program allows students in public and private high schools to take
college-level courses in subjects ranging from calculus to Latin. Students earn
credit toward their high school diplomas, and many universities grant college
credit based on a studentÕs AP exam scores.
At the end of the
year, students may take a final course exam which is published and scored by
the New York-based College Board. The same exam is given to students
nationwide.
State education
officials noted that the number of African-American students taking AP courses
in Missouri increased sharply this year Ð up 57% to 616.
"Advanced
Placement courses offer rigorous academic preparation for high school students,
which can help prepare all students for success in college. We need to be
preparing and encouraging more students in general, and more minority students
in particular, to take advantage of the AP option," said Stan Johnson,
assistant commissioner for the Department of Elementary and Secondary
Education.
The College Board
also released state and national results today for the SAT Reasoning Test, a
popular college-entry exam. This year, for the first time, the results included
a mandatory writing exam for most students.
In Missouri 4,266
member of the Class of 2006 took the SAT, a decline of about three percent from
the previous year. Almost 1.5 million students took the test across the nation.
The average score for
Missouri students on the math portion of the SAT increased by three points, to
591. The average math score for the nation dropped by two points this year, to
518.
On the "critical
reading" subtest (formerly known as the "verbal" section)
MissouriÕs average score declined by one point, to 587. This score, however, is
84 points higher than the national average, which dropped by five points this
year.
On the new writing
section of the SAT, Missouri students posted an average score of 582 Ð 85
points higher than the national average of 497.
This year, seven percent of
all high school graduates in Missouri took the SAT.
Truman
High School Receives State Street Dream Field Redesign
Truman High School is the
winner of the State Street Dream Field contest.
The contest was
designed to generate community spirit for high school baseball in Kansas City.
Schools were first nominated by interested persons in the community who wrote
essays to explain why the high school was in need of a baseball field overhaul,
as well as why the school was deserving of this project.
The sponsors chose
the five finalists (Truman High School, Washington High School, JC Harmon High
School, Center High School and Bishop Miege High School) based on need and the
compelling reasons offered in the essays. Then the Kansas City metro community
could vote for the winner via e-mail. Votes were tabulated from more than
40,000 valid e-mail addresses from May 15 to June 15, with Truman receiving 21,373
votes.
The renovation project of
Truman's existing field will include, but are not limited to the following
upgrades, excavation and grading of field, soil composition consulting,
irrigation, turf upgrade, new covered dugouts, new fence and backstop and landscaping.
Sprint
Achievement Program Selects 106 Kansas City-Area Educators for 2006 Grants;
Program's Three-Year Contribution to Local K-12
The Sprint Achievement
Program is a community program through which Sprint provides annual grants to
Greater Kansas City-area K-12 educators.
In 2006, Sprint will
provide 106 grants totaling more than $370,000 and ranging from $500 to $5,000
per grant. This year's grants will bring the program's three-year total contribution
to more than 1 million dollars.
Grants will be
distributed to schools across the Kansas City area.
To view a complete
list of this year's recipients, please visit http://www.sprint.com/community/education
Created in 2004 by
working closely with area superintendents, the Sprint Achievement Program
supports classroom-based projects that increase student achievement, provide
enriched development opportunities for educators, and encourage family
involvement in the student's education.
Sprint recognizes
that education isn't "one size fits all" and designed the Sprint
Achievement Program with this in mind. Sprint considers area educators the
experts when it comes to what will improve achievement in their specific
students.
By reviewing and
approving grants tailored to individual schools and classrooms, the Sprint
Achievement Program is able to directly address areas of need for students,
educators and families.
"The Sprint
Achievement Program empowers our teachers," said Nicole King, principal at
Scuola Vita Nuova, a Kansas City, Mo., charter school that has been awarded
Sprint Achievement Program grants in the past and has been selected for 2006
funding as well.
"The program
recognizes smart thinking and teaching, and the money goes immediately to the
classrooms - rather than getting tied up in a bureaucracy. The program has an
immediate impact."
Educators applied for
2006 grants in April, and each grant was reviewed by a third-party committee representing
a cross-selection of education stakeholders familiar with current curriculum
development and learning resources needs.
The grants will be
distributed in August, when most area schools start back in session, and are to
be used during the 2006-2007 school year. At the end of the school year,
educators are required to provide a results report to be considered for future
grants.
The Sprint
Achievement Program is directly tied to Sprint's ongoing support of community
activities in the Greater Kansas City area. In 2004, Sprint Chief Executive
Officer Gary Forsee committed $20 million dollars to the region, to be given
out over a three-year period with nearly a third of the funding ($6 million
dollars) to be used for K-12 education.
To learn more about the
Sprint Achievement Program and Sprint's other community initiatives, please
visit http://www.sprint.com/community
To learn more about Sprint's
overall role in the Kansas City community, please visit www.sprint.com/kansascity
Missouri's School District
of Washington has selected Pearson Benchmark as the Web-based assessment tool
to serve its 4,100 students. Teachers and administrators in the district's 11
schools, spanning 250 square miles, will use Pearson Benchmark to measure,
manage and maximize student achievement through testing, reporting and analysis
of data.
Nick Ginos, deputy
superintendent of schools, said Pearson Benchmark "will allow us to
monitor student progress and provide better feedback about skills students have
mastered and areas needing additional instruction."
Pearson Benchmark
allows districts to create tests to take multiple measures of student
performance against standards at any time throughout the school year. With the
data collected over time, teachers and administrators can monitor student
progress against standards, address deficiencies and recheck mastery. The
result is more targeted instruction, shorter assessment cycles, more effective
teaching delivery and better student results.
Pearson Benchmark
provides a new core set of capabilities, including the ability to quickly and
accurately assess student progress against standards, use the data to diagnose
student learning needs and target instruction to address those needs.
June Wilson, district
technology coordinator, said excitement is building as implementation of
Pearson Benchmark approaches. "Our principals and teachers are really
impressed with how much they'll be able to see," she said.
"We'll be able
to drill down to the individual student, as well as compare all our schools to
standards, down to a particular question on a test. If students aren't
mastering concepts, teachers can intervene early, before those students move to
the next grade level or course in a series.
"If we see that
one school is performing well in a particular area, we'll be able to share its
best practices across the district," she said. "Our students will see
great benefits."
This district's long-held
focus on achievement has resulted in test scores that consistently exceed state
averages in virtually every category. And, for four years running, Washington
has held the honor of "accredited with distinction in performance"
from the Missouri Department of Elementary and Secondary Education.
The Kansas City, Mo.
School District (KCMSD) is the 2006 recipient of the $250,000 Best Buy Teach
Award for demonstrating exceptional creative use of interactive technology to
help make learning fun for its K-12 students.
The district was
selected for the top honor based on the strength of its ROOTS (Reaching Out
with Opportunities in Technology for Students) program, a district-wide
initiative to deliver more authentic learning experiences for students through
use of consumer electronics. The $250,000 Teach Award will fund the initial
implementation of ROOTS at three KCMSD schools.
"We believe
technology will empower our students to become lifelong learners and
contributing citizens of an ever-changing global society," said Anthony
Amato, superintendent, KCMSD. "We're thrilled that Best Buy is helping us
achieve this mission in a very big way."
KCMSD was invited to apply
for the $250,000 award after one of its schools, J.S. Chick Elementary,
received a $15,000 Teach Award in January 2006 for "Listen to Our
Elders," an oral history classroom project that explores the African American
experience through the stories of people in the students' lives.
Through its Teach Awards,
the school has incorporated a full spectrum of digital media technologies and
recruited both youth and adult volunteer instructors.