Thanks to everyone who came to congratulate me on winning the 200th game at Bancroft-Rosalie School. Obviously, you don't win without talented players and good assistance coaches. I appreciate former coaches Brent Gatzemeyer and Tim Slaughter coming to the game. Brent was an assist for 38 of the wins and Tim assisted with the first State Championship team in 1985 and the runner-up team in 1986. In those days, coaches didn't trade film. We had to jump in a car and drive to Ansley when we wanted to scout them.
Also thanks to writer Steve Smith for coming to the game. Being mentioned in his book (only as "the B-R football coach", not by name)made it fun reading for me.
A special thanks to Richard Mohl and Clark Petersen for the special effects at the game and in my front yard. I might leave that up for a few days.
Friday, October 30, 2009
B-R vs. Pawnee City game time 1:30 pm
Next Wednesday's play-off game will be played at 1:30 pm at the request of the Pawnee City Superintendent. If the visiting team travels over 125 miles they have control of the game time.
Thursday, October 29, 2009
Sub-district volleyball pairings released
Sub-district volleyball will start Monday November 2 at Wayne High School.
5:30 PM #4 Ponca (8-14) vs. #5 Winnebago (8-14)
6:30 PM #2 Homer (16-10) vs. #3 Wakefield (13-16)
7:30 PM #1 Bancrft-Rosalie (18-8) vs. Ponca-Winnebago winner
Tuesday November 3
7:00 PM Sub-district championship game
Retaining youth in small towns
Jon Bailey forwarded me information on a recent study that looked at the dilemma rural youth face at graduation. Do they remain as adults in rural communities where they may sacrifice educational or economic opportunities, or leave for expanded options in urban areas?
The authors of the study interviewed 300 former students of a small rural community in Iowa (the community is not revealed). They found that most youth fit into one of four categories- Achievers, Stayers, Seekers, and Returners.
The Achievers are the students that are successful in high school. These students are “enthusiastically encouraged by parents and teachers to focus on their high school studies, pursue higher education, and seek careers outside of town.” The Stayers typically skip college and remain in the hometown area to marry, have children, and work at mainly service or factory jobs. The Seekers tend to skip higher education and turn to the military as a way out of the community, seeking greener grass elsewhere.
The Returners fall into two categories. “First are the High-Flyers, Achievers who, for a variety of personal and economic reasons, return to rural communities. Boomerangs, who were originally eager to explore the world, ultimately were disappointed enough to return.”
The study offers some suggestions for how rural places might do a better job of retaining their youth. They note the “irony of investing heavily in youth who are destined to leave rural communities for opportunities elsewhere.” The authors encourage school boards, teachers, and others to “turn their attention to Stayers and Boomerangs, those who will remain in rural places and will be most interested in their viability.” The authors recommend “stronger relationships between local high schools and community colleges and the establishment of career academy, dual credit or transition programs for potential Stayers and Boomerangs.” This may also include efforts to link curriculum and instruction to local community needs, including economic development. Not an easy thing to do.
Bancroft-Rosalie School has been working closely with Northeast Community College on exactly what the study suggests- career academies and dual credit opportunities. We need to encourage the Stayers to attend college and learn skills that they can bring back to utilize in the community. Possibly, to start their own business.
The study is published in the book, Hollowing Out the Middle: The Rural Brain Drain and What It Means For America.
The authors of the study interviewed 300 former students of a small rural community in Iowa (the community is not revealed). They found that most youth fit into one of four categories- Achievers, Stayers, Seekers, and Returners.
The Achievers are the students that are successful in high school. These students are “enthusiastically encouraged by parents and teachers to focus on their high school studies, pursue higher education, and seek careers outside of town.” The Stayers typically skip college and remain in the hometown area to marry, have children, and work at mainly service or factory jobs. The Seekers tend to skip higher education and turn to the military as a way out of the community, seeking greener grass elsewhere.
The Returners fall into two categories. “First are the High-Flyers, Achievers who, for a variety of personal and economic reasons, return to rural communities. Boomerangs, who were originally eager to explore the world, ultimately were disappointed enough to return.”
The study offers some suggestions for how rural places might do a better job of retaining their youth. They note the “irony of investing heavily in youth who are destined to leave rural communities for opportunities elsewhere.” The authors encourage school boards, teachers, and others to “turn their attention to Stayers and Boomerangs, those who will remain in rural places and will be most interested in their viability.” The authors recommend “stronger relationships between local high schools and community colleges and the establishment of career academy, dual credit or transition programs for potential Stayers and Boomerangs.” This may also include efforts to link curriculum and instruction to local community needs, including economic development. Not an easy thing to do.
Bancroft-Rosalie School has been working closely with Northeast Community College on exactly what the study suggests- career academies and dual credit opportunities. We need to encourage the Stayers to attend college and learn skills that they can bring back to utilize in the community. Possibly, to start their own business.
The study is published in the book, Hollowing Out the Middle: The Rural Brain Drain and What It Means For America.
