The winter wear continues to pour in!! The College Board has joined our efforts to collect coats and additional outer wear. Beyond the College Board, the Schuessler Family has made a donation of coats. Boxing are filling up fast.
To be a part of our drive simply contact me by email at rich219@comcast.net or give me a call at (630)863-6035. We can make arrangements for a pickup or dropoff.
Remember, we need childrens coats, both boys and girls (SM - XL), in addition to adult coats (S - L). We'll also gladly accept gloves, mittens, scarves, and hats (preferably stocking). We can do our part to keep students warm this winter.
Just a tip of the hat to Prairieview Elementary in Darien. The 350 students in grades 3-5 are working on a school wide initiative called Positive Behavior. Their 'Positive Behavior' program focuses on collecting winter coats for the children in the CPS and Harvey, IL. schools. Talk about a positive and caring endeavor!!!! Thank you students and Ms. Olsen.
Thanks for your assistance!
Dick
Wednesday, October 31, 2012
Tuesday, October 30, 2012
Coats are Coming In
Our 'Winter Wear' drive is off to a quick start. Plenty of coats and other warm outer wear clothing is coming in fast and furious. Plenty of individuals and groups are pitching in to keep the Chicago and Harvey, IL. kids warm this winter.
Here's a listing of those who have already donated to the cause:
Archer Daniels Midland
The Bhargava Family
The Bull Family
Joyce Fleming
The Hill Family
Maureen Kuehne
Jan Mankivsky
Terry Meyers
The Patel Family
Vandna Shah
Prairieview Elementary (grades 3-5)
Hinsdale Central's Students Assisting Students Club
Thank you!!
Dick
Here's a listing of those who have already donated to the cause:
Archer Daniels Midland
The Bhargava Family
The Bull Family
Joyce Fleming
The Hill Family
Maureen Kuehne
Jan Mankivsky
Terry Meyers
The Patel Family
Vandna Shah
Prairieview Elementary (grades 3-5)
Hinsdale Central's Students Assisting Students Club
Thank you!!
Dick
Monday, October 29, 2012
Charters, Credits, Vouchers and More
What's wrong with education? Well, not as much as you might think in terms of what is taking place in the classrooms around the country!!
But one thing IS wrong with education. Those who are schooled in education, those who know students, and those who have the background in curriculum are too often excluded from being part of any policy formation. Those on the front lines are excluded from serious discussion on moving forward.
I raise this point because those, not necessarily in the know, feel that they can create a kaleidoscope or cookbook of ways to deliver public education. You name it and they have an answer for 'what is wrong with our schools.'
Essentially their (again non-teachers and building administrations) arguments go like this: "Here's a voucher...go look for a school." or "Your local neighborhood school is not doing the job, we'll create a charter."
Where reform is needed, teachers and school officials have many of the best solutions to helping educate our children in the 21st century. They have to be the driving force in the discussion.
Thanks,
Dick
But one thing IS wrong with education. Those who are schooled in education, those who know students, and those who have the background in curriculum are too often excluded from being part of any policy formation. Those on the front lines are excluded from serious discussion on moving forward.
I raise this point because those, not necessarily in the know, feel that they can create a kaleidoscope or cookbook of ways to deliver public education. You name it and they have an answer for 'what is wrong with our schools.'
Essentially their (again non-teachers and building administrations) arguments go like this: "Here's a voucher...go look for a school." or "Your local neighborhood school is not doing the job, we'll create a charter."
Where reform is needed, teachers and school officials have many of the best solutions to helping educate our children in the 21st century. They have to be the driving force in the discussion.
Thanks,
Dick
Friday, October 26, 2012
The More I Think About It...
The more I think about the comments made by Diane Ravitch concerning the extent to which poverty and parents have a significant impact on student learning the more I got to considering one additional factor (though it does overlap with poverty) and that is the community environment.
Is the community safe? Are there decent jobs? Is it family friendly? Are there decent playground and recreation areas? Are homes, sidewalks (riding bikes to school, walking to school), roads in good condition? And what about violence and gangs? Are businesses shuttered? What kinds of restaurants are found in the neighborhood, are they mostly offering fast food that is lousy for ones diet? Do families look out for one another?
All of the conditions in the previous paragraph have varying degrees of influence on the upbringing of a child and will certainly have an impact on the growth (positive or negative) of a young person.
Yes, poverty, the community environment and parents are critical components which greatly affect student learning. These issues have to be dealt with if there is to be significant change within the school walls.
