Knowledge Transfer -- A Blogger's Plight | Part II

In continuing our discussion on CPI (Continuous Process Improvement) or better yet Continuous Plainfield Improvement -- as promised -- I am going to provide some models for CPI. But – before we get started let me level set here – CPI is always about Quality Improvement; whether it is a product, a process, a procedure or an entire revamping of an organization, e.g. a school system.

In addition to the basic definition of CPI models, where I thought the concept may be a little fuzzy, I tried to provide examples using our current district's situation and future plans with the hope that it will give you a clear view of how CPI can, will and is being used to move our district forward.

With that in mind let us continue our discussion. Today we will review three of the more popular models of quality improvement.

TQM (Total Quality Management)

This is a management philosophy is aimed at integrating all organization functions (e.g. C&I, HR, Professional Development etc…) to focus on meeting customer needs (e.g. Students, Parents, District personnel, etc…) and organizational objectives (e.g. the 5 Core goals as shared by Dr. Gallon)

The premise behind TQM is that organizations (e.g. PPS, PEP, PTOs, PTAs) must strive to continuously improve processes by incorporating the knowledge and expertise of all stakeholders.

Kaizen

Kaizen is the Japanese word for improvement and its philosophy is based on and focuses on continuous improvement throughout all aspects of life. The overall goals of Kaizen include: elimination of waste (activities that add cost but do not add value – cacophony for our intent and purposes), just in time delivery (books, equipment, training, meeting notices etc…when and where they are needed every time, all the time), standardized and paced work streams (e.g. every school beginning their school day at the same time).

The three core principles that support this quality improvement initiative are Process and Results (tangible and measurable goals), Systemic Thinking (Big picture view – extending PPS's current educational structure to include an academy aimed at advanced course work), and finally and most profoundly – Non-judgemental, Non-blaming dialog that advances the cause of continuous improvement.

Six Sigma

The fundamental objective of this quality improvement model is the implementation of a measurement based strategy that focuses on process improvement ad variation reduction through projects. (Dr. Gallon’s 5-Year Plan is a fine example of this in motion).

Two underlining process that are the core of Six Sigma include:

DMAIC – Define, Measure, Analyze, Improve, Control – this is used primarily on existing processes that fall below specification and aims for incremental improvement. (e.g. our district testing scores)

DMADV – Define, Measure, Analyze, Design and Verify – this process is used for developing new processes at predefined (usually by using Six Sigma stratagem) quality levels.

Knowledge Transfer - A Blogger's Plight...

So – today I’m going to hone in on a concept that was shared at last night’s town hall meeting by our illustrious Superintendent of School – Dr. Steve Gallon, III; “CPI – Continuous Process Improvement”.

Why so – because this writer has a serious passion for the never-ending quest for maximum achievement, high-quality output, consistent, continuous upwardly measurable growth – and yes – finally self-actualization.

And so – first let us break it down to the fundamental, denotative definition of the elements that make up CPI:

The American Heritage College Dictionary:

Continuous – Marked by uninterrupted extension in space, time or sequence; attached together in repeated units.

Process - A series of actions, changes, or functions bringing about a result, progress, passage

Improvement – The act or process of improving (never use a word to define a word) so we move on to the following: especially enhanced value or excellence, something that enhances value or excellence.

If we just look at the definitions alone, I do declare PPS is on to something!

However, no need to take my word/experience/position on the matter… I did some trusty dusty research and here’s what some experienced users have to say:

United States Army -- Continuous Process Improvement (CPI) is a strategic approach for developing a culture of continuous improvement in the areas of reliability, process cycle times, costs in terms of less total resource consumption, quality, and productivity. Deployed effectively, it increases quality and productivity, while reducing waste and cycle time.
(Source Cited: Army Knowledge Transformation Center, Retrieved August 29, 2008 from http://www.army.mil/ArmyBTKC/focus/cpi/index.htm)

I Say -- SPOT-ON PPS!

