Personal Finance Course Requirement for Graduation

At a recent District Advisory Committee meeting, Mr. Crozier asked the parents and community members who were there, "What more can N-K Schools do to best educate our young people?"

Secretly, in my corner of the room, in my mind I was thinking, "Please someone say financial literacy or personal finance." My fingers were crossed under the table, hoping others were seeing the need that I had come to see, also.

Lo and behold, a parent spoke out in response to Mr. Crozier's question with the answer I was hoping to hear: "What about a class in personal finance?"

For a while, starting with a question from our counselor Mrs. Hansen, and filtering through students, and then some parents, I'd been hearing of a concern that our graduates were moving out into the Great Wide World without a solid sense of what it takes to manage a checkbook, apply for a loan, understand interest rates, and wisely manage their own financial well-being.

Not all students suffer from this deficit, certainly. Most of our students who own and manage their own livestock typically have a good understanding of money management. And those who began working at a young age and whose parents cause them to pay their own cell phone bills, car payments, fuel costs--those kids manage their finances pretty well, too.

But not all students have that experience (in my observation, most don't), and even the most savvy senior in high school hasn't had to apply for a home loan or project the cost of their college education.

There is much to do in order for this vision of a Personal Finance Course to become a reality: teachers need to develop the course content, I need to come up with a plan for phasing in a new requirement like this so it fits into a student's schedule well, and of course the school board needs to approve of it.

But if all of that work comes together, N-K will have again raised expectations for graduation in a way that will help our graduates no matter what they choose to do in life after high school. I would love to hear your thoughts on this; please call, write, or stop in any time to talk.

Smarter Balanced and the New Normal

True story:  when I was a kid, I liked taking the Iowa Tests.  I looked forward to them, loved everything about them: the bubble answer sheets, the #2 pencils, the vocabulary section--all of it.  I was a weird, weird kid.

Not much has changed now that I am an adult.  Still weird, still like tests.  And I wanted to devote some time this month giving you advance notice that the Iowa Tests (love them or hate them) are going away.  As a matter of fact, this is probably the last year our students will take them.

Instead, a new test is required called Smarter Balanced.  The designers of this assessment say that it will provide better information for teachers and parents, because teachers can check students’ progress throughout the year, and end-of-year tests measure what students know and how much they’ve improved.

They also say that, using computer adaptive technology, the tests are customized to every student. When a student answers correctly, the next question will be harder, and a wrong answer will lead to an easier question. This format lets students show what they know.

So far it sounds just like the MAP tests we administer two to three times a year, right?  But while it's close, it's not quite a MAP test, and while the end-of-year tests sound like Iowa Tests, it's not quite that either.

And that's because of the third component:  Students take the test online and must research, write, and solve problems. These questions measure the critical thinking skills students need for college and careers. 

Here is where these tests become very different from MAP or Iowa Tests.  The Smarter Balanced assessments will take longer than students are used to, because they demand higher levels of thinking.  Scheduling them will be different, because they take time to complete.  As with many changes, there will be some discomfort.  Eventually, the weird kids like me who enjoyed testing themselves against an assessment to see how well they can do will grow to look forward to these new Smarter Balanced challenges, as well.  And this will become the new normal.

"Nothing."

"I dunno."

"OK, I guess."

Quiz question: Can you guess the question that preceded each of these answers?

Hint: a parent asked the question of their child.

Give up? If you guessed it was a parent asking either, "What did you do at school today?" or "How did school go today?" then you are 100% correct! I have two kids of my own, and I've certainly been met with the same response.

It's a scene played out in homes all across America, probably all around the world. That's because kids are people, too, and they get tired after a long day just like we do. But you are an important adult in the life of a child, dear reader. And everyone appreciates someone taking a genuine interest in their lives, especially our kids.

So don't quit trying to engage in conversation with that young person because their answer is weak at first. Ask better questions!

