Not sure if this helps but from SPS:
Seattle Public Schools and the Seattle Education Association have agreed
to key dates for next year’s school calendar, including:
• frst day of school: Wednesday, Sept. 4, 2013;
• winter break: two weeks, from Dec. 23, 2013, to Jan. 3, 2014;
• mid-winter break: Feb. 17-21, 2014, including the Presidents Day holiday;
• spring break: April 14-18, 2014; and
• last day of school: yet to be determined (June 18 or 19, 2014).
The calendar also builds in four snow make-up days, including Jan. 31,
2014, May 23, 2014, and the two days after the last day of school. It’s
important that families should plan for students to potentially be in
school during these days, and to note that the last day of school could
be Monday, June 23, 2014.
Still undetermined are three professional development days, designed to
allow teachers and other instructional staff time to collaborate and
participate in professional development activities.
The state requires schools to be in session 180 days. The District asked
for a waiver to allow three of those days for professional development,
but the Washington State Board of Education has not yet approved that
waiver.
A vote from the state Board could come in July, and the Seattle School
Board will need to approve the final calendar this summer. The state
action could impact the date for the last day of school.
Also, still to be determined are the three days before Thanksgiving. In
the past several years, elementary school students did not have school
the week of Thanksgiving because of parent-teacher conferences. If
waiver days are not approved, the District and Seattle Education
Association will have to determine early release days in November to
accommodate conferences.
Thursday, May 23, 2013
Seattle School Board Candidate Questions
I'm reaching out to all the candidates for School Board and I'm thinking about what to ask.
Naturally, I will be asking most of the same basic questions to all the candidates but then, asking about what they would bring to the table.
What would you most want to ask a candidate?
Naturally, I will be asking most of the same basic questions to all the candidates but then, asking about what they would bring to the table.
What would you most want to ask a candidate?
Updates
The district had what is called an "exit conference" yesterday from a regularly scheduled state audit. Two items of note turned up.
For the FOURTH year, the district claimed more students than they could justify for the federal grant for Native American students. According to the Times, they received about $6k more than they should. The district has returned nearly $330k over the last 3 years to the feds.
Not good and really, truly - there is no excuse. (I'm sure the district had one but I'm glad I was not there to hear it.) And people wonder why the Native American parents are mistrustful of the district.
And, the district was questioned in the spending of federal grant money for preventing high school students from dropping out to the tune of about $490k. The district got the grant in 2010 for about $12M over five years and apparently the questioned spending was not part of what was in the district's original application.
From a source at the meeting, I understand that Superintendent Banda said these are not good things but that they should not overshadow the good work under the grants.
Between the two items, it is small money. I hope that there is some good work being done. But the fact STILL remains that our district, in so many audits, gets their work questioned in using federal grant dollars. When it happens this often, someone, somewhere is doing their job improperly.
It is confirmed that fifth-grade teacher, Monica Ratliff, on a shoe-string budget beat off ed reformer Antonio Sanchez for the LA school board. This LA Times story explains how.
She had no paid staff and no meaningful help from her own politically active teachers union.
Her strategy to achieve some name recognition was to mail out refrigerator magnets, which cost $5,000 in scarce campaign funds. Ten to 20 faithful volunteers knocked on doors every weekend.
Best line?
Political observers shook their heads Wednesday as they tried to make sense of it all.
What? You mean money and power didn't win? Nope and that, and a low voter turnout, favored Ratliff.
Ms. Ratliff said:
"Voters put their belief in skills and expertise.... It sends the clear message that school board seats are not for sale."
Chicago School Board, all of whom are appointed by Mayor Rahm Emanuel, voted yesterday in favor of closing 50 schools where 88% of their populations made up of African-American students. It will be the largest closing of public schools in US History.
The Chicago Tribune printed an editorial that can only be called manipulation of the highest order, calling on teachers to basically give up the fight and get with the program (To note, the Tribune is owned by the Koch brothers who would also like to buy the LA Times.)
For some odd reason, they start with the life-saving measures that teachers in Oklahoma took to protect their students during the tornado, then tie that to the school closures.
And that brings us back to the teachers.
They have fought intensely against these closings. They’ll continue to challenge the board’s decision in federal court.
