The 2018 California Math Council – Central put on a stunning Symposium March 9-12 at the new Tulare County Office of Education in Visalia, California. On Friday, March 9th, Leadership Session Speak Matt Larson spoke on “Overcoming Obstacles to Make Mathematics Work FOR Students”. Saturday, March 11th, the Keynote Speaker was Leslie Hamburger on “Developing Teacher Expertise to Work with English Language Learners”. Breakout Sessions were lead by Anne Schwartz, Jeanie Behrend, McKenzi Hurick, Priscilla Sustaita-Clark, Nacy Nagatani, Mario Valdez, Chris Atkin, Troy Hayes, Ed Campos, Duane Habecker, LaMar Queen, and Hilda Wright. Elementary Schools students were also present to model strategies they have learned in their classrooms. Thanks to all who work so hard for the sake of student learning!
Each February, Fresno County Office of Education provides a time and place for MATHCOUNTS Competition. MATHCOUNTS offers fun and engaging programs that get middle school students excited about math. These programs include the MATHCOUNTS Competition Program, the MATHCOUNTS Club Program, and the MATHCOUNTS Reel Math Challenge. This year 17 schools competed at The Satellite Student Union at Fresno State.
Winning team, Granite Ridge in Clovis!
Thank you, Jon Dueck for all your work in providing this competition.
This summer, I joined this book study with this group in Chatham, Illinois, via Google Docs. My lifetime friend, Pam Hogan, and her team started this move in Chatham in 2016 and as you will hear from the principal, Elizabeth Gregurich, who is an awesome top down supporter, the paradigm shift is visible on their campus. The district technology lead, Josh Mulvaney, is now involved via the book study, which took it to district level.
Why did this hit home for me? As stated in the previous post, finding everyone’s gifts, talents, passions, skills is what I have been preaching about for years. “Everyone is a Genius” states Elizabeth Gregurich. I believe we all put on this planet for purpose and to delve into what those gifts, skills, talents and passions are will help you find yours! “What is your genius”?
Albert Einstein wrote, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” The question I have for you at this point of our journey together is, “What is your genius?”
We know that ALL students can learn. Students learn very differently just as you do. How do we reach all students? Differentiating instruction, meeting all modalities, understanding we all learn best at different times of the day, understanding we all don’t hear everything the first time, understanding that everyone is in a different place with prior knowledge, not everyone understands the academic language, and everyone has very different home situations. These are the many concepts that educators must consider in a day while teaching their topic.
So, I have taken on the task to assist with “peppering” this cultural change onto their already full plate without the feeling of adding more to an already hectic schedule. I’m looking for inspiration from all of you reading this. Hoping someone in each district will look at the powerful positive outcome this creates and take it on for the sake of students and community. Hopefully, this group will develop into assisting each other with ideas that create the interdependence necessary to produce best practices.~Sandy
Enjoy the video below on how this school implemented the “The 7 Habits for Highly Effective People” through “The Leader In Me” as well as other resources.
I apologize for the quality but its about getting it said and done, not how perfect it is. ~Sandy
Currently reading “The Leader In Me”, I awoke with such excitement as to how I can help implement this wonderful idea of creating the paradigm shift that Steve Covey brought to life in 1989 via the business world through the “The 7 Habits of Highly Effective People”.
Being a teacher that began in the early 80s, I realized that many of these were in practice by most elementary schools but not to the degree in which Mr. Covey is suggesting. Teachers always gave students jobs or tasks and changed them weekly. Did we realized the ownership that those tasks brought to those students? I know that we have some incredible ASB groups in our high schools, but we need to share out the leadership in all secondary schools.
Students feel ownership when provided with tasks that need to be done in the classroom and throughout the campus. Mr. Covey saw the shift from in vocabulary from the school to MY school, the classroom to MY classroom, the school grounds to OUR school grounds.
As we have become more independent learners due to the need of meeting all student needs, have we forgotten the need to work together for the whole of community? Do we need to take steps back to see how to have students work INTERdependently as well?
In his well-written book, The Leader In Me, the steps are set out on how to begin this paradigm shift. Simply put, provide a task for students in the classroom, the school, the community. Ask the students, what can YOU do that I am doing? Maybe it is reading the morning bulletin, erasing the board at the end of class, gathering or passing out homework, changing bulletin boards, teaching one of the habits monthly, teaching others within the class in small group situations, leading the Pledge of Allegiance, summarizing the lesson or what is due next class period, etc. This not only helps the teacher, but it helps the students feel ownership in the class.
