Richmond Virginia -”From Vision to Practice Fifth Annual Institute: Seven Million Minutes from Pre-Kindergarten to Graduation
| July 14, 2009 9:00 am | to | July 15, 2009 1:00 pm |
I will be delivering workshops in Richmond, Virginia on July 14th and 15th. There will be two breakout sessions dealing with “Helping Students Graduate: Tools and Strategies to Keep Students in School” on July 14th. At the luncheon on July 15th, I will be presenting a session on “Building America’s Global Competitiveness: From The Schoolhouse to The Workplace.” President Obama addressed both issues in his address in Washington, DC.
This event is a statewide conference hosted by the Virginia Department of Education., Each of the state’s 132 school divisions have invited each to bring teams of teachers/administrators to the institute to learn about /discuss/plan efforts to improve their graduation rates. The institute will be held in Richmond, Virginia.
What does a Chamber of Commerce Think About The Dropout Problem
The Albuquerque Hispano Chamber of Commerce Education Committee conducted a mini-summit at the Chamber’s Office on February 9, 2009. About 20 members of the committee attended the mini-summit.
• Dropout problem has resulted in increased crime in our neighborhoods
• Students’ attention span is short; this results in impatience
• We need to provide more alternative schools
• The social fabric of our society is disintegrating; this results in lack of direction for students
• We are testing too much in the schools
• Middle school students cannot see beyond themselves; difficult to get them focused.
• Students learn differently, and this challenges teachers to teach differently.
• Students do not see relevance in the curricula.
• Bring business representatives to the classroom.
• Information technology is not being used enough in the classrooms.
• We need more career preparation classes.
• Parents do not come to the schools to help the teachers.
• We should require two years of national service from each student; we coddle our students too much.
• The social norms have shifted; respect and responsibility seem to be lost.
• We live in an entitlement society; students are not motivated.
• There is quite a bit of apathy among our young people.
• The parents are leaving too much of the responsibility of bringing up our youngsters to the schools.
• Place financial resources into promoting parental responsibility.
• Schools should market their services to the students; treat students as customers/clients.
West Fargo Public Schools
| April 15, 2009 |
I will be presenting several workshops for the West Fargo, North Dakota and surrounding school districts. The workshops will be about Building America’s Competitiveness: From the Schoolhouse to the Workplace and Helping Students Graduate: Tools and Strategies to Prevent School Dropouts.
People Having Fewer Children – Implications for Education
The Census Bureau has reported that the percentage of American households with children under 18 living at home last year hit the lowest point — 46% — in half a century.
The trend reflects the aging of the Baby Boom generation and younger women having fewer children.
MORE STATS:
Few Americans live outside state where they were born.
In 2008, about 35.7 million families (46%) had children under 18 at home, down from 52% in 1950. The percentage peaked in 1963, when about 57% of families had children under 18 at home.
The data also show that about 67 million opposite-sex couples lived together in 2008; roughly one in 10 (6.8 million) were not married.
He adds that the economy will continue to affect family size: When cash-strapped workers have fewer dollars to feed another mouth, couples are likely to have fewer children, or none.
•There about 5.3 million “stay-at-home” mothers and 140,000 such fathers.
•The median age at first marriage was 27.4 years for men and 25.6 for women.
•Fewer women in their mid- to early 40s had children in 2008 (20%), up from 10% in 1976.
•The percentage of children with two parents at home varies: 85% of Asian children have two parents at home vs. 78% of white, 70% of Hispanic and 38% of black children.
The data come from the Census’ most recent Current Population Survey. It was conducted early last year with responses from about 100,000 American addresses.
A shift in family demographics could spell changes in local politics: Childless couples could be less willing to fund schools, for example, than other public needs. In addition with the population aging, many seniors do not support property tax increases to finance schools and school building.
I believe that it is imperative that school and school union leaders reach out to the community – businesses, chambers of commerce, policy makers and seniors to finance education. Obviously, it is not only the children (who will fund future community and senior services) who are at stake but the future of educators all over the nation.