But their complete cooperation in the months ahead will be essential to ensuring a safe, successful transition for their students. Many teachers will follow kids to new buildings. Those charged with shepherding kids safely to school will depend on teachers to help, to speak up if they see dangers.
The teachers may not agree with every closing or any closing. But it will be up to them to make this work.
And far beyond that: The teachers will be key to restoring Chicago’s focus on building a much better public school system, on graduating students who are prepared to succeed in college and the workplace.
That can’t be achieved if Chicago’s teachers fight every effort at reform, if they are in a perpetual war against those who lead Chicago’s public schools.
Have the Chicago teachers fought every effort at reform? Nope. And I'll bet those teachers who serve in their under-resourced schools know very well what this will mean for their school communities (and not just themselves as the editorial seems to imply).
What is the last line of the editorial?
Teachers, be heroes.
Despicable.
For the FOURTH year, the district claimed more students than they could justify for the federal grant for Native American students. According to the Times, they received about $6k more than they should. The district has returned nearly $330k over the last 3 years to the feds.
Not good and really, truly - there is no excuse. (I'm sure the district had one but I'm glad I was not there to hear it.) And people wonder why the Native American parents are mistrustful of the district.
And, the district was questioned in the spending of federal grant money for preventing high school students from dropping out to the tune of about $490k. The district got the grant in 2010 for about $12M over five years and apparently the questioned spending was not part of what was in the district's original application.
From a source at the meeting, I understand that Superintendent Banda said these are not good things but that they should not overshadow the good work under the grants.
Between the two items, it is small money. I hope that there is some good work being done. But the fact STILL remains that our district, in so many audits, gets their work questioned in using federal grant dollars. When it happens this often, someone, somewhere is doing their job improperly.
It is confirmed that fifth-grade teacher, Monica Ratliff, on a shoe-string budget beat off ed reformer Antonio Sanchez for the LA school board. This LA Times story explains how.
She had no paid staff and no meaningful help from her own politically active teachers union.
Her strategy to achieve some name recognition was to mail out refrigerator magnets, which cost $5,000 in scarce campaign funds. Ten to 20 faithful volunteers knocked on doors every weekend.
Best line?
Political observers shook their heads Wednesday as they tried to make sense of it all.
What? You mean money and power didn't win? Nope and that, and a low voter turnout, favored Ratliff.
Ms. Ratliff said:
"Voters put their belief in skills and expertise.... It sends the clear message that school board seats are not for sale."
Chicago School Board, all of whom are appointed by Mayor Rahm Emanuel, voted yesterday in favor of closing 50 schools where 88% of their populations made up of African-American students. It will be the largest closing of public schools in US History.
The Chicago Tribune printed an editorial that can only be called manipulation of the highest order, calling on teachers to basically give up the fight and get with the program (To note, the Tribune is owned by the Koch brothers who would also like to buy the LA Times.)
For some odd reason, they start with the life-saving measures that teachers in Oklahoma took to protect their students during the tornado, then tie that to the school closures.
And that brings us back to the teachers.
They have fought intensely against these closings. They’ll continue to challenge the board’s decision in federal court.
But their complete cooperation in the months ahead will be essential to ensuring a safe, successful transition for their students. Many teachers will follow kids to new buildings. Those charged with shepherding kids safely to school will depend on teachers to help, to speak up if they see dangers.
The teachers may not agree with every closing or any closing. But it will be up to them to make this work.
And far beyond that: The teachers will be key to restoring Chicago’s focus on building a much better public school system, on graduating students who are prepared to succeed in college and the workplace.
That can’t be achieved if Chicago’s teachers fight every effort at reform, if they are in a perpetual war against those who lead Chicago’s public schools.
Have the Chicago teachers fought every effort at reform? Nope. And I'll bet those teachers who serve in their under-resourced schools know very well what this will mean for their school communities (and not just themselves as the editorial seems to imply).
What is the last line of the editorial?
Teachers, be heroes.
Despicable.
Wednesday, May 22, 2013
Funding US Public Education
The US Census recently released data on public education spending. Press release on the data.
At bottom is Utah with $6,212. Washington State is 30th with $9,483. Tops is NYC district at a whopping $19,770 with New York State #1 with $19,076.