The Big Dog –himself: Continuous Process Improvement (CPI) is a never-ending effort to discover and eliminate the main causes of problems. CPI means making things better. It is NOT fighting fires. Its goal is NOT to blame people for problems or failures...it is simply a way of looking at how we can do our work better. When we engage in process improvement, we seek to learn what causes things to happen and then use this knowledge to: Reduce variation, Remove activities that have no value to the organization and Improve customer satisfaction.
(Source Cited: Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved August 29, 2008 from http://nwlink.com/~donclark/hrd/ahold/isd.html)

Are you GUYS getting this!?! We are cruising at 30,000 feet ... but we will dive in a little deeper next week by examining some models of CPI.

Let me warn you this is no quick and dirty concept. Accordingly, if I were to post everything CPI entails – quite frankly you would be reading for months. So – to help us all “GET IT” so we can “GET On With IT” I am going to break this up into a series of post over the next few weeks. As with all I do and all I write, I hope you find it informative, relevant and just a tad bit engaging.

Be Well – and – Have a Wonderful Extended Weekend!

Time To SHOP!

Coupon EXPIRES - 8/30/08

The PEP Squad

Who are the people in your neighborhood…

in your neighborhood…in YOUR Neigh…Bor…Hood?

In order of appearance...

George E. Rivera – PEP Honorary Board Member
Former Vice President of PEP

Summary: As one of the original founders of PEP, George brings experience, continuity and wisdom to help solidify and move the PEP team forward. His commitment to the children of Plainfield has a proven track record spanning decades of dedicated service to local youth sports team and the senior classes at Plainfield High School.

Length of Residency in Plainfield: Life long resident of 61 years

Professional Training:

• Disabled Veteran Vietnam 1968 (Honorable Discharge)
• Retired GMC Truck Mechanic (42 years)

School Affiliation: Member of Emerson School Leadership Council

Volunteer Associations/Activities:

• Vice president Plainfield Cardinals football
• Assistant Commission Plainfield P.A.L. T-Ball
• COACHING the youth of Plainfield

Renata A. Hernandez – PEP President

Summary: Renata is a passionate, straight-up no chaser leader who believes in accountability, organization and high-quality output. Her dedication to ensuring Plainfield reaches its full potential and that both parents and children are empowered and engaged in the educational system provides PEP with the direction and fortitude needed to move our district forward.

Length of Residency in Plainfield: Lifelong resident of 41 years

Professional Training:

• Senior Analyst
• BSBA – Business Administration and Marketing
• MBA – Business Administration

School Affiliation:

• Cedarbrook Elementary
• PHS Graduate (C/O 84)

Volunteer Association/Activities:

• PEP – (3 Years)
• PATT – Treasurer (3 Years)
• Former New Horizon Advisor (93-94)

Michelle D. Curry – PEP Vice President

Summary: Michelle is a dedicated parent and parent advocate that continues to get involved with issues facing Plainfield Public Schools. Her ability to level-set and research and share practical school processes both in district and abroad is a value-add to the PEP team and community we serve.

Length of Residency in Plainfield: 15 years

Professional Training: B.A. Social Work, Psychology and Sociology

School Affiliation(s):

• Maxson Middle School
• Plainfield High School
• Emerson Elementary School

Volunteer Association/Activities:

• PEP
• PTO

Fore Warned is Fore Armed -- This is WAR!

Hello Plainfield Community -- least you be caught unaware of the school policies which will be used to drive the necessary accountability, consistency and behaviors needed to move this district forward -- please find attached links to (2) VITAL manuals that should aid you in navigating, advocating and supporting your child through the Plainfield Public School System.

Please try to review these prior to the Town Hall Meeting so that any questions you may have concerning the information within either of these documents can be sufficiently addressed.

We Know Not -- If we ASK NOT!

In preparation for the Town Hall Meeting hosted by the PPS Superintendent – Dr. Gallon III – this THURSDAY, August 28, at 7PM, Washington Community School, 427 Darrow Avenue, Plainfield -- I thought it would be helpful to repost the Dr.’s 5 Core Goals.

