Winter Vacation

Happy holidays!  AEA is currently on Winter Break.  Classes resume January 5, 2009.  While this is a well-deserved vacation for teachers, staff, and students, it is important that students maintain their "academic muscles" in top condition.

A few vacation suggestions for students:

• limit television viewing and video game playing; replace these activities with reading (either for school or for pleasure).
• be sure to continue with regular physical exercise.  You don't have PE every other day over vacation, so it is important to build exercise into your daily routine.
• check your grades online (link from the the individual teacher websites) and take some time to get caught up on assignments that may be overdue.
• better yet, get a head start on those assignments that are due when we return from vacation (check teacher websites for details).

Our custodial staff will be cleaning the site over vacation, and I know of several teachers and staff who will be working on campus sporadically as well.  

I will be working on the following projects:

• drafting a school-wide assessment policy in collaboration with Libby Krueger (this is part of our IB authorization process)
• drafting a school-wide language policy (this is also for IB)
• revising our Title I plan to better serve students who require more academic interventions
• drafting the agenda for the middle school faculty meeting on January 7

Wishing everyone a restful--and also productive--holiday season.  See you in 2009!

Winterfest a Success!

Last Friday all middle school students had the privilege of attending the first annual AEACMS Winterfest. Under the capable guidance and planning of Frau Goehler and Sra. Burnham, and with the assistance of volunteers and students, the Winterfest began taking shape 24 hours earlier in our MPR. By the time the first group of student guests arrived, they were treated to holiday pastries at cafes where they were required to order in German or Spanish.

With the purpose of celebrating the German and Spanish languages, as well as collecting toys for the AEA toy drive to benefit the Western Service Workers Association (see earlier post on this blog), the AEA Winterfest was a tremendous success.

Thanks to Frau Goehler, Sra. Burnham, the volunteers, and everyone who contributed in large and small ways to make this a day to remember.

To learn more about volunteering for similar events through the language department, please contact sgoehler@aeacs.org or aburnham@aeacs.org.

Welcoming AEACMS Student Bloggers

Beginning after the upcoming winter break, I am piloting a student blogger contest with Ms. Peters' journalism elective class (ultimately I intend to open it to the entire middle school).

Students who visit my blog are encouraged to discuss the postings with their parents and families, and then post comments of their own.  Every month I will select one student whose comments most clearly demonstrate critical thinking, intellectual curiosity, and the ability to establish an argument and support it with evidence.

The winner will be announced as Student Blogger of the Month, and a posting of their creation will appear on this blog.  In addition, they will discuss their writing over lunch with me at a local eatery of their choice.

Many thanks to Ms. Peters for supporting this idea and for encouraging her students to write for real-world purposes.

Burnham Spearheads Community and Service Efforts

Many thanks to all the AEA families who generously donated toys for the AEA toy drive. Your gifts will be sincerely appreciated, even more so in these challenging economic times. The toy drive, spearheaded by middle school Spanish teacher Anastasia Burnham, will benefit dozens of families served through the Western Service Workers Association (WSWA). Located just a mile from the AEA campus, the WSWA provides support for working families and individuals who are simply unable to make ends meet. According to WSWA literature, the non-profit organization serves San Diego County's lowest paid workers, in particular domestic help, landscapers, security guards, independent contractors, and part-time workers. WSWA is located at 3014 Imperial Ave, San Diego, CA 92102, tel. 619-238-9763.

This is the second consecutive year that AEA has supported WSWA and its work; as a school community we are committed to the IB ethic of Community and Service. In large and small ways, our students learn to make a real difference in the world.

Thanks also to the many students, teachers, staff, and parents who assisted in the collection efforts.  Elementary school German Coordinator Birgit Schafer was especially instrumental in transporting and delivering donations to the WSWA headquarters.

For more information about this and future Community and Service projects, contact Anastasia Burnham aburnham@aeacs.org.

Teachers Demonstrate Teamwork and Flexibility in Move

If you have visited room B22 recently looking for German teacher Frau Goehler, you may have been surprised to discover that her classroom has moved to the outer computer lab on the second floor of our main building.  Similarly, in the next week or so the library will move from its current location down to the first floor teachers' lounge.  The reason for these significant and disruptive moves is fire code compliance, at the direction of the City of San Diego.

When faced with the prospect of these mid-year changes, Frau Goehler and AEA librarian Corie Julius could well have complained and resisted the move, with good reason.  After all, the German classes are now held in a room with three adjacent offices and three entrances, while the "new" library space is one third its former size.  However, these AEA teachers took the changes in stride, and immediately set to strategizing, setting timelines for moving, and looking for ways to make the best of a challenging situation.  This approach sends a powerful message to our students: when confronted with the inevitable challenge and change in our lives, the creative, reflective, and balanced problem-solvers will prevail and thrive.

Next time you see either of these teachers, be sure to thank them for their handling of this situation.

Giving Thanks for the Simple Things

As we return from the Thanksgiving holiday and rededicate ourselves to school, it is important to remember that in the midst of the current financial turmoil and political change, we have much to be thankful for.  As Albert Einstein said, "A table, a chair, a bowl of fruit and a violin; what else does a man need to be happy?"  Having spent a long weekend with family and friends, I would respectfully add these two to Einstein's list.

