When Things are Not Settled, Angst Makes its Way In

What Do You Do When Angst is Around You?

Something to Think About





Hello Elementary Friends,

Since my return from Australia, I have spent some time reflecting on how my work, activities, and (well) my life is different here than what I experienced in Australia.  As indicated in my weekly blogs from Australia, I worked hard while I was there.  In some ways I worked as hard or harder than I do in my position as elementary school principal, but the work was different.  It was different because it was primarily focused upon the needs and well-being of 23 Year Two students.  I was given the responsibility of teaching and the subsequent learning of the students assigned to my care.  I was able to get to know each child at a deep level - how they think, what motivates them, where they are on the continuum of learning, what their challenges are, and how to reach them.  Once I knew my learners, it then became clear to me what we needed to do together to reach individual and group goals.  Of course, this does not happen quickly - in some ways, I wish I could still be teaching them because I know what they need now!  This revelation is the reason that some teachers like the idea of looping with their students.  They teach one group of students for a year and then follow them to the next grade the following year.  Some research shows that this structure reaps a higher level of achievement for students over a two year period.  We are in the discussion of this possibility for our students at Mortensen.

Since my return, my work has been (as it should be) focused on many more people and issues than just 23 beautiful children.  There are 410 students, their families, and of course my staff members (numbering about 56 now).  I would say that a conservative estimate would be 800 different people with different needs, opinions, and challenges.  In addition, I am part of a very large system where my school must be a small puzzle piece (albeit important) of a grander vision and mission - that of educating all Jefferson County School District students so that they can be ensured a bright future.   Here are some questions that I ask myself frequently as the weeks come and go.  I asked myself these same questions prior to my exchange year, but they seem to be more profound to me now.

How do I ....

  1. ...get everyone on the same page for determining what is best for our school?
  2. ...ensure that all Mortensen stakeholders collaboratively implement strategies to address our school's vision, mission, and strategic goals?
  3. ...encourage staff and stakeholders to participate in meaningful school leadership activities?
  4. ...provide support so that teachers initiate classroom based changes based on discussions with colleagues and results of data analysis?  Note:  Our PLC work (spoken about in the last blog) can certainly help with this one!
  5. ...ensure that school staff members identify their professional development needs and apply lessons learned through professional development?
  6. ...make certain that all students achieve the rigorous outcomes that are required for their success?
  7. ...make sure that school staff members and the community initiate actions that encourage an inclusive climate of respect for student diversity and that students accept and respect fellow students who are different from them?
  8. ...adhere to the district's personnel evaluation process and then help personnel use the evaluation results to improve their performance over time?
  9. ...confirm that school staff members and students anticipate problems and adjust their behaviors to avoid conflict?  Let's face it - conflict is inevitable, but minimizing it is a huge part of my job.
  10. ...develop effective strategies to sustain positive meaningful communications with parents, students, and the community?
  11. ...sustain meaningful parent and community involvement throughout the school year?
  12. ...maximize the impact of community, district, state and national relationships to benefit our school?
Wow - getting all of this down in this way is helpful, but also VERY overwhelming!

These thoughts and questions have been with me since I became a school principal in August of 1999, but I seem to be feeling them more profoundly now.  Why is that?  Time for some thoughtful reflection on my part!

Since my return I have had several conversations with my husband, Mitch.  He, of course, was with me on my journey working and learning in Australia.  I have tried to get his help on putting into words my feelings since my return.  What is it that is different?  Finally, the other day I came up with this statement:  "It just feels like there is angst in the air."  People seem unsettled.  People seem to lack confidence.  They seem suspicious.  They do not seem relaxed and positive about the future. 

Now, - I do not mean everyone, but there is enough of this feeling surrounding me that I can feel it. within myself.  Why would this be the case?

Mitch seems to think that the national political atmosphere is the cause for the unrest.  I am not sure, so I am listing four issues that we are dealing with in my school and district that could have the tendency to leave people feeling uncertain:

1.  Our district is undergoing significant transitions - we are conducting a search for a new superintendent who will take the place of our current superintendent whose contract is not being renewed.
2.  My school will be required to reduce staff due to several reasons including our sixth graders being moved to the middle school for the 17-18 school year and beyond.
3.  State testing is upon us - I will go into more detail about this issue a bit later in the blog.
4.  We are struggling a bit with how to increase the rigor of expectations for our students and their academic achievement - and of course, we have varying opinions on how to accomplish that task!

