Standards Based Learning System
Here's a question that I would like to ask the Superintendent finalists.
Seattle Public Schools is a Standards Based Learning System, so it has the same problems that face Standards Based Learning Systems all across the country. The bulk of our attention is focused on getting every student up to Standard. So much of our attention and resources are focused on this effort, that little or no effort, time, or resources is dedicated to serving students after they meet the Standards. Consequently, here in Seattle, as in Standards-Based Learning Systems all across the country, the Standards, intended in theory as a floor, function in practice as a ceiling.
We have that problem that plagues Standards-Based Learning Systems across the country. In Seattle, however, we have carried it a bit further. Since allocation of our resources is typically perceived as a zero-net sum proposition, many people believe that any resources or attention allocated to students working at or above Standards detracts from the attention and resources that could be dedicated to students working below Standards. Our District has developed a culture in which the needs of under-performing students are regarded as so urgent and such a high priority, that many within the District actively oppose any allocation of resources to other students. They have said, openly and unabashedly, that they will not spend one dime to support students working beyond Standards until every student is working at Standard.
How, as Superintendent, can you resolve not only the academic problems caused by the misapplication of the Standards as a ceiling rather than a floor, but also the cultural problem that encourages leaving students working beyond Standards unsupported?
Seattle Public Schools is a Standards Based Learning System, so it has the same problems that face Standards Based Learning Systems all across the country. The bulk of our attention is focused on getting every student up to Standard. So much of our attention and resources are focused on this effort, that little or no effort, time, or resources is dedicated to serving students after they meet the Standards. Consequently, here in Seattle, as in Standards-Based Learning Systems all across the country, the Standards, intended in theory as a floor, function in practice as a ceiling.
We have that problem that plagues Standards-Based Learning Systems across the country. In Seattle, however, we have carried it a bit further. Since allocation of our resources is typically perceived as a zero-net sum proposition, many people believe that any resources or attention allocated to students working at or above Standards detracts from the attention and resources that could be dedicated to students working below Standards. Our District has developed a culture in which the needs of under-performing students are regarded as so urgent and such a high priority, that many within the District actively oppose any allocation of resources to other students. They have said, openly and unabashedly, that they will not spend one dime to support students working beyond Standards until every student is working at Standard.
How, as Superintendent, can you resolve not only the academic problems caused by the misapplication of the Standards as a ceiling rather than a floor, but also the cultural problem that encourages leaving students working beyond Standards unsupported?
Comments
Charlie's query is a good one so I'll be listening to see if either candidate touches on that subject. What do people out there in blogland want to hear from a superintendent candidate? What should be warning flags? For example, if I hear too much "I did" or "I implemented", I'll wonder if this person is a team player or gives credit to others.
How about smaller class sizes? etc
I think that school districts needs diversity at all socio economic levels and this includes the middle and upper class. I agree with Charlie, that this district has focused so much on underachieving and low income schools/families, that they have sorely neglected the mainstream schools and families, and this must be turned around.