June 01, 2009

Underdogs

I was given the honor of speaking to the most recent graduates from St. Vrain's Adult Education school on May 22.  Here is the text of my remarks.

+++++

It is a great privilege for me to be here with you tonight to witness this milestone in your life – to witness your accomplishment of reaching graduation.

I want to thank Mary Willoughby for inviting me to be here tonight.  I want to say congratulations, too, to all of the families who are here.  I know from personal experience that very few of us achieve a milestone like this on our own.  Teachers and family provide us with immeasurable support.

My wife and I supported each other as we completed our educations.  First, she worked while I finished school and then we traded roles.  I worked while she finished school. 

So, I would like to say thank you to the staff at Adult Ed and to the parents, spouses, significant others and friends who are here.

I want to talk for a very few minutes about a subject that is not often mentioned at graduation ceremonies.  I want to speak on the subject of Underdogs – people and groups who find a way to be successful even when the odds are against them.

Some, perhaps many of us on this stage have felt like an underdog at one time or another in our lives.  I know that I have had that feeling.

I never felt more like an underdog than when I graduated from high school and went off to college.

I grew up in a small town.  There were barely 1500 people in my town.  I had 40 in my graduating class from high school.  About the same size as your class.

When I went to college, there were more people living in my dormitory than lived in my entire town.  I went to my first class – a required class for freshman in a giant lecture hall.  There may have been more students in that one lecture hall than there were students in grades K – 12 where I had come from.

I didn’t know if I could do this.  I didn’t know if I could survive at a big University.

I became even more intimidated when I heard my college classmates talk about all the math and science classes they had taken in high school.

When I was a senior in high school, my science teacher took a new job the 2nd week of school.  My school wasn’t able to recruit a new teacher.  That was the end of science for me.

I wasn’t sure how I would be able to keep up in college.  I went to sleep feeling homesick most nights my first semester.

But, I had learned something growing up in my small town that would help get through college and succeed I had learned to work hard.  I’ve had jobs since I was 10 years old.  That was a gift my parents gave me.  It was a gift my wife’s parents gave her.  They made us work.

I learned that hard work can make up for a lot.  And the best thing is, we get to decide how hard we want to work.

I read a magazine article recently by a person named Malcolm Gladwell.  The whole article was about How Do Underdogs Win?  How does David beat Goliath?

Gladwell says that there are three reasons that Underdogs are successful.

1.       They work harder than most people are willing to work.

2.       They are willing to do things other people won’t do.  Successful underdogs don’t care if people say “you’re not cool.”

3.       Successful underdogs keep getting up on their feet when they get knocked down.  They don’t give up.

I want to tell you about the janitor at my high school.  Mr. Bray.

Mr. Bray had a big family.  He had five or six or seven children.  I don’t remember exactly how many.  Mr. Bray had a dream.  He wanted his family to have a house where every one of his kids could have their own bedroom.  Throw in a family room and a dining room – that’s a big house.

It’s hard to find a house like that on a janitor’s salary in a small town.  But, that was Mr. Bray’s dream.  He wasn’t going to be stopped by lack of money.

From the time I was about five or six, we would see Mr. Bray at different places around town – after school, on weekends and all through the summer.  Mr. Bray would tear down abandon buildings in town.  He would work out an arrangement with the property owner.  He would tear down their old building if he could keep the wood and bricks and pipes.

I remember people around town talking about Mr. Bray.  They would say things like, “I can’t believe he spends so much time tearing down buildings.”

I’m ashamed to say we kids weren’t so kind.  We said the things kids say before we know better. “There’s Mr. Bray tearing down another building.  What a dork.”

Mr. Bray didn’t care what people in town said about him.  He had a dream.  He was going to make it come true.

Mr. Bray carried himself with pride and dignity everywhere he went.  When he completed a demolition job.  The lot left behind was spic and span.  Mr. Bray did things right.

And, by the time I was a freshman in high school… Mr. Bray had built one of the biggest houses in town.

That’s what successful underdogs do.  They work hard.  They do things others won’t do.  They don’t worry whether or not people think they are cool.

I want to tell you one more story.  It’s from a book I’m reading with my daughter.  It’s called Rain of Gold by Victor Villasenor.  It is a true story about Juan and Lupe Villasenor – two immigrants who were driven from their homes in Mexico by a revolution almost 100 years ago.  They built a successful life in the United States.  (Their son is a well known author – he wrote the book.)

Juan and Lupe did not have easy lives.  Their families were knocked down many, many times.  But, they kept getting back on their feet.

There is a scene in the book that I will remember for the rest of my life.

Juan and his family are camped outside of Ciudad Juarez.  They are hoping to cross the border into the United States.

