December 1999	Accelerated Schools Project
	Greetings from the Director
INSIDE Page 1Greetings from the Director Page 2 Notes, Updates on Training/Network Opportunities, Mark Your Calendar, New Schools Launched Page 3 A Story from Tony Bachman, Key Practices Boost Student Learning Inserts Pictures	Finding time is always an issue for our schools. Many communities have been creative in capturing time and restructuring schools to do their important work. Not long ago I ran across an article in Education Week (an important resource that I highly recommend) that made the following suggestions for re-regulating schools in order to improve education for all children. I decided to pass the information along to you for a little food for thought. · Lengthen the academic year and keep schools open longer each day. · Reduce school size. · Reduce class size to fewer than 20 in the primary grades. · Increase the quality of instructional time by eliminating formal tracking. · Teach social skills as an integrated part of the content curriculum. · Change the architectural design of new schools to create small schools within large schools. · Narrow the scope of the curriculum and lengthen time blocks. · Reduce the number of “specials” that pull children out of classrooms and move special area teachers back into regular classrooms. · Construct realistic daily schedules with adequate time for transitions. · Reduce the number of transitions. · Go slower at the beginning of the school year to create clearer expectations and standards. · Adjust the school day to allow for midday exercise, nutrition, and rest—in that order. · Add reflection time as a part of every lesson, class, and school day. The conclusion of this article suggests that “our use of time in school indicates our respect for learning and our understanding of those we seek to teach.” Our first priority in Accelerated Schools needs to be what’s best for children. All decisions we make should be focussed on improving students’ school success. The decisions we make about how we use our school day are not always driven by what’s best for our students. Unfortunately, when adults make decisions, adult comfort often drives the decisions. If our focus is really on creating better conditions for our students, then children will have the opportunity to consider and reflect on what they are learning. Schools would be learning communities (I bet many of your vision statements even say this) rather than “fact factories.” Let’s begin the new millennium with a renewed commitment to find time to do the things we know are important for our children. (See Education Week, October 13, 1999, Commentary by Chip Wood for the full article.) Most Sincerely,
Dayton Satellite Center for Accelerated Schools Dr. Julie K. Biddle, Director University of Dayton The ASP Newsletter is published three times a year by the ASP Satellite Center at the University of Dayton. Vickie Hodges, Communications Coordinator
NOTES Have you checked out our website? Have you filled out the data collection tool from the website yet? If not, please do! Are you going to LA in January? Will we see you at the Ohio Dessert Reception? Have you called in your RSVP to Vickie? If not, please do! Emailhodges@keiko.udayton.edu or call (937) 229-3870
Update on Training/Network Opportunities for 1999-2000 New Schools (launched this year): Inquiry -- February 7-8, 2000 (new schools only) Inquiry -- February 10-11, 2000 (Middletown Schools only) Introduction to ASP -- February 28-29, 2000 (Open to all schools -- even those who are interested in learning more about the model) 5-Day Coaches' -- June 19-23, 2000* Existing Schools Powerful Learning & Inquiry -- May 3-5, 2000 All Schools Powerful Learning for Principals -- December 9-10, 1999 (9^th -- this year's cohort only) (10^th-- open to all ASP principals) National ASP Conference in LA -- January 15-19, 2000 CALL JULIE FOR DETAILS REGARDING ANY OF THESE TRAINING OPPORTUNITIES
MARK YOUR CALENDARS FOR -- South Central Regional Coaches' Meetings Friday, January 27 -- 1:00-4:00 P.M., Friday, April 7 -- 1:00-4:00 P.M. We're looking for schools to host these events. If you are interested in being a host school, please contact Julie at biddlej@keiko.udayton.edu or phone her at (937) 229-4517. Northeast Regional Power Talks Wednesday, February 23, and Wednesday, May 24. Karen Sawitke, our Regional Coordinator will send further information. Northwest Regional Meetings Svea Cooke, our Regional Coordinator will send further information.
