tag:blogger.com,1999:blog-28765366.post3161960621647732754..comments2024-03-29T02:41:52.718-07:00Comments on Seattle Schools Community Forum: STEMMelissa Westbrookhttp://www.blogger.com/profile/17179994245880629080noreply@blogger.comBlogger53125tag:blogger.com,1999:blog-28765366.post-85073332786612270362009-10-11T19:51:59.029-07:002009-10-11T19:51:59.029-07:00Goeagles, Biotech is not all encompassing at Balla...Goeagles, Biotech is not all encompassing at Ballard - it is just one small academy within a much larger school - it is limited to 32 students per grade. Further, offering a small Biotech academy did not interfere with the school being a neighborhood school, nor did it cause them to switch from a traditional model of teaching to a project based model. You are comparing apples to oranges here.<br /><br />Cleveland will be a STEM school entirely. Further, it will no longer be a neighborhood school, it will be an all city draw option school. Even further it has changed from a more traditional model of teaching to a project based model. These are huge changes, and affect the entire school community as well as the surrounding neighborhood families.<br /><br />You better believe if the Ballard Community were losing their neighborhood HS to be an all city draw, option, STEM school, with project based learning, they would demand a whole lot more voice and transparency in the process than a few of us here on this blog are asking for.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-7735169039048987952009-10-11T13:47:06.434-07:002009-10-11T13:47:06.434-07:00The biotech program was just one part of rebuildin...The biotech program was just one part of rebuilding Ballard's reputation along with its new building. There was a lot of community support for BHS all the way around, including specific, overt support from the scientific community (such as the $25,000 grant from Immunex). See http://community.seattletimes.nwsource.com/archive/?date=19990817&slug=2977764 for details.<br /><br />Helen Schinskehschinskehttps://www.blogger.com/profile/10316478950862562594noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-42189191376040382412009-10-11T12:06:19.479-07:002009-10-11T12:06:19.479-07:00Thanks for thoughtful responses, all. I agree, so...Thanks for thoughtful responses, all. I agree, some skepticism about district planning and implementation of new programs is merited, based on past experience. I think what troubled me more were the posts where the skepticism seems focused on Cleveland and its students and families. I don't believe that Ballard's Biotech Academy, say, went through a grueling vetting by the community (correct me if I'm wrong). I don't think it's problematic to assume that Cleveland families would like a rigorous, engaging, college-ready curricular program for their students. I don't have to survey them to know that--they've been telling us for years.<br /><br />Adhoc, thanks for the great ideas for community engagement. Many are in progress right now, but a few are new. I will take them back to the team. I agree that more info should have been shared in more formats (part of why I posted in the first place), but truly, a website, community meetings, and other kinds of communication should be coming very soon.goeagleshttps://www.blogger.com/profile/14148911112292344382noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-81499482184990609942009-10-10T11:56:16.417-07:002009-10-10T11:56:16.417-07:00Thanks for posting goeagles.
I think there is a l...Thanks for posting goeagles.<br /><br />I think there is a lot of interest in hearing more about the STEM project. <br /><br />Is there a website where we can follow the progress of your work and stay apprised of opportunities to get information and give input?<br /><br />I can find very little information addressed to families on the SPS website.<br /><br />I do see some slides...<br /><br />http://www.seattleschools.org /area/board/09-10agendas /091609agenda/stemupdate.pdf<br /><br />...which seem to indicate that most of the fundamental planning and decisions will be have already been made before substantial community involvement. It's hard to know if that's accurate from this scant information, but it does, from your post, sound like you have largely settled on the fundamental details of the program. Is this true? <br /><br />How much of your program model comes from the interests and demands of SPS families? How much came from surveying families who currently do not enroll their children in their local SPS high school? Did families say they wanted a largely project based approach for the school, or is that something the planning committee developed on their own before family engagement?<br /><br />My feeling is that the STEM will have to obviously prove something in high demand for SPS families, something more than the name "STEM". As an option school, no matter how good your program is, if no one chooses it, it won't succeed. SPS is asking families to take a big risk in enrolling in a new untested program, and I think families will need to see something obviously distinctive and desirable to take that risk.<br /><br />Maybe internships is the golden ticket, maybe it's something else. <br />What do you think will be the main draw into the program and why?