Test Tampering - An Ugly Mess

Test tampering is, and has been, a problem for some time. After nearly ten years of the federal No Child Left Behind legislation, the drive to improve math and reading scores has witnessed a fair amount of suspicious changes in tests. Those changes, in a number of cities, almost always reveals much higher scores.

From Connecticut to Washington, DC to Atlanta, GA, the proliferation of reports regarding erasures, cheating, tampering, and the like has grown. The December 30th USA Today reported on a number of investigations in these areas regarding some suspicious test score results in 2011.

Let me be clear, I won't for a minute excuse those who have engaged in any form of test tampering. It's wrong on many levels.

Sadly, this might be expected. Why? Well, on the one hand there is immense pressure to show growth in state reading and math scores so that a school, districts, and the various states meet the targets set by NCLB. A second reason why this behavior exists has to do with tying teacher evaluations/pay to test scores. The scenario goes like this...higher scores mean a higher evaluation and greater pay.

Aside from my obvious disapproval of the conduct of anyone engaged in cheating, I have another perspective about this cheating on state administered tests. Why on earth are we tying test scores to teacher performance?! Will anyone ever get it through their thick skulls that a test result is but a minor part of ones education and has so darn little to do with meaningful student learning and teacher performance.

It is time for those of us in the field who understand education, students, and quality teaching to step up and say ENOUGH!!! Great teachers, who are at the top of the profession perform in this manner not because of the dollars or any other such tangible reward.

Teacher excellence is based on the love of the subject matter, their care for the students, seeing the significance of their endeavor, helping people grow, providing guidance, and the like. Tying state mandated test results to pay is antithetical to such excellence.

Get student test scores results the heck out of teacher evaluations!!!

Thanks,
Dick

A Reflection on the Coat Drive

Now that we have delivered some 320 coats, plus plenty of gloves and mittens, to roughly twelve Harvey and Chicago Public Schools, it is obvious that there is a need to continue the program in the fall of 2012. The great news is that the program will be in place again next year.

It is apparent that providing supplies, at the start of the school year, remains a primary and critical need that we will continue to address in the coming year. However, as we continue to assess the needs of the various schools, and the community at large, it is clear that an ongoing effort needs to made to address a whole array of concerns that have much to do with learning.

Whether it is supplies, food, clothing, or other needs, we will do the best we can to bring the type of aid that supplements and augments the learning process. It's not simply a matter of dollars and cents or a one-time delivery of supplies.

The solution to poverty, low achievement among some students, years of unemployment and other concerns is not found in a simple solution. I won't kid anyone, there is blatant neglect here and there are many that need to be held responsible.

All we can do as a charity is to do our part to assist children, often through no fault of their own, make the best of a tough situation. And along the way, there are, and will be, many success stories.

The coat drive is just one of the great successes!!!

Many thanks,
Dick

Happy Holidays

Like many kind hearted people, at this time of the year, joy was brought to the Wilkins family courtesy of the O'Donnell's and Cronin's. The photo reveals a smiling Mrs. Wilkins, flanked by Maria and her daughter Riley.

Perhaps nothing spells out the kindness, decency and goodness of people than the spirit of unconditional and selfless giving. Providing some meals and Christmas gifts, with no strings attached, no gimmicks, all while avoiding praise says it all.

Many of you have provided the same care and concern for others throughout 2011 and for that I am truly grateful. There have been many hundreds of 'miracle' days during the past year just like the one the Wilkins have just experienced.

As in the past, Schools Count Corp, with its many volunteers and donors, will endeavor to provide days of happiness to the many students and families throughout Chicago and other regions of the country.

Many thanks,
Dick

Good Samaritans

A few days ago I posted a blog that mentioned a family of fourteen children living with their grandmother, in part, due to the grandmother having lost her husband and one of her daughters.

A couple of friends made contact with me and have decided to do something about it. The two individuals and families want to remain nameless...which I will respect. However, their good deeds will not go unnoticed.

Both individuals already do much for Schools Count (and likely other charitable organizations) so their willingness to help this family is all the more noteworthy. One individual is providing $500.00 worth of Jewel gift cards. What an incredible sum, what an act of kindness. The second family is buying Christmas gifts for all fourteen children. Simply incredible. These are truly good Samaritans.

All of these gifts will be given to the family this Wednesday, Dec. 21st. These two families have just done much to make the year, and season, a brighter one! I'll be sure to post some photos on Thursday.

To each of you, thank you for your gifts and acts of kindness throughout the year.

Dick

Tough Times

Some sobering news came out yesterday from the 2010 census. The data reveals a growing and rather grim picture when it comes to Americans living in poverty. Nearly 1 in 2 families (48% of them) have fallen into poverty or their shrinking wages classify them as low income.

This trend is likely to continue or worsen as many states and municipalities have cut back on their safety nets programs.

Think of it, 48% of all American families are classified as living in 'poverty' or are 'low income.' It is a sad scenario for sure. No doubt many of these people don't have decent housing, the proper food, access to excellent health care and the like.

Relative to the children of these families, no doubt, many don't have the proper clothing, nutrition or school supplies to be successful in the classroom.

Those of you who follow my blog know exactly where I am going with this. These school children of the poverty and low income families need our help. With 146,000,000 people falling into one of these two categories, the challenge is daunting. And yes, it is clear we can't help but a miniscule portion of this group.

However, every child we do assist has that much better chance of gaining a decent edcuation and an opportunity to better their lot in life. Thanks for being a part of this journey and your willingness to help stamp out the horror of poverty for young people.

Dick

Anger at CPS Board Meeting

This morning's Chicago Sun Times carried an article entitled 'School Scuffle' which, in part, is what took place at the Wednesday CPS School Board Meeting. Not only did people show up at the board meeting to vent their frustration but, nearly 300 protesters were outside board headquarters on Tuesday night.

People are upset with school closings, the implementation of turnarounds (firing an entire building staff and replacing them with new personnel), the creation of twelve new charter schools and other issues.

Such was the chaos that the board meeting was moved to a closed session as protesters did not allow the open meeting to proceed.

Adourthus McDowell, a Public School parent and member of the Kenwood-Oakland Community Organization had this to say; "Children have died, literally and spiritually, as a result of your policies."

The policies Mr. McDowell was referring to deals with school shakeups that forced children to walk longer distances, often through dangerous areas. The protesters also lamented school closings and replacing neighborhood schools with selective-enrollment or charter schools which have destabilized a good number of the poor minority areas.

Of course, no mention was made of the root causes of the so called failing schools nor did anyone bother to come up with solutions to the poverty, crime and unemployment that hamper the ability of children to succeed in school.

One can agree or disagree with the actions of the protesters, however, everyone should realize that the concerns of the protesters are real.

The fight goes on...

Dick

Heart Warming Story

Supporters of Schools Count,

I have a brief story to share with you that was conveyed to me this morning while delivering some 40 to 45 winter coats to the Harvey, IL. school district.

Over the past several days we have delivered over 300 winter coats to 7 Chicago Public Schools. Yesterday, after making our final deliveries in Chicago, I had a conversation with Ms. Bolton at the Harvey Central Office regarding the need for winter wear. She said they would be thrilled with the donation.

When I arrived in Harvey this morning, Ms. Bolton told me a story of one family who has a need for the coats. A Mom, within the Harvey school district, called Ms. Bolton inquiring about the availability of any coats. This lady mentioned that one of her daughters recently passed away and that she now is taking care of the grandchildren. The lady has also recently lost her husband. Aside from these two deaths, the lady has another daughter living with her and she has her own children. The bottom line is that there is a great deal of need in this household of 14 children, who attend Harvey schools, all of them needing coats. Ms. Bolton was so excited to see us as we pulled up with the coats, knowing full well that she can call this lady and tell her that all 14 children will receive winter coats today.

I just want all of you to know that your coat donations, fundraising, monetary contributions, volunteer work and other efforts throughout this past year have made it possible for a family to stay warm this winter and to experience the joy of the season and the good that you have done on their behalf. To the extent that I can, I wanted to share this story of sadness, on the one hand, with that of jubilation on the other.

In a sense, it seems as if this story encapsulates much of the good that you have done for so many thousands of people in 2011. Thank you!

Be well
and Happy Holidays,
Dick

A Note of Thanks from Pickard

Yesterday we delivered another 80 - 90 coats to two schools, Pickard Elementary and King Elementary. These are two near westside CPS schools which we have assisted with supplies for the past two years. When I got home I was pleased to be in receipt of this email from Ms. Ratajczak at Pickard. Obviously, I want to share it with you so you get a sense of how appreciative they are for all that we do for the children.

Dear Richard,

Thank you, for the winter coats, we received them this Monday morning from your organization. The LSC parents are very grateful for your donation. This gift will help many of our families. You continue to be a great source of help and hope to our school.
Thanks again for your help,

Elaine Ratajczak, LSC Secretary

Over 300 Coats and Going Strong!!

