Updates -- 20 December 2013

Hello everyone,

Happy Winter Break!  I sincerely hope this season brings you the period of rest and revitalization that I'm sure you require... I certainly feel as though I do... And I trust, after our long holiday-away-from-here, we'll all be ready to return to work prepared to dig in and get-er done, like we always do.

Merry Christmas, Bon Solstice, Gleeful Festivus, Happy New Year, and a Joyful Whatever-crumbles-your-cookie to you and yours.

Thanks for being Awesome!

Here's a thing...
At about 5:00 PM during our holiday party at Paulsen's house last Friday evening, I returned an urgent call from FACTS coordinator, Erin Walton.  On the phone she told me that the father of a Marshall first-grade student had arrived at FACTS moments before to check out his son and found that the boy had never enrolled in FACTS after school.  She told me that the dad was very upset about this and passed his number along to me.

I immediately called dad who told me, through clenched-teeth, that he was stuck in traffic en-route to his house and that he had already called Flagstaff Police and a neighbor to check on the well-being of his six-year-old son who he feared had been at home alone for about five hours.

"What really has me upset right now," the father told me in no uncertain terms, "is the fact that we left a note in his planner this morning, instructing his teacher to send him to FACTS after school, which she obviously ignored, putting my son in great jeopardy."  I apologized for the situation, sympathetically, asked him if he would like me to come to his house (he declined), and assured him that we would do everything possible to thoroughly investigate the situation.

Their neighbor found the boy safe-and-sound at home.

Fortunately.

Later, when I asked the boy's teacher about his planner, she told me, "I check every planner every morning, but when I asked him for his on Friday, he told me he didn't have it, that he'd probably left it at home.  It wasn't in his backpack,. desk, or cubby when we looked for it."

Obviously, it's become glaringly apparent that simply writing a note in a planner when a child has a change in route-home plans is a grossly inadequate means for communicating such crucial information between home and school.  Backpacks and planners too often get left at home, on the backseat of mom's car, on the bus, in the cafeteria, on the playground... you get the idea.  And if they get left anywhere but where they're supposed to be, and they contain a key piece of information about how that child is supposed to get home, we're not going to get that message.  Period.  And that's a major problem.

The solution's pretty simple, however.

We need to encourage all of our parents to call the office any time there's a change of any kind in their child's route-home plan.  That's going to mean more a lot more parent phone calls coming in to the office, and many more calls and notes sent out to you from the office each day.  Nevertheless, I think this is the sole and surest way to guarantee that nothing like this situation ever occurs again.

I intend to include a comment to this effect in our weekend robo-call this week.

After the break, I'd like you also to please pass along to your parents a message that conveys something like the following:
"Thanks for using your child's planner to communicate with me about homework progress as well as your nightly discussions about classroom and playground behaviors and things like that.   But please remember, if you are changing your plans for what your child will do after school, it's essential that you call the office with your change in order to ensure the message is received.  It's fine to leave a note to this effect in the planner, but it's not sufficient.  Planners get lost.  Please ensure you've called the office whenever you're changing your child's after school plan.  Thanks!"

Report Cards

Please remember: report cards will go home after the holiday break on Friday, 10 Jan.  Special area teachers should have their grading completed today, Friday, 20 Dec.

Calendar
Week B
  • Tuesday, 07 Jan.
    • FUSD School Board member, Christine Fredericks, site visit, 10:00
  • Thursday, 09 Jan.
    • Coe @ Jury Duty (maybe), all day
  • Friday, 10 Jan.
    • Second Quarter report cards go home

Updates -- 13 December 2013

Friday-the-thirteenth.  Happens a couple times every year.  Always a noteworthy date, I guess, if only for it's own sake.

Hope you have a nice weekend.  It promises to be lovely and ever-increasing in loveliness as the days pass.  But I think there might be something brewing weather-wise for the 20-21 December time-period... 


Pre-holiday week

We're almost there, five more work-days (and a whole 'nother week's worth of before- and after-school special events, too) until the holiday begins.  Thanks for hanging-in-there as we endure the last set of the pre-holiday crazies, which, we all know in our hearts, must come to pass before we're allowed to take a well-deserved respite.

As always, please do your best to ensure that what transpires in your classroom next week is always grounded in good teaching and the state standards regardless.  Thanks!


Post Conferences 
Please remember, both pre- and post-conferencing are a part of the formal evaluation process.

We collectively pre-conferenced in CTs at the beginning of the year when we reviewed the TPEC rubric together as grade-level groups. A post-conference is likewise required as a part of your formal evaluation. It need not take long, and in many cases doesn't. Nevertheless, we should meet to discuss your evaluation.

You were notified at the beginning of the year that I would be available every Friday from 3:00-4:30 for post-conferences. It is up to you to show up at that time, or to schedule another time to meet with me during the week to talk about your evaluation. There are several components of your evaluation that I cannot complete without meeting with you.

 Most of you already have post-conferenced with me. However, if we have not formally post-conferenced following your first formal evaluation, please see me ASAP to schedule a time during the week when we can meet to discuss it.

Calendar
  • Monday, 16 Dec.
    • Fire Drill, ~9:30
    • Magnet Monday Showcase Night, 5:30-6:30
  • Tuesday, 17 Dec.
    • FAST Works Potluck in the Gym, 6:00-8:00
  • Wednesday, 18 Dec.
    • PTO Staff Breakfast in the Library, 7:30-8:30
  • Thursday, 19 Dec.
    • Faculty Meeting CANCELED
    • Taiko Performance in Marshall Gym, 5:30-6:30
  • Friday, 20 Dec.
    • Taiko Performance in the FMS Gym, 9:30-10:30

Please acknowledge that you read this post.