More and more frequently I meet people who are struggling financially; one of their greatest concerns is providing a bountiful holiday season for their children.  I spoke recently with someone who is on the verge of losing their home, yet their most pressing concern is not being able to purchase the latest game system for their children.  

When I finally had a chance to slow down enough to reflect over the holiday, the word 'simplicity' kept coming to me.  It seemed even more relevant when I read a terrifying national news story about a store employee trampled to death by a crowd of would-be shoppers at a prominent chain store.  Was Black Friday really worth getting up before sunrise to wait in line to save money on disposable electronics?  Was it worth risking life and limb?  How many people woke up early on Friday simply to watch the sun rise?

One of my commitments over the holiday was to an "electronic vacation."  This meant that I did not use email for five consecutive days; I also encouraged teachers to treat themselves to a similar respite.  Admittedly, the first day or so was tough.  I found myself instinctively reaching for my Blackberry whenever there was a lull in conversation or a break in activity.  However, the longer I went without being connected to my digital leash, the more liberating the experience.  I found myself more able to concentrate on conversations around me, more predisposed to just sit, read, or simply reflect.   I will definitely be taking similar tech-free holidays in the near future.

The IB learner profile includes critical thinking as a central component.  According to the IB, "To think critically means students reflecting on, thinking about, and analyzing a text, argument, or opinion so that they do not just accept what is stated but form their own judgement." (Towards a Continuum of International Education, 2008.  http://www.ibo.org)  I often wonder how students (or adults for that matter) are able to truly reflect on an idea or an argument while juggling the myriad interruptions caused by text messaging, mobile email, cell phones, etc.  From my own experience I certainly feel that limiting and controlling these influences will allow me to do my job more effectively without dividing my day into disconnected slivers of time.  It will certainly allow me to be more present with my family.  I know it isn't always easy to disconnect, and I certainly won't be perfect.  I am committing myself to the goal, however, of using technology as a tool for productivity rather than as a means to occupy time.  We'll see how it goes.

So, in conclusion, I urge the AEA community to find value in simplicity, and seek balance between instant information/communication and meaningful human interactions.

Dr. Muhammad Delivers Powerful Presentation

This year AEACMS has subscribed to an exciting lecture series through University of San Diego's School of Leadership and Education Science (SOLES).  This series features a monthly lecture delivered by a leader in the field of education.  The October lecturer was CA Superintendent of Public Instruction Jack O'Connell; the November 20 lecturer was Dr. Anthony Muhammad.

I have decided to invite a different teacher to attend the lecture with me each month.  This not only provides us a chance to discuss school issues away from the often hectic campus environment, but it also allows us to network with educators from across San Diego County.

Mr. Prouse attended the October lecture, and Ms. DeRosier joined me for the lecture by Dr. Muhammad.  Ms. DeRosier and I were fortunate enough to speak with Dr. Muhammad during the pre-lecture social hour.   We discussed issues related to charter schools (he co-founded a nationally-recognized charter school in Flint, Michigan) as well as general themes in education.

Dr. Muhammad's lecture was powerful and engaging.  His strengths lie not only in his dynamic presentation style but in the solid empirical research basis for his arguments.  Now a researcher and consultant, Dr. Muhammad works with helping schools and districts across the country eliminate the achievement gap.  He is the founder of New Frontier 21, an educational consulting firm.  The following is an excerpt of Dr. Muhammad's bio from the New Frontier 21 website:

Anthony Muhammad is one of the most sought after educational consultants in North America. As a practitioner of nearly twenty years, Dr. Muhammad has served as a middle school teacher, assistant principal, middle school principal, and high school principal. His tenure as a practitioner has earned him several awards as both a teacher and a principal.
Dr. Muhammad's most notable accomplishment came as principal at Levey Middle School in Southfield, Michigan, a National School of Excellence, where student proficiency on state assessments was more than doubled in five years. Dr. Muhammad and the staff at Levey used the Pro­fes­sional Learning Communities at Work (PLC) model of school improvement, and they have been recognized in several videos and articles as a model, high- performing PLC.

Part of last Thursday's talk dealt with a label Dr. Muhammad uses to indicate teachers who are fully on board with the school mission and vision, and who truly believe that all students can learn.  He calls these teachers "Believers."  I feel that the success of AEACMS is due in large part to the fact that we have many believers on our staff who work tirelessly for solutions that benefit all students rather than falling back on excuses and the status-quo.

When we finished chatting with the presenter, I had him sign a copy of the book "The Collaborative Administrator," which Dr. Muhammad has co-authored.  His inscription reads: "To Albert Einstein Academies—keep up the good work and keep creating geniuses."

Practical Applications of Math

I just left Mrs. Small's 6th grade classroom and was very pleased with the hands-on learning I observed. One of the greatest challenges in teaching math to middle school students is making the content relevant and meaningful in a practical sense. How many times do math teacher hear students question why they need to learn math? How often do we hear adults profess their ignorance of math above very basic levels? For many, math is an abstract subject with little or no practical application after graduation.

