KCS Food Show Helps
Shape Cafeteria MenusPosted by JOSH FLORY on 9/12/2019
It's not often that students get to hand out grades, but this week they participated in a taste test that will help KCS shape its cafeteria offerings.
The 21st KCS Food Show took place on Sept. 12 at the Knoxville Expo Center, on Clinton Highway. More than 60 food manufacturers offered samples to 1,200-plus students, who carried around grading sheets to highlight the products they liked the best.
Pyper Clevinger, a 4th-grader at Sterchi Elementary, stopped by a booth that offered a variety of Asian cuisine, including Tangerine Chicken bites on a toothpick. "It was really good," she said, after trying a bite. "It was really sweet, but not really hot."
The food samples covered a broad spectrum, from breakfast sausage pizza to waffle bites on a stick to pieces of Salisbury Steak. Perhaps the most popular vendor was Mayfield Dairy, whose iconic cow statue loomed over the convention hall.
While it's always possible to test new items at individual schools, KCS Nutrition Executive Director Brett Foster said the Food Show allows the district to get feedback on a large scale. Students were provided with a list of items before they came, and assigned stickers to the menu items that they liked.
Foster said the feedback will sometimes lead directly to a new cafeteria item, while other times it will prompt the district to do additional testing on a food option. "It does drive the menu, and that's the main reason for it," she added.
It doesn't hurt that the Food Show is a lot of fun for students and teachers. Sterchi 4th-graders Neko Yoder and Jake Owen hit several booths together, and Yoder tried snacks including the cheese bread sticks. "They were really good," he said.
KCS Ombud A Resource
For Families, SchoolsPosted by JOSH FLORY on 9/9/2019
Knox County Schools wants every student to fulfill their potential and every family to feel confident about their child’s school.
But for a variety of reasons parents sometimes feel their voice isn’t being heard, whether it’s related to a discipline issue, a bullying concern or a conflict with a school employee.
With that in mind, the district in recent years created the office of ombudsman, which aims to identify opportunities for improvement and to help KCS families and employees resolve issues through mediation and education.
District Ombudsman Tammi Campbell has been a KCS educator for more than seventeen years, and previously worked as a Project Grad parent and Community Liaison and college access and support facilitator. She also has served as a school counselor and assistant principal at Hardin Valley Academy and Austin-East Magnet High School before taking on the Ombudsman position.
Campbell is a native Knoxvillian and was educated in KCS. She is a parent of a son who received special education support services in KCS, and both are alumni of Austin-East.
Campbell said her goal is to be a resource for students, families and staff. Sometimes that means helping with a simple issue -- such as identifying the right KCS employee to answer a particular question -- and sometimes it addresses more complicated issues, such as navigating a discipline appeal or understanding the district’s response to a bullying allegation.
“We’re trying to be that neutral party or third party, to remain objective as we look at various concerns and perceptions that may have surrounded a particular issue,” Campbell said.
The office of ombudsman includes Special Education Parent Liaison Sue Ownby, a former special education teacher and principal, who has also worked as an advocate with a non-profit agency that focused on the emotional and behavioral health of children.
Ownby works primarily with the families of special education students, and said that often involves answering questions and raising awareness of issues that are unique to special education.
“A lot of the special ed vocabulary is challenging for anyone to understand,” Ownby said. “I’ve found that a lot of times when we have disagreements, it’s more about communication. Parents are often asking for a lot of the same things that educators are, but sometimes it’s helpful to have somebody who can translate between the two groups.”
The ombudsman office grew out of a recommendation from the district’s Disparities in Educational Outcomes Task Force, which was created in 2014. The task force aimed to address disparities in academic achievement and discipline that might be correlated with income, race, language and/or disability, and the ombudsman was intended as a liaison to help address those disparities.
Parents or guardians can seek assistance from the ombudsman directly by submitting a service request. In other cases, the ombudsman gets involved in a situation at the request of a principal.
Susan Dunlap, principal of Bearden Elementary, said Campbell assisted her school with a situation involving bus transportation and another related to an employee.
