This weekend two other national organizations released their rankings for high schools from across the country.  Each organization uses a different metric to rank schools.  The good news is that no matter which metric is used Corbett Schools seem to catch the attention of folks who are interested in evaluating how high schools are doing.

The Washington Post

The Washington Post produces a yearly valuation of high schools called the “High School Challenge”.  The author of this list, Jay Mathews, previously worked for Newsweek magazine so his Challenge Index has been in production for many years. The Challenge Index focuses on Advanced Placement participation.  Corbett High School first appeared on the list back in 2006 when it was ranked 584^th in the nation.   Over the years Corbett School and Corbett Charter School have climbed in the ranks.  This year Corbett Charter School is ranked 2^nd in the Nation and Corbett School is ranked 4^th!  A copy of the list can be viewed by clicking here.

Newsweek

Last year, after Jay Mathews left Newsweek and took his Challenge Index list with him to the Washington Post, Newsweek created a new evaluative high school index called “America’s Best High Schools.”  Their new index is a much broader look at how a school is performing and includes SAT test scores, graduation rates, number of AP tests offered per students, and other categories. Unfortunately, last year, Corbett School was not included in on their list…probably because we were a K-12 school.   This year things are different.

Newsweek has ranked Corbett School 25^th in the Nation based upon their new criteria.  A copy of the complete list of “America’s Best High Schools” can be found by clicking here.

Newsweek also has begun creating a list of the top 25 “Transformative High Schools” in the nation.  According to Newsweek “It is no secret that schools in poor neighborhoods often struggle.  But some achieve a remarkable amount in relation to the poverty of their communities. Newsweek calls these Transformative Schools…”

Corbett School has been ranked 14^th on Newsweek’s “Transformative High Schools” list a complete copy of the list of the top 25 transformative schools can be found by clicking here: 

Good Work and Thank You

Parents, students, teachers, staff, and community members have reason to be proud.  Not necessarily proud that Corbett schools are featured so prominently in three national publications, but proud of the all the work that goes into preparing students for life after high school.  These accolades are fun but the real joy comes from knowing that the work we are all doing is impacting students positively.  Within each of these metrics I find affirmation about the things we are doing well and at the same time I look for clues as to what we could be doing better.

My heartfelt thanks and congratulations go out to everyone who has worked so hard on behalf of our students to warrant such broad attention at the national level.  For everyone involved I think we should take a minute to enjoy the satisfaction of being commended for having done good work for kids, before we transition right back into looking at ways to make what we are doing even better!

Recently US NEWS and World Reports conducted an independent survey of more than 20,000 high schools across the country to determine their “Best High Schools Rankings”.  Unlike the Washington Post’s AP Rankings that should come out in a few weeks US NEWS looked at numerous factors in determining their list of the best high schools in the United States to include student achievement on state tests, the achievement of traditionally undeserved groups, college readiness, and teacher to pupil ratio.  While the Washington Post targets a more precise measure of schools, US NEWS uses a broader approach in assessing schools.

Corbett School: Makes US NEWS list of Best High Schools

Based upon the US NEWS criteria Corbett School has been identified as a Gold Medal school and ranked #74 in the United States and #2 in Oregon!  The satisfying part about these types of announcements is that the hard work of students, staff, and their families is shared publicly.   I want to extend my thanks to all of the folks that work hard to make Corbett School a wonderful place.

Follow this link to find the US NEWS article about Corbett School:  US NEWS: Best High Schools, Corbett School

(Last year, in response to their employee, the author of their AP Rankings, leaving Newsweek to work for the Washington Post, Newsweek launched a new Best High Schools list. Corbett School was overlooked last year and we believe that it was because we were a K-12 School.  This year I made sure that Newsweek allowed us to participate in their new school valuation.  I do not know when the Newsweek rankings will be published.)

#3 and #1

Corbett Choir: 3rd in State!

Corbett Symphonic Band: State Champions!!

All Hail Mr. Killgore and his high school Choir and Band students!   Dynasty is not a strong enough word to describe what is happening with our music program at Corbett.  Beginning in Kindergarten and progressing through 8th grade Mrs. Swanson builds a love of music in our students that propels them into band and choir at the older grade levels.

Mr. Killgore Hard at Work!

Mr. Killgore continues to work with those students and the combined results of their efforts show year after year.   I believe that this is the third State Championship in band for Mr. Killgore and his students.  He has posted more than a decade of top five finishes.

