Thanks to All!

Last Wednesday was Grandparents' Day at Harriet Bishop! Hundreds of grandparents and special guests filled our gymnasium and classrooms throughout the day to participate in dancing and other activities. There was a sort of magical flow to the day from beginning to end.

Thank you to all of you who attended, all of our volunteers who helped make the day special, and to our staff, especially Mrs. Perry, for coordinating the activities of the day!

Grandparents' Day complements our approach at Harriet Bishop. We believe in helping kids to grow in all facets of their lives - honoring the past, making the most of of the present, and contributing toward a better future. What better way to do that than by bringing generations together in the school!

The Wealth Gap and How It Affects Children

I saw the following article and felt compelled to share it. It comes from InvestMN (Implementing a New Vision to Educate Students for Tomorrow in Minnesota).

International academic rankings of U.S. schools often disappoint us when we consider those rankings (test scores) in isolation. In truth, those rankings may not only give us a narrow profile about how our students do in school, but may more importantly be an indicator of how our students are supported (or are not supported) out of school.

A 2010 UNICEF report ranks 24 of the world’s wealthiest nations in three key areas that appear to be linked to the academic outcomes for kids.

Numbers to know and share:

• In the category of our children’s material well-being, the United States ranked 23rd of the 24 wealthy nations.

· 20% of American children live in poverty
· More than 40% of American children live in low-income housing.
· Over the past decade, the percent of impoverished children has grown by one third.

• On measures of health, U.S. children ranked 23rd of the 24 wealthy nations.
• On measures of education, the U. S. ranked 19th among the 24 wealthy nations.

Although there are other variables, such as which students are tested or language and cultural alignment, there appears to be a strong correlation between the support children experience and the academic accomplishments of those children. (The preceding data is taken from Ken Mitchell, The School Administrator, October, 2011.)

The changes in average household income for Americans over the past three decades have increased the wealth gap, and therefore, the childhood well-being gap.

Numbers to know and share:

• The bottom 80%t of average household incomes have remained relatively constant.
• The top 20% of household incomes have doubled.
• The top 1% of household incomes of have quadrupled.
• The top 20% of Americans own 80 percent of the wealth.
• The bottom 80% share the remaining 20 percent of the wealth.

A Pew Research Center study – based on U.S. Census data – revealed growing wealth inequity between races that has occurred during the current recession (Perspective: Tricia Rose on America’s growing inequality, July 29, 2011). Considering the correlation between socioeconomic status and school success, this is a clear and compelling threat to the future prosperity of our country and our state.

Numbers to know and share

• Median wealth in white households has dropped 16%.
• Median wealth has dropped 53% in African-American households.
• Median wealth has dropped 54% in Asian households.
• Median wealth has dropped 66% in Hispanic households.

Often our means as a state or nation is referred to as if it is a static number—never to change in response to the needs or dynamics of our evolving circumstances. We talk about means as a limitation – “we must learn to live within our means” – but rarely as an opportunity to invest in a more prosperous future. In reality, our means are defined by politicians, often to reflect a specific political platform including how much and who our lawmakers are willing to tax.

Research has shown, confirmed, affirmed and reaffirmed that the best possible investment of our tax dollars—with the greatest monetary return—is in early childhood education. Research also shows that high school and college graduates will earn more, contribute more and experience greater life-time success than non-graduates. We will all be richer if we take seriously our constitutional responsibility to provide a high-quality and equitable education to all of our children, and if we logically invest in the fundamental support systems necessary for those children’s success.

We will not have the means to sustain our quality of life as a state or a country if we do anything less.

Excitement Builds

I'm feeling that sort of nervous excitement an athlete feels before a game, a student feels before a big test for which they are prepared, or what some of you might feel at 11:59 p.m. on Thanksgiving - just before the Black Friday frenzy begins. No, it's not for any of these reasons, however. Instead, it's because so many people will be coming through the school in the next week.

On Wednesday we are hosting Grandparents' Day at Harriet Bishop. I'm excited for the activities our teachers and students have planned when our grandparents and special friends come to the building. Cross-generational celebrations and learning opportunities bring past, present, and future together. It is fun to hear conversations that start, "When I went to school..." or "Did you do something like this when you went to school?" The school will be buzzing with excitement as we expect well over 800 people to visit us on Wednesday!

Next Monday is the first of two parent informational nights for families looking to join our school community next year. Word has definitely spread about the terrific and innovative things we are doing with our students at Harriet Bishop. Each year parents attend these nights filled with questions. Connecting with each of you is a passion of mine, so please don't hesitate to ask questions that night or anytime (952-707-3900)!

