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Archive - From The Superintendent
Uniting Communities of Excellence
December 18, 2007
 Everyone Helps Students Learn
As our students, staff, and parents begin to anticipate a break, I find myself once again reflecting on all of the tremendous people in our district who “help kids learn.”
Traditionally, we think of teachers, and certainly our teachers have a profound effect on students’ learning and on their lives. The heroes I want to thank this season are all the support professionals at our sites and at our Educational Service Center: our food service providers, custodians and maintenance crews, educational support professionals, secretaries, clerks, and specialists. Regardless of their important roles, each of them helps kids learn!
Our Educational Support Professionals (ESPs) are the second largest group of employees in our schools. They are the playground and lunchroom monitors, student support in the library media center, and those who assist students with special needs and our district’s growing number of English Language Learners. All of these people truly care about the students they work with on a daily basis.
There are school cooks who make sure each child receives a cupcake on his or her birthday, and playground supervisors who buy extra hats and mittens for students who need them. We cannot forget about those people who have retired from one position in the district and come back as an ESP to work with the special needs children they have gotten to know. The examples of caring people are nearly endless.
In addition to these employees, we must give thanks to all the volunteers who contribute thousands upon thousands of hours to our students and schools. These parents, grandparents and other community members help better the lives of all our students.
As 2007 draws to a close and 2008 waits in the wings, we know that our district is facing major challenges. Osseo Area Schools’ strategic plan will allow us to make the difficult choices that need to be made, while at the same time ensure our mission that “all students are prepared and inspired with the confidence, courage and competence to achieve their dreams, contribute to community and engage in a lifetime of learning.” Working collaboratively with all employees, volunteers, and parents, we will meet the challenges and follow through with our strategic plan.
I am personally thankful to everyone who helps our students learn and mature. Have a wonderful holiday season.
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November 12, 2007
Uniting Communities of Excellence
I want to thank our ISD 279 community for approving Question #1 on the November 6 Levy Referendum. The funds will help make up for losses in state aid over the last four years and allow us to continue our focus on student learning.
The Question #2 denial means we cut $16-$18 million from the $126 million of our system’s available 2008-09 budget. The School Board will make the final cuts; this will most likely mean the loss of teachers, administrators, and support staff; closure of at least one school; redrawing of school boundaries; loss of bus service for students who live between one and two miles from their school; and program reductions and higher fees for extra-curricular activities.
From day one of our effort to inform our community about the levy, I saw the levy information campaign as an opportunity to engage our entire community around helping us create a future where all students achieve at high levels. I hope our information will inspire taxpayers to talk to their legislators about the quality of public education they want for all Minnesota students and the priority it needs to be for our state.
On Election Day, I sent a letter to Governor Pawlenty and legislators who serve our ISD 279 community. I stated that Minnesota K-12 Education needs their leadership and help.
School districts throughout Minnesota have again gone to residents imploring them to raise their property taxes in order to maintain educational programs. This is not the intended purpose of the levy referendum system; it should not be misused this way.
ISD 279 continues to be a responsible and excellent steward of the funding we receive. Ninety-seven cents of every tax dollar is used to educate students; transport them; and maintain clean, safe schools for quality instruction. Only three cents of every tax dollar goes to administration of numerous student programs, many of which are mandated by state and federal legislation.
The current situation is simply untenable. Student learning should always be the focus of a school district. We should not be using energy on operating levy referendums. Currently, metro school districts have operating levies that provide 15-20% of their total operating budgets. Asking residents to vote on such a large percentage of a school district’s budget is poor public policy, and it is detrimental to the education and well-being of our students. It diverts time, energy, and money from our core mission.
Our FISCAL Committee, made up of parents and community members, opens the district’s financial records. Everyone will see how taxpayers’ money is spent. We welcome the opportunity to showcase our careful management.
I asked legislators to work in partnership to develop a fair and equitable way to fund schools in the 21st century. When schools have shortfalls, students get shortchanged. This is not good for Minnesota’s reputation or the economic future of our state, but most importantly, it is neglectful to our students as citizens.
The Legislature must provide all residents with the leadership necessary to ensure that Minnesota’s public schools maintain their status as some of the very best in the USA.
I am asking that all residents contact Governor Pawlenty and legislators to express their concerns about school funding and reaffirm that schools are a place of learning for students. To find the legislators who represent you, go to Web site: http://geo.commissions.leg.state.mn.us/districts/start.html
Governor and Legislators Representing ISD 279
Governor Tim Pawlenty
Phone: 651-296-3391
E-mail: tim.pawlenty@state.mn.us
Senator Warren Limmer, District 32
Phone: (651) 296-2159
E-mail: sen.warren.limmer@senate.mn
Senator Terri Bonoff, District 43
Phone: (651) 296-4314
E-mail: sen.terri.bonoff@senate.mn
Senator Ann Rest, District 45
Phone: (651) 296-2889
Email: sen.ann.rest@senate.mn
Senator Linda Scheid, District 46
Phone: (651) 296-8869
Email: sen.linda.scheid@senate.mn
Senator Leo Foley, District 47
Phone: (651) 296-4154
E-mail: sen.leo.foley@senate.mn
Representative Joyce Peppin , District 32A
Phone: (651) 296-7806
E-mail: rep.joyce.peppin@house.mn
Representative Kurt Zellers, District 32B
Phone: (651) 296-5502
E-mail: rep.kurt.zellers@house.mn
Representative Sarah Anderson, District 43A
Phone: (651) 296-5511
E-mail: rep.sarah.anderson@house.mn
Representative Sandra Peterson, District 45A
Phone: (651) 296-4176
E-mail: rep.sandra.peterson@house.mn
Representative Mike Nelson, District 46A
Phone: (651) 296-3751
E-mail: rep.michael.nelson@house.mn
Representative Debra Hilstrom, District 46B
Phone: (651) 296-3709
E-mail: rep.debra.hilstrom@house.mn
Representative Melissa Hortman, District 47B
Phone: (651) 296-4280
E-mail: rep.melissa.hortman@house.mn
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October 30, 2007
A Never-Ending Love of Teaching
I love to teach. I knew that I wanted to be a teacher when I was twelve years old and in 7th grade, but I didn’t know what I would teach. I decided if I taught at the elementary level, I could teach everything, so that’s where I began. After teaching first grade and music, I taught junior high reading, high school English, and Adult Basic Education. I taught gifted and talented classes before teaching courses for Indiana University. When I became a principal, my classroom was the entire school – students, teachers, support staff, and parents. As a former assistant superintendent, my classroom included all the principals in the district.
As superintendent of ISD 279, I began the biggest, most challenging teaching assignment of my career the same way I have begun every assignment since 1972 – by building relations and a sense of community; by differentiating and even individualizing the curriculum; and by conducting assessments to make certain everyone mastered the essential standards.
When ISD 279 became one of nearly 100 school districts in Minnesota to seek a levy this November, I realized my task would be to inform the eight diverse communities of our district about a topic I knew little about. You see, I’m from a state that doesn’t have public school levies. The State of Indiana collects taxes and then disperses the revenue to its school districts.
I had to do my homework, starting with learning the vocabulary: a levy is a tax; a referendum is a vote on a measure. Next, I had to learn some history – how are schools in Minnesota funded and why is there a greater dependency on local levies? Finally, I needed to learn about our past levies; how we had spent our money; what it would cost our taxpayers; and what would happen if our levy failed.
For three months, individuals have been sharing details of the November 6 levy referendum with our community. It has been a daunting task to teach this classroom of thousands. The assessment to determine how well we’ve done will take place on Election Day, November 6. For information, please visit our Web site at www.district279.org, or call 763-391-7003. Our mission is to inspire and prepare ALL STUDENTS with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a LIFETIME OF LEARNING!
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September 4 , 2007
Welcome Back Celebration
I love the first day of school and it seems that every year is better than the last. This year is my favorite one so far. I was actually able to enjoy two 'first days.' On August 27th I welcomed our employees and on September 4th I welcomed all of our students.
