What describes a JMS Student?

We are back in the swing of things at Jerome Middle School. We have had our "opening assemblies" where students listen to lists of expectations; teachers have set up classroom procedures; and, students are getting used to new classes, and new lockers. But, what does it really mean to be a student at Jerome Middle School? I had all of our advisory teachers ask that question of our students. The students brainstormed a list of words and phrases that described what being a JMS student is all about. Advisory teachers sent me the lists, which I compiled into a long list of single descriptive words. Here is what the students came up with:

This "jumble" of words is called a "word cloud." The concept of the word cloud genrator is this: it takes a list of words and "clouds" them based upon the frequency. The words that show up more often are larger than those who show up once or twice. You will see that "Effort, Pride, and Respect" are three of the largest words - the motto of our school. I discuss these three words - what they mean, and what they LOOK like with students at the beginning of each year. It warmed my heart to see that they had the largest frequency of words that students used. This word cloud now hangs in all of our classrooms, in the locker-rooms, in the library, and even in our cafetorium. As students go through their day at JMS, they know what it means to be a JMS student - their own expectations. It's going to be a great year!

Wal-Mart Donates $1000.00 to Jerome Middle School Teachers

The Staff of Jerome Middle School received a nice surprise on Friday, September 9. Robert Parsons, Manager of the Jerome Wal-Mart, came to a staff meeting and awarded 10 $100.00 Wal-Mart gift cards. This wonderful surprise was made possible through Wal-Mart Teacher Rewards program. The following JMS teachers were recipients of the program sponsored by the Wal-Mart Foundation: Maggie Stump, 8th Grade Reading Gayla Otto, 8th Grade Language Arts Jay Ostler, 8th Grade Science Christi Thornsberry, 7th Grade Reading Afton Martin, 7th Grade Math Sean Spagnolo, 8th Grade Math Lori Cottle, Art Connie Nicholson, 7th Grade Language Arts Jeff Shewmaker, 6th Grade Science Darren Olsen, 8th Grade World History These teachers were chosen through a random drawing. Congratulations to each of these teachers, and thank you to the Jerome Wal-Mart for supporting the staff of Jerome Middle School!

Literacy and Laughter - A Good Combo for Parent Involvement!

On Tuesday, March 8th, Jerome Middle School held its first official "Family Literacy Night." The goal of the evening was to get parents in to the school to interact with their children in a different way than the normal Parent Teacher Conference setting. I would say that for our first event, it was a success!

Half of our teaching staff planned the events for the evening, while I was in charge of the "refreshments." In addition to literacy activities, our Choir director held a dress rehearsal of the upcoming school musical and our Art teacher displayed "Art of the Trimester." At the end of the evening, our 6th, 7th, and 8th grade bands also performed a concert in the gym. Quite the packed evening!

Remember the Field of Dreams saying - "If you build it, they will come."? Well, if you feed them hot dogs, chips, a cookie, and water, they will come too! I am happy to report that we served close to 280 hot dogs that evening! We even had some students show up without parents - to eat and enjoy interacting with their teachers in a different way.

We had multiple literacy activities throughout the building. To entice students and parents to head down and try some of the activities out, we gave away "raffle" tickets for participation. Five students received Barnes and Noble gift cards from those tickets. The literacy activities included the following:

1. A Book Swap - weeks before the 8th, students began bringing in books to trade - they got a ticket for each book they brought. During Family Literacy Night, students/parents brought their tickets in to "buy" new books with. This was probably one of the most popular activities of the evening.

2. Game Rooms - Two rooms included board games - some well known like Scrabble - others not as well known, but still as fun!

3. Funglish - a game in which players had to use idioms to have other players guess what word or saying they had.

4. Spin a Yarn - participants got a story starter, and then had to "spin" a story until they ran out of yarn. Laughter could be heard down the hall from this room.

5. Are you Smarter than a Middle Schooler? - This game utilized Mouse Mischief, a PowerPoint add-on, that allowed multiple players. Most of the questions dealt with grammar, the writing process, and other language based knowledge MS students use on a daily basis. It was fun seeing parents and students grappling with the questions.