<br /><br />It <i>is</i> troubling that parents have such serious doubts about the ability of SPS to succeed in developing a new program. I'm sure you understand, however, that this skepticism is a result of real and recent failures in the district -- particularly in establishing programs with fancy names and little substance. This coupled with the very limited amount of information as yet directed towards parents will inevitably lead to some jaundiced speculation.<br /><br />Rather than dismissing this as lacking a "spirit of community concern", you should take any sourly, skeptical speculations on this blog very seriously. Likely, they represent doubts found in the wider community as well, and over-coming these doubts will be one of the most fundamental aspects of jump-starting this program.Birdhttps://www.blogger.com/profile/16540428343439198125noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-7084318477309626512009-10-10T09:03:37.763-07:002009-10-10T09:03:37.763-07:00Oh, and one more important thing. Have Cleveland S...Oh, and one more important thing. Have Cleveland STEM representatives visit SPS middle schools (just like colleges visit high schools to recruit and attract students). They could go during the day and speak to 8th graders (during an assembly?), and they could also have evening meetings and invite potential families of 8th graders, to hear a presentation on STEM at Cleveland.<br /><br />In other words go get em, go out in the community. Make STEM come alive, instead of sitting in closed door meetings.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-58287479326920092422009-10-10T08:50:01.841-07:002009-10-10T08:50:01.841-07:00Honestly, what Solvaygirl says is true. Why do we ...Honestly, what Solvaygirl says is true. Why do we have to hear about what is happening at STEM from an anonymous poster on a blog? Why isn't the district providing this information to the public? <br /><br />Instead of "standing by idly" let me give you a few suggestions for the design team:<br /><br />Have Cheryl Chow hold a community meeting where she fills the community in on the progress happening at STEM. At that meeting she could gather community feedback, ask families for their, ideas, and needs. And she could hand out a questionaire with 3 questions, and them collect them at the end of the meeting<br />1) does this concept (STEM) interest you?<br />2) Would you consider sending your child here?<br />3) If not, what would we have to do/offer to get you to send your child here?<br /><br />Post the design team progress and meeting minutes on the Cleveland website, so interested families who don't have time to attend meetings can keep up with what's happening.<br /><br />Have a way for parents to give input online, either on the Cleveland website, or on the SPS website. Have a point of contact person, that families could call to speak with a live person and ask questions, give input. Then be sure that the input collected gets to the design team, BLT or whoever else is directly responsible for getting the program up and running. <br /><br />Have a speaker from a successful STEM school come to Cleveland and give a presentation. Invite the whole community. Share the vision. Get families inspired and excited about the possibilities. <br /><br />Invite parents to Cleveland one evening to attend a "mini" class, taught in the project based learning style, so they can know first hand what it looks like, what it feels like, and what to expect for their children.<br /><br />Have a college admissions director or job councilor come out and speak to families about post graduation opportunities for STEM students. Let them know that "science and engineering jobs are growing 70 percent faster than other occupations. And that STEM School students will be at an advantage when competing for the high-tech, high-wage jobs of the future."<br /><br />Hire a marketing rep if you have to. Get the word out to the community that SPS is taking STEM at Cleveland very seriously. Make sure the community knows that it is not STEM in name alone, and that there will be substance, and rigor, and opportunity for all.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-21058778716755466382009-10-09T22:11:16.049-07:002009-10-09T22:11:16.049-07:00goeagles...that this is all happening is a very go...goeagles...that this is all happening is a very good thing. But how come this is the first many of us are hearing about it? I know a number of families at Mercer Middle School, and they haven't said anything about being approached. Wouldn't these 8th graders be exactly the people the District should be talking to? I hope the school does some outreach to the southend soon.