Reflection on Sonora's Literacy Focus

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A Year in Reflection

 

The Sonora Elementary School Team welcomes everyone to the 2013-2014 school year!

 

We are off to an "owlsome" year at Sonora. 

Yet before beginning a new school year, we took some time to reflect on our building-wide literacy focus from last school year.  Last year we focused on increasing text complexity at Sonora by aligning our use of running records and Developmental Reading Assessments.  We increased use of non-fiction text, while we ensured that every child was instructed in a reading group or a literacy group daily. 

My professional reading over the 2012 summer included Pathways to the Common Core: Accelerating Achievement by Calkins, Ehrenworth, and Lehman.  While reading I began to take notes and areas to highlight for our staff professional development.  During the summer I took some time to write down the high points that we had control over.  We don't have control over what happens when a child gets in the car or on the bus and rides away, but we do have control over a purposely planned day.  So, I shared these throughts:

1.  Ensure that children move up levels of text complexity by providing them with lots of just-right high-interest texts and the time to read them. 

• How much actual eyes-on-print time (independent reading) do students have in which to read?
• In order for students to make necessary progress, students need at least 45 minutes in school and more time at home to read books that they can read with 96% accuracy, fluency, and comprehension.
• Chances are great that students who are not making optimal progress as readers do not have time in school each day for 45 minutes of eyes-on-print reading – not talking about reading or writing about books – actual reading.
• In Outliers,  by Malcolm Gladwell (also the author of Tipping Point), a study of the conditions that lead to extraordinary success talks about the theory that expertise requires an investment of ten thousand hours.  Hours of practice.  Hours and hours.
• Readers, too, become great when they have many hours of practice.
• The “engine that motors” reader’s development is the time spent in engaged reading and in talking and writing about that reading. 
• Organize the school day so that students have long blocks of time for reading. 
• Students in the classrooms of more effective teachers read ten times as much as students in classrooms of less effective teachers (Allington and Johnston 2002).
• Allington’s research recommends 90 minutes in a school day for actual reading.

2.  Conduct running records of students’ work with texts at a gradient of text levels, ascertaining the level of text complexity that the students can handle, and to track students’ progress up the ladder of text complexity. 

• Make sure every teacher has been trained to use running records to assess readers.
• Assess students as readers with running records.
• Make sure teachers know how to analyze running records (MSV – it!)
• Tim Rasinski notes that fluency is one of the strongest indicators of comprehension.
• To accelerate your students’ progress up the ladder of text complexity, research strongly supports that you conduct running records to determine level of text complexity a student can handle with 95% accuracy, fluency, and comprehension.
• Then, match students to appropriate text.
• Teach in ways that keep readers progressing toward texts that are just one notch beyond those they can read with ease.

Why was I so passionate about literacy and getting this specific information to our teachers.  Well, a review of Developmental Reading Assessment Data at the end of our first year showed that approximately 50% of children were being promoted to the next grade level without being on grade level.  We knew we had to make a concerted and systematic focus on literacy instruction, so we started with SMART Goals. 

We will increase student text complexity levels (measured through DRA)

through the use and analysis of running records to increase the number of children reading on grade level at the end of the 2013-2014 school year:
                  Kindergarten . . .                       75% at level 4 or above   
                  First Grade . . .                          75% at level 18 or above 
                  Second Grade . . .                      75% at level 28 or above 
                  Third Grade . . .                         80% at level 38 or above
                  Fourth Grade . . .                       80% at level 50 or above
                  Fifth Grade . . .                          80% at level 60 or above
Steps to attain the goal:
     o Train (retrain) staff on Developmental Reading Assessment (DRA) and Running Records
        (administration and analysis).
     o Create a folder for each student’s movement of text complexity with Growth Line Chart.
     o Complete and analyze a running record on every child:

• below grade level weekly.
• on grade level bi-monthly.     

What we didn't take into consideration was the use of growth trajectories or individual reading growth charts, which was something I borrowed from Hello Literacy Blogspot.  The premise is to make sure every child continues to grow one year in reading - even those alrady on grade level.  Most importantly, we wanted to ensure that those below grade level increased 1.5 years in reading during their 9 months of school instruction.  The overall goal is that children who were with us throughout their school career would leave 5th grade reading on grade level.