Professional Learning Communities are no different than what was going on in the past. Professionals getting together to plan lessons, set the calendar, share what is working, going over tests results to see if teaching or tests need to be changed. This also is creating an interdependence.
When I was a math coach in Tulare Joint Union School System, our department had an incredible week of finding the needs of students in the classroom. With the goal being that we didn’t want any of those students falling through the crack, we learned that it was overwhelming task to meet ALL the needs. Then we started looking at our own strengths. What are we best at and how can that assist the entire department. We assigned tasks to each pair of teachers that would work together to build all that needed to be done to meet the needs of all students for that year. We had group-test builders, individual-test builders, those creating tasks for the advanced students, those creating assignments for the gaps in learning for the “strugglers”, those putting the calendar together to meet the goals of the chapters, and more. It was a beautiful work of interdependence that Mr. Covey is talking about here in his book. All teachers took ownership in the work that needed to be done to meet the needs of all the mathematics students during 2006.
It’s not about buying in, it is about understanding the need for everyone to work together as teachers, administrators, students and parents to accomplish the goals of doing what is best for the teaching/learning of all students.
For those of you that know me personally, do you see me in this paradigm shift below? I hope you do and I hope I am now at the 8th Habit! ~Sandy
In short, this is a cut from wikipedia (https://en.wikipedia.org/wiki/The_7_Habits_of_Highly_Effective_People):
The book first introduces the concept of paradigm shift and helps the reader understand that different perspectives exist, i.e. that two people can see the same thing and yet differ with each other. On this premise, it introduces the seven habits in a proper order.
Each chapter is dedicated to one of the habits, which are represented by the following imperatives:
- 1 – Be Proactive
- Talks about the concept of Circle of Influence and Circle of Concern. Work from the center of your influence and constantly work to expand it. Don’t sit and wait in a reactive mode, waiting for problems to happen (Circle of Concern) before taking action.
- 2 – Begin with the End in Mind
- Envision what you want in the future so you can work and plan towards it. Understand how people make decisions in their life. To be effective you need to act based on principles and constantly review your mission statement. Are you – right now – who you want to be? What do I have to say about myself? How do you want to be remembered? Change your life to act and be proactive according to the Habit 1. You are the programmer! Grow and stay humble.
- 3 – Put First Things First
- Talks about difference between Leadership and Management. Leadership in the outside world begins with personal vision and personal leadership. Talks about what is important and what is urgent. Priority should be given in the following order:
- 1) Important and Urgent
- 2) Important and not-urgent
- 3) Not Important and Urgent
- 4) Not important and Not urgent
Habit 2 says: you are the programmer. Habit 3: Write the program. Become a leader! Keep personal integrity: what you say vs what you do.
The next three habits talk about Interdependence (e.g., working with others):
- 4 – Think Win-Win
- Genuine feelings for mutually beneficial solutions or agreements in your relationships. Value and respect people by understanding a “win” for all is ultimately a better long-term resolution than if only one person in the situation had gotten his way. Think Win-Win isn’t about being nice, nor is it a quick-fix technique. It is a character-based code for human interaction and collaboration.
- 5 – Seek First to Understand, Then to be Understood
- Use empathic listening to genuinely understand a person, which compels them to reciprocate the listening and take an open mind to being influenced by you. This creates an atmosphere of caring, and positive problem solving.
- The Habit 5 is greatly embraced in the Greek philosophy represented by 3 words:
- 1) Ethos – your personal credibility. It’s the trust that you inspire, your Emotional Bank Account.
- 2) Pathos is the empathic side — it’s the alignment with the emotional trust of another person communication.
- 3) Logos is the logic — the reasoning part of the presentation.
- The order is important: ethos, pathos, logos — your character, and your relationships, and then the logic of your presentation.
- 6 – Synergize
- Combine the strengths of people through positive teamwork, so as to achieve goals that no one could have done alone.
The final habit is that of continuous improvement in both the personal and interpersonal spheres of influence.
- 7 – Sharpen the Saw
- Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. It primarily emphasizes exercise for physical renewal, good prayer (meditation, yoga, etc.) and good reading for mental renewal. It also mentions service to society for spiritual renewal.
Covey explains the “Upward Spiral” model in the sharpening the saw section. Through our conscience, along with meaningful and consistent progress, the spiral will result in growth, change, and constant improvement. In essence, one is always attempting to integrate and master the principles outlined in The 7 Habits at progressively higher levels at each iteration. Subsequent development on any habit will render a different experience and you will learn the principles with a deeper understanding. The Upward Spiral model consists of three parts: learn, commit, do. According to Covey, one must be increasingly educating the conscience in order to grow and develop on the upward spiral. The idea of renewal by education will propel one along the path of personal freedom, security, wisdom, and power.