<br /><br />You will have to pardon many of us for our skepticism, As adhoc says, too often big plans fall apart. It sounds as if you and the people working on this program are serious and have a handle on it. I look forward to hearing more about it.SolvayGirlhttps://www.blogger.com/profile/12709893209963350066noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-15669362852768311032009-10-09T18:48:42.808-07:002009-10-09T18:48:42.808-07:00Go eagles, thanks for your insight and for sharing...Go eagles, thanks for your insight and for sharing so much information about the progress on the STEM school. It sounds like a lot of thought and hard work is going into the creation of the new school. <br /><br />I hate that you think I am "standing by and snidely speculating" though. I guess I'm sensitive and skeptical because of what happened at Jane Addams. I live across the street from the school and had high hopes for it. I actively participated in all of the community meetings, gave input to the design team, and had a seat on the schools BLT. The effort of the principal and staff was tremendous, genuine, and it was commendable. The principal worked long hours and well into the night at home. She did not have the support she needed, and the job was rushed. A brand new K-8 had to be created in 12 weeks, over the summer, and be up and running by the fall. Staff was so overwhelmed with getting teachers hired, supplies and furniture ordered, classrooms set up, and all of the other details necessary to just get a school up and running in 12 weeks, that the vision and focus for the environmental science and math theme fell to the wayside. The district did not provide the time or support necessary to build a truly great program. And the community felt it, only 20% of the families that were assigned to the school listed it as their first choice. This in a cluster where every full was over capacity. So forgive me if I'm a bit jaded, and do not trust the district, but I'm a bit burned out right now.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-80283804244267020032009-10-09T14:35:50.512-07:002009-10-09T14:35:50.512-07:00I've had some involvement with the work on STE...I've had some involvement with the work on STEM at Cleveland. Here is what I would share about that work:<br /><br />*The design teams at the building and district level for this project have been carefully considering many of the issues raised here, and a few others as well. Internships, higher ed. partnerships, and industry partnerships are all on the radar. The design teams have already sought out wisdom and experience from STEM folks in higher education, as well as some in industry. More planning work with STEM field experts is coming up soon.<br /><br />*As to parent and family engagement, I think most would agree this could have been done better in the establishment of the program. That said, two meetings have taken place with local and Cleveland parents, and meetings are planned for around the district (south, central, north, and west clusters) to share the current state of the design. Local parents have gathered with building and district staff to ask questions and share ideas about what STEM is or could be. <br /><br />*The program model that the design team has been considering is project-based learning. This model will likely be based on one used by a national network of schools which has been dedicated to supporting and refining this curricular approach for many years. High Tech High and New Technology High School, both in California, would be examples of this model. At these schools, students experience the rigor and relevance of doing challenging work for real-world audiences, while developing their skills in collaboration, planning, inquiry, and presentation. STEM is not just about content knowledge--though rich and robust content is integral to a STEM program. STEM is about developing a skill set and a stance toward learning and working with others that is reflective, problem-solving, and adaptive.<br /><br />*Last note: there are absolutely a number of ways this project could be done badly. To skeptics, however, I would say this: standing by and snidely speculating about the failure of a school that serves our neediest students is beneath the spirit of community concern for all children that this blog, at its best, represents. I thought that Melissa's point in the post was supposed to be how little the broader community knows, at this time, about what STEM will look like at Cleveland. But apparently many people feel that they know enough to dismiss any chance of its success. Like Trish and a few other commenters, I think this is troubling.goeagleshttps://www.blogger.com/profile/14148911112292344382noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-1256413635534580402009-10-09T09:19:22.444-07:002009-10-09T09:19:22.444-07:00Brown 206 you might want to examine what happened ...Brown 206 you might want to examine what happened at Jane Addams K-8 as an example of what could happen at Cleveland. It's not that there is not community support for an environmental science and math magnet school in the north. It's the implementation of the school/program that was the problem. The district rushed the creation of the school, and has done almost nothing to make it a science and math magnet. The schools uses EDM and CMP for math like every other school, and NSF science kits for science, like every other school. Their students get 10 extra minutes for math, a field trip once a year, and a science elective in 6th grade (if they choose it). Nothing fantastic, dynamic or even unique about this program. It's an environmental science and math magnet in name only. No substance behind it.