The photo is a shot of Ms. Williams, at Alex Haley Elementary, thanking me (and all of our terrific donors) for the many coats we brought the children. I can tell each of you that the expression on Ms. Williams face was duplicated at every school that received coats. Whether it was a principal, a secretary, students or parents, the reaction was the same...they were simply THRILLED!!

Okay, it is early Monday morning, the coats are still coming in and we are off to deliver more warm clothing to the students at Pickard Elementary and King. I know they are looking forward to seeing us. Put the coats on the backs of the children is our way of continuing to help students achieve in the classroom.

Thanks again!
Dick

Fuller Coat Delivery

Just thought I would pass along a few photos of our delivery of coats to Fuller Elementary. Aside from the kids showing off their coats and backpacks, in the last photo, you can see that they are hard at work in the classroom. Everyone was in a joyous mood with broad smiles.

Thanks for making this day happen!!! Dick

The Coats Keep on Coming In

Well, our Dec. 2nd deadline for collecting winter coats has come and gone and, still, the coats keep on coming in!! That is truly a wonderful tale of the Christmas spirit.

A good friend of mine, and a former colleague, Harrison Bull, has his whole family involved in collecting warm winter wear. His wife, Carol, has encouraged some of her friends to donate coats to our cause. And then there is his granddaughter, Clare, who has worked with her Mom, Julie, to amass another 20 coats.

All in all, we have collected another 45 to 50 coats over the past two days, enough to make a delivery to a couple more CPS schools who could use the help. We will be delivering the coats to Pickard Elementary and King Elementary on Monday, Dec. 12th.

This is the second consecutive year that Schools Count Corp has run a 'Winter Wear' drive for the Chicago Public School students. It is a tradition we will continue to sponsor in the years to come.

The desire of our charity is to help students, and their families, in a variety of ways that positively impact their overall lives as well as their performance in the classroom. We see the two as inseparable aspects of improving their lot in life.

Again, thanks to one all for being a part of this initiative!
Dick

Central Students Step Up

A good number of people who typically volunteer and donate to our charity have, likewise, pitched in and supported our ongoing 'Winter Wear' drive. We have already delivered over 250 coats to deserving CPS schools. More will follow in the coming days.

One is never to young to join in on the spirit of aiding a cause and people in need. Such is the case with two young students at Hinsdale Central High School. Both Will Schneider, a senior, and Allison Gelman, a sophomore have helped us collect coats.

Allison collected five full bags of coats while Will collected three big bags. I met these two individuals while speaking to the HC Habitat for Humanity meeting in early November. Since that time, both individuals made contact with me and offered to help with the coat collection.

Both individuals found their own way to collect coats. Allison generated her large contribution by turning to the congregants at her Temple while Will worked his family, friends, and the surrounding neighborhood for donations.

They came through in a big way. That's no surprise for these two individuals. Both are active at Central. Will is an active member of Habitat for Humanity and is a member of the varsity lacrosse team. Allision is involved in a number of groups who assist others. She is a member of Clubs that Care and is heavily involved in Peer Leadership. Allision is also a member of the lacrosse team at Central.

Kudo's to Will and Allison for stepping up and finding a way to help Schools Count Crop keep students warm as the cold of winter sets in.

Many thanks!
Dick

Smiles All the Way Around

Mrs. Williams, a secretary at Alex Haley Elementary bound from her desk to the other side of the counter in what seemed like two steps! I wasn't really counting the steps because all I could notice was her broad smile as she greeted us and then gave us a HUGE bear hug.

Such was our day yesterday as Harry Bull and Ed Bulak joined me as we delivered well over 250 coats to five schools.

To say there was jubilation when we opened the boxes of coats, gloves, hats and mittens is not hyperbole. The principals, children, and office staff were thrilled to receive the winter wear. The cold is setting in and the children need to be kept warm.

One school that we delivered to said that they had a list of 89 students who have no coat. Fortunately, we brought them 60 coats and I am certain we can provide them with another 30 coats next week.

One of the interesting features of working with CPS is that when they receive needed resources, of any type, they let you know the extent of their appreciation. I love the fact that they are willing to wear their heartfelt emotions on their sleeves.

Each stop was much the same; handshakes, hugs, and smiles. In the final analysis, each of us was left with the same smile that greeted us at each school.

As soon as I get the photos, I will be sure to post them.

Many thanks for helping to make this day happen!
Dick

Well over 250 Coats bound for CPS

The response to our 'Winter Wear' drive has been terrific. To date we have in excess of 250 winter coats, many of them brand new!! We are heading to five schools tomorrow...Fuller Elementary, Haley Elementary Songhai Elementary, Curtis Elementary, and West Pullman Elementary.

Plenty of people have stepped to the fore to aid our clothing drive either with cash funds or donated coats, gloves, scarves and/or hats. Plenty of students and families will be happy to receive the warm clothing.

Aside from the coats, I had one contributor who bought fifty, yes fifty, brand new backpacks for a couple of these schools. To say the least, this is truly an amazing donation.

The outpouring of support has simply been; well, fairly overwhelming. We still have coats coming in, so many so that I will be able to deliver coats to King Elementary and Pickard Elementary on Thursday.

I'll be sure to post some photos of our trip to the city in the next couple of days.

Thanks for your support,
Dick

Charter Performance

Yesterday's Chicago Tribune carried an article entitled 'Charter schools get tougher scrutiny.' Why would they receive tougher scrutiny? Because, for the first time ever, the state released detailed performance data for the city charters and the news isn't necessarily stellar.

According the article, 'many schools (charters) from even the most prominent charter networks struggle to close the achievement gap for low income students.'

Mind you, not a single charter is slated for closing next year even though some of the charters performed almost as badly on state exams as those schools scheduled for closing. It isn't easy for CPS to close charters for a variety of reasons.

CPS Chief Jean-Claude Brizard has acknowledged the fact that a couple of charters are struggling. A day after the charter school data was released by the state, Brizard announced that CPS had begun the revocation process for two charters.

I digress however!!! My main point is this, whether a school is a charter public school or a tradtional neighborhood public school, where income is low, poverty is high, crime is rampant, jobs are tough to find and the mechanisms outside the building are nearly absent in terms of helping students, it will be a tough job to lift students up.

Helping students who are struggling in neighborhoods that are struggling is a monumental task and if the school in such an area is a charter, that doesn't mean that its students will instantly get a better education.

All hands will be needed within schools, families and communities to help children move forward. That is a fact.

Thanks,
Dick

Fuller Elementary - Some Sad News

One of the schools that Schools Count Corp has worked with in the CPS system is Fuller Elementary. It was revealed two days ago that Fuller is one of ten elementary schools that is slated to be a 'turnaround.'

It's important to note that 'turnarounds' typically find 100% of the administrative and teaching staff let go while an entire new team comes into the school when a new school year commences. That background is important to understand relative to what is taking place at these ten schools.

Let me say, at the outset, that Fuller has room for improvement. No one knows that better than the new principal, Ms. Carrmilla Young. And that fact alone makes this a sad story.

Sad because I know Ms. Young and what she is all about. She gets to school early in the morning, is often in the office at 6:00 pm, has high standards and cares deeply about the children. By the way, these are but a few of her amazing qualities that she brings to bear.

There are plenty of reasons why children struggle. You can come up with literally dozens and dozens of situations and issues that lead to a school doing poorly. I will tell you this, and some officials in CPS may not, Ms. Young is not the reason for the lack of progress and being named as a turnaround school.

I mentioned that Ms. Young is in her first year as Principal of Fuller. Let me pose a question. Do you think it is feasible and realistic for the two hundred children, in less than one year, to have their academic lives (which have been problematic for years!!) turned around in dramatic manner in less than a year? No chance.

I will look into this situation in greater detail and get back to you with news of Fuller, Ms. Young, and what the 'turnaround' situation looks like going forward.

It's a travesty if Ms. Young loses her job at Fuller!

Dick

Surge in Meals for School Children

Everyone agrees that school children need decent meals while at school, and at home, to give them a better chance for success. An alarming article appeared in the Nov. 30th New York Times (front page) discussing the huge upward trend of more students needing, and qualifying for, government sponsored food provided through the schools.

The article divulged the fact that subsidized lunches rose to 21 million last school year, up from 18 million in 2006-07. Yes, inner cities were hard hit relative to more students receiving food. But the spike in those seeking assistance didn't hit these traditional areas.

As the economy has hit a rough patch, lots of middle class families have turned to the subsidized lunch program for help. In Rochester, New York, home to many engineers and technicians who have lost their jobs, a good number of families have turned to the school to ask for help relative to providing their children with free lunches.

Since 2006-07, the Department of Agriculture reports that ALL 50 states have shown increases in the number of students who participate in the free lunch program. Maybe that's not surprising given the growth in overall population. However, the growth rate of those need food assistance has skyrocketed in many of these states. The USDA reports that 'eleven states had 4-year increases of 25% or more in meal programs.

All of this points back to arguments I have made in the past concerning jobs, schooling, poverty and the opportunity for student success. If jobs and careers aren't available, the cycle of poverty, crime and student dropping out of school continues unabated.

