3.16.15 Weekly Bulletin

LaGuardia Arts
Weekly Bulletin
March 16 - 20, 2015
Dr. Mars, Principal
Blood, No Sweat, No Tears — March 20
Our second and final Blood Drive
of the year is next week, Friday,
March 20. Due to the overwhelming
generosity of our students, we will
only be able to accept students
who have appointments, which
must be made with in the COSA
Office, Room 243.
Due to NYC’s severe winter, the
NY Blood Center’s reserves are
low, and they are looking to us to
assist in replenishing their stores
by having a very successful drive.
We will notify the Blood Center
of our appointment list to enable
them to staff accordingly.
We also want to provide more
information as to who can and
cannot donate blood so that we
make the best use of everyone’s
time.
The two most common reasons
students are turned away on the
day of a blood drive are for being
under the minimum body weight
(by height) and low blood iron
levels.
While there is nothing
that can be done about the height/
weight ratio, students can begin
eating an iron rich diet.
The
minimum
age to donate
blood
is
16
with
parent
Juniors, this time it really is
all about you!
The Guidance Counselors will begin their first college
advisement meetings with Juniors as early as next
week. All Juniors, regardless of their current thoughts
on college will have this meeting, and everyone will
again meet with their GC at least once in the Fall.
Juniors are responsible for many aspects of the
college process, including initiating this meeting
when they are ready and prepared. Juniors must
have thought about or completed a few things prior
to requesting a meeting. The required items are as
follows:
• Completed the “All About Me 2016” survey in
Naviance. (Available now.)
• Have a minimum 10 schools added to the
“Colleges I’m thinking about” section, including
identifying your interest level.
• Be able to explain why these schools are on your
list.
Once you have completed these items, students
should stop by (or email) their GC requesting an
appointment.
La!’s In the Heights Receives Shubert
Foundation Recognition
At Broadway’s Imperial Theater on March 9, La!’s cast
of In the Heights performed excerpts of the show
after being recognized at the Shubert Foundation
High School Theatre Festival for New York City Public
Schools. We were one of 5 schools recognized that
evening, and our cast brought the house down to
close the evening celebration.
TOC
Schedule
Newsworthy
1
16
M
Regular
Building Community
2
17
T
Regular
Administrative
4
18
W
Regular
Instructional
6
19
Th
Regular
College & Careers
8
20
F
Regular
www.LaGuardiaHS.org
16
M
permission, and permission slips
are available in the COSA’s Office.
The FDA, which oversees the
regulations
regarding
blood
drives, has strict guidelines on
confidentiality and privacy.
If you have a medical related
question or are concerned about
your eligibility to donate, please
call (800) 688-0900 prior to the
day of the blood drive.
March
A&F Mini Grant Proposals Due to
Room 853
Deadalus Closes for Fall 2015 Course
Requests at 11:59 PM
17
T
Choral Concert; Riverside Church;
7:30 PM
SDF 1 Blackout (Day 1)
18
W
SDF 1 Blackout (Day 2)
Preview Assemblies
Senior Gallery Show Blackout
MP 1 Grades Due; 8:30 AM (deadline
extended)
19
Th
Cap and Gown Measuring; All Seniors;
Lunch Periods; Mezzanine
SDF 1: Laughing Stock;
Little Flower Theater; 7:30 PM
Spring Blood Drive
20
F
SDF 1: Laughing Stock;
Little Flower Theater; 7:30 PM
Senior Gallery Show #3 Opens;
4:30 PM
21
Sat
SDF 1: Laughing Stock;
Little Flower Theater; 7:30 PM
22
Sun
SDF 1: Laughing Stock;
Little Flower Theater; 5:00 PM
23
M
24
T
25
W
Conference Schedule
Teachers: Grade Corrections Due;
8:30 AM
Committee of Students Against Injustice
Concert; 4:30 PM; Library; Free
OP: After 8th Report Card Distribution
Opera Blackout #1
Opera Blackout #2
26
27
Th
F
Parent/Teacher Conferences;
5:30 PM - 8:00 PM
Parent/Teacher Conferences;
1:00 PM - 3:00 PM
Sweeney Todd; 7:30 PM; Concert Hall
Sweeney Todd; 2:00 PM & 7:30 PM;
Concert Hall
28
Sat
29
Sun Sweeney Todd; 2:00 PM; Concert Hall
Building Community
Open House Success Due to School-Wide Effort
Over 1,000 students who received acceptance letters
to LaGuardia were invited to attend our Open House
this past Thursday, March 12. For some families, they
know they are accepting us but just wanted to feel
connected to the school. For others, this night was
a deciding factor. It took a tremendous amount of
energy, enthusiasm, and hard work by our students,
staff, and parents. The immediate feedback was that
our efforts paid off. The event was a huge success.
While we may have answered a question many
times, it is an art to make the one who asked the
question feel listened to and important. On behalf of
our incoming class, thank you!
Box Office
Tickets available through our website or the school
store. Tickets are no longer available online 3 days
before the performance; then, tickets can only
be purchased in advance from the School Store.
Children under the age of 5 are not permitted.
Choral Concert
at Riverside Church
March 17; 7:30 PM
Tickets available only at venue.
