Collection Season has Arrived

Yesterday was the first day we started collecting supplies from 31 area schools in order to donate them to Chicago Public Schools. Our first stop was Ranchview Elementary School in Naperville. This is the first time Ranchview has participated in our 'Go Green' recycling program.

Let's put it this way, I didn't have nearly enough room in my vehicle to get all of the supplies!!! I will need a 16' truck just to get the many, many boxes of supplies set aside for us at Ranchview. Needless to say, I was thrilled to see the mountain of supplies being donated by the teachers and students.

After the holiday weekend I will head back to Ranchview and then move on to collect supplies at Lockport East H.S. and Lockport Central H.S. Yes, these Lockport schools are the same ones who have had a big hand in raising funds for IMN School in Darbonne, Haiti.

I will be sure to post some photos of our 'Go Green' collections over the next couple of weeks.

Dick

Devastation of All Types

Needless to say, I am sure you have followed, with alarm, the suffering of people in Alabama and Joplin, Missouri due to the devastating tornadoes which have hit each of these areas in recent days. Whether man-made or natural, disasters have severe effects on the children.

One of the reasons Schools Count Corp endeavors to help various areas which are suffering, no matter the cause, is due to the fact that children are affected in so many ways. Not only can young people be afraid of storms, they can be leery of any impending harm that may come their way.

One of the best ways to deal with the apprehension of young people is to help them gain a sense of normalcy that can accompany their attendance in school. Often teachers help young people deal with problems of all sorts.

The cause of harm is less of an issue for the volunteers and donors of Schools Count than the idea that we will provide support to the extent that our resources allow. The greater the circle of caring individuals, the greater our outreach to young people in need.

I appreciate your concern for areas impacted by storms and can assure you we will do our best to maximize our assets to assist the greatest number of people possible. Your support is invaluable in this regard.

Many thanks,
Dick

Important Dates

May 31 - June 10 and June 24: Collection of supplies from area schools and businesses. If you want to donate supplies to Chicago Public School students simply email me at rich219@comcast.net and I'll be glad to pick them up.

Tuesday, Aug. 2nd: Loading trucks with supplies bound for CPS. Volunteers are welcome! We will load from 9 am to 2 pm at 20048 S. Kohlwood Dr., Mokena. Contact me at the above address to get in on the action. Lunch is provided.

Wed. and Thurs., Aug. 3rd and 4th: Delivering supplies to Chicago Public Schools. We'll meet at the schools and caravan from one school to another. We are always looking for people to help us.

Aug. 7 - Aug. 9th: Delivering supplies to 15 New Orleans schools.

Wednesday, October 26th: Donor - Volunteer Dinner at 6:00 pm at Hinsdale Central High School (55th and Grant Sts.). More details will follow in the coming weeks. This is an evening to honor you. A scrumptious meal and guest speaker are just a small part of this celebration.

Looking forward to seeing you. Thanks for the help...we couldn't do this without you.

Dick

Ready to Go Green

As the year winds down for area schools, many are about to participate in our annual 'Go Green' drive to collect gently used supplies so that we can, in turn, donate them to Chicago Public Schools.

Hundreds and thousands of area students and teachers are part of this wonderful effort. So, as we start collecting over the next two and one-half weeks I thought I would recognize all of the schools participating in this year's endeavor.

We have 31 schools participating this year!!!!!!!!

Beebe Elementary
Bryan Elementary
Churchville Middle
Clarendon Hills Middle
Downers Grove South HS
Edison Elementary
Eisenhower Jr. High
Elmwood Elementary
Ellsworth Elementary
Emerson Elementary
Field Elementary
Hawthorne Elementary
Hickory Creek
Highlands Elementary
Hinsdale Central HS
Jackson Elementary
Jefferson Elementary
Kingsley Elementary
Lace Elementary
Lincoln Elementary
Lockport Central HS
Lockport East HS
Maercker Elementary
Mark DeLay Elementary
Prairie Elementary
Prospect Elementary
Ranchview Elementary
Sandburg Middle
Steeple Run Elementary
Westview Middle
York HS

To one and all...thank you for taking the time and making the effort to collect supplies for those in need!

Dick

Sure Money Matters

There has been plenty of research about how pouring more money into a school or school district, which is struggling, doesn't reap a decent return. The argument then goes, for people who see such expenditures as a waste, to stop infusing the schools with said funds.

Here's where it gets sticky. Of course solely pumping money into a struggling school and neighborhood won't work as well as one would hope. Taking care of one ill and not addressing other problems will likely yield a poor return. The school and neighborhood are connected.

The problem with most schools which are experiencing problems is that the community has problems just as great, if not greater, that the school itself.

