Education

Making Good Schools Great: State Offers New Tools for Educators

kpaul.mallasch — Fri, 22 Aug 2008 23:56:19 -0700

By Dr. Suellen Reed,
Superintendent of Public Instruction

More than 1 million students across Indiana head back to school this month to begin another year of their K-12 education. Some will be going to school for the first time while others will be anxiously looking forward to graduating this spring and heading off to college next year.

At the same time, far too many Hoosiers will start school already trailing behind their peers. Many will find themselves struggling to catch up and some will become so frustrated with their perceived inability to succeed that they will drop out before earning a high school diploma.

The challenges we face in education today are as numerous as they are apparent: rising poverty, increased language barriers, scarce resources and limited access to technology in many homes and classrooms, to name but a few. Though we can not underestimate these obstacles, we are not helpless in overcoming them either.

With that in mind, the Indiana Department of Education (IDOE) continues to press hard to meet these challenges head on. To support efforts at the local level, we are putting several new initiatives in place this fall that help teachers prioritize their efforts in the classroom, pinpoint exactly when and where students are falling behind and focus our reform efforts around those schools that consistently struggle to perform.

Teaching what’s most important

Indiana’s Academic Standards for English/language arts, math, science and social studies are widely recognized as among the best in the nation for setting rigorous and clear expectations for student learning. However, Indiana teachers have expressed a need for a more manageable set of concepts that emphasize the “big ideas” in each content area and grade level. We responded by developing Indiana’s Core Standards (www.doe.in.gov/standards). The Core Standards highlight the essential skills, so teachers can focus their efforts on ensuring students are prepared to advance to the next grade level.

Identifying student needs early

Since the introduction of the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+), we have advocated for a comprehensive assessment system that not only tests what students know, but offers opportunities to check student progress before the high-stakes ISTEP+. This year, through advances in technology and a new state-negotiated testing contract, we are finally in a position to make that happen.

Starting with approximately 240,000 Hoosier students at nearly 600 local schools this fall, new computer-based teaching tools will give students in grades K-8 mini learning checkups as subjects are taught. By offering instant feedback on student progress, these resources can predict whether students are on track to pass ISTEP+ and potentially save taxpayers millions of dollars through reduced remediation costs and special education referrals. The new tools are part of a comprehensive testing plan for Indiana that also includes moving ISTEP+ from the fall to the spring (grades 3-8) and replacing the current Graduation Qualifying Exam (GQE) with Algebra I and English 10 exams taken by students when they complete the corresponding course.

Supporting struggling schools

Under the federal No Child Left Behind Act, states are required to evaluate whether schools are making Adequate Yearly Progress (AYP) based largely on student test results. Public Title I schools that consistently fail to make AYP face a series of progressive consequences depending on the number of consecutive years improvement does not occur. However, states have been required to provide the same level of interventions to these schools regardless of how far they fell short of meeting their performance goals. In a world of limited time and resources, that just simply is not the best approach.

That’s why we were so pleased that Indiana was selected as one of six states to pilot a new Differentiated Accountability Program that targets assistance to under-performing schools based on their level of need. Under the new federal pilot, we will provide those Title I schools in most need of major reform with more help sooner, such as hiring full-time literacy and math coaches, participating in the state’s reading and math academies, working with state support teams and training on how to use our new computer-based diagnostic assessment tools. Those schools that still do not improve will face significant restructuring actions that include such steps as replacing the school principal or other staff, extending the school day or year, closing the school and reopening as a charter school and contracting with a private management company to run the school.

Connecting communities and schools

While we are optimistic about the impact these steps will make in Indiana schools, we recognize that truly meaningful change only takes place when local community members get involved. Having children in school now is not a requirement for doing your part.

Every Hoosier should visit a school and offer to volunteer to read to a class, ask teachers about their classroom needs or just talk to students about how they are doing in school. One can never underestimate the incredible difference even a single committed adult can make in a young person’s life. That is what it will take to make our students, our schools and our state not just good – but great.

School Lunch Dough

kpaul.mallasch — Tue, 19 Aug 2008 16:06:54 -0700

By Tom Purcell

Even Jimmy Schmidt would have gone for a deal like that.

According to MSNBC, the National School Lunch Program is the latest victim of America's rapidly rising food and fuel costs. The cost of subsidized breakfasts and lunches has shot up by as much as 50 percent in some schools.

Despite an $8.7 billion-plus annual subsidy -- despite a 4.3 percent increase in funding this year -- the School Nutrition Association wants the government to spend more.