Specificity and persistence are the keys. Toss a class name or teacher name in there, like "What did Mr. Capitani ask you to do in American History today?" or "My friend Dan says that the anatomy class is dissecting cats...is that what you're doing right now?" Follow that up with, "...That sounds kind of fun. Did you enjoy it? What did your friends think of that?" Dead end? Met with a shrug and a return to scrolling through their cell phone? Come back around later, the next day even. But don't give up. Be curious about their experiences at school, in class, at practice, during rehearsal. Follow up is important, because asking one question and then going back to watching Wheel of Fortune clearly shows you're not trying hard enough, either.

As a parent you will get out of the relationship what you put in to the relationship. Maintaining and cultivating a curiosity about your child's life--whether it's about school or elsewhere--will provide fertile ground for that relationship to flourish.

Graduation time

As I write this, my seniors have eleven days of classes left. How do they spend their time for those eleven days? Perhaps this will surprise some of you, but by and large they spend those last eleven days much like they spent the preceding 167 days—doing homework, trying to get good grades, competing in musical and athletic competitions, and generally enjoying each other’s company before they begin to drift apart following their graduation. There’s much to accomplish before then: mandatory CPR for everyone, dealing with scholarship applications and student housing notifications, helping parents with cleaning out the garage before their graduation reception, and wrapping up the big senior project for English 12. Despite the sometimes popular opinion to the contrary, the seniors don't coast or check out for the end of their high school careers. And our teachers wouldn't let them! Standards remain high right on through the end of the school year; and with what I'm seeing for post-high school plans from this group of seniors, college will continue to challenge them academically. And although I hear the word “stressed” uttered from the mouths of seniors more often now than usual, I quietly smile because I know that what they're experiencing doesn't hold a candle to the stresses and pressures they'll face as adults. But that's the way of things: perspectives change with experience, and we seek new experiences based on changing perspectives. The more we learn, the more we can handle. Next fall, the cycle comes around again...a fresh faced wobbly group of little pre-schoolers will let go of their teary-eyed parent's hands and walk into their new classrooms for the first time, and last year's juniors will step into the high school and seek out the seats in the lunchroom that seniors traditionally occupy. Happens every year. So when my seniors ask me if I'll miss them, the answer is 'yes' of course, but I'm not sad. Graduation is the day we've been preparing for all these years, after all.

"A Job Well Begun Is Half Done"

KIMT recently did a news piece dealing with the expensive cost of post secondary education. They interviewed our counselor Ms. Renwick and two of our students: Jenna Schaefer and Josh Einertson. So often, news pieces on this topic focus on the high cost of college, the cost of student loans, and how a student can pay for it all. What too many people overlook is the most important cost factor of all when thinking about postsecondary education: how much training does a person actually need? Choosing your post secondary training is like choosing a car, or a house. It’s a product that you purchase, right? And like buying a car or a house, you need to make that purchase decision wisely, and make sure it suits your needs. We work hard at N-K to help students and their families focus on that most important question: how much training does your student actually need? What if they could use their WCDA grant to ‘purchase’ a year of training at NIACC and earn a certificate as a welder, and start a job at the age of 19 making $30,000 a year, with no student loan debt? What if they could live at home, work part time, and spend two years at Riverland earning a nursing degree and enter the workforce at the age of 20? What if attending one of the regents universities provided the same training and employment outlook as a private college, at a fraction of the price? By starting the conversation about skills and interests early, continuing those conversations regularly over the years a child is in school, and engaging them in opportunities like field trips to NIACC, bringing in college reps, small group lessons with our staff about life after high school, and requiring them to learn financial literacy skills, we believe our students graduate with a sound preparation for their future. A team approach to making these big decisions works best, which is why we bring parents in for special events like financial aid nights, help completing their FAFSA, and send home newsletter articles and information that can help. The best way to keep the cost of an education manageable after high school? Part-time jobs, avoiding debt, and earning scholarships all help, but the most important factor of all is knowing how much training you really need, and matching that with a cost that works for you.

"I Can't Take You Kids Anywhere!"