<br /><br />I fear that is what will happen to STEM at Cleveland, but I do truly hope I'm wrong.adhochttps://www.blogger.com/profile/12912714470992480644noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-9378974005327642872009-10-09T00:20:06.706-07:002009-10-09T00:20:06.706-07:00Great points Brown! You're exactly right... s...Great points Brown! You're exactly right... something obviously beneficial like a STEM should not require tons and tons of "OK" from the community. To me, the bigger issue is are they really going to do what it takes to make it real for all the residents in the southeast? Given the bumbling record of the district... it is hard to fathom you must admit. I think they really do need something like STEM that targets the current Cleveland students... so much has been said about "attracting back" certain families. Why not serve the ones who are there already in the best way we can?readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-63666149819541336362009-10-09T00:00:35.905-07:002009-10-09T00:00:35.905-07:00I can only tell you what I see. And that is teach...I can only tell you what I see. And that is teachers do not want to go outside their comfort level or their idea of their job. They do not want to reach down to where struggling students are and figure out what it takes to teach them. Actually, they simply don't think that's their job. No it isn't ALL teachers, but it is a substantial amount, the norm. WHy do experienced teachers leave the "tough schools" overwhelmingly? They don't relish the challenge. Or they don't think that's the job they're supposed to be doing... they think they're getting a better job over at Laurelhurst (or somewhere similar)... where everyone walks in the door at the right "level". Then they can do "their real job". Since these students aren't the majority of the student population, these teachers aren't really considered "ineffective". But, in fact they are ineffective.. at least for that group. If you're targeting a challenge, like STEM is, you need people who can actually do <i>that</i> job. And that job includes making up for all those inequities... it is a huge challenge, and not everybody can do it. Yes, people always blame the studuents, aka "social promotion", but that really isn't the problem. We don't want 12 yo's in kindergarten classrooms... or 18 yo's in 5th grade, everyone deserves an age matched classroom. Furthermore, if students fall behind, it suggests an ineffective and intransigence that isn't going to be fixed by more years or "more of the same".readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-20896933385956035882009-10-08T23:09:44.293-07:002009-10-08T23:09:44.293-07:00Back to Cleveland for a moment:
Whether the distri...Back to Cleveland for a moment:<br />Whether the district initiated STEM in a good or bad way, the project can, with support, create what many parents in the South End have wanted for years: a high school program that could launch its students toward access to power. If the community supports it, the district is more likely to follow through on its commitments. I am struck by the readiness of many posters on this blog to dismiss the chances of the program succeeding at Cleveland. If it were slated to be housed at Lincoln, I suspect the arguments would be more about who could get in, and how, then whether or not there is community demand for a STEM program. Charlie suggested the Lincoln move himself, after an earlier post lambasting the district for not surveying the Cleveland community to see if they wanted STEM. I notice he did not propose a methodology for surveying the Lincoln community.brown206https://www.blogger.com/profile/02652617613846914078noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-27588042018715574122009-10-08T16:53:30.999-07:002009-10-08T16:53:30.999-07:00Reader, yes, I apologise for bringing up age. No o...Reader, yes, I apologise for bringing up age. No one in this thread said anything about it. But there HAS been lots of rhetoric lately about how we need fresh, not--burned-out teachers, read "young" or "new", and there is the obvious cost factor: Newer teachers are half the price of older teachers. Also, newer teachers might be willing to work for far less.<br /><br />About that 20%...You write that:<br />"teachers consistently fail whole groups, and then we should actually stand up and say "those are bad teachers for that 20% of the student population. We can and must do better". In that case, you need to go outside the middle-of-the-road, good for most people most of the time sort of teachers."<br /><br />What do you mean? I'm curious (and not being snide) Are you sure it's the teachers failing whole groups? ALL that group's teachers? I don't really get it. <br />Yes, whole "groups" (if by this you mean arbitrary demographic groups - the best, or most reliable, being F/RL, as poor is poor, but "Asian" isn't necessarily 100% "Asian") whole groups are statistically lower performing than some other students. But does this mean that ALL teachers are failing to teach these students?<br />I'm trying to parse this out. If these groups are failing, generally, does this mean ALL their teachers aren't able to teach them?