Thanks,
Dick
Is the community safe? Are there decent jobs? Is it family friendly? Are there decent playground and recreation areas? Are homes, sidewalks (riding bikes to school, walking to school), roads in good condition? And what about violence and gangs? Are businesses shuttered? What kinds of restaurants are found in the neighborhood, are they mostly offering fast food that is lousy for ones diet? Do families look out for one another?
All of the conditions in the previous paragraph have varying degrees of influence on the upbringing of a child and will certainly have an impact on the growth (positive or negative) of a young person.
Yes, poverty, the community environment and parents are critical components which greatly affect student learning. These issues have to be dealt with if there is to be significant change within the school walls.
Thanks,
Dick
Thursday, October 25, 2012
Ravitch Rails!!
Diane Ravitch, noted education historian, has recently spoken to a number of teachers at the Annual Mtg. of the Minnesota Education Association. Her message was clear...high stakes testing is wrong and, in her own words, is "sucking the life out of American education."
Her words ring true. Plenty of time is put into test preparation, the results are often used to evaluate teachers to a large degree, and the standardized test results have yet to prove, in any meaningful way, the extent to which positive test results positively correlate to life, economic, education or social success in the years after public schooling. Beyond that, the testing that takes place is done to the detriment of great day-to-day teaching and learning.
The vast majority of people in the field of education understand that the testing agenda plays too large a role in the process of educating our nation's youth. Perhaps those in the corporate testing world should listen to those in the classroom (teachers and students) to get the real scoop.
Ravitch has also criticized proponents of the testing reform movement as ignoring other educational components beyond teachers and the school building...the impact of parents and povety.
Our work in Schools Count Corp has discovered the first hand evidence concerning the role that poverty and parental influence plays on student learning. Where poverty abounds and parental involvement is lacking, student success is often lagging.
Ravitch isn't just blowing smoke, she speaks the truth.
Dick
Her words ring true. Plenty of time is put into test preparation, the results are often used to evaluate teachers to a large degree, and the standardized test results have yet to prove, in any meaningful way, the extent to which positive test results positively correlate to life, economic, education or social success in the years after public schooling. Beyond that, the testing that takes place is done to the detriment of great day-to-day teaching and learning.
The vast majority of people in the field of education understand that the testing agenda plays too large a role in the process of educating our nation's youth. Perhaps those in the corporate testing world should listen to those in the classroom (teachers and students) to get the real scoop.
Ravitch has also criticized proponents of the testing reform movement as ignoring other educational components beyond teachers and the school building...the impact of parents and povety.
Our work in Schools Count Corp has discovered the first hand evidence concerning the role that poverty and parental influence plays on student learning. Where poverty abounds and parental involvement is lacking, student success is often lagging.
Ravitch isn't just blowing smoke, she speaks the truth.
Dick
Tuesday, October 23, 2012
Warming Up the Students
Friends of Schools Count,
As many of you are well aware, our charity not only provides thousands of area school children with the necessary classroom supplies they need throughout the year, but we are also endeavoring to supply them with other goods/resources that augment and improve their ability to learn. Recently, we have put two bands together (Chalmers and King) in addition to providing sports equipment to a number of North Lawndale and Harvey schools.
As fall cools off and winter is approaching we want to turn our attention to keeping the kids warm as they head to and from school. In this regard, we will start our Second Annual 'Winter Wear Drive.' Our goal is to gather 1,000 winter coats AND winter wear such as gloves, mittens, stockings hats and scarves. Collecting this many coats and accessories will be a big but necessary task but our charity is committed to making this happen.
We will be collecting all this winter wear commencing this week right up to Thanksgiving. We'll then distribute the coats and accessories to many CPS and Harvey, IL schools right after Thanksgiving. Should make for a wonderful holiday season for one and all.
Check your closets, use your social media skills, contact your neighbors, family and organizations you're a member of and help us in our 'Winter Wear Drive.' No donation is too small...every coat, each pairs of gloves or just one hat will make a difference. We can make arrangements for the collection and drop off of the wear at our mutual convenience. Just give me a call at 630-863-6035 or email me at rich219@comcast.net.
Here are the particulars:
Many thanks for your help!!
Dick Flesher
As many of you are well aware, our charity not only provides thousands of area school children with the necessary classroom supplies they need throughout the year, but we are also endeavoring to supply them with other goods/resources that augment and improve their ability to learn. Recently, we have put two bands together (Chalmers and King) in addition to providing sports equipment to a number of North Lawndale and Harvey schools.