We should look at these goals and translate them into viable concerns and questions that will lead to a productive conclusion. Let us not resort to a combative stance that will render this opportunity void of all relevance and progress towards the greater good of our community – An Educational System – “SECOND to N.O.N.E.!”

And in no particular order…

• PPS Goal: Learning Outcomes
• PPS Goal: Human Resources Optimization
• PPS Goal: Business Practice Optimization
• PPS Goal: Safe Learning Environment
• PPS Goal: Community Involvement

Here is a list of possible questions that are applicable to all five of these goals:

1. What is it?

2. How will it be measured?

3. Can you provide an example of what this looks like now and what the proposed future state will look like?

4. How does it map into the overarching goal of creating a better school system within our community?

5. What are the rewards and/or ramifications of goal attainment and respectively non-attainment?

Please come out and bring with you the passion and commitment for AUTHENTIC CHANGE!

We have not (or KNOW not) – if we ask Not!

Got Uniforms?

Hey Cedarbrook Panthers...

Together We Will Succeed!

Send A "Shout OUT!" For Your School

As we gear up for the 1st day of School here is your opportunity to send me your messages, posts and information for your school.

Simply send me your:

• MSWord documents (Maximum 300 Words)
• School Logos
• Photos (Maximum 2)
• PowerPoint Slides (Maximum 2)
• Students School Supply List

Keep your School’s Parents informed. I will post them within 24 hours of receiving them! ENGLISH and SPANISH versions welcomed.

Remember – THIS IS YOUR BLOG! PEP is an eXtension of ALL parent groups in Plainfield – without YOU and without meeting your needs for valuable, timely and relevant information concerning our schools – PEP would be limited in its effectiveness.

PEP is here for YOU ALWAYS!!!

Email Me: rasrahmataz@comcast.net

Apreciacion Al Cliente!

Dressing For Success...

Hey Cedarbrook

How are you going to look?

In your Blue & White
Snappy, Happy, Dandy and Bright.

School’s about to start…
You'll all look really smart!

In your Blue & White
Snappy, Happy, Dandy and Bright.

GOooo Panthers!!!

Hey Plainfield Parents -- Here's A Coupon!!! HAPPY SHOPPING!

Hover Over or Click on the coupon image and you will see the following option toolbar
Select either one of the first (3) options to Save, Print, Email.

--------------------------------

Cedarbrook School
SCHOOL UNIFORM LIST
--------------------------------

Girls Uniform Description:

• Navy Jumpers, Skirts & Skorts
• White or Light Blue Oxford Shirts with School Logo
• Polo shirts with School Logo
• Navy Blue Zipper or Regular Cardigans with School Logo
• Navy Blue Vests, Pants & Cross Ties

Boys Uniform Description:

• Navy Blue Pants and Shorts
• White or Light Blue Oxford Shirts with School Logo
• Polo shirts with School Logo
• Navy Blue Cardigans with School Logo
• Navy Blue Vests and Ties

Gym Wear- Boys & Girls:

• Navy Sweat Pants & Sweat Shirts
• T-shirts with School Logo

13 Days and COUNTING...

On the Matter Of...

Last week our district blog (PPS News Online) offered the community an opportunity to "Ask The Superintendent" -- in the interest of providing information through all available outlets -- here is the response to two of the questions I posed on behalf of PEP and the concerns brought forth:

Question:
Dr. Gallon,My concern has always been with regard to the structured exclusion-- by way of ommission -- of a rigorous, consistently meaningful and competitively sound Gifted & Talented Program at all grade levels within the PPS.I attended your presentation, but it failed to answer the very fundamental question -- When can I and other parents who have been challenged with finding alternative means to stimulate their gifted child(ren)expect a city-wide, full school year Honors (gifted & talented) programma within PPS?

RESPONSE:

The target date for such an expectation of the Plainfield Academy for the Arts and Advanced Studies is September 2009. The 2008-09 school year will be devoted to planning and development. A framework, unveiling, and “next steps” should come before the BOE and community on or around January 2009. Additionally, we are developing and increasing courses and sections for Gifted Students at all of our secondary schools. In short, we have revamped Master Schedules to reflect such offerings for the 2008-09 school year. Thanks for your interest!