<br />To me, it speaks more to circumstance and external factors - poverty, lack of political savvy and engagement on the part of parents or guardians (no disrespect intended), generational disconnection to education, lack of books in the home, lack of other enrichment opportunities...<br />If a whole "group" is failing EVERYTHING, does this mean ALL the teachers are failing to educate these students or does it mean the students aren't able to learn at the given level, and have perhaps been socially promoted?<br />Please explain.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-13507228393702892852009-10-07T22:26:37.277-07:002009-10-07T22:26:37.277-07:00SC your teacher equity or middle-of-the-road posit...SC your teacher equity or middle-of-the-road position is: "oh yeah, everybody values something different... so a great teacher for 1 kid isn't good another. Oh well, there's nothing we can do about that."<br /><br />But the real issue about teachers NOT teaching the 20% is that <i>it's always the same 20% being left out</i>. I'm not talking about... my little Johnny didn't get along with Ms. Suzie...I'm talking about the fact that teachers consistently fail whole groups, and then we should actually stand up and say "those are bad teachers for that 20% of the student population. We can and must do better". In that case, you need to go outside the middle-of-the-road, good for most people most of the time sort of teachers.<br /><br />Indeed. I'm saying nothing about age. There's always a tradeoff... experience vs energy, and both figure into the teacher quality equation. There's also will, aptitude, intelligence... and lots of other qualities not strictly associated with age.readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-64405584536315640862009-10-07T21:23:13.545-07:002009-10-07T21:23:13.545-07:00SC, I don't think age has anything to do with ...SC, I don't think age has anything to do with the quality of a teacher, and I don't know why you keep bringing that up? I don't see anywhere that Reader implied young teachers were better. <br /><br />Some of my kids best, and favorite, teachers were older. In fact their two "best" teachers were, I'd guess between 55-60 years old, and had been teaching for 20+ years. By the same token they have had some great young teachers that were fantastic and very inspiring, and really "got" kids. <br /><br />I don't see the correlation between age and the quality of a teacher. At all. <br /><br />In fact one of my sons worst teachers was a very young, energetic, second year teacher. She was as nice as she could be but that could not make up for her lack of experience, her immaturity, lack of classroom management skills, and a huge learning curve. That year was a complete waste, academically, for my son. That teacher should have been an intern for another year or two. <br /><br />We all know that there are some good teachers, some bad teachers, and some inexperienced teachers...of all ages. Personally, we have been lucky - the majority of my kids teachers have ranged from being good to absolutely awe inspiring. Some were so fantastic that they humbled me. The kind of teachers whose eyes sparkled just talking about their students. <br /><br />Over the course of 10 years, and with two kids, we have only had a couple of teachers that have been what I would consider "bad" or to inexperienced to be effective. <br /><br />I don't blame Trish for screening, and double screening, and striving for teachers at the top of their game. It's what our kids deserve.adhochttps://www.blogger.com/profile/12912714470992480644noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-53547065196864569002009-10-07T21:06:46.951-07:002009-10-07T21:06:46.951-07:00This comment has been removed by the author.adhochttps://www.blogger.com/profile/12912714470992480644noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-87451150077876185772009-10-07T17:44:23.619-07:002009-10-07T17:44:23.619-07:00Oh, and to keep 'em young and fresh, don't...Oh, and to keep 'em young and fresh, don't forget to fire 'em before they get to say, five years in the profession. Hey, about half don't last five years, anyway, so it should be easy....seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-80020898052070400762009-10-07T17:42:23.774-07:002009-10-07T17:42:23.774-07:00Well, reader, I hear what you're saying. Twent...Well, reader, I hear what you're saying. Twenty percent might not learn from a particular teacher. "They" (the teacher) might not be able to teach that student, for any number of reasons, including teacher craptitude.<br /><br />Some students won't learn in any given teacher's classroom.<br /><br />BUt yes, of COURSE we'd like to have that "100%" learing rate, and having great teachers in every classroom would get us nearer. But how realistic is that, particularly given the varibale in the students? A great teacher for one student sucks for another. While a good teacher can address a variety of learning styles, needs, etc, and THIS is what you want in a "great teacher," among other things, I think it would be very difficult to attain. Look at any group of people: some strive in some ways, some in others, some none a'tall. Look at business, look at govenrment, look at anything...there's always some lagging, whether it be laziness or whatever or being tired a particular day, or exhausted by constant badgering to do this, no that...