Often the community may have severe crime, gang or employment issues. Property values are likely to be depressed in such areas. Poverty in such communities is a real concern. Jobs may exist but great paying careers...not here!! For people living under such conditions the future looks rather bleak.

So rather than throwing up our hands because the money put into schools doesn't seem to help, we need to invest in the community itself in addition to investing in schools.

Improving education means that funds have to be pumped into both schools and the communities. When government agencies decide to invest in neighborhoods in a comprehensive manner then they'll see that the money put into the school system is well worth the investment. Money does matter!

Dick

That Was Then this is Now

Yes, there was a time when I went to school and you were expected to be quiet, have your hands on the top of the desk and your feet were firmly flat on the floor. There were no ipods, cell phones or ipads in our hands. When you were told to sing, draw, or read a book you did so without question.

Don't get me wrong, I am not necessarily longing for 'the good ole days.' Expectations were different and the cultural norm of education was not what it is today.

Todays's teachers have LD, BD, ED and autistic students as part of their class composition. Often teachers have to work with aides who service these students. There is not one lesson plan; rather, multiple lesson plans may exist in the same class period.

No where in the past can I recall so many sports, class activities, 504 plans, and other demands on ones time. It seems that teachers are always being asked to get more in-service training which often pulls them out of the classroom. Email didn't exist when I attended school. Now, a teacher may have to spend an hour (likely more) just to respond to the dizzying number of communications.

Today teachers are expected to teach character education and safety. That didn't take place in the classroom of 1930's or 1950's.

Education today doesn't merely rely on a teacher standing before a group of students as in the past. In contemporary times teachers have to develop powerpoints and sharepoint in addition to their normal classroom teaching responsibilities.

Teachers are stretched in so many ways and the demands placed on their time are simply not reasonable. Being a great teacher today is not merely based on how one takes care of their duties with a group of students, it's much more than that.

The point I am making is that when some people complain about the quality of education in America today, they need to have a better understanding of the demands placed on teachers and the extent to which they rise up to meet such demands.

What takes place in education today is in many ways a far cry from what took place when the parents of today's school children attended school. Today's instructors have adjusted to the times and the vast majority of them, like those of 30, 40 or 50 years ago are just as committed and dedicated as those of the past.

Dick

Teacher by Teacher

Often overlooked in the era of 'school reform' is the fact, yes fact, that individual teachers have the highest impact on their students. Busting unions, minimizing their impact, developing different styles of schools, infusing merit pay into the equation or implementing various other changes won't have nearly the effect as having a great teacher in the classroom.

One by one, each teacher has the opportunity to make a real difference in the life of each student. This has always been the case and it will continue to be so well into the future.

So what makes a terrific teacher? A bright teacher, who is thoughtful, cheerful and mindful of student needs and skill sets is the kind of educator we will always need. Such a teacher creates learnable moments day by day and sees to it that students are motivated and engaged in many ways.

A teacher who is an expert in his/her field of study and finds ways of reaching out to children to make this expertise become part of the fabric of the learner fits the bill.

The key to school reform is twofold, events that take place within the building and those that take place outside of the educational setting. When it comes to the part that can be controlled within the school environment, nothing works better than a fantastic teacher. People who want school reform need to look no further than great teaching.

Dick

Emanuel - 'Fix Chicago Schools'

The Chicago Sun Times ran a piece in its editorial section today entitled 'Emanuel's first job: Fix Chicago schools.' Well, that is a quite a lofty statement and goal. It is a most ambitious target.

Clearly, many of the schools need help but I would caution people that a term or two or three is not enough to change the plight of many schools. This is not a one to two year repair job. A fair number of neighborhoods, in addition to the schools, need a great deal of attention.

The above being said, let me select a couple of portions of the Sun Times editorial that seem worth sharing with you.

One statement that is worth noting states that 'quelling the tinderboxes that threaten countless Chicago neighborhoods is unquestionably a top priority.' One can take tinderboxes to mean schools, violence/safety, or the cycle of poverty that exists because good jobs are hard to find. The fire that are the tinderboxes must be extinguished.

The editorial goes on to comment on the program called the Culture of Calm. 'This is an anti-violence and social development program designed to help schools deal with the social and emotional issues that needy students bring to school.'

I think this initiative is quite commendable and, given time, may reap some real rewards. Why is this so important? A leading University of Washington economist estimates that 60% of student problems come from influences outside the school. All the more reason to have a program such as the Culture of Calm.

Let's hope Emanuel isn't alone in helping schools move forward. His plan(s), alone won't make the grade. It will take businesses, parents, students, teachers, unions and the community to pitch in to make these reforms produce.

Dick

Have you ever wondered?

Have you ever wondered what it would be like to...