The Art of Leadership
My co-author, Dr. Tony Thacker and I will be presenting material from our two books, From At-Risk to Academic Excellence: What Successful Leaders Do and Creating School Cultures That Embrace Learning: What Successful Leaders Do at Alabama State University’s Southern Normal Campus at Brewton, Alabama. The theme of the conference is The Art of Leadership.
Dr. Thacker works for the Alabama Department of Education and is on the Alabama Governor’s Committee on High Quality Teaching.
If you are in the neighborhood of Brewton, come and say hello.
What is Finland doing correctly and how do we benchmark them?
In the PISA (Program for International Student Assessment tests Examination given by the Organization of Economic Cooperation and Development (OECD) Finland consistently does well. In fact, in math, science, problem solving and reading comprehension, Finland’s 15-year-olds came out at or near the top in international tests given in 2000, 2003 and 2006. Finland beat the United Kingdom, Japan, South Korea, France, Germany, Russia and the United States. How has this small nation been able to do that and what can we learn from them? Let’s look at some of the data:
By the time Finland’s children complete the ninth grade, they speak three languages. They have studied algebra, geometry and statistics since the first grade. And they beat the pants off students from just about everywhere else in the world.
Even the least among Finnish students – the lowest 10 percent – beat their peers everywhere else.
What has enabled Finland to succeed?
•They established a single, national curriculum for all schools. No matter where you live in this small county, you get the same quality education.
•They expect good results from all students and providing extra teaching resources to get those results. Finland emphasizes creative problem-solving skills. Once students are familiar with the concepts of math, for example, they are expected to solve problems in front of the rest of the class. The goal of math education, in fact, is to equip students with both skills and logic so they can take responsibility for lifetime learning. Students having problems with the studies get special attention from tutors and remedial educators from the first until the last day of their education. Educators spend the most time and money on students in the seventh through ninth grades, because that’s where they see students having the most trouble with keeping academics a priority.
•They give well-trained teachers respect and freedom to teach. All of Finland’s teachers must have master’s degrees. Only one in 10 applicants seeking to major in education are accepted at Finland’s universities.
Finland has a much smaller and much more homogenous school population. Finland is also absorbing more immigrants. The Finns also realize that a decline in living standards is based on a poorly educated population. Even in the worst economic times, Finland has maintained spending for education in order to enhance its economic future. The system has critics, many of whom complain that Finland doesn’t do enough in the early years for its brightest students. And once they graduate from comprehensive school at the age of 15 or 16, some 14 percent of the boys drop out before completing upper secondary school – the 10th through 12th grades. Universities conduct tough entrance examinations, and nearly 70 percent of university students are female.
Reformers were convinced that Finland needed to stop putting students into different career tracks so early. By the end of the sixth grade, students and parents had to decide whether to take classes aimed at attending a university or a vocational school. The vocational track offered much easier math and science courses. The tracking system was changed in 1985. Students still choose whether to go into university or vocational prep schools, but not until they have completed ninth grade.