It is hard enough to get a decent shot at the 'American Dream' but, going without a decent education and the proper nutrition just tarnishes the chance of making the dream come true.

I, for one, applaud having food programs in schools. It is a wise use of federal monies. I have been in many schools where students received subsidized food and I can't ever recall seeing the food wasted!

Dick

Virtual Schools - Um, No Thanks!

With a good number of government bodies tightening their belts, a number of school districts are turning to virtual schools to offer online course work. Those who are proponents of such an education point to the fact that it literally opens up the world to its users aside from the fact that it is a cheaper form of education.

I am sure some students will make great use of online courses. However, for the vast majority of children I see virtual education has having many damaging deficiencies.

There is much about the current delivery system of education in which students must attend school, rather than staying home to be educated, that should not be lost. In and of itself, the mere fact that there is a schedule where young people have to get up at a certain time, catch a bus, and run through a structured day offers a certain degree of discipline that is needed and will likely be lost if students stay at home for their studies.

One of the biggest drawbacks to virtual education (staying home) is the fact that face to face contact with teachers is all but lost. Students always have questions about the material and need clarification. That one to one contact has always been critical when it comes to learning. Looking at a keyboard and screen just won't cut it relative to interaction.

School is also a socialization process and virtual education wipes this out for all practical purposes. People may not think this is a vital part of ones education but it truly is an important one. We all have to learn to deal with different people in different situations and school attends to that need. Where will online courses offer that positive socialization process.

By the way, to those who are supporters of virtual education, the vast majority of teachers and schools are already making great use of computers in the education of children. It's not like the valuable uses of the computer are being ignored at present time, quite the contrary.

People may want to see reform take place in education but virtual education is not one that I see as having positive results compared to the negatives that would flow from not attending traditional schools.

Dick

Income Equality and Education

NPR radio carried a thought provoking segment this morning dealing with income equality (aka, inequality) in the nation and the role of education relative to mitigating against such inequality.

Both Matthew Yglesias, a Slate.com reporter on economics, and Tyler Cowen, an economist at George Mason, both agreed that the super rich are getting richer and the poor are lagging behind.

What I found to be of interest in the report was the fact that these economists brought up the issue of education. Each felt that, though there is a growing income disparity, the real issue is the fact that some people are not afforded the same opportunity to move up the ladder income-wise.

Cowen reported that parents who attend a very good school (college) and, in turn, see their children receive a great university education are afforded the best opportunities to be upwardly mobile. Sadly, those parent, and their children, who attend poor schools and receive a poor education aren't able to be upwardly mobile.

The above isn't the only reason for a lack of upward mobility and an accompanying inability to share in the wealth of the nation but it is a most critical one according to Cowen and Yglesias. Other factors include macro economic issues, affordable housing and demographics.

But the bottom line is this...The better an education one receives, the better the chances of improving ones lot when it comes to realizing the 'American Dream;' that is, being upwardly mobile.

As you can see, the work our charity engages in helps students receive a better education. In turn, hopefully, students will realize such benefits and improve their chances at being upwardly mobile.

Thanks for being a part of this important process!
Dick

Maggie Daley - A Stalwart

A number of you who normally read this blog typically read something regarding my rants against harm being done to public schools. You might also come across some of our good works accomplished on behalf of children in need. At other times I ask you to participate in some of efforts to help students.

But today, today, I want to take a moment to point out the good that former Chicago First Lady, Maggie Daley, did on behalf of school children within the city of Chicago. Twenty years ago, Maggie started the After School Matters program which enables teens, in after school activities, particularly the arts,to acquire the skills to better themselves in schools, work, college and beyond. Today there are some 20,000 participants in this program.

Twenty years ago this lady saw the need to do something to aid education, to work to overcome poverty, to end homelessness and to make school a better place to be. Her work was done to make life better for all concerned. To say that she dedicated her life, in large part, to educating the city's youth is not an overstatement. She cared deeply about the children of Chicago. It is our hope, at Schools Count Corp., to carry on in Maggie's name.

Today's blog, then, is a testament to her enduring qualities. May she rest in peace.

Dick

Helping IMN with Food

Within the past couple of days Schools Count Corp has been involved in discussions with Global Hope and Haiti Partners with regard to the fact that IMN School in Haiti, which we helped to rebuild in 2010, has some serious problems with regard to providing food to its students.

The bottom line is this...the World Food Program can provide food to the students but Maxandre and IMN have to have the proper logistics to preserve and prepare the food. Up to this point in time, IMN has not been able to meet these requirements.

I am happy to announce that Global Hope and Schools Count Corp are providing the funds to fully meet the cost of installing a food depot at IMN which will meet the specs set forth by the WFP. As soon as the proper equipment is purchased and installed, I will be sure to provide you with photos and an update on the work that was undertaken to complete this project.

Alas, the children will be able to have a healthy level of food nutrition as they attend IMN for the remainder of the school year. Certainly, great Thanksgiving Holiday news!!

Many thanks,
Dick

Happy Thanksgiving

Dear Friends of Schools Count Corp.,

At Thanksgiving, and always, we are grateful for your efforts to aid Schools Count Corp and, most importantly, the children we serve throughout the Chicagoland area and other regions of the country. Whether making a monetary donation, establishing a fundraiser, devoting your time to package and deliver supplies, collecting coats and school supplies, or aiding us in a variety of other ways, please know that your support is greatly appreciated.

I am most appreciative and thankful for the fact that you put your trust into the work of our charity. Beyond my admiration for all that you continue to do, I want you to know that the children and families who benefit from your generosity are ever grateful for your support. Because of you, they indeed have much to be thankful for at this time of the year.

On behalf of myself, and our Board of Directors, allow me to wish you a joyous Thansgiving Holiday.

All the best,
Dick

2012 - Just Around the Corner!

As the holidays approach the Schools Count Corp Board of Directors has already begun to make plans to assist those in need going forward. We have plenty of exciting events planned for 2012. There are plenty of opportunities to be a working volunteer in addition to taking part in some exciting fundraisers. Here's a partial calendar for the year ahead.

Tuesday, February 21st. Our Fifth Annual Mardi Gras Concert put on by the Jazz Ensembles at Hinsdale Central High School. The student cafeteria will be rocking and rolling starting at 7:30 pm. Everyone is welcome to attend!

Friday, March 16th. Hinsdale Central's FCCLA will sponsor a Bowl A Thon at Willowbrook Lanes commencing at 3:30. Three games of fun along with prizes and refreshments. Get out your bowling ball, loosen up the arm and get ready for a great time!

March, 2012. Our Annual 'Donor Drive'

Friday, May 25th - June 8th. Our Fourth Annual 'Go Green' collection of gently used school supplies from area schools. I can always use a few helping hands to load the truck!

Monday, August 6th. Loading trucks with school supplies. 9:00 am to noon at 20048 S. Kohlwood Dr., Mokena, IL. A great time is had by all and we'll provide you with lunch!

Tuesday, August 7th - 8th. Deliver supplies to Chicago area schools.

Sunday, September 16th. Fifth Annual KICK event at Hinsdale Central H.S.

More events are certain to be added including some work with Joplin, Missouri schools and IMN in Haiti.

Thanks,
Dick

120 Coats and Counting!!

As of Monday, November 21st, the count of winter coats and gloves continues to soar! We have already collected some 120 winter coats and over 100 pairs of gloves and mittens which are bound for four elementary schools in Chicago.

Thanks to those of your who have made donations and those still in the process of collecting these needed items.

Remember, there's still plenty of time to collect all types of winter wear! Check your closets, ask your neighbors, and see if other family members can help out. Every coat and each pair of gloves makes a difference.

Our 'Winter Wear' kudos go out to:

Milena Alexandrova
The Amicus Foundation
Mr. and Mrs. Bhargava
Carol and Harry Bull
Barb and Alan Cole
Annette DeAngelis
Joyce Fleming
Dick Flesher and Dawn Oler
Chris and Michele Freiler
Allison Gelman
Marie and Tim Higgins
Hinsdale Central High School's boys soccer team and parents
Hinsdale Central High School's girls volleyball team and parents
Jim and Joanne Kowalczyk
Barb Loebig
Marge and Earl McMahon
Liz Meersman
Sally Ortiz
Will Schneider
Ann and Pat Scott
Schools Count Corp.
Danielle Trezek

Thank you one and all!
Dick

Grading of CPS Teachers

The Saturday, November 19th issue of the Chicago Tribune carried a fairly concise article regarding the impact that student performance would have in arriving at an evaluation of CPS teachers.

It is possible that by next year, 2012-13, up to 25% of a teacher's evaluation will be based on the academic success, or lack thereof, of students. According to the Tribune 'The teacher and principal assessments are required under the Illinois Performance Evaluation Reform Act' which passed the state legislature in 2010.

Senate Bill 7 essentially makes teacher performance, not seniority, the focal point relative to job security. Up to the point in time, within CPS, seniority had more of an impact relative to a teacher and/or principal retaining their posiition.