Last Monday over 3,200 employees attended our back-to-school-celebration, "Uniting our Communities for Learning," at the Church of the Open Door. Our purpose for all staff was threefold: to feel valued, inspired and ambitious about the 2007-2008 school year; to begin to understand and support our Strategic Plan as our essential standard for our Professional Learning Organization; and to understand the link between the Strategic Plan and our Levy Referendum.
Our staff received the good news that the Strategic Plan was approved by the School Board in July and that implementation will begin this year. Never before have we been in a better position to take on the challenge. Our Strategic Plan is our road map to the future and will provide each of us with the direction we will need to overcome any obstacle and ensure success for all students.
One of the most serious obstacles facing our schools is funding. In Minnesota, the new reality of school funding requires more reliance on local communities to help pay for basic school operations. Our challenge this year is to communicate the financial needs of ISD 279 and the choices facing our community as we approach the levy referendum this November 6.
Adding to the excitement of the day was the unveiling of the new logo for ISD 279 - Osseo Area Schools. In the weeks and months to come, our community will see more and more of this new image that reflects our energy as we move together to change and grow. Our commitment to "Uniting Communities of Excellence" toward achieving our mission will move us from a system of schools to a dynamic school system.
Part of our inspiration came from our keynote speaker, Dr. Crystal Arleen Kuykendall, who shared that each of us, in whatever capacity we serve, has an opportunity to be a "Merchant of Hope." "Merchants of Hope" are people who take the time to give students what they need more than anything else: affection, a sense of being appreciated, and an opportunity to achieve. She also shared that children can outgrow bad behaviors but many of us give up too soon on children and youth who take too long.
I believe that we were successful in accomplishing our intended outcomes for the day. I am very grateful to the Swingin' Eds, our musical colleagues who are an annual favorite at the Wastebasket Revue and who generously donate their time and talents at numerous special events all year long.
I also want to thank the staff at the Church of the Open Door who graciously offered their facility allowing enough space for us to be together. They even provided coffee.
As Superintendent, I don't have the benefit of the generosity of fundraising organizations like PTOs and booster clubs. Therefore, I contacted our local vendors and invited them to invest in the future that we are creating with our new mission and Strategic Plan. Good news! The following vendors donated cash, products and services valued at over $30,000 to help make our celebration special; to help with our new logo, branding effects and to help with special communications that we will be creating this next year:
. ATS & R, Inc.
. Herff-Jones
. Houghton Mifflin
. Knutson, Flynn, and Deans, PA
. Laidlaw Bus Co.
. McDougall, Littell & Co.
. Metropolitan Transportation Network
. Jean Morrison & Associates
. Movin' On, Inc.
. Nystrom's Publishing Co.
. Steve Barone, Transformation Systems, LTD
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June 6 , 2007
Time to Reflect and Celebrate
“In times of change it is important to celebrate successes both large and small, early and often.” Our educators heard these compelling words last December. I have taken this insight, delivered by Rick and Becky DuFour, to heart. I truly believe in the power of celebration and, as we reflect on the 2006-2007 school year, I know we have much to celebrate.
Let’s focus on our success in the following three areas:
- Building trusting relationships
- Creating a collaborative culture
- Developing a powerful strategic plan
These foundational elements provide the catalyst that allows us to optimize our resources and commit our energies to inspire and prepare all students with the confidence, courage and competence to achieve their dreams, contribute to community, and engage in a lifetime of learning.
Building Trusting Relationships
Celebrate the fact that we are making significant progress in building trusting and interdependent relationships in order to create and support a culture of collaboration.
Perhaps you participated in one or more of our district staff development opportunities that are focused on building relationships such as “Achieving and Sustaining Greatness” or “Designing and Facilitating Effective Meetings.” Perhaps you enjoyed our “Parade of Schools,” contributed your insights at a “Community Café,” or attended one or more presentations delivered to numerous civic and/or faith-based groups.
The superintendent’s electronic newsletter (eNewsletter), the “Parent Connection” newsletter and the District 279 web site provide comprehensive information and a communication link between our schools and the community.
All of these activities and communications are designed to share timely information and to help us learn more about each other. Increasing our level of understanding and keeping our promises to one another helps us build trust. The positive, trusting relationships serve as the cornerstone of our collaborative culture.
Creating a Collaborative Culture
Celebrate the fact that creating and sustaining a collaborative culture focused on student learning is the top priority in District 279. District staff members are actively creating a sense of belonging and inclusion in their classrooms, departments, sites, communities and throughout our system.
Our system has also dedicated multiple resources to support the development of two systemic collaborative programs: “Professional Learning Communities”(PLCs) and “Alternative Teacher Professional Pay System”(ATPPS). Click here to read about system provided resources to create a collaborative culture. Both of these programs deliver opportunities for teachers to learn from each other, to share best practices, to design new and exciting teaching methods, and to enhance learning for all students.
Creating a collaborative culture also reaches out to the broader community. You may have been involved in any number of business partnerships, community service projects or various school-based community outreach programs that have been hosted by District 279. Continuous community involvement is critical to the overall success of all students.
Developing an Effective Strategic Plan
Celebrate the fact that we are in the final stages of completing a new strategic plan that will guide our students, staff, and communities into the future. Building trusting relationships and facilitating effective collaboration were instrumental in creating a process that produced a vision everyone can embrace. To that end, a core planning team and five action teams were purposefully selected to reflect the rich diversity and values of our school community.
Throughout the year, these teams developed a new mission, a set of core values, three strategic objectives, a set of strategies to implement those objectives, and several strategy delimiters (things we will stop doing). Our teams have developed a visionary guide that can adjust to the ever changing needs of our current and future students.
Next steps… Over the next school year, it is my commitment to you that we will begin the implementation of our strategic plan while we continue to build trusting relationships within a collaborative culture. Our energies and resources will continue to be committed to student learning with a focus on results.
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May 17 , 2007
Celebrating Our Marvelous Magnet Schools
The week of May 7-11, 2007 was clearly a week to celebrate the amazing success of District 279’s magnet schools. As a point of reference, District 279 began considering magnet schools in 2004 as a way to better integrate our learning community and to offer voluntary choice in a district that had been declared by the State as "racially segregated isolated." The first declaration to proceed with magnet schools occurred in January 2004, when the School Board agreed to participate with the six other school districts in the Northwest Suburban Integration School District by applying for a federal Magnet School Assistance Program (MSAP) grant. The MSAP grant funded the transformation of four District 279 schools into magnet programs – Birch Grove School for the Arts; Edgewood Elementary: A Science, Math, and Technology School; North View Junior High International Baccalaureate Middle years Programme – Candidate School; and Park Center Senior High. That three-year MSAP grant will be completed in June 2007, and the final evaluation site visits took place last week with extraordinary reviews from evaluators from across the country.
As part of the evaluation site visit, students from Edgewood Elementary – a Science, Math and Technology School, thanked the evaluation team and MSAP for the opportunity to become young “scientists and mathematicians” with a tree planting ceremony that acknowledged the promised growth of Edgewood as an exceptional magnet school. Eloquently and honestly delivered in the voice of students, a tearful adult team of evaluators witnessed the transformation that has occurred in just three years. One of the evaluators and member of the Magnet Schools of America (MSA) Board of Directors, Chuck Cassidy, has included Edgewood as a model school to visit in a recent MSAP grant application for Bridgeport, Connecticut.
Birch Grove Elementary School for the Arts was acknowledged in a national venue last week when Principal Amanda Lee accepted a Magnet School Award of Distinction at the Magnet Schools of America conference in Las Vegas, Nevada. Principal Lee walked across the stage with 1700 participants noting the success of Birch Grove School for the Arts. In addition, Curriculum Integration Coordinators Wendy Barden and Beth Carpenter, and staff member Grace Ellefson were selected as conference presenters of “Tentare!”, Birch Grove’s unique approach to integrating high stakes testing with the arts.