For these reasons as well as others, I was excited and heartened to see the 6th graders engaging in an activity that required them to create rolls of pennies and then calculate mean, mode, median, and range using the tallies for each group. Additionally, groups multiplied and divided using decimals in order to arrive at the average amount of money rolled by groups and individuals.

You may have noticed from an earlier posting here that we are in the midst of the Pennies for Peace initiative, so we have plenty of pennies to be rolled and tallied. Rather than having a select group of students roll pennies Mrs. Small has managed to engage the entire class in useful activities that are also tied to CA content standards.

Check back soon for photos of this activity.

Sheltered Instruction Observation Protocol (SIOP)

On November 13 and 14 I had the privilege of attending an administrator training for the Sheltered Instruction Observation Protocol (SIOP) model, held in Anaheim, CA.  This model has been implemented in all 50 states as well as internationally, and aims to benefit English Language learners (ELs) as well as all students.  The SIOP model is research-validated (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001) and has been deemed a "highly reliable and valid measure of sheltered instruction."

During the training we relied on the text, Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Vogt, & Short. Pearson, 2008).  According to the authors, SIOP "is grounded in the professional literature and in the experiences and best practices of the researchers and participating teachers who worked collaboratively on developing the observation instrument that codifies it.  The theoretical underpinning of the model is that language acquisition is enhanced through meaningful use and interaction." (p. 16) During the training, we learned that SIOP is not another method to be learned and applied; rather, it is an umbrella that gathers together the various initiatives a school may be undertaking (in the case of AEACMS these would include IBMYP, the Nurtured Heart Approach, etc.) and focuses them on improving the achievement of all students.  While the observation protocol includes a checklist for administrators to use in classroom visits, our presenters were quick to emphasize that SIOP is not an evaluative tool but rather should be used in the spirit of support and collaboration to improve teaching practice.

AEA (both elementary and middle schools) began our SIOP journey at the start of last school year (2007/2008), with EL Coordinator Libby Krueger attending trainings along with several faculty members from the elementary and middle grades.  These teachers in turn conducted several on-site training sessions for all teachers.  As our percentage of ELL students continues to grow, and given that this subgroup of students has struggled academically relative to the school as a whole (for example, one of the two areas in which the middle school did not make Annual Yearly Progress under NCLB in 2007/2008 was ELLs), the SIOP model will become an increasingly visible presence in our overall academic program.

The first two features of the SIOP model include content objectives and language objectives being clearly defined, displayed in classrooms, and reviewed with students.  Visitors to many middle school classrooms (at least those teachers who were at AEACMS in 2007/2008) will see these two types of objectives clearly posted and incorporated into the classroom vernacular and teaching practices.

The distinction between these two types of objectives is the following:

CONTENT OBJECTIVES are firmly tied to the content area and identify what the student should know and be able to do in the specific content area; these are tied to CA content standards.  SIOP suggests teachers write content objectives in student-friendly language in order to make them accessible to all.  

LANGUAGE OBJECTIVES refer to specific usage of language, and can range from process to performance.  Examples might include  "recognize similes in text, discuss the function of similes, write three similes, write a paragraph that describes a setting using similes" (p. 25)

As we continue down the implementation road for SIOP (which is a multi-year process), I will continue to provide updates here as to our progress and the impact on student achievement.

AEACMS Student Recognized for Political Activism

Regardless of the way we voted on Proposition 2 in the recent elections, we should be proud of our student Ben Byrom for his political activism.  Though he is not nearly old enough to vote, Ben nonetheless committed himself to sharing his views on voter Proposition 2 which was related to animal rights.  Ben, who is an active member of the middle school and a reporter for AEA TODAY, has been profiled by humaneteen.org.  Congratulations to Ben for exemplifying the IB ethic of making a positive contribution to his world.

Student Reporters Profile Pennies for Peace

Ms. Peters (7th grade English) and her middle school journalism elective work hard to stay abreast of campus events and programs.  The following is excerpted from the student newspaper AEA TODAY:

Pennies for Peace Launches at Einstein

By Mileena Rogers and Jonese Watson

Albert Einstein Academy is participating in the Pennies for Peace program, to help children in Pakistan and Afghanistan raise money to build schools.  Pennies for Peace is a program where schools collect only pennies to build schools, and to prove that pennies can go a long way.

Our teachers, Ms. Krueger and Mrs. Burnham, found out about this program by reading the book "Three Cups of Tea" by Greg Mortenson.  They thought that the program sent a powerful message to the world that education is the pathway for peace.  The hoped that the students would be highly involved by recognizing that their small efforts can make a big difference.

To read the full story click here...

