Open Thread Friday
Director Meetings this Saturday: just one. Director Martin-Morris from 9:30-11:30 am at Diva Espresso, 80th and Lake City Way NE).
The Superintendent has another Coffee Chat on Monday the 25th at West Seattle Elementary, 6760 34th Ave SW from 6-7 p.m. Have Coffee Chats been in your parent newsletter or on your school's website?
There is also a Curriculum and Instruction Policy Committee Board Meeting from 4-6 p.m on Monday.
The Superintendent has another Coffee Chat on Monday the 25th at West Seattle Elementary, 6760 34th Ave SW from 6-7 p.m. Have Coffee Chats been in your parent newsletter or on your school's website?
There is also a Curriculum and Instruction Policy Committee Board Meeting from 4-6 p.m on Monday.
Comments
Thank you,
Mom of 2 SPS kids
I can only find policies for 1/2 time students who are home schooled, but I really only want to do reading, and deliver her to school at 10:15.
Thanks if you can help
Mom of 2 SPS kids
They will lose funding if you go this route, so I believe an alternative will be found.
This is my 3rd "open thread Friday" post on the screening as I really do think the film speaks to so much of what is discussed on this blog. RtN has been featured on CNN, Oprah and the Washington Post says the film "is playing as a quiet counterpoint to the better-known Waiting for Superman." Hope you can join us:
Race to Nowhere
Tuesday, 10/26
6:30 Film; 8:00 Community Discussion
@ Nova
300 20th Ave E, 98112
tix at: racetonowhere.com
The conservative Washington Policy Center discusses both the above report and the levy.
I pulled my son out of middle school for science and home-schooled through WAVA (Washington Virtual Academy) @ www.k12.com. I had to go through considerable effort to get the district's legal department to sign-off, but I think a student has the right to do this through WAVA (the district paid for the WAVA course fee). I eventually got the school to change his schedule so that he would leave after 5th period.
It took at least a month of calling WAVA and the district to get the paperwork through and the school was less than accomodating in the beginning, but with constant pressure they finally did complete the required paperwork. Then the district seemed to be out of alignment with WAVA on what paperwork had to be filled out. Supposedly Washington state has a specific form that must be completed by the district legal department and they weren't very prepared to do it because they don't do it very often.
Are you talking about elementary or middle school? Elementary would be harder since it's a single class all day and the time the do a particular subject may vary throughout the week.
Unfortunately, I budgeted only $500 to spend at this auction, and I suspect this item will go for a much larger figure. I'm willing to buy it collectively and share it with members of this blog. Just send me an email with your credit card number and the maximum amount you want me to charge to your card. If we can collectively get between $3,00 and $5,000, I'm sure I can be the successful bidder.
I can tell you that your child's teacher probably won't be happen but don't be deterred. If what you feel needs to be happening isn't, then by all means be proactive. Since you seem to have talked with her teacher, have you talked to the principal?
Interesting, Rosie.
29
DINNER FOR 4 WITH THE SUPERINTENDENT AND THE PRESIDENT OF THE GREATER
SEATTLE CHAMBER OF COMMERCE
Join Seattle Public Schools’ superintendent Dr. Maria Goodloe-Johnson, and her husband Bruce, along with the President of the Greater Seattle Chamber of Commerce Phil Bussey and his wife Cathy for a unique dining experience. This is a onderful opportunity to learn more about the inner workings of Seattle Public Schools and the Greater Seattle Chamber of Commerce from two of Seattle’s brightest stars.
Restrictions: Mutually agreeable dates. Expires 10/23/11.
Thanks to Maria Goodloe-Johnson & Bruce Johnson and Phil & Cathy Bussey
Value: Priceless
Here is the link to the site where you can convert RIT to percentile for MAP test. I also have the percentile tables saved as pdf files but I do not know how to add them here.
http://www.bismarck.k12.nd.us/uploads/resources/7915/completenorms2008.pdf
My child is in first grade. They have a regular reading time because the school does "Walk to Math" and all the PCP stuff is in the afternoon.
