School Zone 7-7-16

By Superintendent Philip Pempin

 

I recently read a 2015 article entitled “How Athletes Inspire Us to Follow Our Dreams” by Mandy Antoniacci.  This is an excellent message that I would like to share, with some paraphrased experiences of my own included.

“Everyone always says, “Follow your dreams!”  But not everyone does it.  Channel the passion of those who do and make a career out of playing a game.”

While many of us won’t ever be able to dunk from a free-throw line or achieve LeBron’s trademark of chasing a down an opponent at full speed and rising up above the rim to block a shot, being “WITNESS” to such actions ignites a fire inside us.  It opens our eyes a wide as a child, and invites the roar of the crowd into our hearts as fuel for our own personal dreams.

I “witnessed” this first hand when I took my granddaughter and grandson to the Indians game on Father’s Day weekend.  Their anticipation was heightened before we even stepped foot into the stadium.  They were waiting impatiently for me, in full Indians garb, as I pulled into the driveway.  When we walked into the ballpark and started to see the lights and hear the crowd, pure magic occurred.  As the team, in pursuit of their dreams, took the field, I felt nearer to the age of the children.  Their faces, my feelings and the dreams of the players inspired me.  

The article continues:  “As everyday people, we may not share the likeness of an athlete’s physical prowess, but we can certainly relate to their passion and learn from their pursuance to follow their dreams.  Here’s how they do it …

They defy odds.  Whether it’s a modest upbringing, a career-threatening injury, or a classic underdog scenario, athletes are out to prove skeptics wrong.  Fueled by non-believers, they possess the ability to overcome adversity like no other.  Where others see fear, they see symbolism of what they want and go for it.”  LeBron and his teammates sure demonstrated this to Golden State!

“They sacrifice.  Being an athlete is a lifestyle that consumes every aspect of your life – your free time, your body and for some early on, your collegiate experience as a kid.  In Kobe Bryant’s recent documentary “Muse”, he discusses the epitome of sacrifice when asked about “greatness”.  He said, ‘If you want to be great at something, there’s a choice you have to make.  We all can be masters at our craft, but you have to make a choice.  What I mean by that is, there are inherent sacrifices that come along with that.  Family time, hanging out with friends, being a great friend, being a great son, nephew, whatever the case may be.  There are sacrifices that come along with making that decision.’

They have one option.  One of my favorite quotes by legendary football Coach Vince Lombardi is, ‘If it doesn’t matter who wins or loses, then why do we keep score?’  This sentiment encapsulates the game of life for an athlete.  They are so dedicated to making their dream of winning a reality that they banish any possibility of a backup plan from their mind.  Thoughts like, ‘If it doesn’t work, I’ll try something else’, etc. simply don’t exist.  Monomaniacal focus on a single goal is the ultimate success stratagem; and a pattern found in everyone from Edison to Einstein and Manning to Mantle.  If you want the power to follow your dreams, you must say no to all the alternatives.

They see life as a game.  Let’s face it, at its core, every sport is a game.  And if athletes are lucky enough, they get paid to play.  Having this vision and approach to life opens up space for playfulness and creativity, and eliminates limitation.  A gamification approach to life also cultivates qualities of resilience, and confidence and an appetite for risk – critical for advancement. 

As you ponder your own dreams in your career and in life, use this time to create your own wake-up call, and channel the fire of the inner athlete (and six-year-old) that exists inside us all.  While your personal game of life awaits, remember … the best dreams happen, when you’re awake.”

SCHOOL ZONE 6-23-16

By Treasurer Suzanne Wilson

In 2012 the Vermilion Board of Education began a program to provide students and staff with access to computers in an effort to enhance and promote online learning in classrooms.  Computers are a necessary tool in today’s workplaces.  In keeping with our district Mission Statement to make every student college and career ready through personalized instruction, the laptops and other technology devices expand opportunities students have to grow and learn at an individualized level.  The use of laptops in school allows our teachers to expose students to skills they will need to succeed in work environments now and in the future.  

We began our technology program through Apple with a three-year lease for 1,900 Macbooks.  These original laptops were operational for the initial lease period, and we were able to extend their use through 2016 at no additional cost.

On May 23, 2016 the Board of Education approved a new four-year lease with Apple that will allow us to provide students and staff with 1,350 new laptops.  In addition, our technology team will update and re-issue 550 laptops that are still in good condition.  The buy-back of the original 1,350 laptops is approximately $350,000 and will cover the majority of the year-one lease payment.  By only replacing 1,350 laptops, the savings to the district is over $600,000 for the term of the four year lease. 