Sharing Our Humanity

The AEA school community has thrown its considerable energy and resources behind two meaningful k-8 initiatives as part of the IB theme "Sharing Our Humanity"--Pennies for Peace and Books of Hope. Pennies for Peace is an effort to gather pennies in support of Greg Mortenson's Central Asian Institute work in Afghanistan building schools for girls in rural mountainous areas. This initiative is in full swing on campus--jars of pennies can be seen in all classrooms and many common areas.  The middle school ASB, led by Mr. Prouse, is putting in extra time counting and rolling pennies, maintaining a bulletin board to track our progress, and visiting classrooms to emphasize the importance of this effort.  A single penny can purchase a pencil for a girl in Afghanistan; our collective pennies can purchase school supplies and even build a school facility. To learn more about this effort I highly recommend Mortenson's bestselling book Three Cups of Tea.

Books of Hope will involve many classes at AEA creating academic books to be sent to the Lungula School in Uganda.  The Lungula School is in desperate need of learning materials as well as an adequate school building.  Through the experience of creating books in the areas of English, Math, Science, Social Science, Culture, Art, Music, and Health Education, AEA students will raise their awareness of international issues and live up to the IB emphasis on service to our world.

The first books will be shipped to Uganda in May, 2009.

WASC and IBMYP

Western Association of Schools and Colleges:

This past week AEACMS played host to a visiting team from the Western Association of Schools and Colleges (WASC). The purpose of the WASC visit was to begin the process of accreditation for the middle school. According to the WASC website,
"WASC values accreditation as a process designed to strengthen schools in the delivery of quality educational programs. Accreditation is important to schools as it impacts students’ access to colleges and universities and career opportunities in a variety of ways. An effective WASC self-study review is a powerful tool for schools to improve the quality of education and more effectively serve staff and students."


The visiting team met with students, parents, teachers, and members of our School Site Council and Board of Trustees. I did not attend any of these meetings, and all interviewees were encouraged to express their honest viewpoints on the school, its strengths and areas of need.

I am pleased to report that the WASC team members told me they thoroughly enjoyed their time on campus. They will provide me with a list of strengths and areas of need for the school soon; I will share this information with the school community when it becomes available. The official report from WASC headquarters should arrive within the next two months or so; this will either designate AEACMS as WASC-affiliated or WASC-accredited. Both designations would bring with them requirements for additional ongoing work that is needed to improve our school. I would like to thank the students, parents, teachers, and members of our SSC and Board of Trustees for contributing to the success of the WASC visit. Expect updates here as more information is forthcoming.

International Baccalaureate Middle Years Program (IBMYP):

AEACMS is proud to have received the status of "IB Candidate School" in Spring, 2008. Teachers are now working diligently under the leadership and guidance of our IBMYP Coordinator Libby Krueger, to develop IBMYP course outlines and units of study. Each teacher will create two IBMYP units over the course of this school year, according to established IB parameters. In addition, the IB leadership team is developing written policies in three areas important to the success of the school: student assessment, special education, and language.

We have been quite fortunate to benefit from the services of our IB consultant Lisa Nicholson. Lisa is assisting Libby in guiding the teachers' work; she has visited classrooms, met with the entire teaching staff as well as with individuals, and reviewed course outlines and units.

Our goal as a school is to complete our next step in the application process by June, 2009, and we hope to have an authorization team visit our campus some time in the first semester of the 2009/2010 school year.

Einstein Celebrates Oktoberfest!

AEACMS celebrated Oktoberfest last Friday, thanks to the leadership of German teacher/language coordinator Frau Goehler and the language department.  They were ably assisted by a group of committed parent volunteers and supported by the entire middle school teaching staff.

The Oktoberfest activities included a number of cultural games (one of these challenged students to leap and nibble pretzels from a string; another tested how quickly students could hammer a nail into a log) as well as an array of pastries and of course, bratwurst.

Students in grades 6-8 participated in the festivities, and especially for those who have not studied German, the experience was a positive step in developing cultural understanding and appreciation.

German Choir Visits AEA

Last week we were so fortunate to have the student choir from the Gymnasium Paulinum visit AEA as part of their California tour. Elementary Language Coordinator Birgit Schafer did a fantastic job of organizing the visit; the choir performed throughout the day in the multi-purpose room for elementary and middle school students.

Made up of students ages 12-21, the choir represented the oldest school in Germany.

After their stop in San Diego, the choir headed next to Palm Desert and then on to Fresno.

LIFE Adventure Explores the Coast

The LIFE Adventure club, led by the AEA Physical Education staff, kicked off their 2008/2009 calendar by snorkeling on Mission Bay and a visit to Birch Aquarium.

The club offers AEACMS students an opportunity to participate in outdoor activities that build an awareness of the natural environment and the importance of life-long engagement in active outdoor recreation.

For more information on this club, contact Mr. Nassif bnassif@aeacs.org or Mr. Diamond bdiamond@aeacs.org.

Parent University Kickoff

On Thursday, October 2 the AEA Parent University kicked off its first session of the 2008/2009 school year. The topic was student achievement data, and we discussed how to interpret individual student STAR reports, and reviewed an analysis of the AEA elementary and middle school API scores, AYP status, and areas of strength and weakness on the California Standards Tests (CSTs).

