Highly Capable Work Session
To save you some time, there was virtually no talk about any changes to the overall program. Spectrum was not even mentioned. Whatever is to become of AL programs is something that Teaching and Learning is choosing to keep a mystery.
What was interesting is that Director Burke, who chaired the meeting, had people write down questions (even the audience, though none of our cards got read but we handed them in.)
There was a huge group of SPS staff there including Stephen Nielsen, Clover Codd, head of AL Stephen Martin, and all the Board members.
Shauna Heath lead the discussion which I found interesting given the presence of Mr. Martin who spoke very little. She did say that HC was "big" part of her department. They say they are dedicated to "everyone who wants to get in, gets in."
Highlights:
- in reviewing the presentation, under "Weaknesses," it was stated that the errors they experienced in HC info on testing were "really related to human error with no technical support to help them." They used an Excel spreadsheet because "there is no data system to help with the work."
For crying out loud, what is the Technology department for? This kind of stuff should not be happening with a fully-dedicated tech group.
- Heath reported that there has been an increase in equity and diversity since 2011 (and said that it was in some Friday Memo but I can't find it.)
- Martin mentioned the elimination of pre-qualification criteria but I was having a hard time following what he was referencing so I don't know specifics.
- still the claim that AL is in all the CSIPs but how that directly plays out in every school is a mystery. A plan on paper without action is just a plan. As well, there was one staffer (sorry, I didn't get her name and did not recognize her) said that how schools serve AL students is "embedded" into the CSIPs and they don't all use the same language.
Wait, what? Here's the line I have used, for many basic issues, since I started being a public ed advocate - why do Seattle Schools' parents have to be detective to figure out their school and this district? I hope the Board asks the Superintendent to create a template on programs at schools that EVERY school must follow.
- 30% of referred students are from minority communities. However, I put in my notes, "How many tested, how many passed the test and how many entered the program" and sure enough, President Patu asked that question. Mr. Martin didn't have that data. Now I like him but just like so many other times when staff comes before the Board to explain the work of a department, basic information is not at hand.
- what was quite odd was Heath's statement that kids who are HCC identified but not in the program come within 5% of test scores for those who are in the program. Almost as if she wanted to make the point that kids don't need the program based on one data point. Director Peters challenged her on this issue saying it was only one data point and it was a new test.
- Martin says that outreach to schools and services to schools has grown but offered no specifics. He also said his department had gotten done with identifications a month early.
- Director Blanford asked about the perception that "the tail was wagging the dog" in Teaching and Learning (meaning, operations drove academics, not vice versa.) Ms Heath said the alignment is much better with support from Nyland, Tolley and McEvoy. "The conversation has gone away, at least for us" was what she said.
- Director Pinkham asked about training for teachers around the Native American curriculum, From Time Immemorial. He said that at one school his child attended, the principal didn't think he needed to train the teachers because there were so few Native American students. There was some discussion around PD for teachers including that after-school PD was hard on teachers, and that "one and done" PD is usually not effective. All those in the discussion seemed to agree that more collaboration time would be the best.
- Director Blanford asked about a phrase in the presentation, "working with Race and Equity to identify students of color" Ms. Heath said there was a staff member, Matt Okun , who does that work. Mr. Okun said that AL had eliminated pre-qualification for screening and universal screening for second grade. Blanford said he had talked to parents of color about the challenges of their students being in the program. He stated that some had said they found the HCC schools a "hostile environment." Okun said the way forward is more collaboration between departments.
- Director Geary asked about cultural awareness in the finding of these students and Ms. Heath noted that there is no requirement of endorsement for gifted education at the state level.
- Director Peters asked about what the Executive Directors were doing to support AL students. Heath's answer was not particularly specific.
- Director Burke also asked about arts and PE and Ms. Heath said it was a "big goal of ours."
- Then, Director Peters asked Blanford about the word "hostile." She said she had been in the program with her children and interacted with many parents of color at her school and had never heard or felt that was true and maybe there could be another word used.
I wish she had not said that, even if it was her experience, because then Director Blanford looked her in the eye and spoke.
He said that the point was that there were parents who felt this and used that word "hostile."He said had worked with educators around equity and the point was "not to deny someone else's reality." I certainly understood why he said this to Peters but unfortunately, he then went on.
He said that he didn't mean to be adversarial but "you stepped out of bounds at this meeting and you need to be more respectful." You could have heard a pin drop. My take is that Director Blanford could have taken Director Peters aside and said this and not make a grand statement in front of so many staff but that's what he chose to do.