To understand how we got to this point, a little school-lunch history is in order.

Image via Wikipedia

During the Depression, FDR saw an opportunity to feed America's poorest kids at the same time he could win the favor of farmers by buying their food with government dough.

In 1946, the Truman administration formalized the government's role. During both World War I and World War II, the government noticed that some recruits suffered from malnutrition and stunted growth. To solve the problem -- and win the favor of food producers -- the National School Lunch Act was born.

Though there was, and still is, lots of debate and politics surrounding the program, the premise was reasonable enough: For some of America's poorest kids, a hot breakfast or lunch at school might be the only decent meal they have all day.

Which brings us to 2008. The program has expanded a wee bit.

Today, 30.5 million of America's 56 million schoolchildren -- roughly 54 percent -- participate in the program. Half -- children from families at or below 130 percent of the poverty level -- receive free lunches. Many others -- children at or below 185 percent of the poverty level -- are eligible for heavily discounted lunches; they pay 40 cents. Even students from high-income families enjoy a partial subsidy.

If only I could have enjoyed government-subsidized grub at St. Germaine School in the 1970s.

My mother, a master at pinching pennies, packed our lunches. Early in the school year, she was enthusiastic. We never got name-brand treats, but she made a fresh ham sandwich, gave us a fat peach or pear and sometimes mixed baked up some muffins or cookies.

Her enthusiasm waned by the second week of school though. The rest of the year, my lunch consisted of two end pieces of bread and a hunk of bologna glued together by warm mayonnaise. She tossed in some celery, a couple peanut butter crackers and a Washington apple; the apple was littered with multiple half-moon cuts, as my sisters examined every apple with their fingernails before choosing one to eat.

Every day I sat next to Jimmy Schmidt. His lunch consisted of peanut butter and jelly on fresh Wonder Bread, a can of Coke, Hostess Ho Hos and a Nestle Crunch bar -- not exactly nutritious, but lunch heaven for a kid back then.

Every day I asked Jimmy if he wanted to trade. He looked at me like I had rocks in my head.

And now, where school lunches are concerned, I think Congress has rocks in its head.

On one hand, the School Nutrition Association people do a tremendous job preparing hot meals for kids. Who can blame them for wanting more government dough to offset rising costs?

But on the other hand, how did taxpayers get into the business of subsidizing the lunches of more than half of America's school kids? Helping out America's poor is one thing, but folks at 185 percent of the poverty level earn up to $38,000 a year. And though they may not be rolling in the dough, why should other people be expected to feed their kids?

Government subsidies go only one way, however: up.

That is why the Congress that drove up food costs through nutty ethanol subsidies and increased energy costs through nutty energy policies -- the Congress whose nutty policies ultimately drove up the cost of school lunches -- will probably "resolve" the problem the only way it knows how: make taxpayers fork over even more dough to feed even more kids.

Even Jimmy Schmidt wouldn't turn down a free-lunch deal like that.

©2008 Tom Purcell. Tom is a humor columnist nationally syndicated exclusively by Cagle Cartoons. For more info contact Cari Dawson Bartley at 800 696 7561 or email cari@cagle.com. Visit Tom on the web at www.TomPurcell.com or e-mail him at Purcell@caglecartoons.com.
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State offers back-to-school success guides for Hoosier families

kpaul.mallasch — Mon, 18 Aug 2008 12:11:02 -0700

Learn More Indiana partnership provides other resources for students and families too

School is back in session, and the Indiana Department of Education and Commission for Higher Education want to help students and families start the school year off right by providing every student with a grade-specific student success mini-magazine titled OnTrack. These easy-to-read publications provide helpful information on key learning topics including study skills, Indiana’s Academic Standards, ISTEP+, Core 40, career exploration, planning and preparing for college, study strategies, tips for parents and more.

“These mini-magazines are a great resource for families and provide practical information to help them support student learning,” said Dr. Suellen Reed, Superintendent of Public Instruction. “If you haven’t seen your copy, ask your child or call your school so you don’t miss out.”

More resources

This year, the mini-magazines offer even more resources for families. New inside the grades 6, 7 and 8 publications is an application for Indiana’s Twenty-first Century Scholars Program. Income-eligible students in grades 6 through 8 who enroll in the program and fulfill a pledge of good citizenship are guaranteed a tuition scholarship at any participating college or university in Indiana.