... not have enough school supplies
... go without family support
... avoid crime or gangs
... live in poverty
... be without a family
... have few prospects for the future
... catch up when you are so far behind
... try to avoid the scourge of drugs and alcohol
... think of the future when you don't think the future holds anything for you
... feel helpless
... be on your own when you shouldn't be left alone
... try and get out of the cycle of poverty and unemployment
... to go to school without the proper nutrition


As I think of the above I am reminded that these are some of the very real challenges faced by a good number of inner city school students. Its one of the reasons why we can help them, through obtaining an education, find a way to solve some of these problems. By far, most of the above problems are not the creation of young students; rather, they are literally thrown into such circumstances by being born and raised in tough neighborhoods. To our volunteers and donors, thank you for your work, time, patience, and energy to help us assist children in need.

Dick

Yes, One Person Makes a Difference!

I have long felt that each individual makes a real difference. Such is the case with one of our volunteer workers in Elmhurst. Barb Lonergan assisted Schools Count Corp last year in our collection of school supplies. She has gone above and beyond this year!

This year Barb is coordinating 'The Great Donation Day' among, are you ready for this, ten Elmhurst schools. That's right 10 schools!!!! Barb has spent time urging schools to keep supplies out of landfills while telling the various schools that the donated supplies will benefit children in the Chicago Public Schools.

Schools participating in 'The Great Donation Day' include; Bryan Middle, Jackson Elementary, Lincoln Elementary, Jefferson Elementary, Sandburg Middle, Edison Elementary, Hawthorne Elementary, Field Elementary, Churchville Middle, and Emerson Elementary. Barb has made contacts with each of these schools with regard to supplies need, the collection process, sorting them and arranging for the resources to be picked up. Quite an undertaking!

Aside from all of these efforts to get all of the above schools to participate in this endeavor, Barb is also spearheading a community-wide collection at Berens Park until 1:30 pm on Friday, June 3rd.

Having volunteers like Barb is a rewarding aspect of our work with students in need. Here is an individual selflessly giving of her time and energy to help us as we work to aid CPS students.

Hats off to Barb!!

Thank you,
Dick

Please Help

In just one month school will be out for the year and area students will journey on to summer vacation. For students and teachers, alike, much remains to be done in the final month of school.

As school winds down to its final days, after exams, everyone is eager to head their separate ways. Often many classroom materials get left behind as people finish up. I'd like to appeal to students and teachers to help me make good use of the supplies left behind that, unless recycled, will go into a landfill.

I am looking for supplies that are in good shape so that I can get them to students in the Chicago Public School system.

We are in need of backpacks, binders, colored markers, colored pencils, crayons, filler paper, notebooks (spirals), pencils, pens, rulers and scissors. Please consider collecting these supplies and donating them to our firm. I will be pleased to come to your school to pick up the supplies.

Simply contact me at rich219@comcast.net and we can make arrangements for me to pick up the supplies. Should you have any questions kindly let me know and I'll get back to you.

Thanks for your consideration!
Dick

Some Final Comments

Over the past few days I have tried to articulate some of my misgivings regarding the growth of public charter schools. Some final thoughts on charters seem appropriate.

In the big picture, I see some real cause for concern. I have the very real sense that government agencies are in the throes of 'off loading' various debts and expenses and are willing to 'sell off' schools. Some states have already gone so far as to allow 'for profit' companies to operate in their states. Nothing is more important to local and state governments than an excellent public education.

Given the intricacies of public education, collective bargaining still offers opportunities for the classroom teacher and administration to collaborate on critical issues confronting teachers and students. As the move towards charters continues I have serious doubts about continuing the legacy of working in partnership without collective bargaining.

Merit pay is often tossed around in association with the formation of charter schools. Assessing who deserves merit pay and determining just what meritorious teaching comprises is difficult at best. I see merit pay, in the long term, as having disastrous results.

It is my belief that educational reform can take place. It can, and does, effectively occur right now within the normal public school setting. I simply don't feel that charters are a panacea for ending various ills nor do I feel that municipalities should abrogate their responsibilities with regard to providing a comprehensive public education.

Dick

More on Charters - Part IV

One of the aspects of the charter movement that I find disturbing is the fact that charters have been formed as a 'choice' public school. In short, if you don't like the public school in your neighborhood then you can 'choose' a charter that may or may not be in the vicinity.

On the onet hand it may seem that the idea of 'choice' is a great idea but I think, notwithstanding the fact that some charters perform well, that simply opening up a charter is wrong on a couple of counts.

For one, simply opening a charter, while the neighborhood school continues (which is likely to occur), does not address the concerns and problems confronting the neighborhood school. In a sense, the problems are 'swept under the rug.' Opening a charter doesn't address the joblessness, poverty, cycle of hopelessness, and lack of safety that likely was behind opening the charter.

