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NorthEast Washington Educational Service District 101, Spokane, WA • Vol. 27, No 1 • September/October 2012
Cheney teacher honored
Monte Syrie takes center stage
If his deep roots in the district didn’t already merit special distinction, Monte Syrie has added a more formal honor recognizing his history and service in Cheney Public Schools. The nine-year veteran at Cheney High School has been named NEWESD 101’s regional Teacher of the Year for 2013. He was selected for the honor during a spring competition open to more than 5,500 public school teachers in the seven-county region. While his resume shows nine years of experience at CHS, Syrie’s ties to the district actually go back much further – more than three decades, in fact. The connection began across the street from CHS, in the late 1970s, when he enrolled as a first-grader at Betz Elementary.
Monte Syrie, Cheney High School
Even in the two times he has lived outside the district, Cheney remained close to his heart. After a family move outside the district in his later elementary years, he returned in the 7th grade and remained through high school, graduating from CHS in 1990.
“By the time students leave Cheney, we want every one of them to be college- and career-ready.”
Second award for Cheney Monte Syrie’s regional Teacher of the Year award is Cheney’s second in the last decade. Karen Azzinnaro, a teacher at Sunset Elementary, earned the honor in 2006.
After earning a degree from Eastern Washington University – Cheney campus, of course, it was off to Royal City, WA where he spent seven years in his first teaching job. Now, 22 years after leaving the high school as a student, Syrie is chair of the school’s Language Arts department, meeting weekly with nine staff members to align strategies and assess student progress. His own teaching load consists of five sections of 10th grade Language Arts. It is in that role, as teacher, that colleagues say Syrie has always stood out. “He is a high-performing teacher who always
has student interests at the center of the decisions he makes,” says Cheney Superintendent Dr. Debra Clemens. “Students cannot hide in his classroom. Although he instructs approximately 150 students per day, he values each student as an individual learner and his students feel valued by him.” Syrie’s goal is to make his students critical thinkers and effective communicators. His tools: daily reading and writing assignments that challenge students to question, analyze and articulate their thoughts. As in sports, he says, “You’re only as good as you practice. By the time students leave Cheney, we want every one of them to be college- and career-ready.” It’s an approach that not only cultivates learning, but the desire to learn, says student Rachel Hamby. “He creates a stable learning environment built upon mutual respect. Though all of his students have the same standards to meet, he leaves room for the students to decide how they reach them.” Students are permitted to select some of their own reading materials and writing assignments are often structured as college essays based on personal experiences. It is through his connections with each individual, forging a learning partnership, that the classroom comes alive, says colleague Alan Harmon. “One of Monte’s strengths is that he doesn’t do anything halfway. He meets every student where they are and expects them to learn and acquire new skills. I am thankful for his leadership.” So, too, are his appreciative students – including Ms. Hamby. In a letter supporting his award nomination, she concluded by saying, “If that is not Teacher of the Year material, I am not certain what is.” Today, there is no uncertainty about it. It’s official: Monte Syrie is the region’s Teacher of the Year. Congratulations, Monte, on a well-deserved honor. (S.W.)
The inspiration and common sense of Yong Zhao ... and Linda Sheridan Late this past spring I attended a conference at which Dr. Yong Zhao, professor of Educational Leadership at the University of Oregon, was a keynote speaker. While I have been fortunate to hear Dr. Zhao a number of times and to have read his book, Catching Up or Leading the Way, each time I hear him or read his work I benefit. His focus at this conference was, as always, about education in America; specifically about our opportunity and imperative to prepare world-class learners who are creative, entrepreneurial and who can think globally. As he spoke, I thought that if I closed my eyes I could have been listening to one of the finest educators I have ever known; a woman who, in her capacity as an amazing and highly successful teacher and coach, embodied the wisdom and common sense Dr. Zhao shared. Zhao advocated that we must strive to instill in our students the entrepreneurial qualities of passion, confidence and risk-taking. He said we should assure a broad definition ...the of success, acknowledging the diversity of talents that young people possess.
Like most teachers and coaches in our state during her unparalleled career, I knew of Linda before I actually met and worked with her. And I wondered how she was able to lead her students and athletes to such consistent success. For nine years during which our careers crossed paths at SPHS, I learned that Linda’s effectiveness and success – in the classroom and as a volleyball and basketball coach – was a shining reflection of similar beliefs Dr. Zhao shared last April. She empowered and instilled in young people genuine passion, confidence and willingness to take risks in order to achieve their dreams and aspirations. She celebrated their differences and worked hard to help each develop their full measure of talent, personalizing her approach to meet each where they were. She preached that the journey was more important than the destination … she believed it and so did her kids. And almost always, as she lit the path of a collaborative journey, the destination was aspirations realized and dreams come true.
teachers we need most today are those who inspire young people; who push them to achieve their limits and beyond ... Yong Zhao
He emphasized the importance of respecting students’ individual differences and allowing kids more opportunities to try on their own. Indeed, he described kids as akin to popcorn – some pop early and others pop late, and our responsibility is to not let any of them get burned as they develop and progress.
