Great Schools, Great Communities

Helpful advice and tips for students and parents

Nominate a Teacher of the Month for recognition at www.wjbr.com.
WJBR is at 99.5FM on the radio dial.
The most recent was Toni Marioni, a Kindergarten teacher at Brandywine Springs Elementary School in Red Clay.

Nominate an Unsung Hero of the Month - a school secretary, paraprofessional, custodian, food service worker or bus driver - at www.wdsd.com.
There are two radio spots running on WDSD 97.5FM promoting this program.
Karen Crouse, financial secretary, Lake Forest High School, Felton, DE
Mike Hoffmann, special needs paraprofessional, Southern Elementary School, Delaware City, Colonial School District

The first honoree was Dawn Wissinger, an 8th grade paraprofessional at Campus Community Charter School in Dover.

Lake Forest East and Stokes Elementary Schools win National Recognition
January 25, 2012

Lake Forest School District's Lake Forest East Elementary School in Frederica and Caesar Rodney School District's Nellie H. Stokes Elementary School in Dover have been selected as 2011 National Title I Distinguished Schools.

Title I is the largest federally funded, pre-collegiate education program in the country, providing more than $17 billion in federal aid to schools and districts serving students in poverty. The goal of Title I is to ensure that all children, especially those living in economically disadvantaged conditions, have the opportunity to receive a high quality education. Schools selected for national recognition must have a poverty rate of at least 35 percent for the selected year and have met or exceeded state standards for making adequate yearly progress for federal school accountability for two or more consecutive years.

Lake Forest East Elementary School, under the leadership of Principal Susan Piavis, was selected for its outstanding performance in closing the achievement gap between student groups. Nellie H. Stokes Elementary School, which is led by Principal Corey Miklus, was selected for its outstanding performance in exceptional student achievement for two or more years.

Both schools were honored this week during the 2012 National Title I Conference in Seattle, where more than 3,000 Title I professionals from across the country gathered to share best practices and learn about innovative education programs.

Delaware State Title I Distinguished Schools include:

· Lake Forest North Elementary School in Lake Forest School District; Brenda G. Wynder, principal

· Long Neck Elementary School in Indian River School District; David C. Hudson, principal;

· Star Hill Elementary School in Caesar Rodney School District; Chester Cox, principal;

Also designated as Delaware State Title I Distinguished Honorees are:

· Henry M. Brader Elementary School in Christina School District; Heather Buchanan, principal

· W. Reily Brown Elementary School in Caesar Rodney School District; Craig Wearden, principal

· John M. Clayton Elementary School in Indian River School District; Char Hopkins, principal

· John R. Downes Elementary School in Christina School District; Denise Schwartz, principal

· Central Elementary School in Seaford School District; Rob Zachry, principal

· Clayton Elementary School in Smyrna School District; Michael Dulin, principal

· East Millsboro Elementary School in Indian River School District; Kelly Dorman, principal

· Allen Frear Elementary School; Caesar Rodney School District; Tara Faircloth, Principal;

· Robert S. Gallaher Elementary School in Christina School District; Jacqueline Lee, principal

· Georgetown Elementary School in Indian River School District; Neil Stong, principal

· Hartly Elementary School in Capital School District; Tammy Augustus, principal

· William B. Keene Elementary School in Christina School District; Beatrice Speir, principal

· Lake Forest South Elementary School in Lake Forest School District; Bridget Amory, principal

· May B. Leasure Elementary School in Christina School District; Deirdra Aikens, principal

· R. Elisabeth Maclary Elementary School in Christina School District; Margaret Mason, principal

· Thurgood Marshall Elementary School in Christina School District; Norman Kennedy, principal

· McIlvaine Early Childhood Center in Caesar Rodney School District; Sherry Kijowski, principal

· Joseph M. McVey Elementary School in Christina School District; Joan French, principal

· Milton Elementary School; Cape Henlopen School District; Kevin B. Mumford, Principal;

· Morris Early Childhood Center in Milford School District; Elizabeth Conaway, principal

· North Dover Elementary School in Capital School District; Suzette Marine, principal

· Richard A. Shields Elementary School in Cape Henlopen School District; Jennifer Nauman, principal;

· Phillip C. Showell Elementary School in Indian River School District; Laura Schneider, principal

· W. B. Simpson Elementary School in Caesar Rodney School District; Michael Kijowski, principal

· Smyrna Elementary School in Smyrna School District; David Morrison, principal

· Sunnyside Elementary School in Smyrna School District; Kathleen Castro, principal

· Sussex Technical High School in Sussex Technical School District; John Demby, principal

· West Park Elementary School in Christina School District; Ledonnis A. Hernandez, principal

· Etta J. Wilson Elementary School in Christina School District; Helen Spacht, principal

· Woodbridge Elementary School in Woodbridge School District; Jason Cameron, principal

The National Title I Distinguished School program began in 1986 is an annual recognition for Title I schools showing remarkable improvement and innovation. It is sponsored by the National Title I Association. To learn more about all National Title I Distinguished Schools and the other programs of the National Title I Association visit http://www.titlei.org/ <http://www.titlei.org/> .