Eight out of nine states in the Northeast region of the U.S. were ranked among the top 15 in current spending per student in 2011. The remaining state in the northeast, Maine, was ranked 17th. Out of the 16 states with the lowest per student spending, 15 were in the South and West regions. The remaining state, South Dakota, was in the Midwest.
Keep in mind that the national average is $10,560. Our state does not even fund to the national average.
Also, understand that figure is all the money put together, from all sources, and then averaged. Not every student is funded at that level. Washington kicks in about $5200 per student (according to the Charter Commission meeting discussion I was at recently).
Also, for per student spending as a percentage of per capita income, Washington is still 46th.
The Census also reports that for the first time in nearly four decades public education spending has decreased.
Meanwhile, Education Week is reporting that Minnesota's governor has signed a new biennial K-12 budget for $485M MORE than last year and including funding all-day kindergarten statewide.
In practical terms, the budget Dayton signed increases per-pupil spending by $78 for the 2013-14 academic year, and by $80 the year after that, the Minneapolis Star-Tribune reports.
In addition, the $15.7 billion education funding plan for the 2013-14 and 2014-15 academic years approved by Dayton, a member of the Democratic-Farmer-Labor party (the state's affiliate of the Democratic Party), removes the graduation exam high school students must currently take to receive diplomas. (On a side note, Minnesota is one of the states that has experienced problems with computer-based testing this year.) The Associated Press reports that when Dayton signed the bill May 22, he stressed not so much the importance of increased funding itself, but the damage that inadequate funding does: "More money for education doesn't absolutely guarantee success but less money for education absolutely guarantees failure."
And that is the answer to anyone who says we already spend enough. Spending wisely and being accountable are at the top of the list. But no we don't spend enough and until that changes, we can keep wringing our hands and wondering why we don't do better.
At bottom is Utah with $6,212. Washington State is 30th with $9,483. Tops is NYC district at a whopping $19,770 with New York State #1 with $19,076.
Eight out of nine states in the Northeast region of the U.S. were ranked among the top 15 in current spending per student in 2011. The remaining state in the northeast, Maine, was ranked 17th. Out of the 16 states with the lowest per student spending, 15 were in the South and West regions. The remaining state, South Dakota, was in the Midwest.
Keep in mind that the national average is $10,560. Our state does not even fund to the national average.
Also, understand that figure is all the money put together, from all sources, and then averaged. Not every student is funded at that level. Washington kicks in about $5200 per student (according to the Charter Commission meeting discussion I was at recently).
Also, for per student spending as a percentage of per capita income, Washington is still 46th.
The Census also reports that for the first time in nearly four decades public education spending has decreased.
Meanwhile, Education Week is reporting that Minnesota's governor has signed a new biennial K-12 budget for $485M MORE than last year and including funding all-day kindergarten statewide.
In practical terms, the budget Dayton signed increases per-pupil spending by $78 for the 2013-14 academic year, and by $80 the year after that, the Minneapolis Star-Tribune reports.
In addition, the $15.7 billion education funding plan for the 2013-14 and 2014-15 academic years approved by Dayton, a member of the Democratic-Farmer-Labor party (the state's affiliate of the Democratic Party), removes the graduation exam high school students must currently take to receive diplomas. (On a side note, Minnesota is one of the states that has experienced problems with computer-based testing this year.) The Associated Press reports that when Dayton signed the bill May 22, he stressed not so much the importance of increased funding itself, but the damage that inadequate funding does: "More money for education doesn't absolutely guarantee success but less money for education absolutely guarantees failure."
And that is the answer to anyone who says we already spend enough. Spending wisely and being accountable are at the top of the list. But no we don't spend enough and until that changes, we can keep wringing our hands and wondering why we don't do better.
Arts Education in Seattle Schools, Part One
I recently had good conversations with both Carri Campbell, Visual&Performing Arts Program Manager for SPS, and Calandra Childers, Communication and Outreach Manager for the Seattle Office of Arts and Cultural Affairs about what is happening in arts education for Seattle Public Schools.
