The LVX System (Visible Light with Embedded Communication) is a form of ultra high-speed, very secure wireless data communication using visible light instead of radio waves (i.e. WiFi). It offers access to the internet and can transmit virtually any form of electronic data - Light can do it faster and with greater security than any other practical form of wireless communication available today. For those who would like to see and work with this technology, you are invited to Apollo High School in the St. Cloud Area School School District 742 in St. Cloud, Minnesota. You will be able to register and send yourself an E mail, and then you can tell others that you were one of the first ever to "play" with this technology. This is a fantastic opportunity for you, but just imagine, Apollo High School is the first place this technology has been tested and utilized. All of this is made possible by working with the Chairman of LVX, John Pederson, who is an alumni of this school.
Thursday, May 7, 2009
Wednesday, May 6, 2009
Minnesota Announces 2009 Teacher of the Year
Amber Damm, a 7th- and 8th- grade English and Language Arts teacher at Clara Barton Open School in Minneapolis, was awarded the 2009 Minnesota Teacher of the Year on Sunday afternoon by Education Minnesota.
“It’s my pleasure to congratulate Amber Damm on being named Minnesota’s 2009 Teacher of the Year. Amber Damm’s commitment to discovering how children learn and enriching the relationships with her students and their families demonstrates the impact teachers can have in the classroom and lives of their students. Read news release. For additional information, visit the National Education Association site and Education Minnesota.
Tuesday, May 5, 2009
MIDDLE LEVEL PROGRAMMING: THE SUGGESTION OF 4 TASK FORCES
District 742 is looking at the possibility of creating a strong middle level program. Three Middle Level Task Forces (1993, 1995, 1999) concluded that true middle school programming enhanced the academic, social, emotional, and physical needs of middle level students with a preferable configuration of 6th-8th grade. Then, there was a Facilities Steering Committee created in August of 2005 that reported the following:
After careful consideration of each of the studies above, district administration also recognizes that middle-level students have changed. We feel that we can have a greater impact on the socioeconomic, ethnic and ability differences that contribute to a widening achievement gap. Even so, we will be challenged knowing that a 6th-8th grade configuration costs more due to the fact that 6th graders are funded by the state at the same level as other elementary students.
We also struggle with our current enrollment that is unbalanced ethnically and puts one building at capacity because of boundary lines that have not been addressed. With a 6th-8th configuration, we could balance enrollment without drastic boundary changes, but if we continue to program for K-6th grade we will need to make dramatic changes to boundaries to provide access to buildings that best meet the needs of a K-6th population. Plus, one of the outcomes that would favorably impact children would be the creation of preschool programs at all buildings, but because of grade level configuration and buildings at capacity, we don’t have the space that allows for this.
As superintendent of this district, I will always try to alleviate overcrowding any one building. I will not disregarding this, nor will I disregard the research and the conclusions of 4 school-community task forces regarding the best practice for middle level students. I am also opposed to schools where we have two-year transitions. Even so, we must not make configuration options without a sound rationale; our decisions must align with the district’s Strategic Plan.
I am always going to align the district’s Strategic Plan for optimal student growth and proficiency, and I know that the implementation of PK-8/6-8 grade configurations is the best method of doing so. I recognize that we will have to strive toward operational efficiency throughout the district, but research-based strategies and decisions that support student learning and development cannot be ignored. We could merely house 6th-8th graders in buildings, but the program with the greatest impact would be a true middle level program.
- This group projected a need for a 3-year transition for the middle grades within 4-7 years
- They planned for middle level students at Kennedy to be separate from PK-5 students
After careful consideration of each of the studies above, district administration also recognizes that middle-level students have changed. We feel that we can have a greater impact on the socioeconomic, ethnic and ability differences that contribute to a widening achievement gap. Even so, we will be challenged knowing that a 6th-8th grade configuration costs more due to the fact that 6th graders are funded by the state at the same level as other elementary students.
We also struggle with our current enrollment that is unbalanced ethnically and puts one building at capacity because of boundary lines that have not been addressed. With a 6th-8th configuration, we could balance enrollment without drastic boundary changes, but if we continue to program for K-6th grade we will need to make dramatic changes to boundaries to provide access to buildings that best meet the needs of a K-6th population. Plus, one of the outcomes that would favorably impact children would be the creation of preschool programs at all buildings, but because of grade level configuration and buildings at capacity, we don’t have the space that allows for this.
As superintendent of this district, I will always try to alleviate overcrowding any one building. I will not disregarding this, nor will I disregard the research and the conclusions of 4 school-community task forces regarding the best practice for middle level students. I am also opposed to schools where we have two-year transitions. Even so, we must not make configuration options without a sound rationale; our decisions must align with the district’s Strategic Plan.
I am always going to align the district’s Strategic Plan for optimal student growth and proficiency, and I know that the implementation of PK-8/6-8 grade configurations is the best method of doing so. I recognize that we will have to strive toward operational efficiency throughout the district, but research-based strategies and decisions that support student learning and development cannot be ignored. We could merely house 6th-8th graders in buildings, but the program with the greatest impact would be a true middle level program.
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