The key point going forward concerns the issue of the extent to which student achievement counts toward teacher and principal assessment. This sounds pretty simple but, as I've mentioned in past blogs, student achievement is affected by many issues outside of the school environment.

The CPS braintrust and the Chicago Teachers Union will have to sit down and 'negotiate how large the student growth proportion would count in a teacher's evaluation.' That's as it should be!

From my vantage point, I hope that many factors are looked at, aside from student achievement, when assessing the quality of the teacher. The whole idea of evaluating a teacher is to help them improve their performance. Let's hope the whole idea of using student achievement doesn't simply get rid of teachers.

Dick

Dec. 1st is just around the Corner

With the first deadline approaching, in less than two weeks, many Chicago Public School educators, parents and officials are busy with assessing information on possible school closings for the 2012-13 school year.

It is a nervous time of year for students, parents, teachers, school personnel and other community leaders. No one wants to see a neighborhood school close. As some communities lose population, jobs, and other societal institutions, the last thing a community needs is to see its local school close its doors.

The initial list of CPS school closings is set for Thursday, December 1st. Make no mistake about it, schools will be closed.

Over recent years, the process at arriving at which schools will be closed has caused a good deal of uproar. This year is not likely to be much different.

Officials at CPS have indicated that school closings will be based upon academic performance. In the past, school closings have been partially based on this factor but underattendance at buildings has also weighed heavily on which schools will have their doors shuttered.

Right now 42% of the schools in the CPS system have low academic performance and poor attendance. Obviously, one can't close 42% of the schools. Sadly, 72 schools in the system have five consecutive years of low academic performance and poor attendance. These schools seem among the more likely to be consdiered for closure.

I want to add a cautionary note. Failing schools, on their own merits, aren't solely responsible for that status. Many of you who have followed my blog realize the fact that the larger community, if it is in peril, has much to do with the relative success, or lack thereof, of the school.

As State of Illinois Representative Cynthia Soto, of Chicago, puts it, "rather than close the failing schools, CPS needs to provide a full blast of resources and focus efforts on improving those programs." I completely agree with this assessment. Unless, and until, all efforts are spent to make a 'failing' school succeed, its doors shouldn't be shut.

Thanks,
Dick

Update on New Orleans Schools

Though Hurricane Katrina lashed New Orleans over six years ago, much is taking place in the city with respect to schools that invites our attention. As many of you know, Schools Count Corp has brought aid to the public schools for six years. During that time we have witnessed many great accomplishments, much of it do to the students, teachers, educational leaders and the parents.

The State of Louisiana Test Scores (I don't want to get hung up on these but that is about the only measure out there) reflected through LEAP show most neighborhood schools making significant yearly progress. That is the good news.

Sadly, there are some poor practices, on the macro educational level, particularly at RSD, that continue to haunt day-to-day schooling.

RSD officials continue to threaten traditional neighborhood public schools with taking them over and making them charters, no matter that they are functioning quite well. The number of neighborhood schools continues to dwindle and, in turn, the remaining ones are overcrowded in total and with regard to the number of students in each classroom.

The shrinking number of neighborhood schools, who are bursting at the seams, often have to turn away students due to the fact that there is no room. What happens is this: A family with a first grader, fourth grader and fifth grader may well have to send each of the three children to three separate schools (as opposed to just one facility) in different parts of the city. Talk about nonsense!!

Too often, these neighborhood schools also lack the resources needed to give kids a chance to succeed. Typically, resources are available to the school but the families, individually, are without the resources and supplies needed to be successful.

These are but a few of the continuing problems that continue to fall upon the shoulders of teachers, children and their parents. In spite of all of these obstacles, the fight to succeed goes on.

As you may know, Paul Vallas is no longer heading the RSD. He is now an advisor to the Chilean and Haitian governments on education...really!!

Thanks for all of your support of our NOLA initiatives!
Dick

Coats, Gloves and Mittens Abound!

We are well on our way to supplying plenty of winter coats and other warm wear to a number of children in four Chicago Public Schools. All of the donated coats, gloves, mittens and scarves will go to Fuller Elementary, Songhai Elementary, West Pullman Elementary, and Curtis Elementary.

There is still plenty of time to check your closets and ask your friends and neighbors to pitch in and help us in our annual 'Winter Wear' drive. Why not walk around the neighborhood and scour up some coats and other warm clothing?! I think you would be surprised to see how many people would be willing to help you.

I can certainly pick up the clothing if you aren't able to drop it off. Simply contact me at rich219@comcast.net and we can arrange for a time for me to pick up the coats and other winter clothing. If you live in the Hinsdale, Darien, Willowbrook, Oak Brook, Clarendon Hills area, you can drop off your donation at Hinsdale Central High School. The items should be taken to Dawn Oler in Room 116A.

Please accept my thanks for helping the students of the CPS schools.

Dick

Update on Joplin

Just wanted to update you on some of the events taking place in Joplin, Missouri. As you know we were able to send these schools a pretty significant amount of student supplies early in the school year.

Around 50% of the 7500 homes damaged, or totally destroyed in the May 22nd tornadoes, are currently being repaired or rebuilt. This past weekend the Habitat for Humanity organization finished up the 'Ten for Joplin' program. So some good progress can be reported on that front.

Speaking of rebuilding, there are six Joplin schools that are totally destroyed and still sitting in that condition. Bids have been accepted to start the demolition of the building. It is suppose to take a mere 60 days to complete the project once it commences on each school.

By 2014 six new schools should be built and ready to house the students.

Within the past couple of days Barry Manilow made good on a promise to help the music programs of the schools. He donated $300,000 worth of instruments to the Joplin School District. Quite a remarkable act!

The nearly 7,000 students who are back in school are doing about as well as possible though no one can really determine the extent to which such psychological issues as trauma, sadness, and depression exists. It's not merely a matter of losing a school or home. Remember, six students and one teacher lost their lives in the tornadoes. Beyond that tragedy, the students have plenty of friends and neighbors who suffered greatly at the hand of Mother Nature.

By the way, Schools Count Corp will return to Joplin to assist students and teachers in 2012.

Thanks,
Dick

My Perspective on Teacher Pensions

Much has been said about teacher pensions relative to its affect on state budgets. Some people complain that the state funding of teacher pension plans 'drains' or leaves too large of an unfunded liability. In terms of the unfunded element to pensions, it is largely due to the states borrowing from it and not repaying. Part of it is simply due to the fact that the state, over the years, has failed to pay its promised amount into the fund.

These same folks go on to say that teacher pensions should be cut or educators should pay more into the system. Some even call for the plans for the funds to be given to the teachers and they can create their own plan. The bottom line is this, states don't want to fund teacher and other public employee pensions. Simple as that.

Maintaining state pension plans is a must. In Illinois, for example, the Illinois State Constitution prohibits lawmakers from dropping public pensions. We need to keep pensions because, as in most states, teachers will not draw on Social Security. In other words, without the state pension, teachers would have NO retirement funds!

The current state of our pension plan is very positive. We have more money coming in than is paid out to retirees; the result, a net gain in funds each year. Why tinker with a plan that works?!

Does something need to be done with pensions? In my view, yes; otherwise, many states will be in even worse shape than they are now. Given the states poor management of teacher pensions, I don't want the legislators to act on their own.

The solution, as is always the best case scenario, is to let the various pension funds, educators and legislators work out the optimum solution through collective bargaining. State legislators acting on their own is not the way to tackle this problem.

Thanks,
Dick

Already at 100 Coats!!

As of Sunday, November 13th, lucky 13th at that, we have already collected some 100 winter coats which are bound for four elementary schools in Chicago.

Thanks to those of your who have made donations and those still in the process of collecting these needed items.

Our 'Winter Wear' kudos go out to:

The Amicus Foundation
Mr. and Mrs. Bhargava
Carol and Harry Bull
Barb and Alan Cole
Annette DeAngelis
Joyce Fleming
Dick Flesher and Dawn Oler
Allison Gelman
Hinsdale Central High School's boys soccer team and parents
Hinsdale Central High School's girls volleyball team and parents
Jim and Joanne Kowalczyk
Barb Loebig
Marge and Earl McMahon
Liz Meersman
Sally Ortiz
Will Schneider
Ann and Pat Scott
Schools Count Corp.
Danielle Trezek

Thank you one and all!
Dick

Teaching Yesterday and Today

After nearly 40 years of teaching full time and then substitute teaching I can see, at least in the suburbs where I taught, a massive shift in the demands of the teaching profession. These movements, whether positive or negative, have added the workload of teachers.

In the past, a teacher merely mentioned an assignment or put it on the chalkboard. Parent contacts were few and far between, there was no email to respond to and a single curriculum sufficed.

Not so today. Teachers verbally tell the students the assigned work and then they have to take the time to put it on a computer program such as sharepoint. Today, teachers literally can spend ALL of their preparation time returning the dozens of daily phone calls and emails that didn't exist in the past.