New Report Finds U.S. School Instructional Time Similar to High-performing Countries
Latest Center for Public Education report reviews time U.S. students spend in school compared to other countries

Alexandria, Va. (December 12, 2011) – Most U.S. schools require at least as much or more instructional time as other countries, even high-performing countries like Finland, Japan, and Korea; according to a new report on instructional time released by the National School Boards Association’s Center for Public Education.
The report, “Time in School,” measured the minimum number of hours of instruction per year (also known as compulsory hours) countries require their public schools to provide in a formal classroom setting. In the U.S., most states require between 175 and 180 days of school and/or between 900 and 1,000 hours of instructional time per year, depending on the grade level.
“There is a perception among policymakers and the public that U.S. students spend less time in school than students in other countries,” said Jim Hull, the Center’s Senior Policy Analyst and author of the report. “The data clearly shows that most U.S. schools require at least as much or more instructional time as other countries, however these comparisons are based on required minimums. It’s possible that certain schools in these countries and states do provide more time for instruction. Furthermore, students in countries like China, India, Japan, and Korea have a tradition of receiving additional instruction through non-formal schooling such as tutoring and night schools, especially at the high school level, which could also have an impact.”

Hull stressed that the relationship between time and student learning is not about the amount of time spent in school. Rather, it is how effectively that time is used. The report also showed that there is no relationship between simply requiring more time and increased achievement. The data showed that a number of countries that require fewer hours of instruction outperform the U.S., while the U.S. performs as well as or better than some other countries that require more hours of instruction.
“Providing additional time can be an effective tool for improving student outcomes, but how that time is used is most important, Hull said.

The Report
Time in School: http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare
Tables:
Total Compulsory Hours of Instruction by Country: http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare/Hours-of-Instruction-by-Country.pdf

Hours of Instruction by State
http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare/Hours-Of-Instruction-By-State.pdf

What every parent should know about cheating in our high-tech world

As technology has evolved to provide a vast wealth of information at anytime, anywhere, cheating has never been easier. From classmates receiving completed homework via a mass e-mail to answers popping up on I-Phones during a test, cheating has become as simple as text messaging. Here are five ways to prevent your teenagers from falling to such temptation, assuring that they not only do the right thing, but are attending school to learn rather than to learn how to cheat.

Five tips to curb your child's cheating ways
by Dr. Michael Hartnett

1. Check your child's homework every night. This advice may sound a little intense and age inappropriate by the time your child is in high school, but how else can parents truly know what their teenager are doing at school and what he/she is actually learning? A good sign that a teenager is cheating is the absence of substantive work. Naturally, teenagers can claim that they didn’t have any homework, and while such a claim is possible, it is highly unlikely night after night. When students do not ever open textbooks or complete assignments from them, the parents should also be suspicious. Yes, teachers can give materials online or as attachments (and increasingly do so in this cyberage), but again, the students should be able to show concretely how they have completed those assignments, too.

2. Create a device-free zone of at least an hour a day for studying. This approach is particularly important to take during summer vacations and holidays. Most teenagers are so addicted to the Internet that their lives seem barren without being able to text message a friend or to check online constantly about anything or everything. Yes, students can multitask, but can they unitask with the intense concentration that is often required to do an assignment well? Any hour a day by themselves without connections to cyberspace or to their friends is an hour of studying and learning they have devoid of cheating. It gives a great opportunity to improve their concentration skills without distractions, so necessary to achieve well on standardized tests like the SAT and to be better prepared for the demands of college and the workplace.

Indeed, an argument teenagers will make is that they need the internet/computer to complete whatever assignment is in front of them. Unfortunately, they are often right, especially given the fact that they will type up many of their assignments, so much so that a laptop almost becomes an appendage of the student. However, teenagers also greatly exaggerate their need for the computer and if you hold firm and fast to the one-hour rule, students will easily be able to fill that time with studying and still have enough time to use their various electronic devices to complete their assignments. In fact, they are more likely to allocate their time efficiently rather than dawdling in text-chats with their friends because they need to use the computer more as a workstation tool than an entertainment and social center.

3. Give your teenagers practice tests the day before an exam. If you know what they are studying and see from what materials they are studying, then you can determine whether they are truly engaged in the learning process. If their materials are sparse and generated from websites, then you know they are either cheating or performing poorly.