The evening lasted two hours or so, and we had great feedback from staff and parents alike. Staff really enjoyed watching students interact with their parents in non-stressful activities. They were able to see a different side of their students. In fact, I would say that students were able to see a different side of their teachers as well. The teachers were laughing and having as much fun as the parents and students.

We also got great feedback from parents and students too. Parents appreciated the time and effort that was put into Literacy night. They enjoyed the variety of activities - including the art, music, and dinner. They also saw this as something special just for them - something different just conferences. Students enjoyed the technology game (Mouse Mischeif), watching parts of the musical dress rehearsal, and the hot dogs. Everyone's favorite was the book swap.

As I reflect on the evening, the best part was seeing the smiles on the faces of parents, students, and staff. All involved were having a great time, and learning a little about literacy at the same time. I look forward to our next Family Night in April!

“Donuts and Discussion” to begin monthly at JMS

As part of my involvement with the "Connected Principals" group (a collaboration between principals from around the globe), I have been able to participate in three Live Elluminate sessions - two in which I was fortunate enough to be one of the speakers.

The October session dealt with Parental Involvement - getting parents more involved in the learning process of their children. One of the ideas that I gleaned from the session was having informal meetings open to any parent that would like to attend. One of my goals for the year is increasing parent activities at Jerome Middle School. It was during this session, and then at a School Improvement Team meeting that "Donuts and Discussion" was hatched.

So, the first monthly open meeting for parents entitled “Donuts and Discussion” will be held Thursday, December 9 at 8:15 – 9:00. The purpose of these monthly meetings is to invite parents to come and discuss programs at JMS. The agenda will be “open” so that parents have the opportunity to have conversation with JMS administration. We look forward to spending time with parents sharing successes, goals, concerns, and plans for students at JMS.

I plan to write an additional post after our first meeting to reflect. Thanks to all my colleagues at "Connected Principals" that inspired me to move forward with ACTION towards getting parents more involved.

Why Power of "I"?

Power of "I" - for those of you who don't know what this is - it is the Power of the "Incomplete".

Why do we use this program at Jerome Middle School? Why do we give students a "second chance" to complete and redo? Why don't we just "give" them zeros and "F"s if they don't get it right the first time? I heard many of these questions from parents at last week's parent/teacher conferences. Some were confused at the difference between an "I" and an "F". They were confused as to why we would allow students to "redo" - they (the parent) didn't get to and it was just fine for them(that is a quote from one mother).

So, why Power of "I".........

I first heard of this concept from an educator named Toni Eubanks at a Hight Schools that Work/Making Middle Grade Work Summer conference. I went to her session looking for ways to motiviate students, and came out with an "aha" - we can't let students take the easy way out.

It has taken us many years to realize it, but students do not learn in the same manner, or at the same rate. We present a concept - plan an engaging lesson - have students practice said concept - assess the students - then find out some of them just didn't "get it." We need to move on for those who did; but, we also need to allow those who didn't a chance to learn that concept. Power of "I" does just that. It doesn't allow a student to just take a zero on a project - that "I" remains until they complete it - and complete it in a manner that demonstrates they truly understand the concept. The old way of giving a zero for not done assignments, or an F and moving on, did nothing for the learning of the student. Nor did it tell the teacher anything about what the student truly knows and can do.

Some students do not do well on "tests". At JMS, staff also have begun utilizing Standards Based Grading. Tests are broken down by standard/objective - students must show mastery on each section of that test. They receive an "I" on any section that didn't show mastery - students have the opportunity to redo. Sometimes that means being retaught by the teacher; sometimes it means demonstrating the concept through writing; sometimes it means additional practice before redoing the test.

At JMS we believe that all our students can learn - Power of "I" ensures that. Teachers identify what I call the "by-Gods" (excuse me) - these are the critical concepts that all students show know and be able to do before moving to the next level. These "By-God" are what teachers focus "I" assignments around. "I"s are not given for "practice" - they are given for "summative" assessments that demonstrate knowledge during and after a unit of instruction. Sometimes those assessments are in the form of a test while others are projects students complete.

So why Power of "I"? Because we have high expectations for students - we expect and give them the support needed to reach those expectations.

