Monday, November 9, 2009
Reminders - November is a Busy Month
Reminders: Permission forms for the H1N1 influenza vaccine for Wiscaset High School are due tomorrow, November 10th. Students will not be vaccinated on November 20th without them. It is also not too late to sign up for Parent Teacher Conferences with your student's teachers, tomorrow November 10th from 12:00 to 8:00 p.m. at Wiscasset High School. A personal connection can be really helpful to understand your student's strengths and weaknesses. Just call Wiscasset High School's office at 882-7722, and Mrs. Schmal will schedule you for conferences. We have an early release at 11:30, tomorrow, November 10th, and no school for Veteran's Day on Wednesday, November 11th as well as the day before Thanksgiving, November 25th. The Wiscasset High School Variety Show will be this Thursday night, November 12th, at 7:00 p.m. and our fall play is next Friday and Saturday night, November 19th and 20th, at 7:00 p.m. Don't forget that the Middle School is sponsoring the Harlem Rockets at the Wiscasset High School Gym on Monday, November 16th at 6:30. This is a fundraiser for the Middle School, so all the public is invited to attend. These updates will be on my blog on the website. Thank you.
Wednesday, October 28, 2009
Wiscasset High School has had numerous students out with flu-like symptoms. Our percentage on Monday was 34%, yesterday, 28% and today Wednesday, October 28th, 19%, so we are seeing a decline. We still have students at home with sickness, so parents need to continue to take precautions. Keep sick students home, watch for flu like symptoms, and check my blog on the WHS web page, "The Principal of It" for help in discerning this difference between flu and cold.
Swine Flu Update - 10-28-09
We do have H1N1 cases confirmed. That number totals 5, but many doctor's offices refuse to test, or do not want sick students coming in to their offices, so we have no idea if other cases have gone untested. Regardless, sick students should be at home until a 24 hour period has elapsed from the last symptoms.
Finally, we know parents are concerned about students missing class work. The quarter will end on Friday, October 30th, but ample time for returning sick students will be given so that they can get a final grade. In the meantime, incompletes will be given and a reasonable amount of time will be provided for students to get 1st quarter work in. Report cards will be issued later, and Parent Teacher conferences will still happen on November 10th from 12:00 to 8:00 on this early release day. You will be able to call to make appointments for conferences after November 2nd to Shelley Schmal at 882-7722.
Know the Difference between Cold and H1N1 Flu Symptoms
Symptom Cold H1N1 Flu
Fever Fever is rare with a cold. Fever is usually present with the flu in up to 80% of all flu cases. A temperature of 100°F or higher for 3 to 4 days is associated with the flu.
Coughing A hacking, productive (mucus- producing) cough is often present with a cold. A non-productive (non-mucus producing) cough is usually present with the flu (sometimes referred to as dry cough).
Aches Slight body aches and pains can be part of a cold. Severe aches and pains are common with the flu.
Stuffy Nose Stuffy nose is commonly present with a cold and typically resolves spontaneously within a week. Stuffy nose is not commonly present with the flu.
Chills Chills are uncommon with a cold. 60% of people who have the flu experience chills.
Tiredness Tiredness is fairly mild with a cold. Tiredness is moderate to severe with the flu.
Sneezing Sneezing is commonly present with a cold. Sneezing is not common with the flu.
Sudden Symptoms Cold symptoms tend to develop over a few days. The flu has a rapid onset within 3-6 hours. The flu hits hard and includes sudden symptoms like high fever, aches and pains.
Headache A headache is fairly uncommon with a cold. A headache is very common with the flu, present in 80% of flu cases.
Sore Throat Sore throat is commonly present with a cold. Sore throat is not commonly present with the flu.
Chest Discomfort Chest discomfort is mild to moderate with a cold. Chest discomfort is often severe with the flu.
The only way to stop the spread of the epidemic is to spread the awareness.
Prevent Swine Flu - Good Advice
Dr. Vinay Goyal is an MBBS,DRM,DNB (Intensivist and Thyroid specialist) having clinical experience of over 20 years. He has worked in institutions like Hinduja Hospital , Bombay Hospital , Saifee Hospital , Tata Memorial etc.. Presently, he is heading our Nuclear Medicine Department and Thyroid clinic at Riddhivinayak Cardiac and Critical Centre, Malad (W). The following message given by him, I feel makes a lot of sense and is important for all to know.
The only portals of entry are the nostrils and mouth/throat. In a global epidemic of this nature, it's almost impossible to avoid coming into contact with H1N1 in spite of all precautions. Contact with H1N1 is not so much of a problem as proliferation is.
While you are still healthy and not showing any symptoms of H1N1 infection, in order to prevent proliferation, aggravation of symptoms and development of secondary infections, some very simple steps, not fully highlighted in most official communications, can be practiced (instead of focusing on how to stock N95 or Tamiflu):
1. Frequent hand-washing (well highlighted in all official
communications)
2. "Hands-off-the-face" approach. Resist all temptations to touch any part of face (unless you want to eat, bathe or slap).
3. *Gargle twice a day with warm salt water (use Listerine if you don't trust salt). *H1N1 takes 2-3 days after initial infection in the throat/ nasal cavity to proliferate and show characteristic symptoms. Simple gargling prevents proliferation. In a way, gargling with salt water has the same effect on a healthy individual that Tamiflu has on an infected one. Don't underestimate this simple, inexpensive and powerful preventative method.
4. Similar to 3 above, *clean your nostrils at least once every day with warm salt water. *Not everybody may be good at Jala Neti or Sutra Neti (very good Yoga asanas to clean nasal cavities), but *blowing the nose hard once a day and swabbing both nostrils with cotton buds dipped in warm salt water is very effective in bringing down viral population.*
5. *Boost your natural immunity with foods that are rich in Vitamin C (Amla and other citrus fruits). *If you have to supplement with Vitamin C tablets, make sure that it also has Zinc to boost absorption.
6. *Drink as much of warm liquids (tea, coffee, etc) as you can. *Drinking warm liquids has the same effect as gargling, but in the reverse direction. They wash off proliferating viruses from the throat into the stomach where they cannot survive, proliferate or do any harm.
Swine Flu Update - 10-28-09
We do have H1N1 cases confirmed. That number totals 5, but many doctor's offices refuse to test, or do not want sick students coming in to their offices, so we have no idea if other cases have gone untested. Regardless, sick students should be at home until a 24 hour period has elapsed from the last symptoms.
