Superintendent’s Blog

For those of you that have been around a while, you will remember “Saline 2000.” For those who are newer, or can’t seem to recall that far back…. I’ll explain.

In the early 1990’s Saline was experiencing significant growth which provided the impetuous to look at the basic tenets of our instructional process.  This review led to the development of the “Saline 2000″ vision.  Frankly, this vision is the foundation that our instructional process has been built upon.  The vision centered on 12 Key Elements of Instruction…

Basic Skills
Authentic Assessment
Outcomes Based Education
Integrated Interdisciplinary Curriculum
Multiple Intelligence
Heterogeneous Grouping
Higher Order Thinking
Student Centered Instruction
Reality Based Education
Cooperative Learning
Service Learning
Collaborative Teaching

I have linked some of the elements above to blog posts about those areas.  In many ways, we are still focused on these instructional practices.  Reading this blog or our website in general you will notice that 21st Century Skills look quite like what the leaders in Saline were talking about 20 years ago.

The question is how do we build on this strong foundation while faced with the need for deep reductions and restructuring?  This challenge must be met with the collective resolve to look beyond the immediate conflicts and at long term decisions.

There is little doubt that these are challenging times to be in public education.  We have entered an era that is being described as the “lean years.” Strategies that have worked in the past are no longer effective.  With budgets being severely reduced and community expectations on the rise there is a need for creative thinking.

Recently, a community member gave me a report on public sector leadership. One of the focuses of the report was challenging leaders to reshape organizations rather than making uniform cuts to the existing structure.  The premise is that with reduced revenue a new reality, cutting a straight percentage across the system doesn’t make sense.

How does this impact Saline Area Schools?  We have started down this path.  We are reconfiguring our buildings which allows us to close a school.  We are recommending options that generate revenue to cover costs associated with extracurricular activities.

Sadly, much more is required to bring our projected 2010-2011 budget into balance.

We will be hosting two Community Budget forums this spring to gather feedback from the community regarding possible options.  The first will be Tuesday, March 30th at 6:30pm in the Harvest Elementary cafeteria.  The second one will be Monday, April 12th at 6:30pm in the Middle School media center.

One of the strengths of Saline Area Schools is the engaged community.  These meetings will be an excellent opportunity to learn more about the issues and share your thoughts.

On snow days we have a standing 10:00am administrative team meeting.  Our agenda is to work on issues that we don’t generally have time to have in-depth discussion on during the a typical school day.  On Monday, we had a lengthy discussion about the ubiquitous access to technology.  The conversation included how we as parents manage our own children’s use of technology at home and implications those decisions have on the school environment.

We viewed this video clip from Digital Nation

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While we laughed at her interview, several noted that it reminded them of students they knew.  We want an environment where students take ownership of their learning.  However, we fear distracted learners only focus on instant gratification and surface understanding of course content. Finding the balance is difficult.

One of the administrative groups stated this,

For schools to meet the challenge of the digitally nimble, the learner must be engaged in ways that have never before been imaginable.   To lose all sight of the value-added interpersonal relationships that are forged when good teachers teach well is losing sight of the ultimate goal:  to produce productive, reliable students who are able to interact not only with technology, but also with people.

Twenty-first century learning requires that we, as educators, re-think and re-tool to accommodate the pace of the tech-savvy learner.  While technology is critical in this re-tooling endeavor, it cannot be the definitive answer.

Finding the balance is the key.  Otherwise, this happens…..

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Last night we hosted a community forum to discuss building reconfiguration options related to the closing of Houghton School.  These are difficult and complex decisions that require feedback from a variety of sources.  The 35 member committee that has been tasked with developing a recommendation to deliver to the Board of Education in March has been busy gathering and reviewing information.  Many of the committee members were present at the meeting to listen firsthand to the community comments and questions.  I would like to thank them for their time and effort.

At the meeting I was again struck by how important it is to have the engaged participation of the community.  I feel fortunate to be in a district that has involved community members willing to come out on a cold winter night and discuss these important issues.

Today, Mr. Steve Laatsch sent out the following email…

Last night, February 22nd, we had a very good turnout at the community forum to discuss the proposed plans for building reconfiguration for the 2010/11 school year and beyond.  It was great to see so many people passionate about the financial and educational implications surrounding our district.  At the meeting, the following three proposed plans were discussed.

1) K-3 at Woodland Meadows, Harvest, and Pleasant Ridge, 4-5 at Heritage, 6-8 at Middle School, 9-12 at High School *#
2) K-4 at Woodland Meadows, Harvest, and Pleasant Ridge, 5-6 at Heritage, 7-8 at Middle School, 9-12  at High School *#
3) Pre-K programs and Kindergarten at Harvest, 1-5 at Woodland Meadows, Pleasant Ridge, and Heritage, 6-8 at Middle School, 9-12  at High School #

* In either plan 1 or 2 PreK programs such as Pooh Corner, ECSE, Early On, Early School, and EDO would be distributed into various buildings which could include Liberty School
# In all of these plans, we are also looking at moving Central Administration and Community Education offices and the Alternative Education High School out of Union and into Liberty School

The purpose of the forum was to provide a progress report on the Building Reconfiguration Committee’s task of cost containment and building consolidation. In addition, we asked for input and a chance for the community to ask questions about the proposed plans.  There were many good questions asked and a great deal of input provided throughout the meeting.