Respect For All Liaison: Mr. Brummell, located in the Deans Office
Laughing Stock
S pr i n g Dra ma Fe s tiva l #1
Show Choir Headlines Lincoln Center Education
Gala
Congratulations to the Show Choir under the direction
of Mr. Johnson, accompanied by Mr. Rogers, for their
outstanding performance of the Impossible Dream
with Brian Stokes Mitchell at the Lincoln Center
Education Gala on March 11, 2015 held at Rose Hall,
part of the Jazz @ Lincoln Center.
March 19; 7:30 PM
March 20; 7:30 PM
March 21; 7:30 PM
March 22; 5:00 PM
Tickets: $15/Student; $25/Adult
S we e n e y Todd; The De mon
Ba r b e r of Fle e t Stre e t
PSArt Semifinalist
Four La! student have been named by PSArt as semifinalists! We are rooting for you to become finalist.
Congratulations to:
March 27; 7:30 PM
March 28; 2:00 PM & 7:30 PM
March 29; 2:00 PM
Tickets: $15/student; $25/adult
For general information call
212 496-0700 ext. 2208
Questions concerning the performance may be
emailed to: LaGuardiaMusical@yahoo.com
Gabrielle Roninson
Emma Patterson
Oonagh Carroll Warhola
Catherine Labarca
A&F Spring Mini-Grant Applications Due March
16
A&F offers mini grants to La! students, faculty and
staff for a maximum of $500 per term, per project.
Spring Mini-Grant Applications are due March 16. For
specific information and the grant application, please
visit http://alumniandfriends.org/content/uploads/
Mini-Grant-application-spring-2015.pdf
The Committee of Students Against Injustice,
presents their first concert of songs, poetry
slams, art, dramatic pieces, film, and dance
on Tuesday, March 24, from 4:30 PM - 6:00
PM in the Library. Your attendance will support
using artistic expression to promote social
justice. All are welcome. Admission is free.
Seniors To Be Measured for Caps and Gowns
March 19; Lunch Periods; Mezzanine
What We are Working On
This is the only day for students to be measured for
their caps and gowns, but do not worry; a range of
sizes of extra gowns are ordered, so students who
are not fitted are given gowns in the closest size
available. Everyone, whether or not you have paid
your Senior Dues yet, should be measured.
• increasing the bandwidth for internet access
• looking for funding to replace and renovate
our sound and lighting system in the
performance spaces
• looking for funding to decrease class size in
Math
• looking for funding to increase medical
services offered at the school
• networking to increase student access
to scholarships to defray the cost of post
secondary education
Intro to LaGMag
LaG Mag is a student-run magazine released in blog
format for the students of LaGuardia. The magazine
could feature anything from concert reviews about
LaGuardia-based bands to editorials about coffee
addiction. Anyone can submit to LaG Mag! We have
a staff of contributors, but we love submissions! All
content should be emailed with the title “Type of
Content - Title - Name” to laguardiamag@gmail.com
(along with a sourced picture). After any necessary
edits, we will post it to the blog! Check out our
website: http://www.lagmag.squarespace.com/
We welcome input from the school community.
Take PlaNYC Survey to Have Your Voice Heard
The City is asking New Yorkers to share their ideas
on how to make New York City a better place
to live. Students, parents, staff...New Yorkers,
are encouraged to take the survey, which will be
available from March 6 through April 22 and will be
offered in seven languages. http://www1.nyc.gov/
nyc-resources/planyc-survey.page
2
Building Community
A BIG “Thank You” to Our
LaGuardia Arts STARS!
PLATINUM STARS — $3000 and above
Jill Bobigan and Karen Segal
Marla and Jorge Cornejo
Christine Denham and Robert Stein
Cindy Derrow and Roy Kaufman
Lauren Schor Geller and Martin Geller
Don Roy King
Richard and Jaimee Marshall
Lynette and Kevin McCollum
Kevin and Simone Vinocour McKeever
Cathleen McLaughlin
The Mediratta Family
Patricia O’Hearn and Thomas Loftus
Roland Riopelle and Leslie Kanter
Deborah Roberts and Al Roker
Laura Silber and Dusan Knezevic
David Shaw and Francesca Zaccheo
Susan Slesinger
The Family of Sonja Smeland
The Van Patten Family
GOLD STARS — $2000 and above
Jennifer and Marc Bernstein
The Bowling Family
The Carver Family
Debra and Louis Fasulo
Charlotte Fleck and Stevan Arbona
Gannett Foundation
The Gokhan-Meehan Family
The Hinden Family
Justianna and Michael Kubersky
Mr. and Mrs. Neil Mancuso
Isaac Mizrahi
Geoff Marx and Elizabeth Rucell
The Sperling Family
Emily Stern & Scott Cunningham
Anonymous
SILVER STARS — $1500 and above
Sarah Reines and Richard Bornstein
Steve and Julie Brandfield
Natalie Christou and Christo Curlisto
The Dermer Family
Mark Eberle
Mr. and Mrs. Stephen Genovese
Beth and Dan Gresham
Robin Brenner and Laurent Landau
Dr. Stephen Manucharian
Kristen Metzger
Laura Mount and Benito Quan
Brigitte Reiss-Anderson
Caroline Sykes-Lorenz and Gregory Lorenz
Lina Silver and Family
The Teitelbaum Family
Marisa and David Thalberg
Nadereh Nouhi and Michael Tirgan
The Walden Family
Tammy and Steven Weinfeld
Updated through March 10, 2015. Please email laghspa@gmail.com with any corrections.
