Thursday, October 16, 2014

Changing Classrooms in Today's Public Schools: Creating Personalized Learning Environments

The Washington West Supervisory Union 
Annual Keynote Address:
by Brigid S. Scheffert,   Superintendent of Schools
A lot has been happening around the state of Vermont surrounding public education. With the highest number of budgets defeated last year in a decade, and the mounting pressures around property taxes and declining enrollment, I do fear the perfect storm is ahead.  (10 minute video of the presentation)  https://vimeo.com/109008916

The ABC’S of How to Persevere and Become a True Risk Taker in Your Life and Work:
    A- Accept the challenges along the way
    B- Believe in Yourself
    C- Convert your thoughts to hopes
    D- Use determination to convert those hopes to reality
    E- Expect obstacles on the way up
    F- Fight for it, be faithful to the mission, and finish the course
    G- Get others, especially parents on your side
    H- Have heart and bring humor in
     I- Inspire someone else
     J- Jump in to it-don’t toe dip
    K- Keep on keeping on
    L- Lead those around you with “teach with pride
    M- Make every day count
    N- Never give up
    O- Overcome the obstacles
    P- Put your best foot forward-don’t let the crap pull you in
    Q- Quit quitting
    R- Run the race with patience
    S- Strive on with grit
    T- Trust your students to do what’s right
    U- Use all your talents
    V- Value student voice, yourself and those around you
    W- Wait for understanding
    X- X-ray your own practice every day
    Y- Yearn to achieve all that we seek to make these changes
    Z- Be zealous when we get there. And..we will get there together!

In this life of ours, the only way out IS through.

Tuesday, October 7, 2014

Let's Step Carefully As We Change Our Public Schools



Dear Friends and Colleagues,
As we gain steam getting well into our school year, I am struck with the magnitude of change occurring in all landscapes of public education. My concerns remain high for a thoughtful, measured movement forward with strong monitoring and quality controls along the way. Let us not lose sight of the best interests of children, as we struggle with budget season and manage the implementation of the sea change in public education surrounding personalized learning and proficiency based requirements. Balance is key. Let us not allow ourselves to succumb to the burdening and stifling decision making we endured under the previous NECAP assessment federal accountability systems response to NCLB, as we embark on our new accountability path with the new SBAC assessment. Let us not be robbed of our common sense, local decision making, and intuition in regards to what is best for our children.

Someone using POLITICO for iPad wants to share this article with you:
POLITICO

The plot against public education

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BOB HERBERT
Bill Gates had an idea. He was passionate about it, absolutely sure he had a winner. His idea? America's high schools were too big. When a multibillionaire gets an idea, just about everybody leans in to listen. And when that idea has to do with matters of …

Wednesday, August 20, 2014

Let's Get Started School Year 2014-15!

Washington West Supervisory Union

August 20, 2014

Dear WWSU Staff and Administrators,

I hope that all of you had a wonderful summer, full of fun, family and “chillaxing,” my new word. Your personal renewal is important; please keep it in focus as we go throughout the year.

Another school year is about to begin. I wanted to use this correspondence to sincerely welcome each of you back, welcome and announce all the new staff we are lucky enough to have joining our team, and to say a few words about where I think we are headed, since we will not gather as a supervisory union community until October.

In addition to the wonderful, formalized mentoring program that we have in the WWSU, I am hoping each of you will take the time to informally mentor and support new staff. Jobs in education are truly daunting today, often requiring skills for success that were never a part of our programs of study. Daily support for new staff and strong collegiality can make the organization thrive for everyone. We are welcoming the following staff to the WWSU community for the 2014-15 school-year:

CROSSETT BROOK MIDDLE SCHOOL
Melinda Anderman                             .2 Math Teacher/.8 Instructional Assistant
Julia Cicchetti                                     English Teacher
Kathryn Delay                                                Math Interventionist
Nicholas Gordon                                 Social Studies Teacher (long term sub)
Justin Griffith                                     IT Assistant
Marc Grimes                                       Instructional Assistant
Tiffany Ladieu                                    Instructional Assistant
Meghan McCarthy                              Math Teacher
Katherine Pogharian                           Assistant Principal

