MEAP results set to be released with new cut scores

by DOUG VANDERJAGT
District Assessment Coordinator
Rockford Freshman Center Principal

Within the next few weeks, detailed MEAP results with adjusted cut scores are scheduled to be released to districts as they brace for this highly anticipated event. For years, these results would arrive over the summer, as parents and students relish in three quiet months away from the school system. Now, in the cool winter months, the results are on the brink of full disclosure in the same year in which the tests were administered.

The MEAP is our annual assessment that is used to gauge how our students are performing on state-approved content standards. This test helps us define what students should know and be able to do in English, writing, math, science, and social studies in grades kindergarten through 12.

In the previous years, we would obtain our district scores and relish in the fact that our students score near the top in every area across the board. This will continue to be the case, although the scores may look different for each individual student. New higher cut scores have been set for the MEAP, as well as the MME that is administered to our 11th-graders in the spring. With these new cut scores, proficiency now means that students are progressing appropriately toward college readiness. This could likely change how the public views the performance of districts, schools and students throughout the state.

Cut scores represent a judgment about the percentage of questions that a student needs to answer correctly to meet some type of performance standard. While the cut scores have changed, the actual test has not, thus students’ actual raw scores are not affected.

In the past, cut score levels were set for a manufacturing-based economy. With more students heading to college after high school, and with new national tests on the horizon, state education officials felt that it was the time to revisit what levels of performance would be needed to be “proficient.”

The new cut scores reflect a determination about the point a student will be successful in the next grade or in college. It is important to understand that the “proficiency” label from the MEAP is simply one piece of information attached to a student’s score that should be considered along with other school performance data.

Rockford Public Schools will soon begin to pour over the data and use these recalibrated cut scores to help support higher levels of learning for all students. We will continue to identify the state benchmarks that were met and what standards need to be reinforced. Not only will district benchmark issues be addressed, but also now individual student data will be available to help current classroom teachers identify strengths and weaknesses of students that they have worked with for nearly six months.

The information that districts will be privy to will be invaluable to the school improvement process. Our district will continue to use state test results to help gauge the effectiveness of our curriculum and instruction as we strive for continuous improvement in efforts to increase student learning and performance.

Rockford Public Schools will use the new cut scores as we continue to prepare our students for success in school, college and beyond.

The Gift that keeps on Giving

by DAVID KELLER
Rockford School Board Trustee

David M. Keller

It was Winston Churchill that once said, “We make a living by what we get, but we make a life by what we give.”

While I didn’t realize it at the time, the act of “giving back” was instilled in me at a young age with the help of my parents. With eight children, my parents didn’t exactly have the money to give back financially, but they were able to give back with their time. We always volunteered for the Sunday chicken dinner at church and various other activities as a family. My dad coached several of us in sports throughout grade school.

It seems that the fruit doesn’t fall far from the tree. From the inspiration of my dad and my children’s passion for sports, it was about 10 years ago that I began coaching them and other children in our community.

My first experience was in baseball and then many years in basketball. It certainly took time away from other things I could have been doing, but heck, I was with my children and I was sharing my talents and developing skills of so many great young kids. It was an unbelievable experience to see them build their self-esteem and confidence during their improvement from the start to the end of the season.

As my coaching career is winding down, I know that the time I spent as a volunteer coach had a positive effect on all of my players. I made a difference in their lives as they did in mine. What a gift, I wouldn’t trade that time for anything.

About six years ago, I chose to become more involved in our community and was fortunate to garner enough votes to be elected a member of the Rockford Public Schools Board of Education.

In addition to our careers, the seven board members of the Rockford Public Schools each put in hundreds of hours of work every year to guide and support our district. Each year we are offered compensation for our services and each year we decline this offer. It’s one way we are all able to “give back” to our community with our time, knowledge and services. To see the success and accomplishments of our school district and to shake the hands of our graduates and a few occasional hugs as they come across the stage every year is reward enough.

Let’s look at our community: Relay for Life, festivals, Mitchell’s Run, youth sports, church activities, community cleanup, food drives, can drives, car washes, construction projects, childcare giving, elderly care giving—hundreds of volunteers are needed to make it happen, and for all of you who have volunteered, a big thanks for your efforts. In addition, I can’t say enough about the many individuals who volunteer their time for school activities, boosters, PTO, OM, RAMS volunteers—the list is endless—your help goes a long way and is truly appreciated. Rockford would not be the great community that it is without all of your efforts.