<br /><br />The current euphamism "good teacher" seems to be "young and fresh"...perhaps a new teacher IS full of energy and willing to "get with the program." Perhaps "older, staler" teachers are, well, older (slower!) and maybe a bit less willing to jump when some fearless, visionary, entrepenurial leader says "jump!"<br /><br />Whichever, I think one would always find staff members who are not able to "teach to %100 of students, whatever that means, exactly.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-55542020205071659852009-10-06T23:26:18.161-07:002009-10-06T23:26:18.161-07:00Well SC, I'll not speculate on you, tempting t...Well SC, I'll not speculate on you, tempting though it may be. It's just that we might agree: sure, there are lots of educators who are great for 80% of the kids... And then, it's easy to say... hey these educators are doing "at least a middling job", let's not insult them. But really, they're NOT doing a middling job for the 20%. In fact, most of those teachers are actually doing a real, live BAD JOB... if you happen to fall outside the 80%. And, why would you want to start a school with a bunch of teachers geared for the 80%... when you really need them to do a great job for the other 20%? You really need them to reach out, to where the students actually are, and start from there. It isn't an 80%-middling-good-job type of proposal.readerhttps://www.blogger.com/profile/02754095597231700863noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-61774447065919053642009-10-06T16:27:38.447-07:002009-10-06T16:27:38.447-07:00No Reader, I don't think ALL teachers or princ...No Reader, I don't think ALL teachers or principals are "great", of course not!<br /><br />(btw, you have absolutely no idea of my experience regarding education, so could you try to avoid the sort of "you must be..." hypotheticals? You are dead wrong, opposite, in fact, in most of your oncjecture about me..Shall I conjecture about you? I won't)<br /><br /><br />Of course there's many types of educators. Some suck. But your blanket statement that educators are "failing our children" is just more hot air. Many, most here, I'd posit, have had a good experience with their children in public schools. My experience tells me that this is often true for lots of others, of all walks of life, in schools. They've had some "bad" teachers, yes, just as some teachers have had some "bad" students and some parents are "bad" but the vast majority of edcuators do at least a middling job, given the daunting challenges many face, while many excel.<br /><br />I recognize that Trish advocates a certain quality of teacher/principal/parent...I'm just suggesting that there are many of these people already engaged in education, and it's hard to swallow the idea that a school becomes "super-special" because it's got a hand-picked staff, as many other educators would have similar qualities.<br /><br />Luckily, not all educators are the same: they bring a diverse tool-kit. Even if a teacher isn't "with the program" coming in, many if not most can and will adapt (heck, they adapt to new stuff every freakin' year as dictates and expectations change with the wind...)seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-52952301585541057482009-10-06T16:16:33.054-07:002009-10-06T16:16:33.054-07:00Trish,
You write that for a successful (small...ne...Trish,<br />You write that for a successful (small...new...innovative...)school "You absolutely cannot work with principals who are administrative cogs and you cannot work with teachers who need to be told what to do every step of the way and will only stick with what they already know. And every single adult in the school community needs to be on the same page."<br /><br />We have some of these, they're called alternative schools. We even have a policy that says what you say above, and more: Alternative Policy C56.00.<br />Look particulalry at the Alt Committee Report that came out after that, based on that, that has in it a checklist of what makes and alt, twelve points.<br /><br />We have a system in place already: Policy to request a new program, and an existing framework to have a fine alt program (or stem, or really all sorts of things)<br /><br />The question (not for you; I appreciate what you bhring to schools) is why we are closing and consolidating alternative schools (not re-entry, credit retrieval schools, those are another animal)?<br /><br />We should be growing and encouraging thse schools, schools that have prinipals chosen for their commitment to that special program, teachers and staff on board, parent/community supportive...<br /><br />I appreciate what you've done with TAF, it's amazing, but we already have a way to build similar schools (STEM might be considered this, in the district policy framework, but needs community buy-in and participation). We here in Seattle need to get with it and get out there.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-64563027388325772812009-10-06T12:12:08.295-07:002009-10-06T12:12:08.295-07:00I’m going to address “Bird’s” comments and questio...I’m going to address “Bird’s” comments and questions because I suspect others may have the same.