“If it’s potentially contentious, it’s nice to have a third party who is looking at it from a different perspective and may be able to see some things that could make the situation better,” Dunlap said.
Common issues involving the ombudsman include transfer requests, discipline outcomes and special education procedures. As an example, Ownby said parents often ask about why there are so many people in the room during a special education meeting.
“We don’t always do a great job of explaining to parents that for legal reasons, we have people in the room from the special education department and regular ed so that they can look at that child from both places,” she said. “I have the time to have those conversations with parents so it’s not an us-against-them, it’s an effort to give parents as many resources as possible in that environment.”
The ombudsman has also gotten involved in certain situations at middle and high schools where students have used discriminatory or inappropriate language. In those cases, Campbell said, school administrators have already taken steps to address the situation, but she was invited in to help foster a conversation.
“Really we’re trying to approach it from a standpoint of awareness and understanding, but also policy, and knowing what policies our administrators are bound by when they address those types of behaviors,” she said.
Besides reacting to situations that come up during the school year, the ombudsman’s office also works proactively to bring parents into the policy-making process.
Campbell facilitates the work of the Family Advisory Council, which provides recommendations and feedback related to KCS policy and practices. Ownby does the same for the Special Education Parent Advisory Council, which provides a network for families and students with special needs and coordinates meetings with KCS representatives to discuss issues of concern for those families.
And while not all of the ombudsman’s work involves conflict, both Ownby and Campbell said that listening and communication are a major part of their role.
“I’ll often say to school employees, ‘I’m just wanting you to be aware of how this parent is feeling,’” Ownby said. “‘Whether you feel like this is an accurate description, this is how that parent is feeling.’ Sometimes people can really change the conversation just based on that information. We certainly do that with parents, too: ‘If someone had said this to you, how would you feel about that?’ Because I think that’s important for both of them to hear.”
Ultimately, the goal of the office is to provide another avenue for KCS students, families and employees to feel heard.
Seth Smith, the principal of Fulton High School, until recently served as principal at the Richard Yoakley Transition School. Yoakley aims to help students who have not succeeded at their base school be re-integrated into a traditional classroom, and Smith said parents and staff have reacted positively to the ombudsman’s work.
“For a lot of parents it’s like, ‘Hey, this is somebody that’s in my corner and I can kind of go to … And for teachers, they feel like, ‘Hey, it’s also somebody that’s trying to help us all do the right thing.’”
Tammi Campbell can be reached at (865) 594-1192 or email@example.com.
Sue Ownby can be reached at (865) 594-1538 or firstname.lastname@example.org.
Bearden Grad Drives
Toward Diesel CareerPosted by JOSH FLORY on 8/27/2019
Noah Teffeteller recently moved to Nashville, and the roar of a ‘67 Camaro was the perfect send-off for the next phase of his academic career.
Teffeteller graduated from Bearden High School last spring, after becoming the first Bearden student to earn designation as an ASE-certified auto technician.
Last week, he started his first semester at Lincoln College of Technology, in East Nashville, where he is pursuing a 13-month program in Diesel Technology.
The path from Bearden to Lincoln Tech is a great example of the opportunities that are available to Career Technical Education students within KCS.
Rob Dyer, Teffeteller’s CTE teacher at Bearden, said the auto tech program brings students up to speed on a variety of state standards, including steering, brakes, suspension and underbody work.
Much of that experience is hands-on learning, including the chance to work on a 1967 Camaro.
Dyer is a former heavy equipment mechanic and service tech who describes himself as “a big gearhead.” On a recent morning outside the Bearden CTE building, Dyer started up the Camaro to demonstrate the aggressive rumble of the vehicle’s engine, and said he enjoys helping students learn about a career path that can lead to a good living -- while also working on projects they enjoy.
“It gets the kids pumped up,” he said. “To see the smile on their faces when they do hands-on work with a hot rod or on a custom vehicle makes it all worthwhile.”