Specifically, he asserted that our curricular programs and instructional practices must include personalization and autonomy around students’ individual interests. He asked that we consider whether the sum of teaching in our schools and districts leads our students to engagement in learning with real meaning – that is, do we get beyond “homework” to authentic products? And he shared that amid the globalization in which we live and for which we must assure our kids are prepared, collaboration, more than competition, will be a key to success. Indeed, as I heard him that day and have reflected since, my thoughts drifted to Linda Sheridan, an incredible teacher and coach with whom I worked earlier in my career at Shadle Park High School.
Dr. Zhao ended his presentation that day by saying that the teachers we need most today are those who inspire young people; who push them to achieve their limits and beyond – and who provide them helpful critiques to sustain their learning. Linda Sheridan to a tee. Whether the “common core” will lead us to the “promised land” or not remains to be seen, but the enlightened common sense and wisdom of brilliant educators like Linda Sheridan and Yong Zhao seem a sure-fire path to be followed. Just ask the kids (now adults) who had Coach Sheridan as a teacher or coach, or any of us lucky enough to have been colleagues. And please join me in keeping my dear friend Linda in your thoughts and prayers as she deals, with the optimism and courage that have always defined her, with the challenges of ALS.
NEWESD 101 • Focus on Education • September/October 2012
Michael Dunn, Superintendent
focus Focus is published during the academic year by the Superintendent of NorthEast Washington Educational Service District 101. Focus is published to provide current information about NEWESD 101 sponsored and co-sponsored programs and issues of educational significance to staff in the 59 public school districts and 47 state-approved private schools receiving administrative and instructional support services from NEWESD 101. Comments, questions or suggestions should be sent to the editor, NEWESD 101, 4202 S. Regal St., Spokane, WA 99223, (509) 789-3540. Future stories and story ideas are always welcome and should be sent to the editor by November 1 for the next edition of Focus. September/October 2012 Volume 27, Number 1 • Board of Directors Robert Bauer Gary Coe, Board Chair Kathy Bumgarner Dr. Gary Livingston J. Rand Lothspeich Ronald Schmidt June Sine • Superintendent Michael Dunn Editor Steve Witter switter@esd101.net Design & Layout Deb Ramsay Website www.esd101.net
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ESD101 4202 S. Regal St., Spokane, WA 99223
Selkirk
John Kinney
Real world math and science – without leaving campus On paper, John Kinney is a high school math and science teacher whose pedigree fits the position. He is a versatile, experienced teacher with vast knowledge across a host of subjects. His teaching assignments include Applied Math, Biology, Chemistry, Environmental Science and Physics.
In the lab, student Courtney Holter determines bacterial counts.
What’s a tad unusual about his job is the work that falls into the “other duties” category. Indeed, if the Selkirk School District were a municipality, Kinney might carry the title of public works director. But, first things first. To fully understand Kinney’s “other” job, one must first understand the circumstances at Selkirk. The school district is located in Pend Oreille County, about 100 miles north of Spokane. It is the most northeastern district in the state, serving 580 square miles bordering Canada and Idaho. District enrollment hovers around 250.
School operates an accredited testing laboratory. weeks before the start of classes. So, each year in mid-August, Kinney begins feeding the plant with nutrients, in the form of soy flour, to re-start the chemical process.
Health to oversee both operations. On the water side that means pumping, chlorinating and bacterial monitoring. The wastewater side involves analyses of the plant’s discharge and making operational changes to keep the plant in compliance.
The school district’s service area includes three small cities – Ione, Metaline and Metaline Falls. Facilities include an elementary school in Metaline Falls and a middle-high school that is, for postal purposes, located in Ione.
The wastewater part is definitely the trickier of the two, he says, because multiple levels of testing are required each week. With the help of students in his Environmental Science class, the wastewater plant is monitored for pH levels, ammonia, alkalinity and other factors. Each week’s results may require slightly different adjustments. Students work in the lab and learn how to operate the plant.
To those who know rural areas, however, postal addresses do not necessarily follow municipal boundaries. Such is the case at the middle-high school, where its central location provides no access to municipal water and sewer services. The school must operate as a self-contained “city,” responsible for pumping its own water and operating its own wastewater treatment plant.
School schedules also pose a unique challenge, as wastewater plants require a steady inflow to maintain bacteria levels. For a municipal wastewater plant, that’s never an issue. But for a school plant on a cyclical schedule, extended winter and summer breaks are problematic. The plant goes from maximum use one day to literally nothing the next.