3
Administrative
Programming Time Line
Activity
Time Line
Grade Level Academic Assembly (Juniors)
February 9
Advanced Placement (AP) Fair
February 11
Open Daedalus: Students begin entering requests for Fall 2015
February 20
Grade Level Academic Assembly (Freshmen and Sophomores)
February 23
Close Daedalus: Last Opportunity for Students To Enter Requests for Fall
2015 at 11:59 PM
March 17
Students Receive Copy of Their Requested Courses
April 28
Counselors Meet with Students
April 28, 29, 30,
May 1
Final Day to Request Changes
May 5
Students Receive Tentative Fall 2015 Schedule on Daedalus and PupilPath
June 26
Fall 2015 Programming— Deadline: March 17
A number of students have not competed the on-line registration
for next year’s classes in Daedalus. In order to have input into your schedule,
you must complete the information in Daedalus by March 17. Students who choose not to complete the information
will have classes selected for them.
Online Registration
in Three Steps
1) Review your options.
Visit LaProgram.org, and click on
the subject links at the top of the
page to
review course sequencing. You
can also read course descriptions
and review the AP Brochure.
When you
are done, click on “Register for
Classes.”
2) Access Daedalus.
Enter your user name and
password. Review the E-mail/Web
Site Use Agreement,
and click, “I Agree to the Terms
of this User Agreement.”
3) Make requests.
Under the School heading,
click on “Indicate/View Your
Preferences/Courses for Next
Term.” Select only the AP,
elective, and honors classes for
which you need to apply. If your
selection is rejected because of
not meeting acceptance criteria,
you can still add your name to
a waiting list of students whose
work will be re-evaluated by the
respective department.
Spring Parent Teacher Conferences
Q: What classes should I
selecton Daedalus?
A: Select AP, honors, and
elective classes on Daedalus.
Elective classes include the
following:
• a second, third, or fourth year
of Spanish, French, Italian,
and Japanese
• a fourth year of math
• a fourth year of science
• AP Human Geography and AP
Psychology
• Film Lit., Psych. and Lit., and
Creative Writing
• art electives
• Yoga
• ...and more!
Special Schedule
Thursday, March 26, from 5:30 PM - 8:00 PM
Friday, March 27, from 1:00 PM - 3:00 PM
Parent/Teacher
Conferences
November 7
To accommodate Friday’s Conferences, we will be
running a special bell schedule for students and
teachers. Complete information will be included in
next week’s Weekly Bulletin.
Friday
1
8:45 – 9:15
2
9:19 – 9:49
3
9:53– 10:23
9
10:27 –10:57
10 11:01 – 11:31
4
Teacher Time
8:30 – 3:20
Student Lunch
11:31 - 12:01
P/T Conferences
1:00 – 3:00
Administrative
Teachers: Submit Grades through Skedula
All first marking period grades
will be submitted through PADS
on Skedula. Grades are due at
8:30 AM on Thursday, March
19. Revisions are due at 8:30
AM on Monday, March 23.
Acceptable Grades
• Passing: 65-100 in increments
of 1
• Failing: 55, 56, 57, 58, 59,
60
Acceptable Lab Grades (only)
• 1 - 30 in increments of 1
Skedula Grade Submission
Instructions
1. Go to skedula.com. Log in
using your DOE user name
and your password.
2. On the bottom-left side, click
on “Portals.”
3. Click on “PADS.”
4. Click on “Click here to enter
HSST grades.”
5. Click on “Click here to enter
MP 1 grades.”
6. Enter grades and comments.
They will be saved
automatically.
7. Click on “Logout” in the
upper-right corner of the
screen.
Finding Comment Codes in
Skedula
1. Skedula offers assistance
in finding correct comment
codes. Go to PADS.
2. Click on one of the comment
cells to the right of the MP1
Mark column.
3. You can either enter the
comment code or click on
the clipboard to find the
appropriate code.
Submitting Revised Grades
After grades are received and
processed in Skedula, PADS will
be reopened until 12 p.m. on
Friday, March 20, so that teachers
can submit revised grades.
Review the Subject Class List with
Grades that will be placed in your
mailbox by the end of the day on
Wednesday. If you would like to
submit a grade change before the
revision deadline, enter Skedula
again, and change grades as
necessary.
Grades will be distributed in an
“After 8th OP” on Wednesday,
March 25.
The Importance of a Late Log
Students appreciate that teachers have in place
procedures to deal with lateness, such as a late log.
The existence of a protocol to deal with lateness
encourages students to arrive on time and also
encourages them to attend class if they are quite
late. It is important that all students attend class,
even if they are going to be quite late. Skipping class
leads to disciplinary action.
Parents can check student arrival scan times in
Daedalus. This information is updated approximately
once per week. Thank you,
Blood Facts
Did You Know?
• Platelets are a component
of blood that is needed for
clotting.
• Platelets are used by cancer
patients, accident victims
and to help treat other blood
disorders.
• Platelets have a shelf life of
just 5 days.
• You can donate platelets
every 3 days up to 24
times each year. The body
replenishes donated platelets
very rapidly.
• We can separate platelets
from a whole blood donation
but it would require 6-8 whole
blood donations to generate
the same volume of platelets
as we get from ONE platelet
donation procedure.