Have spoken to the teacher and she assures me that things are about to get more differentiated so I'm hoping no change at all will be needed. But to date, the work coming home is late pre-school, early K stuff, and as of last spring my child read at the 2nd grade level. She complains of being bored and I can see why. Parents who've gone before me say it never gets up to the level she needs, so I'm just not sure what to do. She's starting to balk at going to school in the am.
Thanks for your help!
Mom of 2 SPS kids
Since the school has a defined reading time, it seems this would actually be possible at the elementary level. The principal has to agree and sign off (though it's my guess that the principal isn't actually doing the deciding, it's someone else). The difficulty with making the request in elementary school is that the child can't be on campus during the missed class. And like someone else mentioned, class times aren't usually at a consistent time.
See this site for more info:
http://www.washhomeschool.org/advocacy/whoPartTime.html
The Homeschool Resource Center has the forms you would need to make the request.
Another mom
Another Mom
Mom of 2 SPS kids
Mom of 2 SPS kids
What used to be a "neutral" civic booster and fundraising arm for SPS has become an organization with a definite viewpoint.
The board members are questioning the inclusiveness of the Alliance and they are questioning whether the board and superintendent should hold positions on the Alliance given the direction the Alliance is going.
I am not commenting on whether NCTQ, etc. is valid. Different people will have different viewpoints. But the fundamental point that the Alliance members and the community need to discuss is 1) whether it is appropriate for the Alliance to become an advocacy group and 2) whether, if the answer is yes, the board and superintendent should be on the governance group of the Alliance.
And no, I won't disclose the 3 board members names', as in each case these were personal conversations and I did not ask permission to publish their concerns. I also do not know if this concern is shared by more than 3 board members or by the superintendent. Nor do I know if anyone is talking to Sara directly.
Helen Schinske
First off, where did this "value added score below 35" number come from? I don't see that in the contract at all.
Also, the NCTQ analysis says that low growth causes the teacher to be put on a performance improvement plan. There's a fine point there, I think - the principal can only "recommend" that the teacher be put on a performance improvement plan.
Am I right? Wrong?
Either way, as a parent, I will be watching closely to see how the district tries to apply this contract. So far as I can tell, there are absolutely no studies whatsoever that show value-added data to have any validity. And even if they were, each new implementation of value-added data would need to be tested.
Correct me if I'm wrong.
Helen Schinske
Thank you,
Moving to W Seattle
Under the old student assignment plan your children would be entitled to keep their seats in their current school despite the move (although transportation would be your responsibility if you moved out of the cluster).
The Framework for the New Student Assignment Plan, written and approved by the Board, called for the Superintendent to provide consistent school assignment for students who move...
But she didn't. The New Student Assignment Plan calls for your children to lose their seats at their current school. They can apply to get the seats back through the Open Enrollment process. Of course, if the school is full they will be denied.
This was a grave failure by the superintendent to heed the Board's wishes. You should bring your case to the Board's attention by writing to them about it and by speaking about it at the next Board meeting - and at every Board meeting until they fix it.
Your issue goes beyond your children. It even goes beyond the New Student Assignment Plan. It speaks to governance: the Board's authority over the superintendent and the superintendent's duty to follow the Board's explicit instructions.
This is kind of a big deal.
While you are working that line you should work two more: speak to your principal and to Tracy Libros in the Enrollment department.
There is, however, a bigger issue, which is a teacher who refuses to provide appropriate instruction for your child. If the teacher doesn't get it done, then you need to talk to the principal. If the principal doesn't get it done then you need to talk to the education director for your region. You should also be talking to your board representative, and to Susan Enfield. Don't ask them to intervene; ask them how it is supposed to work.
As I understand it, if your children were assigned to their current school under the old assignement system, then they are grandfathered at their current school, even if you move. That means that if they went to their current school LAST year (2008-2009) they can stay at their current school through 5th grade (or 8th if its a K-8).
Charlie is correct about the bigger issues, but those issues may not impact you.
Here is a link to the rules about keeping your assignment if you move this year.
A lot depends on what type of assignment you have at your current school -- i.e.: grandfathered, assigned. As well as the timing of your move.