Despite competing with the Vice Presidential televised debate, the AEA Parent University session, run by Principals Vaughn and Sciarretta, drew about 30 enthusiastic attendees. As will be the case at all PU sessions this school year, food and childcare were provided.

To view a slide presentation on student achievement data, cut and paste the following into your browser: http://docs.google.com/Present?docid=d8vd38w_155cfssvrds&skipauth=true

Please mark your calendars for the next PU session: November 6, 5:30 PM in the MPR. Topic: Understanding IB (including at the elementary, middle, and high school levels). This session will be facilitated by the elementary and middle school IB Coordinators.

AEA TODAY Student Newspaper

Mentored by seventh grade English teacher Ms. Peters, the middle school journalism elective went live yesterday with the first edition of the student newspaper AEA Today. The newspaper, produced entirely by students and available online (and in print version on a quarterly basis) showcases student writing, research, photography, and editing skills. Most importantly, this is an excellent example of a teacher making their content relevant and meaningful for students' lives. In terms of the IB Learner Profile, the journalism elective really showed their willingness to be risk-takers as well as communicators.

To read AEA Today visit our home page www.aeacs.org and click the "links" list

Parent University Oct. 2, 5:30 pm

We are kicking 0ff our 2008/09 AEA Parent University with a STAR and API data presentation on October 2 at 5:30 pm in the MPR. If you have ever wondered what those STAR testing reports you receive each August really mean, or if you don't really understand how the API is calculated, or you simply want to know more about how individual grades have performed on the STAR tests, this session is for you! The presentation will be led by Principal Vaughn and Principal Sciarretta, and will cover issues pertinent to the elementary and middle schools.

Food and childcare provided.

We hope to see you there!

Back to School Night Sept. 25

Thanks to everyone for collaborating to make our third annual Back to School Night such a success.  Our Multi-Purpose Room was filled to capacity for teacher introductions, and parents were able to gain a sneak peek at what it feels like to be a middle school student with an action-packed A/B schedule. A key part of the evening's success was due to our student volunteers, who served as docents and guides for parents as they followed their students' complex schedules around campus.  We also had student volunteers taking official photographs for yearbook and the student newspaper, as well as a student assistant assigned to ring bells to signal the start of our class periods.  It is an honor to serve as principal of such a dynamic school community!

German Reading Club (GRC)

I was fortunate enough to stop by the AEA library last week for the German Reading Club (GRC) kick-off event. Librarian Corie Julius and Assistant Birgit Rutz introduced the GRC's mission to a group of interested parents, many of whom are native German speakers (and several who are eager to practice their German).

Birgit Rutz kindly provided the following overview:

"We just founded the German Reading Club (GRC) in the library at the German Kick Off. In this club we gather with parents who are German native speakers. The goal is to read in German to the students during library time and also as a support for the German teachers during school time in the classrooms. We will include the program from the Old Globe Theatre, San Diego, in which we participate. This program sends volunteers (the volunteer for AEA is Birgit Rutz), that are trained before from the Old Globe, to schools to read with the children in four languages (English, French, Spanish, German) and encourage them to write their own stories. At the end of the school year the Old Globe will pick the best stories and transfer them in a theatre piece that will be played in the Old Globe. We will also print a real book with all the stories from our school at the end of the year."

Birgit is actively seeking interested parents for the GRC. Please contact her at brutz@aeacs.org. We are looking for native German speakers to volunteer in the middle school classrooms, especially in Frau Goehler's beginning German class. Email Frau Goehler at sgoehler@aeacs.org.

Welcome to the 2008/2009 School Year

On behalf of the AEACMS faculty and staff I would like to welcome students and families for
the new school year। We had a fantastic turnout for the BBQ on August 29, an exciting event that was generously sponsored by Friends of AEA. This was an opportunity to provide an overview of AEA policies for new families, as well as to renew friendships and share some delicious food.

We have now finished our first week of school, and 250 middle schoolers are adapting to their schedules and classes। The mood on campus is positive and upbeat; when middle school students say they are excited about school and eager to come to campus in the mornings we know teachers are working hard to engage students in the classroom.

A few suggestions for students:

• Be sure to use your AEACMS planners every day to write down homework assignments and stay organized.
• Regularly review the middle school rules (these are in your planners); knowing what is permitted and what is not ahead of time helps avoid misunderstandings.
  
• Know your schedule and the requirements of teachers. It may be possible to leave certain textbooks at home on alternating days, which will lighten the load in your backpacks.
• If you are unsure, ask! You may approach any teacher or staff member on campus, and we will do our best to answer your question and make your time at AEACMS pleasant and productive.

A few suggestions for parents:

• Visit our website www.aeacs.org regularly for updated information on school events, and to download important policies. AEA staff worked hard over the summer to have the website ready for the opening of school; we appreciate your patience as we make some final adjustments to the content.
• If you have questions about teaching and learning in a specific classroom, do not hesitate to contact the teacher. All AEA faculty and staff can be reached either via email or by calling 619-795-1190.
• Please note that unless students are enrolled in SAY San Diego (our 6 to 6 program), they may not arrive on campus before 7:45 am and may not remain on campus more than 20 minutes after dismissal. Exceptions will be made for students who are involved in after-school activities and sports. Students who remain on campus more than 20 minutes after dismissal will be escorted to the main office and parents will be called. I appreciate your understanding in this matter; we simply do not have the staff to supervise students after school hours.
  