I know there are teachers, due to Special Education and Inclusion, that have three different lesson plans for the same class during the same period. Talk about spending lots of additional hours preparing for class!!

The above just scratches the surface relative to the demands placed upon teachers in the 21st century. Though I retired a few years ago, I can tell you this, I don't see how teachers (and students for that matter) keep up with the mountain of demands and the frenetic pace of the day. I don't think its healthy for anyone.

By the way, for those who think teachers make plenty of money, being a great teacher today with such job requirements, is just nonsense. The vast majority of teachers in America in 2011 make far too little for all the good they do for their students.

Dick

We don't need Homogeneity in Teaching!

One of the beautiful aspects of teaching is that each teacher brings his/her own personality to the classroom. Some are more serious than others, some more humorous than not, and some are simply more creative and reactive.

While some in the public sector may complain about the above while invoking that one teacher is tougher than another or that such and such a teacher didn't cover a certain unit while another one did, we all need to understand the fundamental point that everyone is different.

And those differences are refreshing! Who wants to have seven consecutive classes, per day, where there is a monotony of teacher interactions with students and the system of lesson delivery is exactly the same? Not me and, more importantly, not the kids.

Let me pose this...don't you think it is possible that seven different teachers, each with a different style, different goals, different personalities, and more can get students to learn? You bet they can!!!!

Having different teachers, with different backgrounds, offering different styles of teaching and learning is one of the most attractive aspects of public education. I, for one, don't want the teaching profession to be one that stresses the need for homogeneity.

One of the other attractive aspects of having differences within the school, pertaining to the teachers, is that the students have to engage in the lifelong lesson of learning how to get along, or not, with other people who are - as we all are - different than we are.

Yep, I am all for non cookie cutter schools and teachers!

Thanks,
Dick

Longer CPS school day and Physical Education

Commencing in the 2012-13 school year CPS elementary schools will have a longer school day. That's long overdo and welcome! Now the question becomes, what to do with the added minutes.

As reported by the Chicago Sun Times a good deal of the discussion, between the interested parties, on lengthening the school day, involves adding Physical Education to the curriculum. Right now 'few, if any, CPS elementary schools have daily PE, even though CPS has no official waiver from the state.'

Beyond the absence of PE from the elementary school curriculum, high school students, at the most, get one year of physical education. Currently the CPS system has a state granted waiver for roughly 36,000 of the 42,000 11th and 12th graders.

In my mind, this is a health nightmare. Why, because too many CPS children have very real problems with 'obesity, diabetes and early-onset hypertension' according to Chicago Teachers Union President Karen Lewis.'

Sadly, these health issues are very real. Also, when the cost of getting rid of the waivers and putting Physical Education in the longer school day comes up then people tend to get nervous. Some educators estimate the cost of bringing PE to all students to be $20,000,000. Given the shortfall in the current budget, adding on this cost is likely to cool off the desire to add the benefits of PE to a longer school day.

Sad indeed, sad for the kids who really need the exercise.

Dick

One Week and over 50 Coats!!

We are just one week in our 'Winter Wear' coat drive and we've already had some sizeable donations. Plenty of ski hats, gloves and mittens, in addition to some fifty coats, have made their way to us.

Thanks to those of your who have made donations and those still in the process of collecting these needed items.

Our 'Winter Wear' kudos go out to:

The Amicus Foundation
Carol and Harry Bull
Barb and Alan Cole
Annette DeAngelis
Allison Gelman
Hinsdale Central High School's boys soccer team and parents
Hinsdale Central High School's girls volleyball team and parents
Barb Loebig
Sally Ortiz
Will Schneider
Danielle Trezek

Thank you one and all!
Dick

Teacher Pensions and Collective Bargaining

Sadly, there's plenty of venom out there concerning teacher contracts, pay, pensions and collecting bargaining. Allow me, prior to making mention of contracts and pensions, to make the point that collective bargaining, done in good faith by both parties, is critical to solving these problems and concerns.

Collecting bargaining allows give and take by both sides. Done in a serious, respectful and trusting manner serves the best interests of everyone involved. Any locality, state or federal agency that thinks doing away with collective bargaining is anything but ill-conceived will one day lament its demise.

Having said the above, any measure that largely, and that is key, largely guts any pension will hurt everyone concerned. After all, people on pensions spend the money they receive thereby aiding the economy. Gutting the pensions of public employees will simply prolong and protract a downward economic spiral.

In sense, drastically cutting pensions is akin to not renewing unemployment benefits with respect to the fact that those without the funds will do little to sustain business activity.

I receive a Teacher Retirement System (TRS) pension. Can reasonable reforms be made? In fact, I believe they can! Currently, I pay no IL State income tax on my pension. Having a state income tax levied on my Illinois income seems reasonable and I would gladly pay it. Some people would fight this but it is a way to add to the state coffers without really harming my pension.

But, as I said at the outset, making this change must take place through collective bargaining. Decent people who have the best interest of ALL in mind can get the job done.

Dick

Coat Drive

Our annual 'Winter Wear' drive is well underway this fall. We are very excited to help the children at four schools; Fuller Elementary, Songhai Elementary, West Pullman Elementary, and Curtis Elementary.

We have found that, aside from bringing the children school supplies, when the kids have the proper clothing (winter and school uniforms) it enables them to continue to attend classes. As I have mentioned in previous blogs, the factors outside of the school environment have a huge impact on their learning.

When food, clothing and other forms of support are available, principals report a higher level of engagement by students in the schoolwork.

So why not be a part of our 'Winter Wear' effort. We are looking for the following for boys and girls, ages 4 - 14; winter coats, boots, mittens, gloves, hats and scarves. If you are donating used items please be sure they are clean and in the type of condition that you would accept if you were to receive these gifts.

We will be collecting these items through Monday, December 5th. By donating to this initiative you will be bringing a smile to the faces of many during the upcoming holidays.

Contact me at rich219@comcast.net and we will make arrangements for either a dropoff in Hinsdale or I will pick up the items.

Many thanks,
Dick

American Education - Part II

Jonathan Dearman was known as a terrific teacher at San Francisco's Leadership High School. That's according to the students, staff, parents and administration at the the seven year old charter. When other teachers could barely get the kids going, Mr. Dearman inspired the students to do the impossible.

Mr. Dearman no longer teaches!!

Why you ask? He couldn't make ends meet, he was away from the family for too long and - believe it or not - he wasn't as effective as he wanted to be. Imagine that from a top flight educator.

One can say that teachers are paid about right, they receive what they deserve (given the mythical statement that 'they have summers off') or something of that nature. The fact of the matter is this...the 3,000,000 teachers in the United States make an average of $44,367 per year. No, that's not a starting salary, that's the average.

Do you suppose that the average lawyer, doctor, or government official has $44,367 as their 'average' pay?

Here's the deal. It isn't just that the average pay is $44,367 it's the fact that the great teachers like Mr. Dearman work 60 plus hours per week, deal with all sorts of kids with social/emotional needs literally every moment of the day and find that the demands of the profession are growing by the second.

Let me say this, school reform, in part, may want to tie a teachers pay to test scores but there are bigger issues that need to be tackled such as keeping great teachers like Mr. Dearman.

Dick

American Teacher - A Documentary

Last night I had the good fortune to view a newly released film, American Teacher, which documents the lives of a number of teachers in different parts of America. The film tackles some of the myths about short workdays and endless summer vacations. The stories told also look at the social and emotional toll that the profession takes on its teachers.

Relative to the myth of short workdays, there is no denying that most school children aren't in classes for eight or nine hours however, the same cannot be said of kids instructors. The film followed teachers who arrived at school at 6:30 or 7:00 am until they left at 5:00 or 5:30 pm. Hardly, a short work day. The film went on to discuss the many evening and weekend hours devoted to schoolwork.

Depending on family matters and the pay that teachers receive, a good many of America's teachers aren't on endless summer vacations. The film illustrated that many teachers take on second jobs in order to make ends meet.

Today's teachers often face classrooms of students who enter the building with a number of issues which impacts their ability to concentrate and learn. The film made clear that handling literally hundreds of social and emotional student issues is paramount to successful teaching.

In the coming days, I will share some additional facts and insights from the film and book, Teachers Have It Easy. Don't let the title of the book fool you, nothing could be further from the truth!

Many thanks,
Dick

No Child Left Behind?

Today's Chicago Sun Times (page 26) carried an article titled 'Long Way to go to achieve No Child Left Behind goal.' The nation's report card (NAEP) reported that fourth and eighth graders scored their best ever on the math test while making progress in reading.

The article pointed out that 'just a little more than one-third of the students were proficient or higher in reading. In math, 40% of the fourth graders and 35% of the eighth graders had reached that level.'

Don't get me wrong, I love to see the growth of students in these areas. But I tire of the end game being one of testing and testing in these two areas alone.

What is needed is comprehensive growth in all academic endeavors offered by schools. Why is it that special emphasis is place on math and reading, often to the exclusion of other subject areas? Every content area should be afforded the best curriculum and teachers possible.