As fall cools off and winter is approaching we want to turn our attention to keeping the kids warm as they head to and from school. In this regard, we will start our Second Annual 'Winter Wear Drive.' Our goal is to gather 1,000 winter coats AND winter wear such as gloves, mittens, stockings hats and scarves. Collecting this many coats and accessories will be a big but necessary task but our charity is committed to making this happen.
We will be collecting all this winter wear commencing this week right up to Thanksgiving. We'll then distribute the coats and accessories to many CPS and Harvey, IL schools right after Thanksgiving. Should make for a wonderful holiday season for one and all.
Check your closets, use your social media skills, contact your neighbors, family and organizations you're a member of and help us in our 'Winter Wear Drive.' No donation is too small...every coat, each pairs of gloves or just one hat will make a difference. We can make arrangements for the collection and drop off of the wear at our mutual convenience. Just give me a call at 630-863-6035 or email me at rich219@comcast.net.
Here are the particulars:
Coat sizes needed: Childrens small through XL in addition to
adult sizes small through large. Yes, we will take gently used coats that
are very clean and appear to be like new.
Gloves, mittens, stocking hats and scarves:
All sizes and colors. We prefer that these be new items.
Many thanks for your help!!
Dick Flesher
Monday, October 22, 2012
A Bit More on Evaluations
Just a few days ago Deborah Kenny, Founder of a Charter School in Harlem, NY, authored a piece in the New York Times critical of state and local evaluation systems which tie the ratings of teachers to the scores earned by students on standardized tests.
Ms. Kenny makes a persuasive argument for a more nuanced form of evaluating staff. For instance, Ms. Kenny states that a building principal needs to have the freedom to hire competent people and then to be able to have the correct balance between what she terms 'evaluation and encouragement.' I couldn't agree more! If it's all about tying scores to a teacher's evaluation then what is to become of the negative teacher, on a team of colleagues, whose students score well? Why bother with in-service program or the like? Of what real use then are team leaders, Dept. Chairs, and Principals?
Speaking on school leadership, Ms. Kenny prefers to have a principal who encourages and engenders trust, teamwork and offers candid feedback. These attributes are fundamental to growth and effective teaching and, in turn, student learning.
Perhaps the most profound statement by Ms. Kenny on behalf of a nuanced manner of assessing teacher performance is this statement, "There is no formula for quantifying compassion, creativity and intellectual curiosity." Quite true. A formula concocted by some state or local bureaucrats linking student test scores to teacher evaluations is doomed to fail.
I believe the idea that the enriching process of dynamic teaching and learning will never be able to be assessed by merely quantifying such personal and interactive processes between various individuals.
Dick
Ms. Kenny makes a persuasive argument for a more nuanced form of evaluating staff. For instance, Ms. Kenny states that a building principal needs to have the freedom to hire competent people and then to be able to have the correct balance between what she terms 'evaluation and encouragement.' I couldn't agree more! If it's all about tying scores to a teacher's evaluation then what is to become of the negative teacher, on a team of colleagues, whose students score well? Why bother with in-service program or the like? Of what real use then are team leaders, Dept. Chairs, and Principals?
Speaking on school leadership, Ms. Kenny prefers to have a principal who encourages and engenders trust, teamwork and offers candid feedback. These attributes are fundamental to growth and effective teaching and, in turn, student learning.
Perhaps the most profound statement by Ms. Kenny on behalf of a nuanced manner of assessing teacher performance is this statement, "There is no formula for quantifying compassion, creativity and intellectual curiosity." Quite true. A formula concocted by some state or local bureaucrats linking student test scores to teacher evaluations is doomed to fail.
I believe the idea that the enriching process of dynamic teaching and learning will never be able to be assessed by merely quantifying such personal and interactive processes between various individuals.
Dick
Saturday, October 20, 2012
A Fond Farewell
Carol Smith was an extraordinary lady in ALL respects. She was a terrific teacher, unbelievable wife/mother/grandmother and a person who was admired by all. After a nearly three year battle with cancer, Carol passed away this past Monday, Oct. 15th. She was laid to rest today with her family and friends fondly remembering her impact on one and all.
Carol had a significant impact on Schools Count, often making donations of clothing and funds. When she was well, Carol would come over to the house and help us load trucks bound for New Orleans.
I vividly recall a time four years ago when Carol and her son, Kurt, loaded student supplies. Well, as fate would have it, all the trucks were loaded by lunchtime with the skids of supplies. But the big job remained after lunch...we had to load two trucks with weightlifting equipment!
