tag:blogger.com,1999:blog-28765366.post7600340771560252697..comments2024-03-18T16:51:10.406-07:00Comments on Seattle Schools Community Forum: Mercer Middle School's Success StoryMelissa Westbrookhttp://www.blogger.com/profile/17179994245880629080noreply@blogger.comBlogger115125tag:blogger.com,1999:blog-28765366.post-81168059188945070362011-12-08T16:05:33.439-08:002011-12-08T16:05:33.439-08:00Reposting from anonymous at 10:36am, since it was ...Reposting from anonymous at 10:36am, since it was unsigned, and because P.O. needs to read the 2nd paragraph a few times and at least attempt to digest it.<br /><br />Anonymous said...<br /><i>I don't support segregated learning except for those who truly can not have their needs met in a regular classroom. So - some kids in APP is good - an entire racially based program for 5 or 10% is too much. Look at Washington - a school completely based on segregation. And general ed definitely suffers mightily because of it.</i><br /><br />P.O. How is that not exactly the type of scapegoating and rhetoric employed by the Nazi propagandists to demonize the Jews in the late 1930's? Ignore every other issue that causes general ed "suffering," like hunger, poverty, poor attendance, or how less than 50% of gen ed parents show up to parent teacher conferences, and instead blame it all on those evil, conniving APP segregationists! And your "final solution" is to destroy what you don't like, and have it your way instead. <br /><br />You may not like segregated classrooms, but they didn't arise from thin air. They arose because the mixed grouping didn't work. <br /><br />You don't have to like things as they are, but it gets no uglier than demonizing those you disagree with as oppressors, segregationists, or any other degrading label you toss around so freely.dwnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-317637202481279982011-12-08T00:31:05.896-08:002011-12-08T00:31:05.896-08:00go green,
Based on my relationships with certain ...go green,<br /><br />Based on my relationships with certain higher-up key insiders at JSCEE, It would seem Enfield is definitely about top-down leadership. That is why you see senior administrators like Cathy Thompson and Noel Treat playing third fiddle. Which is a shame because I believe both could or SHOULD exert themselves.mirmac1https://www.blogger.com/profile/10183460709639638172noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-442107218358061242011-12-08T00:30:41.540-08:002011-12-08T00:30:41.540-08:00go green,
Based on my relationships with certain ...go green,<br /><br />Based on my relationships with certain higher-up key insiders at JSCEE, It would seem Enfield is definitely about top-down leadership. That is why you see senior administrators like Cathy Thompson and Noel Treat playing third fiddle. Which is a shame because I believe both could or SHOULD exert themselves.mirmac1https://www.blogger.com/profile/10183460709639638172noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-75847792834287501692011-12-07T14:02:49.401-08:002011-12-07T14:02:49.401-08:00Parent observer, I really don't get your point...Parent observer, I really don't get your point because "testing" isn't one monolithic thing. You wrote, <i>"It IS indeed ironic that APP parents would whine against "testing" for other kids - when clearly their kids have benefitted from testing. Testing got them into their programs, testing proved something for them, and they have many tests once they are in their program. But strange that testing would be so taboo for other people."</i><br /><br />The testing that gets kids into APP is cognitive testing, administered privately or in a group setting. It's often done just once and certainly no more than once a year. Regular posters on this blog have never tried to limit access to that sort of testing.<br /><br />The testing that folks do complain about are the nominal ability tests, such as MAP, and WASL or whatever it's called now. When people say they are concerned about "teaching to the test," it's these tests they have in mind, not the CogAT cognitive testing.<br /><br />You've been comparing apples to oranges. I can't speak for all APP families, but I don't like "teaching to the test" for anyone, nor do I like ability testing multiple times per year for anyone. It's not an "us" versus "them" thing as you're trying to imply. I think you're simply conflating different kinds of tests.Lorihttps://www.blogger.com/profile/07777580098975083499noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-77676214493473814972011-12-07T13:04:29.923-08:002011-12-07T13:04:29.923-08:00@ Disgusted