Like the annual Transition Plan these rules governing assignment if you move may change each year.
IF you do apply for a different school during Open Enrollment, and you do receive assignment to a school you list on your application, you do lose your grandfathered or assignment area school guarantee.
No, we've been told that all K-5's will have ALO. My kid's elementary still does not as is the case for many others.
Susan Enfield told me it''s still in the works, but didn't know the schedule. Bob Vaughan never answered my email about it that I sent at the beginning of the school year.
No. He isn't.
There is no one from the district monitoring any of the advanced learning programs in any of the schools. There is absolutely no District-level oversight provided and there is no effort to assess the programs' quality or efficacy.
Don't count on anything from Bob Vaughan or anyone else from the District to take any steps whatsoever to assure you that the advanced learning program at your child's school is in any way effective, or even that it is authentic.
Thanks,
Moving to W Seattle
It's a ridiculously huge Board (28). I would expect nothing less than many differing opinions with so large a group. I have no idea of the internal workings of the board, but the naive and optimistic side of me hopes they have places for concerns like this to be heard and considered by the collective, and if there's majority support, to be acted on. I know a couple of folks on the Board and they're definitely not the shrinking violet types, so I suspect discussion is robust, if one can get heard over the crowd.
I've been thinking about both sides of this. I don't know Sara. I imagine she hopes to invigorate the program and raise its profile. I think she's doing that.
I believe that the group has the right to chart its own course.
I also think I agree that if this is the direction the group is going (as opposed to a United Way clearinghouse model) that perhaps school board members and the superintendent should not be on its board. And that perhaps some of its current activities, which are quite entwined with JSCEE staff operations, should be curtailed.
I feel certain the current District superintendent and some other members of our current school board would disagree.
It's an interesting question, because I absolutely believe there is value to the business community raising money for our schools and raising awareness of the needs of our District's students.
But as a non-member, I have a lot of questions about its role right now. Is it really OK for the Alliance to provide funding, staffing, guidance to Central Staff in its current iteration?
Thanks for sharing the NYer article. Always so refreshing to have a bit more history when looking at eduction and reforms. I especially appreciate:
Education is nowhere mentioned in the Constitution; the creation of the world’s first system of universal public education—from kindergarten through high school—and of mass higher education is one of the great achievements of American democracy. It embodies a faith in the capabilities of ordinary people that the Founders simply didn’t have.
WSE was a failing school, but it is turning around. It has an almost entirely new teaching staff who are supremely dedicated to student learning.
I don't know about the SAP rules, but it might be interesting to take a tour and observe a few classes before you make your decision.
You would not be able to have the assignment waived.
The determination of Annual Yearly Progress (AYP) for individual schools is provided to SPS in about mid-August.
If West Seatle Elementary is classified as a "failing school" or "school in improvement" then you will receive a letter in the mail.
The letter will explain WSE is failing and list schools to which you can transfer if desired.
You need to respond within a very short time window of about 10 days.
This link explains a little bit more about the process.
Good luck with your decision.
The state has created end of course exams in Algebra 1/Integrated 1 and Geometry/Integrated 2. For this transition year, all 10th graders will take one (geometry?) no matter how long ago they took geometry/Integrated 2. Upperclassmen who have not yet passed the Math HSPE will be taking these as well. It sounds kind of complicated at least during the transition. There is no more Math HSPE, at least that's what I think is happening.
In the future, kids will take this at the end of their course, whether they are in middle or high school. (Could this be some objective measure used to grant credit in hgh school? who knows.)
I really do not know enough and am not 100% on the details of the transition or of the overlap between the two competing curriculum sequencing. I heard a presentation from the principal at the RHS PTSA meeting on Wed, but I was distracted with other issues and did not hear the entire thing. But this definitely should be on your radar, expect to learn more soon. If you are not learning more, ask teacher and principal.
Especially if you have an upperclassman who has not yet passed math HSPE or if you have a 10th grader this year.
I kind of like the idea, though admittedly, I haven't thought it all through. My first thought is more accountability. Teachers have to teach or their kids won't pass.
