Maine Educator October 2014 by Maineea

MAINE

Educator

HEADs UP

t Wan ey for n o m EAT a Gr ? idea rant! g MEA n a Try

The concussion discussion every educator needs to have

Getting to Graduation:

Understanding Proficiency

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October 2014 Vol. 75 • Number 2

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www.maineea.org

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New Policies. New Energy. New Solutions.

WHEN: October 31st - November 1st Friday night: social gathering and dinner 6pm Saturday: professional development sessions begin at 9am ending at 5pm

WHERE: Samoset Resort, Rockport SESSiONS iNcludE: • • • • • • •

Proficiency Based diplomas, with guidance from the dOE Technology in Education Teacher Evaluation, reflective practice and student growth Building Stronger locals Negotiators Workshop—current trends and issues Privatization Nation—dealing with outsourcing Back by popular demand…the unconference where you talk about what you want with your fellow educators • ANd MucH MORE!

IT’S YOUR ASSOCIATION. READ ALL ABOUT IT. contents 5 6 8 19 20

Editor’s Note Ask Lois Fast Facts Events & Deadlines Just For Fun

Heads Up

With a new set of regulations regarding concussions taking full effect this school year, every educator needs to be aware of how to recognize a head injury and how to make accommodations for injured students who are hurt in a school. Plus, engage in the debate about tackle football: is it really too dangerous for teenagers?

NBCT Rules Change, More Time and More Money in Your Pocket There are a whole new set of regulations for National Board Certification that affect existing NBCT, those who recently applied and are waiting to hear about test scores, and those who plan to apply. This article will explain all the changes, everything from the new three-year time frame to complete the process to the changes in the stipend awarded.

Talking Twitter

Before you say, “it’s not for me,” read this article. Members share their advice on how Twitter improved their teaching by offering, as one member put it, “the best professional development” around. So how can something that only allows you to type 140 characters provide so much? This article answers that question and much more. On the Cover: Bonny Eagle Senior Captain and Quarterback Zach Dubiel

October 2014 • www.maineea.org

News You Can Use 7 8 9 10 12 14

National Board Certification Changes Fast Facts Copyright from Wrong Time to Talk Twitter Heads Up Perspectives: Is tackle football too dangerous

for teenagers?

Advocacy

15 Getting to Graduation 16 Pop Quiz Ken Williams (Nobleboro TA) shows his MEA pride.

Your Association 17 18 19 MAINE

What is your favorite Halloween candy?

You Said It Pride in Public Schools Where do my dues go?

Educator

Maine Educator (ISSN #1069-1235) is published by: Maine Education Association

Managing Editor - Robert Walker, Executive Director Milky Way 35 Community Drive, Augusta, ME 04330-8005 Editor - Giovanna Bechard, Communications Director 207-622-4418; fax 207-623-2129 Layout/Ad Manager - Allison Coombs, Communications Assistant POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005

Non-Proﬁt US Postage paid at Augusta, Maine and additional mailing ofﬁces.

MEA Elected Ofﬁcers Hershey or Twix...yum!

President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston

Reese’s Cups

Board of Directors Phyllis Hunter, Steven Knowles, Jesse Hargrove, Cyndy Fish, Jan Calderwood, Jill Watson, Jim Thornton, Terry Martin, Amanda Cooper, Mary Sue Jackson, Roger Roy, Robin Colby, Neil Greenberg, Crystal Ward, Bob Chocolate Calderwood

Candy Corn Send letters to the editor, questions, and comments to gbechard@maineea.org

Subscription to the Maine Educator is $10 per year, available to persons or institutions not eligible for MEA/NEA membership. The Maine Educator is published 7 times annually, September, October, December, January, March, April, & June. 4

Maine Educator • October 2014

For advertising rates and information please contact: Allison Coombs, 35 Community Dr., Augusta, ME 04330, acoombs@maineea.org 207-622-4418 ext. 2206

Statement of Ownership, Management & Circulation Pursuant to US Postal Regulation 39 U.S.C. 3685, the Maine Educator makes known the following: the Maine Educator (publication #1069-1235), a publication of the Maine Education Association (MEA), is published 7 times annually in September, October, December, January, March, April and June. Annual subscription cost is $10.00. The Maine Educator is owned wholly by the MEA and no other bondholders, mortgagees, or other security holders. The Maine Educator is mailed from MEA headquarters at 35 Community Drive, Augusta, Maine 04330 and additional authorized entry. Its editor is Giovanna Bechard, Director of Communications, and its managing editor is Rob Walker, Executive Director of the MEA. Of a press run averaging 22,718 copies, 22,568 constitute paid and/or requested circulation and 150 are for office use, are left over, unaccounted or spoiled after printing. Statement of ownership was duly filed in September 2014 in compliance with 39 U.S.C. 3685. The Maine Education Association is a nonprofit organization authorized to mail at special rates under DMM Section 423.1.