Young people need as much exposure to the arts, literature, history, physical education, civics, nutrition, health, shop courses, the sciences and more as they do in reading and mathematics.

It is time for all of us to say enough to the benchmark of success, or the lack thereof, being enshrined in math and reading scores.

Thanks,
Dick

Update on Haiti

It has been some time since I have provided our bloggers with an update on the situation in Haiti. Excuse me for not having touched base sooner. At any rate, here is some of the latest news from the island.

Yes, it's true, Paul Vallas is a consultant to the Haitian Ministry of Education. I have no idea about his latitude of power but I find it hard to believe that his impact will be significant due to the skepticism most schools and localities have towards this federal government agency.

Just what money Mr. Vallas has at his disposal is just one of many questions that will determine the degree to which he is able to bring his power to bear. As we all know, most of the schools are private and have operated largely out of view of the federal goverment.

At IMN Maxandre Bien Aime reports that all five of the 6th graders were successful in passing the state exam and four of the students who entered the official exam for public high school passed and are now able to attend public high school. As these five students move on, I will keep you apprised of their progress.

IMN has 180 students this year, up 50 over last year. It is clear that the staff are doing some wonderful things for the children

There are still at least 600,000 Haitian living in tents at this point in time. As few as 50,000 to 60,000 Haitians have been resettled following the January 2010 earthquake. To say the least, progress has been slow in terms of developing decent housing for the quake survivors and the homeless.

Tempers seem to short on another front. Some Haitians harbor ill feelings toward the U.N. peacekeeping mission that has been in Haiti since 2004, when a violent rebellion of former soldiers toppled then President Jean-Bertrand Aristide.

The U.N. force has been blamed for introducing a cholera outbreak, and several Uruguayan sailors from one of its battalions face accusations of sexually abusing an 18-year-old Haitian man.

The IMN story is certainly a success! On many other fronts, the Haitian population is living in absolute misery.

Dick

Reaching High!

You bet collecting 1000 winter coats and gloves/mittens is a pretty daunting goal. It just so happens, though, that the prospect of a child walking to and from school this coming frigid winter will be far more challenging if that student doesn't have the proper warm clothing.

The goal of Schools Count Corp is to help children learn and in doing so we look at providing an array of resources that meet that end. Whether it is school uniforms, daily student supplies or winter wear, we are there to help kids.

Please consider being a part of our CPS 'Winter Wear' Drive. You can donate clean winter coats and/or gloves, purchase a new jacket or donate the funds to SCC and we, in turn, will purchase the clothing.

I can say that I never attended school without the proper attire, necessary supplies or the proper food. I am glad that my folks could provide these for me. Today, however, there are parents without the funds to help their children with these essentials and that is truly a travesty.

I appreciate your being a part of this effort to collect winter coats and gloves.

Many thanks,
Dick

Winter Coat Drive

Crisp nights and cool days are at hand as autumn is once again upon us. Of course, that means snow, some howling winds, and bitter cold won't be far behind. Doesn't sound all that enticing does it?

Well, for children who attend classes everyday that means they have to wait at the bus stop in frigid temperatures or they have to slog through the snow, slush and ice on their way to school.

Plenty of these Chicago Public School students could use our help. We are starting our annual SCC Winter Coat Drive to make sure these kids stay warm during the upcoming winter. Aside from aiding the students with supplies, as we did in August, our winter coat drive is yet another way of helping the children get to class and stay engaged in their studies.

Our aim is to collect 1000 coats and gloves (or mittens) by Friday, December 2nd. That will give us time to sort and box up the clothes for delivery during the week of Dec. 7 - Dec. 11.

We would love to have your participation in this effort. Simply donate a clean 'used' coat (or purchase a new one, if so desire) or gloves which are appropriate for ages 4 -14. We need both boys and girls wear. If you wish to make a monetary donation (tax deductible) you can certainly go in that direction. I will then take the funds and puchase coats and gloves.

Once the purchase is made you can contact me so that we can arrange to have items picked up or dropped off at our mutual convenience. Kindly email me at rich219@comcast.net or call me at (630)863-6035 and we'll work out the details.

Thanks for being a part of this important initiative!
Dick

A Wonderful Evening

Last night sixty of our many donors and volunteers came together to celebrate the wonderful works of our charity. To be clear, none of our work in Joplin, Chicago, Haiti or New Orleans would take place without them.

There were a number of highlights to the evening; a wonderful meal prepared by the Hinsdale Central H. S. Chef and Restaurant class, an update on initiatives in the various schools, and an inspiring message from Fuller Elementary School Principal Ms. Carrmilla Young.

Ms. Young had a number of important messages concerning the education of the Fuller children.

One of the more illuminating comments that Carrmilla conveyed to the assembly of SCC donors and volunteers was the idea that education can't take place at Fuller until the personal issues and problems, faced by children, are dealt with by the staff. And Ms. Young made it clear that she and her staff are there to help their students deal with such concerns.

Another point made by Ms. Young dealt with the idea that no matter what problems may exist, and regardless of any past failures, a new day is dawning. At the same time, those failures will be replaced by a willingness to shed the cloak of failure.

Those in attendance left the dinner with an appreciation of the efforts of Ms. Young and voiced their support of our ongoing efforts to assist her, the staff, and students of Fuller.

It was great to get together with one and all last night. Thanks for attending the event!!

Dick

The Fight Continues

Now that our delivery of supplies to NOLA, CPS, and Joplin schools has taken place, what should we do or be thinking about with regard to aiding these schools in the future? Should we even consider helping them in the years ahead? After all, aren't they better off now than prior to our help? Some might even recommend 'shutting down' for a bit.

There certainly is merit in 'catching our breath' and 'recharging our batteries.' I won't argue this point but I want to mention one condition that needs to be addressed and kept in mind; the needs of the children (and their families) don't have the luxury of such a respite. The challenges they face are daunting and they exist on a day-to-day basis.

I am reaching out to each of you to ask you to consider the above scenario in the hope that you will find a way to engage in an activity, of your choosing, that will help improve the educational and living-condition situation faced by the Chicago Public School students we serve.

Please know that I am most appreciative of your support and your willingness to engage in support of activities that promote the 'common good.'

Sincerely,
Dick

More Education Cuts on the Horizon?

Friends, I thought you might find this article, written by Kimberly Hefling of the Associated Press, to be stimulating. Thanks, Dick

LANCASTER, Pa. — Educators are bracing for a tough reality: As difficult as budget cuts have been on schools, more tough times are likely ahead.

Even in a best-case scenario that assumes strong economic growth next year, it won't be until 2013 or later when districts see budget levels return to pre-recession levels, said Daniel Domenech, executive director of the American Association of School Administrators in Arlington, Va. That means more cuts and layoffs are likely ahead.

"The worst part is that it's not over," Domenech said.

Already, an estimated 294,000 jobs in the education sector have been lost since 2008, including those in higher education.

The cuts are felt from Keller, Texas, where the district moved to a pay-for-ride transportation system rather than cut busing altogether, to Georgia, where 20 days were shaved off the calendar for pre-kindergarten classes. In California, a survey found that nearly half of all districts last year cut or reduced art, drama and music programs. Nationally, 120 districts — primarily in rural areas — have gone to a four-day school week to save on transportation and utility costs, according to the National Conference of State Legislators. Others are implementing fees to play sports, cutting field trips and ending after-school programs.

Districts have little choice but to put off buying textbooks and technology and training teachers, said Rob Monson, a principal in Parkston, S.D., who is president of the National Association of Elementary School Principals.

On a recent day at Abraham Lincoln Middle School in Lancaster, teenage girls in ponytails and boys in long athletic shorts dashed across the gym, pausing their game of indoor tennis to motion "Y-M-C-A" with their arms as the Village People's song blares from the loudspeaker. It's a scene happening less frequently these days. Budget cuts and teacher layoffs have forced the school to cut some P.E. classes, reduce library hours and eliminate small literacy classes for struggling readers and Spanish for sixth- and seventh-graders.

Principal Josh Keene says he's worried — not just about offering electives next year, but whether class sizes in core subjects will jump from around 25 to 35 or 40. His district received $6 million less from the state this year, which meant six staff positions in his school were cut. Even if state funding remains the same next year, the district expects to have from $5 million to $7 million less because of increased pension obligations and other expenses.

"I'm scared to death. As we continue to look at fewer and fewer non-classroom positions that are there, at some point it's going to impact core classroom positions and that's a very, very scary thing," said Keene.

Recognizing the reality districts face, President Barack Obama included $30 billion in his $447 billion jobs creation package to save teachers' jobs. The Senate rejected the jobs package as well as a separate measure focused on saving the jobs of teachers and emergency responders. Senate Republican leader Mitch McConnell has said the plan resembles "bailouts" that haven't proven to work and only perpetuate economic problems.

Not everyone sees all doom and gloom in schools' budget woes. Some say many districts haven't wisely spent tax dollars or didn't adequately prepare for the end of the $100 billion in federal stimulus dollars for schools. And that while the number of students per teacher in America dropped from 22.3 in 1970 to 15.3 in 2008, according to the National Center For Education Statistics, they say the reduction hasn't made a noticeable difference.

