Nine Words

"To the young lady with the loud, clear voice."  These were the words that my 4th grade teacher wrote on the back of a school picture many years ago.  I have no idea where that picture and note are now, but I can see the words as if they were in front of me.

I was a shy, quiet student, but Mrs. Putman had me read aloud at mass, and she praised me for my efforts.  She made it clear that she thought I was a good public speaker.  To this day, I still think of her words, and I am positive they have given me the confidence I possess in my public speaking skills.

I tell this story, because I have been thinking a lot lately about the power of words.  Mrs. Putman's words gave me confidence that I have carried with me for years.  I imagine she doesn't remember writing those words, but they will stick with me forever.  It makes me wonder what words my children and students will remember coming from me.  Will I leave them with memories of confidence and encouragement?  I hope so.  Out of all the things that Mrs. Putman taught me that year, the math, the language arts, the science . . . what truly stuck with me were those nine words.

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Raw Emotion

When you live with a toddler, emotional outbursts are a part of everyday life.  Sometimes these outbursts break my heart - my daughter's slow, silent cry because she colored the last page in her coloring book.  Sometimes they annoy me - really do we need to scream over Barbies?  And sometimes they just make me shake my head - this weekend's episode of screaming, crying and jumping around like an angry jackrabbit at the park.  Seriously not cool.  

I often find myself saying, "Use your words."  I am trying to teach both my daughters the value of talking about what's upsetting them, instead of having these emotional landslides.  I have to admit though there are times I am jealous of their ability to show such raw emotion.  Whatever they are feeling - joy, sadness, anger, it just all comes out.  Wouldn't it be great to do this sometimes?  Someone doesn't share something with you at work and you look them in the eye and scream, "You're mean!"  Okay, maybe that's not very productive, but I bet it would feel good.  

I tend to be very guarded with my emotions, although I am told that when I am having a bad day, my face tells it all.  I have recently realized though that I need to sometimes get in touch with my tough girl side.  I went to listen to a principal from another school district speak recently.  He talked about how his building has implemented an intervention program.  He was a great speaker, and the program his school implemented is having wonderful results.  I walked away from the session with the realization though, that I need to be tougher.  Not mean, there's no way I could pull that off, but I need to not be afraid to say, "this is good for kids, and so this is what we are doing."

I pride myself in being a service leader.  If my staff or students need me, I'm there.  If they need something, I'll try my best to get it.  I'm now realizing though that every leader needs to be willing to take a stand for what is best for kids, even if it means rocking the status quo.  That seems like an obvious statement, but as a second year principal, I'm realizing that too often I worry about keeping people happy instead of encouraging us all to grow.  My new personal challenge, is to lead through service while giving my staff the tools we need to grow.  One of those tools needs to be me and my expectations.

Cuddle Up and Read

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Fall parent teacher conferences are quickly approaching.  One question I am frequently asked at conferences is about how parents can help their students improve in reading.  My suggestion . . . make reading part of a family's regular routine.  To become better readers, students need practice and the way to do that is to read.

At my home, we read every night before bed.  It's part of our normal schedule.  My kiddos brush their teeth, put on their comfy PJs and we all settle in and read together.  Each child picks one book and if we have more time, we read more.  For my youngest, we read to her.  For my oldest, some nights she reads to us, some nights mom and dad read, and other nights we take turns.  This is a fun time.  We cuddle up and enjoy our time together.  It has helped to grow a love of reading in my children, and I encourage all families to try it.  As I sat there tonight with one kiddo in my lap and one next to my hip, I wished I could freeze time.

What if your child hates to read?  Read to them.  Pick a book that is interesting to your child.  Hearing you read is really important.  Children need to hear how fluent readers sound.  As you read, make sure your child is sitting next to you and point to the words as you read.  This helps them to make the connections between the written text and the words they hear you reading.

Give it a try.  You will help your child's reading skills and get some amazing quality time together.  

Not an Alpha Dog

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This weekend I was visiting with my dad.  My step-mom is a teacher, so our conversations frequently turn to the topic of school.  While we were chatting, my dad asked me what my philosophy was on discipline.  He asked if I take the Alpha Dog approach or the gentler approach.  What he meant was, do I use the "I am the adult, so you must listen" method.