I guess I looked pretty young when I started teaching here back in 1994, so it came as no surprise that my students would often tease me good-naturedly about looking like them and blending in with the crowd. In particular, I remember bringing my speech team to contest one wintry Saturday and stopping at McDonald's on the way home for a bite to eat. Back in those days, if you brought a team in to eat the coaches received a complimentary meal. So I'm at the counter asking for my free meal, when Jake Hanson (who is now our county treasurer but at that time was a high school kid on my speech team) said loudly enough for the counter worker to hear, "Are you trying that speech coach thing just to get a free meal again, Keith?! " Of course I was embarrassed, but also greatly amused, and the team enjoyed a good laugh over it. It also serves as an early example of the topic of my message to you this month, and that is what good representatives our students are of this district's and this community's values. You may not know this, but it is not uncommon for our activities director, our superintendent, or me to receive an email or phone call from somebody commenting on our students' behavior following a game or some other event where our students have been out in the public eye . Contrary to the negative news about teenagers that we often see on television and online, our students receive compliments from these folks. Examples include a call we received this fall from a restaurant manager in Mason City telling us how polite and well-mannered our entire football team was when they ate there for team supper. And an email we received from the activities director of a school district at which we played football complimenting our athletes and our student spectators on how classy they conducted themselves. Or the parent who caught one of our board members at a volleyball game to what good sportsmanship they saw from our students in the stands and on the court. The sometimes overt and sometimes subtle ways we try to model good character here at school, and more importantly the way that the parents in the N-K district raise their children at home produce good results. Rather than thinking that, "I can't take these kids anywhere" I would be proud to take them everywhere.

How About the Common Core?

Driving home from a trip to Mason City the other day, on the radio I heard a commentator lamenting the move by the designers of the SAT to better align it to the Common Core. He decried this "dumbing down" of the SAT test and urged his listeners to contact their legislators to help renounce this move. In the interest of full disclosure, I confess that in nearly all areas of my life I am a conservative person. But as I listened to this commentator I could only shake my head in disbelief. Too many people appear to be latching onto bits and pieces of news reports showing examples of poorly designed test questions and ridiculous classroom activities and linking them to the Common Core, which (in their minds) somehow proves that this set of guidelines is dragging our schools into a downward spiral from which we may never recover. That's just not true. The Core is not a mandated curriculum, it is not a pre-packaged set of textbooks and worksheets, and it certainly does not reduce the rigorous expectations we hold for our students. As a matter of fact, N-K's achievement data not only remains as high as it was before The Core existed, but in mathematics (the subject which receives the most criticism from those who disagree with The Core) our achievement has steadily increased year after year. ​The Iowa State Department of Education maintains a website for parents containing information about the Iowa Core, which is a blend of the Common Core standards and our own state standards. On that website, parents, you can see the expectations the state holds for each grade level. If you take a look at these expectations, I think you'll find they're really a "sheep in wolf's clothing" when it comes to the manner in which the standards are sometimes portrayed in the media. Find out for yourself, and then let's have a conversation one-on-one if you're curious to learn more about our standards for educational excellence at the level that matters most to our students: those occurring right here at N-K. ​

Family Conferences: Some Tips for Parents

​As a parent, you are your child's first and most important teacher. We have something in common: we both want your child to learn and do well. When we talk with one another, we can share important information about your child's talents and needs. Family conferences are a great way to start talking to your child's teachers. What should you expect? A two way conservation. Like all good conversations, parent-teacher conferences are best when both people talk and listen. Ask to see information about your child's attendance, grades, and test scores. Find out whether your child is meeting school expectations and academic standards Emphasis on learning. Good family conferences focus on how well the child is doing in school. They also talk about how the child can do even better. Be sure to bring a list of questions that you would like to ask the teacher Opportunities and challenges. Just like you, teachers want your child to succeed. You will probably hear positive feedback about your child's progress and areas for improvement. Be prepared by thinking about your child's strengths and challenges beforehand. Be ready to ask questions about ways you and the teacher can help your child with some of his/her challenges. ​Progress. Find out how your child is doing by asking questions like: Is my child performing at grade level? How is he or she doing compared to the rest of the class? What do you see as his or her strengths? How could he or she improve? Assignments and assessments. Ask to see examples of your child’s work. Ask how the teacher gives grades. Support learning at home. Ask what you can do at home to help your child learn. Ask if the teacher knows of other programs or services in the community that could also help your child. Support learning at school. Find out what services are available at the school to help your child. Ask how the teacher will both challenge your child and support your child when he or she needs it. Finally, talk to your child. The family conference is all about your child, so don't forget to include him or her. Share with your child your thoughts about what you learned. Show him or her how you will help with learning at home. Ask for his or her suggestions. ​(excerpts taken from the Harvard Family Research Project)​

"...wouldn't be the same without you."