The program can also pay dividends down the road. Dyer said that when Teffeteller graduates from Lincoln Tech, he’ll be in line to make as much as $25 an hour, and could earn a six-figure salary once he gets sufficient experience.
Teffeteller said he was somewhat interested in auto mechanics before entering the CTE program, but that when he started at Bearden “I just really enjoyed it and wanted to make a career out of it.”
Teffeteller’s experience has also come in handy outside the classroom. He is among the hundreds of KCS students who have participated in the Top Wrench competition, which is sponsored by a local non-profit. The annual event includes a Pit Crew challenge, a Custom Paint Contest and a Welding / Fabrication Contest, and this year’s competition will be held on Oct. 31 at Crown College.
And earlier this month, he replaced the fuel filter in his 25-year-old F-150 pickup, a project he did on his own time.
In achieving the Automotive Service Excellence designation, Teffeteller not only gained the knowledge necessary to pass the certification test, but also garnered a credential that will significantly enhance his resume.
“It proves that he finishes what he starts, which is very important in this industry,” said Marc Bishop, an admissions representative for Lincoln Tech.
Bishop said demand is high for diesel technicians right now, due to a shortage of qualified workers around the world. Teffeteller’s training, he said, will include a heavy emphasis on the computer systems that are included in backhoes and other diesel-powered equipment, adding that he will meet some 400 employers during his time in the program.
“They’ll be fighting to have him work for them,” Bishop said.
Improv Helps Farragut Students
With Teamwork, CommunicationPosted by JOSH FLORY on 8/21/2019
Making up answers on the fly isn’t a good classroom strategy, but for a group of Farragut students the ability to wing it is crucial for success on the stage.
For more than 20 years Farragut High School has hosted an Improv Club, a student group that is devoted to the craft of improvisational comedy. The club sponsors three improv shows a semester, and gives students experience in an art form made famous by groups such as Chicago-based Second City and New York’s Upright Citizens Brigade.
The club is sponsored by Farragut film teacher Lea McMahan and coached by Dillon Lambert, a substitute teacher and former Farragut student who was in McMahan’s first class at the school 17 years ago.
McMahan attended the University of Tennessee on an acting scholarship, and performed briefly in a Knoxville improv troupe after college. She said the FHS club attracts a wide variety of students, and that the skills they develop aren’t just for fun.
In the corporate world, improv experts are sometimes hired to train employees about listening and collaboration, and McMahan said the skill can open doors after high school.
“I’ve had former students come back and say they’ve been on a job interview and they mentioned their improv experience, and it always creates conversation,” she said.
At a recent audition, Lambert led students through a variety of drills that followed a similar pattern: the outline of a scene, unscripted interactions between the performers and then a curveball that forced a change of direction.
In one, the performers were told they were on a football field at night. The audience counted down from five and as the scene began, the actors quickly started riffing on the stars above the football field.
As the conversation gained speed, a voice interrupted with new instructions -- “Freeze! Political debate” -- and the actors had to quickly shift into a debate-style argument about which cluster of stars was better.
Lambert, who did an improv writing program with Second City after high school and has a degree in Radio and TV Broadcasting, said the thing he enjoys about the form is that anyone can do it. He said that in an improv scene, the best moments are often about watching performers react to each other -- “it doesn’t matter if it’s funny or not, it’s seeing everybody on the same page,” he added.
Asked what he emphasizes to students, Lambert said that for a high school club, the first key is to keep it clean.
After that, he wants students to be willing to try out new characters while they’re on stage, rather than falling back on a character like themselves: “It’s so boring to watch a high school student be a high school student, when you can be anything.”
Given the high-wire nature of improv, it also puts a premium on teamwork and the ability to trust your fellow performers. McMahan, the film teacher, said the secret to success is going with the scene, adding to it and “never denying your partners.”
“If they say you’re a cat, then yeah, you’re a cat. And you don’t say, ‘No, I’m a dog.’”
Not surprisingly, that unpredictability can lead to all manner of surreal situations. At the FHS audition, one sketch centered on a batch of rampaging peanuts at a peanut factory, while another sketch featured a Kazakh man who was married to Snooki, star of the former reality TV show “Jersey Shore.”