The Ripple Effect: It’s Not Just About You

by Joe Cavanaugh, Founder & CEO of Youth Frontiers

October 2011

www.youthfrontiers.org

The scene: a local high school hockey game. A kid on the ice pulls a cheap shot on another player and gets a penalty. While on the way to the penalty box, the kid swears. The kid’s father is sitting behind me and I overhear someone say to the dad, “Don’t worry; it’s not a reflection on you.”

Pardon me, but it is a reflection on the dad. Often our parental peers dismiss the behavior of our kids in situations when said behavior is clearly not representing the community’s or the family’s values. The truth is, it is a reflection on you and your family because your child has your last name.

You may have heard me talk about the African idea “ubuntu,” which, translated from the Bantu languages in southern Africa, means “I am because we are.” For me, this concept highlights that although we are individuals, we are highly connected to those around us. It is easy to forget how dependent we are on others, especially those people close to us.

My wife and I tell our daughter, “Your name is Tess and you are the only Tess in the world.” At the same time, we tell Tess that her last name is Cavanaugh. Having this name means that you represent a set of values, and a family that lives out these values. Your behavior does not just impact you – it ripples out and affects your mom and I, and how people look at us and our family. Its ripple affects your grandparents, your cousins and many others. In other words, it is NOT all about you. You have a responsibility to live well not only for you, but for those you are in relationship with. Tess Cavanaugh, you are because we are.

The ripple effect of our behavior means that acting without character could have a tremendously negative impact on people we work with, people we love and people who depend on us. On the other hand, think about how our positive decisions could change lives. Our actions that strive to help, heal and love others create just as strong of a ripple as our negative actions. I tell this to Tess at home, and we here at YF tell this to kids every day on retreats. We all have the power and the responsibility to create a positive ripple effect… because it’s not just about you.

Exercise:

This month, talk to your kids about what your last name, or family name, represents. What values does your family use as a guide post and why?

© 2011 Youth Frontiers, Inc.

This article was reposted with permission from Youth Frontiers.

Great Experience

Yesterday I had a chance to read to several kiddos and their parents or caregivers at the Savage Library. What a terrific experience! It was the highlight of my day to say the least.

I am pleased to report good news on several fronts...

1. The kids and adults were incredibly supportive and respectful. They excitedly listened as I read aloud The True Story of the Three Little Pigs, The Frog Prince Continued, and If I Ran the Zoo. After I finished each book, kids and adults clapped, then quieted down and got ready for the next book.
2. Reading is alive and well in our youth today! I was told that over 1000 kids have signed up to the library's summer reading program! The first day alone drew over 400 registrants! I cannot tell you how critical it is for children to read and be read to prior to starting school. They develop a rich vocabulary and deep connections. They can think critically imaginatively. In short, they learn by doing. Also, it is incredibly important for our kids to read throughout the summer to sharpen and enhance the skills they have obtained throughout the school year. The "summer slide" is real, but it is totally avoidable!
3. Books in the hand still create magic. Believe me, I am as much of a technology advocate as you will find, but there is still something amazing about the feel of a book in the hand and the anticipation of what's to come when the page is turned. The library is filled with terrific books that will lead you on journeys and down pathways you least expect.
   

If you haven't had a chance to visit the library, I encourage you to do so very soon. It doesn't cost you a dime, but will pay dividends for years to come!

Keeping Our Children Safe

The fire alarm went off Monday, March 14, at 10:29 a.m. It has been an absolute whirlwind since then! Allow me to inform you of the events that took place.