• One platelet donation
provides enough platelets for
a transfusion and is preferred
over a platelet transfusion
that comes from “pooled
platelets” from 6-8 different
whole blood donors.
• Some donors have a “high
platelet count” which enables
them to donate a ‘double’
or ‘triple’ unit without any
compromise to their health.
• Some patients who require
frequent platelet transfusions
need “HLA-matched”
platelets. These units come
from donors who share the
same HLA (human leukocyte
antigen) type as the patient.
This helps assure that the
platelets will help the patient’s
blood perform its normal
clotting function.
• Close to 2,000 donations are
needed each day in the New
York/New Jersey community
for patients who require
a life-saving blood and/or
platelet transfusion. Those in
need include cancer patients,
accident, burn or trauma
victims, patients undergoing
surgery or a transplant,
newborn babies, etc.
• Blood donors must be at least
16 years old, weigh at least
110 pounds, and not have
donated blood within the
5
last 56 days. Sixteen year
olds must present a signed
parental permission form.
People age 76 and older can
donate blood if they meet
all criteria and present a
physician’s letter.
• You can safely donate whole
blood every 56 days or
automated red cells (ALYX)
every 112 days.
• There is NO SUBSTITUTE
for donated blood. All
transfusions in this country
are a result of the 8 million
volunteer blood donors in
the United States. But the
demand for transfusions is
increasing as the population
ages and more sophisticated
medical care and surgeries,
requiring transfusion support,
become more commonplace.
• Donated blood is perishable
just like milk. Red cells last
for 42 days; platelets last for
5 days; plasma can be frozen
for up to a year.
Instructional
5 Musts for Mastery
The wise use of technology
engages students in rigorous and
meaningful learning.
Getting students to “mastery” implies
that they have mastered a concept,
have learned everything there is to
know about it, and are ready to move
on. This definition of mastery doesn’t
sit well with me. I’ve studied topics for
years and never “mastered” them. In
fact, I earned my master’s degree in
education more than a decade ago, but
I learn how to be a better teacher every
day. Each interaction with a student,
every conference I attend, and daily
conversations with colleagues continually
expand my understanding. I can always
learn more and explore a topic further.
The term mastery creates this illusion that
we can master a concept or skill—when,
in reality, mastery isn’t an end point
but rather an elusive goal that remains
forever out of reach. This may dishearten
some, but I prefer this definition. There is
no dead end in learning.
Absolute mastery of a subject may remain
out of reach, but there are degrees of
mastery. In that sense, students can
master a subject—to a degree. This is
broadly recognized, as in the ancient
game of chess, which confers titles of
chess master and grand master on players
with varying degrees of expertise.
In his book Drive, Daniel Pink writes
that mastery is “the desire to get better
and better at something that matters.”1
When I dissect this definition in the
context of the classroom, I’m struck
by two elements. First, students must
have a desire to get better. Second, they
must feel that what they’re learning or
doing matters. Ultimately, to pursue
mastery, classrooms need to focus on five
“musts”—and technology supports them
all.
1. Creativity and Play
When we teachers talk about our
curriculums, we often refer to the “work”
students are doing. This word does not
have positive connotations for most
students. Telling students they’ll be
working doesn’t elicit smiles or laughter,
excite creativity, or inspire innovative
thinking.
Students have done a lot of work in
school—and it isn’t fun. It usually
involves listening to the teacher, taking
notes, or working on a challenging set of
problems or a complex writing task. It
often happens in isolation, and their work
is usually judged. This work also bears
little relevance to their lives beyond the
classroom. This may explain why so many
kids claim to hate school.
The way we define a task has a big effect
on how it’s perceived. What if we stop
referring to learning as “work” and start
calling it “play”? When students hear the
word play, they think of fun activities
that involve movement, friends, and
toys. So why not make the classroom a
place where students play as they learn,
interacting with their peers using tech
toys?
A Great Way to Test
As a 9th and 10th grade English language
arts teacher, I’ve replaced pen-and-paper
quizzes and test-preparation sessions,
which are definitely work, with a different
kind of quiz—fun “space races” using the
student-response system Socrative, in
which students work together to answer
questions in a group competition. I create
quizzes on Socrative and group students;
each group’s objective is to get its colored
rocket to the finish line first. I’ve used
space races to do icebreaker activities,
reading quizzes, final exam reviews,
and SAT preparation sessions. The races
encourage students to talk, ask one
another questions, and work as a team
to find answers. They change students’
perception of the activity from work to
play.
They also give me immediate visual
feedback in the form of an Excel
spreadsheet that shows which questions
each group of students answered correctly
or incorrectly. If a large percentage of
students missed a particular problem, I
can review that information and give them
opportunities to practice similar problems.
A New Take on Field Trips
I create Instagram scavenger hunts using
the popular photo and video sharing
app to encourage students to explore,
capture, and share what they’re seeing
and learning. Students must find and take
pictures of specific items, then pair those
pictures with “fun facts.” This turns field
trips into more playful, exciting, and social
experiences.
For example, when I took my students to
San Francisco’s Chinatown during our unit
based on Amy Tan’s book, The Joy Luck
Club (Putnam, 1989), I compiled a list of
20 items I wanted them to find. The list
included locations that were mentioned in
the novel—such as Waverly Place and the
First Baptist Church—as well as culturally
significant items.