"The district is giving our midd...@ Disgusted<br /><br />"The district is giving our middle school math teachers push-back for using supplemental materials.<br /><br />Time for a superintendent search.<br />Write the board."<br /><br />What school do you teach at?Linh-Conoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-61890380436571713552011-12-07T11:54:49.399-08:002011-12-07T11:54:49.399-08:00Solvay Girl,
Speaking of what DOES NOT work .... ...Solvay Girl,<br /><br />Speaking of what DOES NOT work .... try the Strategic Plan.<br /><br /><a href="http://www.school-truth.com/12-7-2011%20Testimony.htm" rel="nofollow">Here is my testimony</a> for tonight's school board meeting. I just signed up.<br /><br />=====<br />My friend Sudhakar born in India and graduate of the World Famous Indian Institute of Technology ... and with a PhD from Case Western Reserve. He is now living in Vancouver, WA.<br />.... says....<br />---<br /><br /><i>After watching billions being wasted on ineffective practices, I am of the opinion that .... .......<br /><br />The so called "innovations" are being tried <b>because the true solution (as defined by what is working in other nations) is way too hard to implement in this country.</b> The entrenched practices of how teachers get trained, hired, and treated will be the last thing to go, after we try every "innovation" in the book. <br /><br /> Who knows? Some of them may even work! We won't know until we try. <b>The fact is that we are not desperate enough as a country </b>(yes, I believe things can and will get worse before they get better) <b>to build a groundswell of support that will convince even the most timid politician to advocate for real change,</b> go against the wishes of some of their base of supporters, and lead!<br /><br /> The sad truth is, even if we magically implement ((internationally successful practices)) it will be at least a generation before we see the effects, just as it took a generation for us to see the effects of poor education.</i><br />---------<br /><br />Take a LOOK at the destruction brought by the continuing NONSENSE pushed by OSPI and the SPS Central Administration .... all the while "talking about" achievement GAPS...... and continually ignoring what was known to work elsewhere.<br /><br />If we cannot turn this Seattle situation around..... do not look for it to happen elsewhere.<br /><br /><b>Apparently the USA is trapped in a downward destructive cycle of faulty thinking about education.<br /><br />Seattle made a big step toward correction by tossing out Maier and Sundquist ..... but there is a really long way to go.</b><br />====<br /><br />As I ended my testimony ....<br /><br /><i>Make this Seattle's only year with TFA .... End this fiasco ... <b>by acting upon the truth rather than spending on legal services to defend a lie.</b></i><br /><br />=====<br /><br />Likely spending on lies will continue.... because that is what the Strategic Plan is .... a big unproductive lie.<br /><br />-- Dandan dempseyhttps://www.blogger.com/profile/15536720661510933983noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-4486914730430271922011-12-07T10:54:57.028-08:002011-12-07T10:54:57.028-08:00And if it turns out that lots of testing and KIPP ...<i>And if it turns out that lots of testing and KIPP style teaching works for them, (or doesn't work) wouldn't they themselves be the ones to care the most about that? </i><br /><br />The real problem with this whole approach is who, exactly, is "them."<br /><br />Under the NSAP, the southend schools should be socio-economically mixed—at least that's the intent. I've been saying this on this blog for years. Whom do we serve? How do we serve a very diverse group of kids (as both RBHS and Aki and most of the elementaries should be)?<br /><br />I definitely would not want my child, who had some form of formal schooling since the age of 6 months (Parent/Infant class at SCCC, co-op preschool, Montessori preschool) spend her time in a teach to the test, extended hours, etc. KIPP-type school. She didn't need the extra intervention—though some kids in the neighborhood probably do.<br /><br />Since the District wants people to attend their neighborhood schools, they must find a way to serve EVERYONE in the school. The result so far has been to siphon kids off via advanced learning programs all the way to APP. Many people push to get their children into those ranks because it might be the only way to keep them out of a class where many children are working at below grade—leaving their child bored at best and frustrated or disliking school at worst. Extra worksheets/homework don't cut it.