Finally, we know parents are concerned about students missing class work. The quarter will end on Friday, October 30th, but ample time for returning sick students will be given so that they can get a final grade. In the meantime, incompletes will be given and a reasonable amount of time will be provided for students to get 1st quarter work in. Report cards will be issued later, and Parent Teacher conferences will still happen on November 10th from 12:00 to 8:00 on this early release day. You will be able to call to make appointments for conferences after November 2nd to Shelley Schmal at 882-7722.
Know the Difference between Cold and H1N1 Flu Symptoms
Symptom Cold H1N1 Flu
Fever Fever is rare with a cold. Fever is usually present with the flu in up to 80% of all flu cases. A temperature of 100°F or higher for 3 to 4 days is associated with the flu.
Coughing A hacking, productive (mucus- producing) cough is often present with a cold. A non-productive (non-mucus producing) cough is usually present with the flu (sometimes referred to as dry cough).
Aches Slight body aches and pains can be part of a cold. Severe aches and pains are common with the flu.
Stuffy Nose Stuffy nose is commonly present with a cold and typically resolves spontaneously within a week. Stuffy nose is not commonly present with the flu.
Chills Chills are uncommon with a cold. 60% of people who have the flu experience chills.
Tiredness Tiredness is fairly mild with a cold. Tiredness is moderate to severe with the flu.
Sneezing Sneezing is commonly present with a cold. Sneezing is not common with the flu.
Sudden Symptoms Cold symptoms tend to develop over a few days. The flu has a rapid onset within 3-6 hours. The flu hits hard and includes sudden symptoms like high fever, aches and pains.
Headache A headache is fairly uncommon with a cold. A headache is very common with the flu, present in 80% of flu cases.
Sore Throat Sore throat is commonly present with a cold. Sore throat is not commonly present with the flu.
Chest Discomfort Chest discomfort is mild to moderate with a cold. Chest discomfort is often severe with the flu.
The only way to stop the spread of the epidemic is to spread the awareness.
Prevent Swine Flu - Good Advice
Dr. Vinay Goyal is an MBBS,DRM,DNB (Intensivist and Thyroid specialist) having clinical experience of over 20 years. He has worked in institutions like Hinduja Hospital , Bombay Hospital , Saifee Hospital , Tata Memorial etc.. Presently, he is heading our Nuclear Medicine Department and Thyroid clinic at Riddhivinayak Cardiac and Critical Centre, Malad (W). The following message given by him, I feel makes a lot of sense and is important for all to know.
The only portals of entry are the nostrils and mouth/throat. In a global epidemic of this nature, it's almost impossible to avoid coming into contact with H1N1 in spite of all precautions. Contact with H1N1 is not so much of a problem as proliferation is.
While you are still healthy and not showing any symptoms of H1N1 infection, in order to prevent proliferation, aggravation of symptoms and development of secondary infections, some very simple steps, not fully highlighted in most official communications, can be practiced (instead of focusing on how to stock N95 or Tamiflu):
1. Frequent hand-washing (well highlighted in all official
communications)
2. "Hands-off-the-face" approach. Resist all temptations to touch any part of face (unless you want to eat, bathe or slap).
3. *Gargle twice a day with warm salt water (use Listerine if you don't trust salt). *H1N1 takes 2-3 days after initial infection in the throat/ nasal cavity to proliferate and show characteristic symptoms. Simple gargling prevents proliferation. In a way, gargling with salt water has the same effect on a healthy individual that Tamiflu has on an infected one. Don't underestimate this simple, inexpensive and powerful preventative method.
4. Similar to 3 above, *clean your nostrils at least once every day with warm salt water. *Not everybody may be good at Jala Neti or Sutra Neti (very good Yoga asanas to clean nasal cavities), but *blowing the nose hard once a day and swabbing both nostrils with cotton buds dipped in warm salt water is very effective in bringing down viral population.*
5. *Boost your natural immunity with foods that are rich in Vitamin C (Amla and other citrus fruits). *If you have to supplement with Vitamin C tablets, make sure that it also has Zinc to boost absorption.
6. *Drink as much of warm liquids (tea, coffee, etc) as you can. *Drinking warm liquids has the same effect as gargling, but in the reverse direction. They wash off proliferating viruses from the throat into the stomach where they cannot survive, proliferate or do any harm.
Wednesday, September 23, 2009
A New Year Has Begun
We are less than one month into school, and already the year is zipping by. We have a wonderful crop of new freshmen and some new students from other RSU towns, and these additions have made our school even stronger. One element that defines Wiscasset High School is the personalization that comes with a small high school. Our new students and two long-term substitutes were treated to a Welcome Pizza Lunch hosted the Guidance Department, and attended by several current seniors who were able to share their interests and passions at Wiscasset High School. Not only the students and new teachers attended, but also, Greg Potter, our new RSU superintendent. Mr. Potter welcomed the student and commiserated a bit on the challenges and opportunities that arise in making a transition to a new environment.
Activity is a vital part of the life of the school and in that spirit, many events have jump started our initiatives for student engagement in the community. We had a Coastal Clean-up for the freshman class that is sponsored each year to involve students in environmental responsibility, We have had a Maine Farm Week in which local farmers provided food for the cafeteria, including produce from one of our own teacher's farm; we have students already engaged in their community service requirement; and Student Council is planning multiple events to celebrate Homecoming from October 15-17.
Sports are in full swing, and the Boosters Club is back, reestablishing refreshments at the Snack Shack during games and seeking new membership. Music has a full plate of events, and those will be highlighted in the newsletter.
Academically, teachers are examining test scores for students so that sophomore and junior advisees can be prepared for the SAT's taking place on October 14th. Our Advisor/Advisee system is still progressing with the MELMAC Grant that establishes multiple activities to get students involved in planning for their post-secondary education/training. Progress Notes go home on October 2nd, with the hope that parents will review what their students are doing in class, and working with their students to optimize their academic performance. We will be announcing our Open House night soon, once all the details are worked out.
The new RSU has provided a wonderful chance for parents to have a more reliable notification system for many aspects of school information from storm closings in the winter, to notices of major events that parents will not want to miss. The RSU budget passed at the validation hearing on September 19th, and now we need parents and community members to vote to support our schools in the secret ballot referendum in your local town on September 29th .