Recently I traveled home to the small town in Minnesota where my mom and dad live, to celebrate his 73rd birthday. My parents subscribe to the Anchor, so they can keep up with Ella's (and occasionally Evan's) activities, and just to stay abreast of what's happening in Northwood. He asked if, "...that theatre you guys have is still up and running," to which I replied, "Well, sure it is, Dad. We're going there tomorrow night as a family to see a movie, as a matter of fact." He then proceeded to spend a good five minutes praising our community and the people in it, for all that they do to make life better. Hearing that from him was a refreshing reminder of one of the most valuable treasures we enjoy in the communities of Kensett and Northwood: volunteers. Volunteers ensure that our local theatre operates seven days a week. Volunteers take tickets, keep score, operate the concessions stand, run the clock, and handle many other responsibilities at all of our sporting events. Volunteers handle our fire and rescue services. Volunteers coach our youngsters, and host the Post Prom events every spring. Volunteers donate blood, they donate money, they donate goods and services, and they donate time. Volunteers are at the center of most of the activities occurring day in and day out here in our slice of north Iowa, and I felt that using my article this month to express my gratitude and the gratitude of the entire school community was the very least I could do. Thank you for all that you do, parents, grandparents, friends, and neighbors. Life here would not be the same without you.

2014-15: The Year in Review

At the conclusion of the previous school year (and again at the beginning of the current school year) I shared with the teaching staff at the secondary building what I consider to be our list of accomplishments for that year. For you, I'd like to start off this year's series of newsletter articles by sharing that same list. 1. WIN Time—25 minutes a day are now dedicated to providing specific support to students earning low grades in their classes, needing extra help, and those with incomplete work. Students excelling in their coursework (which is most of them) use this time to keep up with class expectations and to help other students and work in groups. 2. Character Counts-- monthly activities based on a particular quality of a person’s character. Assemblies, breakfasts, and other activities tap into student interests, and are often student-planned. 3. Re-dos and re-takes are allowed on assignments and assessments. This emphasizes the fact that learning doesn’t stop, and encourages students to work harder for a better result. 3. Continuous curriculum improvements. Physics is offered on-site again, more rigorous mathematics curriculum for junior high students, even more refinement of the PSEO courses offered to our students, FOSS for grades 7-8, some new directions in the CTE and arts departments. In the 15-16 school year, we will re-examine our reading curriculum and results. 4. Multi-Tiered System of Supports (MTSS). D/F list now discussed and acted upon weekly by a small team of educators, committed to doing whatever it takes to see a child succeed. When a student is struggling, we are equipped to respond more quickly with interventions. 5. Our new Alternative Program allowed students to earn far more credits than they were earning in the regular program. Not only do many of the Alternative Program students credit this environment with preventing them from dropping out, but we saw a number of our students graduate last spring as a result of this opportunity. 6. Our new Credit Recovery option in the summer had a number of students attending in June and part of July working on recovering credits they lost through failing grades in regular classes, or taking required classes that are missing from their transcript. These accomplishments are only possible with the hard work and enthusiasm of our staff, but also through the trust and cooperation of our parents and students. We'll continue to do our best in educating and communicating with you throughout the year.

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Take the Seeds Along with the Fruit

A teacher with whom I work shared an article with me today, written by Iowa's former Director of Education, Dr. Jason Glass.  He is now the superintendent of Eagle County Schools in Colorado.  In response to the teacher's curiosity about my thoughts on the article, I wrote the following, and thought you (gentle reader) may enjoy hearing them as well.

 

 

 

At the heart of substantial and lasting improvement (and how, indeed, does one decide whether a school needs improving or not, and who is the one doing the deciding?) for me is in his phrase, "Treat educators as professionals."