<br /><br />Solvay GirlAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-35798617549232563702011-12-07T10:36:09.017-08:002011-12-07T10:36:09.017-08:00I don't support segregated learning except for...<i>I don't support segregated learning except for those who truly can not have their needs met in a regular classroom. So - some kids in APP is good - an entire racially based program for 5 or 10% is too much. Look at Washington - a school completely based on segregation. And general ed definitely suffers mightily because of it.</i><br /><br />P.O. How is that not exactly the type of scapegoating and rhetoric employed by the Nazi propagandists to demonize the Jews in the late 1930's? Ignore every other issue that causes general ed "suffering," like hunger, poverty, poor attendance, or how less than 50% of gen ed parents show up to parent teacher conferences, and instead blame it all on those evil, conniving APP segregationists! And your "final solution" is to destroy what you don't like, and have it your way instead. <br /><br />You may not like segregated classrooms, but they didn't arise from thin air. They arose because the mixed grouping didn't work. <br /><br />You don't have to like things as they are, but it gets no uglier than demonizing those you disagree with as oppressors, segregationists, or any other degrading label you toss around so freely.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-12987634476853657892011-12-07T09:41:36.663-08:002011-12-07T09:41:36.663-08:00@P.O.: I have to totally disagree with you. You ...@P.O.: I have to totally disagree with you. You are telling people who are able and willing to advocate for the needs of others to instead say, "Screw you! Your problems are your own, so advocate for yourselves." That's absurd.<br /><br />Reading between your lines, I completely understand your point about the paternalistic, perhaps condescending, sometimes insulting, presumptive "conventional wisdom" that can lead to "solutions" that don't address actual problems and needs, or that people with particular needs never asked for. I'm surprised you haven't yet said "thanks for nothing" but you're in that vein. <br /><br />There's a long history in this district of people hedonistically prescribing what they think other groups need to succeed, which repeatedly fall flat, typically because nobody thought to ask a particular community or group what it wanted or needed first. Instead, ideas, programs, and initiatives were given to some groups like a pox-filled blanket, with the notion that "this will be good for you." If you're tired of that, and carry the "thanks for nothing; people are better off doing for themselves," attitude, I get it. But I don't get, and totally disagree with the notion that people should just buzz off and let people fend for themselves. <br /><br />I believe the best solution is to ask groups what they want to see happen in their schools, then rally around what the particular group or school decides it wants and needs to succeed. This has been a glaring omission from district policy for decades. <br /><br />Instead of sitting around hand-wringing about the "what to do about Aki/Rainier Beach, etc." followed by one top-down, mis-fit solution after another, we might do well instead to first consult and listen to the community itself, respond to their requests, and rally support behind what the particular community asks for. I believe every school community will always be in the best position to determine what it needs to succeed, rather than trying another pre-packaged idea from Denver, DC, or wherever the last Ed Reform conference was. Just because something works in one school, doesn't mean it's certain to work in another.<br /><br />Regarding testing, your comments are over-broad and you're comparing apples and oranges. Admissions/qualifying testing is not the same as taking too many standardized tests throughout the year, which is a growing problem.<br /><br />All we are saying is that too much testing detracts from real learning and creativity, and hordes of excellent teachers back this up. To be clear, I'm not against standardized testing, or even the MAP, so long as they are used as diagnostic tools. I'm against doing it three times per year, in addition to other standardized tests, and teachers having to take 6 or more weeks out of the year to focus on the tests, because of the high-stakes associated with them. <br /><br />That's not the same "testing" as given daily in the Mercer story, which we used to call a "quiz" and amount to little more than in-class homework to see if the kids were paying attention, and gained the understanding of the subject matter that the teacher was aiming for. <br /><br />Big Ed Reform is big money, and Wall Street Hedge Fund managers are deep into the Charter School & Privatization game, which has led to cheating scandals and ultimately kids being hurt, dreams destroyed, and lives disrupted for years. Thus, serious reservations and concerns are warranted.