Laptop computers are used to support our Mission Statement and student learning objectives by:

·         Providing immediate, specific and objective feedback on learning that can also serve as a dialogue trail about learning efforts and activities;

·         Sustaining motivation by providing choices of relevant content, customized learning pathways and varying levels of difficulty;

·         Capturing real time data that support analysis and tracking of student learning.  For many activities, technology can be used to record and share results immediately, helping teachers to analyze areas where students are struggling, and offer interventions quickly before confusion and misconceptions set in;

·         Supporting student reflection on learning strategies, challenges, ideas and experiences and facilitating the sharing of those reflections with others;

·         Tracking progress of learning goals, action plans, student achievement and assessments;

·         Communication and collaboration among teachers and other educators;

·         No longer must learners depend solely on textbooks, field trips or the knowledge of educators to explore and understand perspectives. 

Our ultimate goal is to encourage students to explore and learn on their own.  The role of educators will move toward a supportive and facilitator role as teachers guide each student to follow their individual passions. 

On the business side, computers have increased cost savings as we have achieved a paperless environment (wherever possible) using scanning, emailing and electronic storage of documents.  Our maintenance and technical staff are able to connect to climate control devices and work orders through both laptops and mobile devices, saving money on labor and supplies. 

We are excited to begin the task of preparing the new laptops for use by students next school year.  Look for additional information on laptop distribution that will be publicized on our website, Facebook page, Twitter and the Photojournal in August. 

SCHOOL ZONE 6-9-16

In this issue I would like to share correspondence that was recently sent to public school superintendents by John King, Jr., Secretary of Education at the U.S. Department of Education.  I think that this correspondence speaks for itself about what is expected of us at the federal level.

“I want to talk to you today about the importance of a genuinely well-rounded education – the kind of education that engages and intrigues kids, and allows them to discover their interests in the arts, in science, in the world languages, and so much else.

I grew up in Brooklyn and went to New York City public schools.  My mom passed away when I was in the 4th grade. While living with my dad, who suffered from then undiagnosed Alzheimer's disease, things at home were often unpredictable and scary. My dad died when I was 12.  After that, I moved between family members and schools.

Things could have gone in very different directions for me, but my teachers at P.S. 276 and Mark Twain Junior High School made school a place that was compelling, engaging, and safe.  I was blessed to have a teacher, Mr. Osterweil, who created a space that countered the chaos in life outside of school with amazing experiences in the classroom.  We read the New York Times every day.  We did productions of Midsummer Night’s Dream and Alice in Wonderland; we went to the zoo, the Museum of Natural history and the ballet.  He opened up to us a world far beyond Canarsie, Brooklyn.

But today, far too many of our students don’t have access to those life-changing experiences.  I hear frequently and passionately from educators and families who believe that the elements of a great well-rounded education are being neglected because of a too tight focus on reading and math.  Sometimes, that's because of constraints on resources, time, and money.  Often, teachers and administrators describe how No Child Left Behind and its intense focus on English and math performance left other subjects under-attended to or even ignored.

I’ve been clear, as has the President and my predecessor, Arne Duncan, that in many places in the country, testing has become excessive, redundant, and overemphasized.  We’re committed at the Department of Education to changing that reality, but we need your help.  We need to work together to make well-rounded education a priority for the benefit of our students.

Done well and thoughtfully, assessments provide vital information to educators and families, but this shouldn’t come at the cost of those subjects that spark passion and inspire the joy of learning.

The good news here is that, with the passage of the bipartisan Every Student Succeeds Act - the welcome replacement for No Child Left Behind - there is now an opportunity for states and districts to broaden the definition of an excellent education.  Music, art, world languages; physics, chemistry, and biology; social studies, civics, geography and government; physical education and health; coding and computer science – these aren’t luxuries that are just ‘nice to have’.  They’re what it means to be ready for today’s world, and they must start early.

Unfortunately, far too often, it is kids from low-income families, and students of color, who don’t have these experiences - the chance to go to a museum, to travel beyond their immediate neighborhood, access to the arts, science, social studies or advanced coursework.

We’ve got to see this as an urgent social justice challenge for the country.  Help me share the message far and wide: we must work together to give every child the well-rounded education they deserve.

I became a teacher and a principal because I wanted to try to do for other kids what my teachers did for me.  They created experiences that were compelling and engaging, and for me, that made all the difference.  They saved my life, and they are the reason I’m reaching out to you today.  That's what a well-rounded education is all about: that inextricable intersection between what our kids learn and who they become.  I am who I am because a teacher and a school believed in me and believed it was worth the time and effort to widen my horizons. That's the kind of experience every student in this country deserves.  Let's make that possible.”