You have already heard about and seen the changing landscape of the flu shots that will eventually happened. Information changes rapidly so staying up to dat on what is happening both at the state, and the local level will be imperative as we go into flu season.
I could go on and on, but I would like for the newsletter to capture more of what is happening across the school, and as usual, I will create a link here to that newsletter when it is published. Welcome back, parents and students of Wiscasset High School!
Wednesday, April 29, 2009
Swine Flu Update
There are confirmed cases of H1N1 flu "Swine Flu" in Maine. We are sending home pamphlets with all Primary and Middle School students today. High School parents and students can also view updated information at http://www.maine.gov/dhhs/boh/swine-flu-2009.shtml
In the event of a confirmed case of H1N1 flu in our schools, the schools will be closed for seven days by the Center for Disease Control. Announcements for this will be made using the usual emergency closing sources.
According to current information, any forced closure of school will not result in having to make up the missed days, but that is the current information. Please do not send a student to school if the student is symptomatic with those signs that are up on the CDC site.
In the event of a confirmed case of H1N1 flu in our schools, the schools will be closed for seven days by the Center for Disease Control. Announcements for this will be made using the usual emergency closing sources.
According to current information, any forced closure of school will not result in having to make up the missed days, but that is the current information. Please do not send a student to school if the student is symptomatic with those signs that are up on the CDC site.
Monday, March 9, 2009
News Flash
The Wiscasset High School Entry, "Dinner with the MacGuffins," under the direction of Marsha Emery won first place in the Regional Class B Competition at Freeport High School on Saturday night. They will advance to States on the weekend of March 20th. Details will follow. Student participants are: Brian Campbell, Lauren Emery, Yvette Alexandrou, Morgan Robson, Eden Walsh, James Johnson, Lincoln Hull, Shane Cushing, and Alex Slack. Richard Overlock was a key person in the event, supporting Marsha with the set, lights, and transporting of equipment. Mrs. Hutchinson also supported the cast at the event. The cast won an award for Set Design and for Ensemble performance. Brian Campbell and Shane Cushing were named to the All Festival Cast. Thank you to all staff who attended Friday night's performance. We are very proud of Marsha and her crew! Good luck to them at the State competition. Wiscasset Drama is truly still alive and as good as ever!
Tuesday, February 24, 2009
News Items - Hot off the Presses - Revised
The Senior Class won Winter Carnival with their theme, Psychedelic Seniors, and their competitive spirit in all events. Juniors placed second, Sophomores, third, and Freshmen, fourth. This was our best Winter Carnival in spirit and in quality! Thanks to Mrs. Pooler and the Student Council for their excellent organization of this event.
The swim team finished their season coming in 7th overall in the State Meet at Orono last week. Tim George qualified for New Englands, as did our 200 medley and the 200 freestyle medley relay team composed of Andreas Kuhnel, Ross Hanley, John McLeod, and Tim George. These students will compete at Bates College this Saturday. Congratulations to the entire swim team and Don Strout.
The Boys Basketball Team went all the way to the Western Maine Class C Championship game this past Saturday. Though they lost this contest to Dirigo, they had played twice in the quarter and semi finals to achieve their status as Western Maine Class C Runners Up. Wayne and Peg Averill supplied over 400 hundred fan T-shirts, and a reception at Wiscasset High School following the game. Beyond Peg and Wayne's donations, there was a team effort by parents and the community to make the reception possible. Shaws of Wiscasset donated a cake and Big Als supplied us with all the paper products. Several parents chipped in to make the reception the success that it was. A huge Thanks goes to all basketball parents for supplying the memoribilia that was put on display, Anne Glidden for the 8 x 10 photos that were attached to each cut out making them stand out and special for each athlete, Thanks to Anne and Jamie for the idea of providing each athlete, manager and coach with flowers to wear to the games, thanks to the Dennisons who did a lot in making the reception come together the way that it did. Many parents and students came to the games and supported the team in their wins and their final loss. Thanks to Matt Cook and to the team for their exceptional play and their sportsmanlike behavior this season.
The Wiscasset High School One Act Competition Play , "Dinner with the MacGuffins" will be presented on Monday, March 2nd at 7:00 at WHS. We are hoping for feedback from parents and students on this performance. Your critique will help us to polish our play before the competition on Friday, March 6th at 7:30 at the Freeport High School. Student participants are: Brian Campbell, Lauren Emery, Yvette Alexandrou, Morgan Robson, Eden Walsh, James Johnson, Lincoln Hull, Shane Cushing, and Alex Slack. There is no admission fee. We hope to see you there. Marsha Emery is directing this ensemble cast. Good luck to them at the regional competition.
Sue Poppish
Principal
The Senior Class won Winter Carnival with their theme, Psychedelic Seniors, and their competitive spirit in all events. Juniors placed second, Sophomores, third, and Freshmen, fourth. This was our best Winter Carnival in spirit and in quality! Thanks to Mrs. Pooler and the Student Council for their excellent organization of this event.
The swim team finished their season coming in 7th overall in the State Meet at Orono last week. Tim George qualified for New Englands, as did our 200 medley and the 200 freestyle medley relay team composed of Andreas Kuhnel, Ross Hanley, John McLeod, and Tim George. These students will compete at Bates College this Saturday. Congratulations to the entire swim team and Don Strout.
The Boys Basketball Team went all the way to the Western Maine Class C Championship game this past Saturday. Though they lost this contest to Dirigo, they had played twice in the quarter and semi finals to achieve their status as Western Maine Class C Runners Up. Wayne and Peg Averill supplied over 400 hundred fan T-shirts, and a reception at Wiscasset High School following the game. Beyond Peg and Wayne's donations, there was a team effort by parents and the community to make the reception possible. Shaws of Wiscasset donated a cake and Big Als supplied us with all the paper products. Several parents chipped in to make the reception the success that it was. A huge Thanks goes to all basketball parents for supplying the memoribilia that was put on display, Anne Glidden for the 8 x 10 photos that were attached to each cut out making them stand out and special for each athlete, Thanks to Anne and Jamie for the idea of providing each athlete, manager and coach with flowers to wear to the games, thanks to the Dennisons who did a lot in making the reception come together the way that it did. Many parents and students came to the games and supported the team in their wins and their final loss. Thanks to Matt Cook and to the team for their exceptional play and their sportsmanlike behavior this season.