I want to thank them both for their time and efforts. Both conversations were enlightening and heartening. (After speaking with Ms. Campbell, I now live in the fear that, like many other really good people who join SPS, she'll leave. I hope not because she's a gem.)
Part One is about what has happened with the planning. Part Two will be about what is to come.
Background:
SPS has had a five-year partnership with the City of Seattle - called the Arts Education Partnership - to help build a system and share resources to put arts in all our schools with the understanding that arts are not just a creative outlet but can develop life/job skills.
They have had some success including development of 23 new music programs, 7 integrated arts programs, and the largest purchase of instruments and resources since the 1970s. That partnership and the District’s attention to arts education attracted the attention of the Wallace Foundation
In August of 2011, the district received a $1M grant from the Wallace Foundation to review our existing arts program, engage the community on gaps/wants/needs and create a multi-year rollout of a new plan. The goal was to create a comprehensive K-12 arts plan aligned with standards. (Wallace also gave grants to LA, Boston and Dallas.)
The arts plan vision:
By 2020, Seattle will be a better place to live, work, and go to school due to the contributions of the Seattle K-12 Arts Learning Collaborative. Seattle Public School graduates will be prepared and inspired to participate in the City's thriving creative economy, engage with the City's diverse cultural communities, and contribute to the City's robust and artistic life.
From the district:
All visual and performing arts programs in SPS will focus on development of the following 21st Century Skills:
I want to thank them both for their time and efforts. Both conversations were enlightening and heartening. (After speaking with Ms. Campbell, I now live in the fear that, like many other really good people who join SPS, she'll leave. I hope not because she's a gem.)
Part One is about what has happened with the planning. Part Two will be about what is to come.
Background:
SPS has had a five-year partnership with the City of Seattle - called the Arts Education Partnership - to help build a system and share resources to put arts in all our schools with the understanding that arts are not just a creative outlet but can develop life/job skills.
They have had some success including development of 23 new music programs, 7 integrated arts programs, and the largest purchase of instruments and resources since the 1970s. That partnership and the District’s attention to arts education attracted the attention of the Wallace Foundation
In August of 2011, the district received a $1M grant from the Wallace Foundation to review our existing arts program, engage the community on gaps/wants/needs and create a multi-year rollout of a new plan. The goal was to create a comprehensive K-12 arts plan aligned with standards. (Wallace also gave grants to LA, Boston and Dallas.)
The arts plan vision:
By 2020, Seattle will be a better place to live, work, and go to school due to the contributions of the Seattle K-12 Arts Learning Collaborative. Seattle Public School graduates will be prepared and inspired to participate in the City's thriving creative economy, engage with the City's diverse cultural communities, and contribute to the City's robust and artistic life.
From the district:
All visual and performing arts programs in SPS will focus on development of the following 21st Century Skills:
- Growth Mindset and Perseverance - a belief that intelligence and ability can be increased with effort and in one's own capabilities and capacity to learn.
- Creative and Critical Thinking - To create new and useful ideas, innovations, and products; and to elaborate, refine, analyze and evaluate one's own and others' ideas.
- Communication Skills - ability to articulate thoughts and emotions effectively using oral, written, and nonverbal skills, listen effectively; inform, instruct, motivate, persuade; negotiate and give and receive feedback.
- Collaboration skills - to demonstrate ability to work effectively and respectfully with diverse teams; involving flexibility, sharing, responsibility and being open and responsive to new and diverse perspectives.
Corporate Ed Reform Money Can't Buy LA School Board Seats
As you may recall, there was a school board election in LA in April that had an odd feature - millions of dollars poured into it by corporate ed reformers from outside the state. Even in mega-large, uber-urban LA, there was surprise over why this was happening.
Out of three candidates, one ed reformer won, one moderate won (who had been targeted nonetheless by the ed reform crowd) and one seat went to a runoff.
Yesterday that runoff was held.
The ed reform candidate, Antonio Sanchez, had an interesting combo - labor unions and money from the political-action committee formed by outgoing LA mayor, Antonio Villaraigosa (which was more than $1M).
His opponent was Monica Ratliff, a career teacher. She went out and got newspaper endorsements and relied on small donors. She raised about $50k.