One student who auditioned was Will Stevens, a Farragut senior who joined the Improv Club last year and has also performed at birthday parties and an Open Mic night.
Stevens said improv gives him the chance “to express my emotions through comedy and make someone else laugh -- bringing joy to other people.”
And what’s the hardest thing about comedy? Stevens said it’s finding humor in the sad parts of life -- “but if you can do it, you have a very, very good gift.”
Copper Ridge Classroom Raises
Monarchs From Egg To ButterflyPosted by JOSH FLORY on 8/13/2019
Conservation and education are working hand-in-hand at Copper Ridge Elementary School, thanks to a program that is aimed at supporting pollinators.
In 2004, kindergarten teacher Natasha Patchen began raising monarch caterpillars in her classroom, illustrating lessons about the butterfly's life cycle.
In the last decade, though, it became more difficult to find the eggs and caterpillars, so Patchen used the Copper Ridge garden to plant milkweed, which is the only food that a monarch caterpillar will eat.
The teacher said this is the first year that the garden has attracted butterflies to lay their eggs, and she is now raising more than 20 monarchs in various stages of development. Patchen said that within the next two weeks as many as two dozen monarchs could emerge from the chrysalis stage, and her students will then release them into the wild.
The idea is to help students understand the monarch's journey: the eggs hatch tiny caterpillars that shed their skin as they grow, before entering the chrysalis stage, where the caterpillar is protected by a hanging shell as it changes into a butterfly.
"It teaches students about the life cycle," Patchen said. "It's important that they know that we've got to care for the Earth."
According to the U.S. Fish and Wildlife Service, the monarch population has decreased significantly in the last 20 years, thanks to factors including habitat loss throughout their range and the use of chemicals that can destroy milkweed.
Besides providing milkweed for caterpillars, the Copper Ridge garden is also home to plants that support monarch butterflies themselves, including goldenrod and zinnias.
Patchen recently began her 27th year as a teacher, and her 17th year at Copper Ridge. And like any good kindergarten teacher, she balances the serious business of science with a healthy dose of fun. She pointed out, for example, that monarchs have 6 pairs of eyes but poor vision, and that if humans grew at the rate of a monarch caterpillar, they would be 30 feet tall in two weeks.
Sometimes, of course, it's the little things that leave a big impression. Kindergartener Hayden Terry should get to see the butterflies soon, but in the meantime he already thinks the monarch caterpillars are cool -- "because they eat leaves."
Inskip Elementary Celebrates
Expansion, RenovationPosted by JOSH FLORY on 8/5/2019
The back-to-school season was more exciting than usual this year for students, teachers and staff at Inskip Elementary School.
On Friday, Inskip held a ribbon-cutting for a $6.5 million expansion and renovation project that was recently completed.
The project added a 29,000-square foot wing to the existing school building, including 12 classrooms; an administrative office suite; a media center; an art room; a music room; a teacher work area; and an expansion of the cafeteria.
Safety and traffic improvements were also completed, including an upgrade of the fire alarm system; installation of a fire sprinkler system throughout the facility; addition of a canopy for car drop-offs in front of the building; an increase in parking spaces; and a modification of site traffic flow to separate car and bus traffic.
The ribbon-cutting on Aug. 2 included remarks from KCS Superintendent Bob Thomas and District 2 Board of Education Representative Jennifer Owen, and coincided with a Back-To-School Bash for students and families. After helping to cut the ceremonial ribbon, excited students toured the new facility and learned more about their upcoming school year.
Principal Lynn Jacomen cited the history and tradition of the Inskip community, and highlighted the two-fold benefits of the renovation project.
“Any time we can make students safer and make it easier for them to learn, that's a great achievement,” she said.
New Departments Aim To Help
Support All KCS StudentsPosted by JOSH FLORY on 7/29/2019
Knox County Schools is always preparing for new challenges and opportunities, and with that in mind the district recently implemented a reorganization which aims to ensure that all students are equipped for success.