<br /><br /><i>While I respect TAF's efforts to recruit and support students who don't normally go into technical professions, I have to say I don't see a lot in there that would get me excited about sending my kid to the school's STEM program.</i><br /> <br />TAF has just started. We will grow into a 6th-12th grade school and this year we’re only 16th-10th. I’m not sure how you can tell the level of rigor we offer without actually coming to the school to see for yourself. <br /><br /><i>What I'd hope for a school calling itself a specialized math and science school is substantially more math and science courses offered, including substantially more rigorous math and science.</i><br /><br />I think you can look at a list of any school’s offerings and be impressed by the title of the courses, but being in the classroom to see how they are delivered is where the rubber meets the road. At TAF our academic framework is project based learning (PBL) and authentic intellectual work (AIW). Together PBL and AIW, if done correctly, bring a lot of rigor to an “ordinary” course. It’s about understanding the fundamentals and applying them in authentic ways that make a difference beyond the four walls of school. That said, we’ll add courses over time and as we start to see our 6th graders matriculate to high school, the offerings will change because they will come into high school with a totally different set of skills than the 9th graders we had last year.<br /><br /><i>I would hope that a STEM school would be more like the NY city science schools, like Brooklyn Technical High School.</i><br /><br />There are so many versions of a STEM school it’s not even funny. And it should stay that way because STEM is always evolving. I was having this discussion with our Director of Education yesterday as we were grappling with how deep we want to go into just the E (engineering) alone.<br /><br /><i>Obviously, such a school has to be not only large, but have a large number of highly motivated students. All the same, can you imagine having access to this sort of education in a public high school? </i><br /><br />You’re right, if you want that kind of variety, you need a larger student body. That said, it doesn’t mean you can’t get a solid STEM education in a small school. The small school program has to be focused and intentional and ensure you either get a really broad, yet developed view of STEM or do a deep dive into a particular STEM field. <br /><br />One size does not fit all and we’re happy to provide an alternative for students. That’s what Federal Way Public Schools saw in the opportunity because they understand that students have different needs. We have students come in with scores all over the map. Some enrolled because they wanted to and others enrolled because their parents said they had to. By mid first year, they were all motivated to do their best and take full ownership of their school and education.<br /><br /><i>Trish, does TAF teach math using the same materials and curriculum as the Federal Way District? In what way would taking math at TAF be different from taking math at another Federal Way school?</i><br /><br />We use a variety of materials. We use the FWPS higher level math books as well as some online tools. Our teachers also use various texts out there that help them get points across in a way that works for the students. <br /><br />In what way are we different in math? I’d expand that and say our overall instruction for every subject is different from traditional education models in general (it doesn’t matter if it’s FWPS, Seattle, or Houston--traditional is traditional). The way we designed our framework, do formative assessments and modify instruction, setup the classrooms for maximum student participation… It’s too long to explain in a forum like this. It’s easier to talk about it and see it for yourself. <br /><br /><i>Also, is TAF interested in coming back and trying to start a school in Seattle? </i><br /><br />We certainly would like to be in Seattle some day, and I suspect we will.LouiseMhttps://www.blogger.com/profile/10952249428140176717noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-67426935330613944612009-10-06T09:32:39.396-07:002009-10-06T09:32:39.396-07:00Maureen, look at Delta High - they discuss interns...Maureen, look at Delta High - they discuss internships, etc.Melissa Westbrookhttps://www.blogger.com/profile/12588239576000641336noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-52225657650012309212009-10-06T09:12:06.402-07:002009-10-06T09:12:06.402-07:00I'm fantasizing about a STEM school where a su...I'm fantasizing about a STEM school where a substantial percentage of the kids enter ready to take Algebra II or PreCalc, and take math every year, so they can take Calculus based Physics when they are seniors. A school where a chunk of junior year is spent in internships with Tech companies* that allow the kids to earn academic credit and then get paying summer positions...Do you all think I'm crazy to hope?<br /><br />(*SBRI, Zymo, Fred Hutch, UW, software co.s, green energy startups....)Maureenhttps://www.blogger.com/profile/18444916440000921599noreply@blogger.com