• When the alarm went off, a thick black smoke was already visible outside the bathroom and in the main foyer of the building.
• 911 was called immediately and we verified the smoke was coming from the boys’ bathroom between the Linden and Maple Communities.
• All students and staff were out of the building in less than a minute. It was 10° outside and no one had their winter coats on.
• The fire chief and his crews verified the location of the fire.
• While this was happening, I was on the phone with the superintendent, arranging buses for evacuation.
• As the fire was contained and localized we identified the gymnasium as a safe indoor location and brought all of our students in through a side entry. It was confirmed that buses were on their way shortly.
• I addressed the students and the staff to let them know they were safe and that they would be transported to the fire station where they would be safe and warm.
• While this was happening, firefighters extinguished the fire, only 14 minutes after the alarm went off.
• Firefighters worked closely with our building custodian to begin ventilating the building. This process required dropping the temperature of the building to nearly outside temperatures, enabling air to flow out much more quickly.
• School Reach messages informed parents and emergency contacts of the situation and when and how they could pick up their children.
• Buses arrived. We transported students with respiratory concerns and from youngest to oldest.
• As parents arrived we created a slow and steady checkout process. This was done to streamline decision-making and ensure the safety of the students. The students were warm, safe, and supervised.
• As the line of parents and caregivers dropped, we tallied the number of remaining students.
• At the same time our terrific food service department was putting together bag lunches based on the number of students and staff remaining.
• When the line of parents and caregivers ended, the lunches arrived.
• While some staff ate lunch with students, others were granted access to the building to quickly gather personal belonging and valuables.
• Students and staff were moved into the fire station’s training room immediately following lunch.
• I met with the half of the staff at a time to debrief while the other half supervised the remaining students.
• As the end of the school day approached we arranged abbreviated bus routes for the remaining students, making sure adults escorted them home if needed.
• Parents were notified that they could enter the building between 8:00 and 9:00 p.m. to get their children’s belongings.
• We determined that smoke damage called for the removal of all items in the Linden and Maple Communities and that school would have to be canceled for students on Tuesday.
• That evening, parents and students streamed into the building to obtain jackets and backpacks.
  

Of course, this is a much abbreviated version of the amount of decisions and events that took place, but hopefully it gives you a glimpse into all that happened to keep your children safe. As I told them – books, backpacks, notebooks, crayons, and “stuff” do not make a school. They make the school. The magic that happens inside their heads as they learn each and every day is what makes a school.

A Vision of Excellence

“The master in the art of living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his information and his recreation, his love and his religion. He hardly knows which is which. He simply pursues his vision of excellence at whatever he does, leaving others to decide whether he is working or playing. To him he's always doing both.” - James Michener

I came to the Burnsville-Eagan-Savage district as a new teacher in 1995, after earning my bachelors in elementary education and graduating summa cum laude. It was not an easy road. I had dropped out of a college I didn't want to attend after declaring a major that I didn't want to declare. I wanted to be a teacher, and frankly, that profession wasn't valued in my house - because teachers didn't make a lot of money. (Seriously, that was the reason I was given.) When I finally went back to earn my degree, I was scared to death to go to school again, but was determined to do the best I could. I graduated with high honors. I became a teacher and it became me. Nary was a dividing line. I dedicated myself to my kids and learned along with them. When I took my current job as gifted magnet coordinator three years ago, it was out of that dedication to all students and the firm commitment in two things: that gifted education benefited every single student, and that gifted children often times did not have an advocate for their unique needs and circumstances. It was more than work. It was just part of me. It always will be.

I find myself in the unique position of writing my last blog entry for the Bishop Blog, in large part because of what I have always said to my students: take chances. Take risks. Do what you believe, and never, ever, ever stop learning and growing. (Seriously, if you think this is just fluff, ask any student I ever had.) I leave the Burnsville School District a better person than when I came. And I leave Harriet Bishop Gifted and Talented Elementary School with a piece of my heart left behind. People, parents, tell me I have a passion for what we are doing here, and they are right. I do. There's a reason.

I chose a Michener quote for two reasons. First, it's a good quote that sums up what I am feeling right now. But secondly is because of eighth grade. I was chosen to be part of a class of students who would be accelerated in all content areas - math, social studies, language arts and science. I took ninth grade biology as an eighth grader. I took Algebra I as an eighth grader (funny how it wasn't developmentally inappropriate back then). Our language arts and social studies classes were, to use today's jargon, deeper and more complex (similar to today, both classes had more nebulous "standards", rather than following a grade-level track of curriculum such as math and science does). My teacher, Mrs. Silverman, was a former New York model and taught her classes sitting on a stool. She didn't give us the regular language arts textbook; instead she gave us Tolstoy and told us we were ready to read him. (I read Anna Karenina and LOVED it. It completely turned me on to Russian literature, a love affair that exists to this day.) She took us to the ballet to see "The Mikado" and to the Milwaukee Symphony Orchestra, where we listened to original compositions of the orchestra with the songs of whales incorporated into them. She had us write poetry about our lives and then got us published. And she made us read Asimov and Bradbury, Poe and Longfellow.... and she made us read Michener. I read The Source. If you've never read it, you must. However, when I first started the book as a thirteen year old girl, I was hardly as enthusiastic. I remember the first seventy pages or so, thinking to myself, I'm just going to die of boredom. But then the archeological team got to their first artifact and went back in time, and I was mesmerized. I distinctly remember reading the book on the bus to and from school, and sneaking it out every moment I could (sorry, Mr. Thomas in Algebra, but the book was WAAAAY better than variables). The book is over 1,000 pages and our teacher simply said, "you're ready."
She influenced me in ways she never even knew.
She taught me that eighth graders can read, comprehend, and discuss Michener.
She taught me that hard work pays off, even when it's frustrating.
She taught me that learning is way better than getting it right the first time.
She taught me to take chances.
She taught me to teach from a stool (which I did, for a long time - and Melissa, I still have the red one that you gave to me as a gift!)
She taught me that every student should have a chance to grow academically, every single day.
And she taught me that excellence is a lifelong journey. It's not a right; it's not easy; it's not automatic. It's a journey.