FAYSTON ELEMENTARY SCHOOL
Eric Bowker                                        Physical Education Teacher
Jessica Knoop                                     On-Staff Substitute/Instructional Assistant
Kelly Lu                                              School Nurse
Carla Occaso                                       Instructional Assistant
Nancy Robinson                                 Health Teacher
Mary Seaberg                                      Instructional Assistant
Amy Yavitz                                        Administrative Assistant
HARWOOD UNION MIDDLE/HIGH SCHOOL
David Busker                                      Behavior & Academic Support Specialist
Krista Connolly                                   Art Teacher
Christine Elderd                                  Instructional Assistant
Elissa Fox                                            Next Step Teacher
Seth Marineau                                     Director of Student Management
Pamela Nadeau                                   Middle School Math Teacher
Dorothy Niss                                       Library Media Specialist (long term sub)
Corey Richardson                               Student Support Specialist
Adam Sargent                                     Social Studies Teacher
Emily Smith                                        French Teacher
Robert Smith                                       Technology Education Teacher
Nancy Van Dine                                 School Nurse

MORETOWN ELEMENTARY SCHOOL
Allison Bataille                                   Physical Education Teacher
Anne Cassels                                       Special Education Teacher .5 FTE/Instr. Asst. .5 FTE
Kathleen Mackey                                School Nurse

THATCHER BROOK PRIMARY SCHOOL
Emilie Diller                                        Instructional Assistant
Nicholas Fischer                                  Instructional Assistant
Sara Huff                                            Special Education Teacher
Megan Rivera                                      Instructional Assistant
Susan Simpson                                    ELL Teacher

WAITSFIELD ELEMENTARY SCHOOL
Allison Bataille                                   Physical Education Teacher
Nancy Robinson                                 Health Education Teacher
Samantha Streletsky                           Instructional Assistant

WARREN ELEMENTARY SCHOOL
Jill Ballou                                            Principal
Renee Burrington                                Classroom Teacher
Yuko Cormier                                     Director of Food Service

WASHINGTON WEST SU
Michele Ballard                                   Admin. Asst. to Director of Curriculum & Instruction
Heidi Clark                                         Accounts Payable/Accounting Clerk
Joel FitzGerald                                    Building Operations & Maintenance Director

First, I remain extremely proud of our schools. Each organization continues to grow, always striving for improvement; remains committed to staying current, rigorous and hopefully, cutting edge; all the while maintaining a healthy climate and culture based on strong traditions and community. That being said, there is more work to do; some by our choice and some by the choices of others. The Common Core State Standards (CCSS), Smarter Balanced Assessment (SBAC), Personal Learning Plans (PLP’s), Multi-Tiered Systems of Supports (MTSS), Positive Behavior Intervention and Supports (PBIS), Technology Integration, Best Practices, Proficiency Based Graduation Requirements, dual enrollment, online learning, multiple pathways, strong student voice, service learning, internships, and schooling far beyond the walls of our buildings are just some of the initiatives leading us on the path of preparing the next innovation generation of students, well prepared for college, career, and beyond. We are teaching and leading in a time where the world no longer rewards students for what they know-Google knows everything-but for what they can do with what they know.

Each of you contribute in ever so many ways to both support students and their families and deliver an outstanding instructional experience, in spite of the ever changing landscape of public education. I can never remember a time in my 30 years when we have been asked to take on so many new initiatives, but not really taking any off the plate. Increased expectations and change can be a difficult and occasionally painful process. We will always attain greater outcomes together than we ever could alone. The journey towards change brings various levels of interest and commitment among those being encouraged to travel the path.

Being a teacher or administrator is an amazing profession. It is challenging, dynamic, energizing, and draining -but most of all, it is rewarding. Your impact on the life of a student extends far beyond anything you will ever know. The very best educators make every student feel valued. They know who may struggle or who may be reluctant to speak up. They set students up for success, reinforce their attempts, build on those attempts, and then provide future opportunities and experiences even more challenging and involving more risk taking.