They have nothing.  They have to pick corn out of manure to keep themselves from starving to death.  One night, after a terrible sandstorm, one of Juan’s sisters goes blind.  The family is discouraged.  They want to give up.

Juan’s mother, Dona Margarita, calls her family together.  This is a women whose lost several children; her daughter is blind; her grandchildren are crying with hunger; they have to sleep on the ground through dust storms.

With all these hardships, this is what Dona Margarita said to her family, “We must open our hearts so that we can see the possibilities in our predicament.  If we do not look for the possibilities, we have nothing.”

I can’t imagine the hardships the Villasenor family endured.  It is humbling to hear the words spoken by Dona Margarita; to hear someone who has endured so much declare We Must Find the Possibilities in our Predicament.

But, that is what successful underdogs do.  They work hard.  They do things other people say aren’t cool.  They keep getting back up on their feet when they are knocked down and they look for life’s possibilities.

That is how Dreams Come True.

You all have taken a less traditional path to graduation than people who will graduate tomorrow from traditional high schools.  Some people might consider you underdogs.

Here’s what I would say.  You already have an advantage in life that others don’t.  You know how to overcome adversity.  There’s no softness on this stage.  I’m sure of that.

You know how to work hard.  You know how to keep going when others say you aren’t cool.  And, you know how to pick yourself up when you get knocked down.

You can accomplish your dreams if you keep doing what you’ve done to reach this place tonight.

Congratulations.

Thank you again for giving me the privilege of witnessing what you’ve accomplished.

February 25, 2009

Civil Discourse

Anyone who is interested in public issues, be they education or anything else, this piece by Stephen L. Carter is worth reading.

I have been inspired by Carter for many years - in particular by his books, Civility and Integrity.  My copies are marked up, dog eared and referred to from time-to-time.

February 12, 2009

Mead Boundary Decision

Last night, the school board set boundaries for Mead High School.  The Times-Call story is here.

I read this statement at the conclusion of our discussion.

I would like to thank everyone who spoke tonight but especially the students - that takes guts.

I had a bottom line when I arrived here tonight.  While these boundaries are not my first choice the proposal meets this bottom line.  Any student who lives in the Tri Towns and wants to attend Frederick High School will have that choice.

I am making this vote in an effort to show respect for the Tri Town communities, to give students and families options and to enable Mead High School to open successfully.

That’s the bottom line and it’s a good one.

I also want to thank staff and Long Range Planning committee for their work.  They followed the guidelines set out in board policy.  They did the work they were asked to do.

I do want to say a few words to the elected officials who are here tonight – my colleagues on the school board and the elected officials in the audience.  I appreciate everyone’s indulgence.

In the spirit of continuous improvement, it is important for us to acknowledge when we could have done better.  This is one of those times.

I will begin with myself.

I have been a part of the boundary setting process in the past.  I knew from experience that the process we have is backward.  We ask the Long Range Planning Committee to make recommendations first and then we ask the public for input, second.

This creates a very contentious atmosphere.  The committee feels beat up.  The community believes our process is just for show.

We end up scrambling for data at the 11th hour which we then try to discredit depending on our point of view.

I knew this from past experience but I did not speak up.  I let the process unfold without saying a word.

As my colleague Bob Smith reminded me, Steven Covey teaches that people who are affective are proactive.  I did not meet this standard.  As a board, we did not meet this standard.

Looking forward, I want to make clear we need to redesign this process.

We also have known for a while that the elected officials in the Tritowns – speaking on behalf of many of their constituents – had concerns with the proposed boundary areas.  The concerns were valid and worthy of discussion.

Yet again, I was not proactive in reaching out to officials in the Tritowns to say, “let’s figure this out.”

I could have done better.  As a board, we could have done better.

Having said this, the same applies to the elected officials from the Tritowns.  They could have been more proactive, too.  There was no meaningful effort to engage us in constructive dialogue.  I did not receive a single phone call from an elected official asking, "John, what do you think?"

The public hyperbole that we’ve witnessed, especially over the past week, is not helpful.  It’s effective in the sense that it gets a lot of people riled up.  It fills up board rooms.  And, it may create a sense camaraderie among those who got fired up.

But, this public hyperbole did not bring us together to figure out a solution. It just made people defensive and put people on edge.

People want to know that elected officials understand their concerns, that they will account for these concerns, and that they have the abilities to work and play well with other elected officials.

People understand that compromise is part of the process.  They will accept decisions that work reasonably well for everyone even if it’s not exactly what they want.

That is what I believe we have here tonight.  A compromise that works reasonably well for everyone because families get to choose where their child attends school.

So, I claim responsibility for my lack of action that led us to the place we are today.  I can and should do better.