I don't see that the race has been called but Diane Ravitch is reporting that Ratliff has won, with 52% of the vote. Unless something really shifts, I suspect Ratliff will be the winner.
I hope, truly hope, that this is a clear signal to any of our School Board candidates that it would be a very big mistake to include outside money. Anyone who wants to be an ed reform candidate certainly can be and make a case for reform but, for myself, I would view anyone taking money from the Waltons or Mayor Bloomberg or any political-action committee from outside the state, very poorly.
These are local races and they need to stay that way.
I note that in the waning days of Tim Burgess' campaign that he was asked about mayoral control of the schools and he said he didn't support it. That was confusing because over at Crosscut he cited a study that supported the benefits of mayoral control and the mayor appointing some or all of the school board. Crosscut also reported that Burgess had brought in a local mover-and-shaker, Frank Greer, who is very much in the ed reform camp.
Out of three candidates, one ed reformer won, one moderate won (who had been targeted nonetheless by the ed reform crowd) and one seat went to a runoff.
Yesterday that runoff was held.
The ed reform candidate, Antonio Sanchez, had an interesting combo - labor unions and money from the political-action committee formed by outgoing LA mayor, Antonio Villaraigosa (which was more than $1M).
His opponent was Monica Ratliff, a career teacher. She went out and got newspaper endorsements and relied on small donors. She raised about $50k.
I don't see that the race has been called but Diane Ravitch is reporting that Ratliff has won, with 52% of the vote. Unless something really shifts, I suspect Ratliff will be the winner.
I hope, truly hope, that this is a clear signal to any of our School Board candidates that it would be a very big mistake to include outside money. Anyone who wants to be an ed reform candidate certainly can be and make a case for reform but, for myself, I would view anyone taking money from the Waltons or Mayor Bloomberg or any political-action committee from outside the state, very poorly.
These are local races and they need to stay that way.
I note that in the waning days of Tim Burgess' campaign that he was asked about mayoral control of the schools and he said he didn't support it. That was confusing because over at Crosscut he cited a study that supported the benefits of mayoral control and the mayor appointing some or all of the school board. Crosscut also reported that Burgess had brought in a local mover-and-shaker, Frank Greer, who is very much in the ed reform camp.
Tuesday, May 21, 2013
How Safe Are Seattle Schools?
A headline from the Huffington Post - Oklahoma Schools Lacked Consistent Tornado Shelter Rules.
From the article (highlights mine):
The two elementary schools leveled by the deadly tornado that swept through the Oklahoma City area Monday lacked designated safe rooms designed to protect children and teachers, despite state warnings that the absence of such facilities imperils lives.
At least two other schools in Moore -- the epicenter of the disaster -- did have safe rooms. So far no fatalities have been tied to those schools, whose buildings were fortified after a devastating twister hit the area in 1999.
These disparities in structural standards speak to the seeming randomness of who lived and who died in a natural disaster now blamed for taking the lives of at least 24 people, including nine children. Requirements for safe rooms in public schools vary from community to community across the swath of Midwestern and Southern states so accustomed to lethal twisters that it is known as Tornado Alley.
In Oklahoma and in bordering states, land-use regulations are often derided as unnecessary government intrusions. State building codes do not require that schools provide safe rooms, leaving the decision to individual school districts.
State emergency managers in Oklahoma do not track which schools maintain adequate storm shelters -- a fact state authorities highlighted as a worrisome deficiency in their most recent disaster plan submitted to the federal government.
Okay, so in an area of the country that every - single - year experiences tornadoes, they don't track what schools have storm shelters (which might be useful for ALL residents if a tornado came on a weekend). I know the tornadoes vary in strength and size and where they hit but they will come somewhere.
A question from one of our blog readers:
The devastation in Oklahoma is terrible. One thing that really hit home for me is the number of schoolchildren who perished when those schools were destroyed.