Updates -- 06 November 2013

Hello everyone,

Friday-payday and snow on the way!

Gonna be cold-cold for the next little while, too.  Probably ought to plan for indoor recess on both Monday and Tuesday mornings before school when temps will likely dip into negative numbers around sunrise.  Hopefully things will warm up toward the afternoon both days so we can get our kids outside at lunchtime.

Holiday Gathering
Please make plans to attend our all-staff holiday shindig this coming Friday, 13 Dec.  It's at Paulsen's house and should start around 4:00. You're asked to bring your "favorite beverage" and to sign up in the workroom if you're able to bring a food dish.

FHS Lockdown
We found ourselves conveniently able to announce "no morning recesses" at about 9:30 this morning and blamed it on the weather, but you should know: we actually did so because Flagstaff High School was on a lockdown at that time.

In response to the notification we received by phone from the FHS office staff at approximately 9:30 this morning, we went into a "soft lockdown" at that time (no lockdown announcement, checked exterior doors, suspended outdoor activity) and called FPD to confirm our status.  They advised that they already had a person of interest in custody and that we did not need to go into a more formal lockdown.

Per the update we received afterward,
Flagstaff High School issued a Lockdown Emergency Procedure today at 932am to ensure the safety of students.  This Emergency Procedure was enacted as a precautionary measure once an individual entered into the school building and began to make concerning statements to school staff.  Flagstaff Police were immediately contacted and Police took the individual into custody. Once the individual was taken into custody and removed from campus, the Lockdown Procedure was lifted and Flagstaff High School was restored to a safe environment for our students.
Odyssey Of The Mind
Flagstaff will host an Odyssey tournament on 08 March 2014 at Flagstaff High School and the organization is in need of judges for various events.  Judges will be trained on 22 Feb. at DeMiguel from 9:00 AM to 12:00 PM.  Please correspond with John McCartney at 928 606 7065 or via email if you have an interest in participating.

Gradebook and Report Card Stuff
Thanks, McFall, for updating us this week about the end of the quarter gradebook dates:
Some of you have been wondering about the important dates for the 2nd Quarter Report Cards.  The end of the grading period is Friday, December 20.  If Special Area teachers could please have their grades in by 12:00 that  afternoon, it will give regular classroom teachers time to work on report cards Friday during early release.  Report cards will not be sent home until Friday, January 10, 2014.
Regarding grading, I would add, per our Professional Expectations:
  • You are required to use the online grade-book to keep track of your students' performance and progress toward mastery of the state standards (unless you teach kindergarten and/or SEI classes).  
  • As a bare-minimum expectation you must record at least one score per week per report-card subject area.  You may continue to keep paper-pencil grade-books as well, but you must nevertheless meet the minimum requirement using the online grade-book.
  • Recording and reporting of student grades is a legal, statutory requirement of your position.You are required to turn in your grade book to the school administrator at the end of the school year; it will not be returned to you.
Post Conferences
Please remember, both pre- and post-conferencing are a part of the formal evaluation process.  We collectively pre-conferenced in CTs at the beginning of the year when we reviewed the TPEC rubric together as grade-level groups.

A post-conference is likewise required as a part of your formal evaluation.  It need not take long, and in many cases doesn't.  Nevertheless, we should meet to discuss your evaluation.

You were notified at the beginning of the year that I would be available every Friday from 3:00-4:30 for post-conferences.  It is up to you to show up at that time, or to schedule another time to meet with me during the week to talk about your evaluation.  There are several components of your evaluation that I cannot complete without meeting with you.

Most of you already have post-conferenced with me.  However, if we have not formally post-conferenced following your first formal evaluation, please see me ASAP to schedule a time during the week when we can meet to discuss it.

Snow Delay Schedules
For the record, whenever we are on snow delay, here's what'll happen:
  • FACTS will open at 7:30 AM
  • Co-op will open at 9:00 AM
  • breakfast will not typically be served; lunches will occur at regular times
  • the front doors will open at 10:00
  • AM playground duty will begin at 10:15
  • the first bell will ring at 10:35
  • the tardy bell will ring at 10:40
  • Tier 3 RTI will not take place
  • Tier 2 RTI will take place at the regularly scheduled times
  • 9:10-11:15 special classes will not take place
  • attendance and lunch counts should be submitted no later than 11:00
Tax Credit
Please remember to keep the Tax Credit campaign in front of your parents.  So much depends on our ability to collect these funds each year.

Some of us have had a pretty good return of Tax Credit contributions to our school by sending this letter to some of our friends, neighbors, and various other Arizona relations.

Click image to download letter as a .doc file
Please consider sending just such a letter to those you know.  Any Arizona tax-payer can contribute their annual Tax Credit contribution to our school; they need not have students who attend here. Click here (or on the image above) to download a .doc copy of the letter that you can modify and send to your heart's content.