This is done in a number of important ways.  The most obvious is the wage of a teacher, but modern research has established that more pay alone will not improve student achievement or teacher retention, nor will the promise of a bonus or threat of a cut increase effort.  Actually, these methods have a detrimental effect on employee work habits.

Then, there's the degree to which a teacher is trusted and empowered to be a leader within the organization.  This has more powerful and longer-lasting benefits than just a wage increase.

Also, how are teachers regarded by society at large?  Why don't we we enjoy the same status as doctors or other 'professionals'?  Is it because it is so easy to gain entry into our profession, with far lower standards of base-level quality than many other professions? 

Regarding evaluations as a means to improvement, no, I don't believe a system is improved by quantification alone.  You can't fatten a calf by weighing it.  But, if we're talking professional-quality standards, then physicians, CEOs, and specialists of all types must certainly meet clearly defined quantifiable expectations to remain employed, or even licensed.  So as part of a comprehensive "we ought to be treated like professionals" package, we need to be willing to take the seeds along with the fruit.

The quality of my work as a principal should be judged by our drop out rate, AND our graduation rate, AND our post-secondary success rate, AND the retention rate of employees new to my building, etc...and if those indicators are satisfactory to those who hold me accountable, then pay me a competitive wage and ask me to keep coming back to deliver more of the same.

Students' Reaction to N-K's WIN Intervention Period?

From students at N-K, in a Write-To-Learn assignment for math class, in which they were asked what they thought about our new building-wide intervention period which we call WIN (What I Need) Time:

"I think that WIN time is one the best things that has happened to Northwood-Kensett. It was a great decision. One thing I like about it is that if yourself and a partner have an assignment to do together, WIN time is the perfect opportunity for that. I have nothing bad to say about it. An extra study hall everyday is great. I feel like the desired effect of it is working because of students grades doing better due to more time to get things done. The only thing that could be improved is more WIN time! ;)"

"I believe that WIN time is a good time. It gives me time to work extra homework, or study for a quiz or test. Yes, I believe it is helping, I notice almost everyone in my class working on extra homework. I think it could be improved by putting certain students together, such as those of us in algebra so we can work on harder homework and understand it better."

"I believe that win time will help a lot of the students to do better in school. I have liked win time very much. I think that this time is good because students who are struggling in class can take that time to get the help that they need. I also think it is better for teachers because they get some time to work some one on one with some students."

ACT Scores at N-K Highest in Five Years

Every year, the ACT organization shares the results of our students’ tests with us, compared to state averages.  These tests are designed to measure the skills needed for success in first year college coursework.  This year, as the chart below shows, I’m proud to announce that our students’ scores were not only the highest they’d been in the last five years, but exceeded the state average in every category.

	English		Mathematics		Reading		Science		Composite
Grad Year	NK	State	NK	State	NK	State	NK	State	NK	State
2014	21.6	21.5	22.4	21.4	23.5	22.5	23.5	22.2	23	22
2013	19.9	21.5	20.6	21.6	20.8	22.5	21.1	22.2	20.8	22.1
2012	18.7	21.6	20.6	21.7	21.1	22.5	20.7	22.2	20.4	22.1
2011	19.8	21.7	21.5	21.9	22.2	22.6	22.7	22.4	21.6	22.3

Traditional Grading Is Objective, and Other Myths

Tim Westerberg, as heard at the School Administrators of Iowa Conference August 2014

Only 31% of 2011 ACT tested students meet all four benchmarks of success in college.

89% of high school instructors claim their students are college-ready; 26% of college instructors claim their students arrived in a state of college-readiness.