- 8 – Find your voice and inspire others to find theirs.
The 7 Habits of Highly Effective People has sold more than 25 million copies in 40 languages worldwide, and the audio version has sold 1.5 million copies, and remains one of the best selling nonfiction business books in history. In August 2011 Time listed 7 Habits as one of “The 25 Most Influential Business Management Books”.
New Mobile Application Offers Detailed Information about California’s PK-12 and Adult Education Schools
Source: California Department of Education
A new mobile application that offers detailed information about California’s 10,000 public schools was announced last week by State Superintendent of Public Instruction Tom Torlakson.
The free “CA Schools” mobile app, which is available for iOS and Android systems, lets users locate nearby schools based on their current location or search for schools (public or private) by location (e.g., city, district, or ZIP code). The app provides information such as the school’s phone number, address, demographics, and test scores (for public schools).
“Never before have we put so much school information literally in the hands of our students, parents, and community members and made the information so accessible and user-friendly,” Torlakson said.
~ To subscribe to COMET, send the following message to firstname.lastname@example.org: Subscribe COMET [followed by your name] Example: Subscribe COMET Albert Einstein Carol Fry Bohlin, Ph.D. Professor and Graduate Program Coordinator (M.A. in Education-C&I) Director, Mathematics and Science Teacher Initiative (MSTI) Reporter/Editor, California Online Mathematics Education Times (COMET) California State University, Fresno 5005 N. Maple Ave. M/S ED 2 Fresno, CA 93740-8025 E-mail: email@example.com COMET: http://comet.cmpso.org http://twitter.com/STEM_Fresno
Autism is running prevalent today. My question was, is it getting worse or is it easier to detect due to new brain spects and other technology. I think it is a little of both. I enjoyed learning the facts below. I have great appreciation for all of you parenting and working with these precious children. Enjoy the following from the Autism Society. ~Sandy
What is Autism:
Autism spectrum disorder (ASD) is a complex developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. ASD is defined by a certain set of behaviors and is a “spectrum condition” that affects individuals differently and to varying degrees. There is no known single cause of autism, but increased awareness and early diagnosis/intervention and access to appropriate services/supports lead to significantly improved outcomes. Some of the behaviors associated with autism include delayed learning of language; difficulty making eye contact or holding a conversation; difficulty with executive functioning, which relates to reasoning and planning; narrow, intense interests; poor motor skills’ and sensory sensitivities. Again, a person on the spectrum might follow many of these behaviors or just a few, or many others besides. The diagnosis of autism spectrum disorder is applied based on analysis of all behaviors and their severity.
In 2016, the Centers for Disease Control and Prevention issued their ADDM autism prevalence report. The report concluded that the prevalence of autism had risen to 1 in every 68 births in the United States – nearly twice as great as the 2004 rate of 1 in 125 – and almost 1 in 54 boys. The spotlight shining on autism as a result has opened opportunities for the nation to consider how to serve families facing a lifetime of supports for their children. In June 2014, researchers estimated the lifetime cost of caring for a child with autism is as great as $2.4 million. The Autism Society estimates that the United States is facing almost $90 billion annually in costs for autism. (This figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, related therapeutic services and caregiver costs.)
Know the signs: Early identification can change lives
Autism is treatable. Children do not “outgrow” autism, but studies show that early diagnosis and intervention lead to significantly improved outcomes. For more information on developmental milestones, visit the CDC’s “Know the Signs. Act Early” site.
HERE ARE SOME SIGNS TO LOOK FOR IN THE CHILDREN IN YOUR LIFE:
- Lack of or delay in spoken language
- Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects)
- Little or no eye contact
- Lack of interest in peer relationships
- Lack of spontaneous or make-believe play
- Persistent fixation on parts of objects
The characteristic behaviors of autism spectrum disorder may be apparent in infancy (18 to 24 months), but they usually become clearer during early childhood (24 months to 6 years).
As part of a well-baby or well-child visit, your child’s doctor should perform a “developmental screening,” asking specific questions about your baby’s progress. The National Institute of Child Health and Human Development (NICHD) lists five behaviors that warrant further evaluation:
- Does not babble or coo by 12 months
- Does not gesture (point, wave, grasp) by 12 months
- Does not say single words by 16 months
- Does not say two-word phrases on his or her own by 24 months
- Has any loss of any language or social skill at any age
Any of these five “red flags” does not mean your child has autism. But because the disorder’s symptoms vary so widely, a child showing these behaviors should be evaluated by a multidisciplinary team. This team might include a neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant or other professionals who are knowledgeable about autism.
