Tuesday Open Thread
Congrats to the Catherine Blaine girls soccer team for winning the K-8 championship for Section 7AA!
Great story from Crosscut about the City's new new youth arts manager, Ashraf Hasham, at the Seattle Office of Arts and Culture (OAC).
SPS still struggling with operations; Exhibit One, from the Board agenda for its meeting tomorrow night.
CBS News reports on a new documentary about Black girls in schools being punished more than others. It's called Pushout: The criminalization of Black girls in schools.
The FDA has approved a contact lens for kids to slow the progression of nearsightedness in kids.
What's on your mind?
Great story from Crosscut about the City's new new youth arts manager, Ashraf Hasham, at the Seattle Office of Arts and Culture (OAC).
He’ll guide programs such as The Creative Advantage, which provides equitable arts education in Seattle schools, and build partnerships with creative industries to encourage youth toward art careers.You may recall my post about Loyal Heights Elementary parents who were very unhappy with their principal and their gathering of names to ask that she be removed. Well, props to them because the Superintendent announced a new principal. This is big because 1) elementaries tend to not have the power that high schools do, 2) getting a new principal not even mid-year? hmmm and 3) the original principal? Where did she go? Also, interesting wording from the Super, story from My Ballard:
“I love that he graduated from Ballard High School,” OAC Director Randy Engstrom said of Hasham’s hire. “He’s from here, he has deep, lived experience and relationships here over many years.”
"It certainly has with Creative Advantage, the arts education initiative through Seattle Public Schools, which my predecessor Lara Davis established six years ago. It won awards nationally for working with big bureaucracies and tons of community partners to have a collective impact, where you're actually getting arts education to every single young person in Seattle Public Schools. In 2020 we’ll have seen it go through every single school."
“Feedback from LHE staff and community indicated the desire for a leader who listens to their voices and perspectives; a leader who cares, is hardworking and transparent, and one who will be visible,” Juneau wrote to families. “Mr. Berkenwald embodies these characteristics, and his extensive school leadership experience make him a great fit for the LHE community.”I take that to mean the original principal, Geri Guerrero, was none of those things for that community. Also, I heard many, many Washington Middle School parents express the "desire" for the same things last year and yet, they had their dysfunctional principal for the entire year.
SPS still struggling with operations; Exhibit One, from the Board agenda for its meeting tomorrow night.
I move that the School Board authorize the Superintendent to execute a contract amendment with Epi-Use for a total Not-To-Exceed (NTE) amount of $403,200, including taxes, for emergency SAP staff support services with any minor additions, deletions, and modifications deemed necessary by the Superintendent, and to take any necessary actions to implement the amendment.
Our technical expert in SAP Payroll/Benefits has resigned, leaving us with an emergency skills gap. The work associated with this position are critical functions that change throughout the year as a result of changes to school health care benefits (SEBB), Collective Bargaining Agreements (CBA), general system maintenance / fixes, and other projects and enhancements.So one person leaves and the district is in near-shutdown of these tasks? And $400K - how many psychologists, counselors or nurses could that have paid for?
CBS News reports on a new documentary about Black girls in schools being punished more than others. It's called Pushout: The criminalization of Black girls in schools.
The FDA has approved a contact lens for kids to slow the progression of nearsightedness in kids.
What's on your mind?
Comments
Fed Up
- It should be understood that states and districts vary in how they define "gifted and talented," and qualification criteria can vary from say 90%ile (or lower) on various measures to 98-99%ile as we have in SPS. A nearby district could just as easily use 95%ile as the threshold (SPS uses 95%ile as the achievement test threshold, and 98%ile as the cognitive test threshold). It's up to the district or state, which makes comparisons between states somewhat more complicated. It's also complicated as not all states mandate services for "gifted" or highly capable.
The table is a summary of "Percentage of public school students enrolled in gifted and talented programs, by sex, race/ethnicity, and state: Selected years, 2004 through 2013-14." Some observations: Vermont had only 0.3% enrolled, while several states were >10%: GA (12.9%), IN (12.1%), MD (16.0%), SC (13.4%), and VA (12.1%). For comparison: CA (7.8%) and TX (7.6%).
These numbers suggest that the 2% discussion put forth in Juneau's opinion piece come off as uninformed and intentionally lacking nuance.