Highly questionable grading practices:

1. The practice of giving zeroes (in the 100 point system) for work not turned in. (At N-K, we are implementing W.I.N. time as one method to ensure students complete and submit all assigned work; we are also implementing a re-do/re-take policy that allows students to re-assess for a better grade.)
2. The practice of giving extra credit.
1. This is typically used to mitigate the negative effect of incomplete work or low grades on regularly assigned work.
3. The practice of combining academic understanding with citizenship and work habits.
1. Doing so destroys the validity of the assessments/assignments
4. The practice of averaging.
1. By definition, this means the combining of unlike elements.  In N-K's new system that eliminates the averaging of two quarter grades and a semester test grade, if a teacher continues averaging grades at the classroom level this produces equally inaccurate measures of learning and mastery.
5. The "Semester Killer".
6. Homework policies that discourage the completion of late/missing work.
1. This happens when a student earns a zero for late/missing work, and life moves on.
2. Instead, if all work that teachers assign was important enough to assign, then it's important for all students to do it.  Therefore, when a student does NOT turn in work, there must be an immediate response (which is one of the main goals of N-K's W.I.N. time)

Our current system of grading is definitely NOT objective, due to the varying practices from teacher to teacher.

Sometimes It's Easier Just to Make a List

At the start of each school year, I make it a point to share with stakeholders a list of the district's improvements.  First, it's important to keep people informed of how their tax dollars are being invested, and it also illustrates the fact that--in very tangible ways--we are always moving forward and seeking to do our work in the best way possible.

This school year we have MANY changes to share and be proud of, and sometimes it's easier just to make a list, then explain the highlights later when time and blog space permit!

That being said, as far as infrastructure goes:

1. New scoreboards at the ball diamonds and in the HS gym
2. Automated field irrigation at the football practice field and both ball diamonds
3. Re-poured the cement pad under the home football bleachers to ensure proper drainage
4. Re-poured many cement entryways to the building to eliminate irregularities
5. Magnetic hold-open devices installed on classroom doors to support fire safety
6. New heating/cooling systems in the weight room and wrestling room
7. Improved and more efficient gym lighting, and new sound systems in both gyms
8. A new phone, bells, and intercom system 
9. New MacBook Air laptops for all of our students

For staff, I am proud to introduce:

1. Miss Ross, our new Family and Consumer Sciences teacher
2. Mr. Rabinovich, our new physics, chemistry, and junior high science teacher
3. Mr. Barnes, our new band instructor

Most importantly, I believe, are the changes to the day-to-day instructional program:

1. The establishment of a building-wide intervention period, called W.I.N. (What I Need) Time.  During this 25 minute daily block, students with incomplete work, struggling grades, or in need of other supports will work in small groups with their teachers to be more successful in the classroom.
2. Credit recovery in the summer--if a student fails a class, or is unable to meet all the course requirements by the end of the school year, they have the option to attend summer school to earn those academic credits.   This helps to keep a student on track for graduation, rather than falling behind.
3. Students who show that they can "do better" on a test, quiz, or other assessment will be allowed to re-do or re-take the assessment (in a different form).  If a student wants to put forth extra effort to earn a better grade, how can we say "no" to that?
4. The establishment of an alternative program, for students who struggle with a chronic lack of achievement.

I'll be sharing more information about the last four items as the year progresses, but for now wanted to communicate to you that Northwood-Kensett is poised for another successful year of student achievement and improvement, and I am excited to be a part of it.

How to Save Money on Your Child's Post-Secondary Education

Last month we talked about the importance of planning for life after high school starting as early as 8th grade, and how you--the parent--are a critical factor in influencing your child to choose courses that are challenging and will help them with their goals for the future.

This month we'll talk about how to pay for a post-secondary education.  Not only do I have the privilege of speaking from my experience as an educator, but as the parent of a college student myself.

Step 1:

Go on college visits, starting in your child's junior year. 
Doing so not only helps you and your child decide on what they're looking for in a college experience, but also gets you asking informed questions about what it really costs to attend college.

Step 2:

Ask questions about what it really costs to attend college. 
Seek out friends and co-workers who have sent kids to college.  Talk with them.  Ask our counselor, or ask me, what we know about tuition rates, financial aid, savings plans.  Best of all, ask the colleges themselves.  A couple of calls to their financial aid office will yield a wealth of information that you can use as you make a plan.

Step 3:

Make a plan, with your child, about how their education will be paid for. 
First of all, there are many options from which to choose, right?  Community college, four-year university, public or private, military first...Those college visits you took in Step 1 will help with this! 

How much of their education will you pay out of your own pocket?  How much do you expect them to pay for themselves, and will they earn that money primarily in the summers, or will they work and go to school at the same time?  I worked full time while attending my last three years of college--it was not much fun, but it sure cut down on the amount of debt I burdened myself with.