I told him Alpha Dog is not my style, because I prefer to build positive relationships.  I'm not sure if he agreed with my technique (he pictures himself as being old school tough even though he is a teddy bear at heart).  As I drove home I realized though, that really my dad and mom were the ones that taught me the relationship technique.

As a child, I grew up in a fairly calm house with limited yelling.  I'm sure there were moments that my sister and I sent our parents over the edge, but those times were pretty rare.  I in turn have tried to use those same methods with my own children and students.  I want to give and model for them that same sense of calm.  For example, the other day a student came into the building wearing a hat.  An Alpha Dog would have barked at the student to take that hat off.  I instead complimented the student on his cool hat, but told him he would have to take off until he left the building.  In both methods, the objective would have been met of having the student remove his hat, but I'm hoping that with my method, the student also sees school as a safe place.  A place where there are rules, but everyone is treated with kindness and respect.

So far the gentler approach has worked out well for me.  I have daughters that are fairly well-behaved, and I have created positive relationships with students and parents.  Every once in awhile, I'm sure the Alpha Dog must rear her head, but for the most part, I prefer to leave her in the doghouse.

Wading Through Ohio's 3rd Grade Guarantee

Being a principal at an Ohio elementary school means that I need to figure out what the deal is with the new Ohio Third Grade Reading Guarantee.  I want to make sure I understand the guarantee and can communicate what it is all about to my staff and parents.  I figured what better way to learn, and to share that learning, than right here.

I began my research on the Ohio Department of Education website (ODE).  Check out their link for more information, but here is what I learned in a nutshell:




The first thing I realized was the guarantee involves more than just 3rd graders.

• Students in kindergarten through third grade have to be tested in reading.  This test should tell us if students are "not on track" to read at grade level.  

Assessment Info:

• This year, schools can use the reading portion of the state's ELA diagnostic assessment or another diagnostic assessment.  Whichever assessment you use, you have to report it to the ODE in mid-August.  (Which I am guessing means any day now since I'm writing this on August 14.)  
• Starting next year (2013-2014), the state will give an approved list of diagnostic tools.
• Assessments must be done by September 30th.  (I bet that date will get here a lot faster than we think!)
• Once assessments are completed, parents have to be notified if their student didn't perform well.  This has to come in the form of a written notice.  We also need to tell parents what our game plan is for helping the students (current services, extra services we will add).  Parents need to be told that the OAA isn't the only measure of reading competency and that if a student's reading skills do not improve, the student will be retained.

What do we do after we identify students who need help?

• Once we identify the kids that are not on track we need to do the following:
• Within 60 days of learning of the student's deficit, a reading improvement and monitoring plan has to be created.
• Research-based interventions have to be started right away and the interventions need to target a student's specific areas of deficit.
• Those students need to be provided a teacher who has passed a reading instruction test or has a reading endorsement.  Details on the reading instruction test haven't come out yet.  

What needs to be in the plan?

• In the plan, you have to identify the student's "specific reading deficiency." 
• A description of the services that will be used
• Opportunities for the parent to be involved
• An explanation of how the services will be monitored
• A reading curriculum that will help the student, has reliable assessments, and analysis of progress
• A statement that says if the student doesn't reach the appropriate reading level by the end of 3rd grade, they will be retained
• The Ohio Dept. of Education will put out a template for this plan but not until 2013-2014.

What about the kids who are retained?

• Those kiddos need 90 minutes of reading instruction daily.
• The district has to offer that instruction from at least one provider other than the district.
• The students must be placed with a high-performing teacher.  This means a teacher who has strong student performance data or performance reviews.

What are some types of interventions ODE suggests?

• small group instruction
• reduced teacher-student ratios
• frequent progress monitoring
• tutoring or mentoring
• transition classes (3rd and 4th grade students combined)
• summer reading camps
• extended school day, week or year

What are the loopholes/ exceptions?