I hope that the journey Harriet Bishop has been on these last three years has been beneficial to all students attending, and will continue to be beneficial to all future students. The school has a phenomenal principal and wonderful staff. When I took the job as gifted magnet coordinator, it was with a vision to excellence for all, and an inward reflection on the daily experiences of each and every student. I love what we have done, and what this school will continue to do. I am eternally grateful for the dedication of the staff, and for every parent I've met along this journey. You have been great teachers for me, and I will take you with me in my heart as I continue on my journey in life - because I do have a blurred line. Education is not just my job. It is a piece of me. Thank you for the opportunity to serve.

The Life of a Family

The bond that links your true family is not one of blood, but of respect and joy in each other's life. - Richard Bach

I am reminded every year during applications to Harriet Bishop of the dedication of all of our families. Now, that's not to say that I don't see that dedication all year long, because believe me, I do. I had a prospective parent the other day ask about the level of volunteerism in our school, and I was so proud to answer that question! But I am doubly reminded of the dedication of families to their children at this time of year, because parents, grandparents - even neighbors - go out of their way to see that their children try to get into our school. One parent had to travel some way to attend to a family member in the hospital, but needed to get her kindergartner in for testing and was going to possibly have a neighbor help. One grandparent actually filled out the application for her grandson. Countless teachers and caregivers took time out of their very busy day to write recommendations. Parents are collecting work and submitting entire portfolios.
None of this is easy work. Not for anyone. This is single-handedly the busiest time of my year as a coordinator. But golly, to watch these little ones and get to meet them - it's really wonderful. I have met great families, great kids, and I for one am just very thankful that our school exists.
The life of a family is not just one connected by blood. A family can exist anywhere - we are a family at Harriet Bishop, and we are excited to welcome new members to our family for next school year, all the while celebrating the family members who currently walk our halls everyday.

I'm Just Sayin...

To The American People (or anyone reading this blog entry), little is more important to me than proper use of the English language. As employers are finding out from our Text Generation (would that be "TXT GNR8RS"?), we American People are having a hard time with the English language these days. We can't interview well, it seems. A quick back story for you - as a former Language Arts teacher, I could have told anyone this years ago, because I could see it coming in the writing skills of many of my students. When I started getting answers to questions written in text speak, I knew we had a problem on our hands.
This may be a problem of epic proportion, and one that you may refudiate. (At least that one came up as wrong on the grammar checker...whew!) But Google it, if you will. Our young people - those who are graduating from high school and college - are vying for jobs in a shrinking world, and need to man up. So do we as adults, as their mentors, because it is up to us to show them the way. I may be a mama grizzlie (at least people have told me I look like a certain one), but I want to make sure that the generation in charge of taking care of me when I'm an old woman doesn't make a fail. It is up to us to provide for them the a-ha moment where they begin to understand and to believe that clear communication is vital to success (even in a STEM world). English Language Arts may not have the wow factor that other curricular areas, such as chemistry, have (seriously, how can words compete with cool chemical reactions?!), but now's the time when being an effective communicator could become viral. We could start the movement! Our young people, along with their thousands of BFFs, could begin to realize just how important communication among and between the generations really is (along with communication among and between different countries, cultures, etc. Think about it!).
Now, if you think this blog entry is replete with ridiculous information, you may just be right. However, if you see through the transparent layer to the real reason for writing, and find the entry pretty clever, well, thank you. I believe in living life to the fullest, and sometimes showing what a simple list can't: that the way we speak is indicative of the way we think...
... and I for one believe that we should be thinking deeply, figuring out solutions to problems that we haven't encountered yet by using the wisdom of those who have come before us, and communicating clearly our thoughts and opinions. I'm just sayin'...
(In this blog entry I have effectively weaved together all fourteen banished words from the 2011 Lake Superior State University Word List. It wasn't even hard to do, frankly, which makes the words on the list even more scary. I hope you received your mental stimulation for the day. I know I thoroughly enjoyed the process.)