Luckily, Director Burke, as chair, just moved right along.
- Director Pinkham said that the assessments used have a cultural bias and that the "majority who qualified are more assimilated to the curriculum and lifestyle." Heath said that "the team" is committed to getting more diverse kids in the program and supporting them. President Patu chimed in that there is also the issue of learning style and that some kids don't test well. Director Pinkham said it was good there was language in each school's CSIP on AL but there needs to be follow-up to see what is truly happening.
I did find this from the last Friday memo about HCC.
Friday Memo - April 21, 2016
What was interesting is that Director Burke, who chaired the meeting, had people write down questions (even the audience, though none of our cards got read but we handed them in.)
There was a huge group of SPS staff there including Stephen Nielsen, Clover Codd, head of AL Stephen Martin, and all the Board members.
Shauna Heath lead the discussion which I found interesting given the presence of Mr. Martin who spoke very little. She did say that HC was "big" part of her department. They say they are dedicated to "everyone who wants to get in, gets in."
Highlights:
- in reviewing the presentation, under "Weaknesses," it was stated that the errors they experienced in HC info on testing were "really related to human error with no technical support to help them." They used an Excel spreadsheet because "there is no data system to help with the work."
For crying out loud, what is the Technology department for? This kind of stuff should not be happening with a fully-dedicated tech group.
- Heath reported that there has been an increase in equity and diversity since 2011 (and said that it was in some Friday Memo but I can't find it.)
- Martin mentioned the elimination of pre-qualification criteria but I was having a hard time following what he was referencing so I don't know specifics.
- still the claim that AL is in all the CSIPs but how that directly plays out in every school is a mystery. A plan on paper without action is just a plan. As well, there was one staffer (sorry, I didn't get her name and did not recognize her) said that how schools serve AL students is "embedded" into the CSIPs and they don't all use the same language.
Wait, what? Here's the line I have used, for many basic issues, since I started being a public ed advocate - why do Seattle Schools' parents have to be detective to figure out their school and this district? I hope the Board asks the Superintendent to create a template on programs at schools that EVERY school must follow.
- 30% of referred students are from minority communities. However, I put in my notes, "How many tested, how many passed the test and how many entered the program" and sure enough, President Patu asked that question. Mr. Martin didn't have that data. Now I like him but just like so many other times when staff comes before the Board to explain the work of a department, basic information is not at hand.
- what was quite odd was Heath's statement that kids who are HCC identified but not in the program come within 5% of test scores for those who are in the program. Almost as if she wanted to make the point that kids don't need the program based on one data point. Director Peters challenged her on this issue saying it was only one data point and it was a new test.
- Martin says that outreach to schools and services to schools has grown but offered no specifics. He also said his department had gotten done with identifications a month early.
- Director Blanford asked about the perception that "the tail was wagging the dog" in Teaching and Learning (meaning, operations drove academics, not vice versa.) Ms Heath said the alignment is much better with support from Nyland, Tolley and McEvoy. "The conversation has gone away, at least for us" was what she said.
- Director Pinkham asked about training for teachers around the Native American curriculum, From Time Immemorial. He said that at one school his child attended, the principal didn't think he needed to train the teachers because there were so few Native American students. There was some discussion around PD for teachers including that after-school PD was hard on teachers, and that "one and done" PD is usually not effective. All those in the discussion seemed to agree that more collaboration time would be the best.
- Director Blanford asked about a phrase in the presentation, "working with Race and Equity to identify students of color" Ms. Heath said there was a staff member, Matt Okun , who does that work. Mr. Okun said that AL had eliminated pre-qualification for screening and universal screening for second grade. Blanford said he had talked to parents of color about the challenges of their students being in the program. He stated that some had said they found the HCC schools a "hostile environment." Okun said the way forward is more collaboration between departments.
- Director Geary asked about cultural awareness in the finding of these students and Ms. Heath noted that there is no requirement of endorsement for gifted education at the state level.
- Director Peters asked about what the Executive Directors were doing to support AL students. Heath's answer was not particularly specific.
- Director Burke also asked about arts and PE and Ms. Heath said it was a "big goal of ours."
- Then, Director Peters asked Blanford about the word "hostile." She said she had been in the program with her children and interacted with many parents of color at her school and had never heard or felt that was true and maybe there could be another word used.
I wish she had not said that, even if it was her experience, because then Director Blanford looked her in the eye and spoke.