That the district is using Oakland as a model is also concerning - it's a low performing district that the middle class has largely abandoned (unless perhaps they live in the Oakland hills). It was so mismanaged at one point that it was under state control.
random person
Mr. Theo Moriarty
-long road
Thanks so much for your work. You have consistently worked to assure district transparency and accountability. Your blog has documented Seattle Public School's history...like no other.
The personal attacks on you above and ongoing, are just ugly. I do have kids in Seattle Public Schools, and because of attacks like those above, I could never do what you do. I don't always agree with your positions, but I believe you perform a tremendous public service and that kids in Seattle are better off because of it. Thank you!
Without this blog, I wouldn't be as informed as I am about what I care about--my kids' education in SPS. I combine my local education reading on the blog with other news sources, but only with this blog do I get some real unbiased info.
Thank you for all the effort you put into researching topics of interest regarding education in our district, statewide and nationally. Delete and ignore the trolls. They seem to be on every social media platform these days.
KL
Criticisms and critiques are sorely needed in this school district. Ignore the troll personal attacks and carry on. Thank you for your work.
DistrictWatcher
I’m an Autistic lawyer and mom and a big fan of your blog. I find information here that simply isn’t available elsewhere. Please keep up the good work.
I don’t know or care whether you are Autistic, but the idea that there is something wrong with Autistic people choosing to passionately participate in civic life is deeply offensive. I hope the poster will consider how hurtful their comments were.
why do you spend your time attacking Melissa?
You should know that many of us who do have kids and participate in SPS greatly appreciate this resource and the time that Melissa takes to provide information and a forum about the district and education matters that we might not otherwise have access to.
If you don't appreciate this blog or Melissa's insights, then it's quite simple - don't read it. Slandering Melissa by making insinuations about her employment history, her dead husband, and mental state suggest to me that you are the one who needs mental help.
pot meet kettle
In it then you're suggesting that both the blogger and commentator "needs mental help".
Perhaps you should slow down and have a better understanding of the words you use.
--Owler
https://www.myballard.com/2019/11/19/licton-springs-k-8-could-move-to-remodeled-webster-school-in-ballard/
What does the community want?
I should have used the moniker
glass houses
We all have mental issues; I just don’t like people armchairing psych when they don’t even know me.
That goes for all others; cease and desist. And most of all, don’t tell me what to do with this blog.
You are a person of good character, and we're lucky you're around.
With Gratitude
Every single accounting or property reconciliation can be accomplished using a spreadsheet.
SPS needs a outside entity to take over the districts funds, the amount of money these people waste is outrageous.
BTW the person who is assgnied to SPS for SAP administration will not be paid more than $80k, but the contractor will be paid $400,000 +.
Nice work
Thank you!!!!
DJW
But I’m not turning off comments because you tell me to.
It's the means, not the goal, people are suspicious of and skeptical about.
Granted it takes a lot of skill to make a truly objective survey, but the pro- Ed Reform slant of this one is pretty apparent. Nice that they've already answered for us and merely ask us to rank them.
Where's the opposing view represented?
--Oops
And because of limited resources and limited abilities to meet EVERY level or need, schools might (if they're lucky) have, say, two "levels" of class: Gen Ed and Honors, for instance. Gen Ed will include many more diverse abilities than an Honors class. Yes, AL can have a wide range as well (let's say, at 9th grade, 9-12 with many 10-11) but typically it won't be as wide as Gen Ed (at 9th grade, 4-10, with many at all levels)
But the main factor is the behavior I mentioned at the start. AL classes are just more tuned in, as a whole, and less likely to disrupt.
Of course, as Techy Mom points out, students aren't a "level" - they are each unique with individual aptitudes and deficits in different things. So this is all gross generalization. But operationally, these factors pertain. So whether schools are fully funded or not, those who would benefit most from smaller classes would be Gen Ed. Of course ALL students would benefit from 10/1 student/teacher ratio, but in the real world we can't do that, so we have to decide how to allocate. Those who are at the 4th grade level in 9th grade NEED smaller class sizes more than those at the 11th grade level in 9th grade.
I have heard that spectrum classes are better self mangers, but that classrooms of hc students are worse than gen Ed. I think it's equally likely that there is something about the groups of bc kids(wider levels than in gen Ed) as it is selection bias- spectrum classes are kids whose family chose a program in a school, while hc families left their entire school and neighborhood(so something really must not have been working).