In addition to the MSAP site visit, the International Baccalaureate Middle Years Programme (MYP), hosted at North View Junior High and Park Center Senior High, completed the Authorization Site Visit which is the final step in acquiring status as an International Baccalaureate School. Two evaluators spent 1½ days conducting interviews with staff, administrators, students, and parents about the impact of MYP on them, the schools and the district. A student offered the most telling comment of the MYP experience by stating, “All my classes relate to one another.” We should receive official notice of the authorization status in July.
We are very proud of the work that has occurred in our magnet schools and we plan to continue to set high expectations for the future. We are excited to continue building additional opportunities for choice in ISD 279-Osseo Area Schools; Park Center Senior High has been included in the next federal MSAP grant application as a Global Studies Magnet School.
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May 2 , 2007
Strategic Planning - Action Planning Teams
Since I have devoted several of these articles in the past four months to updating the community about our strategic planning process as significant events unfold, I’m sure that faithful readers of this column are by now wondering just how long it takes to produce a quality strategic plan. The answer is “whatever it takes for your organization.” For ISD 279, I am pleased to inform you that we are on track to complete our strategic plan by June of this year.
Our process began four months ago when the Core Planning Team developed the draft strategic plan over three intensive days in December. Since then, teams of staff and community members have been meeting to develop measurement tools and specific action steps. The April 12 edition of this newsletter focused on the activities of the Measurement Team. In this edition, I’d like to share what the Action Planning Teams are doing and their role in strategic planning.
Developing quality action plans are critical to the strategic planning process. In fact, the action plans that our teams develop will drive the transformation of our organization. This phase of work is the most time consuming, people intensive and dynamic part of the strategic planning process. At this point in the process, community members and our staff come together and begin to plan actual activities to help us meet our objectives.
The 52 members of the Action Planning Teams, led by Kate Maguire, Assistant Superintendent, and Mike Looby, Director of Community Education and the District 279 Foundation, are made up of parents, teachers, representatives from the business sector, community members and school administrators. As individuals were recruited to serve on these teams, we looked for individuals who were willing to learn about, envision, and create plans of action consistent with the strategic plan; experience working with groups; project planning; willing to work with others to reach consensus; ability to envision possibilities; and willing to set aside special interests.
For each strategy developed by the Core Planning Team, an Action Planning Team is established to do the work of developing the action plans. Our draft strategic plan has four strategies which are:
We will –
1. do whatever it takes to guarantee that all employees support, contribute to, and sustain the achievement of our mission and strategic objectives;
2. identify and overcome all obstacles in order to ensure that each student has the competence to achieve the strategic objectives;
3. leverage the assets of our system and community to optimize the results of our mission and strategic objectives; and
4. develop leadership that will include diverse perspectives of the organization and community to ensure a sustained commitment to our mission and strategic objectives.
The action planning process involves the following steps: 1) a thorough review of the meaning and intent of the Core Planning Team in developing each strategy; 2) a review of the work of the Measurement Team and understanding of the strategic objectives; 3) envisioning the potential of the strategy in transforming the organization; 4) defining the current processes in place which may hinder or support the development of the strategy; 5) writing action plan statements which, when implemented, are essential to and sufficient for operationalizing the strategy; 6) developing suggested steps for implementation; and 7) analyzing the costs and benefits of implementation of each suggested action plan.
To ensure that the work of the Action Planning Teams is consistent with the intent of the Core Planning Team, the Core Planning Team reviews the work-in-progress of the Action Planning Teams mid-way through the process and provides each action team with written feedback.
ISD 279 is well on its way to producing a long-term, consensus-based, vision-driven strategic plan which will serve as the blueprint for change and a framework for decision making for years to come.
Our thanks to the members of the Action Planning Teams:
Robert Alm |
Mark French |
William Miller |
B.J. Anderson |
Allan Grant |
Jim Nelson |
Laurel Anderson |
Pat Gray |
Pat Olson |
Candyce Bartol |
Kay Gregory |
Astein Osei |
Chenelle Boatswain |
Carol Habstritt |
Kelli Parpart |
Juli Bombalier |
Julie Halverson |
Julie Pink |
Tom Brandt |
Becky Hespen |
Cookie Rison-Onaiwu |
Shefali Chahal |
Bill Huff |
Carol Rowan |
Sandra Day |
Greg Hulne |
Gerry Sasse |
Wanda Dean |
Lisa Hunter-Jensen |
Janene Smith |
Shelly Drake |
Adam LeClair |
Karla Traut |
Elsa DuBois |
Lori LeClair |
Wendy Tuominen |
Tammie Epley |
Greg Lucas |
Nicoshia Wynn |
| Kenneth Evans |
Joni Mack |
|
Lisa Finsness |
Hasmita Malone |
Facilitators: |
Carol Fischer |
Gail Maus |
Kate Maguire |
Michael Forsberg |
Rich Melvin |
Mike Looby
|
John Fredericksen |
Sharon Meyerring |
|
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April 12, 2007
Importance of Measurement in the Strategic Planning Process
Begin with the end in mind!
Organizations should have their eyes wide open when they contemplate a decision to go through strategic planning. The process of developing an effective strategic plan takes significant commitment of time and energy. Members of our community and our staff can certainly attest to this fact. They have spent two years preparing for the process and countless hours over the past seven months engaged in the actual process. Planning is exciting, but implementing is difficult. For that reason, we cannot leave to chance whether we will achieve all the wonderful things we have planned for our students. The only way to ensure that we will achieve our mission for students is through developing an effective measurement process.
Measurement is important because it helps us to clearly define the targets and the results we want to see. In effect, this is where we reach agreement on how we will know that we have achieved our results before we even begin to set the strategic plan in motion. Measurement is how we assess our results – these are the “deliverables.”
The Core Planning Team initiated the measurement process by developing a mission statement, core values, strategic objectives and delimiters (see Core Planning Team column). The strategic objectives are measurable statements of a system’s mission. Measuring the strategic objectives will provide clarity and focus as our system implements its strategic plan. Another way to think about the strategic objectives is that they are the “end results.” Through consensus, the Core Planning Team agreed that the following three strategic objectives are what it will take to achieve our mission.
By 2012, all students will –
- articulate, plan for, and progress toward their evolving dreams
- choose to contribute to community in a mutually meaningful way
- demonstrate initiative and persistence to continually learn that which is important to them
Next, the Measurement Team started their work. Their charge was to take the strategic objectives developed by the Core Planning Team and clearly articulate the student behaviors that should be evident when we achieve the mission. The Measurement Team was also charged with developing assessments that will allow the system to measure its progress. This team is composed of 16 individuals reflecting the diversity of our community and our school system. The team includes parents, community members, principals, teachers and support staff.
The measurement team will also describe what a student will be able to do at multiple levels of competence (beginner, developing, proficient, and exemplary). These descriptors are called rubrics. Rubrics are tools that define the essential attributes of a complex behavior and then describe each attribute along a continuum of quality. For example, the mission states that we will “…inspire and prepare all students with the confidence, courage and competence to achieve their dream; contribute to community; and engage in a lifetime of learning.” How do you measure whether a student has achieved his/her dreams? The rubric developed by the measurement team defines it this way: “A student who is able to vividly express or articulate his/her dreams; describe multiple aspects of the dream and how and why the dreams are important to him/her. ”
Making sure that the strategic plan significantly impacts the student is vitally important. That is why it is important that the measurement approach supports student self-assessment and self-reflection which empowers students to manage their own learning.