Wednesday, October 28, 2009
Volleyball team advances to Conference Championship game
It is a busy sports week at B-R. Last night the girls won a five set thriller over Winside to advance to the conference championship game this Friday night. B-R will play Wynot at 7:00 pm in Wausa. Wynot won in five sets over Homer.
With rain forecast for Thursday, it will be too wet to harvest so park the combine in the shed and head to Wausa Friday night to support the girls.
Tuesday, October 27, 2009
Football Play-off shirts are in
The football play-off shirts are for sale in the school office. Prices are:
T-shirt $10
Long Sleeve T $15
Crew neck Sweatshirt $20
Hoodies $25
Complete roster on the back.
Limited supplies in some sizes. Get them before they are gone. A second order may be placed depending on sales.
Monday, October 26, 2009
Football game time set for 7:00 pm Thursday
Bancroft-Rosalie will host Omaha Christian Academy this Thursday night. Game time will be at 7:00 pm. Omaha Christian has a record of 6-2. Common opponents for B-R and OCA are Lyons-Decatur and Winnebago. OCA defeated Winnebago 53-14 in the seoncd week of the season and beat Lyons-Decatur 36-6 in week 3.
Saturday, October 24, 2009
Updated play-off projection
After a few upsets last night, this is how I see the bracket shaping up. The 32 teams I had making the D-1 play-off's agree with the Lincoln Journal teams that were released shortly after midnight.
East
#1 Johnson-Brock vs #16 Clarkson
#8 Shelby vs. #9 Freeman
#4 Bancroft-Rosalie vs. #13 Omaha Christian Academy
#5 Pawnee City vs. #12 Humphrey
#2 Howells vs. #15 Hartington
#7 Osmond vs. #10 Meridian
#3 Exeter-Milligan vs. #14 Newman Grove
#6 Winside vs. #11 Emerson-Hubbard
The actual bracket will be released by the NSAA Saturday morning. There were some teams with identical power points, so a tie-breaker will be used. I think I got the tie-breakers right.
East
#1 Johnson-Brock vs #16 Clarkson
#8 Shelby vs. #9 Freeman
#4 Bancroft-Rosalie vs. #13 Omaha Christian Academy
#5 Pawnee City vs. #12 Humphrey
#2 Howells vs. #15 Hartington
#7 Osmond vs. #10 Meridian
#3 Exeter-Milligan vs. #14 Newman Grove
#6 Winside vs. #11 Emerson-Hubbard
The actual bracket will be released by the NSAA Saturday morning. There were some teams with identical power points, so a tie-breaker will be used. I think I got the tie-breakers right.
Friday, October 23, 2009
Latest play-off projections
Those B-R that have been following the class D-1 football play-off picture were pleased to see Pawnee City upset Exeter-Milligan last night. That win will cause a shuffle in the top of the East play-off bracket. The probable seedings in the East will be
#1 Giltner (assuming they win tonight against undefeated Silver Lake)
#2 Johnson-Brock
#3 Howells (assuming Winside wins tonight)
#4 Exeter-Milligan (341 power points)
#5 Bancroft-Rosalie assuming B-R takes care of business tonight(340 power points, 345 if Concordia wins tonight)
#6 Pawnee City (339 power points)
If this scenario plays out, that makes a re-match with Howells unlikely until the semi-finals.
Possible first round opponents could be Deshler, Freeman, Emerson-Hubbard, Meridian, Clearwater-Orchard, or Humphrey.
#1 Giltner (assuming they win tonight against undefeated Silver Lake)
#2 Johnson-Brock
#3 Howells (assuming Winside wins tonight)
#4 Exeter-Milligan (341 power points)
#5 Bancroft-Rosalie assuming B-R takes care of business tonight(340 power points, 345 if Concordia wins tonight)
#6 Pawnee City (339 power points)
If this scenario plays out, that makes a re-match with Howells unlikely until the semi-finals.
Possible first round opponents could be Deshler, Freeman, Emerson-Hubbard, Meridian, Clearwater-Orchard, or Humphrey.
Wednesday, October 21, 2009
Personal Learning Plans
The eighth grade students just completed their Personal Learning Plans as part of Life Skills class with Mrs. Ras. A personal learning plan serves as a roadmap to a student’s high school coursework. The plan is developed based on the student’s skills and interests. It identifies the specific courses a student needs in order to reach his or her academic and career goals. The PLP can be changed as students career interests change.
In developing a Personal Learning Plan, the students completed career interest inventories and utilized the Nebraska Career Connections Website. It is the goal of Bancroft-Rosalie School for all high school students to have a PLP.
Eighth grade parents- ask your students to show you their plan. We want parents involved in helping their students make academic and career decisions.
In developing a Personal Learning Plan, the students completed career interest inventories and utilized the Nebraska Career Connections Website. It is the goal of Bancroft-Rosalie School for all high school students to have a PLP.
Eighth grade parents- ask your students to show you their plan. We want parents involved in helping their students make academic and career decisions.