From my continued reading and use of social media, I befriended Jennifer Jones, of http://helloliteracy.blogspot.com/ .   Jennifer has become a true friend of Sonora.  She became a partner with us in this literacy venture, which still continues today.  Mrs. Jones came to Sonora in January to help us get a better grasp on Common Core.  She used a powerful PowerPoint from a presentation she has presented in numerous settings called The 50 Shades of the Common Core.  As powerful as the PowerPoint is in content the learning would not have been the same without her presentation.  She also wrote about her visit in her blog - check it out!

Teachers in kindergarten through 5th grade filled out a growth chart on every child in our building.   Quarterly these charts will turned in to me with the report cards.  At the end of the year we had evidence that reading achievement was improving:

•       Kindergarten . . .    90% on grade level
•       First Grade . . .       67%  on grade level and 2% on the growth trajectory (69%)
•       Second Grade . . .  68% on grade level and 5% on the growth trajectory   (73%)
•       Third Grade . . .     61% on grade level and 17% on the growth trajectory (78%)
•       Fourth Grade . . .   59% on grade level and 12% on the growth trajectory (71%)
•       Fifth Grade . . .      66% on grade level and 14% on the growth trajectory (80%)

 *growth trajectory means a child grew 1.5 years in reading during one school year of 9 months!

 

We only met our goal in reading in kindergarten, but we were saw evidence of improvement at every grade level.  Remember, the year before about 50% at each grade were not on grade level!  Additional data from the Literacy Benchmark Exam (Arkansas' Accountability Exam given in 3rd - 5th grades show that the goal of 80% was achieved:

• 82% of 3rd grade students were proficient* or advanced
• 80% of 4th grade students were proficient or advanced
• 82% of 5th grade students were proficient or advanced.

*Proficient = grade level performance

 

We are not there yet!  As we venture into our 3rd year at Sonora we are continuing our focus on literacy, with an emphasis this year on building-wide vocabulary instruction specifically in Tier 2 and 3.  Research shows that vocabulary knowledge is the strongest predictor of reading success across content areas. So, my next blog . . . what IS Sonora Elementary School doing this year to help students know more words?

 

Quick highlight

 

Our EAST Students are working on a Sonora Elementary App.  Be watching for more details.  See below for a story on this upcoming application.

Springdale School's First App by Sonora EAST

                  

Top 8 Things Parents Need to Know about Common Core State Standards

If you are a parent of a child in PK - 12th grade you have probably heard the term, "Common Core State Standards" once, if not multiple times.  Yet, ultimately, as a parent you need to know what those words mean for your child, their education, their future.  At Sonora (and in Springdale) our teachers have been implementing Common Core Standards over the last 2 years.  Throughout this process there have been changes in how we approach instructional practices, what your child is expected to do, and what we expect of children.  In order for us to work together to best meet the needs of your children, our teachers came up with 8 things you (the parent) need to know. 

1.  Educate yourself on the Common Core State Standards.
Forty-five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.  The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. Our children will be growing up and working in a world community where they have to compete globally.  Therefore, the CCSS provide coherent standards to fully prepareour children for college or career to compete successfully in the global economy.  Many of the jobs our children will be expected to do have not even been invented yet!
Parent tip:
Go to the Common Core webiste and review the English Language Arts and Mathematics Standards.  Also, work with your child's Parent Teacher Association (PTA) to make sure that all parents in your school and community are knowledgeable about the changes and expectations.  Working together we can be advocates for all the children in our community.


2.  It's OK, even good, for students to struggle
As CCSS are implemented, students will be expected to read more difficult text sooner, and discuss- not retell - what they read at a more complex level. Instead of focusing on individual text elements (characters, plot, and setting) students will be reading or listening to various stories, comparing stories using their understanding of text elements.


photo courtesy of Jennifer Jones @ http://helloliteracy.blogspot.com/

Parent tip: While reading with your child each night, ask  why and how questions that encourage your child to analyze and synthesize texts. For example, read three different versions of the Cinderella and ask your child to compare and contrast them as you read. Also, as you build your child’s library, see use the list of  text exemplars  from the Appendix B of Common Core for book ideas.