Step 4:

When making your plan for funding this investment, come at it from the perspective of, "How can we do this with as little debt as possible?"

Don't let your child make this mistake:  "Well when I graduate I'm going to be a doctor/lawyer/movie star, and I'll be able to easily pay off any loans."  That is just plain wrong thinking.
Instead of focusing on ways to pay for an education, think about ways to reduce the cost up front.  Encourage your child to test out of lower level college classes before they take them--boom, there's hundreds of dollars savings.  Encourage your child to take carefully selected PSEO courses in high school--hundreds more dollars saved.  Perhaps living at home and attending a local community college works well at first--thousands of dollars in savings. 

Step 5:

Meet or beat all deadlines. 

First of all, unless you're going to write a single check to pay for a full year of tuition, meals, and lodging, you must complete the FAFSA (Free Application for Federal Student Aid).  The earliest you can complete it is January 1 of the year in which your child starts (or continues) their education. 

My advice from personal experience?  Set an alarm for January 1 and complete it that day!  You'll only be able to use financial estimates because your taxes won't be done yet, but getting the first draft of that FAFSA completed early puts your son or daughter in line for financial aid.  The later you complete the form, the farther back in line you go.

Hopefully you and your child will be actively scrounging the internet for scholarship opportunities--those all have deadlines, too.  My son missed out on a potential scholarship from ISU because we started looking in March, but that particular scholarship had a February deadline.

Step 6 (the most important, and it starts TODAY, no matter how young the child is)

Your child should always take challenging courses, work hard, keep their nose clean, and pursue a variety of experiences as a high school student.

This develops habits of a strong work ethic, the ability to interact successfully with a variety of people, effective time management, and decision-making skills.  All of these increase scholarship eligibility, and are qualities that support a successful entry into life after high school.

Failure to Prepare Is Preparation for Failure

It isn't a surprise to any of us adults that young people are being asked to start thinking about life after high school at an earlier age than we were, is it?  I sure didn't do any career planning in 8th grade back in 1984.  I was probably too busy enjoying my newest Men at Work record or learning how to roll my jeans.

But, now things are different. Our counselors start conversations with our students in upper elementary about planning for the future and setting goals, and they really start digging into post-high school thinking in 8th grade.  

The state of Iowa requires that all students have a four year plan on file, refresh it at least annually, and that parents approve of this plan.  Here at N-K we began this work well before the state made it a requirement, and our students certainly benefit from this pre-planning.

As a small school, we face a challenge--how do we offer the education each of our student's need, when their needs can be so different?  We have met this challenge head on, and offer a full and varied curriculum.  From vocational coursework in FCS, Ag, Business, or Industrial Tech to the fine arts to multiple levels of course offerings in the core areas, Northwood-Kensett provides an education I'd stack up against a bigger school any day.

And in those areas where our older students need even more courses than we can provide on site, our instructional technology provides instant access to numerous college courses.  Or, students can spend half their day at NIACC earning a degree in the automotive industry along with a high school diploma, for example.

With all of these opportunities available throughout high school, you can see why careful planning starting in 8th grade becomes important.  And because our goals change as we get older, we re-visit those plans at least once a year with students.  I remember when I was once a biology major in college, before changing my goal to instead become an English teacher.  I'm sure you've experienced similar changes in your adult life.

During registration season at N-K, which occurs right now, start a conversation with your student about the courses they plan on pursuing, and ask them, "Why?"  Learn more about their goals, help shape and guide them through your influence as an important adult in their life.  These are important decisions.

Policy Changes Coming to N-K HS

At this month's board meeting, I'll be sharing some plans with the school
board about some changes we'll be making at the secondary building
with respect to our grading policies and practices, and about providing a
significant intervention resource for students.

First, the adjustments we plan on making to our grading policies and
practices. At a recent student council meeting, the council members
endorsed the change in our grading scale this year, saying they thought it
had worked well. We had raised the bar for what it takes to earn an A, a
B, a C, etcetera and their opinion was that students rose to meet this
challenge.