Tuesday, October 20, 2009
Complaint Procedures for Athletics
The following complaint procedure was presented to the school board at the October school board meeting. It will be in the upcoming school newsletter.
Complaint Procedure for Coaches
1. All complaints must be put in writing and given to the Athletic Director. (Complaints will be kept on file and a copy will be given to the Coach)
2. Coaches will not talk with disgruntled parents after a game. If a meeting is requested it will be held with the parent, the coach, and the Athletic Director present.
3. The following is a list of items that Coaches decide and are not open for discussion with parents:
-Playing Time
-Strategies
-Roster Moves (such as Starters and who suits up for Varsity)
-Other players
4. Anyone who violates these procedures will be subject to suspension from some of all Home Athletic Contests.
Complaint Procedure for Coaches
1. All complaints must be put in writing and given to the Athletic Director. (Complaints will be kept on file and a copy will be given to the Coach)
2. Coaches will not talk with disgruntled parents after a game. If a meeting is requested it will be held with the parent, the coach, and the Athletic Director present.
3. The following is a list of items that Coaches decide and are not open for discussion with parents:
-Playing Time
-Strategies
-Roster Moves (such as Starters and who suits up for Varsity)
-Other players
4. Anyone who violates these procedures will be subject to suspension from some of all Home Athletic Contests.
School Complaint Policy
In light of recent events, I feel it is time to remind parents and community members of Board Policy 0625.1 Complaints
The board encourages its members and all persons who are employees or students within the school and citizens within the community to observe the following procedures when complaints are heard concerning school personnel, procedures, instructional materials, or other issues related to the operation of the school:
1. Listen to the information presented by the person voicing a complaint.
2. Determine whether or not the complaint has been made to the appropriate employee of the school.
3. If the complaint has not been made to the appropriate employee of the school, assist the complainant in the process of contacting and informing the appropriate school employee.
Complaints may be discussed informally with designated employees. If an issue is not explained or resolved, the following procedures will be followed:
1. Complaints about personnel, procedures, or instructional materials and other issues arising within the context of a specific building shall be referred to the principal; all other complaints shall be referred to the superintendent.
2. Persons making complaints may be asked to state, in writing (a) the specific complaint, the reasons for the complaint, and the action or solution to the complaint which they are either seeking or would recommend and to sign (b) the written statement of the complaint, its reasons, and the recommended or requested solution.
3. When a written complaint is received by an administrator, a written response will be prepared within three (3) work days after the complaint is received.
4. If the person who filed the complaint is not satisfied with the response made to the complaint, the decision may be appealed. Appeals should be directed to the superintendent when the original complaint was filed with a principal, or to the board when the original complaint was filed with the superintendent.
5. The refiling of a complaint (an appeal of a decision) should occur within one week (7 calendar days) after the written response to a complaint has been received.
6. Complaints about the superintendent should be referred to the president of the board of education. If the complainant is not satisfied with the explanation or decision of the president of the board of education, the written complaint shall be heard at the next regular meeting of the board of education or at such other time as designated by the board.
First Approval June 11, 1984 Final Approval July 9, 1984
The board encourages its members and all persons who are employees or students within the school and citizens within the community to observe the following procedures when complaints are heard concerning school personnel, procedures, instructional materials, or other issues related to the operation of the school:
1. Listen to the information presented by the person voicing a complaint.
2. Determine whether or not the complaint has been made to the appropriate employee of the school.
3. If the complaint has not been made to the appropriate employee of the school, assist the complainant in the process of contacting and informing the appropriate school employee.
Complaints may be discussed informally with designated employees. If an issue is not explained or resolved, the following procedures will be followed:
1. Complaints about personnel, procedures, or instructional materials and other issues arising within the context of a specific building shall be referred to the principal; all other complaints shall be referred to the superintendent.
2. Persons making complaints may be asked to state, in writing (a) the specific complaint, the reasons for the complaint, and the action or solution to the complaint which they are either seeking or would recommend and to sign (b) the written statement of the complaint, its reasons, and the recommended or requested solution.
3. When a written complaint is received by an administrator, a written response will be prepared within three (3) work days after the complaint is received.
4. If the person who filed the complaint is not satisfied with the response made to the complaint, the decision may be appealed. Appeals should be directed to the superintendent when the original complaint was filed with a principal, or to the board when the original complaint was filed with the superintendent.
5. The refiling of a complaint (an appeal of a decision) should occur within one week (7 calendar days) after the written response to a complaint has been received.
6. Complaints about the superintendent should be referred to the president of the board of education. If the complainant is not satisfied with the explanation or decision of the president of the board of education, the written complaint shall be heard at the next regular meeting of the board of education or at such other time as designated by the board.
First Approval June 11, 1984 Final Approval July 9, 1984
Monday, October 19, 2009
Nebraska considering raising graduation requirements
The Nebraska Department of Education is considering increasing their graduation requirements. The new requirements would be- 4 years of English, 3 years of science, 3 years of social studies, and 3 years of math. One year of math must be taken their senior year. It sounds like these requirements will be put in place next year.