Growing up, I never could have imagined doing what I do today. I always seemed to be too busy to give that little extra, but at some point in my life, something clicked—maybe it was Winston Churchill’s words that struck a chord with me.

If you’re one of those individuals on the fence, volunteering offers many benefits in appreciation for a gift of your time and expertise. There are many organizations that need your help and we definitely need that next generation of givers to keep this community inspired. You have the ability to make a difference in our community, and you certainly will make a life by what you give. Thanks again for all that you do.

by ADAM BURKHOLDER
Assistant Principal
Rockford High School

Quite often, when working with both parents and students, you hear and perhaps you have experienced, “I studied for two hours and still didn’t perform well on the test!” The question that should then be posed is how did they study?

Students more times than not are quick to own up to and identify the fact that they did not study when poor results are yielded on an assessment. A student’s frustration does not stem from having not studied, but rather having spent time and energy on something and not experiencing success.

Although not always the case, when I ask students how they studied, the response tends to be, “I read my notes and the materials over and over, thought I knew the information, and still struggled on the test.”

Read, then reread habits may work in some cases, but as curriculum becomes more rigorous, students lose the ability to relate to the material on a personal level and retention becomes more of a process. In research that has been conducted by neuroscientists, cognitive scientists and educational psychologists, there is insight that can make studying more productive for students.

Spaced repetition is the first technique for a stronger relationship between a learner and the information being studied. Rather than sitting down for an extended period of time, research shows that students will recall information better if they study in smaller increments of time. My suggestion for students has been to study for 15 to 25 minutes and then get up, move around, do something that they want to do for 5 to 10 minutes, and then go back to studying.

In a recent article published in The New York Times, studies have shown that students who used this technique had double the retention rate compared to those peers who simply studied in large segments of time. Spaced repetition may still take as much time as studying in large increments, but it is more effective.

Above and beyond spaced repetition, students need to do something with the information at hand. Simply reading the notes/pages of the text is not the best approach to studying. Every time a memory is retrieved, it fortifies that specific thought and commits it to memory for improved retrieval at a later time. Rewriting information, creating flashcards, and quizzing yourself on information just covered are all avenues of better retaining information. As a student, the harder you work and the more you do to understand information, the better you will be able to retrieve that information. This extra effort indicates to the brain that the information is worth keeping.

Learning is a process and, as the content of curriculum in school grows more demanding, students will have to work harder to commit information to memory. Every learner is different as to which techniques will work best for studying information, but spaced repetition and doing something with the information above and beyond reading it are simple tips that any student can implement.

With a simple Internet search of “study tips” or “study techniques,” countless resources and ideas will be at your fingertips. Take the time, spread out your time allocated to studying, and find a technique that will work best for you.

When do kids learn to think for themselves?

by DOUG HOOGERLAND, Principal
Roguewood Elementary School

When is it really that kids learn to think? Not just the academic variety either, but to actually think for themselves? And how do we provide opportunities for our children to do just that: think for themselves?

Don’t get me wrong, we have some extremely bright kids in our area, kids who are among the smartest in the state. We have hundreds of students who are on the honor roll, who are scoring really well on the MEAP and the ACT, and who are earning scholarships to prestigious colleges and universities around the country, but are they really learning how to think for themselves?

In many ways, I know I was pretty lucky growing up despite some major challenges. My parents encouraged me to participate in extracurricular activities. When I wasn’t participating in sports or band or 4H or delivering the local newspaper on my bike, I had lots of free time. If my parents had not allowed the concept of boredom in my childhood, who knows how I would have turned out?! Did you catch that? We actually embraced the concept of boredom!

Accepting the fact that it was okay to be “bored,” I learned on my own to find something to do; I discovered amazing things. I imagined, I invented, and I played. I thought for myself. My parents weren’t busy planning “play dates” or organizing games for my siblings and me and the neighborhood kids or playing games all that often with me for that matter. My mom was my 4H leader, but after that she made me go outside to play. Certainly I had to follow the rules and “behave,” but I also had to come up with my own plan for occupying my time or “playing.”