The Lion, The Witch, And The Wardrobe
As I mentioned in the Blue Note last week: I suspect some of you have fallen a few chapters behind showing the videos to your classes, and that that's why lately there's been very little clamoring  to sign up for upcoming chapters.  Nevertheless, I'd sure love to come to read to your class!  The video's aren't that long, about 15 minutes each on-average.  If you're able to get your kids caught up soon, please let me know and we can schedule a time for me to pop into your class to read a chapter.  The chapters I've read so far can be viewed at the following links:


  • Chapter 1 -- Lucy Looks Into A Wardrobe
  • Chapter 2 -- What Lucy Found There
  • Chapter 3 -- Edmund And The Wardrobe
  • Chapter 4 -- Turkish Delight
  • Chapter 5 -- Back On This Side Of The Door
  • Chapter 6 -- Into The Woods
  • Chapter 7 -- A Day With The Beavers


  • Calendar
    Week B
    • Monday, 09 December
      • Fire Drill, ~9:30
    • Tuesday, 10 December
      • Grand Canyon Univ. in Lounge (with food!), 10:30-2:30
      • Science Council in the Science Lab, 4:00
      • Site Council in the Library, 5:00
    • Wednesday, 11 December
      • Coe @ Elementary Admin at Puente 7:30-10:30
      • Coe @ District Office 11:00-12:00
    • Thursday, 12 December
      • Coe @ Jury Duty (maybe), all day
      • Cookie Walk, 6:00
    • Friday, 13 December
      • Festivus begins
      • All-staff holiday party at Paulsen's, 4:00

    Please acknowledge that you read this post.

    Updates -- 26 Nov. 2013

    Happy Thanksgiving, everyone!



    I hope you're able to spend some of this long weekend in the company of those you love.

    Fire Drill
    FYI:  Because we will be collecting for the canned food drive on Friday morning, 06 Dec., I've moved the previously scheduled Fire Drill to Monday, 09 Dec. instead.  We'll have our drill at about 9:30 that morning.  Please take note.

    Computer Problems
    Is your Macbook laptop acting oddly?  Is your iPad performing poorly?  It's probably because you (like me) skipped the important email from Rick Smith that was sent to us (of all times) this past Sunday afternoon.  In it are instructions to restore both of your devices to full functionality.  

    Please steel yourself for the prospect of completing this process on your own.  It's not impossible, nor all that daunting in the end.  

    The (10-page!) instructions are carefully written, but be aware, depending on your machine, OS, and other variables, your mileage may vary some as you attempt to follow them.  All-in-all they take about 15 minutes to complete.  And it may feel along the way, a little like the instructions aren't working.  Fear not!  In the end, if you stay flexible and open-minded, they're likely to work.  You will find the instructions attached to an email from Rick Smith entitled "IMPORTANT: Internet Access"  or you can download the instructions at the following links:

    The Lion, The Witch, And The Wardrobe

    I'm having a great time reading to your classes.  I read chapter 7, A Day With The Beavers, to Mrs. Bianco's class late last week.  It's available online.



    I suspect some of you have fallen a few chapters behind showing the videos to your classes, and that that's why lately there's been very little clamoring  to sign up for upcoming chapters.  Nevertheless, I'd sure love to come to read to your class!  The video's aren't that long, about 15 minutes each on-average.  If you're able to get your kids caught up soon, please let me know and we can schedule a time for me to pop into your class to read a chapter.
    The previous chapters can be viewed at the following links:


  • Chapter 1 -- Lucy Looks Into A Wardrobe
  • Chapter 2 -- What Lucy Found There
  • Chapter 3 -- Edmund And The Wardrobe
  • Chapter 4 -- Turkish Delight
  • Chapter 5 -- Back On This Side Of The Door
  • Chapter 6 -- Into The Woods

  • Calendar
    Week A
    • Monday, 02 Dec.
      • Coe @ Admin Council, 1:00-4:00
    • Wednesday, 04 Dec.
      • PTO meeting in the Library, 6:30-7:30
    • Thursday, 05 Dec.
      • Science Fair Help Night in the Library, 5:00-6:00
    • Friday, 06 Dec.
      • Canned Food Drive collection, 9:00

    Please acknowledge that you read this post.

    Updates -- 22 Nov. 2013

    Even stormtroopers love Friday-payday
    Hello everyone,

    Friday-payday and just two work-days to go 'til the Thanksgiving holiday.

    Much to be grateful for!

    Dismissal Thanks
    Perhaps you haven't noticed, but I feel like we've really got this whole school-dismissal thing pretty much dialed lately.  From most of your perspectives, the 14-17 minutes that it commonly takes us to dismiss the school and load the buses probably seems like it takes a long time, but from ours, up in the front office, this feels like a pretty darn fast rate for moving 600 kids out of the school building and on to the right buses, or into their parents' loving arms, safely and securely.

    Couldn't do it without a lot of good help.

    I'm grateful to all y'all for supervising the kids in your rooms from 3:20 until we've called the last bus (at about 3:35 lately), and especially to Ballard and Hobson who provide daily supervision of students in the hallways.

    I'm also super-thankful for the five-days-a-week hustle and esprit de corps of the whole front-office crew at dismissal time: White, Bianco, LeMoyne, Reasor, Paulsen, Macdonald, Housholder, and Jimenez who work like a well-oiled machine assembling bus lines, loading buses, calling moms to resolve the parent-pickup vs. FACTS vs. bus home question, mellifluously announcing bus numbers, finding missing older sibs and matching them to crying younger sibs, running down and retrieving wanderers across the street, keeping the Puente transfers out of the trees, and gregariously chatting-up the clientele as-needed.

    Thanks, afternoon-dismissal crew, for all you do!