• If you would like to speak with me, I can be reached at the above number; when prompted for extension, mine is 2119. For the fastest response to your question, email me at dsciarretta@aeacs.org

With warm regards for a successful school year!

Principal Sciarretta

AEACMS Prepares to Shine with STAR testing!

All AEACMS students in grades 6-8 will take their STAR tests during our testing window May 13-23. Tests will cover English/Language Arts, Math, and in some cases Science and Social Studies. All grades will take California Standards Tests (CSTs) which are untimed; in addition, select groups will also take CAT/6 tests, which are administered in a timed setting.

The best possible preparation for success on the STAR tests is rigorous instruction based on California content standards. Teachers and staff have been working hard all year to provide a rigorous program for our students, and I believe this will be borne out during STAR testing.

A few reminders as the STAR window fast approaches:

1) All middle school classrooms will be under testing conditions from 8:30-10:30 AM each day during the testing window. This means that the front office will not put any phone calls through to classrooms.
2) While we embrace having parent volunteers on campus, during the testing times no parents will be permitted in classrooms for reasons of test security and validity of results. This is a state-mandated precaution.
3) It is critical that all students arrive at school on time and attend all testing days! There will be incentives for the groups of students with perfect attendance during the testing window.
4) While we provide a light snack to students after testing each day, it is critical that parents make sure that middle schoolers eat a healthy, substantial breakfast each morning during testing.
5) Students should be encouraged to get a good night's sleep each night during the testing window so that they are able to perform to the best of their abilities.

SDPD presentation on student safety

On Thursday, February 21, we were fortunate enough to have a visit from Officer Tousely from the San Diego Police Juvenile Services Team. Officer Tousely gave a talk to our students on staying safe in the neighborhood, especially when going to/from school.

While the presentation was geared towards middle school students, and included several real-life scenarios for students to address, Officer Tousely also provided a list of safety tips for parents.

The following in an excerpt from the parent safety tips sheet:
1) Avoid clothing and toys with your child's name on them.
2) Create an environment in which your child feels free talking to you.
3) Keep an up-to-date color photography of your child, along with a medical and dental history; have your child fingerprinted.
4) Always accompany your child on door-to-door activities.
5) Point out safe places for your child to go if need be, such as a school, church, library, or store.
6) Always accompany young children to the restroom in a public place.

Here are some tips older students can use to stay safe:
1) Tell parents where you are at all times; leave a written or voice message at home
2) Never hitchhike
3) Avoid shortcuts through empty parks, fields, alleys.
4) Run home or to the nearest public place and yell if being followed.
5) Learn to recognize suspicious behavior
6)Remember a description of the person or vehicle if being followed/harassed; write the plate number in the dirt if nothing else is available
7) If attacked for money or belongings, give these items up immediately rather than risking injury

Middle School Language Fair

On Wednesday, February 13 AEACMS held our first Middle School Language Fair. Featuring offerings from the German and Spanish courses, the fair celebrated the central role that foreign languages play at our school. There were several skits presented all in German, as well as an overview of German cuisine, complete with samples for the audience. The Spanish 3 group presented their custom costume projects, and even modeled their creations onstage.

Thanks to Frau Paulsen, Frau Ronke, Frau Schafer and Senora Burnham for organizing this event. The rumor is that we'll have a similar language celebration some time in June of this year. Stay tuned...

Language Objectives Provide Clear Road Map

Ms. Clinton provides individualized instruction to 7th grade math students.



As part of the SIOP model for English Language Development, all middle school teachers are expected to post not only the California content standards that are driving their instruction, but specific language objectives as well. These language objectives are discrete skills related to language but also embedded within the various content areas. They are intended to guide students before, during, and after the lesson so that all students know what they are expected to learn.

According to Ms. Krueger (ELD Coordinator for AEA elementary and middle school programs), "In order to meet the needs of all students, differentiated instruction is necessary. The SIOP model serves as a guide for developing differentiated lessons. Differentiated instruction involves all students working towards the same objective, yet in different ways. The SIOP model also incorporates Language Objectives. Teachers must maintain high, yet reasonable expectations for student output based on the lesson content and language objectives. Clearly written and stated objectives are needed to provide a road map for both the students and the teacher. Guiding the teaching and the learning are the content objectives identifying what students should know and be able to do.. Teachers need to think about how language will be used in the lesson as a vehicle to make the content more comprehensible while allowing opportunity for the development of academic English."

Ms. Clinton (7th grade math) is particularly enthusiastic about incorporating language objectives into her planning and teaching. She has noticed a marked difference in the way her students approach their learning. Rather than asking, "What are we doing today?" they know to refer to the specific language objectives throughout the lesson. At the conclusion of every lesson, Ms. Clinton has her students review the language objectives in peer groups, as well as in writing. "I tell my students that writing is an important skill, even in math class," says Ms. Clinton, who is in her second year at AEACMS. "The language objectives have been an effective way to guide what is happening in my classroom and for the students to know exactly what is expected of them."