When parents or support providers become concerned that their child is not following a typical developmental course, they turn to experts, including psychologists, educators and medical professionals, for a diagnosis.
At first glance, some people with autism may appear to have an intellectual disability, sensory processing issues, or problems with hearing or vision. To complicate matters further, these conditions can co-occur with autism. However, it is important to distinguish autism from other conditions, as an accurate and early autism diagnosis can provide the basis for an appropriate educational and treatment program.
Other medical conditions or syndromes, such as sensory processing disorder, can present symptoms that are confusingly similar to autism’s. This is known as differential diagnosis.
There are many differences between a medical diagnosis and an educational determination, or school evaluation, of a disability. A medical diagnosis is made by a physician based on an assessment of symptoms and diagnostic tests. A medical diagnosis of autism spectrum disorder, for instance, is most frequently made by a physician according to the Diagnostic and Statistical Manual (DSM-5, released 2013) of the American Psychological Association. This manual guides physicians in diagnosing autism spectrum disorder according to a specific number of symptoms.
A brief observation in a single setting cannot present a true picture of someone’s abilities and behaviors. The person’s developmental history and input from parents, caregivers and/or teachers are important components of an accurate diagnosis.
An educational determination is made by a multidisciplinary evaluation team of various school professionals. The evaluation results are reviewed by a team of qualified professionals and the parents to determine whether a student qualifies for special education and related services under the Individuals with Disabilities Education Act (IDEA) (Hawkins, 2009).
There is no known single cause for autism spectrum disorder, but it is generally accepted that it is caused by abnormalities in brain structure or function. Brain scans show differences in the shape and structure of the brain in children with autism compared to in neurotypical children. Researchers do not know the exact cause of autism but are investigating a number of theories, including the links among heredity, genetics and medical problems.
In many families, there appears to be a pattern of autism or related disabilities, further supporting the theory that the disorder has a genetic basis. While no one gene has been identified as causing autism, researchers are searching for irregular segments of genetic code that children with autism may have inherited. It also appears that some children are born with a susceptibility to autism, but researchers have not yet identified a single “trigger” that causes autism to develop.
Other researchers are investigating the possibility that under certain conditions, a cluster of unstable genes may interfere with brain development, resulting in autism. Still other researchers are investigating problems during pregnancy or delivery as well as environmental factors such as viral infections, metabolic imbalances and exposure to chemicals.
Autism tends to occur more frequently than expected among individuals who have certain medical conditions, including fragile X syndrome, tuberous sclerosis, congenital rubella syndrome and untreated phenylketonuria (PKU). Some harmful substances ingested during pregnancy also have been associated with an increased risk of autism.
FACTS AND STATISTICS:
About 1 percent of the world population has autism spectrum disorder. (CDC, 2014)
Prevalence in the United States is estimated at 1 in 68 births. (CDC, 2014)
More than 3.5 million Americans live with an autism spectrum disorder. (Buescher et al., 2014)
Prevalence has increased by 6-15 percent each year from 2002 to 2010. (Based on biennial numbers from the CDC)
Autism services cost U.S. citizens $236-262 billion annually. (Buescher et al., 2014)
A majority of costs in the U.S. are in adult services – $175-196 billion, compared to $61-66 billion for children. (Buescher et al., 2014)
Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention. (Autism. 2007 Sep;11(5):453-63; The economic consequences of autistic spectrum disorder among children in a Swedish municipality. Järbrink K1.)
1 percent of the adult population of the United Kingdom has autism spectrum disorder. (Brugha T.S. et al., 2011)
The U.S. cost of autism over the lifespan is about $2.4 million for a person with an intellectual disability, or $1.4 million for a person without intellectual disability. (Buescher et al., 2014)
35 percent of young adults (ages 19-23) with autism have not had a job or received postgraduate education after leaving high school. (Shattuck et al., 2012)
In June 2014, only 19.3 percent of people with disabilities in the U.S. were participating in the labor force – working or seeking work. Of those, 12.9 percent were unemployed, meaning only 16.8 percent of the population with disabilities was employed. (By contrast, 69.3 percent of people without disabilities were in the labor force, and 65 percent of the population without disabilities was employed.) (Bureau of Labor Statistics, 2014)
FOR MORE INFORMATION OR TO DONATE: https://www.autism-society.org/