Bancroft-Rosalie School currently requires all of these except the requirement that math be taken during the senior year. My initial thought is to require students to take a math class each year they are in high school. It doesn't make sense to skip a year sometime in the sophomore or junior year and then pick it up again. We currently require students to take 4 english, 4 social studies, 3 science and 3 math.
Bancroft-Rosalie School currently requires all of these except the requirement that math be taken during the senior year. My initial thought is to require students to take a math class each year they are in high school. It doesn't make sense to skip a year sometime in the sophomore or junior year and then pick it up again. We currently require students to take 4 english, 4 social studies, 3 science and 3 math.
Friday, October 16, 2009
Conference Volleyball tournament pairings released
We host the first round Monday, October 26 and play Walthill at 5:00 PM.
Ponca and Newcastle play the second game and in game 3 we play the winner of game 2. Games 2 and 3 are 20 minutes after the end of the previous game.
Some flu at B-R
There are been several elementary students with flu-like symptoms. So far, there have been no confirmed cases of H1N1 influenza, although one parent was told by their PA that their child probably had H1N1. Several parents and teachers have expressed concern.
I am attaching a letter that we are sending home with elementary students today, and it will be posted on the school website, ptoviding information about what to do to prevent the spread of influenza.
Dear Parents,
We are writing to inform you that there have been several cases of influenza in the Bancroft-Rosalie elementary school. So far there has been no confirmed case of H1N1 influenza within the school, but many physicians are treating flu-like symptoms as possible, or probable, H1N1 influenza. This letter will give you information about the situation and will help to answer any questions that you may have in regards to this.
According to the U.S. Centers for Disease Control and Prevention (CDC) recommendations, students who are not ill can safely come to school. We will keep you updated with any important information.
It is of utmost importance that we all do our parts to keep the flu from spreading to more people...we ask you to keep sick children home. Children can safely return to school after being ill if they have a fever less than 100°F without the use of fever reducing medications for at least 24 hours. Any children who are sent to school sick, or who become ill during the school day, will be sent home immediately.
In consultation with Elkhorn Logan Valley Public Health Department, there are ways that you can protect yourself and your family against H1N1 flu. Some of these ways include:
- Keep children who are sick at home. Don’t send them to school.
- Teach your children to wash hands a lot with soap and water for 20 seconds. Be sure to set a good example by doing this yourself.
- Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow. Be sure to set a good example by doing this yourself.
- People who are sick should stay home from work or school and stay away from other people until they are better (symptom-free, including fever-free, for 24 hours without fever-reducing medication).
You can get more information from Elkhorn Logan Valley Public Health Department online at www.elvphd.org or call 1-402-529-2233 or toll free at 1-877-379-4400.
Recommendations may change as we move forward. In the event that there are recommended changes, further communication with parents can be expected.
Sincerely,
Dr. Jon Cerny, Superintenden
I am attaching a letter that we are sending home with elementary students today, and it will be posted on the school website, ptoviding information about what to do to prevent the spread of influenza.
Dear Parents,
We are writing to inform you that there have been several cases of influenza in the Bancroft-Rosalie elementary school. So far there has been no confirmed case of H1N1 influenza within the school, but many physicians are treating flu-like symptoms as possible, or probable, H1N1 influenza. This letter will give you information about the situation and will help to answer any questions that you may have in regards to this.
According to the U.S. Centers for Disease Control and Prevention (CDC) recommendations, students who are not ill can safely come to school. We will keep you updated with any important information.
It is of utmost importance that we all do our parts to keep the flu from spreading to more people...we ask you to keep sick children home. Children can safely return to school after being ill if they have a fever less than 100°F without the use of fever reducing medications for at least 24 hours. Any children who are sent to school sick, or who become ill during the school day, will be sent home immediately.
In consultation with Elkhorn Logan Valley Public Health Department, there are ways that you can protect yourself and your family against H1N1 flu. Some of these ways include:
- Keep children who are sick at home. Don’t send them to school.
- Teach your children to wash hands a lot with soap and water for 20 seconds. Be sure to set a good example by doing this yourself.
- Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow. Be sure to set a good example by doing this yourself.
- People who are sick should stay home from work or school and stay away from other people until they are better (symptom-free, including fever-free, for 24 hours without fever-reducing medication).
You can get more information from Elkhorn Logan Valley Public Health Department online at www.elvphd.org or call 1-402-529-2233 or toll free at 1-877-379-4400.
Recommendations may change as we move forward. In the event that there are recommended changes, further communication with parents can be expected.
Sincerely,
Dr. Jon Cerny, Superintenden
Mrs. Heftie retires
The Bancroft-Rosalie School staff held a retirement party this morning for Karen Heftie. Mrs. Heftie has taught at B-R for 20 years, teaching elementary music as well as just about every junior high subject (science, social studies, english, reading). With her permission, I am posting her letter to the school board and administration.
