Tuesday Open Thread
Not that it's really a surprise but this story from The Guardian is making news:
What would help kids do better in math and English? Apparently it's philosophy. From Quartz:
From the Washington Post, kids at one elementary school found their desks and chairs replaced by half-ball seats.
What's on your mind?
Allowing students to use computers and the internet in classrooms substantially harms their results, a study has found.The study was undergrads so it's not clear if the results would be the same for K-12 students.
The paper published by the Massachusetts Institute of Technology found that students barred from using laptops or digital devices in lectures and seminars did better in their exams than those allowed to use computers and access the internet.
The researchers suggested that removing laptops and iPads from classes was the equivalent of improving the quality of teaching.
What would help kids do better in math and English? Apparently it's philosophy. From Quartz:
In a move you don't see often, Tacoma Superintendent Carla Santorno and her Board have fired their facilities manager over his lack of notification to the district about lead levels in some Tacoma schools.Nine- and 10-year-old children in England who participated in a philosophy class once a week over the course of a year significantly boosted their math and literacy skills, with disadvantaged students showing the most significant gains, according to a large and well-designed study (pdf).More than 3,000 kids in 48 schools across England participated in weekly discussions about concepts such as truth, justice, friendship, and knowledge, with time carved out for silent reflection, question making, question airing, and building on one another’s thoughts and ideas.
From the Washington Post, kids at one elementary school found their desks and chairs replaced by half-ball seats.
Kinesthetics requires using space differently from traditional classrooms. One elementary school in Kentucky, for example, replaced desks with sofas and little tables. A California school brought in stand-up desks only, with no chairs. Many schools are experimenting with replacing chairs with yoga balls.This week marks the start of the fall campaign season for Washington state seats. Over on the eastside, things are heating up in a race between two ed reformers, Senator Mark Mullet and Rep. Chad Magendanz who is challenging Mullet for his seat. From The Issaquah Press:
More than 10 percent of Mullet’s cash contributions this election cycle are from proponents of charter schools. Mullet and Magendanz were co-sponsors of a bill to salvage the state’s charter-school law after it was struck down by the state Supreme Court in 2015.It's hard to decide who would be worse in the legislature - Mullet or Magendanz - but Magendanz is arrogant and unyielding so I'd go with Mullet.
The vast majority of both Mullet’s and Magendanz’s largest contributions have come from multinational corporations, political action committees and special interest groups.
It’s a different scenario in the district’s House races, where four of the five candidates for the two seats have relied to this point mostly on personal donations.
What's on your mind?
Comments
A few notes:
Families at West Seattle Elementary want a Somali immersion program in their school. (Is it likely that the district could find six qualified teachers?)
Families at Beacon Hill and Mercer want an immersion pathway for high school and they definitely want it at Franklin High School. (Not interested in IB at Rainier Beach.)
A parent at JSIS who moved twice to guarantee her son a spot in the Japanese program believes And if something needs to be given up to strengthen pathways for language immersion, then I think it's HCC or APP or whatever the acronym is now for the highest levels of learning. Also If the Alliance for Education can swoop in and save Rainier Beach's IB program, then I have to wonder who else can we partner with to keep language immersion programs more sustainable? Is the Alliance for Education interested in language immersion too? What are the chances that Seattle's Families and Education Levy can help? And One thing is for sure -- PTSAs for at least some of these schools are still stepping up to fill in some gaps, ESPECIALLY if they feel confident about the future of language immersion. Some of us at my discussion table last night even said we would be happy to share some of the PTSA funds to help other language immersion schools who might not have a PTSA or as much PTSA fundraising power. Count me in on that!
JSIS and McDonald parents don't want to lose staff when attrition reduces enrollment in their intermediate grades.
Current aftercare holds almost 100 kids. There are an additional 56 on the waitlist for this year. Next year the school is moving to a new building. Projected enrollment is 700 kids (school is only built for 650) and childcare spaces are being reduced to 60 slots. With the addition of the bell time changes (school will be ending at 2:05pm next year) many families are left without any safe options. The middle and high schools get out later than Schmitz so even teenage caregivers is out of the question.
For a city that touts itself as family friendly, the convergence of SPS and city reducing safe and quality childcare is counter intuitive.