The Wiscasset High School One Act Competition Play , "Dinner with the MacGuffins" will be presented on Monday, March 2nd at 7:00 at WHS. We are hoping for feedback from parents and students on this performance. Your critique will help us to polish our play before the competition on Friday, March 6th at 7:30 at the Freeport High School. Student participants are: Brian Campbell, Lauren Emery, Yvette Alexandrou, Morgan Robson, Eden Walsh, James Johnson, Lincoln Hull, Shane Cushing, and Alex Slack. There is no admission fee. We hope to see you there. Marsha Emery is directing this ensemble cast. Good luck to them at the regional competition.
Sue Poppish
Principal
Friday, January 30, 2009
Dear Wiscasset High School Parents and Guardians,
As most of you know, we have reached the end of our first semester. At this time, I encourage parents to encourage their children to begin the new semester with intensity. Often, students do not get the grades of which they are capable. They make a slow start and then spend the rest of the semester or quarter by making up for poor choices. Sometimes, they end a marking period by calculating just how a low a grade they can get and still pass. This saddens me since such behavior is not a reflection of what they can do, but how little they choose to do and still "get by." Just as in good parenting, the key word for success is consistency.
I check every student's grade every 3 weeks on Powerschool. Our Student Assistance Team discusses each student who is achieving below his/her potential. We do this to try to intervene with students before their poor choices make their success impossible. I hope that each of you, as parents or guardians, do the same. We find that when parents check grades and do not accept excuses from their students, then a real partnership for academic success happens.
When excuses come up that try to mitigate responsibility, I have to ask, "How will accepting these rationales serve the student?" In my mind, requiring accountability is the greatest gift we can give our young adults.
I invite parents to respond to this post, and leave you with a link to a video that really speaks to how ill-served young adults are when they accept less from themselves and stop trying to be their best selves. I am not promoting this website nor the religious affiliation attached to it, but I would ask you to view with your student, and respond to the video that has less to do with those affiliations and much more to do with eliminating tendencies to short-sell the power of trying. http://www.4marks.com/videos/details.html?video_id=723
I hope you feel free to comment, and if you have concerns to contact me directly, as well.
As most of you know, we have reached the end of our first semester. At this time, I encourage parents to encourage their children to begin the new semester with intensity. Often, students do not get the grades of which they are capable. They make a slow start and then spend the rest of the semester or quarter by making up for poor choices. Sometimes, they end a marking period by calculating just how a low a grade they can get and still pass. This saddens me since such behavior is not a reflection of what they can do, but how little they choose to do and still "get by." Just as in good parenting, the key word for success is consistency.
I check every student's grade every 3 weeks on Powerschool. Our Student Assistance Team discusses each student who is achieving below his/her potential. We do this to try to intervene with students before their poor choices make their success impossible. I hope that each of you, as parents or guardians, do the same. We find that when parents check grades and do not accept excuses from their students, then a real partnership for academic success happens.
When excuses come up that try to mitigate responsibility, I have to ask, "How will accepting these rationales serve the student?" In my mind, requiring accountability is the greatest gift we can give our young adults.
I invite parents to respond to this post, and leave you with a link to a video that really speaks to how ill-served young adults are when they accept less from themselves and stop trying to be their best selves. I am not promoting this website nor the religious affiliation attached to it, but I would ask you to view with your student, and respond to the video that has less to do with those affiliations and much more to do with eliminating tendencies to short-sell the power of trying. http://www.4marks.com/videos/details.html?video_id=723
I hope you feel free to comment, and if you have concerns to contact me directly, as well.
Tuesday, January 27, 2009
The weather projected for tomorrow will prompt adjustments to our Final Exam schedule IF we should have a "no school" day. We will have to adjust finals so that teachers can have time for reviews, and students do not get exams squeezed into one day. So IF there is a snow day on Wednesday, this will be the schedule.
Thursday - January 29- Regular Full Day of School - All classes for semester will meet for the last time for review
Friday January 30 - Block 1 and 2 Exams until 11:00 - Make up for students for work and exams from 11:30 to 2:30
Monday February 2 - Block 5 and 6 Exams until 11:00 - Make up for students for work and exams from 11:30 to 2:30
Tuesday - February 3 - New Semester Begins - Regular Day
Thursday - January 29- Regular Full Day of School - All classes for semester will meet for the last time for review
Friday January 30 - Block 1 and 2 Exams until 11:00 - Make up for students for work and exams from 11:30 to 2:30
Monday February 2 - Block 5 and 6 Exams until 11:00 - Make up for students for work and exams from 11:30 to 2:30
Tuesday - February 3 - New Semester Begins - Regular Day
Monday, January 12, 2009
Vision for Wiscasset High School
A Vision for a High Quality 9-12 Smaller Wiscasset High School
The Current Reality
First, we are already a high caliber high school with the following structures in place:
1. AP Classes in English, Biology, Calculus, Chemistry and Studio Art
2. Honors Classes for Grades 9-12 in English 10 and 11, Algebra, Geometry, Algebra 2, Biology, Chemistry, Physics, American History, Modern Western Civilization I and II, and Honors Options within regular classes Grade 9.
3. Concert Choir, Madrigal Choir, Concert Band, and Jazz Band offered with individual band lessons provided. Musical instruments are provided.
4. Free Early College course for every student who wants to participate.
5. Extensive cutting edge computer access and coursework- 1 to 1 Computers, CAD Programs in Technology Education, Digital Imaging Classes, Lights, Camera Action Class, Computer Skills for College class, Media Literacy class using Web 2.0 tools, and ATM Distance Learning Classroom
6. Extensive Technology Education courses including: Fine Furniture Making I and II, Wooden Boat Building, Hand-made Musical Instruments, Video News, Video Production, Multimedia Lights, Camera, Action, Introduction to Light Construction, Small Engines, Architectural Design and Mechanical Drawing, Introduction to Engineering
7. Range of student services available through guidance, social worker, special education, and alternative education.
8. One of 5 extensive high school science research programs in the state with students winning recognition regionally and nationally.
9. Our students continue to be accepted at extremely competitive colleges throughout the northeast and the nation.
10. 86% of 2008 seniors went on to post-secondary training, community college, or 4-year college.
11. Strong Advisor Advisee Program that focuses on developing a post-secondary plan for every high school student over a 4-year period.