He said that the point was that there were parents who felt this and used that word "hostile."He said had worked with educators around equity and the point was "not to deny someone else's reality." I certainly understood why he said this to Peters but unfortunately, he then went on.
He said that he didn't mean to be adversarial but "you stepped out of bounds at this meeting and you need to be more respectful." You could have heard a pin drop. My take is that Director Blanford could have taken Director Peters aside and said this and not make a grand statement in front of so many staff but that's what he chose to do.
Luckily, Director Burke, as chair, just moved right along.
- Director Pinkham said that the assessments used have a cultural bias and that the "majority who qualified are more assimilated to the curriculum and lifestyle." Heath said that "the team" is committed to getting more diverse kids in the program and supporting them. President Patu chimed in that there is also the issue of learning style and that some kids don't test well. Director Pinkham said it was good there was language in each school's CSIP on AL but there needs to be follow-up to see what is truly happening.
I did find this from the last Friday memo about HCC.
Friday Memo - April 21, 2016
Advanced Learning Update
There has been some confusion regarding assignment of Highly Capable Cohort (HCC) students to Garfield High School or Ingraham High School IBX based on student choice, not on space availability. The confusion was reinforced by language on the Advanced Learning website conflicting with that of the School District’s Admissions Department. This impacted HCC students who, while guaranteed a seat at Garfield High School as their default pathway HC school, wanted to attend IBX/HC at Ingraham High School (which is an option only), but were told they would be waitlisted.
Once this discrepancy was brought to our attention, the 29 students who submitted Choice Forms to attend Ingraham High School during the Open Enrollment period, ending March 1, have been moved from the waitlist and enrolled. The affected families are being notified via letter. The Advanced Learning website has been updated to mirror the language in Superintendent’s Procedures 3130SP (Student Assignment).
There has been some confusion regarding assignment of Highly Capable Cohort (HCC) students to Garfield High School or Ingraham High School IBX based on student choice, not on space availability. The confusion was reinforced by language on the Advanced Learning website conflicting with that of the School District’s Admissions Department. This impacted HCC students who, while guaranteed a seat at Garfield High School as their default pathway HC school, wanted to attend IBX/HC at Ingraham High School (which is an option only), but were told they would be waitlisted.
Once this discrepancy was brought to our attention, the 29 students who submitted Choice Forms to attend Ingraham High School during the Open Enrollment period, ending March 1, have been moved from the waitlist and enrolled. The affected families are being notified via letter. The Advanced Learning website has been updated to mirror the language in Superintendent’s Procedures 3130SP (Student Assignment).
Comments
First, I'm not sure what she means by that. Does she mean that the pass rates are similar or that the raw test scores are similar?
I suppose this could be evidence that the kids don't need the program, but it could also be evidence that the program is ineffective. Or it could just be evidence that families who are well-served at their neighborhood schools don't need the program and don't participate while families who are not well-served at their neighborhood schools do need the program and therefore do participate.
Also, how was it determined that 5% is a negligible difference? If all of the district's student test scores are up 5% will Ms Heath say that it was a negligible difference or will she claim a great victory?
Wasted year
WSDWG
Hiking-booted, mountain-bike-shoed, or Birkenstocked is more like it.
Don't judge a book by it's cover.
WSDWG
In defense
This is absolutely true and just not limited to families of color. Those who choose not to participate in the various AL programs tend to be looked down on by many uppity parents. I think everyone would benefit if the AL programs where placed in a single facility.
Toe JAMS
If the point is to address and remedy problems, then we need facts to determine the scope of the problem and what can be done about it. I could just as easily claim several classrooms and people have been "hostile" toward my children and myself, but how does that address or solve a problem?
"Uppity" parents. Seriously? Sorry Toe JAMS. I get your point, but you're advocating for "self-containment" which many will decry as "exclusive." But, maybe you can see why it's not such a bad thing, after all.
What other group is as constantly maligned and libeled as HCC in Seattle Schools? Blanford knows this, and cannot wait to throw the whole cohort under the bus. That's disgusting behavior for any board member, especially one who espouses a desire for diversity, but then casts it aside in favor of divide and conquer.
If Blanford is going to court controversy by accusing groups of creating "hostile" environments for others, he'd better make his case. This is about his professionalism and fitness as a Board Member not to engage in careless, irresponsible, divisive rhetoric if he doesn't have solid facts and solutions to propose aside from "tear it down," no matter what the collateral damage will be. Decisions need evidence-based and fact-based. Rumor and innuendo will not good policy make.