Editor’s Note Johnny: Mama, i have a joke. Me: OK, what is it? Johnny: Did you see the lion go down the street? Me: No. Johnny: (silent)

“I use humor in the classroom mostly as a motivational tool to keep kids persevering through challenging academics or challenging moments. This helps break the tension and I feel helps the students relax. I'm pretty liberal in what I allow in the classroom, as long as students respect boundaries therefore students can share their humor as well.” - Wayne Prescott, RSU 19 EA

Me: What’s the rest of the joke? Johnny: That’s it. The lion went down the street. (laughs) As the mother of a five-year-old, I had no choice but to laugh as well. In fact, Johnny’s “joke” started a household of laughter with my two-year-old louder than all of us because it was all just so silly. I probably should have known Johnny really didn’t know any jokes. He’s learning to tie his shoes, playing flag football, and learning Spanish in Portland’s first ever Kindergarten immersion program. I mean really, how much can I expect out of a 5-year-old? But it’s the laughter and silliness that I do expect. Humor is a savior. So, take some of the member-to-member advice here and share your laugh with your students. While you’re in the sharing mood, share the information in this issue about the new regulations and stipends associated with National Board Certification or share the story of the amazing bus drivers who went out of their way to make young students feel safe. Speaking of feeling safe—make sure to check out the concussion discussion with Class A State Champion football coach and member at Bonny Eagle, Kevin Cooper. A new state law, that goes into full effect this year, deals specifically with how all educators are required to handle head injuries.

“I use humor every day to diffuse angry or frustrated students, to take their mind off whatever is causing angst! In middle school life is angst for them so lots of humor helps!” - Kari Sawyer, TriCounty TA (SAD 55)

While there are serious topics this magazine can help you with, don’t forget—it’s okay to be a 5-year-old sometimes. Just ask Johnny, he likes it just ﬁne.

Giovanna Bechard Maine Educator Editor

about high “I find that many students are anxious gate that school math classes. In an effort to miti Foo Foo ny Bun I often sing a silly song (Little Or I rk. ewo comes to mind) as I check their hom use silly will make really horrible math puns or them I like g win sho By . voices during my lectures e it allows don k to have fun WHILE getting our wor us about them to relax and not feel so self-conscio potentially making mistakes.” - Joyce Blakney, Waterville EA

October 2014 • www.maineea.org

Can you explain the structure of the MEA so I know how it works? Recently I was at a member gathering in Washington County and I was asked about the structure of the MEA. Our MEA members are why we exist. Without you there is no Maine Education Association. So when we ask, "What will the MEA do for our local?" or "How will the MEA solve this problem?" we are really asking ourselves how we will work together for a desired result. Of course, any organization as large as ours and that represents almost 24,000 people needs some Lois Kilby-Chesley, employees to keep the wheels turning. In the flowchart shown below you can see the different layers to MEA President our Association. There are two strands ~ Governance and Employees. Governance members who work for you in state-level elected positions want to hear from you with ideas and concerns. These include your area Board of Directors, the Leadership Team, and the President (Lois). Governance holds our most important meeting each May when we have the Representative Assembly, our member congress, to which your local can send elected delegates. MEA employees include your area UniServ Directors (UD) and UD Assistants who work in regional oﬃces, and the Program Directors and Assistants for Communications, Government Relations, Collective Bargaining, and our soon to be added Instruction and Professional Development Departments, who work in the Augusta headquarters. The employees are always willing to meet with your local for trainings, listen to local concerns, and direct you to the resources that will help your local. Other employees include our Legal Department, Finance Department, Field Assistant Manager, and Program Assistant Manager. We have a Deputy Executive Director and an Executive Director (Rob Walker). Rob and I have oﬃces side-by-side and work closely together to mesh our two respective parts of the whole. In addition we have committees within Governance each of which has on it a Staff Liaison to be sure we complete the loop of communication between Governance and Staff. Committees are made up of members who volunteer a few Saturdays a year to come together. We all depend on these interested members preK to higher education to keep us informed on what is happening in public schools and universities around the state. Together Governance and Employees take what we learn from our members and work with you, advocating for Maine's schools. Our goal, as always, is to lead the way to great public schools for all Maine students.

ASK

You are the reason there is a Maine Education Association. The flowchart shows who the others are that play into the success of the MEA, but it is you ~ our member ~ who is the MEA. Thank you for all you do so that our Association can continue our work advocating for educators and students in every community in Maine.