This may sound like a broken record….but I have to say.  The satisfying part about these types of announcements is that the hard work of students, staff, and their families is shared publicly.   I want to extend my thanks to all of the folks that work hard to make our Corbett music program stellar!

$150,000

As you know the Board and I have been working for almost two years to answer the question “What do we do with Springdale School?”.   With the CAPS (Corbett Arts Program with Spanish) as a vision multiple volunteers and many school staff have been working hard to open the building for five classrooms next year.  The efforts of volunteers Bob Buttke, Charlie Oneal, Eric Stevens, and Eric Kneeland have been invaluable with regard to the technical aspects of the construction process.

Last week because of the work of the grant writing firm PARC, and volunteer help from Rebecca Gandy and Gary Law of the SSCA the Ford Family Foundation voted to award Corbett School District $150,000 to help complete the auditorium in the Springdale School!

CAPS at Springdale School

Interest in the programming offered at Springdale is palpable.  Resident students and transfer students who are in grades K-8 next year can apply to the program by following this link until May 17th.  Corbett Arts Program with Spanish at Springdale School  At last check about 90 resident and transfer students have already applied!  Feel free to contact me or Lori Luna with questions about the programming at CAPS.  rtrani@corbett.k12.or.us   AND  lluna@corbett.k12.or.us

It is invigorating to be working to build something that will provide more choice for resident students, provide a much needed positive source of revenue for our district, reduce class size in grades K-8 and turn a liability into an asset that can be shared with the community for decades to come!

Once again I have to say…..The satisfying part about these types of announcements is that the hard work of staff, and incredible volunteers can be shared publicly.   I want to extend my thanks to all of the folks that have been working hard to turn Springdale School back into a place where the laughter of students will soon fill the halls and community events that have been struggling to find a home can once again take place in a building that holds so much history for our community.

Enjoy the Sun!

I was one of those sixth graders who thought Outdoor School was going to be a drag. It was just going to be a bunch of high school kids and adults telling us what to do outside, instead of inside. I was especially disappointed that I couldn’t bring my pocket knife. The mind of a sixth grade boy just can’t grasp what kind of meaningful outdoor experience can be had without a pocket knife! To make a long story short, I got on the bus in front of Mary Woodward Elementary with a reluctant mindset, and five days later, I cried the entire way back from Camp Yamhill to that same spot. I knew that I had experienced a week of school unlike any other, but I didn’t realize how it would impact my life years down the road.

My family wasn’t an outdoorsy one. Not because of a lack of interest, but because my brother and I were so embedded in endless sports programs. We spent our evenings and weekends practicing and competing, and my parents spent them watching and cheering. Football became all encompassing for me. I excelled at it through high school, and it became much of who I thought I was. However, my body wasn’t on board. By the end of my senior season, I had undergonetwo reconstructive shoulder surgeries on one shoulder with the other shoulder not far behind, along with injuries that led up to a future reconstructive knee surgery. I came to the realization that competitive football was gone, along with much of my identity.

It took me a while to stop feeling sorry for myself, but when I did, I distinctly remember looking back on Outdoor School. I remembered the sense of community shared among the staff, teachers, student leaders, and the sixth graders from four very different schools. It was amazing to me what kinds of bonds were made in just a few days. I also remembered the all encompassing joy of being in the outdoors.

With a shoulder still healing from surgery, I decided not to go out for track my senior year and volunteered to be a student leader at Outdoor School, something I had always wanted to do, but wasn’t able to because of my dedication to sports. This ended up being another great experience and was one of the major factors in my going to college to become a teacher. While in college, I embraced every outdoor experience that came my way: backpacking, kayaking, rock climbing, fishing, hunting, etc. Many of these things I still enjoy today, and I give my experiences at Outdoor School a great deal of credit for my eagerness to enjoy the outdoors.

Educate & Celebrate

At the beginning of my first year of teaching in Corbett, I was told I would be taking my class to Outdoor School, and I couldn’t have been happier. It would be a great way to bond with my new students and watch them experience something that had such a profound effect on my life. I have taken many other classes since then, and every time it reinforces my belief in the validity of this 46 year old program. The students learn a great deal about the natural world in a hands-on manner and in an incredibly short amount of time. Every year I see some students struggle with homesickness for the first few days, only to cry on the bus ride home because they don’t want to break the bonds they have built. And every year it baffles me how flawlessly students from rural, urban, and suburban backgrounds come together to make a community where everyone is safe and accepted.