But I have always thought walk to math should have different class sizes, and we currently pay for smaller class sizes in high poverty schools because that population makes larger gains than anyone else with those sizes. Those both seem like equity to me.
-sleeper
Not very smart.
PH
And I'm 4'8" and 60 years old? Seriously, I would issue a throwdown to someone? Please.
Actually, many should tune in because I have some fairly interesting things to say.
Amplify sounds like it does not encourage hands on work. You don't learn about designing experiments with controlled variables (just setting people up to be gullible for quack science like these pop up stem cell clinics), and don't focus on data. Amplify is focused on writing and exposition, curiosity, made to help students engage without the pressure of rigor, without needing math (which you need to understand data).
Add I understand it, this was implemented without review. Who can I get in touch with advocate for actually adopting a science curriculum that teaches science?
There is a lawsuit going already; I'll try to get an address for anyone who wants to donate to help the cause.
I think you should wait for the new Board to be seated and then write to them and tell them about your background and your concerns. They need to hear this, loud and in numbers.
spsdirectors@seattleschools.org
This blog has been invaluable for keeping me up-to-date on issues. I wish there were other sources. Thank you again. And thanks to all the commenters; your comments help me see discrepancies in treatment and policy across the schools.
--Sara
BLUE SKY
Spike
Jan
Do we need the DOJ to monitor excessive force in our city's schools as well as in the police department?
There are procedures for dealing with disruptive students and throwing things is not one of them.
Angry
But the real issue for me has always been their "nanny-state" mentality. You have to accept their bylaws whole cloth, even their references to the desire "to develop . . . the highest advantages in . . . spiritual education.". Apparently the separation of church and state in public educatioin isn't really that important. This year, we had to amend our bylaws so they could dictate to us when our nominating committee needed to get started and to complete its work! What possible need could there be in uniformity across the state on that one? But the thing that really galls me is that they h ave the right to come in and sweep up your school's PTSA funds if they decide your PTSA isn't paying by the rules. Sure. When I talkmtostate PTSA leaders they tell me they've never even considered doing something like that. I hate even the possibility.
TexMex
As an aside, in going back to the sale of the MLK building during MGJ's tenure, it was sold below market rate in part because of some policy that was written to facilitate the purchase. The district sold it to First AME for $2.4M when they initially had an offer from Bush for a $9.7M long-term lease.
state-investigates-seattle-districts-sale-of-mlk-school
(Seattle Times, 6/5/2011)
"The sale of MLK was the first test of a revised School Board policy, one that allowed it to sell an empty school to the low bidder if the bidder agreed to set aside at least 50 percent of the building to support youth education or social services."
interesting
Interesting, funny how you brought up selling property. I'm starting to get worried the new Board will be less interested in boring policy and details (except for Mack and maybe Harris and Rivera Smith) when it comes to negotiating with the City about Memorial Stadium. Making a bad deal there will haunt the district forever.
But I think that when district leadership is focused on those kinds of changes they don't feel it is important to invest time in other types of decision-making. Just like our last reform orgy with MGJ, we can expect another round of shortsighted logistical decisions, (school closures,etc.) that we pay for long after the reforms have been replaced with the newest thing.
I notice the comments have now been shut down and a perfectly reasonable comment I made was up for a while and is now deleted. I wonder if it's because I pointed out the absurdity of the move to dismantle HCC and integrate highly capable kids into all classes in order to fix "segregation" when their data shows less than 30% of AA males are even achieving 3rd grade reading and 5th grade math standards. If not even 30% of AA males are even reaching grade level standard, that is the explanation for the low numbers in represented in HCC. And how can a 3rd grade level class be anywhere near appropriate for kids who are achieving 5th grade (and often well beyond) reading levels or a 5th grade math class for those who already reaching 7th/8th grade standards when such a proportion is struggling to reach even grade level standards.
Get the more of those kids to standard and then worry about the numbers who are getting into HCC. It's putting the cart before the horse to blame the low numbers of AA kids in HCC on some pernicious fault of HCC. I wish someone could actually explain what they are going to do, you know, in the actualclassroom, to improve AA male achievement and how getting rid of HCC will help.
SPSuspicious minds
Kids...
Expensive but until you pay for college, pretty manageable and folks who read this blog's children all go college.
As far as two beng better than one, many times not true. Not true in many endeavors including parenting. Some single parents do quite well and enjoy building a support network for their children with other than a live in spouse type person.