MeA Members Uniserv Field Offices & Programs

Local Association Leadership Area MEA Board of Directors NEA Board of Directors Mike Thurston MEA Officers

President Vice President Treasurer Lois Kilby-Chelsey Grace Leavitt Denise simoneau

Maine Educator • October 2014

Government relations

Communications instruction & Professional Development

Collective Bargaining

(To be added)

Management

(includes Legal and Finance & Business)

Deputy Executive Director Paul Hambleton Executive Director robert Walker

There are several important changes in place for teachers who are hoping to gain National Board Certification, existing NBCT and those who are still waiting to hear about their pending applications. The National Board for Professional Teaching Standards revised both the modules and time frame for those applying. In addition, there are several changes to the funding available to pay for certification and the stipend teachers can receive. This is the first revision to the process since 2001.

u News Yo

National Board Certification Changes

Can U se

What you need to know: Time Frame: Achieving National Board Certification can now occur over a period of THREE years. Candidates can still choose to complete the certification in one year (see below for exception). Registration Window: March 1, 2014–February 28, 2015 Components: There are now only FOUR components that you need to complete, instead of six. Three are portfolio entries submitted online and the final is a computer-based assessment, which is administered to you at a testing center. Computer-based assessment • Component 1: Content Knowledge Assessment Portfolio entries • Component 2: Differentiation in Instruction • Component 3: Teaching Practice and Learning Environment • Component 4: Effective and Reflective Practitioner This year two components will be released for completion. The following year, one more component will be released and the third year the final component will be available to complete. After the third year, when all four sections are released, you can complete the entire certification in one year, if you choose or you can take the full three years. Cost: Each component will now cost $475 instead of $2,500 for the complete certification. That’s a savings of $600. Candidates will have the option to pay for and submit each component separately. Stipend: NBCT will now receive approximately $3,000 per year stipend for the life of their certificate. Scholarship: In fiscal year 2014-15, the Maine Department of Education allocated $75,000 to a scholarship fund for those applying for NBCT. Money is available on a first come-first served basis and not to more than 30 teachers accepted into the program each year. Apply here: http://tinyurl.com/nbctscholarship

FAQ’s Q: What if I applied for NBCT last year and didn’t pass each module? Do I have to wait for the new track to come out in order to reapply? A: No. there is an overlap with the old and new schedule so people who previously applied and didn’t receive certification can redo the module and still gain certification without a delay. The certification process revisions take effect with new candidates beginning in 2014–15. Q: I am already an NBCT, has the way I receive my stipend changed? A: No. However, your Superintendent must notify the Department of Education by October 15, 2014 of your NBCT status by providing your name to the DOE so you can receive the stipend. The stipend comes from the State and is paid through the district. The Department of Education is required to provide the salary supplement to each district no later than February 15th of each year. In addition, local districts may augment the stipend or have other incentives, such as paid release days to support National Board candidates. Q: I would like to become an NBCT, but the process seems difficult to handle without support. Can the MEA help? A: Yes! The MEA offers, free to members, candidate support workshops designed to give you the information and encouragement that you need to complete the National Board Certification process. Connect with other Maine candidates as you engage in the National Board process, learn the difference between Teaching Standards and Content Standards and what “evidence” of accomplished teaching really means. Tips for establishing timelines, organizing the work, and accessing resources for candidate support will also be shared. Continue to check www.maineea.org for upcoming dates. More questions? www.boardcertifiedteachers.org can help. Click on Get Started to see if you are eligible to apply and to learn more about the new components. October 2014 • www.maineea.org

News You Can Use

Fast Facts

Interesting facts and quotes about Association membership and public education in Maine and beyond. Have an idea or stat you want shared? Send it along with your name and local to gbechard@maineea.org

By the Numbers

84% Percentage of residents in Maine who say they respect teachers, according to a Gallup survey. Maine ranked 9th in the nation in teacher respect among residents and was the only New England state to make the top ten. Wyoming came in first at 89% and Pennsylvania last at only 69% of residents saying they respect teachers.

$3,061,878 The amount of money MEA-Retired members would have been paid for their volunteer services had they been paid in dollars instead of smiles and thanks, according to an AARP value translator calculator. In total, MEA-Retired donated 151,578 hours to help Maine residents in 2013.

1 out of every 100 Americans The number of people the National Education Association represents.

$27,031 Average salary from 2009-2011 for Early Childhood Education Bachelor Degree holder from UMaine Farmington after the 1st year of graduation, according to Maine Department of Labor.

Maine Educator • October 2014

"We cannot ignore the mounting evidence that standardized test scores inject socio-economic bias into the admissions and financial-aid equations.” - Hai-Lung Dai, Temple's provost and senior vice president for academic affairs on Temple University’s decision to make test scores optional for admission.

“Virtual schools may work for a very small proportion of students who have difficulty in a traditional classroom but the requirements to work independently mean that the children who are involved in virtual schools must be highly motivated and highly independent, and that is a very small proportion of students. Most students are going to benefit from having adult interaction and peer interaction in a classroom and having social opportunities that public schools provide.” Lois Kilby-Chesley, MEA President on Portland announcing it considered offering virtual learning through Pearson to homeschool students in the district.