At any rate, if the test aligns to the curriculum, we should expect them to pass...if they are at level and ready to learn the material at the beginning of the class...
IF the test aligns to the curriculum: It's a state test. So it is testing, one would hope, the agreed-upon standards.
(There is always the problem: Can a teacher teach every standard; to every student no matter the level of that student; or is teaching not quite as quantified as this, does it have some flexibility and recognition that some things might get "hit" more than others...Ach, that's a somewhat philosophical argument best saved for another day.)
Regarding HSPE and Math - The state offers what's called "Collection of Evidence," an alternative method of displaying knowledge and skills, for Reading and Writing. This is typically done in the senior year for students who haven't yet passed HSPE but need to graduate, eh? It is, in a nutshell, a series of essays that demonstrate strand knowledge in Reading and/or Writing, which are submitted to the state. (The state decided a number of years ago that, for whatever reason, students might not do well in a test-setting so they are offered this option if they have not passed HSPE)
But there is no Math COE. What students need to do for Math if they haven't passed HSPE is to take math classes their entire senior year and pass them all. I could see where some might think this a bit squishy - there is no document of their math skills, per se, as there is in COE, but rather just their passing grades in 12th grade.
So I could see that some might want an "official document such as a proficiency test to document success for non-HSPE HSPE purposes.
That and the increased drive towards standardizing everything in the interest of industrial efficiencies and profit margins (uh, lowering costs.) The more standardized the curriculum and assessment, the easier it is to drop a drone into behind the teacher's desk.
There are lots of ramifications, perhaps good and bad, that can and will be discussed.
I am somewhat concerned that they seem to be giving the same exam to kids whether they take Algebra 1 or Integrated 1, (and Geometry and Int 2)it seems that they could pony up for different exams since they claim they are end of course exams.
http://www.k12.wa.us/mathematics/MayWebinar/math_FAQs_for_EOC_exams.pdf
FWIW, parents of underclassmen were not yet aware of this and very interested, that's why I thought ya'll might be as well.
I've posted some specific commentary, but it would be nice to just link to the eloquent and reasonable argumenst against the levy for people who are interested.
I would love it if some of these SSS postings could be linked on there to share with everyone.
"There's nothing wrong with the general concept of value-added data. In itself it's quite a good and useful idea."
But are there any studies showing it's accurate?
the better place to go on FB is the Seattle Teachers against the Levy 2010. It's a different style group. I think you "join" by "like" ing it.
I put a few links to threads from here, but if anyone has suggestions for more articles and links to share, please let me know. I hope you find this summary of links helpful.
Summary of Articles and Discussions
"But there is no Math COE. What students need to do for Math if they haven't passed HSPE is to take math classes their entire senior year and pass them all."
A some point in the past there was a collection of evidence for math. {I know nothing more than that about the Math COE.}
This is from the FAQ I provided above, from OSPI
http://www.facebook.com/pages/Seattle-Teachers-Against-the-Levy-2010/105429699518334#!/pages/Seattle-Teachers-Against-the-Levy-2010/105429699518334?v=wall
Since they are administered across the district (and state, I suppose), they will serve as one leg of the two-leg teacher evaluation tool: "two district-wide assessments..."
it would be great if they were used to critically assess what students need, what curriculum changes might be appropriate, and what assistance might be given to teachers to "differentiate" to the five or six...or eight...student levels they have in the classroom, but given the sole focus in the media lately on "teacher quality," I expect their use will be rather limited: "Prove" that teachers aren't successful with struggling students, use that "proof" to exit the teacher, and use the "struggling student" data to place schools in Level 5 restructuring even quicker.
Ach, someone convince me I'm wrong, convince me that the reformers want to HELP teachers, want to make the curriculum better (and deeper), want to help identify struggling students and the problems they face, in order to address those problems!
Alas, merely blaming the "unquality" teachers (and, since the argument is predicated on race categories, by inference the "racist" teachers) is a bit easier and might even generate some profit, to boot. ka-ching!