"At this time I want to say "Thank You", for letting me work with the young people in your communities and having confidence in me to make a difference in their lives.
This began my 20th year at B-R, and I remember how excited and filled with enthusiasm I was when I parked north of the Rosalie gym, carried my bag of music supplies and went up to the third floor in my first year here. I am still filled with excitement every time my key opens the door and I walk down the quiet hallways in the morning.
At this time I wish the utmost success and continued educational progress for Bancroft-Rosalie Community School.
Respectfully submitted,
Karen Heftie."
Mrs. Heftie has been a dedicated teacher at B-R, always willing to do whatever she was asked to. I am sure many B-R alumni carry with them fond memories of her. Good luck in retirement, Mrs. Heftie. Now you have more time spend with those grandkids.
Mr. Jordan will be teaching elementary music for the rest of the year.
Thursday, October 15, 2009
What happens in a 120 minute Kindergarten Reading period
There have been questions raised about the amount of time kindergarten students are scheduled for reading and language instruction. Bancroft-Rosalie kindergarten students are scheduled for 120 minutes of uninterrupted reading and language instruction. Parents of two kindergarten students spoke to the school board last Monday expressing concerns about this schedule.
School board members said that from what the parents told them, they believed that the students are required to sit straight in a chair with their feet on the floor for the entire two hours without any opportunity to move or interact with others and that this has led to students not liking school. I have looked in on the classroom on several occasions and had never personally seen anything like this happening. To be on the safe side, I spent Tuesday morning in the kindergarten room for the entire reading block. I brought along my stopwatch and timed each of the three reading groups. I have become skilled at the use of a stopwatch after years of timing forty yard dashes, although some athlete’s claim that their 5.1 time is really is a 4.9, but I believe my results to be accurate.
I found the kindergarten class to be just as I expected. The classroom was filled with students actively engaged in learning. Mrs. Slaughter did an excellent job teaching reading skills, Mrs. Headlee and Mrs. Polenske (Mrs. Knuppel was gone that day) worked with the students on language skills, and students were taught using a variety of instructional techniques. Students moved from chairs to tables and from group to group smoothly. Students were focused and attentive, some needed an occasional reminder. They looked happy and eager for me to see what they could do. One girl gave hugs to each para at the end of the lesson. Each group demonstrated good behavior, so they received a treat before they moved to the next instructor.
The students were divided into three groups based on their current reading/language skills. Mrs. Slaughter had each group for 35 minutes of reading instruction. The first group spent 17 minutes in chairs receiving direct reading instruction from Mrs. Slaughter, 5 minutes practicing reading a sentence together (Wednesday’s sentence for one group was “he had a hut”), and then moved to their tables where they spent 14 minutes on independent work, like drawing a line between the two words that are the same.
The second group also had 17 minutes of direct reading instruction, spent 14 minutes doing their workbooks (this group was further along in the program), and 5 minutes at the tables doing independent work. The 35 minutes was up before this group completed the independent work.
The third group had 22 minutes of direct reading instruction, 7 minutes reading together, and 4 minutes for independent work. They also did not finish.
When they are not with Mrs. Slaughter, the groups are with one of the para-educators working on language skills. Approximately 20-25 minutes they are in chairs with the para’s directing instruction and for 10-15 minutes they are doing independent work, which involved some coloring (which is really an art activity, not reading). At the end of each lesson, the students listen to the para read a short story tied to what they learned.
I checked Mrs. Slaughter data and found that the language groups are each completing one lesson a day. The reading groups are averaging about 8 lessons per week. The goal is to have all three of Mrs. Slaughter’s reading groups through kindergarten reading (160 lessons) by the end of the year.
So I have to ask myself, where could we cut 30 minutes without hurting reading instruction? The teacher spent 17-22 minutes with each group on direct reading instruction. I don’t see cutting that. Should we eliminate the independent work? Or should they take it home or do it at another time in the day? When we had the 90 minute block, Reading First did not allow any independent work during the 90 minutes so all independent work occurred outside the 90 minutes. That is how most schools with 90 minute reading blocks handle it.
What about cutting computer time? The students spend 25 minutes each day on computer activities. Could they do their independent work during that time?
At this point, I am pleased with the reading and language instruction in kindergarten and I do not anticipate making any changes, although I will continue monitoring the class data each week. Last year, 15 of our first graders were taught using the same 120 minute reading block schedule. I encourage parents of kindergarten students, or any parents for that matter, to personally talk with me if you have concerns about the education of your child.
School board members said that from what the parents told them, they believed that the students are required to sit straight in a chair with their feet on the floor for the entire two hours without any opportunity to move or interact with others and that this has led to students not liking school. I have looked in on the classroom on several occasions and had never personally seen anything like this happening. To be on the safe side, I spent Tuesday morning in the kindergarten room for the entire reading block. I brought along my stopwatch and timed each of the three reading groups. I have become skilled at the use of a stopwatch after years of timing forty yard dashes, although some athlete’s claim that their 5.1 time is really is a 4.9, but I believe my results to be accurate.