Perhaps that was one of the best things my parents, however unintentionally, did for me. I learned how to think for myself. I’m certainly not the smartest person, but I’m very confident that placed in a challenging situation or confronted with a difficult problem, I can think for myself and react appropriately to most situations.

By education and profession, I am an elementary educator, but at home when the mower breaks I can take it apart and fix it. No one ever showed me how to do that and I’m not afraid to try. My furnace broke down last winter. Though frustrated, I didn’t panic or immediately call a repairperson. I looked to identify the problem, thought about what might work to correct it and eventually repaired the furnace on my own.

Growing up, and even now as an adult, I have made countless mistakes, thought about them and learned from them too. I have been in numerous situations where the answer or solution was not readily evident. I would like to thank my parents for allowing me to be “bored” so as an adult I wouldn’t need anyone to keep me entertained. Boredom forced me to think, wonder, and be self-reliant. Don’t we want that for our children? I would also like to thank my parents for encouraging me to play, to invent, and to imagine. Most of all, I would like to thank my parents for allowing me think for myself.

Certificate of Excellence in Financial Reporting

by MIKE CUNEO
Assistant Superintendent of Finance
Rockford Public Schools

Rockford Public Schools (RPS) was awarded the Association of School Business Officials International’s (ASBO) “Certificate of Excellence in Financial Reporting Program” (COE) for excellence in the preparation and issuance of the fiscal year end 2010 school system report. This is the 10th consecutive year Rockford has received this distinction.

The “Certificate of Excellence in Financial Reporting Program” was designed by ASBO International to enable school business officials to achieve a high standard of financial reporting. The award, the highest recognition for school district financial operations offered by ASBO, is only conferred to school systems that have met or exceeded the standards of the programs.

The COE award represents a very significant achievement and confirms the district’s business office commitment to financial accountability and transparency. Recognition through the COE program helps strengthen the district’s presentation for bond issuance statements and promotes a high level of financial reporting.

The COE is divided into numerous reporting sections. The Introductory Section provides the district an opportunity to present our educational program, share the district’s Points of Pride, and highlight Rockford’s strategic planning model, Rockford Action Model for Success (RAMS). We also comment on the current economic conditions we face as a school district in the state of Michigan.

The Financial Section meets the state and federal guidelines for financial reporting of all district funds. This section includes information on the General Fund as well as Special Revenue Funds.

The Statistical Section provides a 10-year history and overview of financial and demographic data.

As noted in the Vision Statement of the Board of Education, we have the responsibility to be trustworthy stewards of the financial resources provided to us by the community. The achievement of this award reflects the district’s commitment to the highest standards of school system financial reporting and to our community.

You may view the full report on the district’s website at www.rockfordschools.org/Resources/PDF/RPS/Rockford%202010%20ASBO%20CAFRe.pdf.

Congratulations to the staff who worked so hard to earn the Certificate of Excellence in Financial Reporting Award and our appreciation to the community of Rockford for their support.

Rockford Students Care! 

by TOM HOSFORD, Principal
Crestwood Elementary School
Rockford Public Schools

Our school system is blessed to have incredibly talented students roaming the hallways from the time they are in kindergarten to the time they graduate from high school! Their achievements stretch from the rigors of the classroom and athletic fields to the polished fine arts productions and beyond. There is not a week that goes by without some sort of recognition regarding student accomplishments, and this week is not an exception. I have been lucky enough to work at all levels of education in Rockford (elementary, middle and high school), and I am continuously amazed at how much our students, regardless of age, give back to the community.

Every year, the students of Rockford Public Schools give of themselves to many great and worthy causes. Whether it is a monetary donation, a canned good, an article of clothing, a pint of blood or valuable time, the students in our district treat each cause with the same amount of energy and dedication. The list of organizations that are positively affected is long and diverse. Our student body truly wants to make a difference in our community and send a positive message to society that there is somebody out there who will help during difficult times.

Last year alone, our students raised tens of thousands of dollars, donated hundreds of thousands of pounds of food and canned goods, participated in a house rehabilitation project, and spent countless hours planning and executing other various service projects. They do it all without judgment and without recognition—just from the bottom of their heart and for the good of humanity! We should all be proud of our students for their involvement in community service projects, and I look forward to witnessing the positive impact that will be made in the years to come!

by MICHAEL S. SHIBLER, Ph.D.
Superintendent of Schools
Rockford Public Schools

Dr. Michael S. Shibler

The above statement has been an important part of the Rockford Public Schools (RPS) logo for over 22 years. Not only is the declaration true, it is ongoing with no ending point—we live it every day.