Great teachers want their students to be more excited about learning tomorrow than they were today. They strive to create classroom environments where the development of social, emotional and cognitive competence are developed through consistent use of evidence based practices, strong mental models, ongoing targeted practice, consistent rapid feedback, and regular focus on emotional triggers. Great educators provide interactive engagement with equality in participation, humor, inquiry, mystery, appropriate pacing, and teasers that give students reason in which to be pulled. They demonstrate outcomes clearly tied to student interests that are multi-faceted, with media delivery, which requires reporting out and sharing.

Let us be reminded, as we strive to achieve even greater outcomes in all seven of our schools, that none of our successes would be possible without our glue- our dedicated, hard-working and caring support staff; in our kitchens, maintenance areas, classrooms, buses, offices, libraries, etc. Just as it takes a community to raise a child, it takes all of us to have a productive, healthy organization.

In September, I will be publishing a start of the school year report to our Boards of School Directors that will contain considerable specific information about where things are headed from a state level perspective, along with several attachments, such as the new Education Quality Standards for the State of Vermont. This year I will send it out to all staff as well, in case you might be interested in some of the highlighted pieces. All of my board level reports live on our website at www.wwsu.org.  

The schools in the WWSU will continue to set high expectations, enforce accountability, embrace continuous improvement, practice data-driven decision making, provide a professional teaching culture, support strong leadership, maintain school climates where all adults and students feel valued and safe, and strive to regularly increase student supports and family engagement. Together we will develop a well-planned model for growth and determine how we are going to get there. I have said before, and I will say it again, we will not change for change’s sake or because everyone else seems to be doing so. I pledge to do what I can to keep our organization and its people moving forward on the path of growth to achieve success for each and every student who walks through our doors.

I am looking forward to getting together as a full supervisory union team at our October 14th inservice. After a summer of rejuvenation and reflection, we can once again regroup and get on this very important path together. I will leave you asking each of you to strongly focus upon how you take care of yourself and others around you while doing the hard and essential work day-to- day in our schools. Teach and lead by cultivating gratitude. Although gratitude is usually thought of as an element of family traditions, emerging research points to gratitude as a potential bridge between students’ academic and social well-being. Fostering gratitude by acknowledging intentions, sacrifices, costs and benefits can increase the sense of hope and trust in students and ourselves and fuel the desire to give back to others and the community.

Michael Fullan said “to be better at life is to be better at work.” To be better at work by itself will not last very long. It will eventually take its toll. It is up to each of us to strive to keep our tanks full. Be well.


Educationally yours,

Brigid Scheffert, Superintendent


Wednesday, January 8, 2014

Harwood Redesign Project: Moving Forward




Last week, our communities became highly engaged in dialog about the Harwood Union Middle/High School Redesign Project. High schools throughout Vermont are engaging in similar conversations, and even debates, within their communities. Never before in my 30 years of practice has there been so much pressure from the state and federal level to "transform" public education, to close the achievement gap, and to better prepare the youth of today for college, career and life beyond secondary school.

Community members, parents, staff, students, administrators, and board members in our six towns in the WWSU will need to become informed and then consider a number of initiatives, best practices in education, and environmental redesigns. Ultimately, we will determine together what needs to change and why, how we will go about changing it, and ultimately how we will measure success moving forward. Change for change sake or embracing all that's in vogue in public education to stay "cutting edge" should not be our direction. Furthermore, change cannot occur in a vacuum, without careful consideration about the context of change beyond our control, and how the "new us" might interface, especially with post secondary education and the workplace. 

I am providing you today, with a letter from the administrators at HUHS, in an effort to keep the communication in our communities informed, up to date, and transparent. A process map was also developed. I have included a link below (I think, as my tech skills could have possibly failed me) or you can find the process map on the HUHS website.

Thank you in advance for your ongoing participation, interest, and dedication. By working together we can make our local high school even more relevant, successful, and truly outstanding.  Please do not hesitate to contact me anytime.

Best regards,
Brigid


Harwood Union Middle/High School
458 VT Route 100
South Duxbury, Vermont 05660
(802) 244-5186
FAX (802) 882-1199

Lisa Atwood, Co-Principal                                                   Michael Woods, Director of Student Services
Amy Rex, Co-Principal                                                         Sue Duprat, Activities/Athletic Director     


January 6, 2014

Dear Harwood Community:

The recent dialog and engagement surrounding the Harwood Union Middle and High School Redesign Project has brought much attention to our 7-12 middle/high school. This investment in the change process within our community at large will positively contribute to our future successes. As we move forward together, it is essential that we keep this dialog going. The Harwood Union Faculty and Staff; Administration and School Board are committed to regular, ongoing, transparent communication as we continue to build our redesign plan.