To encourage them to listen carefully
to the docents leading the tours and
use their mobile devices to research, I
required students to include a fact they
learned with each picture. One student
took a photograph of the entrance of the
Tin How Temple and added, “In temples,
people burn paper lanterns in a hearth to
give thanks to their ancestors.” To ensure
we were all able to see the pictures, I
asked students to attach the hashtag
#ChinatownScavengerHunt.
Informative Assessment
Teachers can use a myriad of fun apps
to build in meaningful activities that
students perceive more as play than as
work. Teachers can also use a variety of
free technology tools, from Socrative to
Google forms, to continually check in with
students and collect data to determine
where they are on the road to mastery.
Technology makes the abilities of both
individuals and groups more visible, which
makes it possible to identify areas of
strength and weakness and then adjust
the “play” happening in the classroom to
home in on specific skills.
2. Student-Centered Learning
Many classrooms still arrange desks in
rows facing the front of the room. This
creates the illusion that there’s a single
source of information in the classroom—
the teacher. It also conditions students
to sit quietly and consume information
passively. It’s crucial that teachers begin
to shift the flow of ideas to create a
learning community in which all members
of the class are valued participants who
6
actively contribute to the collective
intelligence in the room.
Technology can give every student an
equal voice in the classroom, but the
key is providing students with a safe
space to share their ideas and interact
with and learn from one another. Many
teachers have tried discussion strategies
like Socratic seminars to create equitable
conversations. However, hurdles exist that
can make it difficult for Socratic seminars
and other in-class discussion strategies
to be successful. Technology can help
overcome these hurdles.
Most Socratic seminars begin by asking
students to read and annotate one or two
articles in preparation for a discussion.
If teachers post the readings online and
pair them with an online discussion board
or thread, students can share ideas,
ask questions, and begin to think more
deeply about the topic before the in-class
discussion.
Technology can improve the process
in another way. Traditionally, Socratic
seminars have two circles. The inner circle
of students asks questions and discusses
concepts from the reading, while the
outer circle observes the conversation
taking place. Those in the outer circle
typically keep a written log in which they
ask questions, comment on points made,
and compliment strong contributions.
However, the only audience for their ideas
is the teacher.
Teachers can use a back channel tool like
TodaysMeet.com or Twitter and project
the stream of questions and comments
from the outer circle onto the board.
This enables the observing students to
play a more active role and expands the
audience for their ideas. For example,
while groups of students were doing their
Google presentations on the historical
context of John Steinbeck’s novel, Of Mice
and Men (Covici Friede, 1937), I set up
a TodaysMeet back channel and asked
the students watching the presentations
to take notes as a group. It was a great
way to crowd source the information
to ensure everyone had access to the
most important points. Moreover, if
students know their peers will read their
observations, they’re more motivated to
do their best work.
The more teachers can shift from a
teacher-centered class to a studentcentered one, the more students will
naturally engage. Arranging the furniture
in our rooms to foster interactions among
students is a great place to start. Weaving
technology into our methodology to create
more opportunities for communication,
collaboration, and transparency is the
next step to driving deeper learning and
engagement.
3. The Freedom to Choose
Most teachers desire the freedom to
teach the way they want without the
administration telling them how to do
their jobs. Ironically, many of those same
teachers don’t give students the freedom
and independence they also crave as
learners. Too often, we opt for uniformity
over individuality because it’s easier to
manage.
Instructional
In overcrowded classrooms like mine, technology creates
opportunities for students to not only pursue their passions,
but also decide how to approach activities and assignments.
For example, this year my students created digital stories. They
started by interviewing a family member, capturing the audio
using Voice Memo on their iPhones or Easy Voice Recorder.
Then they wrote a narrative about this person’s life, focusing on
a particular moment, event, or influence because their digital
stories would only be 3–4 minutes long.
It gets them moving, thinking, and sharing, which is far more
interesting to them than spending the class period trapped at a
desk.
5. Timely and Specific Feedback
I recognize the importance of providing my students with quality
feedback. However, the more students who are jammed into my
class, the harder it is for me to give them the authentic feedback
they deserve. Technology has played a pivotal role in helping me
provide feedback and assess student performance while juggling
170 students.
One student interviewed her father about his relationship with
her mother. Her parents were divorced, and the student lived
with her mother. After the interview, the student told me that
she had learned a lot about her dad that she didn’t know before
their conversation and, as a result, felt much closer to him.
Another student interviewed her mother about losing her father,
the student’s grandfather, to lung cancer. The digital story that
blossomed from that sad conversation is one of my favorites.
Students wrote their narratives in Google documents, which they
shared with me. Students received both formative feedback and
peer reviews before they started recording their digital stories.
When the time came to make the digital stories, I presented
a variety of strategies and tools that students could use,
from stop-motion animation and RSA animation (in which an
illustrator draws images as a presenter speaks) to iMovies;
Animoto; and GoAnimate. I offered drop-in tech trainings and
tech troubleshooting in my classroom at lunch to support them
throughout the process.
In the past, students submitted their work on paper. I did my
best to provide written feedback in a timely manner. Despite my
best efforts and lots of late nights bent over assignments with a
red pen in hand, I struggled.