Again, we recognize that none of the proposed plans are perfect. In fact, we feel that our current configuration meets our educational needs very well.  However, the financial impact of closing a building, in this case Houghton Elementary School, is too significant to delay any longer.

It was suggested that we provide a survey to ask parents which plan they prefer.   Although, a survey would provide some information as to what plan the community prefers, it would be very difficult for us to describe the multiple variables that surround all of these plans in such a survey. Therefore, we believe it would be more beneficial for parents and community members to provide input by emailing us your thoughts, ideas, concerns, and so forth about any of these proposed plans.

We value this input and will be compiling a document that captures all of the community feedback.

Please feel free to email me, Steve Laatsch, Assistant Superintendent of Instructional Services, to provide further input at laatschs@saline.k12.mi.us OR you may call me at 429-8002.
In addition, there were several requests from the community who asked to know who is serving on the Building Reconfiguration Committee. This list is included below.

Building Reconfiguration Committee Chairs
Steve Laatsch, Assistant Superintendent of Instructional Services
Kim Van Hoek, Trustee, Foundation for Saline Area Schools

Saline Area Schools Staff- Committee Members
Doug Bacon – Buildings and Ground Director
Russ Ernest – 6th Grade Teacher
David Friese – Saline Area Schools Board President
Patti Henes – Transportation Director
Heather Kellstrom – Director of Instructional Technology
Wanda Killips – Woodland Meadows Elementary Principal
Sheila Light, Pleasant Ridge Elementary Principal
Carole London, Paraeducator, Houghton School
John Mason, Music Teacher at Heritage and Music Coordinator of the District
Peggy McEvoy, Media Center Specialist, Woodland Meadows Elementary
Luana Putz, Houghton Secretary
David Raft, Middle School Principal
Betty Rosen-Leacher, Heritage School Principal
Kristen Schwartzenberger, 2nd Grade Teacher, Pleasant Ridge
Les Sharon, Harvest Elementary School Principal
Julie Spitler, Social Studies Teacher, Middle School
Jesse Stevenson, Houghton Elementary School Principal
Mary Jane Tramotin, 4th Grade Teacher, Pleasant Ridge
Cherie Vannatter, Elementary Special Education Director
Nancy Zebrowski, Houghton Elementary School Teacher

Community Members
Michael Bernbeck
Todd Campbell
Rebecca Carter
Judy Collins
Pam Dahlman
Laurie Dawson
Heidi Evans
Cheryl Hoeft
Swatee Kulkarni
Tracy Loveland
Lisa Rentschler
Venkat Saripalli
Carl Vannatter

Thank you very much for your continued involvement in the Saline Area Schools.  We recognize that parent support is critical to the success of our students.

If you were unable to attend the meeting, or want to share more information please contact Mr. Laatsch.

Click here to download a copy of the presentation slides from last night.

Recently, I’ve had several conversations about creating a 21st Century School.  They have been interesting discussions with experienced and talented educators.  Our thoughts and opinions have had a consistent theme, but we each think a bit differently about what we envision when we say 21st Century School.  In his recent book, Harvard Professor Tony Wagner defines seven essential skills for the 21st century that all students should master.  They are critical thinking and problem solving; collaboration across networks and leading by influence; agility and adaptability; initiative and entrepreneurship; effective oral and written communication; accessing and analyzing information; and curiosity and imagination.  In general, our thoughts tend to pick up on these seven ideas.

One thing that is clear - creating an environment that focuses on developing these skills requires serious thought and hard work.   The other issue is the perception that many American parents are more focused on “getting into the right school” than developing a critical thinker who is curious about the world around them.  I am not sure this perception is correct, but I do know the feeling is held by many educators in Saline and across the country.

Why?  I feel some of it has to do with the focus on test scores - such as the ACT.  In Saline, like most districts, we focus energy on making sure our students are well prepared to perform well.  We know that a solid score opens doors to colleges and possible scholarship opportunities.  However, many of us are starting to feel that focus draws us away from the preparation of lifelong learners.

The challenge is to stop preparing our students for the present and start preparing them for the future.

There was an interesting article this week in USA Today called, “Tech-savvy ‘iGeneration’ kids multi-task, connect.” It left me with more questions than answers about “post-millennial” generation that is currently in middle school.  The article notes the constant access to technology.