WSDWG
-good luck
I wasn't at the meeting but based on what you've written I have a hard time understanding the value of the discussion. As I’ve observed in the HCC Advisory meetings that I’ve attended, people make unsubstantiated assertions, there is no real grasped of the data that must actually exist somewhere, the discussion wanders off on insignificant tangents, and nothing much if anything is accomplished.
I can’t tell if this is done on purpose or is intentional, but it suggests a clear lack of any real leadership. I always get the feeling that the people leading these afterwards must be thinking, "boy, made it through that without too many problems", when the goal should have been, "I accomplished a, b and c and need to circle back on d."
Perhaps I'm missing something. And if I am, I would appreciate it if someone would explain. Otherwise, it seems the discussion should be about advocating for new HCC leadership. Because the lack of any real leadership seems to be the main problem.
Frustrated
Is T&L trying to prove the program has no effect, so it should be eliminated, when in reality it's being neglected and they are slowly eliminating a good deal of the accelerated material, which in turn results in lower achievement? Gah.
-just gah
-HelloMyNameIs
My thoughts exactly. This data point on its own is absolutely meaningless.
--JvA
I'm not sure if Shauna Heath was being disingenuous when she said that, or if truly she hadn't considered this obvious explanation. Either way, it's not good.
--JvA
--JvA
Seen it
What was Stephen Martin doing there? Isn't he on medical leave?
Fat Chance
I talked to Mr. Martin and he is feeling (and looking) much better. I didn't ask but I assume his presence means he's back at work.
And I'm sure Sue Peters did not intend to walk into Blanford's trap. Lesson learned for next time.
@ just gah, you're right to wonder if those choosing their neighborhood school over an HCC program were perhaps not interested in as much acceleration as those choosing HCC. That's probably true for many. In our case, however, it was the reverse--HCC didn't offer enough acceleration, so we chose to stay in our neighborhood school and supplement. I know of others who've done the same.
DisAPPointed
For example, in aggregate, the math and English test scores for the entire Bryant population look to be with 5 percentage points of Cascadia. Presumably, parents of HCC-eligible students in the AAs of these wealthy, high-test-scoring, well-resourced schools are more likely to just send their kids to their neighborhood schools than parents in AAs of schools where the students are NOT [sic] scoring as well on tests.
Families of advanced learners who stay at Bryant supplement like crazy. This means HCC students who stay and also students formerly known as Spectrum. Holy Kumon.
Regardless, two words for Heath to understand about SBA : low ceiling
PP
1) 5th grade math SBAC, all students, Seattle Schools
http://reportcard.ospi.k12.wa.us/WASLScaleScore.aspx?domain=SBAC&groupLevel=District&schoolId=100&reportLevel=District&yrs=2014-15&year=2014-15&gradeLevelId=5&waslCategory=1&chartType=2&subjectType=201
Do you notice the spike at the end of the distribution? It looks like district wide, some 120 students maxed out on the test.
2) 5th grade math SBAC, Cascadia
http://reportcard.ospi.k12.wa.us/WASLScaleScore.aspx?domain=SBAC&groupLevel=District&schoolId=7778&reportLevel=School&yrs=2014-15&year=2014-15&gradeLevelId=5&waslCategory=1&chartType=2&subjectType=201
Same ceiling effect with Cascadia - some 20 students topped out. At Thurgood Marshall, another 12 students topped out. District wide, over 100 students, presumably not all HCC, topped out on the 5th grade math test and only around 30 of those were in HCC programs. Similar results are seen at other grades, for both math and ELA. Whether students are in HCC or not, the tests don't show significant differences at the tail ends of the distribution. How then, can SBAC be used to make meaningful comparisons between HCC-enrolled and HCC-not enrolled students?
-low ceiling
None of this is new to Melissa and Charlie and some of the bloggers here who have proclaimed Spectrum dying for years and now in essence dead. But I do find it fascinating to dissect how Downtown does a hatchet job on this and other programs it does not want to support. Wouldn't everyone be better off with a frank Downtown-sponsored discussion of the pros and cons of Spectrum or any other not-general-ed program in our schools together with a roadmap of plans or non-plans in the case of Spectrum. Why are straightforward conversations so damn hard for Downtown no matter who the Superintendent is? I am not asking this in a snarky way. I really do not understand why program reviews and roadmaps and community tie-in seem beyond the scope of Seattle schools.