By that time everyone had to head for home. Okay, now we are down to Dawn, myself, Kurt and - you guessed it - Carol who have to load dumbbells, heavy weights, benches, and other materials. Now, that job would be bad enough with a large group but we were down to four workers. What made matters worse was the fact that it started pouring!!!!
Not to worry, said Carol, she and Kurt would stay the entire afternoon and help load every single piece of weightlifting equipment and that's just what they did. And they did it with a smile of their faces.
This pretty much exemplifies Carol; always wearing a smile, pitching in on the tough tasks, being able to be counted on and thinking of others. She was a giver in a most kind and gentle manner. I will always remember that day and many just like it. Farewell, my friend. I will miss you but will always remember you.
Thanks for being a part of my life,
Dick
Carol had a significant impact on Schools Count, often making donations of clothing and funds. When she was well, Carol would come over to the house and help us load trucks bound for New Orleans.
I vividly recall a time four years ago when Carol and her son, Kurt, loaded student supplies. Well, as fate would have it, all the trucks were loaded by lunchtime with the skids of supplies. But the big job remained after lunch...we had to load two trucks with weightlifting equipment!
By that time everyone had to head for home. Okay, now we are down to Dawn, myself, Kurt and - you guessed it - Carol who have to load dumbbells, heavy weights, benches, and other materials. Now, that job would be bad enough with a large group but we were down to four workers. What made matters worse was the fact that it started pouring!!!!
Not to worry, said Carol, she and Kurt would stay the entire afternoon and help load every single piece of weightlifting equipment and that's just what they did. And they did it with a smile of their faces.
This pretty much exemplifies Carol; always wearing a smile, pitching in on the tough tasks, being able to be counted on and thinking of others. She was a giver in a most kind and gentle manner. I will always remember that day and many just like it. Farewell, my friend. I will miss you but will always remember you.
Thanks for being a part of my life,
Dick
Thursday, October 18, 2012
More Chicago Charter on the Horizon!?
Well, the announcement that two new charter schools received grant funds is sure to rankle some within the CPS and larger Chicago community. Today, the Chicago Sun-Times carried a piece detailing how the Bill and Melinda Gates Next Generation Learning Challenges funded two new charters.
As of today, the CPS brass has yet to approve of any new charter commencing with the 2013 school year. It does seem hard to believe that the Gates would have invested hundreds of thousands of dollars if they didn't have a sense that the charters would fly.
I don't doubt that the Gates and the two charter founders want nothing but the best for children. However, there are other questions that two new charter would raise in the larger educational setting of the city.
There is already talk of closing a number of CPS public schools. Why on earth would CPS close schools and, at the same time, open new ones? Lots of alderman are already questionning this potential scenario. Also, the charters are designed to prepare students for college. Sounds great but the schools in Chicago have to do more than merely get children ready for college. The students have many building blocks that need to be put in place prior to attending college.
Another question that should be raised about the two new charters deals with who will attend and who will be left behind. Too often, charters siphon off higher achieving students, leaving others, less successful, in the dust.
Should the charters come into existence, I sense another poke in the stomach to the students, teachers and neighborhood schools who toil everyday to give their very best.
Dick
As of today, the CPS brass has yet to approve of any new charter commencing with the 2013 school year. It does seem hard to believe that the Gates would have invested hundreds of thousands of dollars if they didn't have a sense that the charters would fly.
I don't doubt that the Gates and the two charter founders want nothing but the best for children. However, there are other questions that two new charter would raise in the larger educational setting of the city.
There is already talk of closing a number of CPS public schools. Why on earth would CPS close schools and, at the same time, open new ones? Lots of alderman are already questionning this potential scenario. Also, the charters are designed to prepare students for college. Sounds great but the schools in Chicago have to do more than merely get children ready for college. The students have many building blocks that need to be put in place prior to attending college.
Another question that should be raised about the two new charters deals with who will attend and who will be left behind. Too often, charters siphon off higher achieving students, leaving others, less successful, in the dust.
Should the charters come into existence, I sense another poke in the stomach to the students, teachers and neighborhood schools who toil everyday to give their very best.
Dick
Wednesday, October 17, 2012
Tasty!!
In my desire to get out the word on the Chili Dinner put on to benefit Schools Count Corp and Habitat for Humanity, I forgot to mention the cost!!! Tickets are $5 per person. Included are drinks, either meat or meatless chili (and it's quite delicious) and dessert. Tickets can be paid for at the door. The event runs from 4:30 to 7:00 pm.