“We want all students to know they can afford college,” said Stan Jones, Indiana’s Commissioner for Higher Education. “This year, in addition to students in grades 7 and 8, 6th-graders can apply for Twenty-first Century Scholars. Families should be sure to read these great info magazines and complete the Scholars application.”

For information about Scholars, citizenship qualifications or income requirements, visit www.scholars.in.gov.

How to get your copy

Copies of the magazines were sent to all schools statewide to be delivered to all students in grades K-10 at the beginning of the school year. Additional magazines for high school juniors and seniors, NEXT Indiana: A Guide to Life after High School, have also been shipped to every public and accredited nonpublic high school around the state. The helpful booklets provide links to additional resources including Learn More Indiana — the state’s college and career connection. If you have not received your copy, you can download the magazines atwww.learnmoreindiana.org/pubs.

Spanish-speaking families

This year, two publications are offered in Spanish: one for students in grades 3, 4 and 5 and another for students in grades 6, 7 and 8. These publications offer the same practical information for student success as the English versions. The publication for grades 6, 7 and 8 also offers the application for Indiana’s Twenty-first Century Scholars Program in Spanish.

Learn More Indiana

Learn More Indiana’s Web site, www.learnmoreindiana.org, is a resource for students, families, adults, teachers and school counselors regarding the steps it takes to get to college. Hoosiers can get free publications, planners and checklists to keep them on track for college. Learn More Indiana’s free Helpline (1-800-992-2076) provides personalized assistance 24/7 including information on paying for college and applying for financial aid.

Learn More Indiana is a partnership of the Indiana Commission for Higher Education, the Indiana Department of Education, the Indiana Department of Workforce Development and the State Student Assistance Commission of Indiana, with additional support from Indiana’s colleges and universities, USA Funds, and the Lumina Foundation for Education—all working together to provide information that supports learning.

Source: Indiana DOE

The Law and You - Part One

shasler — Fri, 28 Mar 2008 18:20:46 -0700

By Sam Hasler

Welcome to my first article for the Anderson Free Press. I was delayed in starting this project by the flu and a serious case of writer’s block. More about that block in a moment.

I should introduce myself first. I have been a practicing lawyer from Anderson for more than twenty years. In those years, my practice became concentrated in two big areas: family law and business law. I expected to write about those areas but I also published two law-related blogs (Indiana Civil & Business Lawyer and Sam Hasler's Indiana Divorce & Family Law Blog). I want what I write here not to be quite so technical as what I write there. While trying to avoid repetition and fighting the flu, I found myself with a nasty case of writer’s block.

I thought the readers of the AFP would want something broader and useful. This lead me to thinking about how law school teaches lawyers to think like lawyers. Which lead me to this question: how do people know how to deal with the law and lawyers? Television and movies are not the most realistic teachers.

People approach the law and lawyers as something more terrible than a visit to a dentist. If I took on the subject what is the law would mean starting out on a journey that would take a very long time. Many long, large books exist on the subject of what is meant by law. I am going to skip all that and pragmatically assume that the law is certain things - like whatever is in the lawbooks.

But what is in the lawbooks? I say that questions bedevils all those who think they can handle their own legal matters (as well as more than few lawyers!). That no one book exists saying that here is all the law on the issue. Why do lawyers waffling on what real people think is a simple question? Because of the terror that somewhere exists a case that creates an exception sinking your case.

In America, the lawbooks include constitutions, statutes, administrative agency regulations, court rules and judicial opinions. Both the federal government and Indiana have constitutions (all these links are for Indiana sources). Legislatures pass statutes based on the powers imposed by the constitution. If you want to litigate, then you have to deal with the rules of court. Finally, a court makes a decision on whether and how a statute or constitutional provision applies to the facts of your case. If either side disagrees, they can appeal. Appellate court opinions make law by interpreting the statute or constitution. I have completely omitted discussion of administrative agency regulations or those issues which are created by statute or constitution which we call the common law (which is completely judge made). To know what the law is depends on knowing all that can apply and not just bits and pieces.

Now you can see why lawyers hem and haw when asked what is the law. Next I will discuss selecting a lawyer.

Note: This column is not legal advice. If you have a legal problem, you need to get a lawyer and talk to them in person rather than rely on anything written here.

Suggestions for Changes in School Year

kpaul.mallasch — Thu, 28 Feb 2008 10:15:49 -0800

By John McCory

After having taught school in Indiana for forty-one (41) years and owning and managing a campground for 29 years (20 concurrently with teaching) I've witnessed several changes taking place, both within the school system and in the campground business. The one I'm addressing today is the rapid, and almost statewide continuance of expanding the school year. This is happening on both the beginning and ending of the school year, thus increasing costs to heat and/or air condition the school facilities as well as increase educational costs in various other ways.