I found the kindergarten class to be just as I expected. The classroom was filled with students actively engaged in learning. Mrs. Slaughter did an excellent job teaching reading skills, Mrs. Headlee and Mrs. Polenske (Mrs. Knuppel was gone that day) worked with the students on language skills, and students were taught using a variety of instructional techniques. Students moved from chairs to tables and from group to group smoothly. Students were focused and attentive, some needed an occasional reminder. They looked happy and eager for me to see what they could do. One girl gave hugs to each para at the end of the lesson. Each group demonstrated good behavior, so they received a treat before they moved to the next instructor.
The students were divided into three groups based on their current reading/language skills. Mrs. Slaughter had each group for 35 minutes of reading instruction. The first group spent 17 minutes in chairs receiving direct reading instruction from Mrs. Slaughter, 5 minutes practicing reading a sentence together (Wednesday’s sentence for one group was “he had a hut”), and then moved to their tables where they spent 14 minutes on independent work, like drawing a line between the two words that are the same.
The second group also had 17 minutes of direct reading instruction, spent 14 minutes doing their workbooks (this group was further along in the program), and 5 minutes at the tables doing independent work. The 35 minutes was up before this group completed the independent work.
The third group had 22 minutes of direct reading instruction, 7 minutes reading together, and 4 minutes for independent work. They also did not finish.
When they are not with Mrs. Slaughter, the groups are with one of the para-educators working on language skills. Approximately 20-25 minutes they are in chairs with the para’s directing instruction and for 10-15 minutes they are doing independent work, which involved some coloring (which is really an art activity, not reading). At the end of each lesson, the students listen to the para read a short story tied to what they learned.
I checked Mrs. Slaughter data and found that the language groups are each completing one lesson a day. The reading groups are averaging about 8 lessons per week. The goal is to have all three of Mrs. Slaughter’s reading groups through kindergarten reading (160 lessons) by the end of the year.
So I have to ask myself, where could we cut 30 minutes without hurting reading instruction? The teacher spent 17-22 minutes with each group on direct reading instruction. I don’t see cutting that. Should we eliminate the independent work? Or should they take it home or do it at another time in the day? When we had the 90 minute block, Reading First did not allow any independent work during the 90 minutes so all independent work occurred outside the 90 minutes. That is how most schools with 90 minute reading blocks handle it.
What about cutting computer time? The students spend 25 minutes each day on computer activities. Could they do their independent work during that time?
At this point, I am pleased with the reading and language instruction in kindergarten and I do not anticipate making any changes, although I will continue monitoring the class data each week. Last year, 15 of our first graders were taught using the same 120 minute reading block schedule. I encourage parents of kindergarten students, or any parents for that matter, to personally talk with me if you have concerns about the education of your child.
Monday, October 12, 2009
Logan Valley Building Entrepreneurial Communities Act Project
The Logan Valley BECA project has a program of activities planned that can benefit community members in all six communities involved in the project. The communities are Bancroft, Rosalie, Pender, Thurston, Lyons and Decatur. The steering committee looked at opportunities to enhance small business, recruitment of new familes to the area and intergenerational development.
The following activities were selected:
1. A series of computer trainings through the University Extension program using a mobile computer lab. Topics to be covered include: e-commerce marketing for high school students, spreadsheet use for agri-business, computer basics, intro to internet, social networking, pod casting, digital photography and web 2.0 for adults.
2. Marketplace registrations for the 2010 conference for youth interested in entrepreneurship.
3. Learning To Lead in Logan Valley, a leadership program available to anyone interested in participating. The program will focus on various stages of leadership development, followed by the implementation of the skills learned to enhance community development.
4. Intergenerational Development will be a program that offers a high school assembly pointing out to students the important role they play within their community , followed by an assembly for all community members focusing on how to communicate with the Millenial Generation.
All of these programs could involve Bancroft-Rosalie students. I hope many of our kids will attend some of the Learning To Lead workshops. Bancroft and Rosalie need to encourage our young people to consider returning to our community after they complete their education. If these activities help them to see how they can be involved and possibly be a future leader, then it will be a worthwhile project.
The following activities were selected:
1. A series of computer trainings through the University Extension program using a mobile computer lab. Topics to be covered include: e-commerce marketing for high school students, spreadsheet use for agri-business, computer basics, intro to internet, social networking, pod casting, digital photography and web 2.0 for adults.
2. Marketplace registrations for the 2010 conference for youth interested in entrepreneurship.
3. Learning To Lead in Logan Valley, a leadership program available to anyone interested in participating. The program will focus on various stages of leadership development, followed by the implementation of the skills learned to enhance community development.
4. Intergenerational Development will be a program that offers a high school assembly pointing out to students the important role they play within their community , followed by an assembly for all community members focusing on how to communicate with the Millenial Generation.