Follow-up Question: If I understand the term secondary -- this suggests that we are speaking of the middleschool and higher grades. Given the expansion to the K-8 model (or the inclusion of middle grades in the primary schools) -- are these advanced courses also going to be offered "THIS YEAR" to those students? Specifically -- 6th graders within the K-8 model schools?

Question:
Is there a district-wide policy on volunteering within PPS?Parents would like to understand how they can help -- what are the limits, qualifications etc...Can the district produce A Volunteer Handbook for PPS with stated policies and procedures? If so when? If not -- why?

RESPONSE:

I am still, and may remain in the process for some time of determining what we currently have in the district and aligning it with what we actually need. Both will most importantly consider what is or has been effective. Policy questions and procedures may be directed to the Office of Administrative Services. Please know, however, that the safety and security of our children will be priority. To this end, it should be expected that all volunteers will have to go through an appropriate screening and background review process.

Follow-up Response: Well parents -- perhaps I didn't ask the question clearly enough, but nevertheless at the very least you have a point of contact. I would suggest reaching out to the OAS for clarity on the definition of a Volunteer so as to understand if you are reading a book to your child's class every now and then would this necessitate you going through a screening and background review -- and most importantly -- who pays...?

Uuuggggghhhhhhh!!!!!!!!!!

----------------------------
What's up with that!?!
----------------------------

Guess what I saw in Staples yesterday? There were several groups of parents (a store full) shopping with their kids for school supplies. And guess what? They had lists for items their children would need provided to them by their schools. Why can’t we seem to get a jump start on things like this? Why is it that Plainfield always has to wait for sloppy seconds?

It’s so completely frustrating that something so simple as a list of needed school supplies seems to elude us. For those of us who abhor last-minuteness this is a personal affront to our sense and sensibility! Nothing can be worse than buying your child supplies only to find out that its not what the teacher wanted…who has money for that?!

In order to become “Second to None” we have to stop this type of structural dysfunction that keeps us always trying to play catch-up!

They say a picture is worth a thousand words -- so here are three thousand’s worth for your viewing pleasure; respectively representing Warren Middle School, Scotchplains/Fanwood and Westfield District Sites

!No Esta No Es Una Vitamina, Pero Si Es Buena Para Usted!

El Poder De La “C” es sobre reclamar nuestro Compromiso con nuestras escuelas, niños, Comunicando consistentemente, oportunamente, y significativamente, y Colaborando con las escuelas, padres y la comunidad, para así alcanzar excelentes programa y servicios educacionales.

¿Que es PEP?

Padres Fortaleciendo Padres (PEP) es uno de los cimientos de la organización de padres formada para fortalecer los padres de Plainfield. PEP la Misión – se ha comprometido para asegurarse que ningún niño sea dejado atrás, mediante conectar las familias a los recursos y servicios que promueva el apoyo a los padres y un éxito desarrollo a los estudiantes. PEP la Visión – Padres bien comprometidos, profesores, escolares, y el profesorado en cooperación con la comunidad y los extensos recursos, destrezas y talentos; hasta ahora os hemos asegurado que cada niño reciba apoyo, animo y una educación de alta calidad.

For My English Speaking Family -- this is a reiteration of the Power of C Campaign and the PEP Mission, Vision statements as posted on this site. In an effort to be an all inclusive information portal I will from time to time (as my husband agrees to translate) post this blog in Spanish so that we achieve a "TRUE" Community of like-mindedness.

Be Well!

¡Para La Comunidad Hispana!

"¡Nosotros Estamos Todos Juntos en Esto!"

Pulling It All Together!

Understanding the K-8 Model: A Series Concluded

It’s no secret that Plainfield’s middle schools have been missing the mark for quite some time. The good news is that the conversation is no longer a whisper but meaningful dialog has ensued, and more importantly, our recently appointed Superintendent is working on a strategic plan to not only fill the gaps but to exploit the educational talents and expertise of district personnel to ensure PPS becomes a premiere – “Blue Ribbon” district. With the appointment of a new Principal at Maxson – and the retention of the current administration at Hubbard along with the introduction of two (K-8) model schools (Cedarbrook & Cook Elementary) – the stage is being set for a dynamic and course altering school year!