I will not be able to provide answers to the above reasons for uncertainty today, but at least they are "out there."  Once a challenge is identified, you can then work to start to problem solve - as long as everyone is committed to work for a solution.

Today I would like to discuss the state testing issue in detail so that we can understand it a bit better.  

Testing of students in the United State is definitely not new.  As long as I have been in public education we have had some sort of measure of our effectiveness as a school and district in assuring that our students are college and career ready by the time they graduate from our schools.  Colorado is no different than Texas in this regard.  In my nine years in Jeffco, we have had three different assessments - Colorado Student Assessment Program (CSAP), then came the Transitional Colorado Assessment Program (TCAP), and now CMAS (Colorado Measures of Academic Success).  Here is information on the current state testing program - I just know that my elementary friends from Texas will love this information!

Colorado Measures of Academic Success
What are Colorado Measures of Academic Success?
The Colorado Measures of Academic Success (CMAS) are the state’s common measurement of students’ progress at the end of the school year in English language arts, math, science and social studies. CMAS encompasses the Colorado-developed science and social studies assessments as well as the Partnership for Assessment of Readiness for College and Careers (PARCC)-developed, English language arts (ELA) and mathematics assessments. The science and social studies assessments were first administered in spring 2014 in grades 4, 5, 7 and 8. The English language arts and mathematics assessments were administered for the first time in spring 2015.
Why do we need new assessments?
The Colorado State Board of Education adopted updated Colorado Academic Standards in 10 content areas in December 2009 and then adopted the Common Core State Standards for English language arts and mathematics in August 2010. The updated standards were fully implemented in all schools in the 2013-14 school year. Challenging new standards require next-generation assessments that measure students’ knowledge of the new expectations. The assessments also provide educators with important information they need to prepare their students for success.
As part of a balanced assessment system, state-wide assessments provide valuable information to students, families, schools, districts, the state and taxpayers. A balanced assessment system is one that contains formative assessments (quick checks for learning conducted by teachers throughout their class), interim assessments (more formal progress monitoring often conducted several times throughout the year to see how students are progressing), and summative assessments (end or course/unit, end of year assessments to find out what students know and can do).
The state assessments are summative assessments. Where formative, interim, and classroom-based summative assessments inform classroom instruction on a regular basis, state summative assessments are designed to be point-in-time snapshots of what students know and can do in core content areas. They help students and their families know how they are performing compared to the standards and compared to their peers and how they’ve grown over time. They enable teachers to see how their students are performing against the standards and identify areas they may need to adjust in their practice for the future. And, they provide school/district leaders, the state, policymakers, and the public with information on how well the system is meeting the goals of helping every child attain academic proficiency. The data are used to inform continuous improvement of the system at all levels.
Are states required to administer state-wide assessments and what are the minimum requirements?
States that accept federal funds to support the education of children in poverty, English language learners, and students with disabilities are required to administer state-wide assessments to all students. Currently, Colorado receives approximately $350 million in federal funds for these and related purposes. The minimum required assessments are:
·         Grades 3 through 8 for English language arts and mathematics
·         At least once in high school for English language arts and mathematics
·         At least once in elementary school, once in middle school, and once in high school for science
For the assessments noted above, states must give the same assessments to all students and at least 95 percent of the students must participate in the tests.
Does Colorado require more assessments than the federal minimum?
Yes. The assessment system for the 2016-17 school year will include the following tests:
·         English language arts in 3rd through 9th grade
·         Math in 3rd through 9th grade
·         Science in grades 5, 8 and 11
·         Social studies in grades 4 and 7 (Social studies assessments are administered on a sampling basis with schools participating once every three years. Colorado will be using the 2016-2017 school year to investigate the possibility of using the SAT Analysis in History/Social Studies Subscore as the Colorado high school social studies indicator. Therefore, we will not be sampling high school for CMAS social studies this year.)
·         PSAT in 10th grade
·         SAT 11th grade
How much time will the tests take?
Overall, the estimated amount of testing time on CMAS is expected to be less than 1.5 percent of typical students' total instructional time.
In spring 2015, the math and English language arts tests were shortened and the administration of the tests was condensed into one window. As a result, testing time was reduced by approximately 90 minutes for all students 3rd through 9th grade.
 Here is a graph that shows the approximate times of testing for each grade level and subject area:


As you can imagine it is quite challenging to schedule all of these assessments within our regular school hours.  The use of computers for assessment involves scheduling the computer lab and laptop carts across the building.  Our staff is busy in scheduling the specific times for each test for each grade level.  As soon as that is established we will send you information specific to your child’s grade level. 
What can parents do to support your child during assessment season?
The most important things you can do to support your child are the following:
  • ·         Ensure your child is on time and present in school each day.
  • ·         Keep up with homework expectations and encourage your child to not get behind in required assignments.
  • ·         Make sure your child gets plenty of rest, physical activity, and nutrition.
  • ·         Stay in communication with your child’s teacher.

So - I have now outlined the questions that I am asking myself, the feeling of angst in the air around me, the reasons for uncertainty, and information on the state testing program in Colorado.  Putting these issues and the "state of affairs" down in print will help me sort through them one at a time until I and the people around me start to feel more equilibrium.

I thought several of you might be interested in this, so I will leave this section with a sample math problem from the fifth grade CMAS assessment.

Do you think you are smarter than a fifth grader?


Maria bought wood, paper, and string to make one kite. The list shows the amount and the unit cost
of each item she bought.
• 12 square feet of paper at $1 per square foot
• 4 feet of wood at $3 per foot
• 14 yards of string at $2 per yard
Part A
What was the total cost of the items Maria bought? Show all the steps you took to find your answer.
Be sure to label your answer.
Part B
Maria will make 4 more kites for her friends. Determine how much paper, wood, and string are needed
and the total cost to make the 4 kites. Show all the steps you took to find your answer. Be sure to label
your answer.

Quite a few skills are required to tackle a problem like this in addition to your basic calculation skills, wouldn't you agree?

Hymns and Heritage Songs by Stephen Paulus

New Learning and What "Fills My Bucket"




An important stress relieving part of my life is singing.  I am currently involved with my church music department at Saint Andrew United Methodist Church in Highlands Ranch, Colorado.  Here is some information on SAUMC's music program. 

Music to your ears!
Music is one of the many ways we gather for worship together on Sundays and throughout the week.
Whether you’re a child, youth or adult, join us in making a joyful noise!  With 19 musical ensembles and choirs, you are sure to find a place to place to plug in connect with our musical family.

Festival Choirs
The Festival Choir is designed to be a short term choral experience. The Festival Choir joins with our 130 voice adult choir and it features wonderful music, community and spiritual enrichment. The cost to join is free.

Last weekend I had a lovely experience as part of the Festival Choir.  The Saint Andrew choir joined with the choir of Montview Boulevard Presbyterian Church to form a combined ensemble of over 200 voices. to present the music of the late composer, Stephen Paulus.  We held two concerts - one at Montview on Saturday and then one at Saint Andrew on Sunday.  I was very impressed with the Montview Church.  It is so lovely and located in an area of inner Denver known as Park Hill.  Living in the "burbs," I do not have an opportunity to go to this area of Metro Denver very often.  I just loved it!  Here is some information and photos of the beautiful Montview Boulevard Presbyterian Church:



Readers from Lubbock - doesn't it look a bit like our church there - First United Methodist Church in Lubbock, Texas?

In 2002, Montview Boulevard Presbyterian Church celebrated its 100th birthday.  Organized originally as Park Hill Presbyterian Church, from its inception in 1902 the congregation worshipped in a cloth-ceilinged tabernacle, moving to an old frame schoolhouse on its Dahlia site in 1903.  Although its membership included only 130 in 1908, the basement of a permanent building was begun; by 1910 the East Wing of the permanent church was completed.  Over the years congregational growth dictated the addition of several buildings: the Auditorium and Tower Building, 1918; the Education Building, 1927; the Memorial Building, 1949; the current sanctuary, 1957; Westminster Commons, 1987; and renovation of present sanctuary and pipe organ, 2002.  Current capital construction changes include the labyrinth, the access ramps and lifts to major entries, and the improved sustainability windows in the Education Building.