Why not bring the whole family, relax, support two thriving groups and stay for an exciting football game (HC vs. York)!! It's bound to be a good time.
By the way, the funds raised from the event (1/2 going to Schools Count, the other half to Habitat) will go towards purchasing winter coats for CPS and Harvey, IL schools. This is part of our year round effort to bring essential school resources and school related items to children in need.
Please accept my thanks for your continued support!!!
Dick
Why not bring the whole family, relax, support two thriving groups and stay for an exciting football game (HC vs. York)!! It's bound to be a good time.
By the way, the funds raised from the event (1/2 going to Schools Count, the other half to Habitat) will go towards purchasing winter coats for CPS and Harvey, IL schools. This is part of our year round effort to bring essential school resources and school related items to children in need.
Please accept my thanks for your continued support!!!
Dick
Tuesday, October 16, 2012
Here's a Thought
In the rush to get 'Race to the Top' federal money or to get a waiver on No Child Left Behind (or other such nonsense), many schools are opting to prove they belong by tying teacher evaluations to student performance on standardized tests.
Here's another option, far better in my view.
First of all, the idea of evaluating teachers shouldn't be for the purpose of meeting some criteria set for meeting state goals or qualifying for funds from the feds or elsewhere. The idea of evaluating teachers is to seek constant improvement which will meet the learning needs of students. That is a far more essential need in the educational process than the former.
The best way of seeking teacher improvement, enhanced teacher effectiveness and optimum learning is to make sure there are plenty of classroom observations. Principals, Dept. Chairs, Asst. Principals and Teacher Colleagues can get the job done quite well. When there is true collegiality, professionalism, trust, and mutual respect then great things will happen.
Using scores from student standardized tests to improve teacher effectivenss is not the answer, not by a long shot!!!
Dick
Here's another option, far better in my view.
First of all, the idea of evaluating teachers shouldn't be for the purpose of meeting some criteria set for meeting state goals or qualifying for funds from the feds or elsewhere. The idea of evaluating teachers is to seek constant improvement which will meet the learning needs of students. That is a far more essential need in the educational process than the former.
The best way of seeking teacher improvement, enhanced teacher effectiveness and optimum learning is to make sure there are plenty of classroom observations. Principals, Dept. Chairs, Asst. Principals and Teacher Colleagues can get the job done quite well. When there is true collegiality, professionalism, trust, and mutual respect then great things will happen.
Using scores from student standardized tests to improve teacher effectivenss is not the answer, not by a long shot!!!
Dick
Monday, October 15, 2012
Chili on Tap!
With the cold fall temperatures rolling in, it must be time for a warm and delicious chili dinner!!
This Friday, Oct. 19th marks the fifth year that Hinsdale Central's Habitat for Humanity will host a Chili Dinner. This great meal is a terrific fundraiser for both the Habitat for Humanity Club at HC in addition to Schools Count Corp.
The meal starts at 4:30 pm and runs to 7:00 pm and will be held in the Hinsdale Central High School student cafeteria. This is a great meal that includes ALL the chili you can eat in addition to dessert and a drink. Tickets can be purchased at the door.
Why not take Friday off from cooking, support two great organizations, partake of a great meal and then head out to 'Friday Night Lights' as Hinsdale Central takes on York in the final home football game of the season! It's bound to be a good time!
By the way, the portion of the proceeds which accrue to Schools Count Corp. will be used to purchase winter coats in our 'Coat and Can' drive which gets underway on Monday, Oct. 22nd.
Looking forward to seeing you!
Thanks,
Dick
This Friday, Oct. 19th marks the fifth year that Hinsdale Central's Habitat for Humanity will host a Chili Dinner. This great meal is a terrific fundraiser for both the Habitat for Humanity Club at HC in addition to Schools Count Corp.
The meal starts at 4:30 pm and runs to 7:00 pm and will be held in the Hinsdale Central High School student cafeteria. This is a great meal that includes ALL the chili you can eat in addition to dessert and a drink. Tickets can be purchased at the door.
Why not take Friday off from cooking, support two great organizations, partake of a great meal and then head out to 'Friday Night Lights' as Hinsdale Central takes on York in the final home football game of the season! It's bound to be a good time!
By the way, the portion of the proceeds which accrue to Schools Count Corp. will be used to purchase winter coats in our 'Coat and Can' drive which gets underway on Monday, Oct. 22nd.
Looking forward to seeing you!