The next time you are in an AEACMS classroom, and especially in Ms. Clinton's classroom, keep an eye out for the language objective listing.

Artist-in-Residence program explores the Middle Ages

The AEACMS Artist-in-Residence program continues to promote creativity while deepening students' understanding of social studies standards. Seventh graders are exploring the Middle Ages, which explains the sudden proliferation of menacing (but friendly) gargoyles on display in the art room. Also in keeping with this curricular theme, students are creating their family coat of arms (more photos soon!) Eighth graders have been working on their study of the human form in motion, as evidenced by the many dynamic shapes (fashioned of colored wire) dancing across the classroom shelves.

Focus on the Classroom: Differentiated Math Instruction

I recently read an interesting article by Blackely on differentiated instruction entitled Finding Lost Children Through Differentiated Instruction (ASCD Education Update January 2003, Vol. 45, Number 1) The author cites noted educator Carol Ann Tomlinson in her discussion of the importance of differentiated instruction:

"What the research shows...is that, if the brain is to work at its optimum level and if children are to achieve, they must have moderately challenging work—"relative to the learner"—available to them. Work in the classroom must provide an appropriate challenge for each student. "When challenges and skills are in balance," Tomlinson concluded, all students can participate in learning and find that they belong in the classroom."

At AEACMS, the teaching staff is committed to differentiating instruction so that all students are appropriately challenged as they work towards mastery of standards. Please read Ms. Culbertson's (6th grade math) account of the rewards of differentiating instruction:

Why differentiating instruction?
A classroom perspective by Sylvia Culbertson
February, 2008

Developing an instructional plan that will be challenging, enlightening, and intriguing to students of different abilities, and still maintain a sense of community within the classroom, is always in the back of my mind. Differentiating instruction so that the needs of advanced and gifted students are met seemed like an avenue to implement project based learning. I wanted these students to be involved in educational experiences that are challenging and appropriate to their needs and achievement levels.



Who should participate in the projects?
There were two criteria in the selection process of these students: 1) a score of 88% or higher on NWEA MAP tests; 2) a consistent 90% or higher score on all classroom assessments.
The students I picked always get their work done quickly and seek further assignments or direction. Secondly, they ask probing questions that tend to differ from their classmates in depth of understanding and frequency. Finally, they have interests in areas that are unusual or more like the interests of older students. These students potentially differ from their classmates on three key dimensions: (1) the pace at which they learn; (2) the depth of their understanding; and (3) the interests that they hold.

How does it work?
The project based learning (PBL) I am following has a goal of engaging students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. Evidence shows that PBL enhances the quality of learning and leads to higher-level cognitive development through students' engagement with complex, novel problems. It is also clear that PBL teaches students complex processes and procedures such as planning and communicating.



My goals for these students are as following:
* Recognize students' capability to do important work by putting them at the center of the learning process.
* Require the use of essential tools and skills for learning, such as self-management, and project management.
* Specify products that solve problems, explain dilemmas, or present information generated through investigation, research, or reasoning.
* Include multiple products that permit frequent feedback and consistent opportunities for students to learn from experience.
* Use performance-based assessments that communicate high expectations, present rigorous challenges, and require a range of skills and knowledge.
* Encourage collaboration in some form, either through small groups, student-led presentations, or whole-class evaluations of project results.
* Encourage the development of habits of mind associated with lifelong learning, and personal success
* Integrate curriculum areas and thematic instruction.
* Assess performance on content and skills using criteria similar to those in the work world, thus encouraging accountability, goal setting, and improved performance.
* Create positive communication and collaborative relationships among diverse groups of students.

How is it going?
So far students have been responding very positively to these projects, but as every challenging opportunity this also is a learning process being molded and evolving with every step.
Some of the students have gone above and beyond the required tasks, but it also happened that one of the students got frustrated with the amount of group work and independence the work required. I asked her to come back and join our class discussions and assignments instead. By the end of the lesson this student felt like she understood the content of the assignment based on what I was teaching to the class and she wanted to rejoin her group the next day.
I truly enjoy seeing the excitement that the students show when they come up with a solution or an end product by themselves. Some of them come up to me towards the end of the class and want to present their findings to the rest of the class which clearly shows their level of engagement. I have also heard some students proudly tell others that “ We are basically teaching ourselves! Isn’t this cool?”

First Semester Report Cards

First semester report cards will be mailed to parents on February 8.  Please keep an eye out for these important documents.

If you do not receive a report card in the mail by February 15, please contact the front office.

First Enrollment Period Closed Jan. 31

The first AEACMS enrollment period closed at the end of business today, January 31, 2008. The second enrollment period begins February 1 and runs through March 15.

If you submitted an application during the first enrollment period, please note that our public lottery will be held on February 20 at the school. See our official school calendar for time and room. You need not be present for your student's application to be part of the lottery. As per our charter, the lottery will be presided over by an outside agency (California Charter Schools Association).