At the same time, the revenues being generated by travel, recreation (including camping), and many other activities, where sales taxes are generated in these facilities, are used by the State to advertise widely. Our State Tourism Department does an excellent job with much less funding than other nearby states. Many travelers classify Indiana as a drive through or fly over state while we residents realize we have many fairs, festivals, races and many other local and/or statewide events and natural sites that are missed by these travelers. Another problem, then, is the increasing lack of quality time given our families with the summer family time being squeezed into a smaller time frame some place in the state, annually. Some recreation facilities are opening later in the spring and closing earlier in the fall because of lack of people available to hire for life guarding, grounds keepers, etc. Also, work campers start going south earlier.

Members of ICOA (Indiana Campground Owners Association) have made several suggestions relating to changes that could be made to save school corporations millions of dollars, much of which could then be used for upgrading facilities, better salaries to attract better teachers, more field experience possibilities, top quality school speakers at school assemblies and many other academic and physical needs and opportunities.

ICOA proposes the following change throughout the school systems of Indiana to cut the costs of operating the school, increase state revenue, greatly increase family values (more time to be together spring, summer and fall) and increase family knowledge of the environment and how to better enjoy the natural environment without waste and over usage.

ICOA proposes to amend the school year by commencing after Labor Day and closing prior to Memorial Day. There are 190 available days between Labor Day and Memorial Day, minus holidays and various other "vacation" days of +/- 11 days. That equals 179 school days. By shortening the school year to between Labor Day and Memorial Day and by adding 30 minutes to each of the 179 days would automatically increase instruction (student time on task) 90 hours during the shortened year. This would automatically build in snow, fog, and flood days we hear the public lament about almost every year. Rather than using "school days" as criteria for government funding we should consider numbers of student hours of class instruction. If we save 11 days we can now look at cost savings:

We have 2,841 schools in Indiana 16,000 bus drivers 15,000 school buses

15,000 school buses not used for 11 days (15,000 X 11 days =165,000 bus days. Each bus uses approximately 20 gallons of fuel per day. (165,000 X 20 gallons = 3,300,000 gallons at $2.75/gallon, a conservative savings of over $9 million/year.

2,841 schools reducing utility costs of approximately $200/day for 11 days = $6,250,000. Please note that teachers, bus drivers, auxiliary personnel would not be affected in this savings approach. (we do not want to see their wages reduced because of a shortened school year).

Miscellaneous operating savings are unknown.

State revenue would increase due to children/students being off during holiday weekends. All business should see an increase in revenue, i.e., camping, amusement parks, barbeque's, museums, zoos, swimming pools, all interpreted as more QUALITY time spent with ones children, as well as much more sales tax money being returned to the state. Some of the agriculture industry is dependent upon students helping with the harvest.

The savings of fuel is tremendous and the environment suffers less because of less pollution.

               Buses           $9,000,000
Schools         $6,250,000
State Revenue   $5,000,000
Misc. savings   $2,000,000
__________
Turnaround     $22,250,000

These estimates are based on information received from the Indiana Department of Education and the Indiana School Bus Drivers' Association. the State Revenue and miscellaneous savings are a low estimate, based on business revenue increases.

Campgrounds and businesses across the State reported lower attendance on Labor Day weekend due to schools reconvening too soon and likewise by staying in school past Memorial Day.

Much controversy has arisen when an extended school year has caused gradation exercises to be scheduled later (because of late decisions to extend the school year because of snow, fog, or flood days, etc. Out of town guests with scheduled flights, time off work etc., have had to cancel going to relatives' graduation when the ceremonies were moved to a later date. City park and resort pools could be open longer thus increasing the revenue and extend lifeguard duty (and wages).

All of these plans are dependent on just 30 minutes a day. Write your legislative representative about your feelings, talk to school board members in your community, and write to the Indiana State Teachers' Association.

As a former teacher (41 years), a present (29 years) campground owner and former president of ICOA, I suggest each reader study these conservative figures and make contacts about your feelings, whichever way you believe. Choices and changes will be made over time. Exercise your freedom to speak out and to vote.