The reorganization includes the creation of two new departments, which will be led by former KCS principals.
Janice Cook, formerly the principal of Paul Kelley Volunteer Academy, in July began working as KCS Director of School Culture.
In that position, she will focus on supporting initiatives that can have a significant impact on students’ academic performance, including disparities in education, restorative discipline, absenteeism and social-emotional learning.
Former Bearden High School principal Jason Myers was appointed as Executive Director of Student Supports. In that role, he will focus on areas including special education, English-language learners and health services.
Previously, these responsibilities were all part of the Department of Student Support Services. The director of that department, Melissa Drinnon, left KCS earlier this year as part of an early retirement incentive offered to employees.
Jon Rysewyk, Assistant Superintendent and Chief Academic Officer at KCS, said Drinnon’s departure was an opportunity to re-evaluate how the district can provide focused attention in areas that have become increasingly important.
The federal government is closely involved in the oversight of special education, with an increased emphasis on ensuring special education students are able to learn in the least restrictive environment.
The number of English-Language Learners within KCS is also increasing, and research is providing new insights into the best ways to support those learners.
At the same time, school culture has become a priority for policymakers and community advocates both nationally and locally in recent years.
In 2014, KCS created a Disparities in Educational Outcomes Task Force, which aims to address disproportions in academic achievement and discipline outcomes that might be correlated with income, race, language and/or disability.
The district has also worked to implement best practices for students who may be struggling with behavioral or emotional challenges, which are often related to trauma they have experienced outside the classroom.
Rysewyk said the decision to appoint separate leaders for those policy areas reflects a more intentional focus on topics that “have risen to the level where we need to provide concentrated effort to them.”
“Sometimes if you have too many balls in the air, it’s hard to really focus on making a dent,” he added.
Both Cook and Myers have significant on-the-ground experience with the policy areas that they will oversee.
Cook was principal at the Dr. Paul L. Kelley Volunteer Academy, a high school that provides intensive academic services for students who have fallen behind at their zoned school and are at risk of dropping out.
Prior to that role, she was principal of the Knoxville Adaptive Education Center, or KAEC, a special day school for students with mental health needs.
Cook also has experience in program development at East Tennessee Children’s Hospital where she was the coordinator of EMBRACE, a program to serve children with complex diagnostic needs, including mental health and educational issues.
“Students need a way to feel connected,” she said. “And as a district, this reorganization is one way we can pay more attention to how we support students.”
Myers was the principal at Bearden High School and previously worked as a special education teacher and as the principal of KAEC.
He said the opportunity to affect policy from a district-wide perspective was appealing. He also cited the district’s recently adopted strategic plan, which emphasizes increasing student achievement, eliminating disparities and building a positive culture.
The district can’t achieve those goals without a focus on students with special needs, he said. “It’s pretty evident that without making sure we have quality programming in place for those populations, we’re simply not going to be able to promote those priorities to every student.”
"Book Battles" Promote
Summer ReadingPosted by JOSH FLORY on 7/17/2019
There’s nothing like a friendly competition to help prevent summer learning loss, and Knox County Schools has teamed up with several community partners to make that happen.
This summer, KCS librarians are working with organizations including the YMCA, the Girl Scouts, the Boys and Girls Club and Freedom Schools to host “Book Battles,” quiz show-style competitions that are based on summer reading.
On Tuesday, Rocky Hill Elementary hosted a book battle that included students who participate in the YMCA and that featured a celebrity guest: Knox County Mayor Glenn Jacobs.
The mayor has made summer reading a top priority through the Read City USA initiative, which has challenged the community to spend 250,000 hours reading this summer. At Rocky Hill, Jacobs read the contest questions while two teams -- “Master Librarians” and “Team Fire” -- competed to provide the right answers.
Sally Brady, a librarian at Bearden Elementary School, said students are competitive and want their team to win, but that competitive spirit has other benefits.
“It gets them thinking about books and talking about answers and working together as a team, and also it gets them to read new books and books maybe out of their comfort zone,” she said.