It is the goal of the Harwood Union Middle and High School to provide all students with a world-class education built on rigor, relevance and relationships and designed to fulfill the aspirations of each student. To this end, three areas of focus are being examined with the intent to fine-tune and/or redesign HU programs to achieve our goal: 1.) mission, vision and core values; 2.) shared leadership; and 3.) curriculum, instruction and assessment. 

In March of 2013, we outlined the structural changes necessary to support the creation of a cohesive school-wide system that maximizes opportunities for all students.  These included:
1.    Student Support Services
2.    Student Discipline – Student Management Structure
3.    The 9th Grade Community
4.    Teacher Advisory – TA

The current HU Action Plan is aligned with these systems changes and it continues to be a work in progress.  Beginning in the summer and throughout the fall, we embarked on a process to articulate a vision for Harwood Union.  The purpose of the vision is to capitalize on our strengths while providing greater continuity; a clarity of focus, an understanding of our beliefs and values and a renewed sense of accountability in order to better prepare our students to be the very kind of citizens, scholars, and professionals our society needs. The greatest change to Harwood teaching and learning and college and career readiness programs will be that they will be collectively designed and delivered to support optimum success for every student regardless of their aspirations.  The first event to solicit community input in the development of our core beliefs and values was not well attended; however we hope to expand participation as we review results from the first session and embark on adopting a final draft later this spring.

At this point in time, our attention is on shared leadership and the 9th grade Community.  The 9th grade is the gateway to high school and thus to the educational shifts that are taking place at Harwood.  This includes a flexible learning environment; proficiency-based graduation requirements that reflect high standards of achievement for every learner; and personal learning plans that will allow students to identify their own trajectory, and pursue their special interests and talents while demonstrating a high level of achievement. It will include structures that support all students in their academic, career, and personal/social development allowing and guiding them to make informed choices about their goals and manage their own learning options. To this end, we are examining ways to structure our ninth grade community so that all students have access to a high quality curricula along with the support they need to develop and carry out their learning plan, while demonstrating proficiency in all identified areas.

Attached to this letter is the 9th Grade Community Process Map.  The map outlines when and how stakeholders can receive information, share their needs and concerns, and/or get questions answered. Additionally it provides a timeline for decision-making and/ implementation of any decisions that are made as a result of the various need’s assessments which will be conducted. Please note, no changes will be made for the 2014-15 school year.

If you have specific questions, please do not hesitate to contact Amy Rex - arex@wwsu.org  (882-1142) or Lisa Atwood - latwood@wwsu.org (882-1126). 

Thank You

Lisa Atwood and Amy Rex




Passion Respect Inquiry Dedication Excellence

Serving the towns of  *Duxbury *Fayston *Moretown *Waitsfield *Warren *Waterbury


Friday, January 3, 2014

Harwood Union Redesign and Heterogeneously Grouping the 9th Grade Team

Harwood Union High School is hard at work. The staff and administration have been engaged for the better part of a year to launch a process to involve all stakeholders in the development of a more rigorous, relevant, and personalized pathway for students in grades 9-12. Last May, legislation was passed that requires personal learning plans (PLP's) for all students in grades 7-12 in the near future. Moving through the curriculum will focus on proficiency rather than seat time and class participation. Transformation and 21st Century schooling are the buzz words in public education today.

Phase I of the HUHS Redesign Process involved visioning. During the fall months, Co-Principal, Amy Rex, held forums in communities throughout the WWSU, in an attempt to engage our communities in what the HUHS of the future might look like; to identify changes needed to accomplish increased rigor and higher standards for all students. Last month, the administration began Phase II of the Redesign Process, by giving a presentation to the HUHS Board of Directors, outlining some preliminary proposal work, focused on changing the ninth grade experience. At the present time, I believe a fair amount of inaccurate communication exists in the engaged dialogs occurring in our towns. I am especially concerned that some of the comments I have read are teetering on personal attacks and assigning motives. This of course would be detrimental to any important changes moving forward.