Thanks,
Dick
Friday, October 12, 2012
More Turnover
Today's Chicago Tribune has reported a too common occurrence at CPS...turnover. After just 17 months on the job as CEO of the Chicago Public School system, Jean Claude Brizard has announced that he is stepping down immediately.
Just what precipitated this may never meet the light of day but Brizard offered this assessment; "At the same time, the mayor has to have the person he is comfortable with." He went on to say, "I have felt (Emanuel) is not comfortable with me. And (the mayor) deserves that right." Roughly translated, the chemistry wasn't good.
I am not even close to knowing any of the causes of the lack of chemistry. Probably not wise for me to even speculate on what went wrong.
More important is the fact that the stability within the CPS hierarchy is lacking. Not only is Brizard leaving his post but other cabinet-level departures have taken place earlier this year. There are ripple effects to losing those at the top when it comes to the individual schools.
When the CEO departs along with department heads and other cabinet officials, there are bound to be changes in school curriculum. These individuals also are likely to have their own ideas about in-service, types of people they want as principals as so much more.
In short, this change at the top is not likely to be helpful.
Dick
Just what precipitated this may never meet the light of day but Brizard offered this assessment; "At the same time, the mayor has to have the person he is comfortable with." He went on to say, "I have felt (Emanuel) is not comfortable with me. And (the mayor) deserves that right." Roughly translated, the chemistry wasn't good.
I am not even close to knowing any of the causes of the lack of chemistry. Probably not wise for me to even speculate on what went wrong.
More important is the fact that the stability within the CPS hierarchy is lacking. Not only is Brizard leaving his post but other cabinet-level departures have taken place earlier this year. There are ripple effects to losing those at the top when it comes to the individual schools.
When the CEO departs along with department heads and other cabinet officials, there are bound to be changes in school curriculum. These individuals also are likely to have their own ideas about in-service, types of people they want as principals as so much more.
In short, this change at the top is not likely to be helpful.
Dick
Thursday, October 11, 2012
Hard to Believe
Yes, it's true there are CPS schools where over 30 children are in a classroom. Repeat, OVER 30 and in the inner city. How is that just?
A nurse coming to a school one day a week? Yes, again, quite true. Does that mean that kids better not be sick the other four days? I guess that's the case. How on earth can CPS not have a nurse in every building every single day of the week. Mind boggling!!
Kids not having the proper classroom supplies or a decent uniform. Yes, that is a common occurrence. One can rightly say that the parents are responsible for this. I won't argue the point because that should be the case if the parent(s) had a job. What is one suppose to do without the proper funds?
Full time social workers are needed in many of these schools. The emotional, behavorial and social problems that many of the children face are daunting. Do you think a child who is in second grade and has been exposed to gun violence should get some help. Obviously!! Again, too many schools don't have full time social workers even though principals have sought them.
Many staff at the schools where these incidents take place do their very best. The least we should expect is that the district do the same.
Dick
A nurse coming to a school one day a week? Yes, again, quite true. Does that mean that kids better not be sick the other four days? I guess that's the case. How on earth can CPS not have a nurse in every building every single day of the week. Mind boggling!!
Kids not having the proper classroom supplies or a decent uniform. Yes, that is a common occurrence. One can rightly say that the parents are responsible for this. I won't argue the point because that should be the case if the parent(s) had a job. What is one suppose to do without the proper funds?
Full time social workers are needed in many of these schools. The emotional, behavorial and social problems that many of the children face are daunting. Do you think a child who is in second grade and has been exposed to gun violence should get some help. Obviously!! Again, too many schools don't have full time social workers even though principals have sought them.
Many staff at the schools where these incidents take place do their very best. The least we should expect is that the district do the same.
Dick
Wednesday, October 10, 2012
Sharing a Letter to the Editor
Below is a note which I submitted as a 'Letter to the Editor' to a local newspaper. I thought I would share it with you as I think it is applicable to a good number of schools.
Insights into District 86
A September 13th Letter to the Editor posed the question, "Where is the outrage from the parents of the children being cheated?" Let me state that the vast majority of students and parents are grateful for the education they receive at the District #86 schools. Allow me to add some numbers concerning the performance of students, absent in said letter, that may shed some light on the success of the students.
Here's but a small sampling of the proof that the schools provide a terrific education. During the period of graduating classes for 2008 - 2012 District 86 student ACT test scores rose four of the five years from a composite of 24.2 in 2008 to 25.1 in 2012. Each year the district's scores outpaced those both in the country and the State of Illinois. This is but one of many indicators revealing the achievements of staff, administration, parents and students.