<br /><br />Telling people to fend for themselves is not going to cut it when competing with billionaire profiteers who want to make a buck off them. <br /><br />No, I'm not saying all charters are bad, or that all testing is bad. But I'm saying that people "fending for themselves" is not going to accomplish Jack squat. <br /><br />While I recognize and share your concerns about condescension and paternalism, I will err in favor of people who care versus those who don't, every day of the week. WSDWGAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-47496587077931283012011-12-07T09:16:09.519-08:002011-12-07T09:16:09.519-08:00OK Charlie, since you asked about why I was comme...OK Charlie, since you asked about why I was commenting on test scores. Here is the quote I was responding to:<br /><br /><i>Seems like there is heavy focus on test scores (are they teaching to the test?) </i><br /><br />Gee. People are using data on poor people and testing their theories on "what works" in the classroom. Just like they do (or did) for your kid. Oh the horrors.<br /><br />As to whether I support MAP prequel for APP qualification, asked by Maureen. Given that the program is supposed to serve the top 1% - I don't think weeding out those who are clearly not performing in the top 15% so unreasonable. I'm not thrilled with the MAP itself, perhaps there is something better. I don't support segregated learning except for those who truly can not have their needs met in a regular classroom. So - some kids in APP is good - an entire racially based program for 5 or 10% is too much. Look at Washington - a school completely based on segregation. And general ed definitely suffers mightily because of it.<br /><br />parent observerAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-25182016287278095442011-12-07T09:05:01.499-08:002011-12-07T09:05:01.499-08:00I'm just saying you should let people advocate...I'm just saying you should let people advocate for themselves - because you cannot possibly be in a position to advocate for those for whom you know next to nothing about. And when you think you're trying to be "their advocate", you really stand out as arrogant know nothings. It IS indeed ironic that APP parents would whine against "testing" for other kids - when clearly their kids have benefitted from testing. Testing got them into their programs, testing proved something for them, and they have many tests once they are in their program. But strange that testing would be so taboo for other people. I think it disingenuous, perhaps not intentionally so. Why not let those working with disadvantaged students (not the APP crowd) and the people themselves articulate and advocate for their own needs? And if it turns out that lots of testing and KIPP style teaching works for them, (or doesn't work) wouldn't they themselves be the ones to care the most about that? <br /><br />Also expected - the comments about tone etc. When you're up on a high horse, you don't really like somebody else to point it out.<br /><br />parent observerAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-19941651087535168402011-12-06T22:35:58.108-08:002011-12-06T22:35:58.108-08:00@Mitt,
Pretty much what Sue P. has said, too. Aft...@Mitt,<br /><br />Pretty much what Sue P. has said, too. After a few days of processing, I have to agree with you both. Thanks for being ahead of the propaganda--Sue P. was onto it instantly (she's got it going on).<br /><br />The Good News--it backfired. Enfield looks like a saboteur of success because the article focused on the math program more than the players. Central administration seemed woefully AWOL from having knowledge of the basis workings of Mercer. Enfield, champion the poor math program and waiver opposer, is left with some explain' to do. <br /><br />Chris needs to hire Bree and Wendy needs to hire Susan so we can get some decency here.<br /><br />--Just the factsAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-19002886058475056012011-12-06T22:04:55.656-08:002011-12-06T22:04:55.656-08:00The district is giving our middle school math teac...The district is giving our middle school math teachers push-back for using supplemental materials.<br /><br />Time for a superintendent search.<br />Write the board.Disgustednoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-47559469670952891692011-12-06T20:29:29.220-08:002011-12-06T20:29:29.220-08:00WOW!!! Nice work Mitt.WOW!!! Nice work Mitt.dan dempseyhttps://www.blogger.com/profile/15536720661510933983noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-10170607252490784112011-12-06T20:21:31.225-08:002011-12-06T20:21:31.225-08:00Here's a theory for you:
SPS Central Admin ab...Here's a theory for you:<br /><br />SPS Central Admin absolutely knew what was going on at Mercer with the "under cover" math, etc. <br /><br />They allowed the Mercer principal, a TFA and Kipp product, to break the rules that were set in stone for the other schools. In this way, any success at Mercer could be held up as 'look what great things happen with TFA/Kipp/charter types." It was a rigged deck -- constrain all other schools with poor curriculum and threats if you wander from it, while quietly approving the experimentation at Mercer. Set up the other schools to fail while setting up Mercer to succeed (I would also argue success needs to be measured in the long term. One year of test scores does not a miracle make, but that is the reformers' pattern. Leave town before the results bear the test of time.)<br /><br /> Bree Dusseault's husband Chris Eide was a teacher at Mercer. Do you really think Dusseault, as a central administrator and charter school proponent, had no idea Mercer and her husband were teaching off script? The Eide/Lutz/Dusseault/Enfield connection was the perfect blend of conspirators.<br /><br />Check out how Ms. Lutz's time in Seattle is being portrayed by Kipp DC:http://www.kippdc.org/about/headquarters-staff/andhra-lutz/ <br /> " After college, Andhra joined Teach For America and became one of the founding corps members....Andhra spent five wonderful weeks at KEY Academy where she learned a tremendous amount about how to put students on the path to college. She returned to Seattle to start her school. Unfortunately, at the same time, the voters of Washington State passed a referendum banning charter schools...During her six year tenure, Mercer became one of the most successful schools in the district."<br /><br />Pretty disgusting. And if you ask me, pretty obvious.mittnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-65660429345897868452011-12-06T14:12:15.788-08:002011-12-06T14:12:15.788-08:00suep, well those groups may have selected Enfield,...<b>suep</b>, well those groups may have selected Enfield, but they didn't select her to be <i>Superintendent</i>! I laid down that sentence very carefully! You're right of course. So how would we create a search process that isn't entirely driven by those organizations?Maureenhttps://www.blogger.com/profile/18444916440000921599noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-49157511238364792852011-12-06T13:37:01.481-08:002011-12-06T13:37:01.481-08:00I find it ironic that Parent Observer thinks that ...I find it ironic that Parent Observer thinks that APP is getting some sort of great classroom experience that "disadvantaged students" are not getting, when in fact we now know that a high% F/RL school has a proven math text that APP students do not have access too.<br /><br />I have a question: Who bought those Saxon books?Po3noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-21262459041029486762011-12-06T12:49:19.309-08:002011-12-06T12:49:19.309-08:00Also to Parent Observer:
"How about advocate...Also to Parent Observer:<br /><br /><i>"How about advocate having classes where disadvantaged students get the benefit of APP?"</i><br /><br />Disadvantaged gifted students do get the benefits of APP if they join the program.<br /><br />That is one of the great aspects of a public school system offering a gifted program -- it is open to all gifted kids, no matter what their family's income. (Those who may believe there are no working-class or low-income kids in APP would be wrong.)<br /><br />And the advanced learning test is offered by the district for free.<br /><br />Having said that, I agree with APP Parent that APP kids are given much of the same standardized curriculum, weak math texts, overcrowded classes, MAP testing (unless you opt your kid out), hit or miss teachers (especially in middle school) in worn-down buildings as everyone else.suep.https://www.blogger.com/profile/17281578510716234624noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-44052102192877329312011-12-06T12:46:21.389-08:002011-12-06T12:46:21.389-08:00Well said, Patrick. My thoughts too.