12. Excellent, highly functioning Student Assistance Team
13. Confidential Sobriety Support Programming on campus
14. Extensive co and extra curricular activities including: Math Team, Science Olympiad, Jazz Band, highly effective Student Council with extensive community service record, Civil Rights and Students for Social Action groups, two or more theater productions annually, One-Act Play Award Winning program, Outing Club for outdoor weekend adventures, District and All State opportunities in instrumental and vocal music, Future Business Leaders of America, Guitar Club, and Video Club.
15. MELMAC Grant Support for College, Community college, and training facility visits.
16. SAT/PSAT Prep embedded in Advisor group
The Future
Steps That Will Insure Maintenance of Comprehensiveness with a Smaller Student Population.
1. First, renovate the high school with improvements that will address safety and modernization necessities that will keep our students competitive and safe, including renovated high school science labs, improved locker room facilities, improved drama and art spaces, etc.
2. Second, ensure that renovated spaces in the high school will make for a more efficient energy use and will allow Art and Tech Ed to be in proper spaces. Renovations and ventilation will make the school more energy efficient and safer. All of the renovations would both improve the high school aesthetically, and allow us to consider programs in many areas that cross grade levels, thus exposing our younger students to more accelerated experiences.
Programmatic Changes that would maintain comprehensiveness
1. Potentially pilot a satellite a program from BRVC to Wiscasset High School, specifically Mariner Occupations/boat building.
2. Share resources such as, Foreign Language with Middle School students by providing a block of the day in which 7th and 8th Middle School students receive Foreign Language.
3. Create a regional opportunity for students of the Arts by collaborating with other schools that have lost programming and pulling their students into visual or performing arts options for part of their day at a cost to their schools.
4. We plan to offer an enrichment program of classes via Virtual High School that allow for Gifted and Talented students at both middle and high school to expand opportunities, and to take AP classes of increased variety. The absence of a Business Program at WHS could also be offset by the varied offerings in business through VHS. Virtual High School offers 250 courses via on-line learning at a cost of $9,700 in the first year, and $4,750.00 for each year after the initial teacher training. This could be funded with GT monies or with Mary Bailey Funds. A regionalized approach with Boothbay might cut the costs and allow Wiscasset and Boothbay to share the training and VHS seat costs over 2 schools rather than just Wiscasset.
5. We will provide PLATO credit recovery programming via the Computer lab with an Ed tech as supervisor of those classes. This program allows students to enroll in an online course that recoups failed credits and work independently to recover those credits, thus insuring on-time graduation.
6. Add a component of high quality internships for seniors with local industry, artisans, professionals, and trades-people.
7. Continue Early College, ATM, Adult Education and ITV options for all students.
8. Provide stipends to teachers who handle the curriculum writing and coordination vertically – K-12 since an RSU Curriculum Coordinator will need district, grass roots level staff to insure curriculum will be cohesive and vertically aligned to state standards and practices.
9. Use existing staff creatively by offsets to costs from sharing a teacher with a satellite program, interventions for lower grade students, use of a designated block of several high school teachers for coordination of programs such as Virtual High School, internships, early college, and pre-apprenticeships.
Positives for the town and school department as whole
1. Facilities renovations will provide better learning and working environments for Wiscasset students and staff members.
2. The above programming changes and facilities renovations will attract and retain more tuition students.
3. The above programming changes and facilities renovations will result in correction of a multitude of code violations to will improve school safety and access. Voicing commitment loudly and clearly to structures that will keep a comprehensive high school and continue and expand high quality programming across the district sends a strong positive message to parents and students about the future of education in our RSU. Secondary benefits include reducing insurance rates and reducing liabilities.
4. Static enrollment on the high school campus will benefit the instances of sharing staff between buildings.
5. All towns in the RSU, and especially Wiscasset, benefit from maintaining a high quality small high school with many more opportunities than some larger schools offer. The affective benefits of having a school in which every student is a known as an individual is incomparable in the other schools available in our geographic vicinity. Closing the high school entirely and tuitioning out all students would eliminate local control over curriculum, staff, and budget. Moreover, it would likely be quite expensive. This would essentially be the model of Westport and Alna. They pay the state-determined tuition high school rate plus transportation costs and real costs for special education programs.
The Current Reality
First, we are already a high caliber high school with the following structures in place:
1. AP Classes in English, Biology, Calculus, Chemistry and Studio Art
2. Honors Classes for Grades 9-12 in English 10 and 11, Algebra, Geometry, Algebra 2, Biology, Chemistry, Physics, American History, Modern Western Civilization I and II, and Honors Options within regular classes Grade 9.
3. Concert Choir, Madrigal Choir, Concert Band, and Jazz Band offered with individual band lessons provided. Musical instruments are provided.
4. Free Early College course for every student who wants to participate.
5. Extensive cutting edge computer access and coursework- 1 to 1 Computers, CAD Programs in Technology Education, Digital Imaging Classes, Lights, Camera Action Class, Computer Skills for College class, Media Literacy class using Web 2.0 tools, and ATM Distance Learning Classroom
6. Extensive Technology Education courses including: Fine Furniture Making I and II, Wooden Boat Building, Hand-made Musical Instruments, Video News, Video Production, Multimedia Lights, Camera, Action, Introduction to Light Construction, Small Engines, Architectural Design and Mechanical Drawing, Introduction to Engineering
7. Range of student services available through guidance, social worker, special education, and alternative education.
8. One of 5 extensive high school science research programs in the state with students winning recognition regionally and nationally.
9. Our students continue to be accepted at extremely competitive colleges throughout the northeast and the nation.
10. 86% of 2008 seniors went on to post-secondary training, community college, or 4-year college.
11. Strong Advisor Advisee Program that focuses on developing a post-secondary plan for every high school student over a 4-year period.
12. Excellent, highly functioning Student Assistance Team
13. Confidential Sobriety Support Programming on campus
14. Extensive co and extra curricular activities including: Math Team, Science Olympiad, Jazz Band, highly effective Student Council with extensive community service record, Civil Rights and Students for Social Action groups, two or more theater productions annually, One-Act Play Award Winning program, Outing Club for outdoor weekend adventures, District and All State opportunities in instrumental and vocal music, Future Business Leaders of America, Guitar Club, and Video Club.
15. MELMAC Grant Support for College, Community college, and training facility visits.
16. SAT/PSAT Prep embedded in Advisor group
The Future
Steps That Will Insure Maintenance of Comprehensiveness with a Smaller Student Population.