It got me thinking (and worrying) about potential disasters closer to home. Fortunately we are not prone to tornadoes in the NW but we are prone to earthquakes, and experts say it is just a matter of time before the next really big one hits. So I'm wondering a little about emergency preparedness in our schools and also about the structural safety of them. In particular, the really old ones - Lincoln for instance is around 100 years old. I think there are some other pretty old/run down ones too. A lot of Seattle's old buildings are unreinforced masonry structures that do really poorly in event of quakes. Does anyone know, or is anyone able to point me toward who is in a position to answer questions about what, if any, seismic upgrades have been undertaken, and what sort of codes buildings such as these are subject to? I was under the impression that at Lincoln some parts of building had been retrofitted or something, but not all - if so, how can we ensure only the 'safe' parts are used when they plan putting more kids/school communities in there. I would hate to think we could be putting kids in harms way by sending them to school in buildings that are potential deathtraps in the event of a quake. And from what I have seen of the workings of this district I have very little faith in them having done this sort of thing properly. Also do they have earthquake drills in our schools (I hear about fire and lockdown drills but kids have never mentioned earthquake drills).
Can anyone out there shed any light on seismic upgrades/safety etc or where I can get more info as far as checking what has been done, what codes apply (and compliance with any codes)? Is this something I should even be worried about or should i just trust that if they have it's a school it will be all ship-shape and safe?
So maybe this is a good time to ask some hard questions about what Seattle Public schools has in place, what procedures they follow and, especially for our area which is likely to have an earthquake disaster, what happens in the hours AFTER the quake?
From the article (highlights mine):
The two elementary schools leveled by the deadly tornado that swept through the Oklahoma City area Monday lacked designated safe rooms designed to protect children and teachers, despite state warnings that the absence of such facilities imperils lives.
At least two other schools in Moore -- the epicenter of the disaster -- did have safe rooms. So far no fatalities have been tied to those schools, whose buildings were fortified after a devastating twister hit the area in 1999.
These disparities in structural standards speak to the seeming randomness of who lived and who died in a natural disaster now blamed for taking the lives of at least 24 people, including nine children. Requirements for safe rooms in public schools vary from community to community across the swath of Midwestern and Southern states so accustomed to lethal twisters that it is known as Tornado Alley.
In Oklahoma and in bordering states, land-use regulations are often derided as unnecessary government intrusions. State building codes do not require that schools provide safe rooms, leaving the decision to individual school districts.
State emergency managers in Oklahoma do not track which schools maintain adequate storm shelters -- a fact state authorities highlighted as a worrisome deficiency in their most recent disaster plan submitted to the federal government.
Okay, so in an area of the country that every - single - year experiences tornadoes, they don't track what schools have storm shelters (which might be useful for ALL residents if a tornado came on a weekend). I know the tornadoes vary in strength and size and where they hit but they will come somewhere.
A question from one of our blog readers:
The devastation in Oklahoma is terrible. One thing that really hit home for me is the number of schoolchildren who perished when those schools were destroyed.
It got me thinking (and worrying) about potential disasters closer to home. Fortunately we are not prone to tornadoes in the NW but we are prone to earthquakes, and experts say it is just a matter of time before the next really big one hits. So I'm wondering a little about emergency preparedness in our schools and also about the structural safety of them. In particular, the really old ones - Lincoln for instance is around 100 years old. I think there are some other pretty old/run down ones too. A lot of Seattle's old buildings are unreinforced masonry structures that do really poorly in event of quakes. Does anyone know, or is anyone able to point me toward who is in a position to answer questions about what, if any, seismic upgrades have been undertaken, and what sort of codes buildings such as these are subject to? I was under the impression that at Lincoln some parts of building had been retrofitted or something, but not all - if so, how can we ensure only the 'safe' parts are used when they plan putting more kids/school communities in there. I would hate to think we could be putting kids in harms way by sending them to school in buildings that are potential deathtraps in the event of a quake. And from what I have seen of the workings of this district I have very little faith in them having done this sort of thing properly. Also do they have earthquake drills in our schools (I hear about fire and lockdown drills but kids have never mentioned earthquake drills).
Can anyone out there shed any light on seismic upgrades/safety etc or where I can get more info as far as checking what has been done, what codes apply (and compliance with any codes)? Is this something I should even be worried about or should i just trust that if they have it's a school it will be all ship-shape and safe?
So maybe this is a good time to ask some hard questions about what Seattle Public schools has in place, what procedures they follow and, especially for our area which is likely to have an earthquake disaster, what happens in the hours AFTER the quake?