3. We are asking our students to do more . . . own their learning
As parents we want to make sure that we protect and support our children.  Yet, when it comes to their academics, we need to make sure that work completed is your child's work.  That is the only way the teacher can know with certainty the skills your child struggles with in each content area.  Educators are striving to have students take pride and ownership of their learning. 
Parent tip:
When your child asks for help with homework, ask them to take some time and try again.  Many times children immediately shut down when work gets hard.  We need to teach them how to persevere.  If you continue to see your child struggling with the same subject (i.e. math, reading) be sure to contact the teacher. 

4.  Requiring students to read for homework is serious business.
When you are learning a skill, what do you do to get better?  You practice, right?  Well, that is why our students need to read, read, read!  During the school day we try to provide students time to read independently, but they need more time to read.  Therefore, having your student read each night is the best homework time you can provide, especially in the elementary years.  Look at the following chart shared with me by Mrs. Spurlock, 4th grade.  It really is the key to academic success, that impacts every other academic area:  math, science, social studies, etc. 

Parent tip: 
Ask you child's teacher for book suggestions that your child can read independently.  Then, work with your child's school librarian to make sure your child is selecting "just right books" to bring home.  Make sure they have books to read on the weekend and each night.  If you have books suggestions and your child's reading level, you can also work with the public library or local book store to ensure your child always has easy access to books he/she can read independently.  This includes summer reading!  Another key factor to increase your child's reading is interest level.  Work closely with your child's teacher.  What topic motivates and excites your child?  Make sure their teacher knows this information so they can guide them to books of high interest.   Finally, support your child's literacy growth by giving books as gifts for holidays and birthdays.

5.  It's not the math from your school career.
The math you will see your children doing is completely different from what you experienced in school.  Your children will be asked to solve problems that they might encounter in the real-world.  Many of these problems are multi-step problems.  The focus is not on following a formula, but in how the child encounters, understands, and then solves the problem.  By allowing children to solve problems in this manner, we have seen children as early as K use multiplication.  Students are not just solving to get a number or answer; instead we expect children to justify their answer.  That allows teachers to really see if a child understands the problem. 



photo courtesy of Jennifer Jones @ http://helloliteracy.blogspot.com/

Parent tip:
Attend our math family nights where you will get to work through problems with your child in a setting that the teacher, or your child, can explain the process.  Also, ask your child to explain or show how they’re solving problems. Then, have them think of multiple ways to solve a math problem.  You will be amazed by their thinking, as well as their growth over time.  Never hesitate to contact your child's teacher if you have questions.

6.  Focus on Information Text
To prepare students for college-level work and future careers, there will be more of a focus on informational and expository text.  Informational text includes: biographies; autobiographies; books about history, social studies, science, and the arts;  and how-to and procedural books; and literary nonfiction. Students will be reading informational text, including original documents, from the Declaration of Independence to presidential speeches.  The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows:

Parent tip: Find a topic that your child is very interested in learning about.  Then, encourage your child to research that topic by using informational texts and original documents. 


7.  Thinking deeper to analyze, evaluate, and create
A main goal of educators today is to teach students the skills they need to be critical thinkers. Instead of simply memorizing facts and ideas, children need to engage in higher levels of thinking to reach their fullest potential.  Your child will experience activities that causes them to think at deeper levels.  At Sonora we have the following signs (see below) posted in every classroom.  This is a reminder to the teachers, as well as the students of ensuring we are thinking critically.  Instead of just expecting your child to just remember, we want them to experience lessons that will cause they to think deeper in order to analys, evaluate, and create - skills that 21st century learners must experience. 



Charts from Jennifer Jones @ http://helloliteracy.blogspot.com/
These will be in each classroom this fall at Sonora Elementary.
 