As usual money grease the wheels and makes it awhile lot easier. Poverty is what keeps kids from graduating and contrary to popular belief, schools can educate and socialize children despite a dis functional environment outside of school. Schools are the only way to change the wealth imbalance. Educational level is the main division between economic groups and is used to maintain a class separation. When educational outcomes are equal between all students, there will be equal and fair economic opportunities. Outcomes, not just access.
WO
Finally IF you are going to put a judgement value on this type of thing, just to be kind, shouldn't there be some excuse clause like being widowed, being in an abusive relationship, being abandoned, spouse on 2 year deployment which makes you THE parent, falling in love with someone else and bigamy is still against the law (that one probably is a bit thin), etc. ?
TGI
https://www.seattletimes.com/education-lab/seattle-public-schools-has-a-new-performance-report-the-achievement-gap-isnt-part-of-it/
You might be writing your own blog post about it. I am going to limit my own editorializing and instead ask factual questions:
Does anyone know SPS's definition of SE Asian? Alternately, what students who are not White are being left out of the district's "Students of Color" definition.
Also, more and more families are selecting mixed-race as a category. Is that part of All Students? And any mixed-race child (even if presents as a black male but is half Korean, such as my child) is not in the SOC definition?
How is this data collected?
Mixed Up
longtime reader
One, that some here have lost the ability to listen. The people I named I said, whether they disagreed with me, treated me with kindness. That's a simple grace as you move thru the world; even if you are in different places, you can be kind.
The other, obviously, is how graceless and unpleasant some are.
Again, just go away.
More Noise Please
Thank you.
SPS grad/parent
Melissa, Charlie, and others who contributed on a regular basis helped me stay informed about SPS. I still care deeply about public education and our neighborhood schools and appreciate the knowledge and insight this blog has given me about issues in K–12 education and SPS as a whole. I have no idea how I will make decisions about school board elections from here out.
Thank you, Melissa, for putting your heart and soul into this often thankless job. I know how much work it has been. I hope that your new path leads you to something rewarding and relaxing!
aka SolvayGirl
Thank you Melissa. You will be missed!
BLUE SKY
reader
Thank you does not fairly express my sincere gratitude to you. Your posts have been so important to so many. Your Community Forum has been the "go to"place for information in this District. Your tenacity and dedication in fighting for public education, equity and success for all of our students was always obvious. Your willingness to take on the most controversial of issues was unsurpassed. You will be sorely missed.
Longtime Reader
Your kid will be in the classroom and will raise the classroom average level of instruction which will benefit 3rd grade performer. Maybe less than optimal for your kid who will likely be above average. But better for that AAM student who will benefit from a higher average instruction level. Pretty simple really. Isn’t that why we like HCC? Because we don’t believe that classes can address many levels, and we all really know the teacher teaches to the average? Dismantling HCC improves the ge average. Enlarging it diminishes ge averages.
Kashama
KL
KL
I hope your move brings you closer to family and friends.
Thank you for your many years of watching and reporting the movements of SPS for the enlightenment of us parents, and the benefit of all students.
Your absence will be a loss to all of us trying to navigate the seemingly endless muddy waters of SPS.
-StepJ
The strategic plan in which she is focused has a very narrow objective, and it does not include subsequent specific goals for special education as well as all students and that is IMO the issue.
KL
I have not always agreed with Melissa's perspective and she has disagreed with mine as well, but I've *always* turned here first to inform myself about SPS and Board goings-on. Much of the time, it's been the only source of information.
I can only hope the Seattle Times, Crosscut, KNKX, KUOW, and other local outlets are ready to fill the void the loss of this blog will create. Honestly, I'm not optimistic.
Best wishes in your future endeavors, Melissa, you deserve it.