We have had a lot of interest in the middle school! Please remind anyone who is interested in the middle school that they should submit an application as soon as possible. Please note that we still have a few openings for the current school year in grades 6 and 8.

Successful 5th grade shadowing days

As we enter the second semester, AEA fifth grade families are finalizing their decisions about where to send their students for middle school. In an effort to highlight our middle school program, last week and the first part of this week were dedicated to allowing AEA fifth graders to experience the middle school through our annual MIDDLE SCHOOL SHADOWING DAY. The AEACMS 6th grade teachers and students welcomed excited groups of fifth graders into their classrooms for advisory period and block one. Fifth graders were each paired with a sixth grade guide, who made them feel welcome and made sure they arrived at their next class on time!

Thanks to everyone who was instrumental in making this interaction work so smoothly: the AEA 5th grade teaching team for allowing us to 'borrow' your students during valuable teaching time; and AEACMS 6th grade teachers for your graciousness in welcoming visitors into your busy classrooms.

The shadowing days were followed by a parent information evening on Tuesday, January 29 that was tailored specifically for AEA parents of fifth graders. I presented an overview of the middle school program, and answered a list of FAQs that I have compiled over the past year or so. Social Studies teacher Mr. Evans also provided a valuable teacher perspective. If you were unable to attend this meeting, please see the AEA Official Calendar (go to www.aeacs.org and click the calendar link in the left margin).

New 8th Grade Math Teacher!

After a careful recruitment and interview process that involved the AEACMS Human Resources committee (comprised of teachers, staff, and parents), I am pleased to announce the hiring of DANIEL KRUPITSKI for the 8th grade math teacher position.

Mr. Krupitski has considerable teaching experience in both charter and non-charter public schools, and has taught at both middle and high school levels.

Mr. Krupitski will teach in room B39.

As soon as he has had an opportunity to get his classroom set up and familiarize himself with his new students, Mr. Krupitski will create his teacher webpage and establish a presence on mygradebook.com.

Thanks to everyone for your patience and support during the process of finding a replacement for this position.

Mr. Krupitski can be reached at dkrupitski@aeacs.org.

APPLY BEFORE JANUARY 31!

If you are not an AEACMS student and are interested in our school, be sure to submit an application BEFORE January 31, 2008. Applications are available in the front office as well as on our website www.aeacs.org.

AEACMS families--if you have friends who you think would be interested in attending our school, please pass this information on to them.

Please call 619-795-1190 with any questions on application, enrollment, and to schedule a school tour.

Glimpse our new traverse wall...

Here are is a sneak peek at the installation of the new traverse wall at AEA! Dedicated staff and volunteers have worked hard to install this exciting addition to the physical education program. Stay tuned for information on the upcoming ribbon-cutting!

African Art

Here are some more wonderful examples of student art that is being created under the expert guidance of Artist-in-Residence Mary Shannon Heinzelmann. These African masks are linked to the middle school social studies curriculum. For more examples of student artwork, please visit the art room (room 2).

Flag Football Tournament

The Einstein Fusion flag football squad played in a district-wide tournament during the first week of winter break. The Fusion displayed exemplary sportsmanship at all times, both in victory as well as in defeat. During the course of ten mini-games, all members of the team had an opportunity to compete and have fun. Coaches Nassif and Bockenhauer worked hard to maintain team morale while promoting the life lessons that are inherent in team sports. Thanks to all the parents and teachers who took time from their schedules to attend and cheer on the Fusion!

Student Art and Social Studies

In keeping with the interdisciplinary focus of the AEACMS academic program, the artist-in-residence program has focused on social studies content for grades 6-8. These photos show Egyptian motifs that are connected to social studies content. Room 2 has been transformed by student artwork into a colorful and exciting world; visitors to the campus please stop by and visit this classroom, where both elementary and middle school students are engaged in deep learning through art.

IBMYP Kick-Off Event

The November 2007 IBMYP kick-off event was a great success. We began the day with a k-8 assembly that included a celebration of the AEA elementary school's authorization as an IB World School. This significant achievement is the culmination of years of hard work and collaboration by teachers and staff in the elementary school.

After the school-wide assembly, which included a number of exciting cultural and student presentations, the middle school students were given the challenge of designing, building, and marketing a chair for Principal Sciarretta. The one caveat--the chair must be built solely from newspaper and masking tape. After several hours, the nine advisory teams presented their creations. Chairs were judged based on functionality and creativity of design and marketing. Chair names ranged from the "Paper Sciarretta" to the "Decaffeinator" and designs featured cupholders, footrests, cushions. Some groups created dozens of cylindrical bricks, while others built solid cubes and others triangular trusses. While only one team eventually took the top honors, all students benefited by collaborating in the creative process. This approach to learning exemplifies the risk-taking and exploration that AEACMS teachers promote in their classrooms.

Thanks to all the AEACMS teachers and students for your enthusiastic participation in this activity. Finally, a heartfelt congratulation to the AEA elementary school for their IB World School status--the middle school looks to you for inspiration as we proceed down the road toward eventual IBMYP authorization.