I am writing this from my bunk at Camp Arrah Wanna where I feel proud and lucky to share this experience with another group of amazing sixth graders. (Who are getting soaked at Soil Field Study, yet they are having a blast learning science in the outdoors.) However, I’m also feeling a bit anxious. Will I be here next year with another group? Will my daughters get to experience Outdoor School eleven years from now? I know not every kid who goes to Outdoor School will have as profound of an experience as I had, but at the very least, they deserve a chance at gaining something from this time-tested and proven program. So thank you Corbett Outdoor School supporters, and keep up the good work. Your sixth graders and I appreciate all you have done for us to be here, and we hope you will continue to keep Corbett a place that supports Outdoor School.

Brian Lutes (Chinook)

Our five Corbett intermediate classes participated in a reenactment of the Oregon Trail as the culminating activity for our Westward Expansion unit. Wagon groups were formed of five or six students each. Each group mixed up bread dough, which was baked by our wonderful kitchen staff. Groups converted Radio Flyers to Prairie Schooners, stitched covers for their wagons, and loaded up with some food.

Pioneers set off from Independence on Thursday afternoon, April 12th. Almost immediately, each group had to rope their wagon in order to negotiate Windlass Hill. Some groups were more successful than others! At the bottom of the hill, groups enjoyed a respite at Ash Hollow, and were allowed to wash up and refresh themselves. Back on the trail again, groups met some Mormons, who warned them of cholera ahead. Sure enough, our pioneers had to stop and assist in grave digging for some unfortunate emigrants. More travelers on the trail urged our groups to turn back, due to the difficulties ahead. Our intrepid travelers persevered, and were rewarded for their efforts, as many of them discovered gold!

The hardships were not over. Due to storms and a bridge washing out, the wagons had to ford the North Platte River. Everyone waded the river; luckily with no loss of life. Another hill faced our hardy pioneers. Once reaching the top, they each recorded their initials on Independence Rock, to prove that they made it that far and to encourage those traveling behind. Next came the opportunity to add to their supply of food. The woods were teeming with wild animals. Quite a few folks successfully hunted. Some reported that the stew made from their fresh game was delicious.

Many of our pioneers offered spare food to the poor souls that they next encountered on the trail. These folks, by the name of Donner, were starving and planned to take a shortcut to California. Other folks at Fort Hall also tried to convince our parties of the merits of California, but our valiant groups continued on the trail to Oregon. In the Blue Mountains, our travelers learned of the abundant forest resources and then were offered water and encouragement at the Whitman Mission. All groups traveled the Barlow Road around Mt. Hood, rather than facing the dangerous rapids of the Columbia River. Most of the pioneers paid a toll to Sam Barlow, but a few were either very persuasive or very pathetic, and passed the tollgate without charge.

My Father’s House is a family shelter that serves 30 families at a time who are trying to turn their lives around.

My name is Jake Gradwohl. I am an 8^th grader in Mr. Houck’s class, and I am doing a service project for My Father’s House, called Socks for a Second Chance. I am collecting new socks and underwear for the homeless families currently living at My Father’s House. I will be in the Middle School front entrance every school day from April 9, 2012 to April 21, 2012, from 7:40 to 7:50, collecting donations. The top three donators each get a $15.00 iTunes gift card. Thank you for your support!

Please consider these annotations carefully:

• Students taking courses in music performance and music appreciation scored higher in the SAT than students with no arts participation. Music performance students scored 53 points higher on the verbal and 39 points higher on the math. Music appreciation students scored 61 points higher on the verbal and 42 points higher on the math. (Source: The 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, produced by The College Entrance Examination Board, Princeton, New Jersey)
• According to the National Education Longitudinal Study of 1988, music students received more academic honors and awards than non-music students. A higher percentage of music participants received “A”s, and “B”s than non-music participants.  (Source: NELS: 88 First Follow-up, 1990, National Center for Education Statistics, Washington D.C.)
• Lewis Thomas, physician and biologist, found that music majors comprise the highest percentage of accepted medical students at 66%.  (Source: As reported in “The Case for Music in the Schools,” Phi Delta Kappan, February 1994.)
•  Research made between music and intelligence concluded that music training is far greater than computer instruction in improving children’s abstract reasoning skills.  (Source: Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, “Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning,” Neurological Research, vol. 19, February 1997 )
• The University of Montreal researched brain-imaging techniques to study brain activity during musical tasks.  Researches concluded that sight-reading musical scores and playing music “activate regions in all four of the cortex’s lobes” and “parts of the cerebellum are also activated during those tasks.”  (Source: J. Sergent, E. Zuck, S. Tenial, and B. MacDonnall (1992). Distributed neural network underlying musical sight reading and keyboard performance. Science, 257, 106-109.)  This is a good thing!
• Researchers in Leipzig discovered through the use of brain scans that musicians had larger a planum temporale, the region of the brain associated with reading skills. Also, musicians had a thicker corpus callosum, the nerve fibers that connect the two halves of the brain.  (Source: G. Schlaug, L. Jancke, Y. Huang, and H. Steinmetz (1994).  “In vivo morphometry of interhemispheric asymmetry and connectivity in musicians.”  In I. Deliege (Ed.), Proceedings of the 3rd international conference for music perception and cognition (pp. 417-418), Liege, Belgium.)
• “The arts enrich communities and employees, and also stimulate the kind of intellectual curiosity our company needs to stay competitive.”  (Source: Norma R. Augustine, Chairman and Chief Executive Officer, Martin Marietta Corporation.)
• “A grounding in the arts will help our children to see; to bring a uniquely human perspective to science and technology.  In short, it will help them as they grow smarter to also grow wiser.  (Source: Robert E. Allen, Chairman and Chief Executive Officer, AT&T Corporation, in “America’s Culture Begins with Education”)
• Music training, specifically piano instruction, is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills necessary for learning math and science. Learning music at an early age causes long-term enhancement of spatial-temporal reasoning.  (Source: Frances Rauscher, Ph.D., Gordon Shaw, Ph.D., University of California, Irvine,)
• Arts Education aids students in skills needed in the workplace: flexibility, the ability to solve problems and communicate; the ability to learn new skills, to be creative and innovative, and to strive for excellence.  (Source: Joseph M. Calahan, Director of Corporate Communications, Xerox Corporation.)
• Music Enhances Linguistic Skills. Music — specifically song — is one of the best training grounds for babies learning to recognize the tones that add up to spoken language.  (Source Sandra Trehubn, University of Toronto, 1997)
• Student involvement in extracurricular or co-curricular activities makes students resilient to current substance use among their peers, according to a recent statewide survey of Texas Schools. Secondary students who participated in band, orchestra or choir reported the lowest lifetime use and abuse of all substances.  (Source: 1994 Texas School Survey of Substance Abuse Among Students: Grades 7-12)

This final one looks at not the student, but those who teach your student:

• Teacher Expertise in Music is a Critical Factor in Student Learning.  Research indicates that teachers of all subjects — including music — who are more experienced and educated are more effective in the classroom. Consequently, students learn more from them.  (Source: Paying for Public Education: New Evidence on How and Why Money Matters, by Ronald Ferguson, 1991)

Your Response:
Ultimately – your response will be based on what you want to believe, yet I hope these quotes will at least get you to  reconsider your role and that of music study in your child’s education.

For more information about the show you may contact the MHCC Visual Arts Gallery at 503-491-7309 or see the MHCC Visual Arts Center Gallery Schedule.

Principal’s Chat
Mrs. Luna and I will be hosting the 7th MS/HS principal’s chat of the year (we were, you guessed it SNOWED OUT of the one in March). The principal’s chat will happen at 8am in the MS/HS admin office. We’ve really enjoyed these chances to hear from parents and community members. Please come on by if you can.

AP Testing
AP tests start in early May. Preparation hits a fever pitch in April for our HS students.

Accreditation
About a decade ago, Corbett School District decided to not pursue certification through any of the accreditation outfits in our area. In view of the post-secondary experiences Corbett students have been able to pursue in the last 10 years, these decision to not pursue certification was probably a good one. However, times change and so staff, working under the direction of Randy, have been revisiting the subject. Watch board minutes, the web site, or drap Randy a line for updates.

College Visitation Trip
On May 21, Mrs. Luna and I will be leading a two-day overnight trip to visit 4 Oregon Universities (OSU, UO, WOSC, SOSC). Cost to students will be minimal- probably $10 plus food. If your student is interested drop us a call at 503-2610-4209 or email us at ppearson@corbett.k12.or.us.

Spring Sports
Spring sports have started, which is great. The weather, however, has not been very outdoor sports like. Thanks to all involved for your flexibility as JP works hard to re-schedule contests as the rain/wind/snow/meteor showers/Godzilla attacks play unpredictable tricks on us.

And One More Thing . . .
I won’t steal their thunder here, but the Corbett Boosters posted a banner year once again at their Red and Black fundraiser. My wife Angela had to stay home to care for our daughter who got a little fever that night, but I got to go and it was great as usual. Way to go!