Parent tip:  Ask your child open-ended questions that don’t have one “right” answer.  This will give your child confidence to respond in creative ways without being afraid of being “wrong.” After reading a book together, ask your child questions such as: “If you were that character, how would you have persuaded others to come along?” rather than something like “What was the main character’s name in the book?”  After having these conversations, you can also ask your child to respond to these questions in writing. 

8.  Focus on Practical Skills
The CCSS were designed to prepare students for college or career.  Therefore, students will be working on taking the role of scientists, historians, researchers, and more.
Parent tip: While doing homework, ask your child how someone might use what he’s working on in “real life.” Help connect thinking in school to thinking at work by explaining how you solve problems, or use math every day.

As the common core state standards start to be implemented in schools, there will be some changes. The most important aspect, as always, is to stay in contact with your child’s teacher to find out how you can support your child.  You are your child's first teacher.  It really is a partnership between home and school to provide your child the most beneficial learning experience.

Thank you for partnering with us to impact your child's future!

Finding Treasure at Sonora: QR Code Scavenger Hunt!

One time each year the Springdale School Board visits each school in the district.  This is a great time to showcase the excellent work of our students and our teachers.  Yet, there is never enough time to share everything we want to share.  So, this year we approached the concept in another manner; we had a QR Scavenger Hunt!

Earlier in the year I got the idea from reading an article about a visit James Dasher, author of The Maze Runner Series, made to a local school district from the local newspaper.  After reading the article, I was inspired to have the School Board Meeting this year student planned and led.  Through the use of QR Codes, I wanted the board members to experience the successes Sonora has had in our first 1.5 years.  I wanted to highlight students/teacher blogs, student work posted online (safety features involved), and student created projects in order to model providing a world-wide audience for our students. 

I am always amazed by our students and what they create.  It is "owlways" better than I could have imagined or anticipated.  The students identified to complete this project surveyed myself and a few teachers to identify areas to highlight.  They identified numerous areas:  Sonora's social media outreach, Breakfast in the Classroom, EAST, PE Program, Girls on the Run, National Board Teachers, Community Partnerships, and Art Integration (which won us national recognition in fall '12).

For each showcase area, the students created a QR Code to take the board member to a site (Sonora created YouTube Video, Blog, Social Media Site, or teacher webquest pages).  Then, the students, with Mr. Worthy's watchful eye, created questions for a scavenger hunt to take the board on a tour of our building.  Here is an example of one sites questions and QR Code:

 

Sample of one of the QR Code Scavenger Hunt clues and QR Code Showcase item.

One item not highlighted in the scavenger hunt was our all boy iPad Classroom - the first in the district!  Thank you to Dr. Rollins, our superintendent, for trusting us to move forward with this venture.  When I had the vision last year to have a 1:1 iPad classroom, I approached Mrs. Worthy to see if she would join me on this venture.  Not only was she willing, but she wanted to include a gender-based component.  You can follow Mrs. Worthy's class on their blog.  I wanted to insure we shared the success of this pilot program. 

So, 10 of Mrs. Worthy's boys met the School Board and Springdale District Administration at the doors to Sonora at 11:30 today.  Check out our good-lookin' group of Worthy's Boy Clubhouse:

These boys escorted our visitors to the cafeteria for a choice of lasagna or turkey club.  Then, they brought them to the library to eat.  While our visitors ate, the boys presented projects they have created, as well as apps that they use in the classroom:  Educreations, Edmodo, MineCraft, Stitch (and a multitude of others).  What we have found is that the students work in the higher level of Bloom's when they are creating on the iPad. 

Kelly Hayes listens intently to a student
created iMovie on a Revolutionary

Mrs. McFetridge views a student created project.

Mr. Jones and Mr. Luttrell listen while Mrs. Worthy explains
 the Boys' Clubhouse (i.e. all boys and all iPad Classroom).

Mr. Luttrell views another student created lesson.

Dr. Jones questions a student on the
process to his created project.

Dr. Morledge views a student created project
 on Edmodo.

Mr. Hutchinson engages a student in a conversation
about his use of the iPad for instruction.



Dr. Rollins asks this student to explain his math
thinking as they view his work (through Educreations).