“There is increasing evidence that the collision between old and new standards and assessments with already flawed evaluation systems are fraught with pitfalls and dangerous consequences for student learning and growth—especially when these systems are developed hastily with too much external pressure and too little time for collaboration. It is just common sense to allow a moratorium on high-stakes consequences of test scores.” - NEA President Lily Eskelsen García in response to the Obama administration allowing flexibility in tying high-stakes consequences to student test scores for up to two years.

“I have to admit I have had many sleepless nights over this decision…I would be doing my profession a disservice and I’d be doing the people of Maine a disservice.” University of Maine Trustee Bonnie Newsom as she cast the only “no” vote during an initial vote to preserve American and New England studies graduate program, geosciences, and the arts and humanities major at Lewiston-Auburn College. Ultimately, the University of Maine System Board of Trustees voted to cut all three programs at USM.

News You Can Use

from Wrong With school district budgets strained, educators may be tempted to make photocopies of a chapter of a book and give it to students instead of buying the book. The temptation though, if acted on, would be illegal. The laws surrounding copyright, especially in the face of both budget issues and new technology used in the classroom are especially important to understand. As educators use more and more technology in the classroom—finding videos, web articles, blogs and vlogs to share with students—legal experts say everyone who uses anything that is not their own needs to understand what’s called fair use (see box for details). The following are some common copyright questions answered from the National Education Association’s, The Copyright Primer for Librarians and Educators by Janis Bruwelheide.

Can a teacher download images from a fee-based service and share them with colleagues? No, not without checking to see if the company the photos were purchased through allows for the sharing. The same is true for someone who chooses to collect materials online and gather them into a new body of work with a new title. This is a derivative work and requires permission from any bloggers/authors who originated the work. Check with the authors first. Usually you will receive permission for the compilation for non-profit use.

Can I or my students use music in a presentation?

What is Fair

Use?

use nd students to a rs to a c u met. d e s four factors are Fair use allow g in w llo fo e th ork if copyrighted w

racter of the a h c d n a e s o f 1. The purp r such use is o e th e h w g in d use, inclu for nonprofit is r o re tu a n l commercia rposes rk educational pu opyrighted wo c e th f o n re tu a 2. The n ty of the portio li a ti n ta s b u s d t an 3. The amoun ghted work as ri y p o c e th to n used in relatio al a whole on the potenti p u e s u e th f o ork 4. The effect copyrighted w e th f, o e lu a v r market for, o

d by the aterial prepare m f o ly re ti ction n e ting copyright prote to t Works consis c je b u s t o ent are n d. U.S. Governm nd disseminate a d e s u ly e e fr and can be

yright.gov Source: www.cop

Yes, just don’t let the music out of the classroom. When it comes to music or movies educators and students are in the clear if the material is both obtained legally and used for educational purposes. But remember, the classroom rule—any presentation with music must not be placed online, like Vimeo or YouTube; that may require special permission.

What about photocopies? Can I make copies of workbooks or standardized tests to prepare my students for exams? No. Things like workbooks and standardized tests are “consumables,” and are not considered fair use. The same is true for photocopies of entire books or entire chapters in mass quantity—it is not allowed. You are however allowed to make multiple copies for classroom use if the material is for one course, is no longer than a short poem or essay (2,500 words or less) or an excerpt from any work that is no longer than 10% of the entire document. The same educator is allowed to copy materials for one course during one class term nine times per year. Copying is not allowed to avoid the purchase of more materials. Instead of sharing the material in its entirety, think about creating a link on your presentation for the information.

October 2014 • www.maineea.org

Time to T@lk Twitter

Tech T@lk

There was a time when the # was only called a number or pound sign. It was on your phone that connected to your kitchen wall with a cord that likely wrapped around and around and around so that you or your mom could do everything from the dishes to cook while chatting. Now the # is also, and more commonly, called a hashtag in the social media world and it opens up a new world of professional development for educators. Sure, there is a whole language in the Twitterverse where you can only type in 140 characters in each tweet (see below). It’s a language many Maine educators speak very fluently with some even saying, “Twitter is the best and most immediate resource for teacher support that has ever existed. Period.” It’s a bold statement followed by some advice on how you too can easily use Twitter for professional development—learning more about things like Standards-Based Learning, Flipped Classrooms and Design Thinking. What can I really learn in so few words? “The best PD for teachers is and always has been practical and actionable. Twitter connects teachers with other teachers who are doing the ‘how and what’ to support the ‘why.’ It puts people together.” — Matt Drewette-Card, Curriculum Coordinator AOS #94 @DrewetteCard