All of these programs could involve Bancroft-Rosalie students. I hope many of our kids will attend some of the Learning To Lead workshops. Bancroft and Rosalie need to encourage our young people to consider returning to our community after they complete their education. If these activities help them to see how they can be involved and possibly be a future leader, then it will be a worthwhile project.
Friday, October 9, 2009
Athletic Record Board fund-raising at $5200
Mr. Peters has been contacting alumni about donating money so the school can purchase school athletic record boards to display records in the hallway next to the gym. The goal is to raise $6000 for the boards. The boards will be large and can hold up to 24 individual or team records. $5200 has been pledged as of today. When the $6000 mark is reached, the boards will be ordered. Donations will be run through the school foundation, which is a non-profit organization. Donor names will be displayed next to the record boards in three categories:
Gold Donations over $1000
Silver Donations from $500-$999.
Bronze Donations from $100-$499.
There has been a good response from alumni whose names will be on the record boards. If you want to contribute, contact Mr. Peters. rpeters@esu2.org.
Gold Donations over $1000
Silver Donations from $500-$999.
Bronze Donations from $100-$499.
There has been a good response from alumni whose names will be on the record boards. If you want to contribute, contact Mr. Peters. rpeters@esu2.org.
Thursday, October 8, 2009
October School BOard meeting agenda
Bancroft-Rosalie Community School
Regular Board of Education Meeting Agenda
Monday, October 12, 2009 --- 7:30 p.m. in Bancroft
1. Call to Order
2. Roll Call
3. Read and approve the minutes of the September 14, 2009 regular board meeting,
annual budget hearing, and hearing to set property tax amounts.
4. Treasurer’s Report
A. Approve the Bills
B. Financial Review
5. Review Agenda
6. Public Hearing
7. Administrator’s Reports:
A. Superintendent’s Report
B. Principal’s Report
C. Athletic Director’s Report
8. Old Business:
A.
9. New Business:
A. Reading Program
B. Annual Review of School Insurance.
C. Annual review of transportation.
D. Amend policy 0538 Free and Appropriate Education. “The end of the school year shall be defined as the date of the students 21st birthday.”
D. Purchase of Automatic Floor scrubber.
10. Discussion Items
A.
B.
11. Executive Session-
12. Future Planning- Next meeting- Monday, November 10, 2008 at 7:30 p.m.
13. Adjournment.
Regular Board of Education Meeting Agenda
Monday, October 12, 2009 --- 7:30 p.m. in Bancroft
1. Call to Order
2. Roll Call
3. Read and approve the minutes of the September 14, 2009 regular board meeting,
annual budget hearing, and hearing to set property tax amounts.
4. Treasurer’s Report
A. Approve the Bills
B. Financial Review
5. Review Agenda
6. Public Hearing
7. Administrator’s Reports:
A. Superintendent’s Report
B. Principal’s Report
C. Athletic Director’s Report
8. Old Business:
A.
9. New Business:
A. Reading Program
B. Annual Review of School Insurance.
C. Annual review of transportation.
D. Amend policy 0538 Free and Appropriate Education. “The end of the school year shall be defined as the date of the students 21st birthday.”
D. Purchase of Automatic Floor scrubber.
10. Discussion Items
A.
B.
11. Executive Session-
12. Future Planning- Next meeting- Monday, November 10, 2008 at 7:30 p.m.
13. Adjournment.
Wednesday, October 7, 2009
Football player face painting
It's been a busy blog day.
This ruling was just released to football coaches and officials in Nebraska.
FOOTBALL COACHES - Please read the the following NSAA memorandum which has been sent to all football officials. Acts that focus attention on, or those intended to engender ill will toward individuals have no place in the educational activities. Rule 9-5-1 clearly outlines that unsportsmanlike conduct includes any “baiting or taunting acts.” Acts such as diving into the end zone with no defender present, excessive face painting or marking of equipment with inappropriate words and use of disconcerting gestures should be penalized immediately as per the rule code. Excessive face painting is interpreted by the NSAA as any eye black beyond the single strip under the eye. Anything beyond that is considered excessive.
It is pretty clear that any face paint other than the single strip under the eye are not allowed and will be penalized. I will be glad to be rid of the ridiculous face painting that some players put on.
This ruling was just released to football coaches and officials in Nebraska.
FOOTBALL COACHES - Please read the the following NSAA memorandum which has been sent to all football officials. Acts that focus attention on, or those intended to engender ill will toward individuals have no place in the educational activities. Rule 9-5-1 clearly outlines that unsportsmanlike conduct includes any “baiting or taunting acts.” Acts such as diving into the end zone with no defender present, excessive face painting or marking of equipment with inappropriate words and use of disconcerting gestures should be penalized immediately as per the rule code. Excessive face painting is interpreted by the NSAA as any eye black beyond the single strip under the eye. Anything beyond that is considered excessive.
It is pretty clear that any face paint other than the single strip under the eye are not allowed and will be penalized. I will be glad to be rid of the ridiculous face painting that some players put on.
Governor Heineman calls a special legislative session.