RPS and the Rockford community enjoy a real and functioning partnership, which has endured and expanded over the years. Despite the current economic challenges, which are negatively impacting state, local, school and family budgets, RPS remains an exemplary educational institution because of our people!

Beginning in 1989, we began conducting focus groups and surveys of parents, employees, students and the community at large to identify priorities and expectations for RPS. Thus, the first Rockford Action Model for Success (RAMS I) was born. Every three years since that time, a new and relevant RAMS model has been created with input from our school/community. RAMS VII is nearing completion, and we are completing the process to create RAMS VIII. This ongoing strategic blueprint for continuous improvement has played a major role in our success.

RPS has earned a strong reputation as an exemplary public school system based on the following facts:

•            Rockford is the only school district in Michigan to require students to demonstrate proficiency in math and language arts by successfully passing the ACT WorkKeys high school competency tests to earn a high school diploma.

•            All of our schools are recognized by the State Board of Education as exemplary Blue Ribbon Schools, which is based on student achievement test scores, educational programs, and parent involvement. We are the only school district in Kent County to earn this recognition.

•            As defined by the federal government’s No Child Left Behind Act and Michigan’s Education YES! initiative, all of our schools have earned Adequate Yearly Progress (AYP) and straight A’s for the past six years.

•            All of our schools are accredited by the North Central Association of Schools (NCA).

•            Two years ago, RPS earned the highest level of district-wide accreditation by NCA, the AdvancED accreditation.

•            We offer high school Advanced Placement (AP) and honors classes in all disciplines.

•            Many world language opportunities are available, including elementary Spanish Immersion and four-year programs in Japanese and Mandarin Chinese at the high school level (in addition to traditional world languages of French, German and Spanish).

•            Many students have been named National Merit semifinalists and finalists.

•            Our middle and high school bands consistently win numerous state competitions.

•            Our choirs have been invited to perform throughout Michigan and the United States.

•            Last year, our theater program performed such challenging musicals as “Les Miserables,” receiving accolades comparable to college and professional productions.

•            Several students have received scholarships and recognition for their outstanding works of art.

•            Students and staff make a difference in our community by volunteering thousands of hours and raising money for charitable causes, including Habitat for Humanity, Relay for Life, etc.

•            Many intramural and club sport opportunities are available for middle and high school students.

•            The district offers 34 varsity interscholastic opportunities, with nearly 60 percent student participation.

•            Students have earned 35 state athletic championships, mostly since the mid 1990s.

•            Odyssey of the Mind teams have earned several awards, including four world championships.

•            Our TV studio has won numerous statewide awards for excellence.

•            We offer an array of community services including Hola Amigos and Montessori preschool programs, student and adult leisure time and recreational activities, and opportunities for our senior citizens.

•            The Rockford community has shown support of the schools by passing several bond issues. With the 2008 bond, classrooms were added to many schools, technology was updated, infrastructure was improved, Classrooms of the Future became a reality, and 20 athletic/recreation fields were added for students and the community.

•            Our energy conservation program has saved the district several million dollars in energy costs, and every facility has earned the Energy Star Award for energy conservation.

The above examples are a small representation of RPS’ commitment to be the very best for our students and community. We practice continuous improvement despite a difficult economic environment and, with strong community support, we will continue to build on our tradition of excellence.

by DR. RYAN KELLEY
Assistant Superintendent for Instruction
Rockford Public Schools

Dr. Ryan Kelley

The Michigan State Board of Education has placed a challenge to every student and every school in Michigan, by raising the MEAP/MME cut scores (the minimal score at which a student is considered “proficient”). As the cut score is raised, fewer students will be considered proficient in math, science, reading, writing and social studies. In an effort to show how significant the change will be, the State Board re-released last year’s scores and included what the scores would have been using the new cut scores. The chart displays a sample of the significant changes in the percentage of students labeled proficient, including the county and state averages.

Despite the initial decline in the number of students reported as proficient due to the change in cut score, we are confident that the scores will continue to increase due to the many school improvement efforts and the outstanding teachers and students that we have at Rockford Public Schools.