1. First, renovate the high school with improvements that will address safety and modernization necessities that will keep our students competitive and safe, including renovated high school science labs, improved locker room facilities, improved drama and art spaces, etc.
2. Second, ensure that renovated spaces in the high school will make for a more efficient energy use and will allow Art and Tech Ed to be in proper spaces. Renovations and ventilation will make the school more energy efficient and safer. All of the renovations would both improve the high school aesthetically, and allow us to consider programs in many areas that cross grade levels, thus exposing our younger students to more accelerated experiences.
Programmatic Changes that would maintain comprehensiveness
1. Potentially pilot a satellite a program from BRVC to Wiscasset High School, specifically Mariner Occupations/boat building.
2. Share resources such as, Foreign Language with Middle School students by providing a block of the day in which 7th and 8th Middle School students receive Foreign Language.
3. Create a regional opportunity for students of the Arts by collaborating with other schools that have lost programming and pulling their students into visual or performing arts options for part of their day at a cost to their schools.
4. We plan to offer an enrichment program of classes via Virtual High School that allow for Gifted and Talented students at both middle and high school to expand opportunities, and to take AP classes of increased variety. The absence of a Business Program at WHS could also be offset by the varied offerings in business through VHS. Virtual High School offers 250 courses via on-line learning at a cost of $9,700 in the first year, and $4,750.00 for each year after the initial teacher training. This could be funded with GT monies or with Mary Bailey Funds. A regionalized approach with Boothbay might cut the costs and allow Wiscasset and Boothbay to share the training and VHS seat costs over 2 schools rather than just Wiscasset.
5. We will provide PLATO credit recovery programming via the Computer lab with an Ed tech as supervisor of those classes. This program allows students to enroll in an online course that recoups failed credits and work independently to recover those credits, thus insuring on-time graduation.
6. Add a component of high quality internships for seniors with local industry, artisans, professionals, and trades-people.
7. Continue Early College, ATM, Adult Education and ITV options for all students.
8. Provide stipends to teachers who handle the curriculum writing and coordination vertically – K-12 since an RSU Curriculum Coordinator will need district, grass roots level staff to insure curriculum will be cohesive and vertically aligned to state standards and practices.
9. Use existing staff creatively by offsets to costs from sharing a teacher with a satellite program, interventions for lower grade students, use of a designated block of several high school teachers for coordination of programs such as Virtual High School, internships, early college, and pre-apprenticeships.
Positives for the town and school department as whole
1. Facilities renovations will provide better learning and working environments for Wiscasset students and staff members.
2. The above programming changes and facilities renovations will attract and retain more tuition students.
3. The above programming changes and facilities renovations will result in correction of a multitude of code violations to will improve school safety and access. Voicing commitment loudly and clearly to structures that will keep a comprehensive high school and continue and expand high quality programming across the district sends a strong positive message to parents and students about the future of education in our RSU. Secondary benefits include reducing insurance rates and reducing liabilities.
4. Static enrollment on the high school campus will benefit the instances of sharing staff between buildings.
5. All towns in the RSU, and especially Wiscasset, benefit from maintaining a high quality small high school with many more opportunities than some larger schools offer. The affective benefits of having a school in which every student is a known as an individual is incomparable in the other schools available in our geographic vicinity. Closing the high school entirely and tuitioning out all students would eliminate local control over curriculum, staff, and budget. Moreover, it would likely be quite expensive. This would essentially be the model of Westport and Alna. They pay the state-determined tuition high school rate plus transportation costs and real costs for special education programs.
Friday, January 2, 2009
Letter to Comissioner Gendron Regarding New Graduation Legislation
December 9, 2008
Dear Commissioner Gendron and Diploma Stakeholders Committee Members:
Yesterday, I received a draft copy of the Diploma Stakeholder Recommendation Report to the Commissioner of Education from our Curriculum Coordinator, and I want to commend the work that was done by this group. If I understand what is recommended correctly, there are many provisions that have addressed concerns I have had when reviewing the initial recommendations of the commissioner a year ago. High school principals have been craving a final decision from the state that clearly articulates the targets towards which we direct staff. Though I think the stakeholders could take away some of the layers of complexity and still achieve the same end, I applaud those elements that have been added that address flexibility and differentiation allowed by the pathways model, and address those areas that should be modified later in this letter.
I will describe my interpretation of how a student can be credentialed with an MLR high school diploma and would ask that you correct any misperceptions on my part. From my close reading of the text, the following steps are those that a student must take to achieve an MLR diploma.
1. Each student will experience each of the 8 content areas in high school, and will meet proficiency in ELA, Math, Science, and Social Studies, as well as one specialization area from the other 3 MLR areas, a choice that will be defined as a “pathway.” I call this student choice a “passion” or “major,” but the “pathway” designation certainly addresses the need for high school students to find that niche that truly represents their direction. Every student will be exposed to and meet the embedded standards in Career and Education Development in every one of the 7 content areas.
2. Students who choose CTE as their “pathway” for the 5th proficiency area beyond the core 4, may choose an industry based certification received at a CTE or through a pre-apprenticeship opportunity. This industry standard certificate will demonstrate and replace proficiency in one of the remaining three areas beyond the core.
3. Students will experience the remaining 2 areas, but will only be expected to partially meet the standards in those other areas.
4. Interventions will be provided for those students who have deficits in standards that should have been acquired prior to entry into high school so they can attain the proficiencies addressed in the core standards.
5. Every student will develop a PLP beginning in Middle School and extend that PLP with yearly updates through high school. The state will provide templates for the PLP.
6. All students will (may?) sit for the SAT, but the Accuplacer could be used in lieu of the SAT score to determine whether the student makes AYP and whether the student is proficient.
7. All students will have a common curriculum in the core utilizing common syllabi that address common standards of the MLR’s.
I am most pleased that flexibility and multiple pathways to success seem an integral part of this document. I can also stand behind a plan that allows young adults to explore their interests through exposure to credit expectations in multiple areas so that they may discover an arena in which they want to specialize. We have many students who would love to “major” in art or science, but for whom exposure to breadth over depth in having to become proficient in all 8 areas of the Maine Learning Results has not honored their voice and choice. I also applaud a PLP for all students starting at the Middle School level since I firmly believe that public education has to reinforce goal setting, adjustment, and flexibility with students over time since many students do not have that kind of guidance at home.