Reminds me of the time my child returned to school one Monday and found their desks and chairs had simply been removed (not a one person job, so parents helped in the endeavor). They were supposed to sit on the floor. My child liked having the personal space that a desk provided, not to mention the basic functions that a desk and chair served. I am imagining, however, the fun they would have had with movable ball seats, much to the teacher's distraction.
-a parent
"Language immersion" is not considered part of "basic education," as defined by the state, but "highly capable" is.
I am continually amazed by SPS - they create, or allow the creation of, educational programs without any future thought about means to sustain them, beyond parental contributions. IB and language immersion have similar funding issues.
-watching
HP
Notes from the Friday Memo
On Garfield:
We have had settlement and return to work offers with Carol’s attorneys for two weeks. We received a counteroffer today. We may be moving closer to a mutual settlement regarding placement and future field trips.
On High School:
24 Credit Task Force is recommending high schools schedules (for 17-18) that include three trimesters of five period days. This would allow students to earn up to 30 credits. Currently students have the opportunity to earn only 24 credits – which is now the state requirement. Which also mean a potential drop in graduation rates even as we do better at preparing students for the future. This task force recommendation has a cost of $2-$5M – which is not a surprise – but also a great concern as we head into the 17-18 year with SO FAR no relief for McCleary or the Levy Cliff.
On Lowell:
Lowell has passionate educators committed to families and building trusting relationships with students. They have a dual focus with a large special needs student population, including medical fragile and homeless, and serve as part of the HCC pathway. They are learning how to provide deeper learning experiences for their HCC students – more than acceleration into the next grade level.
On NOVA:
Co-Teaching: With about 25% of the students having IEPs, they work hard at differentiating every classroom and doing that through co-teaching of several classes. And they insist on high standards for all students – without dumbing down the curriculum. They also work hard to insure that every student is known and welcomed. Special ed students are welcome everywhere and any student is welcome in the special education quiet centers.
On Lafayette:
Race and Equity – they have had a team at the district training and have been working to build readiness in their building. The school has changed dramatically; they have one of the largest boundaries in the district and now take in students from what used to be the neighborhood for Pathways. They have become 30% F&R and 35% of color. They are planning their first ever cultural night. They have moved to “flexible grouping” to replace the racial disparity in their Spectrum classes and will implement “walk to math” next year with fluid and flexible groupings.
On Staff Changes:
Staff Changes: – I have been asked about staff turnover. Each story differs as to why people are moving to other districts or positions. Our district offers challenges because of size, culture, and complexity. No other district in our state has the same governance structure. No other district in the state has as much independent, school based decision making. No other district in the state has the level of public engagement over many issues. No other district in the state has the same level of expectation of specialized programs that should be offered. These and other unique characteristics make Seattle a wonderful place for educating students and a challenge for those who work here. Whether those challenges contribute to staff turnover is a matter of individual case.
SEA:Met with us to discuss their concerns about the number of teachers and staff on
administrative leave.We agreed that the backlog of investigations is creating hardships
on staff as well as budget.We shared some of the steps we are taking to reduce that
backlog.
hmmmm...
reader47
NEmom
SPED COMPUTER STOLEN
: Another computer belonging to a SPED School Psychologist assigned to Eckstein Middle School and Queen Anne Elementary School was stolen from the individual’s car on Friday, May 6th.
From our investigation, this laptop contained significant sensitive information.
DoTS is working closely with SPED, Legal and Communications to
address the situation. The computer is equipped with our CompuTrace Service, so if the computer is connected to the Internet in the future, all of the data stored on it will be wiped.
DoTS is also pursuing several additional ways to help secure and protect information, in the likelihood of future laptop losses. These include:
Working with SPED to assure that all sensitive information used by their Psychologists is stored on One-Drive (in the secure cloud) rather than on the laptop.
Providing Awareness Training to all SPED Psychologists and others with laptops containing sensitive information
Encrypting all data on all District Laptops
Implementing “Two-Factor” authentication for laptops so that access can only be gained if the user has both something they know (such as a password or PIN), and something they have (such as a keycard, fingerprint or even facial recognition).
Since many of the SPED Psychologist laptops are old and do not have modernWiFi capabilities, DoTS is recommending that we utilize a small portion of the BTA IV Bridge Funding that has been requested, to immediately replace these old laptops so that we can easily implement the services noted above, to help secure sensitive data. This is fully funded in BTA IV.