Source: Dallas newspaper, February 10, 2009
Kudos from the Youth At Promise Conference, San Diego
John Bell and I presented at the Youth At Promise Conference on our two books, From At-Risk to Academic Excellence: What Successful Leaders Do and Creating School Cultures That Embrace Learning: What Successful Leaders Do. Here are a few of the comments:
“This seminar gave me practical tips that I can implement tomorrow. I enjoyed it a great deal.” Erika Wimby May, CDP Manager
“This program is a focused overview of instructional leadership.” A HS Principal
“This seminar was really putting the rubber to the road. It wasn’t just empty data, but real strategies and ideas.” Scharmela Edwards, Math/Science Teacher
“I’m beginning graduate school to become a principal. You have helped shape my heart for helping me empower improvement.” Saundra Smith,
“Session was empowering for my self as a future educational leader. I now have some practical tools I can use to improve my organization and personal instruction.” Teaching Fellow
Awesome, informative session that will grow you both professionally and personally.” Denise Ware, Dean of Instruction
“A refreshing, rich and rewarding experience. An opportunity for reaffirming focus and direction and purpose of education.” Montean Jackson, Administrator, Alaska
“It has empowered me to work harder to grow leaders in my school and professional community.” Laurie Pianka, Director of Education
“”This session has inspired me to head back to my site tomorrow and have some open and hones -even difficult – conversation with my staff about where we really are.” Jane Ross, Principal
Kudos from The National Title 1 Directors Meeting in San Antonio
I presented a session at the National Title 1 Directors Conference to over 400 attendees. Here is a selection of their comments:
“Franklin is an engaging speaker with tons of practical ideas for easy implementation!” Jenni Brasington, Director Arizona State PIRC
“Gave an old teacher new hope.” J.W. Dorset, Title 1 Committee Member
“Franklin’s presentation was engaging, humorous and pertinent. There were many ‘ah-ha’ moments.” Title 1 Coordinator
“Realistic, engaging, eye opening.” Jill Miller, Graduation Coach
“Franklin is an engaging speaker with facts and data, and practical stories on how to address the data.” D’Lisa Crain, PIRC Grant Administrator
“Powerful! Very eye opening but inspiring and hopeful.” Title1 Department Chair
“All the piece of the dropout puzzle were addressed… and with practical approaches. Thank you. Janet Hegedus, Title 1 Department Chair
“Franklin’s presentation is an educational practioners ‘toolbox’ for developing a school where students will succeed. Nice humor made it interesting! Good websites to get more information” Kelly Noble, Principal
“Inspiring, student-centered, and passionate. I feel I can help kids achieve more, stay in school, gain confidence. Lynnni Nordhiem, 5th grade Teacher
“Franklin Schargel captured my interest with the topic and held my interest with practical strategies that he testified to with humor and dynamic personality.” Mary Beth Hililnski, School Support
Mr. Schargel is a great presenter, he is in the right track of the problems we face in schools.” Anna M. Ruiz-Brown, Teacher
“Franklin knows his subject. He is the real deal – not just someone who has done research and regurgitate the information – He has experienced it – he’s been there!!” Denise Jordan, Title I Curriculum Coordinator
If you would like Franklin to speak at your school or district or conference, contact him at franklin@schargel.com or 505/823-2339
Teen Birthrates – Where Does Your State Stand?
The Centers for Disease Control (CDC) released a report in January, 2009 that showed that more than half (26) of the states had seen an increase in the teenage birthrate. The data is based on 2006 statistics, the most recent year of statistics. The states with the highest birthrates are in the South and Southwest. The states with the lowest birthrates are in the Northeast.
I believe we need to ask why do some states (Mississippi, New Mexico, Texas, Arkansas, Arizona, Oklahoma, Nevada, Tennessee, Kentucky, Georgia (the 10 states with the highest birthrate) have over double or triple the birthrate of the lowest states? The state with the lowest rate is New Hampshire and then going from 50 to 40th are Vermont, Massachusetts, Connecticut, New Jersey, New York, Maine, North Dakota, Rhode Island, Minnesota, Wisconsin.
Source: www.cdc.gov
State Superintendent’s America’s Promise Dropout Summit: Oklahoma Christian University, Gaylord Center, Oklahoma City;
| March 25, 2009 |
I will be presenting several workshops in Oklahoma City…
Helping Students Graduate: Tools & Strategies To Keep Students in School,
Keeping Students in School
and
From At-Risk to Academic Excellence: What Successful Leaders Do will be delivered for educators in the Oklahoma City Area.
For further information and registration information contact: State Superintendent’s America’s Promise Dropout Summit: Oklahoma Christian University, Gaylord Center, Oklahoma City;
mailto:Lisa_Pryor@sde.state.ok.us ]Lisa Pryor, SDE, (405) 522-0276