However, some of the recommendations muddy the waters, and create a complexity that demands too much in terms of local and state resources, unnecessarily. I guess the fear of abandoning the years of work on the LAS had to be justified by bringing back some of the failed ideas of that process. Creating standardized syllabi for the core areas, including foreign language, only makes sense. Why should there be unique syllabi in each school when most high school educators, and certainly their leaders would welcome the common learning targets of the MLR”s for the core in a common syllabus format. After all, isn’t Algebra 1 – Algebra 1, no matter where it is taught? The same can be said for the skills of ELA, (no matter the texts chosen), Geometry and Algebra 2, American History, Geography and World Cultures, and Government/Civics/ Problems of Democracy, as well as the discreet sciences.
Your process mandates that we are to go through a multi-staged process of developing and piloting common syllabi, creating state developed rubrics, balancing and weighing assessment types, etc. The question is “WHY?” This is where the draft recommendations lost my support, and I think will lose the support of many other high school principals and educators who have already dutifully done the LAS work with their staffs, and even those who did not. To use a cliché, “That ship has sailed.” Choose a template, or adopt a syllabus that is already field-tested. We put our faith in the DOE around years of very time-consuming work only to encounter delay, after delay, after delay, in enactment from the DOE that finally reneged on the convoluted plan that it had attempted to create. In a time of economic downturn, and flagging state support of education, the steps you outline imply a whole new level of costly professional development, costly state mandated workshops, and costly time away from teaching and learning that may make you feel better about the waste of some of the work done on the LAS, but certainly seems more directed at “saving face” than saving education. I believe that you have made assessment of proficiency much too variable and much too complex.
Educators already use multiple means of assessing. What we want and need is for the state to provide end of course assessments of proficiency in ELA, in Algebra 1, Geometry, and Algebra 2, in Integrated Science, Biology, Chemistry and Physics, in World Geography, American History and Government/Civics/Problems of Democracy, and in the major languages. NWEA has many of these available, but other avenues exist to disseminate these kinds of tests. WHY reinvent the wheel and create layers that will most certainly doom a much clearer and more acceptable plan to failure?
Next, admit that the SAT should not be the test to determine AYP or proficiency. We have no problem if all students have to sit for the SAT. But what makes as much sense as this is to allow students for whom the pathway is Community College, the 2+2 program for the University of Maine system, or apprentice and training opportunities to use the Accuplacer as their Proficiency exam, and principals and school districts to use either SAT or Accuplacer for the determination of proficiency beyond the end-of-course exams. Community Colleges already set the Accuplacer as a proficiency expectation for entry into their institutions, so why do we not value their standard for those students for whom the SAT has no relevance. This would complete the flexibility of the pathways approach, eliminate new and unnecessary staff development, and avoid costs that we all know the state can ill afford. Taking this approach would allow the DOE to take a breath and truly focus on professional development that works on areas such as integration of MLR’s with the curriculum of the Career and Technical Centers, integration of computer technology in the classroom, differentiation, PLP creation, PLC’s, and 21st century cross cutting skills for career and education development. Doesn’t this approach make more sense?
And finally, I would be remiss if I did not speak to the plight of Life Skills teachers across the state. I will use the words of Wiscasset High School Life Skills teacher, Darcey Stevenson. “I am very concerned, however, that section 127 gives a crushing blow to life skills students who will not receive a diploma. Employers have come to have certain expectations around a HS diploma. My program is the most appropriate placement for these students. It is appropriate that they have a modified curriculum. For me to take out the HS level MLRs and work on teaching these skills to my students will simply be an exercise in futility with a lot of failing grades and frustrated students. I have heard nothing of the possibility of an IEP exception for students who will not be able to meet the standards based on a significant disability. What are these students to do after graduation? Pushing carts at Wal-Mart can be good exercise, but many of my students have more to offer to their community than that. What am I to tell these students when they ask me why they aren't getting a diploma? They know the difference. What am I supposed to tell them when they say that they might as well drop out because they aren't going to get a diploma anyway? What am I supposed to tell them when they refuse to do their work because their grades don't mean anything anyway? What am I supposed to tell myself when I plan important Life Skills lessons that won't lead to my students getting a diploma that they need for opportunities after High School?” I would wholeheartedly echo Darcey’s sentiments, as would many others who work daily with these valuable assets to our school community.
Please consider the simplifications suggested and the dilemma of the life skills students in order to insure that we will have action in this legislative session. I am appealing to all high school principals around the state to support the Stakeholder Recommendations with these simplifications. Do not delay enactment of 127. Reconsider the 2016 deadline that is so far away from what we have been led to expect that all relevance is lost to educators currently in the field. Rather, simplify it with these suggestions and allow us to move forward. Give our leadership the targets towards which to lead. Otherwise, we pay the price of losing the buy-in of the teachers and dedicated administrators who have been frustrated by flawed plans, financially unsupported mandates, and conflicting DOE direction. Do not make any legislative deals that delay or muddy the good intentions of the stakeholder committee.
Sincerely,
Susan Poppish
Dear Commissioner Gendron and Diploma Stakeholders Committee Members:
Yesterday, I received a draft copy of the Diploma Stakeholder Recommendation Report to the Commissioner of Education from our Curriculum Coordinator, and I want to commend the work that was done by this group. If I understand what is recommended correctly, there are many provisions that have addressed concerns I have had when reviewing the initial recommendations of the commissioner a year ago. High school principals have been craving a final decision from the state that clearly articulates the targets towards which we direct staff. Though I think the stakeholders could take away some of the layers of complexity and still achieve the same end, I applaud those elements that have been added that address flexibility and differentiation allowed by the pathways model, and address those areas that should be modified later in this letter.
I will describe my interpretation of how a student can be credentialed with an MLR high school diploma and would ask that you correct any misperceptions on my part. From my close reading of the text, the following steps are those that a student must take to achieve an MLR diploma.
1. Each student will experience each of the 8 content areas in high school, and will meet proficiency in ELA, Math, Science, and Social Studies, as well as one specialization area from the other 3 MLR areas, a choice that will be defined as a “pathway.” I call this student choice a “passion” or “major,” but the “pathway” designation certainly addresses the need for high school students to find that niche that truly represents their direction. Every student will be exposed to and meet the embedded standards in Career and Education Development in every one of the 7 content areas.