    Tax Credit
    Please remember to keep the Tax Credit campaign in front of your parents.  So much depends on our ability to collect these funds each year.

    Some of us have had a pretty good return of Tax Credit contributions to our school by sending this letter to some of our friends, neighbors, and various other Arizona relations.

    Click image to download letter as a .doc file

    Please consider sending just such a letter to those you know.  Any Arizona tax-payer can contribute their annual Tax Credit contribution to our school; they need not have students who attend here. Click here (or on the image above) to download a .doc copy of the letter that you can modify and send to your heart's content.

    Calendar
    Week B

    • Monday, 25 Nov.
      • Eberhard film crew on site, 1:00-3:00
    • Wednesday, 27 Nov.
      • NO SCHOOL - Thanksgiving Holiday
    • Thursday, 28 Nov.
      • NO SCHOOL - Thanksgiving Holiday
    • Friday, 29 Nov.
      • NO SCHOOL - Thanksgiving Holiday
    Please acknowledge that you read this post.

    The Lion, The Witch, And The Wardrobe -- Chapter 6

    Mr. Coe says, "Thanks, Mrs. Paulsen's kindergarten, for inviting me in to read!"

    Into The Forest 
    Chapter 6
    The Lion, The Witch, And The Wardrobe 



    The videos for chapters 1-5 can be found here.

    Updates -- 15 November 2013

    Hello everyone,

    Happy Friday.  I hope you all have a nice weekend.  You'll probably want to get out your warm winter coat, going to get kinda chilly tomorrow.

    Staff Picture "retake"
    Walk To School Day thoroughly confounded our opportunity to take a staff picture during Picture Day last month.  Therefore, we will reconvene on Picture Retake Day, which is this coming Wednesday, Nov. 20, at 8:00 in the morning on the risers in the music room to take our 2013-2014 Staff Picture.  Thanks for planning to be there (this picture is of great value to me, personally) and for being there on time.

    Tax Credit Season
    Below is an exact reprint of what I published this week about Tax Credit contributions on marshallmagnetschool.com and on our school Facebook page.  I hope you'll take the time to read through it and commit it to memory so that you're able to speak knowledgeably to your parents about how important and advantageous it is for them to make a Tax Credit contribution to our school.

    As the next few weeks come and go, I'll appreciate everything you can do to continue to keep the message of Tax Credit in front of our parents.  It's essential that we make a deliberate and concerted effort to encourage all of our stakeholders to contribute in this way between now and the conclusion of the semester.

    Thanks!

    2013 Tax Credit Information
    Marshall Magnet School
    2013 Governor's Arts Award winner
    As you probably already know: No other school in Flagstaff provides the unique learning opportunities that every child, including yours, receives at Marshall Magnet School.  How?  Because of the Tax Credit contributions people like you make to our school each year.

    Any Arizona tax-payer may make a Tax Credit contribution to Marshall Magnet School.

    If you haven't already done so, we hope you are planning to make your annual Tax Credit contribution to Marshall School before December 31.  The Arizona Public School Tax Credit program provides great advantages both to you and to our school. 

    Thus far, this school-year alone, at Marshall Magnet School we've spent over $38,000.00 in Tax Credit contributions on our one-of-a-kind magnet programs and activities including field-trips, Taiko drumming, Suzuki violin, contemporary dance, Lego League, Team MasterMind, and Chess Club, as well as many other Magnet Monday electives, such as digital media, painting, and photography lab.  

    Each dime of your contribution has been spent to broaden and enrich the educational learning experiences of  every student at Marshall.  Every kid at Marshall has received benefit from these contributions, and they will continue to, year after year, provided we are to be able to raise these funds in order to sustain our award-winning programs.

    As demonstrated by our imaginary tax-payers below (click an image to enlarge it), Arizona's Tax Credit program works to the advantage of most tax-payers.  Whether you're a single parent, a married family filing jointly, or an more mature couple with grown children, Arizona's Tax Credit program enables you to give part of your annual state taxes directly to Marshall Magnet School, rather than to the state Department Of Revenue.

    This rare opportunity, to determine exactly how your tax dollars are spent by providing direct support to Marshall School's unique magnet programs, is your chance to directly benefit your child's, and every child's, public school experience at Marshall Magnet School.  Marshall School can and will make that promise to you.  The state of Arizona cannot.

    Single ParentMarried with childrenRetired couple
    Click to enlarge
    Click to enlarge
    Click to enlarge

    Tax Credit contributions directly reduce the Balance Of Tax that you would otherwise owe to the state.  Tax Credit contributions are not deductions, nor are they a kind of exemption.  Tax Credit contributions to Marshall School are a direct dollar-for-dollar credit against the taxes that you must pay.  Your choice in the matter, however, is to take advantage of Arizona's Tax Credit program and contribute these dollars to Marshall Magnet School, or decide that you wold rather give those dollars to the state.

    Every single Tax Credit dollar that you contribute to Marshall Magnet School goes directly into sustaining and developing our well-established, unique, and meaningful Arts and Science magnet programs at every grade level. All Marshall students, including your own, benefit from your contribution!