These are pretty simple and standard security practices that are being suggested - it's kind of scary that they are just now being suggested for implementation...yikes!
reader47
Should I be calling someone to check on this? My child is an incoming K and I haven't gone through this process before.
CP
-sigh
That said, AP looks easy compared to IB. Again, all IB classes that require testing (so all SLs and all 2nd year HLs) would have to be taught during the first two trimesters. But students would have to retain the material, with no teacher reviews for two months. And since you need to take five IB classes your junior year to get the diploma, you would have no chance at all for an elective that year until third semester, and then your whole schedule would be electives since no IB class could be taught third trimester. Maybe the first year of HL classes could be taught during Q2 and Q3? But that means that IB teachers would be overbooked in Q2 and underbooked the other Qs. I just don't see how schedules work out for students or teachers with this plan. (I guess if the current schedule actually had room for a significant number of random electives - like creative writing or French Literature, then it could work, but that is not the case.)
Did people on the taskforce explicitly address AP and IB schedules and electives like orchestra and drama?
Is there any further info on how this works? On the surface it seems ok (and seems like it might be able to help the capacity issues, as of course most students won't take 30 credits), but after more thought it seem odd. Why 30 credits? With 4 years of high school, shouldn't the total number of credits available be a number that is divisible by 4? I'm thinking this means a longer school day as well, as going from 6 classes to 5 would not to make up for the instructional time that is lost by being reduced from a semester to a trimester. How do the credits work? Would classes that currently take a full year only take two trimesters?
Mom of 4
Were parents told? What about the student data on that computer?
I'm not understanding this:
"Since many of the SPED Psychologist laptops are old and do not have modernWiFi capabilities, DoTS is recommending that we utilize a small portion of the BTA IV Bridge Funding that has been requested, to immediately replace these old laptops so that we can easily implement the services noted above, to help secure sensitive data. This is fully funded in BTA IV."
One, why hasn't the district bought up-to-date laptops for this important work? Two, nothing irritates me more than staff saying something new can be funded out of a BTA or BEX fund. The number of things that they like to say are "covered" by these levies is pretty funny. Someday, I'm going to do a comprehensive check of what was promised to voters versus what the money really got spent on.
Mom of 4
HP
Do most Somali students in Seattle speak Maxaa? (There are other languages.) Here's something about a program being started in Portland: http://www.opb.org/news/article/portland-somali-language-program-somalia-education-maxaa-maay/
LisaG
So....school start times are changing, SPS could potentially switch to a new trimester schedule, and students will soon be transitioning to a new high school?
chaos
Or is my memory failing me?
northwesterner
I wonder if the task force looked at that.
- Frustrated as usual
reader47
Year 1: Spanish 1A, 1B, 2A
Year 2: Spanish 2B, 3A, 3B
Year 1: Algebra 1A, 1B, Geometry 1A
Year 2: Geometry 1B, Algebra 2 1A, 1B
This change seems like it would be a hard sell.
-wary
Regardless of which HS becomes part of the pathway, the district is way off the timeline. The HS will need time, $$$, and buy-in from staff to prepare. It is a two-year process that the district has not yet funded. The first cohort is currently in 7th grade.
--citizen electron
End PC
NEmom
Seattle parent
NEmom
DoingTheMath
https://www.seattleschools.org/families_communities/committees/graduation_requirement/
-argh
DoingTheMath
What does the teacher do the 3rd Trimester after the 2 trimester AP class. Do they not teach? How does this work? Chaos?
Seattle parent
If each school only offered one language this problem would largely go away (so, say Japanese at JSIS and Spanish at McDonald.) I was at a meeting where a JSIS parent said that could not be done, because it is important that the schools be "International" not just Immersion. Sigh. (Note that the two immersion schools share a border and are now supposedly both "Option" schools.)
Limiting the number of languages District wide (I would vote for Spanish and Mandarin) would make it much easier to share resources and create a pool of trained teachers and IAs. Adding Somali seems....quixotic? (We are talking curriculum immersion, not ELL services.)
Interesting article about schedule changes. Kennedy High in Richmond CA is a very tough school. Glad to see this high graduation rate.