===
NEWS FROM THE EDUCATION PROGRAM
October 22, 2010
Dear Colleague:
It is encouraging that there has been increased attention paid to improving the educational achievement of students, especially those from disadvantaged backgrounds. However, it is unfortunate that much of the new policy discussion has focused on the mistaken belief that educational outcomes can be significantly improved by heavy reliance upon students' scores on standardized tests in mathematics and reading to evaluate, reward, and remove the teachers of these tested students. We have recently co-authored a paper, Problems With the Use of Student Test Scores to Evaluate Teachers, which shows that even the most sophisticated use of test scores, called value added modeling (VAM), is a flawed and inaccurate way to judge whether teachers are effective or ineffective.
Adopting an invalid teacher evaluation system and tying it to rewards and sanctions is likely to lead to inaccurate personnel decisions, while also demoralizing teachers. Such a flawed system could lead talented teachers to avoid high-needs students and schools, or to leave the profession entirely, and discourage potentially effective teachers from pursuing careers in education. Moreover, heavy reliance on basic math and reading scores to evaluate teachers will further narrow and over-simplify the curriculum to focus only on the subjects, topics, and formats that are tested. We believe that the evidence shows that educational outcomes will suffer if policymakers establish systems of teacher evaluation, tenure and pay which rely heavily on student test scores.
We are writing to invite you to sign a statement opposing this approach by going to http://www.epi-data.org/education/. We have posted the statement and listed resource material that provides the research basis for the statement. We also urge you to encourage others to sign the statement. We will publish the signatories on the EPI website and elsewhere.
If you agree with our approach, please add your signature to this statement as soon as possible to ensure that your name is included among the signers. The deadline for signatures is November 19, 2010.
We hope you will join with us in this very important effort to improve the educational outcomes of students, especially disadvantaged students who will be most harmed by these misguided policies.
Thank you for your help.
Sincerely,
Eva L. Baker
Paul E. Barton
Linda Darling-Hammond
Edward Haertel
Helen F. Ladd
Robert L. Linn
Diane Ravitch
Richard Rothstein
Richard J. Shavelson
Lorrie A. Shepard
A parent in our elementary school home-schools a child in math only for roughly the first hour of the day, essentially exactly what you propose. Last year the principal was resistant to this, and the parent compiled the evidence below in support of the plan. Unless state law has changed drastically, you can definitely do this. (IANAL, but I can tell you that RCW = Revised Code of Washington and WAC = Washington Administrative Code. These are citations of the actual state laws governing operation of the schools. As you can see in reference 2, the law specifically says you can attend part time and take ANY combination of classes or services.)
Reference #1: E-mail from Laura Moore, OSPI Program Director of Private Schooling
Under RCW 28A.150.350(2) and WAC 392-134-005 provide for part-time ancillary services to private school and home-based instruction students. They both cover part-time coursework but provide no restrictions on the number of courses/services that can be accessed by home-based instruction students.
Laura Moore
Program Coordinator,
Navigation 101/Private Education
360.725.6433
360.664.3575
Reference #2: WAC 392-134-010 - Attendance rights of part-time public school students.
http://apps.leg.wa.gov/wac/default.aspx?cite=392-134-010
WAC 392-134-010
No agency filings affecting this section since 2003
Attendance rights of part-time public school students.
An eligible part-time public school student who qualifies as a resident of a public school district pursuant to the definition of a "resident student" set forth in chapter 392-137 WAC, as now or hereafter amended, shall be entitled to attend the schools of the district within his or her attendance area tuition free on a part-time basis. An eligible part-time public school student shall be entitled to take any course, receive any ancillary service, and take or receive any combination of courses and ancillary services which is made available by a public school to full-time students. Eligible nonresident part-time public school students may be enrolled at the discretion of a public school district pursuant to the terms and procedures established for nonresident student attendance in chapter 392-137 WAC, as now or hereafter amended.
[Statutory Authority: RCW 28A.41.145 . 80-05-035 (Order 80-6), § 392-134-010, filed 4/15/80.]