    Below, as another example, is a per-grade-level break-down of the costs of our special magnet-school programs during a recent school year, which were paid for entirely by grants, Dodgeball, and your Tax Credit contributions:
    Kindergarten
    Magnet Programs: Reggio Emilia Art Integration ($11,500), Suzuki Violin 30 min twice/ week ($10,633) and Water in our World Science Program ($600) Total Cost: $22,733.00 

    1st Grade

    Magnet Programs: Suzuki Violin 30 min twice/ week ($9,417.80) and The Explorers Science Program $1,000.00 Total Cost: $10,417.80 

    2nd Grade

    Magnet Programs: Suzuki Violin 30 min twice/ week ($10,329.20) and Communities Science Program $6,000.00 Total Cost: $16,329.20 

    3rd Grade

    Magnet Programs: Professional Dance Instruction 30 min week ($2,362.50) and From the Ground Up Science Program ($4,000.00) Total Cost: $6,362.50 

    4th Grade

    Magnet Programs: Author in Residence $3,200.00 and Adaptations and Interactions Science Program ($3,100.00), Heritage Garden Project ($1,600.00) Total Cost: $7,900.00 

    5th Grade

    Magnet Programs: Japanese Taiko Drumming ($6,560.00) and Space Science Program ($1,000) Total Cost: $7,560.00 

    4/5 Multiage Art and Science Integration Program (51 students): $3,500.00


    Total magnet budget $102,802.50
    Total # of students who benefit: 597
    Average Cost per Marshall Student: $172.20
    Please remember: In order to have it applied to your 2013 tax return, you must make your Tax Credit contribution before December 31, 2013.

    Married couples filing jointly may contribute up to $400.00. Single taxpayers may give up to $200.00.  

    However, contributions in any amount are always welcomed and appreciated!

    You can make a Tax Credit contribution to Marshall School online
    at any time, in any amount, during the course of the year simply by clicking on the "Donate now!" button below.


    Calendar

    Week A
    • Monday, 18 Nov.
      • Canned Food Drive begins
    • Tuesday, 19 Nov.
      • FAST program in the Gym, 6:00
    • Wednesday, 20 Nov.
      • Staff Picture in the Music Room, 8:00
      • Picture Retake Day in the Fit Kids Room, all day
    • Thursday, 21 Nov.
      • Faculty Meeting (canceled)

    Please acknowledge
    that you read this post.


    Updates - 08 November 2013

    Hello everyone,

    Happy Trifecta-Friday (Friday, pay-day, three-day weekend, natch)! 

    Albert Camus
    Until this week, I knew only a little bit about Albert Camus.  I've taken a few philosophy classes over the years, so, had you asked me about him I'd have probably told you I recalled him as a French existentialist philosopher from the early part of the 20th century... turns, out, however, that he's not really an existentialist, nor was he really French. In fact, he's not really even a "philosopher" technically speaking.  

    Nope, not really. 

    I've got a lot to learn about Albert Camus.

    The 100th anniversary of his birth occurred this week, so a lot of the places on the Internet that I frequent were all atwitter about Mr. Camus recently.  I enjoyed the chance to read about him, of his many uncommon ideas, of his pacifism which later transformed into his becoming an active member of the French resistance movement during WWII, of his early death at age 46, and, most remarkably, of his Nobel Prize for literature for which he remains the second youngest recipient ever.  

    And then I came across this on one of my very favorite websites, Letters Of Note (click-through at your own risk; this is a great place to lose an hour or two of your day).  Camus grew up poor.  Really, really poor.  And at a time in history when the poor were commonly disregarded and disenfranchised.

    Nevertheless, one of his teachers apparently made quite a difference in the life poor, young Albert, for not too long after he received the Nobel Prize "for his important literary production, which with clear-sighted earnestness illuminates the problems of the human conscience in our times," he wrote a note to a man named Louis Germain, who was one of his former instructors.  It read:
    19 November 1957
    Dear Monsieur Germain,
    I let the commotion around me these days subside a bit before speaking to you from the bottom of my heart. I have just been given far too great an honour, one I neither sought nor solicited.
    But when I heard the news, my first thought, after my mother, was of you. Without you, without the affectionate hand you extended to the small poor child that I was, without your teaching and example, none of all this would have happened.
    I don't make too much of this sort of honour. But at least it gives me the opportunity to tell you what you have been and still are for me, and to assure you that your efforts, your work, and the generous heart you put into it still live in one of your little schoolboys who, despite the years, has never stopped being your grateful pupil. I embrace you with all my heart.
    Albert Camus
    I include Camus' letter here as a reminder of the difference you make each day in the lives of young people, some of whom are just as poor and potentially otherwise just as disregarded and disenfranchised as he might have been, were it not for the role you play in their lives.

    Yours is important work.  Don't forget.

    Calendar
    Week B
    • Monday, 11 Nov.
      • NO SCHOOL - Veterans' Day
    • Tuesday, 12 Nov.
      • Science Council, 4:00 in the Science Lab
      • Site Council, 5:00 in the Library
    • Wednesday, 13 Nov.
      • Coe @ Elementary Admin., 7:30-10:30
      • Coe @ Beyond Textbooks presentation, 2:00-4:30
    • Thursday, 14 Nov.
      • Exploration Stations! 6:00-8:00

    Please acknowledge that you read this post.

    PARCC PD: Follow-on

    What are our first impressions?

    All of the responses to the survey we took after previewing a variety of Smarter Balanced sample tests on Friday are available online.  I've included a few highlights below.

    We all seem to agree that we are, to one degree or another, not yet fully prepared to assess our students with the PARCC test.


    Among our chief concerns is how well we will be able to prepare our students to use the technology, particularly the mobile devices, which will be necessary to successfully be assessed via PARCC.