The measurement team has met several times since the start of the year. The large group met in January for two days to discuss the work ahead of them. A smaller team met afterward to craft the language of the rubrics. The group’s final meetings are set for May 1 and 2. Our thanks to the members of the measurement team for their work and to the leadership of Don Pascoe, Director of Research, Assessment and Accountability. Members of the measurement team are:
| Lorry Day |
Don McClung |
Vicky Swedenburg |
| Lisa Greene |
Temesha McCorkle |
Nathan Swenson |
| James Hill |
Dr. Kevin Munsterteiger |
Christine Voigtlander |
| Elaine Holmes |
Don Pascoe |
Ross Winberg |
| Kate Janka |
Bob Perdaems |
Facilitator: Teresa Arpin |
| Sara Looby-Morris |
Lynn Schulte |
|
We welcome your comments and your questions. Check out our Web site for other stories about the strategic planning process in ISD 279.
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Our Personal Best – The State Tests are Coming
Students in ISD 279 will join students from across Minnesota for an intense month of State mandated testing beginning April 10. The tests include the Minnesota Comprehensive Assessment tests (MCA-II), Basic Skills Test (BST), GRAD Test of Written Composition, and others. These tests are all part of the State accountability system that measures how districts, schools, and students are doing on content outcomes defined by the Minnesota Academic Standards. Test results help school districts make decisions about what and how they teach. In grades 3, 4, 5, 6, 7, and 8, all students are tested in math and reading. Written composition is tested in grades 6 and 9. In grade 10, all students are tested in reading, and in grade 11 all students are tested in math. (Click here to see the test schedule.)
As we continue to keep our eyes squarely on student learning, we must be mindful of creating the best possible conditions for students to fully express what they have learned and to demonstrate the skills they have acquired.
How can we create the best possible conditions for students to do well on these required state tests? On the first day of school, our teachers, leaders, and support staff are building relationships with their students and creating a safe, healthy, and respectful learning environment. In addition, our educators are working collaboratively throughout the year to focus on student learning and achievement by asking these questions:
- What are the essential standards that all students should know and be able to do?
- How do we know if they know them?
- What should we do if they don’t?
- What should we do if they already know them?
To carefully answer these questions, our educators use a variety of assessments, instructional strategies, and enrichment activities.
Now that State tests are right around the corner, our efforts to create a safe and comfortable environment for our students are intensified. Our educators are doing everything within their power to inspire our students to fully express their learning and strive to do their personal best. The relationships that our parents, grandparents, friends, and community members have with our students have an equally profound effect on our students’ attitudes and commitment to showing us what they have learned.
There are other conditions that can influence how well a student will do on the tests. Students who eat breakfast perform better on standardized tests than those who skip breakfast. A nutritious breakfast will improve attention in late morning task performance; students will have fewer errors while engaged in problem solving activities, better concentration, and greater ability to perform complex tasks. Students are also encouraged to bring water to hydrate their brains and a nutritious snack to eat throughout the day. Here are a few additional suggestions for parents from www.TestTakingTips.com that can help create favorable conditions before and during test taking:
- Make sure that your student gets enough sleep the night before.
- Remind your student that the test is important and mark the test date on your calendar.
- Encourage your student to do well without too much pressure.
- Keep a positive attitude about the test.
- Try not to communicate your anxiety about the test to your student.
- Remind your student to listen carefully to the instructions, and to read each test item carefully.
- Encourage your student to stay focused on the test.
All parents, teachers, administrators, support staff, and our entire community play a role in creating these conditions at test time and all throughout the year. We need everyone’s involvement to create this culture of high expectations and support for achieving them. As we approach April 10, I ask you to think about students that you know, and encourage and inspire them to do their personal best on these important State tests.
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February 28, 2007
Strategic Planning – The Development of Core Values
Core values, we all have them, whether we are fully aware of them or not. Core values influence every decision we make and serve as the foundation of a truly successful life. They are the things we care about most deeply. Jim Collins, author of Good to Great and Built to Last: Successful Habits of Visionary Companies, says this about core values: [They are] “the organization’s essential and enduring tenets—a small set of timeless guiding principles that require no external justification; they have intrinsic value and importance to those inside the organization.”
With such importance placed on core values, the 31-member Core Planning team of ISD 279 began the strategic planning process by defining the core values of our district and our community. On the surface, the task of leading 31 people (students, parents, school district employees and community members) to consensus about “what we care about most deeply” seemed a daunting task. First, it began simply with each person sharing his or her personal values. Next the Core Planning team met in five small groups of six people each where the team members worked together to identify three to four common values. These common values were shared with everyone, and then became the six core values listed below. It took four hours to achieve consensus on one of the core values because of its intensity and meaning.
We believe that…
- lifelong learning is essential for the individual and community to thrive;
- everyone has equal intrinsic value;
- trust is essential to sustaining successful relationships and to achieving results;
- better decisions emerge when diverse perspectives are intentionally included in a collaborative process;
- everyone benefits when cultural differences are acknowledged and understood, and individuals are treated respectfully and equitably; and
- everyone can learn more.
With the core values as the foundation for its ongoing work, the Core Planning team developed the district’s mission statement, strategic objectives (goals), strategies (action), and strategy delimiters (things we will not do or stop doing). In fact, the core values serve as the driving force for all the work that must be completed, including designing the best methods to measure our results and developing action plans for the strategies of the plan.
To build support for the implementation of the strategic plan, the principals in our district will be meeting with their staffs between now and the end of May to engage in conversation around two questions:
- Which of the core values best align with your own core values?
- Which core value has significance for our site because we do it well, or because we could do it better?
As a member of our community, I hope you will also answer these questions as you review our core values, substituting “our site” in the second question with “you.” Also, I encourage you to follow this column as we share our ongoing efforts to create a vibrant future through the strategic planning process. Several articles on strategic planning are archived under the Superintendent’s e-Newsletter. As you visit our homepage (www.district279.org) to read the e-Newsletters, I welcome your feedback on the future direction of ISD 279.
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February 5, 2007
Achieving and Sustaining Greatness
As we continue to prepare for implementation of our strategic plan, Lisa Hunter Jensen, our School/Community Relations Director, agreed to share her insight into the value of making and keeping promises.
Our busy lives have created a culture of broken promises—we break promises at work and at home and others break promises to us. Making and keeping promises is critically important to our families. Parents are reminded of this fact whenever they look into the eyes of a child disappointed by a broken promise. Organizations are also affected by the degree to which they effectively make and keep promises. In fact, this one distinction could make the difference between mediocrity and greatness in an organization.
In our journey to greatness, District 279 has been preparing the way for successful implementation of our strategic plan through several workshops. One of the workshops, Achieving and Sustaining Greatness, was developed and facilitated by our consultant, Transformation Systems, Ltd. This training is designed to develop the skills, knowledge and tools that are most needed to increase the capacity of our staff to collaborate and work effectively together. Achieving and Sustaining Greatness is an intensive two-day workshop that prepares staff at all levels to see how everything we do that affects student learning begins with a conversation. Principals make requests of teachers, and teachers make requests of students, all through the medium of conversation. We make offers and receive requests to do things every day as we go about our work. The challenge and the focus of this training is to understand that our choice of words is very important in the conversations we have as we are making promises.
The percentage of our day spent in communication depends of course on the work we do, but for most people, communication is the single most common activity we engage in to get our work done. Language allows us to coordinate action, and through it we are able to make requests of people, make offers and make promises. Achieving and Sustaining Greatness examines the role of the customer and the provider, the specific action in question (the promise), timelines for completion, and the conditions of satisfaction.
As a provider, one needs to understand what the customer wants, or the specific action being requested. This may require some information gathering to gain a thorough picture of what is being requested. Also, an understanding of the conditions of satisfaction is necessary. These are all the things that the customer expects from the provider to be completely satisfied. A poorly made promise is difficult to keep.
Understanding how to manage the promises we make is key to building trusting and meaningful relationships. Since we can’t say “yes” to every request, we have to learn how to distinguish between requests that should be declined and those that should be accepted. Through prioritizing, we have the ability to make the promises that matter the most to us, as defined in our strategic plan; to deliver on those promises; and to refrain from those requests that make the least difference to student achievement.