Karen Hawley Miles, executive director of Education Resource Strategies, a nonprofit based in Watertown, Mass., that helps urban districts develop ways to more effectively use resources, encourages districts to use this time to make changes they have been reluctant to do. They include strategically raising class sizes to refocus on teacher quality and changing teacher compensation to be more tied to performance, she said.

"In tough days when it's incredibly urgent, sometimes these conversations can take place in a different frame. We see districts really thinking about how they can really do things differently and really focus in on their priorities," she said.

In Pennsylvania, at the urging of Gov. Tom Corbett, the legislature slashed public-education spending by roughly $900 million, or more than 10 percent, to avoid a state budget deficit for the year that began July 1 without raising taxes.

Seemingly overnight, thousands of education jobs in the state were lost. A survey of school districts by the Pennsylvania Association of School Administrators and the Pennsylvania Association of School Business Officials found that leading into this school year, 44 percent reduced elective course offerings and 70 percent increased class sizes. More than 30 districts said they either reduced or eliminated full-day kindergarten or pre-K programs.

The cuts hit many of the poorer districts harder because they are more reliant on state dollars.

In York, Pa., about a 30-minute drive from Lancaster, full-day kindergarten was saved when administrators and teachers agreed to a pay freeze. But art, music, and physical education teachers in elementary schools were eliminated, forcing classroom teachers to incorporate the electives in their classroom teaching, said Kim Schwarz, 45, a teacher and president of the York City Education Association. High school class sizes now are in the upper 30s, she said.

Schwarz said the changes are tough for kids who really shine in art or physical education and it's been hard on the morale of teachers.

"The district has scrimped and pulled and did everything they could to find additional funds ... and I think the teachers are doing an absolutely phenomenal job of educating the students and giving them the attention that they need given the circumstances, which just adds more to the stress and the level of exhaustion that we're all feeling," Schwarz said.

At Keene's school in Lancaster, about 60 percent of the students are Latino and 80 percent are considered low income. Many are sent home on Friday nights with donated groceries and recipes for cooking them. Among the staff members cut was someone who did home visits to follow up on children who weren't attending class. The school was able to continue an after-school program only after a non-profit agreed to run it.

Keene said he wants his children to have a full life, and he thinks music, art and physical education are part of that. He just hopes those classes will be offered in the future.

"You know the old adage sometimes you need to work smarter, not harder? We're frankly at a point where we just need to work harder and more hours, and with the reductions in staff, that's what needs to happen because otherwise, kids are going to suffer, and that's unacceptable," Keene said.

What We Ought to Expect

What do we really want our teachers to do that will ultimately make a difference in the lives of our young people? Notice I didn't say what will make them prosperous nor do I make any mention of an occupation. Likewise, I don't think it serves students well simply to be fully prepped for various exams.

No, I'm advocating for something far more reaching.

From my vantage point I want teachers to engage students. I want a teacher who can pass along his/her thirst for knowledge in the hope that his/her students will do the same. I want a teacher who is committed to listening.

I long for teachers who pour their heart and soul into teaching...who literally bare all that they stand for.

I want teachers who are truthful, full of candor and who act according to the principles of decency and act in the name of the common good. I want to see a teacher live by his/her word.

My guess is that if a teacher stands for the above, students - no matter their location, grade, race, gender, age - will be all the better for it.

Thanks,
Dick

Teachers Make..

Lots of talk out there these days about what teachers and administrators make in yearly wages or pensions. Let me offer another thought on what teachers make.

Teachers make...

...each day an exciting and rewarding experience

...students learn and excel when no one else seems to be able to do it

...sense of the world

...students dream of what they can be someday

...young people realize their potential

...countless opportunities for growth

...it happen

...it possible to do the improbable

...students squirm in order to learn

...things happen far beyond any amount of money they make

Just some of my thoughts on what teachers make!!!!!!!!!!

Thanks,
Dick

Make Your Voice Known

Too often, a number of skeptics of public education or those who are in the midst of pointing out some of the difficulties of teaching in the 21st century outweigh those who really know that students are receiving a great education.

It falls upon those of us, known as the silent majority, to make our voices heard. We don't need to assail our critics; rather, let your friends and the teachers of your children know that they are doing a great job.

We expect our public schools to bring out the best in our children, that's to be expected. Why not jot a note to a teacher to thank them for the effort and thought they put into their work? If you see that your son/daughter is faring well, let that school know you are grateful for the care and consideration shown them.

Do you have a coach or activity sponsor who brings out the best in your child? Why not send them an email thanking them for all that they do. Perhaps you see your son/daughter making progress. Part of that success is likely to be attributable to their teacher.

I think far more comes of acting in a positive and proactive fashion than simply complaining and griping about someone. Why not take the time and make the effort to support good teachers? I think it serves everyone's interests.

Thanks,
Dick

Teacher Merit

Over the past couple of days I have shared some thoughts with you regarding Vince Santo, an elective course instructor, who may very well have half of his evaluation subject to the FL test scores (FCAT) of students who he doesn't even instruct.

The issue deals with merit pay and the fact that merit pay is being tied to the FCAT results. This is sadly an emerging trend.

Merit. Well, for some people a person's merit, or should I say worth, is being tied to test scores. This nonsense has to stop! A person's merit (worth) should not be tied to test results. Education is not piece rate work and it never has been. Teaching and learning is not some cut rate type of endeavor.

Piece rate work has its place in any economic system but it isn't appropriate for all types of occupations. Besides, dangling money in front of someone, in most careers, has proven to be a poor work incentive!

A teacher's merit should not be tied to or equated to merit pay. Merit ought to be more closely aligned to other teaching/teacher factors such as; the ability of the teacher to adapt, the instructor's knowledge base, developing a compatibility between teacher and learner, teaching style, knowledge of adolescence, work ethic, effort and more.

Any decent administrator will see the above elements as far more revealing of a teacher's merit than tying standardized scores to their evaluation. It is time to get away from test results being a panacea or the key to school reform.

Dick

Are You Kidding!!

The article I posted yesterday from the Orlando Sentinel concerning the evaluation, based partly on merit, of Florida teachers who teach non-core courses is a fascinating yet convoluted scenario.

Here is a teacher, Vince Santo, who as a performing arts instructor, and FLorida officials will base half of his evauation on merit. Okay, I have a problem with the whole merit pay but that is another issue. Get this, Florida and his school, want to base his degree of 'merit,' or lack thereof, based on how students perform in math and reading, classes he doesn't even teach! Like I said, you have to be kidding.

It makes absolutely no sense to base ones evaluation of a teacher on the performance of students in courses that you don't even teach. How on earth is a Music, Drama, or Art teacher suppose to impact student performance on the FCAT tests with regard to math and reading? Quite simply they can't!

The performing arts are by their nature 'performance' oriented and subjecting students and, in turn, teachers to so some sort of standardized testing is absurd, simply absurd.

When will the 'powers that be,' who come up with these merit pay concoctions, get in through their heads that excellence in teaching and learning isn't merely a product of testing?

School reform will start to take place when educators get rid of the foolishness of an over-dependence on standardized testing and the idea that merit or worth of a teach is based on test results.

You want a good teacher? All you have to do is look to the many thousands out there who engage students, are bright, work their tails off, are prepared, and look to treat students in a respectful manner.

Thanks,
Dick

A Rather Interesting Story

The following story appeared in the Orlando (FL) Sentinel newspaper today. I thought you might like to read it as it deals with merit pay. I'll weigh in on this in tomorrow's blog.

A 15-hour workday is not uncommon for Vince Santo when he's directing the busy East Ridge High School theater program. Sets must be painted, parents enlisted, brightly colored costumes pieced together and acting skills honed.

But at the end of the year, Santo's own performance will be measured in a way much different from the one used to evaluate him in the past.

Because of Florida's controversial new teacher merit-pay law, nearly half of Santo's evaluation will be based not on how well his theater students can act, but how they perform in reading and math on their Florida Comprehensive Assessment Test.

"There has to be a better way to show how effective we are," Santo said.

School districts are working on that — in the form of student tests that would be tailored to disciplines such as theater, art and physical education. But until educators come up with those measuring sticks, thousands of teachers such as Santo will be judged this year on student FCAT scores in core courses, even though they don't teach those classes.

A Chinese-language teacher, for instance, will be evaluated on how her students read in English on their FCAT. And because the test doesn't start until third grade, first-grade teachers could be judged on how well third-graders perform on the FCAT.

The new focus on linking student-test results to teacher performance has school districts rallying to create standardized tests for every class in the coming years and paying for it with federal money. Districts are boosting staff with Race to the Top grant money and mustering teams of test-builders and data analysts.

Lake County Schools and other districts even hired psychometricians, test-creation specialists.

"We're going to have to build from the ground up on these assessments," said Heather Wright, the psychometrician for Lake County Schools.