    We also seem to be almost universally worried about how we're going to balance this concern with the need to teach the Common Core State Standards which will be necessary to prepare our students for the content on PARCC.

    What other concerns do we have?

    Below are a few other items you expressed concerns about:

    • The test itself is very difficult to maneuver.
    • Students who don't have technology at home will not do as well.
    • The non-multiple choice items.
    • How or what answers will be excepted?
    • Teaching to the test multi-step problems present too many ways to miss.
    • The academic vocabulary is going to be very difficult.
    • The test is not developmentally appropriate.
    • Difficulty for students with fine motor limitations to effectively take the test on the iPad.
    • What are the expectations for how clear written responses are written?
    • What are counted as acceptable answers?
    How will we modify our approach to instruction?

    Below are a few solutions and new approaches you provided on the survey.  I hope, as you select some to implement, they serve to alleviate a few of your concerns:

    • I will teach using fewer multiple guess assessments. 
    • Change majority of assessments from one answer to multiple possible answers. 
    • This will also take much longer to grade.
    • We are going to practice, practice and train there technology thinking. 
    • Adapt and implement the common core standards with our curriculum maps. 
    • Better prepare students to explain their thinking and use questioning strategies.
    • Use Ipads integrating technology.
    • Teach more pointedly. 
    • Technology.
    • Discovering a way to teach the students how to answer on the iPad in the manner in which is required for this test. 
    • More multi-step problems. 
    • Requiring students to not only compute but to explain and manipulate. 
    • I will formally instruct my student using this sample test so that they know how to access the required technology. 
    • Will use iPads more in everyday class work 
    • Integrating technology 
    • I will try to find more critical thinking tasks/apps/activities for students to practice with on iPads. 
    • Practice that requires more problem solving with more complicated steps. 
    • Shift happens in both ELA and Math. 
    • We need to align our lessons to be high-level lessons with critical thinking. 
    • Show your work more Higher level of expectations 
    • I plan to use the materials I have to teach the students in a way that they will be asked to solve problems on a test. 
    • Obviously the students will need more access to the iPad so they can practice navigating, word processing, etc. 
    • More performance-type tasks giving students the opportunity to apply their learning in various settings 
    How will we make the shift?
    During our post-sample-test whole-group discussion, it became clear that we must increase the rigor of our lessons by providing opportunities for students to:
    • become strategic thinkers and better at reasoning (Level 3 of Webb’s DOK)
    • extend their thinking (Level 4 of Webb’s DOK)
    How do we do this?

    During our post-test discussion, we brainstormed together a number of other great solutions and new approaches to teaching and learning in more PARCC-like ways:
    • This website is a treasure chest of Close Reading Materials as well as a wealth of other reading materials. It is FREE: Reading Works (Kristin)
    • Provide opportunities for students to do a “Cold” read or a “Cold” write. (Joy)
    • Use leveled reading materials. There is a free trial you can sign up for: Reading A-to-Z The RTI room has a subscription for this school year. (Thompson, McFall, Pavich)
    • Provide a framework for writing opinions and arguments. “This or That” strategy (Stefanie); 
    • Debate using science articles from Science A-to-Z (Bobby)
    • Use Close Read Strategies for your grade level Enrich and Extend RTI groups. (Fisher/Kohl, Ballard, Kasch)
    • Use highlighters to analyze text. (Koenig)
    • Use 4sight constructed responses as a teaching opportunity. (Grant)
    • Use the Socrative app to make quizzes that can require a written response using the iPad . This is just one great application for this app. (Price & Grant)
    • Use the math problem-solving template to teach students how to solve and explain a multi-step math problem. (Kasch, Ballard, Fisher, Kohl)
    • Use the student notebook from the Social Studies materials to provide writing opportunities that are linked to SS content. (Shaw)
    • Use current science/weather events for real world problem solving. (Janelle)
    • Provide project based learning experiences that allow students to be creative thinkers and problem solvers. (Janelle: Science lab; Weather Station: Coe)
    • Collaborate and co-teach an integrated unit with a specials teacher. ( Sheila, Ellen , and Jan)
    • Provide Jan with the academic vocabulary you are learning and she will integrate it into PE!
    If you would like more information about these materials, strategies, and units, please contact the person(s) listed or ask Jessica and Joy.

    Updates -- -01 November 2013

    Hello everyone,

    Is it really already November first?   

    Next week looks to be on the quiet side... that's always kind of nice.  

    Plus, there's a three-day weekend on the horizon, too.  

    TLTWATW
    Please let me know if you'd like me to read to your class.  All the previous chapters are available on Youtube.
    Tier 1 PBS
    Please remember to use the Blue Ticket PBS program to encourage all of our students to behave in safe, responsible, and respectful ways in our common spaces.  We've seen a bit of a dip in the number of tickets in the boxes of late.  Nevertheless, please remember: this program has demonstrated its ability to be of great value to our whole community.  It's essential that we continue to implement it every day.

    Should you run out, new Blue Tickets are always available in the workroom.  Help yourself.  Our goal continues to be that we all hand out tickets to students we recognize doing the right things at a rate of 2-3 tickets per day.

    Morning Math
    Please remember to dedicate the time period from 8:45-9:15 to Morning Math time.  This is not a request, it is an expectation.  Please use this time to review previously taught concepts, to work on problem solving exercises, or to begin to introduce new topics.  Rocket Math, Envision Problem Of The Day, etc. are all suitable activities during this time.