4. Talk to your teenagers honestly and realistically about cheating. That means you cannot be too self-righteous or judgmental about cheating. Acknowledge that cheating is prevalent, and understand that you are asking for your teenagers to be exceptional instead of conforming to a pervasive cheating culture. In other words, you will have to address some hard questions that every red-blooded American teenager will ask: "Mom and Dad, if I'm getting good grades and succeeding in school, what does it matter if I cheat? I’m learning how to succeed and thrive and isn't that what school and life really about?" These questions become particularly challenging when your teenagers complain about learning subject material far removed from career interests: "How is reading Hamlet going to help me become a mechanical engineer?" Unfortunately, a cerebral response about developing critical thinking and analytical skills probably won’t cut it with your teenagers. Your best bet may well be to explain how skills in diverse fields make someone more adaptable and marketable. Explain how mental conditioning is similar to physical conditioning in that exercising the areas you are least interested in can increase strength and confidence overall, since by eliminating weaknesses.

Will your teenagers embrace this argument? Probably not, but at least they'll better understand why you are committed to their learning rather than their cheating, why you are checking their homework every night, why you are taking away their computer an hour a night, and why you are giving them practice tests.

5. Avoid clichés. Do not tell your teenagers "You know if you cheat, you are only cheating yourself." That’s a pretty abstract notion and when teenagers are getting A's cheating, then the cliché seems even more obtuse. And I wouldn't try “Cheaters never prosper.” The truth is they do prosper. Cheaters may be ignorant and morally corrupt, but your sons and daughters have seen too many do well in school.

However, most teenagers buy the argument that cheating will only get them so far. Ultimately, you have your own tough question to ask them: "What knowledge and skills will you have after you’re done cheating away your high school years?"

Dr. Michael Hartnett has been a high school English teacher, college professor, and SAT instructor/tutor for more than 20 years. He is the author of The Great SAT Swindle. For more information, please visit www.MichaelHartnett.net.

Verizon, through its teacher web site, Thinkfinity, has developed Wonderopolis. It is focused on providing parents with tips and activities to do with their children at home, extending learning beyond the school day. What's there?
Visit Wonderopolis™ each day for the Wonder of the Day, ® a simple activity for parents to share and explore the magic of everyday life with children. Talk about what makes popcorn pop while preparing a snack for a movie. Go stargazing and chat about where shooting stars come from. Take a break from rereading the same story and ask a child to create a new one on the spot.
Whether it's a curious question or an everyday adventure, learning follows us wherever we go. Wonderopolis™ helps bring fun family-learning experiences to the dinner table, in the carpool line or at the park.
Looking to delve a little deeper? Sign up for a free 30-minute webinar on Wonderopolis at Verizon Thinkfinity.

Four Delaware Schools Selected as National Blue Ribbon Schools
September 9, 2010 - Robert S. Gallaher Elementary School in the Christina School District, Woodbridge Elementary School in the Woodbridge School District, Newark Charter School in Wilmington and Christ the Teacher Catholic School in Newark are among the 254 public and 50 private schools that will be honored at an awards ceremony Nov. 15-16 in Washington, D.C.

Improving Concentration

Improving Learning by Listening

Effective Notetaking

Overcoming Procrastination

Reading More Effectively

Increasing Your Reading Speed

Improving Memory Using Acronyms

General Test Taking Tips

Tips for Taking Objective Tests

Tips for Taking Essay Tests

Tips for Taking Problem-Solving Tests

Tips for Writing Essays

Internet safety

NEA information for parents

Raising a reader

Preventing School Violence

Reading to pre-schoolers:
The research is clear. Children who are read to, and who read for pleasure, are significantly more successful in school than children who do not. Give your children a head start on success—teach them that reading is FUN!

Between the Lions

Between the Lions, winner of The Parents' Choice Award as the best TV show for kids 4-to-7, is the first series to offer educationally sound reading instruction that combines phonics and whole language.

Airing weekdays on PBS, Between the Lions is set in a magical library run by a family of big "cats"—lions Theo, Cleo, Lionel, and Leona—who run a library where characters pop off the pages of books, vowels sing, and words take on a life of their own. NEA has endorsed the series, which uses a comprehensive literacy curriculum geared to beginning readers.

Between the Lions has graciously shared some of their reading materials. Here is a selection of reading tips for parents and teachers, as well as book lists you can take to the library or the book store.

Lake Forest East and Stokes Elementary Schools win National Recognition January 25, 2012

New Report Finds U.S. School Instructional Time Similar to High-performing Countries Latest Center for Public Education report reviews time U.S. students spend in school compared to other countries

Reading to pre-schoolers: The research is clear. Children who are read to, and who read for pleasure, are significantly more successful in school than children who do not. Give your children a head start on success—teach them that reading is FUN!

Between the Lions

More about reading.... to pre-schoolers

Lake Forest East and Stokes Elementary Schools win National Recognition
January 25, 2012

New Report Finds U.S. School Instructional Time Similar to High-performing Countries
Latest Center for Public Education report reviews time U.S. students spend in school compared to other countries

Reading to pre-schoolers:
The research is clear. Children who are read to, and who read for pleasure, are significantly more successful in school than children who do not. Give your children a head start on success—teach them that reading is FUN!