Reference #3: From OSPI: Request for Part-Time Attendance or Ancillary Services From Private School Student or a Student Receiving Home-Based Instruction
http://www.k12.wa.us/PrivateEd/HomeBasedEd/PinkBook/A-1.pdf
A parent in our elementary school did exactly what you propose last year. The principal did not want to cooperate, so the parent presented the material below in support of the plan. You can definitely do this. Contact OSPI if the school gives you any complaints and ask them who to call at SPS to get your principal straightened out.
Reference #1: E-mail from Laura Moore, OSPI Program Director of Private Schooling
Received by e-mail on September 29, 2009:
Under RCW 28A.150.350(2) and WAC 392-134-005 provide for part-time ancillary services to private school and home-based instruction students. They both cover part-time coursework but provide no restrictions on the number of courses/services that can be accessed by home-based instruction students.
Laura Moore
Program Coordinator,
Navigation 101/Private Education
360.725.6433
360.664.3575
Reference #2: WAC 392-134-010 - Attendance rights of part-time public school students.
http://apps.leg.wa.gov/wac/default.aspx?cite=392-134-010
WAC 392-134-010
No agency filings affecting this section since 2003
Attendance rights of part-time public school students.
An eligible part-time public school student who qualifies as a resident of a public school district pursuant to the definition of a "resident student" set forth in chapter 392-137 WAC, as now or hereafter amended, shall be entitled to attend the schools of the district within his or her attendance area tuition free on a part-time basis. An eligible part-time public school student shall be entitled to take any course, receive any ancillary service, and take or receive any combination of courses and ancillary services which is made available by a public school to full-time students. Eligible nonresident part-time public school students may be enrolled at the discretion of a public school district pursuant to the terms and procedures established for nonresident student attendance in chapter 392-137 WAC, as now or hereafter amended.
[Statutory Authority: RCW 28A.41.145 http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.41.145
Reference #3: From OSPI: Request for Part-Time Attendance or Ancillary Services From Private School Student or a Student Receiving Home-Based Instruction
http://www.k12.wa.us/PrivateEd/HomeBasedEd/PinkBook/A-1.pdf
Of course, the teachers have not yet seen the exam and don't know what will be on it. I guess they are starting with math because it is more clear-cut what ought to be taught over the course of a year than some other subjects.
Mom of 2
I agree that these tests will be used as part of the 2 tests to evaluate teachers. What I find interesting is that students will be tested twice in math and science, but as far as I know once in language arts. I have no problem with an end of course exam, I give one in all of my classes, but it is a percentage of your overall grade. My professional experience is that students who fail the final are already failing the class.
I see more tests as a grab for more $$$. These tests cost a great deal of time and money to administer and I wonder what the outcome will be. If you fail the exam will you fail the class? Teachers have not been informed of the implications yet. The juggernaut rolls on.
"There's nothing wrong with the general concept of value-added data. In itself it's quite a good and useful idea."
But are there any studies showing it's accurate?
Depending on the circumstances, of course measurements of value-added data can be accurate. It's just a question of measuring the *difference* in two values, rather than just one value -- same as measuring how much a child's height has increased during a year, rather than what her height is at the end of it. It all comes down to the accuracy of the yardstick and the measuring process, not to whether it's valid to subtract the beginning number from the ending number and call the result "growth."
Here's an example I gave a while ago: "The business about scores changing reminds me of when I was pregnant with my twins, and I had one prenatal where a medical student was present. The OB said to the student as they were measuring my fundal height, "This is the problem with twins. *I* don't know where she's supposed to be. She's bigger than she was last month, that's what really matters." Similarly with the measurements taken at the ultrasounds -- I was told they might not be totally accurate (especially the weight estimates derived from them, which were indeed way off), but the point was that they kept going up, indicating that the rate of growth was normal. Stalling out would have been a matter of great concern."
Helen Schinske
Helen Schinske
Or are they also intending to require a year-end exam for 6th, 7th, and/or 8th grade?
For future middle school kids, or anyone concerned about getting HS credit for classes taken in middle school, this could also be an influence there.
Actually, since they are planning to roll these out for LOTS more subjects, parents of middle school and younger students might want to pay attention because your kids may find these EOC exams in all core subjects.
I am not saying these are good or bad. They could be a bit of both. But they are something very different in the state and it is worth paying attention.