For Wright and others, finding a way to evaluate a teacher's impact in core subjects such as civics and geometry will be challenging enough. But the job will become much harder — and more clouded — when trying to come up with a fair evaluation system for those teaching theater, music or art.

Across Florida, school districts are using more than $20 million in federal Race to the Top grants to create student tests that could be used to grade teachers in these noncore subjects. They have until 2014 to do so.

In Polk County, administrators are working on ways to create standardized tests for performing-arts subjects. The goal is to objectively measure students' performance and creativity.

"In the past, these had been assessed in some manner — you either like it or you don't like it — and so you have to have something that's less subjective," said Beth Cummings, senior music coordinator for the district.

Thanks to technology, some approaches to measuring progress might be a little easier, at least in music. Cummings said one approach the team might use is a software program that measures pitch and how accurately a student plays musical notes on page.

"That's a measurable thing," Cummings said.

In some Florida counties, standardized fine-arts tests are nothing new. In Hillsborough County, where the tests have been used for decades, students are graded on factors such as identifying major beats in pop music or determining whether an actor is dominating a scene.

But many fine-arts teachers worry the focus on testing will drain the creativity from their subjects.

"My biggest fear is we create nothing but test-takers — and creativity is gone out the window — because that's what everything's going to be based on," said Mike Cahill, Orange County Classroom Teachers Association president.

Santo, meanwhile, is encouraging other drama teachers to get involved in the process that could eventually impact the outcome of their professional evaluations. His biggest fear is the new testing push won't encourage students to learn performance.

"Anybody can memorize and write something down on a piece of paper," he said. "But can they get up and do it?"

ericarodriguez@tribune.com or 352-455-8046

Chili Dinner - Oct. 14th

It's that time of the year...Friday night football, cool temperatures, and chili! And it also just so happens that all of this is taking place while Habitat for Humanity, at Hinsdale Central, teams up with Schools Count Corp for one of our biggest fundraisers of the year.

Our 5th annual Chili Dinner will take place on Friday, October 14th in the Hinsdale Central H.S. student cafeteria from 4:30 pm to 7:00 pm. Tickets, whether purchased ahead of time, or at the door are $5. That's an amazing price considering you get all the chili you can eat plus a dessert and beverage. By the way, did I mention that there are all sort of toppings for the chili? Well, there are!

All of the profits from the chili dinner will benefit two organizations, the HC Habitat for Humanity Club and Schools Count Corp. The Habitat member will use their funds for their 2012 building trip to West Virginia while Schools Count will use their portion of the proceeds to buy school supplies for students in the Chicago Public Schools.

Why not avoid cooking after a long week of work and school? Get the whole family together and come on out to support these great organizations! Once you finish your delicious meal you just might want to head out to the football field to watch the Red Devils take on Downers Grove North.

Hope to see you on the 14th!

Thanks,
Dick

Let There Be No Doubt

Wisconsin Governor Walker and the state legislature have cut the state's education budget by $1.6 billion over the next two years. That's right!!! That amounts to over $600 less funding per child per year.

So why the draconian cuts? The state does have a debt problem for certain. But cutting education by that total is simply hard to fathom. There has to be more to it. Well, there is!

Look at it another way. If you are having a debt problem and you can fund charter schools for less money than the traditional public school why not marry the two together. The debt crisis makes it easier, for those who propose such a venture, to justify funding schools at a lesser amount of money while creating charters. How convenient.

Let's not kid ourselves, you are going to find more local and state governments following this lead. In an age of cost cutting, education is going to be one of the first to be on the chopping block.

How foolish!! The very people who say we need to be more competitive in the new global economy are willing to sacrifice the very means, education, of how we become more adept in such a world. Pretty short sighted.

Here are some other issues to think about. If more charters are created and teachers are paid less (which is typically the case) then when those charter teachers retire, state retirement systems will pay them less of a pension than the traditional public school teacher. How very sneaky and sinister.

If charters need more funds for such things as expansion, while not getting additional public funds, they will have to obtain the funds on their own. Just another example of how government agencies can turn a blind eye toward public education. Let there be no doubt that many local and state governments are willing to make major cuts to the education of our children.

The above is happening all around us and we need to not only be aware of the situation but we need to voice our disapproval.

Thanks,
Dick

The Larger Issue of Charters

If you are curious about the growth and direction of charter schools within the city of Chicago I can give you some data on their proliferation. According to an Oct. 4, 2011 Chicago Tribune article fully 12% of all CPS students attend a charter. That's a significant number.

The thrust of the article dealt with an examination of the financial footing of charters. The Civic Foundation, here in Chicago, reported that some charters fared better than others. One of the problems in terms of reporting on charter finances is the fact that different accounting methods are used by the various charters. The result is akin to comparing different brands of apples to one another.

What I found most intriguing, and I see as the larger issue, is the situation regarding the amount of money that charters have at their disposal. The Civic Foundation reported on the low operational amounts of money that charters have available to spend on each pupil. According to the study, "Charters receive around $7300.00 per pupil from the state, about half as much as neighborhood schools in CPS."

The point is that most charters are clamoring for more funds. That makes sense. Finally, towards the end of the article it was stated that "some large charter networks are able to overcome these financial hurdles with private fundraising."

And there, in a nutshell, is the problem. It's not that these charters are doing something wrong by fundraising. If local and state governments can see that the charters are going out and raising money, on their own, why would the government agencies want to provide more funding? The answer is that governments will be quite willing to allow them to do so while keeping low the amount of funds provided by the public sector.

As I've said before, in other blog postings, too many government agencies are ignoring their responsibilities of providing for the 'common good.' This is just another way of moving towards the privatization of public education.

Dick

What are We to Make of This?

There is a disturbing trend in America to sell off services or other government run obligations to private enterprise. You name it and authorities at various levels are getting rid of it. The reasons are plenty but the main one is funding.

Tollways, highways, parking meters, schools and more are being sold off or simply taken over by the private sector. I don't know enough about most services but I do know a good deal about the education sector being let go by various local government agencies. Most of this action involves the creation of charter schools.

It's true that charter schools use public funding though most get a lesser amount than the true public school in the same district, county or state.

As true public schools are becoming charters, for all practical purposes, the charters are pretty much on their own in terms of their operation. This allows them more autonomy while government agencies are able to free themselves of various commitments, financial and otherwise.

Remember, if a charter needs more funding they cannot go to the taxpayers and ask for a referendum. And if this situation exists well, don't count on the local or state government to come to the rescue. It just isn't going to happen.

I won't get into the merits, or lack thereof, of charters right now. My point is that government agencies, at all levels, have always looked at educating the nation's youth as one of their primary responsibilities and rightfully so. To disavow themselves of this commitment is a travesty and one that we ought not allow.

Dick

Here's What Teachers Tell Me

Stories abound in newspapers, film documentaries, educational periodicals, television programs and the like concerning student achievement, school reform, and/or the perceived failure of schools.

The range of information carried through these various sources varies from truth to partial truth to out and out fiction. The result is often confusing and too often lead many to jump to conclusions about the quality of schools, teachers and instruction.

Many teachers tell me about their daily teaching, giving me a sense of some activities and events which are either harmful to their instruction, out of their control, and limits their effectiveness with their students.

What follows are some inhibitors to teaching and learning:

'Too many disruptions in the school day'

'We have to make all kinds of curriculum adjustments in our instruction because we have so many inclusion and educational service students, often to the detriment of the other students'

'Way too many late starts'

'It takes more than an hour just to respond to my emails each day. It leaves too little time to grade or lesson plan'

'With so many different learners, there are times when I have to have three different lessons for the same class'

'There are too many AP classes and the students face too much pressure'

'Too few five day weeks and that makes it difficult to develop a rhythm'

'There still is too much teaching to the test (state testing)'

The above are real struggles that often impede or impair the work of teachers. These teachers state that fewer of these impediments would increase the likelihood of improved classroom performance. I'm certain that if administrators would hear these concerns then improvements would result.

Thanks,
Dick

This Shouldn't Come as a Surprise

Today's issue of the Chicago Sun Times carries a piece about the lack of progess in the reading scores of the elementary schools. The report, put out by the University of Chicago's Consortium on Chicago School Research, says that the scores have remained relatively stagnant for the past twenty years. I am sure many in the public are horrified with this report.

This comes as no surprise to me. I have often commented, through this blog, that what students learn in school is largely affected by conditions outside of school and many of those conditions have deteriorated over the past twenty years.

Given neighborhood safety, the proliferation of gangs in too many areas, familial concerns, poverty, and the like, it might be a miracle that reading and math scores have held their own during this era. I'm dead serious about this! Before we throw stones at the schools, teachers and children we need to get real and consider what it would be like for US to grow up in such an environment.

To improve the performance of students in reading and math, along with other course work - which shouldn't be forgotten - in such an environment will take much longer than twenty years. It will take as long as it takes to make the streets safe, get rid of the gangs, provide decent paying jobs, and to have well established and strong family relations.

Thanks,
Dick