In addition to considerations given to our poor testing results, I am sure that the mass exodus of students scheduled to enter our middle schools has also precipitated the need to find the right educational mix for Plainfield. We cannot ignore the $ in this reform equation, and after Tuesday’s presentation at the BOE meeting…the monies being paid for alternative education (i.e. Charter Schools) are staggering, and the deficit funding going forward is even more astounding. Reportedly K-8 models are less expensive because they enable schools to “return to scale”. In laymen’s terms this simply means each person, position, and part that contributes to the whole is fully utilized thus enabling optimal output – and that is after all our collective goal – Optimal Output!

A Note of Caution --- Even with all the positive and supportive statistics behind the K-8 model there are certainly challenges and potential issues that will need to be mitigated. First and foremost elementary schools are funded at a lower level and as such those schools that migrate to this model will more than likely receive less funding dollars in an already deficit funding structure. Second, counselors who are traditionally prepared for elementary level issues will have to gear up to meet the social, emotional and physically challenges that span a nine-year developmental period. Other pertinent areas of concern include: facility upgrades, revised attendance zones and transportation, collective bargaining agreements, professional development programs and opportunities, and finally neglecting opportunities to continuously examine other initiatives to improve performance. None of these instances are showstoppers but they must remain on the radar screen of our administrators to ensure appropriate and timely contingencies are planned for and implemented effectively.

Most journalist/writers stray away from injecting their own conclusion as a way to stir the reader’s imagination and come to their own conclusion. I, however, do not profess to be like most writers. Although I prefer readers to come to their own conclusion, I certainly cannot ignore or abdicate my opinions on the matters for which I write. The thrust behind PEPTalk is to give parents and the community a means by which to express their individual and collective voices. With that said, I am supportive of the K-8 model for all the reasons shared with you during this series. However, it should be understood that appropriate and effective school modeling is cyclical – that is to say – what will work now may not work 5 years or 10 years from now, but through constant monitoring, metrics and community involvement the right mix will always be in scope – before our scores hit rock bottom.

In conclusion, I offer the following quote from Mr. Keith Look:

“No grade configuration in and of itself replaces the ultimate importance of skilled teachers, visionary leaders, and equitable fiscal resources. Nor is there any single middle grade intervention that will solve the century-old questions of adolescent education.”

I thank you kindly for your indulgence over the past week and pray you found the information both informative and relevant. If there are topics you would like to read more about facing the Plainfield School Community – please feel free to send your suggestions to: rasrahmataz@comcast.net. I will make every effort to cover your concerns.

(The information, facts and some suggested conclusions were sourced from the following: www.philaedfund.org/notebook/TheGreatK8Debate.htm and www.oppaga.state.fl.us/reports/pdf/0502rpt.pdf)

Understanding the K-8 Model: A Series | Part IV

And the survey says...

Over the past week I’ve shared with you some the reasons why other districts have moved to a K-8 model – but the question that begs to be asked is how will this model aid Plainfield Public Schools in achieving greater academic successes, e.g. meeting AYP district-wide?

First let us look at Dr. Gallon’s five core areas of impact for the district:

(1) Learning Outcomes
(2) Human Resources Optimization
(3) Business Practices Optimization
(4) Safe Learning Environment
(5) Community Involvement

Now let us continue our review of the national research, and although the body of work is statistically shallow, it does report consistent, positive findings. In particular -- Milwaukee and New York City preliminary results purport K-8 schools are out performing junior high schools in almost every category. (1)

Additionally, K-8 school modeling research supports the following:

- A means to create TRUE neighborhood schools. (5)
o One should be cautioned to manage the inevitability of internal competitions to ensure it is healthy and promotes pride and a commitment to excellence and is not used as a marker for divisiveness among the children and local communities served by any one particular school.