Helen Schinske
As long as an end of course exam is aligned with what's been taught, I am not sure it should be a problem. Maybe a better measure of teacher effectiveness rather than the MAP? Just thinking outloud.
All ideas will be published, and voted on readers. The winner "may" see their classroom built in a new charter school. (?) Anyhoo, seems like a good platform to share visions of what classrooms could/should be physically- and how that might shape the teaching and learning experiences.
http://www.slate.com/id/2269307/
It all comes down to the accuracy of the yardstick and the measuring process, not to whether it's valid to subtract the beginning number from the ending number and call the result "growth."
The results are accurate, but what they mean is up for interpretation? That makes sense. But another question is whether they accurately measure "student growth" - taking into account things like measurement error and the learning that occurred through the simple fact of taking a test. For instance, if you took the same test twice in a row, would it show growth?
Completely different open thread comment. View Ridge, Thornton Creek and now Bryant have all been broken into in recent weeks. VR twice.
school break in
Diane Ravitch Seattle Oct 5 2010
Q. Will passing the math EOC be a graduation requirement? Or a requirement to pass the class? There is no mention of that for math (unless I missed it), but for biology the FAQ specifically says passage of the biology exam is a graduation requirement.
He gave me information about the music program at Hale, which is something I've had a hard time getting info about for when my middle schooler moves up. (We now live in the Hale area instead of having a Roosevelt assignment as we probably would have had under the old plan.) Evidently the remodel is creating some space challenges, but so far, it doesn't look like there is really an orchestra option right now. Great radio, great (I've forgotten the words here) experimental or amplified program, but standard band/orchestra aren't as popular. He said the district is committed to trying to have similar offerings at every school - so there is a possibility that given enough string players there could be funding for someone...but he didn't think there was much right now. He also remembered a community group that got active last year (as do I) that he hasn't heard anything from lately. Are any of you still out there? I thought maybe I had just dropped off their list - but Harium hadn't heard from them either.
Since it was just me, I got to share some personal experiences with the current math curriculum that he seemed genuinely open to hearing. I also got to throw in my two cents worth about the need for the board and the district to look at data more deeply before making decisions. One example of mine was that regardless of what statistic you use to evaluate student performance, those statistics don't take into account the amount of tutoring (professional or parental) that goes on out of school for students who pass.
Anyway - just some notes from what turned out to be a personal coffee chat with Harium.
Solomon asks: You "attended an all-girls parochial high school. How did that shape you?"
Ms. Gates replies, "The Ursuline nuns were a bit more liberal, so they really taught us how to think about the problems of the world. The school’s motto is “Serviam,” that is, “I will serve.”
So she got a liberal-arts education where she learned how to think critically about world problems (problems that might not have a specific answer), and the motto was "to serve."
Why, then, is the Gates Foundation promoting the destruction of the liberal arts, the focus on non-critical thinking through standardized tests expecting specific answers, and a competitive model that support NOT serving, but rather following and competing and scoring points on the "race to the top" of "college, career, and life"?
hmmmm....
For all of you always looking for fun activities for an auction -- they did something called "heads/tails" that I enjoyed watching. Everyone who wanted to participate raised their paddle to donate a given amount. (I think it was $100 -- remember, this is a well heeled crowd.) Then the participants stood, and placed a hand on their head or tail. THe auctioneer tossed a coin, called the side it landed on, and those who chose the wrong option sat. This continued until only one person was standing. She got some sort of prize/reward. I didn't see what it was. It was lots of fun.
Alas.
Way to go, Alliance. Way to support teachers and education.
See:
http://seattleducation2010.wordpress.com/2010/10/23/watch-diane-ravitch-wayne-au-jesse-hagopian-dora-taylor-in-race-to-where-a-seattle-ed-2010-forum-on-the-misdirection-of-ed-reform-now-online/
Board Workshop re SAP and Graduation Reqs.
4:00pm - 8:00pm
Location: Auditorium, Stanford Center
I am glad to see that they are working on the SAP already.
push back is happening all over the country - when is Seattle going to get organised?