I hope that all of the elected officials who are here tonight or watching on tv or who may read this on my blog will also consider ways to be more proactive in the future, too.

We have more issues to work on.  Let’s look forward.  Together, let’s do better.

The people in our communities as well as our municipal and district staff deserve it.

Thanks for your indulgence.

February 11, 2009

BOE Report - February 11, 2009

Early in each school board meeting, board members give an update of things that they’ve done over the past week.  Here is the update I plan to give later tonight.  I am anticipating a very long meeting so I am trying to keep my remarks brief.

Education Task Force

I attended an Education Task Force meeting today.  One of the topics we discussed is parents knowledge of and comfort level using technology.  There were several representatives from the parent education task force of which the school district is part.  This is a group of organizations that offer parent education classes.  They are trying to coordinate their efforts to increase their impact.

Given that we are adopting Infinite Campus next year, the parent education group plans to offer parents training so that parents can make effective use of this tool.

Intergovernmental Agreements

I am a member of two committees that has overlap between the city of Longmont and the school district.  Both of these committees have very small budgets – less than $10,000.

These committees are having trouble spending the money they’ve been allocated.  In some cases, because of the source of the funds, the school district is the source of the money but city staff are in charge of spending the money – and vice versa.

The intergovernmental agreement (IGA) process that’s required to spend the money is tedious and slow.  Tonight we have an IGA on our agenda, if I read correctly, for $21,000.  The groups I’m working with are trying to spend $450 and less than $5,000 respectively.

At some point in the near future, I think we need to discuss ways to simplify the IGA process.  When do we want an IGA to come to the board and when can the superintendent (or city manager) just approve it?  The city of Longmont needs to review its policy, too.

We can make more effective use of everyone’s time.

 St. Vrain Student Technology Tech Fair

See post below

Immigrant Dialogues

I was not able to attend but I want to make everyone aware that there have been Immigrant Dialogues this week at Skyline High School and Central Elementary.  I would like to thank everyone who made those possible.

Accreditation and Accountability Committee

The committee met this week and had another very productive meeting.  Thanks to everyone who is giving their Tuesday evenings to this work.

St. Vrain Student Technology Fair

My daughter Ada Grace and I had a great time at the St. Vrain Student Technology Fair this past weekend.  She had showing me the work that she and her classmates in the Central Elementary 1st Grade did for the fair. http://twitpic.com/1dltc

A significant number of people put in a significant number of hours to make this event possible.  Thank You!!  The Tech Fair was featured in a recent School Library Journal article. http://tinyurl.com/aqu7fs

Congratulations to Frederick High School for being named Grand Champion. 

United States Behind Other Nations in Teacher Professional Development

Below is an excerpt from the executive summary of a report done by the National Staff Development Council. 

 Copies of the report are available online at www.nsdc.org/stateproflearning.cfm. The report summarizes a more in-depth research report, the complete version of which can be found at www.nsdc.org/stateproflearning.cfm and at http://www.srnleads.org

Following are some examples of approaches to professional learning that provide lessons for states and the federal government.

•      In South Korea – much like Japan and Singapore – only about 35 percent of teachers’ working time is spent teaching pupils. Teachers work in a shared office space during out-of-class time, since the students stay in a fixed classroom while the teachers rotate to teach them different subjects. The shared office space facilitates sharing of instructional resources and ideas among teachers, which is especially helpful for new teachers.

 

Teachers in many of these countries engage in intensive lesson study in which they develop and fine-tune lessons together and evaluate their results.

• In Finland, teachers meet one afternoon each week to jointly plan and develop curriculum, and schools in the same municipality are encouraged to work together to share materials.

• More than 85 percent of schools in Belgium, Denmark, Finland, Hungary, Ireland, Norway, Sweden, and Switzerland provide time for professional development in teachers’ work day or week, according to OECD.

In Singapore, the government pays for 100 hours of professional development each year for all teachers in addition to the 20 hours a week they have to work with other teachers and visit each others’ classrooms to study teaching. With the help of the National Institute of Education, teachers engage in collective action research projects to evaluate and improve their teaching strategies.

England has instituted a national training program in best-practice literacy methods, using videotapes of teaching, training materials, and coaches who are available to work in schools. This effort coincided with a subsequent rise in the percentage of students meeting the target literacy standards from 63 percent to 75 percent in just three years.

• Since 2000, Australia has been sponsoring the Quality Teacher Programme, which provide funding for curriculum and professional development materials used in a trainer of trainers model to update and improve teachers’ skills and understandings in priority areas and enhance the status of teaching in both government and non-government schools.