According to the Lincoln Journal-Star, "A dramatic downturn in last month's state tax receipts prompted Gov. Dave Heineman Wednesday to call for a special session of the Legislature for early November." The Governor has asked state agencies to limit travel expenses and not fill any job vacancies unless absolutely essential.
I don't anticiapte that the state will make any changes to the state aid that was certifed to school districts for this current school year, but unless the economy turns around there could be less state aid to schools in 2010-2011. We will find out more in November when the legislature hears what the Governor has to say.
I don't anticiapte that the state will make any changes to the state aid that was certifed to school districts for this current school year, but unless the economy turns around there could be less state aid to schools in 2010-2011. We will find out more in November when the legislature hears what the Governor has to say.
Homecoming Week
What ranks right up there with having the swine flu? That's right, Homecoming Week. This is the week where some rules are relaxed and students dress crazy, act silly, and very little academic work is accomplished. But thankfully, like the swine flu, it only lasts a week.
Cops and Robbers Day? I don't think the handcuffs are a good idea.
Favorite Person Day? Close, but missing the hat.
Tuesday, October 6, 2009
Entrepreneurship class opens Paw Prints
The entrepreneurship is starting a new business, Paw Prints. The business will sell snacks after school in the commons area starting in the second quarter of the school year. They also plan to sell B-R items at home basketball games, possibly blankets. Paw Prints will advertise on the internet and put a link on the home page.
The Paw Prints board of directors are President Hannah Niemeyer, Vice president Rebecca Schmeckpeper, Secretary Kim Peterson, and Treasurer Jade Farmer.
Monday, October 5, 2009
Cuming County Economic Development
I am a member of the Cuming County Economic Development Committee. We are working to establish a County-Wide Economic Development Office to serve the residents of Cuming County.
The Cuming County Board of Supervisors are interested in providing a large share of the funding required for the Cuming County Economic Development Office. They are waiting to see if the four towns in Cuming County approve an interlocal agreement to support the office.
Wisner has already approved the agreement. On Friday, the West Point City council voted to sign the interlocal agreement for countywide economic development with the condition that all other communities also sign it.
Members of the Cuming County Economic Development Committee will meet with Beemer on Oct. 12th at 7:00 p.m. and Bancroft on Nov. 2, at 7:00 p.m. I would appreciate the help of Bancroft residents to support the program by encouraging Bancroft Village Board members to vote yes to sign the inter-local agreement. This has the potential to have a positive impact on future jobs in Cuming County and the surrounding area.
The Cuming County Board of Supervisors are interested in providing a large share of the funding required for the Cuming County Economic Development Office. They are waiting to see if the four towns in Cuming County approve an interlocal agreement to support the office.
Wisner has already approved the agreement. On Friday, the West Point City council voted to sign the interlocal agreement for countywide economic development with the condition that all other communities also sign it.
Members of the Cuming County Economic Development Committee will meet with Beemer on Oct. 12th at 7:00 p.m. and Bancroft on Nov. 2, at 7:00 p.m. I would appreciate the help of Bancroft residents to support the program by encouraging Bancroft Village Board members to vote yes to sign the inter-local agreement. This has the potential to have a positive impact on future jobs in Cuming County and the surrounding area.
Saturday, October 3, 2009
Neihardt Foundation Laureate's Feast
The Laureate Feast will be held Sunday, October 25 at Metropolitan Community College in Omaha. The Feast is the main fund-raiser for the Neihardt Foundation. Tickets are $100. $65 of the ticket price is a tax deductible donation.
The feast is prepared by the culinary arts department of Metro Community College, one of the only culinary arts programs in Nebraska. The featured presentation is "The Neihardt Center: A Presentation bu Randy Lukasiewicz." The presentation will be followed by a live auction of donated items. A slent auction will be held prior to the meal.
Join Carol and I at the Feast.
Friday, October 2, 2009
What the Nebraska Dept. of Education is thinking about.
The State Board of Education will be meeting Oct. 7 and 8. During the Oct. 7 study session, the board will discuss the state’s bid in the "Race to the Top" federal grant program. On Oct. 8, the board will be discussing a resolution on increasing high graduation requirements across the state. This discussion comes as part of the P-16 discussion that Gov. Heineman has been promoting in recent months.
Why the need? Too many students are entering college unprepared in math and english. Students are flunking out or are having to take remedial classes before they are accepted into the school. Most people believe that we need to increase the number of Nebraska students that graduate from college (2 and 4 year schools). Most new jobs require some type of post high school training.
What this means? Tougher math and english requirements for graduation. Some states are requiring Algebra II for graduation.
Why the need? Too many students are entering college unprepared in math and english. Students are flunking out or are having to take remedial classes before they are accepted into the school. Most people believe that we need to increase the number of Nebraska students that graduate from college (2 and 4 year schools). Most new jobs require some type of post high school training.
What this means? Tougher math and english requirements for graduation. Some states are requiring Algebra II for graduation.
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