Garage Band was used to create music for the iMovie.
This young student LOVES his music!

I am listening in as this student explains
the process for his creation.

Mr. Jones loves learning!

After our boys presented their projects, the students who have been working on the QR Scavenger Hunt took over.  After explaining to our visitors the process, and defining a QR Code, we divided for the hunt.  What a success!

Dr. Jones outside of  EAST waiting for the
QR code to upload.

Mr. Jones scanning a QR code outside of the
5th grade classes.

Dr. Morledge scans a QR code with
her student helpers.

Our students were so excited that at times they were hard to catch up to in the halls.  So cool to see the students engaged with the adults sharing their excitement for learning!

Upon returning back to the library we were able to have some conversation.  We want to expand our iPad pilot program to all of 4th grade next year.  We are in plans to figure out how to purchase 84 more iPads.    We believe it has 21st Century Learning Potential, as well as a perfect alignment to Common Core. 

If our visitors or you wanted to continue learning and viewing about our programs outside of the school walls.  Mr. Worthy provided a document with all the QR codes from the Scavenger Hunt. 

Thank you for visiting Sonora Elementary. Below is a list of all the QR (Quick Response) codes that you viewed today. Please revisit and share these links in the future. Updates are frequently applied each day. 

  Sonora Elementary FacebookSonora Elementary Twitter

  Sonora EAST Facebook             Sonora EAST YouTube      Dr. Stewman’s Blog                   Mr. Worthy’s Blog: EASTward Bound

  Breakfast in the Classroom        ISTE EAST Video – San Diego, California

    Sonora Elementary PE ProgramGirls on the Run Video

    Sonora Elementary National Board TeachersNob Hill Fire Department Video

    Sonora Elementary in Parenting Magazine

 

Mrs. Worthy's boys completed some work in their classrooms and for homework, too.  Here are the links to see how they can show their thinking through the use of iPads and apps:

http://www.educreations.com/lesson/view/fractions-day-2/7208922/?s=Xgseyt&ref=link

http://www.educreations.com/lesson/view/fractions-day-2/7208690/?ref=link

http://www.educreations.com/lesson/view/mathematics-division/6934705/?s=KqHYqc&ref=link

http://www.educreations.com/lesson/view/homework-for-april-15-2013/7144995/?ref=link

All in all it was another "owlsome" day at Sonora, where we "innovate to educate" every day!

Be watching for my next blog . . . 10 things that parents need to know about Common Core!

Masterpiece!

What would you do if someone placed a blank canvas in front of you and said, “Paint a masterpiece!”

I know what I would do – panic!  There is something about a blank piece of paper or canvas awaiting your creative touch to be delicately presented that is overwhelming to most of us.  We question:  Will my work be good enough?  Who is going to see my work?  What or whose work will my work be compared to when complete? 

Why am I talking about canvases and works of art?  Well, two reasons:

1.      First, I visited Crystal Bridges Museum of American Art last weekend with my family.  Currently the work of Norman Rockwell called, American Chronicles:  The Art of Norman Rockwell, is on exhibit.  Having always been an admirer of Mr. Rockwell’s work I found this event quite a treat.  Years ago a dear friend, Cecil Boothe, gave me a framed print of Rockwell’s “Shiner” or “Outside the Principal’s Office”.  I have it hanging outside of my office today! I consider it a true treasure, because of the giver as well as the artist. 

     2.       Secondly, and most importantly, I believe the work of a teacher, educating a child, is like

             creating a work of art, a masterpiece. 

 
At this point, you are either nodding your head in agreement because you see the connection, too. Or, you have a quizzical look on your face and you are wondering where I am going with this concept.  Well, let me be clear . . .

Mr. Rockwell spent significant time and energy planning his next work; he took the time to gather tools and make sure he had what he needed to complete the next work of art.  Teachers, too, gather their tools of the trade because each new day/week/year to make sure they are creating works of art - masterpieces - in the children we serve.