- Encourages higher self-esteem (1) (4)
- Decreases incidents of victimization by students on other students (4)
- Increase participation in extracurricular activities (1) (2) (3) (4) (5)
- Promotes healthier adolescent development (1) (4)
- Reading scores surpassed counterparts in junior high schools (1) (2)
- SAT scores are significantly stronger (1) (2)

From conversations with Philadelphia principals, Keith Look noted the following advantages of K-8 modeling as shared by the principals:

- It’s easier to fill vacancies (2) (3)
- Schools are Safer as older and younger siblings attending the same school tends to promote
characteristics such as protector, tutor and role model. (4)
- Parental involvement is greater as parents remain connected to one school longer (5)
- School Staff feel more connected to the community (2) (3) (5)
- School Staff are able to see their influence as students grow to young adults (2) (3) (5)
- School Staff relationships with children begin at early ages thus fostering a greater level
of trust among the two groups (2) (3) (5)
- From the student’s perspective – the continuity reduces negative feelings such as “who
cares” attitudes, self-doubting and self-destruction. (1) (3) (4) (5)

As we compare the ideals of our new SI with those of the leading research in this area we can conclusively map the K-8 modeling as an effective tool to move Plainfield forward. The numbers noted by each resulting outcome of the research represents a link to Dr. Gallon’s five core goals.

To avoid information overload, I will conclude this series in tomorrow’s post.

(The information contained in this posting was gleaned by the following sources: http://www.oppaga.state.fl.us/report/pdf/0502rpt.pdf and http://www.philaedfund.org/notebook/TheGreatK8Debate.htm)

Countdown To Educational Excellence!

Are YOU Ready...???

The conclusion to "Understanding The K-8 Model" series will be posted tomorrow.

Understanding the K-8 Model: A Series - Part III

Looking For Change -- In All The RIGHT Places...

According to an article written by the Office of Program Policy Analysis & Government Accountability (OPPAGA) – an office of the Florida Legislature – the shift toward separating out middle grades was intended to focus on the unique characteristics and needs of early adolescents and better prepare them for secondary education.

Consequently, in a national study statistical trending in mathematics and science found that 4th graders performed at or above the international average [This was quite surprising to learn – and definitely something our Elementary schools should share with the children to give them a true perspective of their achievements and potential!! – It’s a fact]. These same scores fell at or below the international levels by the 8th grade [How sad is it that we have readily and consistently shared this information with our students either directly --indirectly]. These compelling trends led to the 2004 passage of the Middle Grades Reform Act (Laws of Florida) in an effort to revise the middle grade curriculum and improve learning mandated the reassessment of reading and language arts for all schools that had less than 75% of the student population reading at or above grade level. The Commissioner of Education along with the State Board of Education developed and adopted rules that would require the implementation of a rigorous curriculum aimed at promoting scholastic achievement and test proficiency for grades 6th – 8th. Ergo, the cause for the reconstitution of the K-8 Model was born.

As we have discussed in this series -- there is research available that substantiates that middle grade students within a K-8 structure tend to outperform students in junior high schools.

So, what does Plainfield hope to gain by implementing this model?

Six school districts serving (Baltimore, Cincinnati, Cleveland, Milwaukee, Oklahoma City and Philadelphia) cited the following reasons for reconfiguration of the current middle school model:

• 100% - Poor student performance
• 67% - Parental dissatisfaction with middle schools
• 50% - Too large classroom sizes
• 33% - High absenteeism/dropout rate and/or suspension rates
  

This list should be very familiar to the parents in Plainfield. Over the last 2 ½ years of my involvement with PEP all of these have been cited repeatedly as concerns for our school district. It stands to reason then just why PPS has not only considered implementing K-8 school modeling but will move forward with a “test” run in September 2008 at Cedarbrook and Cook Elementary schools.

Besides meeting and improving on the challenges identified, it is hoped that this continuity will provide greater stability during particularly challenging times for adolescent’s self-awareness and self-discovery, and further that the close knit-ness derivative often associated with K-8 models will help improved student behavior and thus student performance.