2. Students who choose CTE as their “pathway” for the 5th proficiency area beyond the core 4, may choose an industry based certification received at a CTE or through a pre-apprenticeship opportunity. This industry standard certificate will demonstrate and replace proficiency in one of the remaining three areas beyond the core.
3. Students will experience the remaining 2 areas, but will only be expected to partially meet the standards in those other areas.
4. Interventions will be provided for those students who have deficits in standards that should have been acquired prior to entry into high school so they can attain the proficiencies addressed in the core standards.
5. Every student will develop a PLP beginning in Middle School and extend that PLP with yearly updates through high school. The state will provide templates for the PLP.
6. All students will (may?) sit for the SAT, but the Accuplacer could be used in lieu of the SAT score to determine whether the student makes AYP and whether the student is proficient.
7. All students will have a common curriculum in the core utilizing common syllabi that address common standards of the MLR’s.
I am most pleased that flexibility and multiple pathways to success seem an integral part of this document. I can also stand behind a plan that allows young adults to explore their interests through exposure to credit expectations in multiple areas so that they may discover an arena in which they want to specialize. We have many students who would love to “major” in art or science, but for whom exposure to breadth over depth in having to become proficient in all 8 areas of the Maine Learning Results has not honored their voice and choice. I also applaud a PLP for all students starting at the Middle School level since I firmly believe that public education has to reinforce goal setting, adjustment, and flexibility with students over time since many students do not have that kind of guidance at home.
However, some of the recommendations muddy the waters, and create a complexity that demands too much in terms of local and state resources, unnecessarily. I guess the fear of abandoning the years of work on the LAS had to be justified by bringing back some of the failed ideas of that process. Creating standardized syllabi for the core areas, including foreign language, only makes sense. Why should there be unique syllabi in each school when most high school educators, and certainly their leaders would welcome the common learning targets of the MLR”s for the core in a common syllabus format. After all, isn’t Algebra 1 – Algebra 1, no matter where it is taught? The same can be said for the skills of ELA, (no matter the texts chosen), Geometry and Algebra 2, American History, Geography and World Cultures, and Government/Civics/ Problems of Democracy, as well as the discreet sciences.
Your process mandates that we are to go through a multi-staged process of developing and piloting common syllabi, creating state developed rubrics, balancing and weighing assessment types, etc. The question is “WHY?” This is where the draft recommendations lost my support, and I think will lose the support of many other high school principals and educators who have already dutifully done the LAS work with their staffs, and even those who did not. To use a cliché, “That ship has sailed.” Choose a template, or adopt a syllabus that is already field-tested. We put our faith in the DOE around years of very time-consuming work only to encounter delay, after delay, after delay, in enactment from the DOE that finally reneged on the convoluted plan that it had attempted to create. In a time of economic downturn, and flagging state support of education, the steps you outline imply a whole new level of costly professional development, costly state mandated workshops, and costly time away from teaching and learning that may make you feel better about the waste of some of the work done on the LAS, but certainly seems more directed at “saving face” than saving education. I believe that you have made assessment of proficiency much too variable and much too complex.
Educators already use multiple means of assessing. What we want and need is for the state to provide end of course assessments of proficiency in ELA, in Algebra 1, Geometry, and Algebra 2, in Integrated Science, Biology, Chemistry and Physics, in World Geography, American History and Government/Civics/Problems of Democracy, and in the major languages. NWEA has many of these available, but other avenues exist to disseminate these kinds of tests. WHY reinvent the wheel and create layers that will most certainly doom a much clearer and more acceptable plan to failure?
Next, admit that the SAT should not be the test to determine AYP or proficiency. We have no problem if all students have to sit for the SAT. But what makes as much sense as this is to allow students for whom the pathway is Community College, the 2+2 program for the University of Maine system, or apprentice and training opportunities to use the Accuplacer as their Proficiency exam, and principals and school districts to use either SAT or Accuplacer for the determination of proficiency beyond the end-of-course exams. Community Colleges already set the Accuplacer as a proficiency expectation for entry into their institutions, so why do we not value their standard for those students for whom the SAT has no relevance. This would complete the flexibility of the pathways approach, eliminate new and unnecessary staff development, and avoid costs that we all know the state can ill afford. Taking this approach would allow the DOE to take a breath and truly focus on professional development that works on areas such as integration of MLR’s with the curriculum of the Career and Technical Centers, integration of computer technology in the classroom, differentiation, PLP creation, PLC’s, and 21st century cross cutting skills for career and education development. Doesn’t this approach make more sense?
And finally, I would be remiss if I did not speak to the plight of Life Skills teachers across the state. I will use the words of Wiscasset High School Life Skills teacher, Darcey Stevenson. “I am very concerned, however, that section 127 gives a crushing blow to life skills students who will not receive a diploma. Employers have come to have certain expectations around a HS diploma. My program is the most appropriate placement for these students. It is appropriate that they have a modified curriculum. For me to take out the HS level MLRs and work on teaching these skills to my students will simply be an exercise in futility with a lot of failing grades and frustrated students. I have heard nothing of the possibility of an IEP exception for students who will not be able to meet the standards based on a significant disability. What are these students to do after graduation? Pushing carts at Wal-Mart can be good exercise, but many of my students have more to offer to their community than that. What am I to tell these students when they ask me why they aren't getting a diploma? They know the difference. What am I supposed to tell them when they say that they might as well drop out because they aren't going to get a diploma anyway? What am I supposed to tell them when they refuse to do their work because their grades don't mean anything anyway? What am I supposed to tell myself when I plan important Life Skills lessons that won't lead to my students getting a diploma that they need for opportunities after High School?” I would wholeheartedly echo Darcey’s sentiments, as would many others who work daily with these valuable assets to our school community.
Please consider the simplifications suggested and the dilemma of the life skills students in order to insure that we will have action in this legislative session. I am appealing to all high school principals around the state to support the Stakeholder Recommendations with these simplifications. Do not delay enactment of 127. Reconsider the 2016 deadline that is so far away from what we have been led to expect that all relevance is lost to educators currently in the field. Rather, simplify it with these suggestions and allow us to move forward. Give our leadership the targets towards which to lead. Otherwise, we pay the price of losing the buy-in of the teachers and dedicated administrators who have been frustrated by flawed plans, financially unsupported mandates, and conflicting DOE direction. Do not make any legislative deals that delay or muddy the good intentions of the stakeholder committee.
Sincerely,
Susan Poppish
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