Mr. Rockwell approached each project with a new focus.  Similarly, teachers begin each new day with a focus on making a difference in the life of a child or a group of children.  For some children, they get many experiences provided by their parents outside of school.  Yet, many children see the world through the resources the teachers bring to their classroom.  Technology has opened up numerous windows of opportunity where children can take their learning outside of the classroom walls connecting with other children and adults across the world (under the watchful eye or a teacher, of course).

Mr. Rockwell worked incessantly.  According to a recording of his son, he only took off Thanksgiving and Christmas.  Even on those dates, his wife would have to beg him to not work in the afternoons of those holidays.  Similarly, a teachers’ work is never done.  There is always a child needing to learn to read; there is always a child needing their shoe tied; and there is always a child needing someone to listen.    That is when the kids are here.  When they are not at school there are papers to grade, plans to be made, research to completed, and parents to call.  That description does not even scratch the surface!  Basically, a teacher's work is never done.

In his work, Mr. Rockwell also made it personal .  He did not paint from a picture or from memory.  He brought in actual subjects (people) who would dress and stand in the style and pose he wanted.  Everything detail in the painting, no matter how mundane to us, served a purpose in the picture that Mr Rockwell was creating.  He knew his subjects personally, and made them feel a part of what he was trying to accomplish.  Well, that is what teachers do.  It is all about relationships, and we know it!  "People don't care how much you know until they know how much you care."  (John Maxwell)  

 

Norman Rockwell’s art is precious; hence the security surrounding the exhibit, the fact that the exhibit travels across the country with crowds seeking out his work. There is even a Norman Rockwell Foundation! A teachers’ work is kids: kids are our countries most precious resources – today and forevermore. 

Where the connections differ . . .

Well, you don’t have to go very far outside of your house – if you even need to go outside your house – to see the work of a teacher.  Educators’ works of art are all around us all the time – each other!  Do we take the time to really get to know those around us?  Do we really take the time to value our differences?  Do we really take the time to determine each other’s strengths?  The answer for many of us would be “no”.    I had to go to an art exhibit to see the work of Norman Rockwell.

The most significant difference . . . Mr. Rockwell began with a blank canvas – not teachers!  When a child enters a school building or a classroom they have encounters and perceptions already developed.  Teachers add to the work of their peers.  The preschool teacher lays the foundation of phonics and phonemic awareness, which builds to the kindergarten teacher teaching the child to read a book successfully for the first time, etc.  Each teacher builds upon the skills taught by the previous teacher.  In the end, the goal is a well-learned student ready to be successful in the world as a positive contributor to our society.

 

At Sonora, our teachers are creating a masterpiece every day!  We are blessed to serve every child and family we serve!

 

 

 

Sonora Heads EAST!

I don't even know where to begin.  This last week has been an absolute whirlwind with the highlight spent with 10 Sonora EAST students, 2 other chaperones, and one EAST Facilitator at the EAST Conference in Hot Springs, Arkansas.  This was my second conference to attend.  Yet, a completely different experience.  You see, the first conference I attended in 2011 was to investigate what "EAST" was and if I wanted to pursue having this program at the new elementary school in Sonora.  After that experience I KNEW we wanted the Sonora students to have the EAST Experience.  At that time, I still did not know what that experience would mean.

For those of you who don't know, EAST stands for Environmental and Spatial Technology.  Students in 2nd - 5th grade are chosen to be in the EAST classroom housed at Sonora.  It is a pull-out program where the children leave class to attend EAST.  The goal of EAST, from it's creator, Tim Stephenson, was to provide students with live event learning experiences that would ultimately give back to the community and solve problems - real problems - through the use of the latest technology.  Please take some time perusing the EAST Initiative Webpage for more background.  I promise that you will not be disappointed!

As you know, Sonora opened our doors in 2011, so we have only been in existence for 1.5 years.  Yet, in that time our EAST Program (as well as many other programs), has excelled!  Last year I was unable to attend the first EAST Conference with Sonora Students.  At the awards ceremony our program was given a SUPERIOR rating in our first year!