The information, facts and figures for this article were obtained from “K-8 Schools May Help School Districts Improve Student Performance” A full copy of this article can be found at: http://www.oppaga.state.fl.us/reports/pdf/0502rpt.pdf

Understanding the K-8 Model: A Series - Part II

*The History – Abridged

The K-8 school model dominated public education until the early 1900’s and has since returned to middle schools as an intervention reform conversation along with the theories of “looping”, teaming, and “advisories” -- all in an effort to address the issues that trouble middle school educators across the nation.

More specifically:

- How can schools increase academic rigor in the middle schools?
(A very real and common concern among the PPS parents.)
- What school conditions are necessary to support adolescent identity development?
(This is of personal importance to me and I’m sure with parents in general.)
- What intervention aids students’ transitions between grades and between schools?
(Again a very relevant concern for PPS Parents.)

In the early 20th Century the historic Committee of Ten endorsed the potential of the junior high school model as a more effective structure to help answer these questions, and ultimately boost middle grades student achievement. There was a considerable amount of permutations that followed including: K-6, 7-12 and K-12 and within Plainfield there exists the first permutation in addition to 7-8, and 9-12.

In recent years shifts in both State and Local education policies supporting the K-8 model have been implemented in Baltimore, Boston, Cincinnati, Cleveland, Denver, Harrisburg, Hartford, Palm Beach and Phoenix but published results have yet to substantiate the true impact of these reforms.

According to Keith Look, researcher for the Philadelphia Education Fund, there is a growing body of research that shows K-8 schools are effective in improving student achievement in the middle grades. This is certainly an area Plainfield needs to concentrate on to ensure our schools meet the State standards of education that has eluded us for so many years.

Look does warn however, that this platform should not be viewed as an education panacea for what ails failing districts, but rather there is a need to constantly evaluate if, when, where and how K-8 school modeling applies.

So, what does Plainfield hope to gain by implementing this model? Tune in next Monday as we explore this question and many more.

* The information provided in this article was taken from "The Great K-8 Debate" written by Keith Look. A full citation can be found at: http://www.philaedfund.org/notebook/TheGreatK8Debate.htm

Understanding the K-8 Model -- A Series: Part I

30+ years ago when I attended F.W. Cook Elementary school sixth grade was a part of the school’s schema. And although I did not necessarily understand the value of it then -- as a mother of an up and coming 6th-grader – I certainly “get it” now.

Prior to hearing that Cedarbrook and Cook would extend their classrooms to include 6th grade my husband and I planned to take my daughter out of the Plainfield School system – at least for the middle school rite of passage. Now – before you think I had given up on the quality of teaching for these middle school grades – hear me out. My daughter is 10 – that’s right 10! Can you imagine having a 10 year old in an environment with children ranging on average from ages 12 – 14…? As research bears the educational, emotional, social and yes physical needs of these age groups are drastically different. I could not and would not put my daughter’s years of self-discovery at risk in such a diametrically opposed age appropriate atmosphere.

Imagine our delight when it was “officially” announced in June that Cedarbrook would be expanding to include the 6th grade! As God is oft to do – He took away our angst -- shall we say SUDDENLY! I am enamored with Cedarbrook. The leadership (Mr. Asante) and the teachers are PHENOMENAL! Having my daughter in a familiar setting will certainly insure she develops in her own time into the intelligent, self-assured, conscientious and civic-minded young lady she is destined to be.

Well now -- enough about my personal story. Following are some facts, figures and professional opining from some research I did back in May in an effort to gain a better understanding of the benefits and the shortcomings of the K-8 Model. At the end of the readout is a link to the full citation. I would recommend that each of you take time to glean the information so that you are equipped to support and/or develop the appropriate contingency plans as you guide your children towards educational excellence.