    Professional Expectations
    Please remember, our work day at Marshall begins no later than 8:15 for all teaching faculty.  Likewise, morning duty begins at 8:15 each day as well.  If you are going to arrive at work later than 8:15 due to unforeseen circumstances, please call the office to let us know [928 773 4030].  If you are going to miss your duty due to an absence, please arrange to trade with a professional cohort; do not have your sub perform your duty.

    Bike To School Day
    It's still a ways off, but that doesn't diminish the fact that a lot of us true-believer-types are unwilling to accept Marshall being the runner-up for anything!  Most especially Bike To School Day!  So a bunch of folks are working real hard to foment a really-good-plan that will bring the BTSD trophy back to Marshall to stay in May of 2014.  

    Thanks to the efforts of PTO president Kinkade, one of the early additions to Marshall's 2014 Bike To School Day initiative is the Alpine Pedaler.  The Pedaler's flagship, "The Crab" will be joining us on the morning of Bike To School Day this year to lead the "parade" of bikes from Wheeler Park to the school!  


    Kids are too small to ride on the Pedaler's machine, but it fits most grown-ups perfectly.  There are six seats available.  We're hopeful to fill them with Marshall teachers and parents.  Stay tuned to the Blue Note as Bike To School Day approaches for updates and your opportunity to volunteer to ride The Crab.

    Best of all: the Alpine Pedaler folks have agreed to provide two pub crawl seats for our Bike To School Day raffle, too!  Sweet!

    Calendar
    Week A
    • Monday, 04 Nov.
      • Coe @ Admin Council, 1:00-4:00
    • Tuesday, 05 Nov.
      • FAST meeting in the Gym, 6:00
    • Wednesday, 06 Nov.
      • PTO in the Library, 6:30
    • Monday, 11 Nov.
      • NO SCHOOL - Veterans Day

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    Friday's PD: 21st Century Assessment

    For our Professional Development time today we're going to begin by taking a close, first-hand look at what student assessment will look like in the very near future.  Not only will the kinds of questions being asked soon change, the testing interface itself is going to change radically, too.  Paper-and-pencil tests will soon be a thing of the past once PARCC is fully rolled-out.  Multiple guess, one-step problems will soon disappear as well.

    Smarter Balanced the test,
    not Smart Balance the "buttery spread"

    You're probably already aware that assessment in the near future will require students to take tests on digital mobile devices such as iPads.  What you may be somewhat less aware of is that these new assessments will also require our students to answer cognitively rigorous questions, to find and write discrete answers, to interact physically and knowledgeably with the device, and to use one answer or set of answers to construct new, more complicated responses.

    Like the PARCC Assessment, Smarter Balanced is a nationally-normed standardized assessment based on the Common Core State Standards.  It looks to me like they're a little bit ahead of the PARCC folks when it comes to implementing the online portions of their practice tests. So, we're going to use their stuff today knowing that PARCC will look and feel almost exactly the same.

    (If you're curious, however, here's what PARCC's got going on -  sample items are in the left-hand sidebar - for practice/sample test items to date.  They're not iPad ready.  Not by a long-shot.)

    Show this QR code
    to i-nigma and then select "go online"
    or simply click the link below to go to
    Smarter Balanced practice tests

    Using the Smarter Balanced sample tests on your iPad, here's what I'd like you to do during today's PD:
    • Login in to the practice test section at Smarter Balanced.  This is a multistep process in-and-of itself.  If you find the login process a little confusing, 
    • With your grade-level group, select a math or ELA test to complete... if your grade-level doesn't have a test (K, 1, 2) pick any other grade-level (3, 4, 5) to work on with the other members of your grade-level team.  
    • Feel free to work together on the first two items on the practice test, talking freely and openly with one another about what you think is expected and how you should go about solving the problem(s).
    • Once you've completed the first two exercises together, work on the next couple independently, coming together to discuss each subsequent item and your response to it as soon as everyone's had a chance to get it done.
    • Do this for the remainder of the time allotted (~20 min)
    • After you've had a chance to work on the practice/sample test items, work with your grade-level team-mates to complete this survey.  
    • Each member of your group should complete a survey, however you may decide to collaboratively respond to each item.

    Ch. 4 -- The Lion, The Witch, And The Wardrobe

    Hello everyone,

    Thanks to Ms. McFall's class for inviting me in to read earlier this week.  I've got a little chest cold at the moment, so my voice is a little hoarse.  Nevertheless, I hope you and your students enjoy this chapter.

    The Lion, The Witch, And The Wardrobe
    Chapter 4 -- Turkish Delight



    Chapter 1 -- Lucy Looks Into A Wardrobe
    Chapter 2 -- What Lucy Found There
    Chapter 3 -- Edmund And The Wardrobe

    As always, please let me know if you'd like me to read a chapter of The Lion, The Witch, And The Wardrobe to your class sometime soon.  I'm available next week for chapter 5...

    Updates -- 24 October 2013

    Hello everyone,

    Tomorrow's payday-Friday, so that's a good thing.  Should be another lovely fall weekend, too.  Enjoy!

    Two-hour PD: PARCC sample test items
    We'll meet together in the Library for our next Professional Development seminar (the second of only two this semester) this coming Friday, 01 November, at 1:00.  We're going to be looking at PARCC sample test items and brainstorming ways and means to best-prepare our students for this new and, I'll be honest, somewhat intimidating assessment format.