“The content of the Tweets themselves is rarely earth shattering. It is the links that are included and especially the Tweeters themselves who are the gold.” — Jonathan Werner @maineschooltech (Cape Elizabeth EA) “Twitter has given me most of my new and best ideas that I use in the classroom. By following specific discussions I can get ideas and talk with other fourth grade teachers. Last year I implemented Mystery Skype, book clubs, and brought in virtual guest speakers all thanks to the collaboration on Twitter.” — Jenny Stahl @jennygr4 (Glenburn EA) Give it a week “Make a legit effort to try it out for a week. Maybe even two. If you haven't gotten a new idea, connected to a kindred spirit, seen an idea of yours shared with others, or otherwise seen value in the space of two weeks? Then Twitter probably isn't for you. And that's ok.” — Dan Ryder @wickeddecentlearning (Mt. Blue RSU EA) “Twitter is as useful as you make it. Educators worldwide are sharing ideas. Follow a few, send some replies, and figure out if it’s for you.” — Johnathan Pratt, Foxcroft Academy @jonpratt Remember Twitter is not Facebook What you post on Twitter is public for all to see. You don’t have “friends” like Facebook, you have “followers.” But even if you don’t follow anyone you can still search a topic you’re interested in and then see what others are talking about by following the #. Just type the topic in the search menu and read as much or as little as you want.

User’s Name

Anatomy of a Tweet

}

Maine education Association @maineea

RT @jennygr4 Twitter has been the single most useful tool in improving my teaching. I hope readers will give it a shot! #teachmaine

Maine education Association @maineea Twitter Handle (username) Profile picture Signifies that a tweet is a “retweet” of another user’s tweet

Another user’s Twitter handle. Tells the other user you have RT’ed or responded to them.

RT @jennygr4 Twitter has been the single most useful tool in improving my teaching. I hope readers will give it a shot! #teachmaine A # (hashtag) is a keyword or phrase that categorizes your tweet. When you click a # you will be brought to a search for that keyword or phrase.

10 10

Maine Maine Educator Educator •• October October 2014 2014

Follow MEA @maineea and tag your posts #teachmaine

How can educators use Twitter to enhance their everyday teaching? “The first big idea is to think of Twitter as a bulletin board in a hallway. You can tell people you’re posting on the bulletin board, but it’s up to them to go check it. You won’t know they’ve been there unless they tack up a note (reply, retweet, or ‘favorite,’ in Twitter parlance), but you’re still sharing information. It’s a great way to disseminate information that can spread exponentially. You can tweet, ‘Don’t forget, quiz tomorrow’ or you can share a link to a resource that provides enrichment for a topic you’re covering.” — Jennifer Michaelis and Becca Redman Lewiston High School “Instead of ‘Googling’ ideas for lesson plans and strategies, search for a content related hashtag.” (see box below) — Dan Ryder @wickeddecentlearning (Mt. Blue RSU EA)

What the GLO

TWEET?

ssA

RT stands for retweet. To retweet something means you share the information from someone else’s tweet to all of your followers. It is a way to spread a message quickly.

#FF stands for "Follow Friday." Twitter users often

Chats to Try

(put the #title in the search bar)

#sblchat Standards-Based Learning discusses healthy grading

suggest who others should follow on Fridays by tweeting with the hashtag #FF.

Follower: A follower is another Twitter user who has followed you.

practices, standards/proficiency/competency-based learning, etc. The how's, whys, what's, are all answered. Live chat Wednesday at 9pm.

OH: "OH" most often means "overheard" in tweets.

#edchatme is a chat specifically for Maine educators, talking about various education issues in Maine. Live chat Thursday at 8pm.

ICYMI: Acronym for “In case you missed it.”

#colchat culture of learning chat live on Monday at 9pm.

TIL: Acronym for “today I learned.” Find one not on this list? Head over to http://twittonary.com/ (a Twitter dictionary) and look it up!

Cover story

Heads Up

New Maine law changes the concussion discussion “It was one of the most terrifying things that I’ve witnessed.

Right when it happened he was completely out of it, he was throwing up, he looked like he was on drugs. His eyes were all glassed over.” Feeling helpless, Jamie Watson rushed her son to the emergency room, learning then he had a concussion…something she’s been trained to deal with as a physical education teacher and girls’ soccer and softball coach. “All educators need to take concussions seriously. You can do a lot of damage if it is not taken seriously and you continue to play a sport or use bright lights and electronics you can do more damage. At this age when their brains are still forming you can never be too careful,” said Watson.