Literacy is a point of emphasis for KCS and Superintendent Bob Thomas and this spring the mayor’s office, KCS and the Knox County Public Library system teamed up to distribute more than 6,800 library cards to students at 17 elementary and middle schools.
The district has also enlisted community partners in the effort to boost reading engagement, including the YMCA.
Lori Humphreys, Vice President of Child Care Services for that organization, said the Book Battles are a practical way for kids to put their reading to good use, adding that the enthusiasm doesn’t just show up during the Battles.
“They’ve been reading on the bus, they’ve been reading on field trips,” she said. “Wherever we see them, they have a book in their hand.”
Grant, Reading Tools Assist
Halls High StudentsPosted by JOSH FLORY on 5/31/2019
Educators at Halls High School helped struggling readers make progress this year, with the help of some innovative reading tools and a private-sector grant.
In August, librarian Brandi Bowers and special education teacher Romy Reed were awarded a $2,000 grant from the Dollar General Youth Literacy Foundation, which aims to help students who struggle with reading.
They used the grant to purchase a set of Teen Emergent Reader Libraries, kits that include several copies of books that have young adult themes but are written at a more basic reading level.
Offered by Saddleback Educational Publishing, the kits also include teacher’s guides and assessment tools.
The materials are available in the school’s library, and have also been used by Reed, who said she’s seen a significant increase in reading comprehension among her students after using the curriculum.
“These have been exciting for our students. It’s on a level they can read, but it’s relevant to an interest that they have,” said the teacher, who cited science fiction, mysteries and history among the categories that have been popular.
Reed said that because the kits include multiple copies of each book, her students are able to participate in discussion groups based on reading level. In addition, the kits provide comprehension quizzes and teacher’s guides that cut down on her preparation time.
Bowers said she recently purchased a similar set of books for English-language learners, and she’s hoping to raise money to buy more of the Emergent Reader kits. As students make progress, she said, it’s helpful to get kits that are progressively more challenging.
Bowers is hoping to raise $2,500 for the next set of books, and said it’s been helpful to learn about grant-writing opportunities that support specific literacy initiatives.
And while she wasn’t in the classroom using the kits, Bowers said it’s been gratifying to hear about their impact. “Seeing how excited students were and hearing how excited they were really meant a lot to me,” she said.
Sensory CourtyardPosted by JOSH FLORY on 5/24/2019
An unused courtyard at Dogwood Elementary School has been transformed into a space to help students stay calm and focused.
On Wednesday, students and staff celebrated the opening of a new Outdoor Sensory Courtyard, a project made possible by a $4,154 grant from the Great Schools Partnership.
The fully enclosed space was renovated to add several features, including a tinkering wall with sliding locks, caster wheels and texturized brushes; a life-cycle mural that aligns with state standards; shade sails for hot days; and a footpath with stones and other sensory objects.
The idea is to assist students with discipline or attendance challenges by providing features that reduce the symptoms associated with anxiety and trauma.
Dogwood Principal Lana Shelton-Lowe said the project not only provides an area for students to calm down, but also will serve as an outdoor learning space.
“I’m proud of the teachers for writing this grant,” she said. “This was a lot of work.”
The project was funded through the Great Schools Partnership TeacherPreneur program, which provides grants aimed at fostering creative problem-solving by teachers. Applications for the next round of grants can be submitted through August 27.
The Dogwood grant was led by 4th-grade teacher Kylee Haynes and special education teacher Ashley Brooks, along with GSP School Resource Coordinator Kara Strouse.
Haynes said that because the space had been unused for so long, teachers began brainstorming about how it could be re-worked to benefit students.
And besides the benefits of using the various features, Haynes said watching the courtyard take shape has been instructive for students, as it helped them understand “what it looks like to go through different challenges and learn from them.”
Following the ribbon-cutting ceremony, 4th-grader Abigail Lawson demonstrated an egg-shaped chair with a folding hood, which is designed to provide a calm space for students. Lawson predicted that the chair will be helpful for other students: “Some people just want to chill out and be in their own little mind of their own.”