Many able ministers, coupled with strong lay leadership, have challenged and shepherded Montview’s congregations.  Among them, Dr. William Barrett (1922-46) and Dr. Arthur Miller (1947-67) served as pastors of vision and energy during dynamic periods of national history. Dr Barrett was known for his passionate leadership in the development of a strong Christian Education program at Montview; at the time of his death in 1946, church membership had climbed to 2200.  In 1957 Dr. Miller spearheaded the building of the new sanctuary and, in the 1960s, helped to form the Park Hill Action Committee to confront segregation in housing.  At his retirement, the church rolls had climbed to 4000. In 1974, Montview moved from a senior pastor model to a co-pastorate model: three co-pastors sharing authority and responsibility.  These ministers have ably maintained a membership of 1200-1500 during the years of a mobile society.

Education and Mission have been major commitments of this congregation.  In 1910, children at Montview attended Sabbath School while adult classes focused on faith, Bible study, and application of Christian values to develop solutions to societal problems.  This same vision and response to need informs the programs and activity within this church today for children, youth, and adults.  From Montview’s contribution to the building and staffing of Presbyterian Hospital in the 1920s to the construction of Montview Manor for the elderly in 1963; from the mission work trips begun for youth in the 50s and for adults in the 60s to the complex international trips taken today; from the Lectureship created in 1956 to the seminary professors currently teaching church school classes; from the presence of Dr. Martin Luther King, Jr. in Montview’s pulpit in 1964 to welcoming visitors today from countries all over the world; throughout its storied history  Montview has sought to be faithful to its vision and understanding of the Christian faith.


The members of the Montview choir were so welcoming to us, and we thoroughly enjoyed our partnership in working with them on this endeavor.  Our director, Mark Zwilling, and their director Adam Waite have promised us that they will arrange another opportunity for us to sing together again in the future.  We already can't wait!



Now - let me tell you about the beautiful music that we sang!  My heart was very full on several occasions during the concert.  First - I am sure that my friends and family members who are music aficionados might already know about Stephen Paulus.  I had heard of him, but really did not know the magnitude of his composition work.  This is why I love these experiences - because I probably would not now have the knowledge and an appreciation of Stephen Paulus if I had not participated in the Festival Choir for the past two months.  Thank you Mark Zwilling and Saint Andrew!


Here is short biography and information about Paulus and his amazing work in the field of music composition. 

Stephen Paulus (August 24, 1949 – October 19, 2014) was a Grammy winning American composer, best known for his operas and choral music. His best-known piece is his 1982 opera The Postman Always Rings Twice, one of several operas he composed for the Opera Theatre of St. Louis, which prompted The New York Times to call him "a young man on the road to big things". His style is essentially tonal, and melodic and romantic by nature. He received grants from the National Endowment for the Arts and Guggenheim Foundation and won the prestigious Kennedy Center Friedheim Prize. He was commissioned by such notable organizations as the Minnesota Opera, the Chamber Music Society of Lincoln Center, Opera Theatre of Saint Louis, the Saint Louis Chamber Chorus, the American Composers Orchestra, the Dale Warland Singers, the Harvard Glee Club and the New York Choral Society.  Paulus was a passionate advocate for the works and careers of his colleagues. He co-founded the American Composers Forum in 1973, the largest composer service organization in the U.S., and served as the Symphony and Concert Representative on the ASCAP Board of Directors from 1990 until his death (from complications following a stroke in July 2013) in 2014.

Paulus's output was eclectic and varied, incorporating works for chorus, orchestra, solo singer, and various combinations thereof. His choral music represented his most diverse body of work, ranging from elaborate multi-part works like Visions from Hildegard to brief anthems and a cappella motets.

With nearly 60 orchestral works to his credit, Paulus was distinguished by his tenures as a Composer in Residence with the orchestras of Atlanta, Minnesota, Tucson and Annapolis. Conductors who have premièred his works include Rollo Dilworth, Christoph von Dohnányi, C. William Harwood, Sir Neville Marriner, Kurt Masur, Leonard Slatkin, and Osmo Vänskä. He has been commissioned by the Cleveland Orchestra, New York Philharmonic, Atlanta Symphony Orchestra, Minnesota Orchestra, Tucson Symphony Orchestra, Saint Paul Chamber Orchestra, and many others. In 2011 he also co-wrote a Concerto "Timepiece" with his son, Greg Paulus, for the Minnesota Orchestra.