John McCory, Ft. Wayne, Indiana,jmacnut@yahoo.com

HHS Choir Winter Warm-Up Concert

Arts-Fanatic — Wed, 30 Jan 2008 17:42:41 -0800

ANDERSON, IN - Please join the Choral Department & Boosters as their varsity competing choirs (Madrigals, Starliters & Singers), along with our show choir Band & Crew students, debut their 2008 competition shows!

This season our Madrigals will participate in various concerts and compete locally (March 1st) at the competition sponsored by Anderson High School.

This competition season our Singers, Starliters, Band & Crew will compete in various competitions in the mid-west and will compete at a national competition in Orlando, FL (Showstoppers in Epcot @ Walt Disney World).

The Highland High School Choral Department & Boosters present...

WHAT: The Winter Warm-Up Concert
WHEN: Thursday, January 31, at 7pm
WHERE: Highland HS Auditorium (corner of Cross Street & Rangeline, northeast side of Anderson)
CHARGE: $5/person admission fee

In addition, Singers & Madrigals will compete in Group I State Qualifications at ISSMA (Indiana State School Music Association) in late April. Don't miss out on our next event:

For further information, please leave a message for HHS Choral Director, Laura Dyer, at 765-641-2068, ext 4. You may also contact Winter Warm-Up Chairman, Les Dock, at 621-2620.

ISTEP+ Passing Rates up in 2007

kpaul.mallasch — Wed, 12 Dec 2007 11:16:07 -0800

Largest gains made in grades 7 through 9

INDIANAPOLIS, IN - ISTEP+ results released today revealed that approximately 72 percent of Indiana students in grades 3-10 passed state exams in English/language arts (71 percent) and mathematics (74 percent) in 2007, an increase from 2006. This continues a trend of steady, incremental progress over the past decade.

Compared to one year ago, the state showed one-percentage point gains in English/language arts, math and science. The most significant progress occurred in grades 7 through 9, which improved by two to three percentage points on average.

English/language arts pass rates improved in six of the eight grades tested while math pass rates improved or held steady at seven of the eight grades tested. Of the two grade levels tested in science, one improved by three percentage points while the other fell by one percentage point. Over the last decade, the state has seen a 10-point gain in the percentage of students passing both the English/language arts and math sections of ISTEP+.

“Though we will not be satisfied until every student passes ISTEP+, it is encouraging to see scores moving in the right direction for the state as a whole,” said Superintendent of Public Instruction Suellen Reed. “What the statewide numbers don’t reflect are the larger gains being made by many of our local schools, even those with challenging student populations.”

A local perspective

As one example, Reed highlighted the progress made this year by Emma Donnan Middle School in Indianapolis, which has more than 90 percent of its students receiving free and reduced lunches. Reed noted that although studies link high-poverty with low academic performance, Indiana schools are making strides to help these students reach high standards.

This year, Emma Donnan saw its eighth grade passing rates increase by 13 percentage points in math and 3 percentage points in English/language arts. Seventh-grade students improved by five percentage points in math while English/language arts dropped by two percentage points.

Principal Dexter Suggs, who was named a Milken National Educator last month, said an alternative calendar with a July 23 school start date was a major factor in improved scores, but ultimately it came down to educators.

“It’s not programs that make a difference; it’s people who make a difference,” said Suggs. “Our teachers were given the opportunity to transfer to other schools this year, but approximately 90 percent stayed. We had a situation where dedicated people were determined to make a difference.”

More help for teachers and students

To help more schools boost student achievement, Reed announced last week that Indiana will offer local educators new computer-based teaching tools designed to diagnose student learning needs sooner. Identifying learning needs earlier and providing targeted intervention can potentially save millions of dollars through reduced student remediation costs and special education referrals.

Designed to offer immediate feedback on student mastery of state academic standards, these state-provided resources will help Indiana teachers better diagnose student learning needs, focus instruction accordingly and predict whether students are on track to pass ISTEP+ at the end of the year. The computerized tools support reading and math instruction for grades K-2 with expanded support for grades 3-8 in English/language arts, math, science and social studies.

The computer-based teaching tools will be phased in statewide over four years, with the state funding about one-third of K-8 students during the upcoming school year. The Indiana Department of Education will begin accepting applications from interested schools in early 2008.

More about ISTEP+

The Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) is given to approximately 700,000 students in grades 3-10 annually. ISTEP+ offers a snapshot of student progress at a specific point in time, providing educators, students and parents with information they can use to identify specific strengths and weaknesses at each grade level.

All ISTEP+ information, including performance data for each corporation and school, is available for download online at www.doe.state.in.us/istep.

Source: Indiana Department of Education Press Release