    I promise you: building greater awareness of this material is relevant to every member of the teaching faculty at Marshall, regardless of your current grade-level or assignment.  We all will need to be hard at work in the coming months and years to prepare our students to be assessed in this manner and with this sort of content.

    Please be on time and bring your fully-charged iPad.  If you will have the i-nigma QR-code reader app pre-installed, it will save some time.

    Ch. 3: The Lion, The Witch, And The Wardrobe
    I must admit, I'm having such a good time reading to your classes!   The three classes I've read to thus far (Thompson, Heck, and LeMoyne) have each been so great and so attuned to what's going on in the book.  Thanks for inviting me in!

    Here's Chapter 3 Edmund And The Wardrobe:



    Only 14 chapters to go!  Please drop in to my office or drop me a note to schedule a time if you'd like me to visit and read to your class.

    Previous chapters will remain available online:

    Halloween
    The following is a reprint from years past, nothing has changed:
    I know my opinions about Halloween stuff at school are somewhat unpopular, but here's what I still think about it.  I think a real school day should happen on Halloween, therefore:
    • Unless parties are aligned with standards and instruction, they're probably not the best use of instructional time. 
    • If parties are aligned with standards and instruction, please ensure they don't impact or interrupt other school programs, schedules, or special classes, including but not limited to RTI.
    • For safety reasons, children (and teachers, too, natch) should not wear Halloween costumes at school... Kinders have their City Hall costume-visit walking field-trip each year on Halloween, and for this reason they are excepted (albeit somewhat reluctantly) from this expectation.
    Calendar
    Week B
    • Monday, 28 Oct. 
      • Cragin Elementary School on-site for visitation
        • Cragin is a newly minted magnet school in Tucson. They hope to gain insight into building their own program by having a look at what we're doing here at Marshall. That's kinda cool, don't you think?
      • Coe @ Admin Council, 1:00-4:00 
    • Tuesday, 29 Oct.
      • SEI Task Force meeting in room 26, 7:45
      • FAST in the Gym, 6:00
    • Friday, 01 Nov.
      • Faculty Professional Development seminar in the Library, 1:00

    Please acknowledge that you read this post

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    Ch. 2: The Lion, The Witch, And The Wardrobe

    Thanks to Ms. Heck's class for being such a great audience for chapter two of The Lion, The Witch, And The Wardrobe!

    Send me an email if you'd like to set up a time to have a chapter read to your class.

    Updates -- 17 October 2013

    Hello everyone,

    First of all, massive thanks to Malinda, Erin, and Janelle for keeping it all together up here in the front office during my unplanned absence this week.  Well done!

    By the way, I'm pretty sure I had a run-of-the-mill GI-virus and not some creepy, more-serious bacterial infection from under-cooked food.  So please don't let my paranoia dissuade you from attending the Random Acts Of Kindness South In Your Mouth dinner next year.  It's still a super good time, and apparently just as safe-as-can-be.

    Thanks, as well, to all'y'all for the thoughtful Boss' Day card.  I honestly didn't know it was Boss' Day until someone pointed it out to me on Wednesday morning.  Still kinda weird to think of myself as "a boss" but it means a lot to me to know that some of you think I'm doing okay at it.  I'm trying.

    Serendipity
    Nancy McCleskey stopped in my office the other day and asked me, "How many times have you cried doing this job?"  Which is unusual, if only because earlier the same day I'd read this article on The Onion:


    I'll be honest, sometimes, both as a teacher and as a principal, I've really felt like crying.  And on more than one occasion, any number of my principal cohorts have told me of their compulsion to sit in the car and weep quiet tears at the end of a long, hard day.   I get it.  Believe me.

    However, my all-too-honest response to Nancy was, "Never. Not that I haven't wanted to. I just haven't been able to."  Maybe I'm a robot.  Maybe I blame Mrs. Bromley for the things she said to me when I was 10.  I dunno.  But I understand the compulsion to cry.  We all get there from time to time.  Nothing wrong with that.

    On occasion some of you have come into my office and cried.  I get that, too.  Believe me.  I'm never stoked to see you cry, or hear about your sadness.  It hurts me to see you hurting.  But as I write this to you on this Boss' Day, I'm pleased to be able to acknowledge that for many of you, you view my office as a safe place to vent, to let down your guard, and to have a good honest cry.  

    Nothing wrong with that, either.

    New Tabs
    Did you notice the three new tabs at the top of the blog?  I'm in the process of revising and editing our new school-wide Emergency Plan and thought I'd add a few components of it to the permanent record here on The Blue Note Blog.  

    Might be a good idea to review each of them now, particularly in light of our upcoming Lockdown Drill.  In the near future they'll be reprinted for you as the Lockdown, Fire Drill, and Evacuations procedure policies which will be included in your new Red Folder materials. 

    Vacation Day
    I will be out on Friday, 25 Oct.  I am taking an honest-to-goodness vacation day to attend the Zendaya concert in Phoenix.  She's my daughter's current-favorite singer/dancer and we're going on a daddy-daughter date to see her show at the State Fair.  We have reserved tix in the fourth row and, well, my kid is counting-the-days-super-stoked to go, so I am really looking forward to it.

    Calendar
    Week A
    • Monday, 21 Oct
      • Lockdown Drill, ~10:30
    • Tuesday, 22 Oct
      • FAST parent meeting in the Gym, 6:00-8:00
    • Friday, 25 Oct
      • Coe in PHX -- Reasor has the helm (again!)

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