Transitioning to a paperless classroom with Google docs has
been incredibly freeing. Students share work with me the day
it’s assigned, so I can provide continual formative feedback and
check in on those who need extra support. At the beginning of
the year, students always ask, “Why do we need to share our
document with you when we’ve not even begun writing yet?” I
explain that I want to check their progress and support them as
they work. I leave comments with links to my flipped classroom
videos if students struggle in a particular area. I complete
detailed rubrics anchored in the Common Core State Standards
using Google forms. (To see my Argument Essay Rubric, go to
http://goo.gl/vvWxtx.) Then I send students individual e-mails
with feedback using Google spreadsheets and scripts, such as
FormEmailer, Flubaroo, and Doctopus.
The hodgepodge of devices, coupled with the variety of
technology tools that students were using, created a messy
and, at times, chaotic learning environment. This was not
always comfortable for me as an educator. I couldn’t answer
all the students’ questions, but I was able to model how they
could tackle problems when they didn’t know the answer. I
also encouraged students to help one another solve problems.
Students began coaching one another and creating video
tutorials to share their expertise with a particular tool or
strategy.
Installing a script on a spreadsheet enables me to automate
certain procedures. For example, I complete a Google form
rubric for each essay I read and assess. These data are
collected in a Google spreadsheet. Once I’m done grading
those assignments, I can install the FormEmailer script onto
that spreadsheet, which enables me to send each student an
individual e-mail with his or her feedback and grade. (To watch
the screencast I recorded on installing FormEmailer, go to http://
catlintucker.com/2013/02/formemailer-send-emails-directlyfrom-spreadsheets.) Last year, with the largest student load I’ve
ever had, I managed to give more detailed and timely feedback
than ever before, thanks to technology.
The outcome was incredible! In each of those 170 videos, I saw
a student’s personality and a distinct creative process. Not only
did students demonstrate speaking and listening skills in their
interviews, write a narrative piece, publish and collaborate using
technology, and use media strategically to tell a story, but they
also had the freedom to decide how to put it all together to
create a finished product they were proud to share.
At Their Own Pace
Because our current education system groups students by age,
not ability, teachers are in the challenging position of having to
support a wide range of students with varied skill sets in their
journeys toward mastery. This is a daunting task, but technology
offers educators tools to better support students in developing at
their own pace.
4. Shared Goal Setting
The first day of school is usually a blur for students. They
wander in a daze from class to class, where teachers load them
with syllabi, class rules, and lists of materials. They’re told what
they’ll study and what they need to bring to class, but there’s
little conversation about why they should learn these things
and how best they might learn them. It’s crucial to include
students in the process of identifying the goals of an assignment
or the learning objectives of a class so they feel their work has
purpose.
I learned most of what I know about effective uses of technology
by connecting with amazing educators through social media,
reading education blogs, and attending conferences. I have
aggressively pursued my own learning.
We can’t get every student to completely master a topic.
However, the beauty of technology is that it helps us teachers
give students the tools, skills, and resources they need to
continue learning on their road to mastery.
Teachers can use crowd sourcing as a strategy to collect ideas
from students about what they think would make the class
successful, what skills they’d like to learn, and what topics
interest them. Students can post their ideas using sticky notes
in a low-tech classroom or a virtual corkboard, like Padlet, in a
high-tech class.
Endnotes
1 Pink, D. (2009). Drive: The surprising truth about what
motivates us. New York: Riverhead, p. 109.
2 For a more complete description of how to use Google apps
like these, visit my blog at http://catlintucker.com.
On the first day of school, I ask my students to complete
the sentence, “This class would feel like a community if
____________.” I then have them brainstorm the behaviors
they believe would make the class feel like a safe, supportive,
and respectful community. Students typically mention the need
for respect and for making everyone “feel like they matter.” One
student noted, “This class would be a supportive community if
we talked to one another, helped one another when someone
doesn’t understand something, defended one another, and talked
to new students.”
Excerpted from “Getting Students to Mastery”; Catlin Tucker;
Educational Leadership; Pages 56-60; December 2013/January
2014, Volume 7, Number 4
I also use this strategy for academic purposes. Instead of
lecturing on Shakespearean sonnets, I ask students to use
mobile devices to do their own research, discuss the information
they find, and share their notes.
An activity like crowd sourcing enables students to move around
as they add notes to a board or pin sticky notes on the wall.
7
Remember to record your College Acceptance Decisions in Naviance.
Click the pencil to the right of the Results column, next to “Unknown”.
The School Report (counselors letter of rec.)
Counselor recommendations
play a pivotal role in the
application process. According
to the National Association for
College Admission Counseling’s
2011 State of College Admission
report, nearly two-thirds of
colleges and universities attribute
considerable or moderate
importance to counselor and
teacher recommendations in
determining which academically
qualified students they would
choose for admission.
So, when all else is equal
between two applicants, a
recommendation from the GC
can pull a lot of weight. And for
students with mediocre or low
scores on college admission tests,
the GC’s honest assessment of
their potential success in college
can tip the scales in their favor.
According to Terry Cowdrey, vice
president and dean of admissions
and financial aid at St. Lawrence
University in New York, those
who can be most helped by a
compelling recommendation
include:
• Merit scholarship candidates
at any college
• Borderline admissible
candidates at any college
• Competitive candidates at the
most selective colleges
The more history your school
has with a college, the more
important your recommendation
letters become. In sorting
through candidates from your
school, colleges rely on the GC’s
candor to help the admission
staff make accurate and fair
assessments of applicants.