The experiences of these countries, the report says, “underscore the importance of on-the-job learning with colleagues as well as sustained learning from experts in content and pedagogy. The diversity of approaches indicates that schools can shape professional learning to best fit their circumstances and teacher and student learning needs.”

 

February 05, 2009

Micronotes - Finances & Engagement

Finances

The fiscal world is changing daily - not for good.  State budget recisions (cuts in original allocations) expected to be close to $900,000 this year (budget that ends June 30).  Last week est. $600,000.

Expected reductions from planned allocations for next budget year still around $2.2 million. Stay tuned.

District health care premiums expected to rise significantly.  Initial estimates approximately 17%

Good news: We're in better financial shape than many districts. Our current budget built on assumption of no mil levy override.  Community support of mill levy override helps a lot.

We will be able to move forward our strategic initiatives despite state reductions.  But, no escaping that the pie will be smaller than estimates just a few weeks earlier.

Engagement

I am not spending as much time in community and schools listening and learning as I would like.  My biggest barrier is managing the logistics.

Need to build systems to facilitate engagement process. Ad hoc system does not work well.

Compared notes with other board members. We will be working on creating a system to get all of us out in community and schools more.  Essential to stay grounded.

January 30, 2009

Segmenting of America

These are signs of our times:

Chicago Public Schools is developing a high school for gay and lesbian students to better serve these students needs.

New America Charter Schools operate in Colorado and New Mexico with a mission of empowering new immigrants and English language learners.

Kipp School leaders advocate for separate schools for the economically disadvantaged because their learning needs are very different than more affluent students.

The Denver Urban League operates neighborhood learning centers in partnership with Hope Online Learning Academy because their constituents are "lost" in traditional schools.

In the St. Vrain Valley charter schools open to satisfy stylistic differences.  Some families prefer structure and uniforms.  They choose core knowledge schools.  Others prefer more self-directed learning.  They choose a Montessori approach.

And, within traditional St. Vrain schools nearly a quarter of families exercise use of open enrollment, which leads to a tremendous sorting out of students by ethnic groups.

Choice is a part of our lives to stay.  Anyone who argues that we should end choice would be just as likely to succeed at arguing that women should not be in the workforce.

But, what are the unintended consequences of the segmenting of America and the segmenting of education.

One of the things that attracts me to public education and schools is the potential of this institution to build a civil society.  It is more difficult to build civil society in a segmented world.

The jury is out on whether homogeneous schools will better serve the academic needs of children.  Perhaps there is academic merit to this approach. 

Meantime, there is no doubt in my mind that we need to be more intentional about bringing together young people of different interests and backgrounds to learn from and with one another.  We need only look around the world to Eastern Europe, the Middle East, and central Africa to see the consequences of balkanization.

We need new ideas and new methods to make this happen.  We're not going to do it by forcefully assigning students to schools.  Besides, just sharing space is of limited value.

The adults in America must show leadership.  We must embrace the value of diversity.  We must help our children to embrace it, too.

Diversity will not go away.  Understanding is the only way to make it valuable.  Surely we can find a place for that within our education system.

January 28, 2009

BOE Micro Blogging Notes – Miscellaneous

The Classified Staff Professional Development Team received the National Staff Development Council’s Shirley Havens Support and Classified Staff Development Award.
 
February 7 is the St. Vrain Valley 2009 Technology Fair at Trail Ridge Middle School.
 
Skyline High School hosted an information event regarding the school’s STEM (Science, Technology, Engineering and Math) program and the VPA (Visual and Performing Arts) program.  More than 250 people attended.
 
St. Vrain Schools have received just over $194,000 in gifts in the second quarter of the 2008-2009 school year - $30,000 from parent groups in the second quarter.

BOE Micro Blogging Notes – District Finances

We are not immune to the overall decline in the state and national economy.
 
The Colorado state legislature is considering up to $600,000 in reductions of funding to our school district this budget year.  To be safe, we are adjusting the district budget as if we will lose this $600,000.
 
The legislature is considering a $2.2 million reduction next budget year in per pupil funding. They are making adjustments to at-risk student formula; portion of formula outside state constitution.
 
On the upside, district enrollment is up beyond projections resulting in an additional $2.2 million in funds – charter schools will receive $250,000 of this due to an increase in charter school enrollment.
 
We will spend $5.2 million of mill levy override dollars this budget year.  Charter schools will receive $1.2 million this budget year.  The remaining mill levy dollars collected this budget year will be put into reserves specifically earmarked for purposes outlined in the mill levy override ballot language.
 
We are planning to issue $104 million in new bonds in early February (roughly February 10).  Bond advisors estimate an interest rate between 5 and 5.4%.  The maximum rate per the bond question is 6%.