When we fail to keep a promise, we erode trust and damage relationships. It doesn’t matter if we forgot, or we were abducted by space aliens; the end result of a broken promise is the loss of trust and damage to relationships. If we break a promise, there is still hope of salvaging the relationship. The provider must immediately acknowledge the broken promise, apologize, ask what he or she can do to make amends, and then do it.
This preparatory training began three years ago with District 279 administrative staff and has broadened to include teachers, clerical and other support staff. Planning the future is an exciting process and many organizations do a great job of creating a clear mission and measurable objectives. But when it comes to implementation, many organizations fail and never realize measurable success.
For the last three years, Osseo Area Schools has been working to build the capacity of staff to implement our strategic plan. According to Transformation Systems, Ltd., District 279 is in an excellent position to successfully implement our strategic plan.
Since 1989, Transformation Systems, Ltd. has worked with over 200 school districts, large and small, across the United States and over 20 countries abroad including: France, South Africa, Peru, Mexico, China, Japan, South America, Egypt, Turkey, and Saudi Arabia.
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January 18, 2007
Strategic Planning
For those of you who regularly read this column, the subject of this article will come as no surprise to you. A number of months ago, I shared with you that our district was about to embark on an exciting journey to create a new future through a comprehensive strategic planning process. We have made great progress since that announcement; in fact, we have already developed the framework for our strategic plan. I would like to report the progress that we have made and share with you our next steps.
The strategic planning model of Transformation Systems, Ltd., our consulting firm, has three primary working teams – Core Planning, Measurement, and Action Planning. The Core Planning Team is responsible for developing the mission statement, core values, strategic objectives, strategies, and delimiters. These are the elements of the strategic planning framework. Developing the framework was no small task. It took thirty-one people, sequestered from work, family and friends, three days to get the job done.
The team was a wonderfully diverse representation of students and families we serve. It was comprised of 50% community members, 50% staff and 40% of the committee were people of color. The team members shared the following qualities: they are all respected and credible among their peers; willing to listen to the ideas of others; able to express their points of view; work toward consensus; and contribute to the creation of a long-term vision embedded in the strategic plan for our school system.
For those three days in December, members of the Core Planning Team worked hard at the Gainey Conference Center in Owatonna, Minnesota. They met in small and large groups discussing the elements of the framework until they reached consensus, and agreed to support each element of the framework publicly and privately. The toughest challenge for the team was its discussion on core values. The diversity of the team created an exciting discussion, reflecting a broad array of perspectives that were sometimes in conflict. Issues around race, culture and equality were discussed openly and courageously by the team.
There is still much work to be done. The Core Planning Team has three more meetings scheduled for March 22, June 14, and 15. A sixteen-member Measurement Team, who will develop specific preliminary measurement tools for the strategic objectives of the plan, has two remaining meetings before their work is completed in early May. The 45-member Action Planning Team will research best practice and make recommendations on how to achieve the strategies. They will meet for the first time on January 23 and four more times before May 3.
Please take a moment to review the draft of our Strategic Planning to date on our Web site at www.district279.org. From our homepage, click on the Strategic Plan header under Quick Links.
The following is a draft of our Mission:
Our mission is to inspire and prepare all students
with the confidence, courage and competence
to achieve their dreams;
contribute to community;
and engage in a lifetime of learning.
The Board of Education will be given monthly updates, and the plan in its entirety will be submitted to the Board in June for a recommendation for approval in July. The Core Planning Team members have envisioned the future of District 279 in their work that will influence our students, families and community in new and different ways for many years to come. Please thank the following members for their Commitment to Community. I proudly share their names with you:
| Bill Beckman |
Pat Gray |
Sharon Peters-Harden |
| Maria Boeder |
Dean Henke |
Jon Peterson |
| Curt Boganey |
Willie Jett |
Kim Riesgraf |
| Marian Boyd |
Terry Just |
Cookie Rison-Onaiwu |
| Rojanne Brown |
Ed Kokkila |
Manny Robinson |
| Eugene Dix |
Mike Looby |
Kris Rouleau |
| Elsa DuBois |
Kate Maguire |
Linda Scheid |
| Tammie Epley |
Pang Moua |
Wade Setter |
| Alejandra Estrada |
Lin Myszkowski |
Paul Slack |
| Russ Funk |
Don Pascoe |
Kazoua Vang |
| |
|
|
| |
Facilitator: Dr. Steve Barone |
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December 21 , 2006
Legislative Platform
As the Minnesota Legislature gears up for the 85th session, school districts across the State are grappling with the toughest financial and policy issues in years. Osseo Area Schools and other districts will have an opportunity to share these issues, or platform, with lawmakers after the session begins on January 3.
Our platform was approved unanimously by the School Board on December 19. It focuses on four key issues: taxpayer equity, under funded mandates, funding adequacy, and early childhood initiatives. I’d like to take a moment to share what each of these issues mean to our students and our community.
Taxpayer Equity:
Inadequate education funding from the State forces Osseo Area Schools to seek additional revenue through referendum levies. As a result, local property taxes for education have risen faster than the rate of inflation since 2001. This increasing burden on taxpayers is particularly difficult for districts like ours. We are asking the legislature to shoulder more of burden by increasing the equalizing factor on education-related levies to at least $650,000 – this will help make the taxpayer burden fairer between districts. We also ask the legislature to apply an equalizing factor to all levy programs so that there is greater tax fairness.
Under Funded Mandates:
Under funded mandates refer to programs like Special Education and English Language Learners that are required by the State, but are rarely, if ever, completely funded by the State. It also includes mandates for increased testing, increased reporting, increased services and increased instructional requirements. The formula the State uses to allocate funding to districts for Special Education has not been adjusted in four years, and it does not take into account the cost of inflation. The cost associated with supporting the average Special Education student in 2005-06 was $21,197. In contrast, the combined sources of revenue to support the average Special Education student totaled only $15,858. The State has recently mandated computer-based testing which is estimated to cost $108,000 for the first year, and substantially more in subsequent years. Presently, there is no plan for the State to provide funds to make this possible. In both of these instances and others, local school districts must pay the difference out of their regular General Education Fund.
Funding Adequacy:
In the last two years, schools received a 2.2% increase in the per pupil general education formula. This would have served our needs if the two years before the increase were not flat funding years (zero increase). School districts still need an increase in the general education formula at least to a level that matches the consumer price index to support technology, transportation and capital needs. Like other districts around us, we are asking the State to dramatically increase revenue for the total operating capital program that includes buildings and instructional technology. An increase in transportation funding is needed to support a wide range of transportation services provided by our school system. In addition, a change in policy is needed to lift restrictions on the use of Health and Safety funding. These restrictions have limited our ability to meet the needs of students. A change in policy would give the District greater flexibility in addressing our needs and it would also reduce our overhead.
Early Learning Initiative:
Research supports the premise that high-quality early learning programs reduce the number of students who need Special Education services. A one dollar investment in preparing young students in quality early childhood programs saves $17 in remediation services later. We are asking the legislature to provide funding for optional all-day kindergarten and other early learning initiatives.
I encourage you to join me as we talk with legislators about these issues. You can do this by participating in the Legislative Network. The Legislative Network is a group of parents, staff and community members who communicate with lawmakers during the legislative session, and share real-life stories about how decisions legislators are about to make will affect students in Osseo Area Schools. If you would like to get involved, please come to the Legislative Network Kick-Off on January 3 (see information below). If you have questions about Osseo Area Schools’ Legislative Platform, contact Lisa Hunter Jensen, Director of School/Community Relations at 763-391-7002, or email her at jensenlisah@district279.org.
Legislative Network Kick-Off
Wednesday, January 3, 2007
6:30 – 8:00 p.m.