Collecting Information
It is generally understood that GC
in a large school or those are new
to your school may have to write
letters for students they don’t
know very well. In situations like
this, the College Board suggests:
• Have the student complete a
self-assessment.
• Ask the student’s teachers to
fill out a teacher information
form
• Ask the student’s parent(s)
or guardian(s) to fill out a
teacher information form.
At LaGuardia, the student selfassessment is called the “All
About Me Survey.” The teacher
and parent information forms are
called “Raves.” (Note: Teachers
can either write a student a Rave
or a Letter of Recommendation —
not both.)
CLICK HERE for Parent Rave
Sheet Template.
CLICK HERE for Teacher Rave
Sheet Template.
All of this information, and the
addition of a 1-on-1 interview
with the Guidance Counselor,
provides all of the information
necessary for the Counselor
Letter of Recommendation, which
is sent to each college as part of
the School Report.
Adapted from http://professionals.collegeboard.com/
guidance/applications/counselor-tips
Cooper Union STEM Program
Deadline: March 16
The Summer STEM Program is an intensive, six-week experience that
immerses students in hands-on engineering design and problem-solving,
thereby placing them on the right track for careers in technological
innovation. Students work closely with Cooper Union faculty at the
forefront of engineering education. Projects range broadly and include
robotics, digital fabrication, computer programming and app development,
biomedical and genetic engineering, improved urban infrastructure, and
even race car design. Faculty and teaching assistants from the departments
of civil, chemical, electrical, and mechanical engineering provide students
with foundational knowledge and expert guidance to address real-world
problems in their respective disciplines of expertise. Application deadline,
including all school documents and recommendations: March 16. http://
www.cooper.edu/engineering/summer-stem
8
Juniors, time to begin
the “All About Me
2016 Survey”
Before Juniors set up a college
advisement meeting with their
Guidance
Counselor,
they
must:
• Have a minimum 10 schools
added to the “Colleges I’m
thinking about” section,
including identifying your
interest level.
• Be able to explain why
these schools are on your
list.
• Completed the “All About
Me
2016”
survey
in
Naviance. (Available now.)
Please know that the more
thorough and complete your
answers are, the more specific
the letter can be — and it
should be specific.
To thoughtfully complete the
survey will take about 2 hours,
but it does not need to be done
all in one sitting.
If you are stuck on a question,
come back to it after giving it
some thought.
Obviously the sooner you are
ready to set an appointment,
the sooner the Guidance
Counselor can see you.
At
a certain point this year
(especially in June) it may not
be possible to be seen. (In
Planning For College 2, this is
part of Managing Your Role.)
For any student who is
considering applying during
the early application process,
it is to your advantage to meet
with your Guidance Counselor
this year.
The Weekly Bulletin is a collection of
original material and collected/adapted
information intended to keep the
LaGuardia Community informed.
Dr. Mars, Principal
Mr. Moore, Teacher
Mr. Sommers, AP
Dr. Stricklin-Witherspoon, AP
Ms. van Keulen, AP
Class of 2016
Quick Financial Aid Information — CLICK HERE
College & Careers
College & Careers
The Joint Science and Technology
Institute Summer Program
This summer program is sponsored
by the U.S. Army Defense Threat
Reduction Agency. Students will
spend
two-weeks
conducting
research with scientists in Edgewood,
MD. This is an all-expense paid,
residential program. Deadline for
applications is March 15, 2015.
The purpose of the program is
to expose students to scientific
research through hands-on projects,
to enable students to work with realworld scientists, and to increase
students’ awareness of career
opportunities in related fields.
To be eligible, high school students
should be US citizens, age 16 by the
start of the program, and plan to be
enrolled in high school next year.
The program dates are July 18 –
July 31, 2015. All expenses are paid
for the students, including travel
to and from the program location
in Edgewood, MD.
All students
are encouraged to participate,
regardless of GPA. A diverse group
of students will be selected. https://
www.orau.org/center-for-scienceeducation/events/jsti/default.html.
GOALS
for
Girls
Summer
Intensive at Intrepid Sea, Air
and Space Museum
Application Deadline: March 16
Program: July 6 - August 14,
INTREPID MUSEUM’S GOT GOALS!
The GOALS (Greater Opportunities
Advancing Leadership and Science)
for Girls Summer Intensive is a
free, application-based summer
program for eighth and ninth grade
girls from New York City schools.
This s not your average summer
camp. Through dynamic hands-on
lessons, fieldtrips and workshops,
fifty accepted students will build
proficiency in the fields of science,
technology, engineering and math
(STEM). The six- week, Monday
through Friday program is located
at the Intrepid Sea, Air & Space
Museum, Pier 86, W. 46th St. and
12th Ave., New York City. Click
here for our online applications and
additional information.
Apply Now to Attend DNA
Science Camp
Deadline: March 20
Event: April 6, 2015 – April 10, 2015
High school students interested
in molecular genetics and modern
biotechnology, who want to learn
more about DNA, should apply to
attend DNA Science Camp during
Spring Break at the Harlem DNA
Lab. DNA Science Camp provides
extensive lab experience with the
basic techniques of recombinant
DNA, including DNA restriction and
ligation, bacterial transformation
and plasmid isolation. Click here
for more information and to apply.