While some charters offer a comprehensive education, a number of them specialize in language arts, fine arts, science and the like. While these programs may be excellent in quality I believe that all elementary, junior high and high school students should have a thorough and comprehensive education.

I believe all students should be exposed to all courses of study; that is, they should have a liberal education. Young people need to be exposed to every course...from Art to Science and everything in between. It is incumbent upon public education to help open minds and to create an awareness of the world. The traditional public school has long done an excellent job on this front.

In my view, the idea of 'choice' (charter schools) limits the opportunity for this liberal education if the charter becomes a sort of specialty school. Young people don't need to specialize at this point in their lives

Dick

Fact Checking Charters - Part IV

While the buzz remains concerning charters, some fact checking is in order regarding their performance in relationship to their counterpart traditional public schools.

Stanford Economist Margaret Raymond has published an extensive study (called CREDO)regarding math test scores of charter schools and similar public schools. The results speak for themselves. Ms. Raymond studied nearly one-half of the nation's charter schools, a monumental number indeed.

Ms. Raymond found that 17% of the charters had test scores superior to traditional public schools, 37% of the scores were worse than the traditional schools, and 46% of the charters had gains no different than similar public schools.

These numbers can be examined in a number of ways but, any way you cut it, they clearly indicate that traditional public schools are doing a terrific job of teaching math when compared to charters.

Though the study had no information regarding scores on reading, or other curriculum, the research does, nonetheless, offer some validation of the idea that traditional public schools do get the job done. One can also conclude that, on the whole, charters are not the 'end all' in terms of educating our nation's youth.

Before the public decides to bury traditional public schools, in favor of charters, people need to be aware of the facts. One fact is still apparent, the vast majority of traditional public schools offer an excellent education.

Dick

More on Charters - Part III

Despite many of the claims of superiority, the accomplishments of charters is mixed when compared to their public school counterparts. It has been my experience in working with New Orleans and Chicago Public Schools that a fair number of charters allow certain practices, in my view, which should be brought to the attention of the public-at-large.

I am fully aware of the fact that a significant number of charters don't accept every Educational Services student who tries to enroll at said charter. This is in spite of the fact that charters typically state that they have open enrollment. No public school, of any sort, should get away with the practice of prohibiting any student from entering their school.

It has also been brought to my attention that some charters are quick to dismiss students who are failing or who have behavior/disciplinary issues. I have had a number of traditional public school principals recite taking-in charter students who have been dropped from the charter school for the above reasons. Again, no public school should engage in such practices.

On more than a couple of occasions I have had public school principals confide in me their disdain for some charters actively recruiting their students. Of course this type of 'recruitment' deals with the best performing students in the traditional public school setting. I find this 'skimming' practice deplorable!

There are other concerns I have pertaining to charters. The point I am making here is thaty charter public schools often don't subscribe to the same rules and practices of their counterpart neighborhood schools. In a very real sense, as I see it, the playing field isn't level.

The above practices can, and do, distort the accomplishments of some charters. Such considerations need to be taken into account when assessing the performance of charters. They certainly influence our work with traditional public schools.

Dick

Defying the Odds

Last Friday I had the opportunity to spend the entire school day at Curtis Elementary with a number of students from Hinsdale Central High School who are currently enrolled in a course called Invitation to Teach.

I was able to sit in on at least half of the classes taught by the staff at Curtis. What I saw taking place in the various classrooms was simply amazing. Put quite simply, plenty of thoughtful instruction was evident. In turn, plenty of students were learning.

It is important to keep in mind that Curtis, this past year, was a turnaround school; that is, it was failing during the 2009-10 school year and the entire staff was let go at the conclusion of the school year. A brand new staff is in place for the 2010-11 school year. Imagine what is must be like for the students to get use to a new set of teachers!

Curtis is in a pretty tough neighborhood; high unemployment, poverty, some gangs as well as a whole host of other factors which would make teaching and learning difficult.

Despite these obstacles I found the administration and teachers welcoming, happy and patient. I saw a staff that was developing a system of teacher & student accountability while making sure that students were safe, respectful and disciplined.

The teaching that was taking place was thoughtful and robust. Teachers created a climate of caring and were most nurturing. I felt that the staff was in tune with the students in terms of their learner development. Lessons were engaging and students seemed quite motivated. It was evident that the children were prospering in this environment. It was obvious that standards were set high and everyone was on the same page in terms of reaching those goals.

For those who have watched the film Waiting for Superman, which depicts inner city schools as a wasteland, Curtis certainly broke the film's steorotyped image of a failed inner city school. All I can say to the film's adherents is...Curtis does defy the odds, the school works and works quite well.

All in all, I feel confident, given the direction of Curtis, that many students will have a chance to see a better day.

Dick