Ruthie
Firstly, this doesn't affect my kid so my question is not coming from self-interest. It is coming from a genuine concern that SPS is destined to once again fail it its goal to raise AA male achievement, as it has every other time it has set out to do this. I am concerned because I haven't heard any specific actions they intend to take to make this happen. I'm talking about things that we might expect to see in the classroom or school - things that will actually touch the students on a personal level such as smaller class sizes, more in-class support from paraeducators, more reading or math specialists, using a different pedagogy, mentoring, intensive tutoring interventions, school-home partnerships, more attention to basic needs (breakfast, school supplies, health), preK interventions etc. All I have heard is "differentiation" and "dismantle HCC" and "embed ethnic studies in all subjects". None of these things will make any measurable difference unless accompanied by significant changes in at least some of the areas I mentioned above. Doing the same thing (even if you call it something different) and expecting different results is jokingly described as insanity. Putting HCC kids into a general ed class to "raise the average level of instruction" is not going to help kids who are struggling to meet the existing grade level standards. The kids themselves do not raise the level of instruction by - that comes from the teacher. The problem is not that that AA males are not being given instruction at a high enough level - the problem is that even the grade level material is too challenging. They need more support, more intensive instruction and scaffolding at this level - not harder material. And teachers are not going to raise their level of instruction if they know this will leave behind most kids, this theory only works if the majority of the class are HCC-qualified, and even then many teacher won't do it. If only 60- ish% of white kids and 30-ish % of AA males are achieving the reading standard in 3rd grade, then increasing the rigor of 3rd grade material to that of 4th or 5th grade without changing a lot of other things in the classroom and school, will result in more kids of all races failing to meet the standards. People like HCC because in an HCC classrooms, all of the kids are working on the same 2 grades ahead curriculum - the level of instruction, the class work, discussions, projects and faster pace of lessons etc, are at that level, which is appropriate for kids who have demonstrated the are ahead of their grade level peers academically. But this would not be appropriate or a recipe for success for all kids. Sure you can improve the gen ed averages by putting HCC kids in them (they currently help push up the school-wide scores at several schools) but that is not going to help lift the scores of any individual students who are below grade level. It's just numbers and optics. I wish people could see that.
When SPS describes what individual schools and teaching staff will be doing on a day to day basis that is different from current practice, and the additional resources given to tackle this (along with an accounting of the costs and plan for monitoring outcomes) then I will be less suspicious that this is just political point scoring for the Sup.
SPSuspicious minds
Thank you, again, MW, for keeping this forum alive for so long. There are sure to be voices who are rejoicing, as local news outlets will not come close to the focused, open forum that you provided. And to all those who contributed to the conversation and kept us informed - thank you.
(one of many) longtime readers
The firm was hired to "...assist the District in communicating budget issues and scenarios, as well as delivering messaging to the community regarding our Strategic Plan and helping smooth start of school for students and parents. We anticipate this work would begin in July 2019 and be completed in November 2019."
It certainly appears that the district spent $55K (enough to hire an IA, part-time counselor etc.) to manage low enrollment projections and subsequent budget issues (which community members predicted) and communication to dismantle HCC. $55K doesn't even scratch the surface when it comes to breaking HCC.
So, reader, I'm sorry the district didn't spend $55K on direct student supports.
SE mama
Am I the only concerned individual?
But that's not simple. The district is responsible to meet EVERY kid where they are. If they want to teach to some baseline - which others have pointed out may be a challenge for those kids that are not even close to proficient - that will be a huge change. And the district has not said this goal is related to resources. If not, then they need to make the effort to reach all kids.
This really smacks of a line I have heard since forever about highly capable students - "they'll be okay."
Lastly, just understand - as was stated by a highly capable professional at last night's Board meeting - that there is a legal definition of these services. No, they don't include separate classes but the district can't just throw some extra reading and math to those kids and say, "All done." That will not meet the state standard.
I will have a separate post on HCC as there are some developments, one of which I spoke of at last night's Board meeting.
(one of many) longtime readers
Juneau thanked Rick Burke for his work especially on CTE. She announced that there was/will be? a CTE partners forum from that work and that she would like businesses to step up to help with more internships for SPS students. (Director Burke will provide some info on that forum as it becomes available.)
Juneau thanked Scott Pinkham for his leadership and hard work especially around cultural issues. It seemed a little weak to me.
Then Juneau thanked Jill Geary and I found this one weird. She said that staff had told her about "your growth" but didn't reference anything. I think it may mean about moving towards more of a social justice focus, I don't know. Then Juneau referenced the "anti-racist" policy that Geary was writing and said "with community." I have NO idea who Geary is working with except Chandra Hampson but there has been no public outreach on this topic. I have asked and Geary said she would. But unless she does that - the week of Thanksgiving - there isn't any.
But Hampson helped Geary while she was running for office? That will of interest to find out because you'd have to ask if Geary ask/allowed any other candidate to help. Maybe one last public disclosure drop.