I'll be proposing a policy change in our handbook that increases the
emphasis on the learning that occurs when a student does an assignment,
and focuses less on the common practice of having only one chance to
demonstrate learning. In this new policy, students can work with their
teachers to re-do assignments or re-take tests if they want to earn a better
grade.

Second, if a teacher assigns work for students to complete for class, they
assign it because it's important. If it's important, then every student must
complete it. But not every student completes every assignment,
correct? So, which approach better supports student achievement: A)
giving the student a zero and moving on, or B) requiring the student to
complete that assignment right away?

The correct answer is B, of course. To make sure this happens, we are
building a two-part system into our day next year. Part One is to provide
an additional period during the day in which all teachers are available to
help students who need it, and to supervise this time so that all students
have at least 25 minutes to do school work. Part Two is to create a
system that alerts teachers to students who have not completed their work
and require those students to be in a structured study hall where their
only task is to finish what's been assigned to them.

What will this look like in real life? Well, if I'm a student with decent
grades and my work is all turned in, then I spend those 25 minutes with
my classmates in the lunchroom or the library, for example. We might
be doing homework in small groups, visiting with one another, or
catching up on e-mails.

If I'm a student with D's and F's or my work is not turned in, then I'm in a
very small, structured study hall where my only job is to complete the
work I don't have finished.

This resource time is becoming a more common element in schools
across the state, and across the nation, as some students become busier in
their after school activities and need more time to keep up with their
studies, while other students fall further and further behind due to factors
such as uninvolved parents and a lack of motivation.

Please let me know your thoughts on these ideas. I would love to hear them
and talk through our students' learning together.

The Coke Guy Test

There is a test that I know all schools endure, day in and day out.  A test that all conscientious principals not only want to pass, but ace.  I call it the Coke Guy Test.

I used to call it the Pepsi Guy Test, but then we switched soft drink providers.  Here's how the test works: 

1. The Coke Guy shows up to stock the pop machines, check the money boxes, and leave a supply of pop for the Booster Club's concession stand. 
2. He does this at lunch time, when the lunch room is filled with talkative, active, at-their-most-relaxed-and-natural-state teenagers.
3. This means he inevitably has to move through small pockets of students with his cart, has to leave the money bag lying on the floor while he fumbles with his large key ring, has to find a way to keep the main door propped open while he trucks in dozens of pop bottles.

The test is this:  What does the Coke Guy say about your students when he leaves the invoice in the office on his way out?

Will he drop off the invoice, mutter a brief "thanks" and scuttle out the door, as if he's trying to get out before anything worse happens?  Or, will he take a minute to let the secretary know how friendly the kids were, and how they visited with him while he was in the lunch room and offered to hold the door for him? 

I thought about this test recently, sitting with a team of teachers who were helping interview candidates for a teaching vacancy at our school.  Toward the end of the interview, one candidate began asking questions of the teachers, questions like, "What do you want students to have learned when they graduate?" and, "What do you enjoy most about working at N-K?"

This was it:  a variation on the Coke Guy Test.  What would my teachers say to this person about our school?  Would they be honest, while I was in the same room with them?  Should I leave so they could fully disclose their true feelings? 

When someone from the outside world experiences what life is like in our school, it gives principals a chance to see--through a fresh set of eyes--how things are going.  Are our kids as friendly as I think they are?  Are our staff as helpful and cooperative as they seem to me?  Does our school shine with as much optimism and achievement as I think it does? 

And then it came.  The teachers answered, truthfully.  "We're blessed with good kids.  The parents in the community, and the community as a whole, support our school.  They want to help.  Most of our staff have been here a long time--they raise their families here.  We support and look out for one another, and want what's best for our students.  We are encouraged to try new things, to take risks if it helps learning."

It was affirming when I heard what they had to say.  No day is perfect, but most of them come pretty close, if one maintains the right attitude.  Cooperatively, daily, we are working together to get the highest grade possible on The Test, because doing so means that we are successfully maintaining an environment in which good character and right treatment of one another is the norm.

So when I heard what these teachers had to say, I smiled.  Isn't that what everyone does when they look at the test they just got back and see an "A" at the top?