Concussions on the rise Most concussions occur without a loss of consciousness and according to the Centers for Disease Control children and teens are more likely to get a concussion and take longer to recover than adults. According to a study published in The American Journal of Sports Medicine, the rate of concussions in U.S. high school athletes more than doubled between 2005 and 2012. According to the research published, concussions in high school sports were reported in seven sports including football, soccer, wrestling, softball, baseball and volleyball; football recorded the highest rate of concussions. The Department of Education is in the process of analyzing its own concussion data as part of a new survey of Maine nurses in an effort to understand both the scope of the issue and how to provide necessary support in light of a new state law about traumatic brain injuries and “A lot of our students will schools. The 2014-15 school year is the first full year where all Maine schools are required to say their head hurts. That’s have in place and implement one of the symptoms that policies surrounding the management of concussions lingered the most...the and other head injuries. headache,” said Jamie Watson, Registered Nurse and Maine South Portland EA, Physical Education School Nurse Consultant A concussion is a type of Nancy Dube says even with teacher and coach. brain injury that changes the new policies, which can way the brain normally works. include a concussion policy A concussion is caused by a management team in schools to ensure training is taking place and education about bump, blow, or jolt to the head. the issue, it is not possible to prevent concussions. However, according to Dube, all Concussions can also occur from educators should “try and build a safety net” for students who suffer a head injury. a blow to the body that causes the “Their brain is bruised, it is damaged, it needs time to heal. Everybody wants the head and brain to move rapidly back fix—‘this is going to protect our children’—that’s just not true. Instead, education and forth. Even what seems to be a mild is our key thing and getting people resources and the tools to manage concussions. bump to the head can be serious. It’s concussion management that will hopefully reduce the chance of concussion,” Concussions can have a more serious effect says Dube. on a young, developing brain and need to be Managing Concussions addressed correctly. “Let’s go guys. Let’s go!” Source: Centers for Disease Control and Prevention It’s 83 degrees. The sun is blaring. Still, captain and quarterback Zach Dubiel

WHAT IS A

CONCUssION?

Maine Educator • October 2014

isn’t shy about pushing the Bonny Eagle Scots football team. He’s had a taste of success and wants more. Bonny Eagle won the state title last year under the leadership of Coach and member Kevin Cooper and Cooper is making another run for glory. “We’ve got a good group,” said Coach Cooper. But even with the desire to repeat the Scots state championship, Cooper always puts safety first especially considering his reality. “There are usually a handful of concussions each year,” said Cooper. “Our first concern is for the athlete. What’s worrisome is the next hit that can be the one that ends their career. The best thing about the concussion law is it’s out of our hands; we have to pull them out,” says Cooper. The Scots have a set protocol for dealing with any player who complains of things like headache or dizziness. “We immediately pull him from competition. The trainer evaluates the player and if there is a concern for a concussion they see the team doctor. If the player has a concussion there is a set protocol for return to play,” said Cooper. That protocol is part of the new law which mandates a set of “Our first concern is for the athlete. What’s accommodations needed for students who suffer concussions (see below). As part of concussion management, Cooper is certified in CPR worrisome is the next hit that can be the and First Aid and receives routine training on head injuries, which the one that ends their career.” - Kevin Cooper, law requires. In addition, his ability to coach properly helps each player, Saco Valley TA, Bonny Eagle High School Football Coach including his star quarterback who credits Cooper for teaching him the way to play in order to stay as safe as possible. “You are taught to squat down and lead with your chest and not your head and that way you can try and prevent concussions. It’s about how you play—but freak accidents can happen.” Just like the accident that happened to Jamie Watson’s son. It taught her concussions can happen anywhere, the playground, gym class or on a field, regardless of the sport. Now, it’s a matter of how educators recognize concussion symptoms to best help a student not only return to play but return to learning as well.

signs and symptoms of a Concussion include: • • • • • •

Answers questions slowly Appears dazed or stunned Forgets class schedule or assignments is confused about events repeats questions Can’t recall events prior to the hit, bump, or fall after the injury • shows behavior or personality changes Source: Centers for Disease Control and Prevention

Academic Accommodations for students with Concussion as Mandated by New Law ___ Excused absence from classes ___ Reduced school day or rest periods during the day ___ Extension of assignment deadlines ___ Extend test taking time ___ Accommodations for light and/or noise ___ Excuse from PE, activities and team sports ___ Use a reader/recorder for assignments/test taking ___ Provide smaller quieter room for exam taking Source: www.maine.gov/doe/concussion