Educational Service Center Cafeteria
11200 - 93 rd Avenue North
Maple Grove, MN 55369
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December 8 , 2006
Your Osseo School Taxes
On December 5, District 279 held its official Truth and Taxation Hearing for Taxes Payable in 2007. This hearing is required by the State of Minnesota to provide budgetary and levy information to the public. We have a special opportunity to share the highlights of this hearing with you in my e-Newsletter. I asked John Fredericksen, the Assistant Superintendent of Administration to summarize the hearing and share a few insights with you.
I appreciate this additional opportunity to reach out to our community with this information. I’ve worked in various areas of school finance for over 30 years and I’ve learned that our schools benefit so much when the community is informed and knowledgeable. Let’s begin with some background information.
The 1988 Truth and Taxation law requires that counties send out “proposed property tax statements” in November based on preliminary tax levies that are set by all taxing jurisdictions (counties, cities, townships, school districts). The law also requires that most taxing jurisdictions hold a hearing prior to certifying final levies. At these hearings, school districts are required to present information on the budget for the current school year and the proposed property tax levy including the percentage increase over the prior year. Information about the specific purposes and reasons why the taxes are being increased must also be provided, and the District must also provide an opportunity for public comment.
Property taxes are proposed to increase in Osseo Schools by $8,482,439 or 16% from 2006 to 2007. There are three major factors for this increase: valuation increases, enrollment increases, and partial shift of school revenues from state aid to local property taxes. The value of a typical home increased about 9% resulting in a similar overall property tax increase. Roughly 90% of school revenue is based on student enrollment. Enrollment in our District will increase approximately 1% this year. The State, in its effort to balance its budget, has shifted more of the responsibility for school revenues to local district property taxes.
Property taxes tend to fluctuate annually for an array of reasons. Your taxes could change because the market value of your home has changed; the market value of properties in your taxing district has changed; or there was a change in federal and/or state mandates. Approval of a school, city, township, county or special district referendum could also result in a change in your property taxes.
Take another look at your tax statement and ask yourself a few questions. First, are your taxes relatively predictable? If they have increased, is it a predictable amount? Does the tax seem reasonable for the services provided? What are your friends who have similar homes in other districts paying in taxes?
Osseo Area Schools prides itself on being a good steward of the resources it receives to educate students. In fact, we have been the recipient of the Association of School Business Officials (ASBO) International Certificate of Excellence in Financial Reporting for the past 16 years. This award was designed by ASBO to enable school business officials to achieve a high standard of financial reporting. The award, the highest in recognition of school district financial operations offered by ASBO, is only conferred to school systems that have met or exceeded the standards of the program.
Taxpayer equity is a major concern for the school district. What we mean by taxpayer equity is when a taxpayer in one district makes a similar tax effort and produces a similar revenue result as someone in a neighboring school district. Based on our current funding formula, there are major inequities that impact our district. This year, the community and staff are working to address this problem by sharing these concerns with our local legislators. Stay tuned for more information about this important taxation issue. Our next article will address our legislative platform.
Please click on the links below for more deatils, or call me at 763-391-7015.
>> Truth in Taxation Hearing for Taxes Payable in 2007 (Power Point)
>> Explanation of Property Tax Levy Changes and Related Services
>> 14 Reasons Why Property Taxes Vary from Year to Year (PDF)
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November 17 , 2006
Legislative Network: A Call for Your Support
In this installment of my eNewsletter, I’d like to enlist the support of the community in a districtwide effort to communicate the needs of our schools to our state legislators. As you may know, the 85 th legislature will convene in just a few short weeks to begin the process that will lead to important decisions related to health care, transportation, education, and other areas affecting our life here in Minnesota.
If you are wondering how you can make a difference for students, I’d like to encourage you to become a member of the Osseo Area Schools’ Legislative Network. The time commitment is short (just a few months) but the rewards are great. Please take a moment to read the invitation below and plan to attend the upcoming Legislative Network kick-off where you will be joined by Lisa Hunter Jensen, Director of School/Community Relations; John Fredericksen, Assistant Superintendent of Administration; and me, Susan Hintz, Superintendent of Osseo Area Schools.
The 85th legislative session begins on Wednesday, January 3 which means it's time for the members of the District 279 Legislative Network to roll up their sleeves and get going!
What is the role of the Legislative Network?
The role of this volunteer group is to act on behalf of District 279 students by helping to influence decision-making at the State Capitol at critical points during the legislative session. The members carry this out by emailing, calling, or writing legislators in response to a Call for Action issued by the district office during the session. This is a short-term commitment (January through mid-May). However, the potential impact of the Network on school funding decisions can be powerful.
The impact of the Network over the years has been enormous. In 2001, the state legislature passed legislation funding 100% of the base formula with state aid substantially reducing local property taxes. This legislation provided a much needed school property tax reduction for District 279 residents in 2003. Since 2003, changes in state aid formulas have shifted more of the school finance burden to local property taxes. Areas such as Equity, Referendum, Transition, and Health and Safety have seen substantial increases as a result.
So what is my role?
When you join the Legislative Network you link hands with a broad cross-section of our community in an effort to ensure quality education for our kids. Members include parents, business men and women, seniors, even citizens who don’t have students in our schools join the Network because they recognize the importance of keeping our schools strong. Network members bridge the gap between our legislators and information about the needs of our schools. They bring to legislators attention the reality and impact of funding decisions on students in our District. Find out more about your role at the upcoming…
Legislative Network Kick-Off
Wednesday, January 3, 2006 6:30 – 8:00 p.m.
Cafeteria Educational Service Center, 11200 - 93 rd Avenue North, Maple Grove
To RSVP or find out more information, please call 763-391-7004.
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October 30, 2006
Building Relationships: The Foundation of a School Safety Plan
In the wake of the violence that swept across our country in the past few months, I want to thank those of you who have called to ask what can be done to keep our schools safe. My answer is rooted in the belief that we are all responsible for making our schools safe. It begins with you and me, and it requires that we build relationships, one person at a time.
School safety and security is a top priority. District 279 administrators and staff work diligently to ensure that our schools are safe and healthy learning environments. We accomplish this by building positive relationships with students and families, by continually improving curriculum and instruction, and by establishing school crisis prevention, preparedness and response management plans.
Most of us are familiar with the real estate mantra that speaks to property value, “location, location, location.” The same could be said for school safety, only the key word would be, “relationship, relationship, relationship.” Many people think of secured entrances, metal detectors, video surveillance technology, school discipline, and lockdown drills when they think of school safety. While these measures are integral to security, a school SAFETY plan begins well before any of these measures are needed. I believe that building relationships with students is actually the foundation of a school safety plan.
For instance, students who feel valued and respected are more likely to make good decisions regarding adult and peer interactions. Students who feel a positive connection to an adult at school are more likely to report unsafe situations, if and when they do occur. Students who believe that they can succeed are more likely to engage in academics and school-related activities which build character, teach skills, and provide leadership opportunity. Every school in District 279 has processes and programs in place to build positive relationships between and among staff and students. At the elementary level, the Responsive Classroom program and other strategies are used to create a sense of belonging at school. At the junior and senior high level, programs like WEB ( Where Everybody Belongs) and “Link”, are both designed to help students adapt to a new school. Character education initiatives, intercultural diversity programs, school clubs and athletics, peer mediation, and anti-bullying campaigns help students feel safe and respected at school.
Relevant curriculum and effective instruction ensure that students focus on learning.
Students who are engaged in academics and who believe that learning is an important lifelong skill are likely to make good decisions. All District 279 schools provide opportunities for our most eager learners. The EXCEL program at the elementary level, and the High Potential (HP), Advanced Placement (AP), and Autonomous Learner Program (ALP) at the junior high school and high school levels are examples of how we address the needs of advanced learners. In addition, magnet schools like Edgewood Elementary: A Math, Science, and Technology School; Birch Grove Elementary School for the Arts; North View Junior High International Baccalaureate Middle Years Programme Candidate School; and the new International Baccalaureate Diploma Years Program at Park Center High School are examples of how we stay on the cutting edge of offerings for our students. Teachers and administrators also design academic and behavioral intervention programs for all students including those who simply need more time, or need new and different ways of learning.