The Sept. piece also comments on the incomes of the certified staff. The inference is clear, teachers make too much. I'll address that head on. Providing a top flight educational experience, which District 86 is known for, isn't something that will ever or ought to be equated to dollars. It is one of the fallacies that is too prevalent in today's so called 'reform' movement.
Insights into District 86
A September 13th Letter to the Editor posed the question, "Where is the outrage from the parents of the children being cheated?" Let me state that the vast majority of students and parents are grateful for the education they receive at the District #86 schools. Allow me to add some numbers concerning the performance of students, absent in said letter, that may shed some light on the success of the students.
Here's but a small sampling of the proof that the schools provide a terrific education. During the period of graduating classes for 2008 - 2012 District 86 student ACT test scores rose four of the five years from a composite of 24.2 in 2008 to 25.1 in 2012. Each year the district's scores outpaced those both in the country and the State of Illinois. This is but one of many indicators revealing the achievements of staff, administration, parents and students.
The Sept. piece also comments on the incomes of the certified staff. The inference is clear, teachers make too much. I'll address that head on. Providing a top flight educational experience, which District 86 is known for, isn't something that will ever or ought to be equated to dollars. It is one of the fallacies that is too prevalent in today's so called 'reform' movement.
Tuesday, October 9, 2012
This Could be of Some Interest
There are a large number of people who have the sense, only a sense, that charter schools typically outperform their neighborhood public schools. Ben Joravasky, in a Chicago Reader article, tackled this issue. What he found was the existence of at least a partial myth.
Chicago has 541 elementary schools, 49 of them charters. Given the hype surrounding the alleged high performance of charters, one would assume that when it comes to ISAT testing they would be near the top of the heap. That's not really the case.
The top charter ranks as #41 on the list and most of the other 48 charters are in the middle of the pack with their neighborhood non-charter counterparts.
There may be a push for more charters but just because this rush to be one doesn't necessarily mean that it will be a top performer. Mayors, governors and others may think charters are the next best thing to come along in education but there are plenty of government officials who don't understand the many issue and concerns taking place in education in the 21st century.
Thanks,
Dick
Chicago has 541 elementary schools, 49 of them charters. Given the hype surrounding the alleged high performance of charters, one would assume that when it comes to ISAT testing they would be near the top of the heap. That's not really the case.
The top charter ranks as #41 on the list and most of the other 48 charters are in the middle of the pack with their neighborhood non-charter counterparts.
There may be a push for more charters but just because this rush to be one doesn't necessarily mean that it will be a top performer. Mayors, governors and others may think charters are the next best thing to come along in education but there are plenty of government officials who don't understand the many issue and concerns taking place in education in the 21st century.
Thanks,
Dick
Friday, October 5, 2012
Additional Nonsense on Teacher Evaluations
As many of you already know, I am not a proponent of tying teacher evaluations to student standardized test scores results. The reasons are many as I've noted in past blogs. Yesterday's blog noted the problems associated with this scenario as described by Carol Burris a principal in a New York State school.
Ms. Burris summed up her reticence to link teacher evaluations to student test scores by stating that such a model doesn't indicate the strength of many of her teachers and those throughout New York. She went on to note that students who are disadvantaged, for a variety of reasons, don't score well and that comes back to haunt good teachers who receive an unsatisfactory evaluation.
After making this post yesterday, a friend of mine and former teaching colleague, sent me a note agreeing with Ms. Burris contention but also raising the issue of the fact that some disadvantaged children she's aware of raised their ACT score by 6 points. That's a BIG gain. Yet that doesn't meet the standards of 'Annual Yearly Progress.' Guess the teachers will just have to take a hit on their evaluations!
My friend conveyed another thought to me about those students who ARE successful. Not much mention is made of this or whether children work hard or show growth. No, the issue boils down to penalizing teachers who, for reasons outside of their control, somehow don't wave the magic stick of test success.
By the way (bottom line), many good teachers - working in tough conditions - will be driven out of the classroom because of this nonsense. As I've noted before, how on earth did we ever make it this far in public education in the 236 year history of this country without tying teacher evaluations to student standardized test results?
Thanks,
Dick
Ms. Burris summed up her reticence to link teacher evaluations to student test scores by stating that such a model doesn't indicate the strength of many of her teachers and those throughout New York. She went on to note that students who are disadvantaged, for a variety of reasons, don't score well and that comes back to haunt good teachers who receive an unsatisfactory evaluation.