Here are a couple quotes:

“It’s simply a part of their DNA,” says Dave Verhaagen, a child and adolescent psychologist in Charlotte. “It shapes everything about them.”

He goes on to say, “They know almost every piece of information they want is at their disposal whenever they need it.” Verhaagen goes on to say, “They’re less interested in learning facts and learning data than in knowing how to gain access to it and synthesize it and integrate it into their life. We’re talking about kids in elementary school and up and talking about much younger children who know how to get ahold of information. Their brains are developing in ways where they’re taking in astronomical amounts of information, screening out unimportant details and focusing on the parts they need.”

This year our high school English department altered one of our College Writing courses into an online course with a service learning focus.  All assignments will be online, and students can fulfill their service requirements during that fifth hour class. Students will volunteer in areas that interest them, and their writing will focus on issues related to their service organization.  Early reports from students and staff indicate the course has been a success.

Its emphasis on community involvement is an example of what is called service learning. Its use of technology and focus on real world connections, like volunteering at Brecon Village, illustrates a growing interest in service learning, and what some refer to as “21st century skills.” We have debated what 21st century skills really mean. Many think it describes the need to apply knowledge to real world problems, collaborate and be creative. But some wonder how to fit these into the traditional curricular focus on math, reading, writing, and other content.

“It is important to avoid simplistic ‘either or’ thinking about 21st century skills,” Craig Jerald wrote for the Center for Public Education in his report, Defining a 21st Century Education.

“Factual knowledge, the ability to follow directions, knowing how to find a right answer when there is one — all of these things will still be important in the 21st century,” he continued. “The key is to develop a curriculum that teaches students those things as well as how to apply what they learn to solve real world problems.”

So what does it take to provide these experiences?  First, it takes fearless and innovative teachers.  Second, it takes students and parents who see the value in a rigorous curriculum and who are also willing to try the flexible environment this type of course offers.  Lastly, it takes community partners who help provide these “real life” experiences for our students.

If you are a parent of a Saline High School student - I encourage you to consider this type of course for your son or daughter.

Last night, as part of our ongoing attempt to reduce our current budget deficit for the year, the Board of Education approved our recommendation to eliminate 6 positions.  This resulted in the laying off of 4 remarkable young teachers and eliminating 2 long-term substitutes – effective March 17th.  It was particularly difficult, as I had been involved in recruiting and recommending each of the laid off staff for hiring here in Saline.

In reducing 6 positions and meeting contractual obligations related to staff seniority we altered the assignments of an additional 12 faculty.  This is not a day they talk about at Superintendent Boot Camp, but it is a sad reality of the current economic climate. Even with these reductions, the previous non-staff cuts, and concessions from several of our bargaining units – we are still looking at the likely scenario of taking $750,000 from our fund balance to cover the shortfall.

In the bigger picture, this is the beginning and not the end.  We still have a lot of work to do in evaluating revenue and cost saving measures for next year as we wait for more information from Lansing in May about the level of revenue we can expect.

I was recently at a meeting with several Saline Area School parents discussing communication.  We were discussing the ways in which we (SAS) communicate with families and the community.  The group entertained the idea of developing a team of “key communicators” to meet with, discuss issues, get feedback, etc.  with administrators.  As we talked about “who” these “key communicators” are, it became more complex.

We realized that over the last several years, Saline has changed.  For example, the president of the bank, publisher of the local newspaper, executive director of the hospital, etc.  don’t necessarily live and raise their families in Saline.  In the not so distant past, most if not all key community leaders focused their work, family and social lives around Saline.  Now, it is common to consider the Ann Arbor region as the area within which the “key communicators” might work and pursue their social interests.

So, how do we communicate to a broad cross-section of the community?  Is it possible to assemble a workable sized group to represent the many diverse opinions within our community?

This is a question we are working to answer so that we can better communicate what is happening in and around Saline Area Schools.  The timing is critical.  We need engaged residents to provide insight and feedback as we work through challenging budget issues, as well as, develop and refine the instructional focus for the next three to five years.

I know it’s not likely to mean much very soon here in Saline, but there are some fundamental changes coming down the pipe from Washington D.C. We are moving from NCLB (No Child Left Behind) to RTTT (Race to the Top).  Or, as I like to call it….. from education policy Texas style to Chicago style…..  which if we were talking about pizza, would be great!

It’s still too early to tell what it all means, but it is interesting as all of us in public education watch the process unfold.  Today there was an interesting OP-ED  in the New York Times about the issue. It talked about the transition and the promise any change process holds.  I am hopeful that we can shift the focus to deep understanding, 21st Century skills with an integrated/project-based approach.  The piece notes,

Imagine, for instance, a third-grade classroom that was free of the laundry list of goals currently harnessing our teachers and students, and that was devoted instead to just a few narrowly defined and deeply focused goals.

In these difficult times where most of our conversations are about what we can’t do - it’s exciting to think about a brighter future for us all.