That’s where Kinney comes in. He is certified by the state departments of Ecology and
While the plant can be shut down in summer, the re-start process must begin two
He and his students have become so adept at their work that the three neighboring towns now contract with the school district for wastewater testing. In addition to providing income for the district, the added work provides students with real-world applications of laboratory science leading to summer jobs and even careers. Every year, students are hired to work in the school’s accredited testing lab over the summer. Kinney also points with pride to the fact a former student, John Eckhart, parlayed his local experience into a Biology degree from Eastern Washington University and eventual employment as a process chemist at the Spokane wastewater plant. Larry Read, principal of Selkirk MiddleHigh School, calls Kinney a “life-saver” whose service to the district is unparalleled. “For John, this is a labor of love. It’s not the type of work you can just do during the school day. It’s an all-the-time job.” In addition to being on-call all the time, Kinney must complete 30 hours of professional study every three years to maintain each of his two certifications. The job is large indeed. But, when it’s a labor of love for a district you love, the rewards seem even larger. Just ask John Kinney. (S.W.)
NEWESD 101 • Focus on Education • September/October 2012
Nurse Corps at the ready to help kids As national debate rages over the future and direction of health care, local schools wrestle with their own uniquely complex issues related to student health. Fortunately, it is not a challenge they face alone. Since 1999 the NEWESD 101 School Nurse Corps has provided regional service and solutions solving many local challenges. Each year, the task grows larger. “The number of kids with complex health and medical conditions is growing exponentially,” says Julie Schultz, NEWESD 101 School Nurse Corps director. “Since the 2003-04 school year, we’ve seen a 784% increase in the number of students requiring individual health plans (IHPs).” IHPs are written plans (often including an emergency care component) developed by school nurses in partnership with families and health care providers, outlining the individual needs of students with health conditions. With their time in districts sometimes limited, nurses go to great lengths in developing these care plans and training school staff to respond to student health emergencies.
Julie Schultz directs a corps of 24 nurses in 47 districts Alma McNamee, left, provides both consultation and direct service to districts. medical or dental follow-up, they delegate and supervise school staff administering medications, assist with immunization compliance and provide health education for students and staff alike. Schultz and team leader Alma McNamee support the front lines by providing orientation, training and mentoring for 24 school nurses deployed in the 47 districts. They assist district administrators in recruiting, interviewing and brainstorming strategies to retain school nurses.
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For Schultz, the numbers translate into nearly 1,300 IHPs in a population of 15,000 students in 47 mostly small, rural districts. Shockingly, the numbers actually understate the real trend, as IHP numbers have gone up while enrollment in the 47 districts has collectively gone down.
It is an understatement to say the job of the modern day school nurse bears little resemblance to that of a few years ago, when major responsibilities focused on scraped knees, lice checks and coordinating vision and hearing screenings. While those functions remain, today’s school nurses shoulder additional responsibilities that include assessing and managing complex medical conditions, and combinations of conditions, such as asthma, severe allergies, diabetes and seizures. Asthma is the region’s most prevalent problem, with more than 1,200 cases in the 47 school districts.
Nurses not only assess student health and identify needs; they also provide referrals for
The number of kids with complex health and medical conditions is growing exponentially. Julie Schultz
Schultz and McNamee also provide indirect service in the form of consultation and technical assistance involving school health services for school administrators and school nurses in all districts across the region. Additionally, they provide professional development opportunities for nurses in all districts. While the job is large, Schultz says the positive feedback of beneficiaries makes it all worthwhile. And by that, she is not referring to survey results that show 98% of parents reporting that their children are safer and healthier because of the school nurse. Rather, she is referring to the long list of comments, quotes and stories that accom-
NEWESD 101 • Focus on Education • September/October 2012
pany survey results, like this one … “The nurse went above and beyond when our son was diagnosed as a Type I diabetic. She was more helpful and informative than the nurse at the doctor’s office. She helped alleviate a lot of stress and worry.” That story and dozens more just like it, fuel immense job satisfaction indeed. What is the value of a happy, healthy, successful child? School nurses agree …. it is absolutely priceless.
Free workshop on school communications NEWESD 101 is offering a free workshop for districts interested in building effective communication strategies. The two-hour workshop will cover effective Web and newsletter design, vibrant news content and the effective use of photos and video. While great things happen in schools every day, word of these successes does not always make it beyond the school walls. Schools need effective, systematic processes for reaching their constituents. NEWESD 101 staff members Deb Ramsay and Steve Witter will offer guidance on what works in school communications – and what your district can do to publicize its victories and, ultimately, build public support. The workshop is scheduled for Thursday, October 4 from 3-5 p.m. at NEWESD 101. To register, contact Steve Witter at (509) 789-3540 or switter@esd101.net.