What JMS Teachers "Used to Think"

Wednesday, September 1 was the first day my staff joined me back at Jerome Middle School. We began the day in a district meeting, and then after lunch, we joined together in our library for the first faculty meeting of the year. @wcarrozza, a principal I follow on Twitter, said it best. That first faculty meeting of the year is one of the most difficult for a principal - it is the one where we set the "vision" or "focus" for the entire year. This year will be one full of challenges, so I wanted to begin the year on a very positive and motivating note.

There were a few things we did - but one of them I stole from a blog by "whatedsaid". She took the time earlier this summer and wrote about what she "used to think", and what she "now thinks". I began talking to my staff about the fact that I truly appreciate all the hard work and improvements we have made over the years since I have been an administrator in the building - first as an assistant principal, and then as principal (this is my 5th year - 3rd as principal). I didn't want them to be frustrated about the fact that we didn't meet the requirements for AYP (missed it by a VERY narrow margin - subgroup) - I wanted them to focus on what we have learned about teaching, students, learning, etc. in the last few years. The following list is what JMS teachers used to think, and now they think....

JMS Staff 2010-2011 - “I Used to Think….Now I Think”

I used to think we had to cram for the ISATs…
Now the learning is more transparent.

I used to think we all taught in our own little boxes…
Now everything we do is interconnected.

I used to think elective and support staff were isolated….
Now we are an integral part of learning.

I used to think teaching standards was teaching to a test….
Now I think teaching standards guides instruction and shows mastery.

I used to think re-testing shouldn’t be an option…
Now I think without re-testing proficiency and mastery aren’t possible.

I used to think the textbook was the curriculum….
Now I think the textbook is only a resource.

I used to think that student effort = proficiency…
Now I think that teacher effort and the student = proficiency.

I used to think there was ONE best way…
Now I think there are MANY great ways.

I used to think tests were just for measuring…
Now I think testing should guide my instruction.

I used to think technology was just for the teacher…
Now I think technology is great for everybody!

I used to think I had to grade everything…
Now I think learning can happen without a grade.

I used the think I had to teach the “same way” to all students…
Now I use differentiated learning.

I used to think grades were important…
Now I think learning is important.

I used to think all positive feedback is good…
Now I think feedback should be specific and individualized.

I used to think I would never take a pay cut….
Now I think I will survive with a pay cut.

I used to think that all kids can learn and grow…
I still think all kids can learn and grow.

There were many more things we did in that beginning staff meeting, but my hope is that this exercise let the staff think about the great changes we have made - and look forward to a great year to come.

Warning: Don't Be Your Own Worst Enemy

This week, my staff will be returning to prepare for the coming school year. I have been back for a couple of weeks now - gearing up for staff and students to return. Every year, I am excited for the new school year to begin - I just imagine the possibilities for great things to occur, and look forward to seeing many of them come to fruition as the year unfolds.

I have enjoyed hearing stories of summer exploits from my staff as they have dropped in - from weddings to new babies; camping trips to college trips. I was disturbed, however, by a report from one staff member.

As she was getting her "back to school" haircut her hairdresser asked if she was ready for school to begin. She shared her excitement for the new year, and talked about going in to work that day to get her office set up. The hairdresser then said "You are the only teacher I have talked to lately that is happy to be going to work." What a sad statement.

This is a difficult year for teachers - all around the country - in Idaho, each district had to decide what to "cut" - salaries, days, programs, etc. I understand that teachers are frustrated - and feel beat up by politicians and policy makers. BUT we need to remember what we are here for: OUR STUDENTS.

I remind my staff that we are our own PR department. Our responses about our school is what parents and community listen to - it forms their opinion of us. If we aren't excited to get to school and make learning happen, why should they send us their kids? If we don't keep our passion, how will we be able to instill it in our students?

We need to remember that our students are not to be punished for decisions made by politicians who don't know them. Our students count on us to be on our best game. Saying things like "I am not going to put in one minute over contract time because...." doesn't hurt the politicians, it hurts the students and gives fodder to the politicians to say we are "lazy". I do NOT know a lazy educator.

I know that times are tough - and they may get tougher. Don't be your own worst enemy - don't take those frustrations out on our students. BE EXCITED to start the year - I know I am.

I plan to make this the best year ever!