Complete list at www.maineea.org/concussion October 2014 • www.maineea.org

C RSPE TIVE

YEs

More than two million teenage football players will suffer a mild traumatic brain injury, also known as concussion, this year, according to the CDC. In 2012, the National Academy of Sciences found high school football players suffer concussions at nearly twice the rate of college players. The report also cited a lack of evidence that current sports helmets reduce concussion risk.1 Concussions occur in football at a rate three times higher than the second most concussion-prone sport, girls soccer.2 While awareness of the dangers of concussion is growing, there is still much unknown about the long term effects of concussion on teenagers. The teenage brain is more sensitive to concussion than those of children or adults. During adolescence, the brain is growing rapidly, making it even more vulnerable to injury. Concussions can cause on-going headaches, dizziness, sleepiness, problems with short-term memory and depression. These symptoms can last days, weeks, months or a lifetime. Psychiatric research on traumatic brain injury of adolescents found ten percent of kids had a full depressive disorder six months after concussion. Outcomes for players with multiple concussions are even worse. A 2004 study revealed that football players with multiple concussions were nearly 8 times more likely to experience a “major drop in memory performance.” Three months after a concussion they continued to experience difficulties in processing complex visual stimuli. According to lead researcher Dave Ellemberg of the University of Montreal, “when compared with similar students without a history of concussions, athletes with two or more brain injuries demonstrate statistically significant lower grade point averages”. Schools and football leagues are recognizing the danger and are taking steps to mitigate the problem, but without a major change in how the game is played, the risk remains high. Helmet technology seems to be a long way from protecting against concussion. While the hard plastic does protect against fractured craniums, it cannot protect from the internal injury caused by the soft tissue of the brain slamming against a hard skull. As the size, strength and speed of teenage athletes increases, so does the risk of brain injury. Compounding the problem, diagnosis of concussion depends greatly on self-reporting of symptoms by the teenager, who is often too anxious to get back to play. Football may be a long-loved sport and tradition in our country, and is not without its benefits. But the price many of our young athletes pay with their long-term health and quality of life is too high. Until there is a significant change in the way the sport is played, football is too dangerous for the teenage brain.

“Some people try to find things in this game that don’t exist but football is only two things-blocking and tackling.” - Vince Lombardi Fall is an exciting time for schools. Students and teachers return to school rested and prepared with an opportunity to learn and grow as students and as athletes. Recently there has been much discussion that playing football is not safe for the high school student athlete related to concussions and traumatic brain injury. It is important to discuss playing football, the right way, with the focus on education. Football in order to be played correctly and safely must have its foundation in education. The football coach must be a teaching professional, who has expertise in pedagogy and in the game of football. Football offers student athletes “teachable moments” that are unique to this interscholastic activity. Max Boot, in a recent article of the Wall Street Journal (WSJ.com) stated: “The guiding principle with football should be “‘mend it, don’t end it.’ In fact, the process of mending the game has been going on for a very long time.” In an effort to keep education in the forefront, the State of Maine requires all head football coaches and assistant coaches to complete the National Federation of State High School Association’s (NFHS) “Concussion in Sports-What You Need to Know.” Understanding that the football coach is not a medical professional, most high schools have a certified athletic trainer or an EMT on site in the event of injury to the student athlete. As well as education in the signs and symptoms of a suspected concussion, the football coach/educator must teach the proper tackling techniques to the student athlete. The proper tackling technique insures the student athlete have his/her feet in the break-down position, eyes up, head up and the player will tackle leading with his/her shoulder. The areas of impact are the shoulders and upper body, avoiding the head and the neck of both the offensive and defensive player. Repetitions of the proper tackling technique will provide the student athlete with a concrete underpinning for adequate execution of basic football fundamentals. Launching one’s body as a guided missile is not an acceptable way in which to tackle. Avoiding this practice greatly reduces one’s chance for injury on the football field. As Coach Lombardi stated: “Practice does not make perfect-only perfect practice makes perfect.” Having the proper fitting helmet will also diminish the unintended injury to the football player. Riddell, maker of football equipment, has information regarding the proper fit of the helmet as well as links to the CDC’s concussion information (www.riddell.com). Contact sports are not for everyone, and those parents who feel that football is too dangerous should find alternative endeavors for their children. It is important to underscore the value of high school athletic competition. As a school nurse, I have seen far worse concussions and head injuries sustained in physical education classes and school fights than I have in football. If the goal of educators is to make competitive sports safe for students, athletic administrators must look closely at all contact sports, soccer, hockey, lacrosse and cheerleading. Singling out football as the sport that is the most physically harmful is impractical as all of the above mentioned sports have inherent risks. “People who work together will win, whether it be against complex football defenses, or the problems of modern society.” - Vince Lombardi

Is tackle football too dangerous for teenagers?