• This year's 3rd graders (2012/2013) who don't reach the score cut off can still go on to 4th grade IF:
• The principal and reading teacher think the student is prepared based on a different reading evaluation.  
• Interventions will be provided in 4th grade
• Limited English students who have been in U.S. schools for less than 2 years & had less than 2 years ESL instruction are exempt.
• Special education students whose IEPs exempt them from being retained under the guarantee are exempt.  (Is this wording we will need to add to IEPs?)
• Students who do an ODE approved alternative reading assessment and demonstrate reading competency are exempt from retention.  
• Students who go through intense remediation for 2 years AND were already retained in a lower grade are exempt from retention, but they must still get intensive reading instruction in 4th grade.  
• Districts need a policy saying students can be promoted to 4th grade ANYTIME they demonstrate that they are proficient - that means summer time and the middle of the year.

Other info you should know:

• ODE has not decided on a cut score yet.
• ODE says a lot more information and guidance is coming.
• Districts can apply for grants to help with the costs associated with the Guarantee.  The deadline is Dec. 31, 2012

To me, it seems like implementing the guarantee and implementing RTI are going to go hand in hand.  

If you are reading this and you have more information, PLEASE share.  If you have ideas of what your district will be doing to meet the requirements, PLEASE share.  If something I said above is not correct, PLEASE tell me. 

All of my information was gathered from the Ohio Department of Education website.  Click here to view their site.   

Book Bags, Pencils, and Nerves

I have one very excited daughter!  What generated all this excitement?  We went school supply shopping today.  She picked out her new book bag and pencil box, and we bought all the items on her supply list (including 84 pencils - that is A LOT of sharpening I need to do).  She is pumped!

During our shopping adventure, my daughter whispered to me that she is a little nervous about moving on to the next grade.  I tried my best to reassure her and reminded her that she is one smart cookie.  I know she is ready for all that the new year will bring.

As I sit back and reflect on the day, I chuckle at how much her feelings mirror my own.  I too am very excited about the new school year.  One of the great things about the education profession is that every year there is a new and fresh start.  Each year there are new, eager, smiling faces to greet you.  I love that!

I have to admit though, I too am a bit nervous.  This year will be a busy one.  We will continue working on updating curriculum maps, implementing a new RTI program, and another grade level is joining our building.  And that is just the beginning of the list.  I am going to try to remember though, that just like my daughter, I too am ready for this year.   I have a staff that knows their stuff, students that I can't wait to meet, and entering year two as a principal I even have a little more confidence than I did last year.      

A new year equals a new adventure!

Your Most Prized Possessions

Recently I received a call from my daughter's preschool teacher saying that the preschool was closing . . . forever!  I was brought to tears instantly.  We loved that preschool.  My older daughter went there, my youngest daughter had only just begun there last year, and I trusted the preschool staff like they were my own family.  I trusted them with my most prized possessions. . . my children.  Now we are on the hunt for a new preschool and new childcare provider.  This has left me sleepless and full of anxiety.  Who can I trust to love my kiddos like their own?  Who can I trust to nurture them and help them grow to their fullest potential?  Where will my kiddos be happy?

As I struggle with this dilemma, it makes me think of the parents of my students.  Thank you to those parents.  Thank you for trusting us with your most prized possessions.  Thank you for allowing us to love them, teach them, and help them.  During the time they are with us, we work to help them grow and flourish.  When they walk through the door of the school, I do my best to make sure your most prized possessions are safe, happy, and learning lots.  I care for them like I would want someone to care for my own children.  Thanks for putting your trust in me and the teachers.

Now if only I can figure out what to do with my own prized possessions . . .

Intersecting Worlds

I have grown a lot recently by reading the blogs of other educators (via my Twitter obsession).  I have also have learned a lot from reading the blogs of various moms (via my Pinterest obsession).  Through all this reading, I had this nagging feeling that I should start a blog.  I also realized that I am becoming a social media junkie, but that's another conversation.  Anyway, I never knew what the focus of my blog should center around.  I was torn between writing about my two worlds: my world as a momma and my world as an elementary school principal.  Today it hit me (well not literally - that would hurt).  I realized that I need to write about that crazy place where mom and principal intersect.  That is what I am going to try to do with this blog.  Let's see how it goes!