Grouping students homogeneously or heterogeneously for instruction appears to be at the heart of the debate. I get that. This very conversation has been going on for all my 30 years of practice in public education, and no doubt it will continue. However, what shouldn't get lost in that debate, is the true motive/motivation of the redesign, which is an increase in both the number of honors/AP classes in grades 10-12 and the number of students capable of taking them. Even if the HUHS Redesign includes heterogeneously grouping the 9th grade students in the end, (and I am not saying that it will) all ninth graders will be provided the pathway, the proficiency expectations, and the established measures of successful completion of honors status for all core classes. 9th graders will continue to complete honors classes in whatever redesign moves forward.

This afternoon, I sent out an update type of email to HUHS Board members.  I am posting it below to hopefully clarify the facts and to support our coming together across and within our 6 towns as we strive to transform Harwood Union High School into an even better, more 21st century learning environment for all students.

Good Afternoon HUHS Board Team,

Happy New Year to all of you. I hope this message finds you well. I am writing to provide an update and specific information regarding the current status of the HUHS Redesign work. Following the holiday break, I worked with Amy and Lisa for several hours yesterday. We debriefed the last board meeting in detail, updated each other about all of the ongoing correspondence we have been receiving, and then ultimately made a plan as to how to move forward. Deb Hunter has made me aware that you are all receiving a high number of email and phone messages, so I thought it best to get this out to you this afternoon to support you in your responses to our community members at large.

We all know that meaningful, sustainable change brings opposing points of view, conflict and sometimes even more. It is not surprising that our Harwood Community is highly engaged right now about what is transpiring. It is also not surprising that a great deal of inaccurate communication is circulating. I know I believe, that it is essential to remember that in order to successfully implement any change plan, you must keep focused on the three most important elements; the process, the specific details and the timeline.  Here are some key points you may wish to share:

Following my meeting with Amy and Lisa yesterday afternoon, they met with a few key staff representatives this morning to develop a proposal and timeline. It is not yet in written form, but soon will be. We finalized it together late this morning. Basically, the process steps have been outlined in more detail, and at a minimum, include community forums with HUHS panels, and an in depth study and reporting out of at least three other Vermont high schools, likely Mount Mansfield, Champlain Valley, and Montpelier. You will receive a copy as soon as possible, and we plan to discuss it with you at the 1/22 board meeting. This weekend we will co-author a letter to go out to the community at large via local and social media, as well as email lists by close of day Monday, to include the current status, some specific next steps, some clarifications based on inaccurate information we have become aware of, and a firm statement that no changes will be implemented next year.

Presently, the HUHS Redesign project can best be described as in Phase Two, which includes:

  • listening and learning: all of the feedback and public comment are being carefully studied and considered;
  • researching: putting more meat on the bones, so to speak, to specifically answer questions about why and how;
  • model development: creating a structural design individualized to HUHS after studying at least three other successful models;
  • timeline: working from a vantage point that the earliest any change model could be implemented would by FY 16- at least a year and a half is needed to plan, prepare, and educate all stakeholders;
  • communication and marketing: participating in community book clubs and other avenues as they arise, the forums, and writing regularly to local media and social sites explicitly sharing out details as they develop. Providing total transparency.
  • goal setting: simultaneously increasing honors offerings and AP participation in 10-12 grades; demonstrations of completed professional development and planning prior to implementation; early implementation and publication of Act 77- Flexible Pathways.
  • student engagement: sharing, listening and learning with students as partners to move forward.
In truth, it might not seem like it at this moment, but we are truly in a really good place in the sustainable change process at HUHS. The surrounding communities are highly engaged in the conversations, shining a large beacon of light on Harwood. Through this storming, norming, and forming, I believe, we will come out on the other end with an even better high school than we started with. Status quo is easy. Change is tough. We are committed to change that makes a long term, meaningful difference for all students, not at the expense of any, that can be measured all along the way. Please do not hesitate to contact me. Let me know how I can be most helpful to you as we move forward together.

Best regards,
Brigid