Seen it
WSDWG
I think Michael Tolley may just be on his way out. Why? 1)He did apply for another job as superintendent locally but didn't get it, 2) his name, along with several other SPS staffers, was in the e-mail inviting people to a charter rally early after the court decision. Why would Green Dot invite him? and 3) He is to speak for SPS at the Mayor's Education Summit on Saturday. Could he be aligning himself with the Mayor's ideas on public education?
We'll see.
Helen
Blanford admits, though usually not publicly, that some parents of color are happy with the school.
-sleeper
Are there some parents of color who have found HCC schools to be what they consider a hostile environment? Apparently so, and I'm not surprised. But what does that mean? Is this a problem with all HCC schools, just one, or some? Is it widespread, with lots of persons of color, reporting this, or just a few? Are these families of kids who were actually in HCC, or families who decided not to participate because of the perceived hostility? What do they mean by hostile environment--kids/families don't feel like they fit in, or they face outward hostility--such as? Is this really an HCC-specific issue, or do you find the same thing in any school that is disproportionately white or Asian, or higher income? Does it work in reverse, too? (My non-black partner, who was beat up all the time in his predominantly black elementary school, would have called that a hostile environment!) Was the perceived hostile environment due to racist comments or actions by kids, parents, and/or staff, or due to programmatic things like curriculum, expectations, discipline, stark differences between how things were done at their prior school, etc.? Is it only persons of color who experience HCC schools as hostile environments, or do other families feel the same? Are non-HCC schools sometimes perceived as hostile environments for HCC kids? (I seem to recall some "we don't want you HCC kids at our school" cries a few years ago).
Discussion is good. We need to understand the issue in order to fix it. Just saying that some people of color find HCC schools to be a hostile environment doesn't help at all. It doesn't help us understand the extent of the problem, and it doesn't help us fix the problem. All it does make a whole bunch of parents feel that they were unfairly accused of racism. What Sue Peters said may have been a mistake, but for Blanford to imply that HCC and HCC families are racists was also a mistake. If he'd said something like "I've heard from a couple of persons of color that they find HCC schools a hostile environment, and I'd like to try to understand that issue more--get a sense for whether that's a widespread issue, whether it's unique to HCC, and so on," then I doubt Sue Peters would have responded as she did.
Dig Deeper
Does he know what it's like to be in Peters' shoes? No, he doesn't. And he couldn't give a flying you-know-what. But he's black, so we have a double standard when we judge him versus Peters, right? Have we completely sacrificed meaningful discourse at the alter or political correctness? Or is there a faint heartbeat of it left?
Blanford might well have said, "Only I can talk about race," because that's the root of his "how dare you question me(?)" stance.
Blanford's a grown man. If he's going to court those controversies and throw labels around, he'd better be ready to stand behind his comments. Silencing dissent or disagreement from others through scolding and intimidation is the coward's way and has no place on the Board.
I'm disappointed that anyone would defend Blanford's caustic behavior and remarks, but I'm not the least bit surprised.
WSDWG
I think you ask good questions and one that should be asked - what were the conditions for those parents who said HCC was "hostile" to them or their child? That's really important to find out and address.
I just want to say I meant Peters mistake was asking this in an open meeting rather than taking Blanford aside because I knew, in that moment, that it wouldn't get discussed thoroughly.
Suppose Peters reports that parents of some girls she knows felt some high school STEM classes felt "hostile"; and then Brandford told her he had heard otherwise from parents he knew.
Would you expect Peters to stand up for her reality or would she aquiesce and "maybe there could be another word used"
Peter's subcutaneous white privilege and what are nowadays called "micro-agressions" are on full display.
She needs to spend some time in high FRC schools and in high Ell and low percentage white schools. She seems to not have familiarity with folks outside the QA/Mag centered crowd.
If she wants to do a better job she needs to listen the whole district and public at large.
woodshop
I disagree with your assessment of Director Peters who was known before she was elected for standing up for students throughout this district.
There's plenty of hostility to go around.
Why Bother
-Really?
There's just a heck of a lot of history behind Blanford's comments.
-sleeper
How is that relevant to Blandford's statement except to diminish it?
She did indeed cross a line. Maybe she hasn't read the news lately but black and brown and powerless people of all colors are tired of being told we don't know what we're talking about, we're exaggerating, things are getting better.
The demographics of HCC are really middle class and really white and asian. It's also getting bigger. I hope the directors can get beyond this, Ms. Peters needs to take the district white privilege unit that I'm sure her kids have taken. Maybe talk to her kids. That was just a big mistake on her part.