Tina Veilleux, rN, Portland EA

1, 2. Grantland, “The Fragile Teenage Brain”, Jonah Lehrer, Jan, 2012

Maine Educator • October 2014

schari roy, rN, Waterville EA

Getting to Graduation:

Understanding Proﬁciency

Adv

Maine is one of the first states in the country to adopt a proficiency-based requirement for graduation. While the requirement is centered around high school students, the entire K-8 system will need to adjust to the cac requirements as well in order for students to avoid a huge y academic shift when transitioning into high school. The paradigm shift for all educators already has, according to the Department of Education, around two dozen districts asking for waiver extensions to meet the deadline requirements. At press time, there was still a month left to apply for the waiver. For those districts working through the regulations educators are trying to figure out the answer to what, on the surface, seems like a simple question: what does proficient mean? In implementing a new proficiency-based education system, districts will determine locally how to measure proficiency in each of the eight content areas of the Maine Learning Results. In addition, each district may include additional graduation requirements, like a capstone project or an application to a post-secondary school. With the definition of what is proficient potentially different in each district it is likely that what is considered “passable” in one school could be deemed “failing” in another. The standards, “represent a sea change in the way education is provided for Maine children,” according to a report conducted by the Maine Policy Research Institute (MEPRI). The 62-page report, requested by the Legislature’s Joint Standing Committee on Education and Cultural Affairs, studied nine schools in the state and found moving to a proficiency-based system, “is proving very complex and diﬃcult within existing structures of traditional public school teacher certifications, student achievement reporting, school grade configurations, daily scheduling, existing learning management technology, limited external or community supplemental resources, and current levels of personnel capacity.” One of the main challenges for educators is finding the time to collaborate and create systems that will work for students. “We have been working on summative students Can still Receive A Diploma If: assessments and a scoring guide for those assessments for about 18 months,” said • Student has a defined disability and Wayne Prescott (RSU 19 EA) a high school teacher at Nokomis in Newport. “The meets IEP goals freshmen teachers were able to pilot the work we had done, and when it came to the scoring guide, we realized that there were adjustments that needed to be made so • Student meets the standards in that we were scoring what we wanted the students to know and be able to do. When a waiver request approved by the creating it from “thin air” it’s very hard to hit the bull’s-eye on the first shot.” Nokomis’ experience is one echoed in the MEPRI report which is the most incommissioner of education depth look into how schools are dealing with proficiency-based learning thus far. A • Student completes freshman year at an key recommendation in the MEPRI report is offering more professional development accredited school of higher education time for educators to collaborate and align the standards to curricula and assessments in order to among other things: • Student’s learning is interrupted • Determine common benchmarks for proﬁ ciency at each learning level due to things like homelessness or • Develop reporting and grading systems hospitalization, and a proficiency plan is • Research and analyze best practices in instruction through the lens of proficiency-based learning. approved by commissioner of education While more professional development is recommended, the question remains Detailed list of standards at www.maineea.org/proficiency unanswered, if all educators will receive the level of professional development that is needed to meet the needs of students prior to implementation. “Some teachers are Source: DOE in districts where there are consultants available throughout and participate during in-service. Teachers are paid for additional work after hours or during summer. Other districts do not have the help and teachers are doing the work in isolation on their own time,” said Hermon High School teacher Jesse Hargrove (Hermon TA) and RSU 3 school board member. Only School Administrative Units (SAUs) are subject to the law requiring proficiency-based diplomas. By definition an SAU does not include an independent school or a 60-40 school, like Thornton Academy. SAUs do include public charter schools, at least ones authorized by the Charter Commission. However, in this instance charter schools are excluded from the need to follow the proficiency-based diplomas (PBD) requirement. New Hampshire is the only other state that requires students to receive PBDs; dozens of other states offer them as options but do not require them for all students.

Big salary Win for Community College Members Members in the Community College Faculty Association achieved a big arbitration victory that will help ensure that senior faculty is not paid less than new hires. The win stems from a case at Northern Maine Community College where management denied the salary appeals of two veteran employees who were being paid less than a brand new instructor. The specific issue dealt with the contract language that required employees seeking pay equity to be ‘similarly qualified’ and in a ‘comparable discipline’ with the new hire in order to win a salary appeal. Management denied the salary appeal based on arbitrary and changing rationale. Rather than honor the intent of the contract, NMCC administration used specious arguments in order to justify paying senior faculty two steps less than a new hire to the college. The arbitrator in the case sided with the Association’s argument and ruled ‘comparable discipline’ had a broad definition that did not hinge on the subject matter being similar, but only that the fields of instruction be comparable for “pay equity purposes.” This decision has effectively restored the pay equity provisions of the contract for all Community College faculty members by providing guidelines for salary appeals moving forward. This win will allow existing members the ability to file salary appeals and potentially receive as many step increases as necessary until he/she is brought to the step equal to a newly hired instructor who has similar qualifications within a comparable discipline. The association will now look at the step level and hire dates of all faculty members across the Community College System to determine who may have a strong salary appeal under this ruling. The arbitration is binding and management must comply. October 2014 • www.maineea.org

How well do you know the Candidates for Governor? 1. Which candidate for Governor campaigned 4 years ago on taking millions of dollars away from public schools by “raising class sizes to the national average?” a. b. c.