My kids had 6 block classes a week.
one class, usually math was held for an hour at a time, but other courses each had a turn at a two hour block each week.
Seattle parent - a teacher might teach four sections of 10th grade English A (1st half of the course) the first trimester, two sections each of A and B the second trimester and four sections of B the third trimester. AP classes seem to be scheduled for the entire year.
Jet City Mom - the task force isn't recommending a six period schedule though - just five.
Money Matters
(see the link for Seaholm High School in MI)
-googling
Irene
What's working for students now?
What are other districts in Washington State doing to help students meet the new credit requirements?
-??
I can answer that one... The kids can now go to Summer School they have started that again after a couple of years of not.
They can take the extra credit courses that are in some schools (Franklin is one) that has an online program that is set up for whatever credits they need.. it is through Edgenuity whom contracts throughout the district for "online" learning.
They can go to Middle College sites or Interagency to do just that - online learning - with an "advisory" class that is about Social Justice to meet that component of well "social justice" whatever that is
or they stay at the school they are at and enroll for a semester to earn them.. you don't see that much but it is possible.
And that is also the role of the Cascade Homeschool partnership and the kid can again go online do the "course" and of course the district will sign off.
- Hope that helps
The reasonable high school for the SE language immersion path would be Franklin. There is no natural association between language immersion and IB. I think we all need to remember that language immersion and international school are not synonymous either.
So that brings up another question: what are the purpose and goals of international schools?
Likewise HCC has no impact on the funding for language immersion since HCC classes, unlike language immersion, don't cost the district any more than general education classes.
The comment made by the JSIS parent was simply uninformed and should be ignored.
Last I heard, Cascade Parent Partnership serves only grades K-8. They took away the high school-level instruction offerings several years ago.
-North-end Mom
If you know differently, then say so.
I found the same one that "googling" above mentioned, as well as a couple others. I'm sure there are more. But it begs the question--how would SPS do it???
Dallastown Area HS in PA has 2-trimester-long AP classes, although on further inspection this is a new thing for them this coming year.
San Luis Obispo HS. AP classes are 2 trimesters, but many music classes are three trimesters. Some non-AP math classes are also year-long.
DoingTheMath
I know they did but they may be able to help with credit acquirement, that is what the charters are doing so it is worth asking.
- Hope that helps
http://digitallearning.k12.wa.us/
HIMSmom
-Fishing4 Info
It's a hodge-podge of a program and no one at JSCEE will address any questions in any real way.
Very disappointing especially since directors seem willing to stand up for other programs/services.
At the very least, it should be made clear to parents what is happening.
2HC
-Fishing 4Info
-Fishing 4Info
For example, this was in the recent responses to questions asked at the Highly Capable oversight work session:
Q: What is the reference to “misinformation disseminated throughout the community” referenced in Slide 32?
A: Slide 32 is specifically in reference to multiple blog posts and emails sent either directly to us or to us via Teaching and Learning leadership, School Board members, Ombudsman, or parent groups with which we meet. This information can be inaccurate or misleading. For example, an issue we have had to address multiple times is the claim that “they [AL and district] have done away with Spectrum.” This is simply false. Schools are moving away from a self-contained model, but the Spectrum program very much exists.
I wonder how exactly the district defines "the Spectrum program."
HF
-who knows
2HC
If we look at this from a purely scientific standpoint and take equity issues out of the equation, the first two items in the mission, linguistic skills and higher-order thinking, are not benefits to native speakers in a language immersion program. Learning in a second language uses completely different areas of the brain compared to learning in a native language. It's *second* language immersion that provides the benefits that SPS attributes to the program. A native speaker of Spanish would get those benefits by going to a school where they learn in English.
As for whether IB should be a logical progression from an immersion program, I agree with Charlie there's no natural association. The diploma is simply recognized by an international governing body and doesn't necessarily further global perspective, unless it's used as a stepping stone to international higher ed.
-language educator
Yes, but the SPS immersion model is only part-day immersion. The idea is that students get half the day in the second language. For native English speakers, the "immersion"language provides it. For ELLs, the English portion of the day does (and the portion of the day in their native language allows them to make easier progress in that area, rather than struggle with language issues all day).