The state is challenging every student to perform at a higher level. We are confident the Rockford students will rise to meet and exceed this new standard. Working together we welcome this challenge and we know that our students will continue to accomplish great things. If you have any questions or comments, please contact me at your convenience at (616) 863-6556.

by LAURA FEATHERSTON
Trustee, Board of Education
Rockford Public Schools

Laura Featherston

As a local real estate agent, I am frequently asked for information about area school districts. I’m obviously a bit biased towards Rockford Public Schools (RPS), but I have to be as impartial as possible! I always direct people to the administrative offices and each district’s website for details. I think rpsschools.org has great information and urge you to visit frequently.

The following information is taken from a link I like, “Fingertip Facts.” I hope it helps you learn something new about our great district!

•            The district encompasses 100 square miles with a population of approximately 42,000 people.

•            Our facilities include: eight elementary schools, two middle schools, the Freshman Center, high school, River Valley Alternative High School, administration, community services, facilities and operations, special services/library services, and transportation.

•            The student count for the 2010-11 school year was 7,937.

•            First Class Facilities—a $45 million bond issue was approved by the community in May 2008. It funded upgrades to technology district-wide, renovated and built additions to 10 schools, and expanded/improved the district’s athletic and multi-purpose fields.

•            The community of Rockford Public Schools has supported every bond issue since 1990.

•            The transportation department has a fleet of 70 buses and transports approximately 5,610 students per day.

•            The transportation department has received state and national recognition for student safety.

•            Over $2 million in scholarships were awarded to the graduating class of 2011.

•            Rockford Public Schools is the only school district in the state of Michigan with a mandatory competency test as a graduation requirement, which guarantees that our graduates possess the essential skills to succeed after high school.

•            The food service program provides a nutritious lunch program to approximately 6,000 students daily and meets the highest state and federal guidelines.

•            The administration continues to work toward reducing current and future operating costs through an aggressive energy conservation program. To date, savings through the end of March 2011 were $3,105,614 and 100 percent of our buildings have received the Energy Star Label Award.

by CINDY KITZROW

Principal, Cannonsburg Elementary School
Director of Library and Media Services

October is designated as National Bullying Prevention Month. Communities nationwide are urged to take an active role to prevent bullying. It takes the entire school community to create an inviting school where everyone feels they belong and are safe. We all need to work together—administrators, teachers and school staff; parents and students can stop bullying. Promoting this environment of health and safety is a community-wide responsibility.

All students need to feel safe and secure in order to learn, and learning entails much more than academics. Prevention efforts must recognize the role of the peer group as well as the relationship between the person who bullies and the person who is bullied. Effective prevention programs promote positive and just practices, while also setting firm limits of unacceptable behavior.

Rockford Public Schools has created exemplary programs to reduce bullying and its detrimental effects on our students. These programs convey expectations of respectful behavior by crafting our district bullying policy and guidelines.

Capturing Kids Hearts is one of our bullying prevention programs. Staff and students have developed strategies that help to ensure each student’s positive experience in each of our schools. It is a process that helps the adults in a school work with the students so that together they create a school culture that is mutually respecting, caring and celebrating the dignity of all. The goal is for students to become self-disciplined, accept the responsibility for their actions, and devise ways to prevent the recurrence of negative behaviors. The adult works with the student, guiding the decision-making process. Our motto has become, “If you capture a child’s heart, you capture their mind.”

Ram Buddies is a program aimed at helping students with various needs form meaningful relationships with a “buddy.” The peers will initiate opportunities to provide support, encouragement and friendship. Throughout the year, the students who participate will join in a series of organized team-building activities and fun events that will provide them with strategies and opportunities to build relationships.

Our library media specialists integrate cyber safety and digital citizenship while teaching our students how to use the Internet for research. Sixth- through 12th-graders are taught about personal online safety, cyber predator identification, intellectual property and digital literacy, with a focus on online behavior, cyber bullying and social networking.

It is critical to create a digital code of ethics. Educators have an important role to play in teaching kids morals and desirable behaviors such as the importance of empathy and pausing to think about one’s actions before clicking and sending an e-mail or texting.

Our Board of Education and administrators believe that a safe and orderly environment is a necessity for students to learn and achieve high standards. In order to perform to their personal best, students must be able to work in a nurturing educational environment. Bullying is disruptive of the educational process and is not acceptable behavior in our district.