NEW SCHOOLS LAUNCHED Barton Accelerated School, Maryland's first, celebrated its launch October 19, 1999. The students and staff members all dressed in their red shirts, presented the Students Bill of Rights, sang songs, and presented their quilt pieces depicting something special about their school. The Westmar High School Chorus, under the direction of Jeff Avey, also performed. Distinguished guests were introduced and everyone attending enjoyed a picnic lunch. After lunch, all guests and students went out into the playground for a playground dedication ceremony to release bubbled into the air. Gary Stein, Principal, and Janet Wilson, former Principal shared the responsibilities for the day's activities. Students at Barton Accelerated Elementary School know what it means to be an Accelerated School. All of the staff members and students are to be commended for a great celebration. Other school celebrated their launches this fall as well. Corpus Christi hosted a wonderful evening August 26, 1999. Dayton Catholic Elementary held several events to launch their school community, including an open house on October 1, 1999. Mayfield Elementary in Middletown officially launched on October 15 and Oakdale Elementary celebrated their launch on October 21. Congratulations to each school community!
Tony Bachman, student council president at Kinder Elementary, was serving food at the Miamisburg Senior Citizen's Center as part of his student council's community service project. The gentleman he was serving was curious as to how he got to be so fast at serving the food. And here is the story Tony told. Tony stated, "Well, I got to be so fast because my school, Kinder Elementary, is accelerated." The man replied, "I know what it means to accelerate in a car, but what does that have to do with your school?" "Well, it goes like this," he began. "I will explain it to you in terms of gears. We have 4 gears. The first one is for the students. It doesn't matter about the race, color or abilities, everybody at Kinder is treated the same. The second gear is because it is not just one person that makes a school accelerated but it takes everybody. The third gear is for teachers. They teach the kids about being accelerated and make our lessons powerful" Gear number four is for our principal, Mrs. Stevens. When we need a substitute, so teachers can practice making our lessons powerful, she will get one for us. Also, if we have a problem she will help us with it and her decisions treat everyone equal." This is why we are an accelerated school", Tony added. The gentleman sat aghast at what Tony had said. He, along with other guests seated at the table, sat in awe of what this student had explained. As told by Tony Bachman to Toni Allen, Student Council Advisor & Accelerated Schools Coach
From the National Staff Development Council Publication, October 1999, p. 4: (Original source: "Improving achievement: Finding research-based practices and programs that boost student achievement," by Gordon Cawelti, American School Board Journal, July 1999.) KEY PRACTICES BOOST STUDENT LEARNING A new report by the Educational Research Service identifies common characteristics of schools with high numbers of low-income children that had been recognized for having higher achievement than expected. The study was done by Gordon Cawelti, former executive director of the Association for Supervision and Curriculum Development. He is a research consultant with ERS. "Schools need to be organized so their teachers can consider how they're shaping student achievement and look at alternatives to what they're doing now. When the responsibility for improving achievement has been entrusted to the individuals or teams who do the work, the results have been impressive," he said. The characteristics he identified were these: * The reliance and persistent focus on standards established by the schools. * The daily presence of a principal working to keep a focus. * Teachers who are committed to making sure they teach all children and that these children achieve the school's high standards. * Teachers working in teams. * Sustained concentration over a period of time on changes that will improve student achievement.

Best Wishes for a Joyous Holiday!!!

ASP WEBSITES:

Nevada Accelerated Schools Center:

Dayton Satellite Center for Accelerated Schools: www.scsv.nevada.edu/`asc/

www.udayton.edu/edu/centers/oasn/oasn.html

New York Accelerated Schools Center:

Illinois Accelerated Initiative: www.tc.columbia.edu/accelerated/index.html

www.isbe.state.il.us/edu-reform/Divisions/mel/mel.htm

College of Charleston, South Carolina

Los Angeles Accelerated Schools Center: Accelerated Schools Project:

www.calstatela.edu/centers/asp/ www.cofc.edu/`excel/accel/schools.html

Massachusetts Accelerated Schools Center: Texas Center for Accelerated Schools:

www.doe.mass.edu/doedocs/accelsch.html www.tenet.edu/acceleratedschools/default/html

Dayton Satellite Center for Accelerated Schools

University of Dayton

300 College Park Drive

Dayton, OH 45469-0510

This picture represents the characteristics of accelerated schools educators who provide powerful learning experiences for their students. It was done in November Powerful Learning training.