We were overjoyed with this success and knew that our program would grow to serve more children and excel beyond our wildest dreams.  Yet, the next day I was notified that at closing ceremonies our students and program were honored with the Rising STAR Award!  This award says, "the future of EAST."  It's the EAST Program to watch - the up and coming program. 

 

Just as the EAST Staff predicted with the Rising Star Award our students again rose to the top, as we knew they would!  Prior to going to conference the finalists for the Founder's Award were announced.  This is the most prestigious award given by EAST in recognition of the contributions of Tim Stephenson the founder of EAST.  Yes, Sonora was one of 5 finalist out of over 200 programs in the country!  In addition to this exciting news it was announced that no other elementary had ever been a finalist!  Hoot, hoot to Sonora!

 

 As you can see, we were in a very elite group of students much older than most of our team members, which were in 3rd grade!  Our elementary students were SO well-behaved and prepared at the conference.  I almost forgot that they were elementary students.  It is amazing the preparation that 3rd, 4th, and 5th grade students put into this conference, presentation, and award process.  Actually, it was probably much more than most adults have experienced. 

Two students, Austin and Jillian, gave a presentation speech to leaders and friends in the EAST Program. Most adults I know could NOT do that!  They did it with grace, confidence, and poise!  They had many times to prepare, including in front of the Springdale School Board and our entire family of Sonora Scholars! They were ready!  Students prepared posters, videos, business cards, and other items to represent their service projects over the last year. 

Brayden and Landen explaining their service projects! 
Don't they look so professional?

 

Three of our students received Difference Maker Coins! 
These coins are given out by EAST Staff and EAST Student Leadership Teams. 

 

In addition to receiving Superior Ratings, Sonora's EAST Program also won the "Expand Your Horizons" Award from the Center for Advanced Spatial Technologies (CAST).  This is going to provide time from the CAST Staff working directly with our students!

 

Here is the screen announcing the winners at opening ceremonies!

Here are our Scholars with the CAST Team!  We look
 forward to working with you ladies!

Austin receiving the Sonora
EAST Program's Superior Rating Award!

 

 We can without a doubt call our first two years with the EAST Program a success!  Yet, at the end of the evening our mentors from across town won the overall Founder's Award, which they rightly deserve.  Congratulations Har-Ber High School! 

 

For a more detailed version of the play by play with the students and all their activities, please take some time to view Part 1 (of 3 parts) of Mr. Worthy's Sonora EAST Blog!  It is sure to make you laugh, smile, and reflect.

 

Through this entire process our EAST students taught me a lot . . .

•  It is ok to be sad when you lose, but you take time to congratualte those who helped you achieve your accomplishments!  Many of our students have never experienced defeat.  This was the first time, and they were away from home and their parents.  Yet, even through their tears, they took time and went to congratulate Har-Ber High Students.  At the same time, the young men and women from Har-Ber came off the stage from a major award acceptance to check on our students! Many of the Har-Ber EAST Team had tears in their eyes as they loved on our Sonora Scholars.  That was a blessing for me to see!
• A little yogurt goes a long way to help you forget about your disappointment!  Yes, we went to Orange Leaf to get some yogurt after the evening awards ceremony.  It seemed to bring a smile to many faces that were sad and tired.  Yep, it even made me feel better.  :-)

 

• Focus on the positive!  During the three days at conference (first time away from home for many of our elementary students), the students received numerous commendations, compliments, and awards.  Each student took turns sharing an example of all the great things we were taking back, as well as how we represented our school.  I was one proud principal!
• Every day is an opportunity to give back and win!   They told me it was not about the winning, although they would have like to win, they had a great time.  The children began to share how their projects were serving the community.  During the conference they were able to visit other schools and interview.  They were excited about projects they had learned about, while already pondering how it could positively impact our community! 

These children and their facilitator continue to be a constant source of pride for me, as their principal, as well as our school and community.  I can not wait to see what our program accomplishes in our community over the course of the next few years.  Sonora watch out!  I am also pretty sure our students will be representing Sonora well next year at the EAST Conference.  Stay tuned . . .

In the meantime come visit EAST at Sonora to hear from the students about how they are making a difference in their community.  We look forward to seeing you!