The “they” in this case is the hypothetical AAM reading at the 3rd grade level. Are you a teacher? We often presume what others will benefit from, more intensity, more remediation, etc. But the district’s presumption is quite different apparently. Maybe they do actually need harder materials instead of recycling the old stuff, there are a number of studies suggesting this. In fact, this represents the opportunity in the “opportunity hoarding” phrase. Eg. The notion that some people get the opportunity to learn the 3rd grade materials repeatedly, for many years without any exposure to more, while we have mastered all the grade level curriculum and deserve more. The district is assuming the targeted students will benefit from classrooms and instruction at a higher average. That appears to be the extent of the plan.
True, the district is to meet everyone’s needs. But who is to prove that they aren’t?
Kashama
She made an important point that I made elsewhere - there are legal definitions about highly capable. Some senior staff seem to be using the words - in conversations about AL - "highly capable" and "gifted" in a different manner than in the legal definitions. So that could have ramifications if some parents believe they understand what staff is talking about at one point, only to find out later that was not a true and correct use.
Fed Up, please cease and desist. You had a nasty comment last night and here you are again this morning. Just stop.
I can't imagine how my family would have made it through SPS without you, Charlie & Beth.
I most appreciate the hours of district meetings that you reported on & live blogged. Often there is no other way to get this information.
I also have greatly appreciated a place to debate contentious issues in the district. I appreciate hearing from parents & staff with different experiences and opinions. I think that has been helpful in foreseeing & addressing pitfalls in various policies changes.
I have appreciated your blog as a place for those data wonks like Meg, Kelly & Eric to disseminate analyses that has helped draw attention when district focus (and dollars) start to move away from students toward the administrative morass at the JSCEE.
I appreciate that your blog has also been a place for parents to exchange information and ask questions. Where we could find out everything from school recess policies, to SIT meeting protocols, to difference between AP/IB, to who to call with bus problems.
Also I appreciate that your blog has been a place where we come to learn how to make a difference in our community whether volunteering in schools, or advocating with our legislators, attending district meetings, meeting with board members. Here we have found information about, when meetings are, emerging crises in schools, who are decision-makers that we can contact, and to learn relevant district history that might inform our own opinions & actions.
I appreciate that you remained so committed to us, your blog followers, after your children graduated and after your family tragedy.
I am sure there are those at JSCEE who are thrilled that all those exchanges of information I mention above will no longer happen. But I am so sorry for parents just starting in the district who won't have this forum. Other social media forums, like facebook groups, invite administrator retaliation against posters who can not be anonymous.
Thank you Melissa and best of luck in your new place.
If someone hasn't mastered the material at one level - they need (you could say deserve) something, I don't know, maybe repetition, more practice, more individualized help, a different approach to teaching it, or some sort of evaluation to see what the barrier is. Not "exposure to more" (presumably higher level materials). What is to be gained by assigning middle school reading material and goals to students who have not reached 3rd grade reading standards? All that does it set them up for failure, give them the sense that they don't belong or can't succeed in the class. It's demoralizing and it's hardly the way to make the target students feel motivated and engaged. It's not equal opportunity if you haven't done anything to facilitate the student being able actually do something to make the most of the opportunity. It's like giving every kid a bike but half of them don't know how to ride. The bike is not going to help those kids reach their destination unless you teach them to ride first! Give them training wheels or whatever. Some will need training wheels for longer and some will be slower and some will fall off a lot. But with the right support they will be able to get to the destination faster than without one. What you are proposing is that the faster or fitter or more experienced bike riders should ride round and round in circles on the spot waiting for the others to get up to speed.
Yes differentiation is possible and can be successful, but its conditional on a lot of other things that are not present currently in SPS schools. And how will the new differentiation differ from the differentiation that we supposedly have in almost every school right now?
SPSuspicious Minds
Without better education reporting in this town, and without this blog, the families in SPS will be much less well-informed about the school district. Frankly, that's very troubling.
Watchdogs and journalists are critical to the transparent and honest functioning of public institutions. Thank you for helping to keep families informed and the school district more honest -- or at least on its toes.
I also appreciated your informative and moving testimony at last night's Board meeting.
For those who are interested, it can be found here:
https://www.youtube.com/watch?v=Uid1nbvjj7E
Part 1, starts at 1:31.00
I wish you the best in your next adventure.