Nomad
It's relevant because (a) Blanford has a reputation for hostility toward HCC, and (b) Blanford was relaying what he apparently thought he heard from some community members, but unless you ask you don't know if those were their words or him putting words into their mouths.
Dir. Peters may have not been clumsy in her question, but the idea that no questions are allowed is rubbish. Dir. Blanford was overly aggressive in his response. He could have simply responded with "Those were their words, not mine. I'd need to do more investigation to really understand what they meant by that."
DD
WSDWG
Again, Peters was expressing HER experience, not expressing a broad one for HCC. If she had,then she might have been out of line. People get to express their truth.
-curious
I don't have an answer at the ready, but a survey of minority parents who have been involved in HCC comes to mind.
-JvA
Hamilton had 25 African American students (presumably not a majority HCC), 789 white students and 118 Asians (again, not all HCC for both groups).
The sample group for people described as "of color" at the northend HCC sites is very small, so I kind of wonder who they are talking to or if it's just a couple of people? Peters represents and has had kids in the northend, while Blanford's represents the southend and has a child in a southend school. So their conversations could be much different given the two constituencies they interact with. The numbers are a stark reminder of the underlying problem with demographics both in the HCC program and the segregation of our schools that the NSAP has created.
Perhaps the wording "of color" or "minority" in this context really refers to the "historically underserved" in education.
PW
IB
-North-end Mom
NEP
The new Olympic Hills building (scheduled to open for Fall 2017) was intentionally-designed to serve children living in poverty and ELL students. There is a health center as part of the school design, and there are several small group work areas for ELL, Math, and Reading instruction. It was a shock when the School Board approved plans as part of Growth Boundaries which will reassign kids coming from low-income housing areas (i.e. Little Brook and Jackson Park Village) to Cedar Park, as these are the kids the building was designed to serve. There is also a concern that City levy funding will not be available to support staffing of the health center if Olympic Hills FRL population decreased significantly, due to the planned geo-split. Putting an HCC cohort in the building would most-likely drop the schools FRL percentage to a level where it would not qualify for health center funding.
Finally, Olympic Hills has shown amazing student academic growth, particularly for students of color. The school was recently recognized as a school of distinction. The educational models used at Olympic Hills are very inclusive. When the idea of putting a self-contained HCC program in the new building was first proposed back in 2013, much of the push back was due to it not fitting in with the educational pedagogy of the school.
-North-end Mom
NEP
-sleeper
Also, isn't Decatur too small for the NE cohort of HCC?
NEP
But yes it is too small for the whole ne cohort at the size it is at now. I don't think they are thinking about splitting off the whole cohort, though.
-sleeper
Is it a grade-level cohort they are thinking about? Isn't it too far east for a north-end K-2 population, for example?
NEP
-sleeper
Basically, I believe the building has 11 or 12 interior classroom-sized spaces and 8 exterior modular classrooms (portables on foundations), a lunchroom, gym, covered play area and no library. There is a nice outdoor play area that was formerly a neighborhood park.
As far as flexibility goes... Attendance-area schools in the area have grown rapidly over the past 5 years. John Rogers has grown by over 140 kids since 2011, and Olympic Hills has grown by about 30. The Cedar Park attendance area includes most of the high-density housing in Lake City, some of which is geared towards families, and more continues to be developed. Attendance area schools must take anyone who lives in the attendance area, so enrollment may grow all year long. The current plans have Cedar Park maxed out at opening day, with no room to accommodate growth.
An ideal use for the Cedar Park building would be an option school or similar program, where enrollment could be capped or at least better controlled.
-North-end Mom
If the boundaries keep the changes proposed for Olympic Hills, then no way put in HCC. It would be a terrible idea.
As for Cedar Park versus Decatur, Cedar Park is going to have a lot of portables with no extra bathroom or cafeteria space. And I agree that Cedar Park should be an option school.
It will be interesting - given the demographics of Olympic Hills of students scheduled to go to Cedar Park - if the Board acts. I mean the district appears to many to be segregated because of housing and the district shouldn't add to it on purpose.
It is truly shameful how academic needs take a back seat to social engineering and temporary feel-good "solutions" that all come back to bite every child in the rear end.
It goes without saying that John Stanford was the last Superintendent who actually gave a damn about the kids at the end of the day. All kids.
WSDWG
-so tired
You can glorify John Stanford but he would not recognize the program and would be aghast at its demographics and the mad scramble to "get in".
We can't have a two tracks like we have now.
If parents need their kids away from gen-ed kids, they need to shell out and go private. We could use the room.
Sunset Strip