But really, why are "linguistic skills" and "higher-order thinking skills" specific to international schools in the first place, and not the goal of ALL our schools? And having been a part of two "international schools" in SPS, I haven't really seen the "global perspective" piece come through any more than an any other non-international school. I find the SPS International Schools page lacking in substance, but maybe as a language educator you can explain what I'm missing in that diagram that lays out the vision, and how it's substantively any different than non-int'l ed.
EE
Missing Something
NEmom
sorry--NEmom
Dr. Nyland's piece is the base memo which can be viewed by clicking on the the hyperlink with the date.
The district notes they had a 15-year lease with the City which expires on June 30,2016 BUT they don't say how much they paid on that lease. Not good. They do say they asked for a reduction in rent but it was denied.
The original contract (which is attached) says they paid $85,050 for the first year with the rate going up every year per the Consumer Price Index for all Urban Consumers (CPI-U). That price didn't include operating expenses.
And here's the description they have for the school:
"Since 2001,The Center School's rigorous, college-prep, academic curriculum (sic) has attracted positive attention. Located in the Center House, the school utilizes resources in the heart of Seattle's cultural, civic and arts communities. There is an effort to extend learning beyond the classroom walls by using professional venues for drama classes, creating partnerships with local artists, and involving ourselves in the city. A focus on social justice issues also provides opportunities for students to have an impact on the world outside the schoolhouse."
There's some irony there. They want the Board to sign off on the lease agreement for a school that appears to be losing its arts focus next year and that the district fought with a teacher about on social justice teaching.
https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/committees/Operations/2015-16/20160519_Agenda.pdf
@EE I also agree that at the middle and high school levels in Seattle there doesn't appear to be a substantive difference between gen ed and international ed, other than making sure the appropriate level classes are offered. Suggesting in that diagram that it's more than a pathway in MS & HS is a bit disingenuous on the part of SPS. That said, I hope families in the program at the upper grades will chime in here if there is more to it than that.
But the elementary program, immersion, IS substantively different from gen-ed. An immersion environment makes all communication in the target language authentic, so it's closer to the way we learn our first languages. Authentic communication in the target language is far more effective than 50 minutes of French class every day. Language immersion offers cognitive benefits beyond just learning the target language; this is where the "higher order thinking" comes in.
FWIW, the blue section in that diagram is a very oversimplified representation of this Global Competence matrix: http://sites.asiasociety.org/education/globalcompetence/.
-language educator
-very wary
My child was offered a spot at my preferred school! Hopefully, your wl position moves as well.
CP
HP
http://www.seattleschools.org/admissions/registration
Frustrated as usual
HP
Today, when Spectrum classes are not self-contained, the whole idea of a finite number of seats has no legitimate rationale. At the middle school level, every Spectrum-eligible student is supposed to be enrolled in the program. At the elementary school level, the district's refusal to set aside seats for Spectrum students creates an inequity since the program is only available to students living in the attendance area for the Spectrum site. Out of area students can't get into the program because there are no seats in the school for out of area students. When the New Student Assignment plan was designed, it was supposed to make provision for programs within the schools. For example, a 400-seat school would have space for 100 Spectrum students and 300 seats available to neighborhood kids. The attendance area would be sized so that it captured only 300 students instead of 400. The District forgot that when drawing attendance areas so that there isn't any room for Spectrum students unless they live in the Spectrum school's attendance area.
Of course that doesn't begin to explain why the school has to limit Spectrum seats when the classes are not self-contained. That makes no sense at all.
I understand that as a neighborhood school it is tricky to predict enrollment, but May 31st is the last day to be assigned to a program.
Link to the form (clearly intended for actual medications - what is the "diagnosis" or "dosage" for sunscreen?):
"http://www.seattleschools.org/UserFiles/Servers/Server_543/File/Migration/Admissions/medauth1.pdf)
Mom of 4
Community/Partnership Meetings:
- PTSA – I met with the General Counsel PTSA Board today…. Flip Herndon joined us to talk about the Task Force and work being done in regard to wait lists, attendance boundaries (Cedar Park and HCC pathways).
HIMSmom
It is not extreme for some people to get very burned in a short period of time, especially when having fun with friends in the wind where you might not feel the burn take place.