Finally, emergency planning is vital to the protection of our students and staff. District 279 has in place a comprehensive school crisis management plan based on models provided to public agencies by the Department of Homeland Security, the Department of Education, and the Department of Public Safety. Our plan has four primary objectives: 1) to save lives and avoid injuries; 2) to promote a fast, effective response to emergencies; 3) to safeguard school property and records; and 4) to restore conditions back to normal as promptly as possible. It incorporates all four phases of crisis management including, prevention/mitigation, preparedness, response, and recovery.
Prevention/Mitigation activities are proactive steps to identify potential threats and actions taken to reduce those threats. Examples of prevention/mitigation measures taken by the District include: vulnerability assessments, adapting building design to prevent crime, establishing bullying prevention and peer mediation programs, and establishing threat assessment teams.
Preparedness activities include steps to organize and prepare for a potential crisis. Examples of preparedness measures taken by the District include: establishing crisis response teams; implementing standardized emergency response procedures; conducting training, drills, and emergency exercises; developing communication procedures for students, staff, parents, and the media; building partnerships with emergency response agencies; and reviewing and updating emergency plans.
Response activities include actions to take during a crisis. The District has worked with our local fire, police, and emergency management officials to develop procedures that can be implemented quickly by the principal or administrator to safeguard occupants. Our plan incorporates the Incident Command System organizational structure used by emergency responders to help us coordinate our work together in the event of an emergency.
Recovery activities are the actions taken after the crisis to bring the school or school system back to a sense of normalcy. Our plan establishes procedures for identifying critical needs and coordinating resources to support recovery efforts.
Critical to the safety of our schools is the relationship between parent and child, and between the community and our schools. We all need to hold each other accountable for high expectations and be willing to address inappropriate behavior when we see it.
Finally, I invite the community to find out more about the strategies we use to keep schools safe. Let us know if you would like more information about curriculum and instruction, or if you would like to review our school crisis prevention, preparedness, response, and recovery management plans. We’re always looking for innovative and simple ways to build relationships, one person at a time. If you have ideas, or if you would like to join us in our effort to keep our schools safe, we’d like to hear from you. Please consider subscribing to my electronic newsletter by email to LISTSERV@LISTSERV.DISTRICT279.ORG and, in the text of your message (not the subject line), type: SUBSCRIBE COMMUNITY. Or, you may email me at supt@district279.org .
As our entire community commits to ensuring safe and respectful schools, the possibilities for student achievement are limitless.
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October 12 , 2006
An Ageless Commitment to Community
I marvel at the giving spirit of this community. Every day, men and women give their time and energy by volunteering in our schools, while others contribute gifts of money and materials. Now imagine a group of retirees who have not stopped giving from the heart. That’s exactly what the members of the Osseo Area Retired Educators (OARE) are all about.
Recently I had an opportunity to speak with an OARE member and was delighted that he shared some of the organization’s history with me. Ken Samudio, a former English teacher at Osseo Junior High, retired from the District in 2003 after 32 years of service. He shared that OARE was established 21 years ago when Rod Felber, former Fair Oaks principal, and Zyrle Roser, former Orchard Lane principal and human resource director, assembled a group of 30 retired educators for a meeting at the Educational Service Center.
Since then, OARE has been providing civic, social, and economic support to its 300 retired instructional and support staff who worked in all areas of education. OARE activities provide companionship for its members, and help them stay active. Trips to the History Theater, boat rides along the Mississippi, or an afternoon tour of New Prague are just some of the many activities planned for members.
In addition, the organization also has a strong service component that provides volunteer services to District 279 schools. For the past 21 years, members of OARE have been available whenever the District needed volunteering for the good of our students. Members volunteer in many different ways including helping out in school offices, assisting with school supply drives, tutoring students at our Adult Education Center, and supporting events at school buildings.
Every December, OARE hosts a holiday staff breakfast. The money that comes from this fundraiser provides scholarships for District 279 students. Last year, three scholarships were awarded. Zyrle still cooks the Belgian waffles for the breakfast, and other members set-up and serve. What a wonderful opportunity to catch-up with friends and enjoy a hardy breakfast.
This year, for the first time, the community is invited to attend the breakfast that will be held on Friday, December 1st, at the Osseo Senior High cafeteria ( 317 - 2 nd Avenue NW, Osseo) from 6 – 9 a.m. The reservation deadline is November 21, and the cost of a ticket is an affordable $7.
If you are unable to attend the breakfast, you may still donate to the scholarship fund! Make your check payable to OARE and send it to Carol Larson, District 279 DLTL, 11200 - 93 rd Avenue North, Maple Grove, MN 55369.
I hope you’ll put this worthy event on your calendar today. This breakfast allows us to provide yet another opportunity to demonstrate our Commitment to Community and provides support for our students as they continue their education.
I can’t wait to see you there!
Our thanks to Patience Gall, member of OARE and former Osseo School Board member for providing historical information for this article.
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October 02 , 2006
 Creating Our Future Together
When I hear people say that they want to be part of something bigger than just themselves, I always think about how lucky I am to do just that as your superintendent. There is no better example of a bigger than life experience than the strategic planning process our District is beginning this year.
Strategic planning is a process where organizations define their core values (what they believe in deeply); declare their core purpose (mission); and design the means to achieve that purpose. John Schaar, professor Emeritus of Political Philosophy at the University of California had this to say about creating your future: “The future is not a result of choices among alternative paths offered by the present, but a place that is created. The future is not some place we are going to, but one we are creating.”
Our District began preparations for a comprehensive strategic planning process nearly two years ago. Over 300 staff members have been trained in building trust, making and keeping rigorous promises, and designing and facilitating effective meetings—all for the purpose of getting the work done well. Implementing our strategic plan will result in transformational change in our District, not just improvement.
A broad look at our District reveals that we are doing very well. Our overall data show that our students are achieving; however, when we look more closely and breakdown the data, we find that a segment of our students is underachieving. Our state and national data reveal the same reality: Black students (African American, Liberian, and Somali) across the state and country are not achieving at the same level as other students.
As an organization, Osseo Areas Schools is a good school district; in fact we are designed perfectly to get the results we are getting. Our mission, however, is to ensure that ALL STUDENTS in our District are achieving. To reach this goal, we have to go beyond just making improvements and doing things the way we always have. We must create a plan for the future that guarantees that ALL STUDENTS achieve. We cannot do it alone. We need the entire community to agree and to help us make it happen.
Strategic planning models come in all shapes and sizes. The process we selected has four stages: preparation of the organization and community; planning the change; implementing the plan; and monitoring and adjusting the plan.
This strategic planning model is community-driven which means that we are seeking input from all stakeholders in our District. To that end, I am hosting three Community Cafés this fall. The first Community Café held at Park Center High School on September 13th was incredibly successful. The next two Community Cafés will be held Thursday, October 26 at Osseo Senior High, and on Wednesday, November 1 at Maple Grove Senior High. Both events will be held from 6:30 p.m. to 9:00 p.m.
Visitors at our Parade of Schools tours that are being held on October 3rd and 5th will complete a survey at the end of the tour. This feedback will be used to inform the strategic planning process. All staff and all subscribers to our Listserv will also have an opportunity to provide input on a short electronic survey.
Please consider registering for the Listserv on our Web site at www.district279.org. Your e-mail address will be added to our list, and you will receive my eNewsletter to keep you informed throughout the year.
Great schools don’t just happen. Behind every successful organization is a carefully planned and aggressively implemented strategic plan. We’ve been preparing for months, and now we need your help. Register today to receive my eNewsletter, and plan to attend one of the upcoming Community Cafés.
I look forward to meeting you, getting to know you, and hearing your interests and ideas!