1. K-8 Schools can be a viable alternative to large middle schools which struggle to be more than factory models of education.
2. K-8 schools can enhance social capital and give at-risk students, in particular, greater opportunities at success by building relationships with staff over a course of nine years. (This seems to be fueling, at least in part, the return of K-8 schools in urban and rural communities.)
3. Parent involvement can improve because parents are usually happiest with their children's elementary school experiences.
4. Parents are more likely to stay involved in the children's school lives longer because they are already comfortable with the school and its staff.
5. A K-8 school can incorporate a distinct, rigorous, and developmentally appropriate middle grades program
6. Internal accountability can increase in schools making the transition to K-8
7. Teachers know personally whom they are sending their children to next year, and middle grades teachers know whom there students are coming from.
8. K-8 schools are a better option than a large middle school in low-resource communities.
9. It is not a silver bullet, but another option that may be considered in attempting to bring about successful, rigorous, and developmentally appropriate middle grades education.
10. The BENEFITS are NOT AUTOMATICALLY inherent in the model.
    
    Keith Look is a Researcher with the Philadelphia Education Fund. For a full citing of this information log on to: http://www.middleweb.com/MWLresources/K8schools.html

Mark Your Calendars

Parents/Community:

Here are some critical dates for the 08-09 Calendar. One of our biggest issues, as both parents and the community, has been getting information about important meetings in a timely manner. In an effort to ensure you are able to make the appropriate arrangements to attend these events – please take note of the following and mark your calendars accordingly:

DATE	EVENT	LOCATION/TIME	Notes/Comments
August 29, 2008	Community Forum hosted by: Dr.Gallon III	TBD	If anyone knows where I can locate the flyer/annoucement with time and location I'd appreciate your assistance
September 4, 2008	1st Day of School	All PPS Doors Open @ 7:45 AM	Check with your local schools for early start program times
September 10, 2008	Back-To-School Night	Cedarbrook, Cook, Jefferson, Stillman and Washington	Times to Be Announced
September 11, 2008	Back-To-School Night	Barlow, Clinton, Emerson, Evergreen, and Woodland	Times to Be Announced
September 15, 2008	Back-To-School Night	Hubbard and Maxon Middle Schools	Times to Be Announced
September 16, 2008	Back-To-School Night	Plainfield Hgh School	Times to Be Announced
September 29, 2008	PEP Orientation	TBD Time: 6:30 - 8:30 PM	I'm currently awaiting confirmation on locations...please periodically check the PEPTalk Blog and PPS-PEP Website for locations

Countdown to Educational Excellence!

Getting to Know the THINKER of the Thoughts.

Dear Partners in Progress;

Please take a moment out of your busy day to read this month’s letter to the community as scribed by Dr. Gallon. It’s important that we understand the direction and intent of our leadership so that we cannot only support the movement forward but also ensure we stay on course A.K.A. – insure accountability.

I was a little discouraged to not see PEP mentioned as an entity as there were callouts to many other functioning groups…but I shall remain positive.

If any of you have spent any time in Corporate America than the concept of strategic planning and the old “Dashboard” process should certainly clue you in on the thoroughness of this undertaking. This management philosophy requires a great deal of reporting metrics, accountability, subject matter experts, coordination and bridge building – all of which are positive characteristics of a district on the rise.

I’m not exactly sold on the “war” concept as by nature this type of platform always yields a winner and a loser and from my perspective I much prefer a successful strategy that will produce a win-win! I get the jest of the message enough to quip about it –it is certainly not so serious as to make it a cause for combat – pun intended.

And in closing I would modify Dr. Gallon’s mantra to read more like: “LOVE – then you can lead, teach, learn, grow, listen, inspire, build, support, innovate and live…”

Check it out for yourself: http://www.plainfieldnjk12.org/Superintendent/Superintendent_Corner.htm

PHS Cardinals' Fundraising Underway - Citywide!

PHS Cardinals -- "Go BIG RED"

Calling all COMMUNITY Stakeholders -- the Plainfield High School Cardinals are looking for donations to support their scholastic athletic endeavors for the 08-09 school year.

Players are stationed at all the major intersections throughout the city and would appreciate your support.

You don’t have to do it all – just do a little. There are over 40,000 residents in Plainfield. If each of us gives at least a dollar that’s $40K these young men will have to buy the needed uniforms, equipment and support travel expenses for a successful year.

Show your support by donating at one of the many donation stations! Let’s put our money where we say our hearts lay!