NEmom
HP
>6-9 month gaps between core classes (for ex: geometry Fall/Winter of year one; Algebra II Winter/Spring of year two)
>Increases homework, as more material needs to be covered per day and timelines are squeezed. Does not decrease homework as suggested.
>College prep schedule fills all available slots; 4-year pathway must be planned out before freshman year and makes scheduling very tight
>Leaves very little wiggle room for a student in a year-long music program
>Puts IB and AP students at a disadvantage compared to their peers in other districts; task force admits there may be issues with feasibility of IB (p 15 of the report)
>The district relies on IB as a capacity management tool. If this goes away as an option, neighborhood schools will be increasingly over capacity.
>Concerns about teachers (advisory) taking on counselors' responsibilities.
No 3x5
>lack of continuity, as there is no guarantee the 1st trimester of a class will be taught by the same teacher as the second (or third) trimester
-very wary
-Fishing 4Info
While these are important considerations, the Task Force ultimately felt that providing all students with the same credit -bearing opportunities, as well as consistency from school to school and equitable access to districtwide programs, outweighed the need for autonomy. However, the Task Force retains it as an option for consideration if the 3x5 schedule is not accepted or deemed feasible.
This schedule recommendation would mean that schools would be able to choose their own daily schedules, provided:
Schools offer at least 27 credits
The schedule includes an advisory
The schedule fits with the semester calendar
Schools increase credit-earning opportunities for (at least) ninth grade
Schools increase school-based extended learning opportunities
DoingTheMath
Now that I think about it, if I was a teacher, I'd be dreading having to come up with all new lesson plans and course organization.
No 3x5
I hope the board sends another message to Olympia. It is time for Olympia to stop foisting unfunded mandates on our schools and children.
If parents can look at the 3x5 option and quickly see it would be problematic for many reasons, how did it even get to the recommendation phase? I could understand listing it as an option that was considered, but for reasons x, y, and z they rejected, but they put it forth as a recommendation. Then again, it's a Task Force recommendation. We know even sound recommendations may get ignored...
-very wary
HP
DoingTheMath
Next year, high schools will start at 8:45. A zero period class could be held from 7:50 to 8:40. Starting 2017-18, 20 min will be added to the instructional day. HS start times could move back to 8:25, with a zero period at 7:30. Breakfast service would need to be extended, adding another cost.
It occurs to me that Q2 would probably start just before the Winter break, so no real teaching and learning (for a Q2-Q3 class at least) could be done until after that.
Here's what unsigned anonymous said about this above, in case the post is removed:
"Could the district fund it? The Task Force discounted a 7 period option, but in their schedule comparison, the rough cost estimate was not too different from the system wide change to a 3x5 schedule. Would the 7th period occur as "zero" period? Given capacity issues, the district may be forced to add a flex period/zero period.
Next year, high schools will start at 8:45. A zero period class could be held from 7:50 to 8:40. Starting 2017-18, 20 min will be added to the instructional day. HS start times could move back to 8:25, with a zero period at 7:30. Breakfast service would need to be extended, adding another cost."
No 3x5
Too many transitions? That's one extra transition per day, but likely only for some students. And it's FEWER transitions over the course of the year, since you'd take 12-14 classes as opposed to 15.
In-depth learning? A longer period may allow more in-depth learning in class on any one day, but the shorter term will get in the way of in-depth learning, as will the overall decreased number of minutes allotted to each class.
Personalization? I'm not sure exactly what exactly they were looking for, but with 15 classes per year instead of 12-14, you'd have MORE teachers to deal with, and less time with each. Plus, you'd be much more likely to have discontinuity between the the first part of a course and the second part.
Increased homework? Under a 7-period day, most students could still just have a 6-period schedule, so homework wouldn't change for most. But the idea that a 3x5 schedule reduces homework doesn't make sense. You may only have 5 classes, but since you have to move through the material much more quickly, you need to do MORE homework on a daily basis--more reading, more practice problems, more writing, etc. And think about it: if you're taking 15 classes per year instead of 12 or 14, why would you have less homework?
The whole idea that a 7-period day represents an "increased course load" over a 3x5 schedule seems flat-out wrong to me. On a daily basis, it's correct. But over the course of a year, 15 classes is MORE than 12 or 14.
DoingTheMath