Summer Study Projects Program
at The Frick Collection
Deadline: March 31
The Frick Collection is pleased to
offer Summer Study Projects, a
four-week program for high school
juniors and seniors and college
underclassmen with an interest in
art and art history. Between July
7 and 31, participants will pursue
independent research and develop
talks on selected landscapes in
the Frick’s permanent collection,
all while learning about the inner
workings of one of New York’s most
cherished art institutions. This free
program is by application only; for
further information and to apply,
please click here.
Foresite Prep @ Oberlin
Application Deadline: April 15
Program Dates:
Business: June 21 - July 4
Food: July 5 - July 18
Essential Resources: July 19
August 1
Three
remarkable
pre-college
seminars designed to empower
motivated high school students
passionate
about
sustainability,
social equity and the environment.
This summer, interview experienced
professionals,
explore
inspiring
real world sustainability initiatives,
LAESA-SHPE
The Latin American Engineering Student Association
Chapter of the Society of Hispanic Professional Engineers
21st Annual
Pre-College Engineering Day
We will be hosting the 21st Annual Pre-College Engineering Day!
Date: Friday, March 20th, 2015
Time: 8:30 AM – 3:30 PM
Location: The City College of New York
138th St and Convent Avenue
New York, NY 10031
Shepard Hall, The Great Hall (2nd Floor)
Events: Introduction to Engineering
Guest Speakers
Lab Tours
Workshops
Team Project
9
-
and acquire college and careerapplicable skills, as you explore the
future of . . .
Financial aid available for qualified
students. Applications are reviewed
as received, and spots are filling
quickly! Visit the website for
more information, and apply now.
http://www.foresightprep.org/
essentialresources/
Brandeis
University
Service
Corps
This summer, Brandeis University
proudly assembles the Brandeis
Service Corps from July 5-16, 2015.
It is my pleasure to give you the
opportunity to nominate one or
two outstanding student leaders
to represent your high school at
our 2015 program. Please submit
your candidates by the nomination
deadline of May 1st.
The Brandeis Service Corps is one
of the only residential summer
programs for high school students
to combine hands-on community
service projects with deep intellectual
exploration
while
experiencing
life on an active college campus.
Our unique approach to service
allows teens to make meaningful
personal connections with diverse
populations whose lives are affected
by homelessness, developmental
disability, poverty, refugee status
and other forms of need. Each day,
participants will be challenged and
motivated while working together to
make the Greater Boston community
stronger.
Service Corps embodies the best
characteristics
of
a
Brandeis
education. As a means of developing
their own civic identity, admitted
students can expect to explore
principles of social justice and
advocacy with student leaders here
on campus and professionals in the
field. They will investigate concepts
of
non-profit
management,
activism and public policy while
developing leadership skills that
can be taken back to their schools
and communities to be applied in
meaningful and exciting ways.
The Brandeis Service Corps is
an opportunity for students to
complete 40 hours of community
service credit while gaining deeper
understanding of themselves and
their ability to help those in need.
Brandeis, one of the nation’s premier
institutions of higher education, was
named for the late Louis D. Brandeis,
the first Jewish Associate Justice of
the U.S. Supreme Court, and it was
shaped by the ideals he represented:
passion for learning, commitment
to social justice and equality,
individual rights and concern for the
world. Brandeis student leaders are
known across the country for their
activism and commitment to social
justice. At recent count, Brandeis
is home to 19 student-led service
organizations with more than 600
members who coordinate tens of
thousands of hours of volunteer
work in neighboring communities
each year. At Brandeis, community
service and social justice are woven
directly into the fabric of campus
life.
Realizing program cost is not within
reach for all qualified students
and
consistent
with
Brandeis
University’s historical commitment
to educational access, we have set
aside a small pool of scholarship
funds for qualified students with
demonstrated
financial
need.
Lastly, recognizing the talent of the
participants, Brandeis University
has committed to offering the full
cost of our program as a scholarship
to Brandeis for any participants who
are admitted and enroll as degreeseeking undergraduates.
Thank you for considering this
incredible opportunity for your
10
students. Please feel free to contact
us with any questions you may
have by calling our Office of High
School Programs at (781) 7368416 or emailing us at highschool@
brandeis.edu.
Paid Internships for High
School Students at the
Metropolitan Museum of Art
The Metropolitan Museum of Art
offers paid internships to students
in grade 11 or 12 at any high
school or home school in New
York, New Jersey, or Connecticut.
Interns will get the inside scoop
on a wide variety of Museum
jobs in conservation, education,
exhibition design, and more.
They’ll also develop professional
skills, explore the galleries, and
assist an expert in one of the
Museum’s departments. Students
don’t need prior experience or
specific knowledge to apply –
just an interest in learning about
museum careers and great works
of art! The deadline to register
for this event is Wednesday, April
8, 2015 at 6:00p.m. For more
information and to apply, please
CLICK HERE.
Free Career Labs for Teens at
the Metropolitan Museum of
Art
Events: March 13, 2015
Contact: Ariel
Greene/212-570-3961
Thinking about life beyond
high school? Explore careers
in the arts, hear from Museum
professionals and experts,
and build your skills in special
workshops. This event is free;
reservations are encouraged. For
more information and to reserve
your spot, click here.