Sincerely,
Sue Peters
"Opportunity hoarding" implies that parents are doing something to keep deny others of an appropriate education. What you referred to as opportunity hoarding is not that at all. You suggest that struggling students may need exposure to materials ABOVE their level in order to learn. Fine, maybe that would work, I don't know. But here's the thing:
1. They are already exposed to material above their level. A student reading a year or two or however many years below grade level is probably already exposed to grade-level materials, since that's the grade they are in. Curricula and standards and state testing are based on grade level materials.
2. If teachers are teaching "down" below grade level because most of their students are performing below grade level, that's on the teachers and/or administrators, not parents. Blame the schools for "rationing" educational challenge--not parents. Parents aren't hoarding anything in that case.
3. Your complain that "some people get the opportunity to learn the 3rd grade materials repeatedly, for many years without any exposure to more, while [others] have mastered all the grade level curriculum and deserve more" is another example of the district/schools/teachers/etc. rationing rigor, NOT parents hoarding opportunity.
4. Your argument seems to be that you think the district should, and that it intentionally plans to, provide even more challenging materials to students working below grade level--that the current grade level materials (which may already be a year, two years, five years above their level) aren't sufficiently advanced, and that a possible small bump in the average classroom ability level when adding some HC students back in will provide that extra bump that will change things. Really? And which classrooms will get that magic bump--those with high FRL and minority (minus Asian!) populations that don't have many HC students returning, or those in more well-off and lower minority schools?
all types
I remember RHS teachers frantically trying to ward off displacement of their Language Arts themed-choice classes by the district-mandated AP classes. So it seems like it's about time for the district to force through a chaotic, time-consuming reversal.
-Mulberry Bush
"The decisions of the Seattle administration have succeeded in removing the very last of the Native programs and students from the Licton Springs site, which is sacred to their history,” said Jimmie Simmons, who testified at the School Board meeting on Wednesday."
https://www.seattletimes.com/seattle-news/education/seattles-licton-springs-school-will-move-out-of-its-namesake-area-next-school-year/
BLUE SKY
2. Juneau discussing TAF with Mayor Durkan. Why?
I've appreciated the information here since my older child was in first grade. She's about to graduate. Our kids have done so much better since leaving SPS when the older was heading to HS and the younger to MS.
Our kids will go to state colleges because that's our budget, but we do not regret our decision to invest in their education. SPS was failing to deliver. I have come to believe you get what you pay for. "Free" public education did not begin to help our kids learn what they ended up learning.
Thanks, Melissa, for a place to learn so much. I still care about public education, even though our kids are
Beyond SPS
From personal experience (although at a later age) I'd recommend getting a pair of prescription reading glasses for a child, instead of these new contact lenses.
Your optometrist can add +2 diopters to an existing normal eyeglass prescription, to let the focusing muscles remain at rest while reading, just as when gazing at infinity outdoors.
Otherwise, the eye's focusing muscles will remain in a close focusing position for extended periods, often many hours a day while reading or doing close-up work. Over time, this constant muscle pull tends to gradually stretch (elongate) the shape of the eyeball a little, which will also affect distance vision. Voila, nearsightedness.
So with proper reading glasses, needing to strengthen the child's eyeglass prescription each year or two to counteract increasing nearsightedness should be much less of a problem.
Note: +2 diopters is equivalent to a focus at 0.50 meter or 19.7 inches.
You provided such a steady source of info for so many of us over the years. Thank you for everything.
Warmly,
Michael George
Another point missed in the whole discussion is the assumption of “mastered the curriculum”. A grade or school is more than a curriculum or a test prep course. Just because someone has done well or poorly on one particular instrument, doesn’t mean they learned everything, or mastered anything other than the test, or have nothing left to learn. A failing test score doesn’t imply they’re a total failure or learned nothing. Remediation, repetition, intensive instruction hasn’t worked so far, why would we expect it to start working now? Holding students back from harder materials, just means they’ll have fewer future opportunities. We’re eager to allow 2e students access to advanced materials despite test scores that don’t indicate mastery. Why the deep suspicion of offering it to others?
Kashama
Comments in the Honors for All report seems to suggest that many advanced learners found the classes not challenging and teacher comments said that they spent a lot of extra time trying to bring struggling students to course grade level. How is that helpful for anyone? I definitely believe that all children should be challenged, but what you are suggesting seems frustrating to everyone.
SPS Teacher
SPS Teacher
I feel sad for those who have to tear others down behind a closed door in a dark room because they don't dare let another know who they truly are inside.