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September 15, 2006
Communication and Collaboration In Action
Previously, I explained that Commitment to Community means creating a sense of belonging and engaging everyone to collaborate around high achievement for all students. Commitment to Community also embodies the belief that everyone is committed to educating our children because we cannot do it alone. This commitment begins with all District employees and extends to parents, residents, businesses, civic groups, and faith-based groups.
I’d like to share examples of Commitment to Community.
Our Back-to-School Kick-off Celebration on August 28 was a resounding success. Our goal was to prepare the hearts and minds of our staff for the return of our students. The event created an atmosphere of excitement and ambitious possibilities that still lingers today. Through song and dance, the international singing group Up with People helped us reflect on the wonderful diversity of our students, and motivational speaker, Keith Harrell, showed us how to be successful in our daily lives by adopting a positive attitude.
This event was made possible by a phenomenal commitment from our community. Church of the Open Door furnished its facility at no charge and provided coffee for all 2,300 guests! There were fifteen sponsors of this day-long event who wanted to be part of making this Back-to-School event the best ever. We sincerely thank the following organizations and businesses for their financial contribution and Commitment to Community: ATS&R, Inc.; Education Minnesota-Osseo; Golden Valley Management; Hewlett-Packard Company; Holt, Rinehart and Winston; JH Food Concepts; Knutson, Flynn and Deans, P.A.; Laidlaw Transit; Metropolitan Transportation Network; Meyer Brothers Dairy; Morrison & Associates; Movin’ On, Inc.; Swift Print; Wachovia; and Palmer & Cay.
But how do we keep this momentum in high gear throughout the year? We must commit to communicate and collaborate in very intentional ways.
Here’s an example that demonstrates Commitment to Community and collaboration. On September 13, at Park Center Senior High School 100 people participated in our first Community Café – a conversation about our future. One third of the participants was parents and community members; one third of the participants was staff; and one third was students! Picture a setting that is reminiscent of an outside café — checkered tablecloths, battery-powered candles, piano music, light refreshments catered by students, and student artists sketching scenes of the event. Participants discussed critical questions whose answers will inform our strategic planning process. The kind of comments that we heard from our community members and students were, “I feel heard”; “I feel like my opinion matters”; “I’m very excited about the future for our kids.”
Although we invited every family in our eight communities, most of those who accepted were from the Park Center community; therefore, we are considering a Community Café at Osseo Senior High School and Maple Grove Senior High in order to make it convenient for all to participate.
Another opportunity to commit to our community is our Parade of Schools on October 3 and 5.
Parade of Schools is expressly planned for members of our community—those with students in our schools and those without. The event is our way of saying, “thank you” for the many ways that you support our schools and specifically for the passage of the May 2000 bond referendum that provided $139 million to improve our school facilities.
The District was in a perpetual state of construction until February 2006 when the last nail was struck bringing to a close an exciting time of renewal. In celebration of these improvements, we invite the public to visit District 279 schools on October 3 and 5. When you come, you’ll see our students and staff engaged in meaningful ways.
Watch for the Parade of Schools magazine in your mail. It will list details about the tour times and our updated facilities. Show us your commitment to the students and our community by participating in this and other events this year.
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August 17, 2006
We are Ready for Your Children!
Here’s a message parents will be happy to hear: we are ready for your children! Hopefully, the whole community has started counting down and getting ready for the first day of school. Our kids may be counting down because they are missing their friends. Parents may be counting down because summer activities are waning, but more than likely, parents know that one of the best places their kids can be is school, where daily they are challenged academically in a safe and respectful environment.
All of us teachers are excited to see the students return. We’ve been getting ready since the day our students left in June. Since then, hundreds of teachers and administrators have been attending trainings; writing and developing curriculum; attending university classes; and preparing classrooms for our students.
From August 28-31, our teachers and administrators will work collaboratively to prepare for student learning that is focused on results, beginning with our back-to-school kickoff, Commitment to CommunityCelebration, on August 28. The remaining three and a half days, teachers and administrators will be analyzing student data, setting goals, revising behavior and academic expectations, and preparing classrooms. A number of ice cream socials and other welcoming events are planned at our schools in an effort to ensure a great first day for our students.
All of our staff, from educational support specialists, bus drivers, and custodians, to food service providers, Educational Service Center staff, and all the rest play a major role in students’ learning; and they have been preparing for our students, too. The custodians have cleaned and painted; maintenance crews have fixed lockers and made repairs; secretaries are preparing welcome packets and class lists; resource and business managers are distributing materials and supplies; food service providers are planning menus and ordering food; and our transportation department and company are creating routes and training drivers.
We are ready for your children!
Our new Enrollment Center is helping our students get ready. Families are receiving assistance in navigating the system, including language translation, student placement, and professional counseling assistance.
In fact, we are going to devote this year to studying all the ways that our system can collaborate to improve student learning. This will help us move from all of our good intentions to results.
As we look beyond the first day to the rest of the year and the future, we need you. We need parents and we need the entire community. Please plan to join us for the first Osseo Area Schools’ Community Café which will be held on September 13 from 6:30 to 9:00 P.M. at Park Center Senior High located at 7300 Brooklyn Blvd., in Brooklyn Park. Please call 763-391-8639 and reserve a place today.
Expect food and fellowship in an informal, small group setting for the purpose of discussing the following questions:
- What would we like all the students to thank us for when we (District 279) have completed our work with them?
- If District 279’s goal is to have ALL students succeed in achieving its high standards, in what specific ways would the school district need to change its practices?
- What characteristics or qualities of Osseo Area Schools would you not want to lose no matter what changes the school system needed to make to achieve its high standards?
- What are the greatest untapped resources among our staff and within our community that will be needed to assure that all students achieve our high standards?
Your ideas will be shared with our strategic planning team, giving you a voice for creating the future of Osseo Area Schools.
While we are getting ready to chart our future, we are ready for your students now. Let’s get started!
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July 12, 2006
Building a Sense of Belonging
It is our mission to make certain that all our students achieve. To be successful in that endeavor, we need to engage the entire community in meaningful ways. Our Commitment to Community will help us do that.
Our Commitment to Community is more than just a place, a specific city, or a neighborhood. It’s about our ability to create environments and conditions that make all people feel they belong. In the Osseo Area Schools, building community or a sense of belonging begins with the teacher who creates a classroom where every student feels valued, respected, and appreciated. The principal has a responsibility to create that same sense of community in the entire school. The superintendent should create that sense of community for the School Board, at the district administrative office, with the 31 school sites, with parents, civic and faith-based groups, as well as with residents who have no students in our schools. Commitment to Community is really about building meaningful relationships. As superintendent, I am committed to creating these kinds of trusting environments for our students, our staff, and for our public.
One of the most important ways that we can earn your trust is to listen. To that end, we will host a variety of “Community Conversations” throughout the year. To stay informed about these events, consider signing up for the superintendent’s listserv which will begin in August. Register for the listserv at LISTSERV@LISTSERV.DISTRICT279.ORG and, in the text/body of your message (not the subject line), write: SUBSCRIBE COMMUNITY
Keep an eye on this column in the coming weeks. In it, we will share some of the most exciting opportunities on the horizon that will help us build those relationships. If you decide to get involved, you’ll have the chance to test our Commitment to Community. Here’s a sneak preview of what’s hot this fall:
- At the regular School Board meeting on July 17, the task force for improving customer service presented information regarding a customer service audit that was conducted this spring. Our dedicated staff is extremely service oriented and will use this data to become even better.
- On August 28, all teachers and administrators will be invited to a back-to-school celebration to launch our Commitment to Community campaign. Support staff and various community groups will be invited to attend the same celebration in the afternoon. We are excited to feature a performance by Up with People and motivational speaker, Mr. Keith Harrell.
- The Parade of Schools is something you won’t want to miss. Join us on October 3 and 5 when our entire community will have an opportunity to tour all the facilities in our District to witness the many improvements in our schools that were made possible by the May 2000 bond referendum. It is our way of saying “thank you.”
These activities and others will help inform our comprehensive strategic planning process this fall. The final plan, |