Paulus has written over 150 works for chorus ranging from his Holocaust oratorio, To Be Certain of the Dawn, recorded by the Minnesota Orchestra on the BIS label, to the poignant anthem, "Pilgrims' Hymn," sung at the funerals of U.S. Presidents Ronald Reagan and Gerald Ford and a setting of the Stabat Mater for the Saint Louis Chamber Chorus. His works have received thousands of performances and recordings from such groups as the New York Choral Society, L.A. Master Chorale, the Apollo Chorus of Chicago, Robert Shaw Festival Singers, VocalEssence, the Chicago Master Singers and Dale Warland Singers. Notable works for vocalist and orchestra include commissions for Thomas Hampson, Deborah Voigt, Samuel Ramey, Elizabeth Futral, Håkan Hagegård and Evelyn Lear. Instrumental soloists range from Doc Severinsen and Leo Kottke to Robert McDuffie, William Preucil, Lynn Harrell and Cynthia Phelps.

There were two songs from the concert that I would like to memorialize for you.

Hymn to the Eternal Flame is a very powerful piece.  Here are the lyrics:

Every face is in you, every voice, every sorrow in you, every pity.
Every love, every memory, woven into fire.

Every breath is in you, every cry, every longing in you, every singing.
Every hope, every shining, woven into fire.

Every heart is in you, every tongue, every trembling in you, every blessing,
Every soul, every healing, woven into fire.

I was not able to get a recording of my choir singing this song, but I found this lovely version on You Tube.  The group is the Choral Arts Ensemble from Minnesota.

Here is a "shout out" to this group of talented singers:

The Choral Arts Ensemble has been inspiring audiences throughout southeast Minnesota with performances of outstanding choral music since its founding by Rick Kvam in 1985.  The singers of CAE are active community members from a wide variety of professions, including teachers, farmers, doctors, bankers, computer technicians and church leaders, all drawn together to create excellent music and contribute to the artistically thriving life in and around Rochester.


Dedication: A sacred Holocaust memorial oratorio, to be rooted in themes and subjects of mutual interest to the Jewish and Christian faith communities

Premiered by: Basilica of Saint Mary, the Minnesota Orchestra, the Basilica Cathedral Choir, and the Basilica Children's Choir on November 17, 18 and 19, 2005 at the Basilica of Saint Mary.

Our director shared with us that Paulus and lyricist, Michael Dennis Browne wrote this work to commemorate the 60th Anniversary of the Liberation of Auschwitz in 2005. 

Another song that really touched me is The Road Home.  Quite often I ponder the concept of "home."  As you all know, with the exception of about six years during college and Mitch's law school, I have called Lubbock, Texas and more recently, Littleton and Highlands Ranch, Colorado home.  This concept of home changed somewhat for me while I was in Australia. I realized that wherever I live (whether it be in the USA or somewhere on the other side of the globe) I am surrounded by people who will love and support me - if I will only reach out and invite them in.  Doing this work of inviting them in sometimes involves recognizing the ANGST that might be within and around each of us.  The angst that I am feeling in the air right now is just telling me that I need to be aware and mindful of what other people are dealing with, and strive to let them know that I, too, am working on regaining that sense of calm and security that I know as "home."  

The lyricist for this song is also Michael Dennis Browne:

The Road Home

Tell me where is the road I can call my own, that I left, that I lost, so long ago?  
All the years I have wandered, oh when will I know -  there's a way, there's a road that will lead me home.

After wind, after rain, when the dark is done, as I wake from a dream in the gold of day,
Through the air there's a calling from far away, there's a voice I can hear
That will lead me home.

Rise up, follow me, come away, is the call, with the love in your heart as the only song;
There is no such beauty as where you belong; rise up, follow me,
I will lead you home.

Friends - whatever your concept of "home" may be, I wish you peace and happiness in your quest to find that balance and contentment in your life.  
Angst may be there now, but it won't last forever!



Another way that I LOVE to take care of stress or angst in my life is to go on a walk/hike with Katie! Here we are last week after school about 5 minutes away at Deer Creek Canyon Park.


Next blog topics will include the following:

1.  Does it do a teacher good to change grade levels or subject areas every so often?
2.  Does it do a school or a teacher good to change classrooms every so often?
3.  A consideration of "first world" vs. "third world" problems - hmmm?
4.  Do you need to "Declutter" anything in your life?  (Hint - I will be getting some of my ideas about this from Mark Feldmeir's Lenten Sermon Series!).

Stay Tuned!






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