Youth Health/Behavior Survey Results
From the district webpage (with links to all the info/surveys):
Results of recent state and federal surveys of health- and risk-related behavior among Seattle Public Schools middle and high school students provide a snapshot of everything from drug use and sexual behavior to how often they eat fruit and vegetables and watch television.
The state-funded Healthy Youth Survey is taken every two years by students in grades 6, 8, 10, and 12 and focuses on attitudes and health risk behaviors. Topics include gangs, physical activity, suicide, sexual activity, bullying and drug, alcohol, and tobacco use.
The federal CDC-funded Youth Risk Behavior Survey, also conducted every two years, surveys students in grades 9-12, with a focus on health risk behaviors that result in unintentional injuries and violence; tobacco use; alcohol and other drug use; sexual behaviors that contribute to HIV infection; other sexually transmitted diseases; unhealthy dietary behaviors; and physical inactivity. This survey does not ask about attitudes, beliefs, or risk and protective factors.
Both surveys were voluntary and anonymous, and were conducted at SPS high schools and middle schools in October 2012. Parents are notified about the survey and given the option to withdraw their student from participation. (Note: published reports do not include the names of classrooms or students.)
The HYS is a state study given to all students in the grades listed. It does ask about attitudes and opinions of students.
The YRBS is a national study administered to just a sample of our 9-12 graders in the 10 comprehensive high schools. It does not ask about "atttitudes, beliefs or risk/protective factors. Interestingly, only SPS participates in the YRBS, not the entire state of Washington.
Results of recent state and federal surveys of health- and risk-related behavior among Seattle Public Schools middle and high school students provide a snapshot of everything from drug use and sexual behavior to how often they eat fruit and vegetables and watch television.
The state-funded Healthy Youth Survey is taken every two years by students in grades 6, 8, 10, and 12 and focuses on attitudes and health risk behaviors. Topics include gangs, physical activity, suicide, sexual activity, bullying and drug, alcohol, and tobacco use.
The federal CDC-funded Youth Risk Behavior Survey, also conducted every two years, surveys students in grades 9-12, with a focus on health risk behaviors that result in unintentional injuries and violence; tobacco use; alcohol and other drug use; sexual behaviors that contribute to HIV infection; other sexually transmitted diseases; unhealthy dietary behaviors; and physical inactivity. This survey does not ask about attitudes, beliefs, or risk and protective factors.
Both surveys were voluntary and anonymous, and were conducted at SPS high schools and middle schools in October 2012. Parents are notified about the survey and given the option to withdraw their student from participation. (Note: published reports do not include the names of classrooms or students.)
The HYS is a state study given to all students in the grades listed. It does ask about attitudes and opinions of students.
The YRBS is a national study administered to just a sample of our 9-12 graders in the 10 comprehensive high schools. It does not ask about "atttitudes, beliefs or risk/protective factors. Interestingly, only SPS participates in the YRBS, not the entire state of Washington.
Tuesday Open Thread
Addressing a pet peeve of mine - the use of the word "awesome." Remember when it meant something that filled you with awe? Alas, no more. This useful article from Ragan gives replacements.
The next mayor of Chicago (in 25 years) is a little 9-year old named Asean Johnson who rallied a crowd in Chicago against school closings. He takes on Rahm Emanuel and quotes MLK, Jr. A little ball of thunder.
What's on your mind?
The next mayor of Chicago (in 25 years) is a little 9-year old named Asean Johnson who rallied a crowd in Chicago against school closings. He takes on Rahm Emanuel and quotes MLK, Jr. A little ball of thunder.
What's on your mind?
Monday, May 20, 2013
Moore, Oklahoma Loses 20 Children to Tornado
Please send your thoughts, good karma or prayers to the citizens (and parents) of Moore, Oklahoma.
The tornado today went right thru two elementary schools killing at least seven children. A high school nearby also got hit. There are still children missing. The schools - and nearly everything else in the area - were leveled.
Here's a link to the Red Cross if you can help.
The tornado today went right thru two elementary schools killing at least seven children. A high school nearby also got hit. There are still children missing. The schools - and nearly everything else in the area - were leveled.
Here's a link to the Red Cross if you can help.
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