The district...Well said, Patrick. My thoughts too.<br /><br />The district appears to be able to afford what certain people in HQ decide they want to afford.suep.https://www.blogger.com/profile/17281578510716234624noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-34204324565341510392011-12-06T12:42:09.360-08:002011-12-06T12:42:09.360-08:00Parent Observer you said:
"How about advocate...Parent Observer you said:<br />"How about advocate having classes where disadvantaged students get the benefit of APP? Instead of insisting on segregation for your sweet little dear? That would truly be advocating."<br /><br />I'll just first say, I don't care for your tone. Every parent has the right to advocate for their child. APP and Spectrum parents are advocating for program that the DISTRICT created and designed, not parents. <br /><br />Second, Charlie and I have, for years, advocated to find more minority/low-income students. Bob Vaughn has worked very hard to find them to the point of personally calling parents whose children have high test scores to invite them to apply. <br /><br />Third, when Dr. Brulles came to give her talk to Wedgwood parents, I looked up her district. They have a school just for ELL gifted students and use a completely different test to find them. I personally will advocate the district to try this. <br /><br />Do not say that most parents only care about their child when many, many AL parents would welcome more diversity and the district has take strides to make it happen.Melissa Westbrookhttps://www.blogger.com/profile/17179994245880629080noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-24696363857764212372011-12-06T12:34:41.454-08:002011-12-06T12:34:41.454-08:00The truth of the fact is- the district can't a...<i>The truth of the fact is- the district can't afford new texts.</i><br /><br />Oh, but the District can afford MAP, raises for central office staff, and accepting the low bid when selling schools?Patrickhttps://www.blogger.com/profile/16260807460417787614noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-6284605306532022482011-12-06T12:32:44.788-08:002011-12-06T12:32:44.788-08:00"Haven't middle school math scores been o..."Haven't middle school math scores been on the rise across the distirct?"<br /><br />I believe there has been a slight rise in scores, in 6th grade. But in 8th grade; after three solid years of CMP this is what we have seen for the past three years.<br /><br />09 = 50.8<br />10 - 51.6<br />11 - 50.4<br /><br />This means half are students are not at standard going into 9th grade.<br /><br />Mercer, on the other hand appears to be having great success with their 8th graders.<br /><br />09 - 48 (last year of CMP)<br />10- 57 (first year using Saxon)<br />11 - 60 (second year with Saxon)<br /><br />And remember, Mercer is part of the distict-wide percentage!Po3noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-18574188290707665222011-12-06T12:28:28.460-08:002011-12-06T12:28:28.460-08:00@Mary Barmann said..." As for the continual T...@Mary Barmann said..." As for the continual TFA/KIPP bashing, these programs are clearly finding success."<br /><br />Really? Where is the success? TFA, Inc. recruits with only 5-weeks of training and only a two-year commitment to the profession are merely adding to the teacher churn in some of the nation's most struggling school communities. Most of them leave the profession entirely after three years, and do not perform better than fully credentialed teachers. This is not a record of success. <br /><br />KIPP, Inc. has a mixed record, high attrition rates, does not tend to serve children with special needs, and makes demands on teachers that are unreasonable and unsustainable -- 6 day work week, longer work days, on call for students nearly 24/6.<br /><br />Both multimillion-dollar operations, run by the husband and wife team of Richard Barth and Wendy Kopp, are controversial and heavily funded by corporate ed reformers and the Obama Administration (which gave $50 million to each in 2010 alone). <br /><br />There is good reason to question the value of these enterprises.<br /><br />@ Maureen..."I am coming to believe that we may be better off with Enfield, who was not explicitly selected by the Alliance, LEV, Gates and the Seattle Foundation to be Seattle's Superintendent."<br /><br />How do you know who selected her? She has longstanding ties to Vicki Phillips of the Gates Foundation. All of the organizations you mentioned are connected. And it would appear they support her now.suep.https://www.blogger.com/profile/17281578510716234624noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-46760398593475635842011-12-06T12:18:25.475-08:002011-12-06T12:18:25.475-08:00"How about advocate having classes where disa..."How about advocate having classes where disadvantaged students get the benefit of APP?" <br /><br />As an middle school APP parent, my students classes are no different than any other class in the district. They are<br /><br />1) Overcrowded<br />2) Using district mandated materials<br />3) Taking MAPS, EOC MSP tests.<br /><br />So not sure what I should be advocating for?<br /><br />APP ParentAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-28765366.post-18712663352827772482011-12-06T12:16:24.560-08:002011-12-06T12:16:24.560-08:00My sons both tested into remedial math in college,...<i>My sons both tested into remedial math in college, after getting pretty good grades in Seattle public high schools. Like many others, they were not well served with discovery math.</i><br /><br />That statement right there should set off alarm bells all throughout the district! <br /><br />Thanks for sharing, S Parent. WSDWGAnonymousnoreply@blogger.com