After making this post yesterday, a friend of mine and former teaching colleague, sent me a note agreeing with Ms. Burris contention but also raising the issue of the fact that some disadvantaged children she's aware of raised their ACT score by 6 points. That's a BIG gain. Yet that doesn't meet the standards of 'Annual Yearly Progress.' Guess the teachers will just have to take a hit on their evaluations!
My friend conveyed another thought to me about those students who ARE successful. Not much mention is made of this or whether children work hard or show growth. No, the issue boils down to penalizing teachers who, for reasons outside of their control, somehow don't wave the magic stick of test success.
By the way (bottom line), many good teachers - working in tough conditions - will be driven out of the classroom because of this nonsense. As I've noted before, how on earth did we ever make it this far in public education in the 236 year history of this country without tying teacher evaluations to student standardized test results?
Thanks,
Dick
Thursday, October 4, 2012
Teacher Evaluations
Plenty is happening on the teacher evaluation front these days. The bottom line is that a number of 'reform' advoates, district administrators, state education officials and some government leaders are clamoring to tie teacher evaluations, at least in part, to student state test scores.
Anyone who knows anything about children realizes that how students perform in school - not merely on standardized tests - is impacted by many factors outside of the control of the school and teachers.
While it is a given that teachers are the most important influence inside the four walls of the school building, what has been lacking in the discussion regarding student success, growth and how they perform on state and local standardized tests is the impact of non-school factors in these areas.
One brave New York State Principal, Carol Burris, has recently written a letter addressing the above issue. What Ms. Burris reports is that 'factors other than the teacher account for roughly 85% - 90% of the variation in students' test scores.' That's an incredible number! These are factors outside of the purview of the school personnel.
Ms. Burris went on to note 'the shortcomings of evaluating teachers by test scores were apparent in the recent report of the American Institute for Research which developed the New York growth model score.' The bottom line in the BETA Report indicates that 'students with disabilities and students of poverty in a class or school increases, the average teacher or principal growth score decreases (roughly translated...they have a poor evaluation).'
Seventy three percent of NYS principals said that the 'ineffective' teacher label given because of low student test scores 'was either not a very accurate or an inaccurate relfection of that teacher based on their observations and the performance of that teacher's students.'
This is further proof that developing teacher evaluation tools based on student standardized test scores is not only problematic but needs to be curtailed.
Thanks,
Dick
Anyone who knows anything about children realizes that how students perform in school - not merely on standardized tests - is impacted by many factors outside of the control of the school and teachers.
While it is a given that teachers are the most important influence inside the four walls of the school building, what has been lacking in the discussion regarding student success, growth and how they perform on state and local standardized tests is the impact of non-school factors in these areas.
One brave New York State Principal, Carol Burris, has recently written a letter addressing the above issue. What Ms. Burris reports is that 'factors other than the teacher account for roughly 85% - 90% of the variation in students' test scores.' That's an incredible number! These are factors outside of the purview of the school personnel.
Ms. Burris went on to note 'the shortcomings of evaluating teachers by test scores were apparent in the recent report of the American Institute for Research which developed the New York growth model score.' The bottom line in the BETA Report indicates that 'students with disabilities and students of poverty in a class or school increases, the average teacher or principal growth score decreases (roughly translated...they have a poor evaluation).'
Seventy three percent of NYS principals said that the 'ineffective' teacher label given because of low student test scores 'was either not a very accurate or an inaccurate relfection of that teacher based on their observations and the performance of that teacher's students.'
This is further proof that developing teacher evaluation tools based on student standardized test scores is not only problematic but needs to be curtailed.
Thanks,
Dick
Tuesday, October 2, 2012
And Justice for All - Part II
Yesterday I revealed some of the startling results of how school discipline is handled among white, black and Hispanic students. The various studies all concluded that non-white students are more often suspended or turned into the police than their white counterparts.
There are variety of reasons for this situation. Some of it, no doubt, deals with societal norms. After all, just take a look at the incarceration rate of non-whites in prison and jail. This reveals how people of race are treated differently when it comes to punishment for various offenses. No doubt this creeps into our societal fabric of how to treat people in other settings.
The NAACP has concluded, with respect to black male students, that there is a perception that blacks will tend to be very aggressive. The point being that the perception has much to do with how the person handling the school infraction will treat the student.
Other reasons exist for why non-white students are treated differently - more harshly - than white students. Yes, this does point to race...sadly.
I think it would be worth examining just who is handing out these school punishments and consequences. In other words what are the adults doing here? Is this mostly a situation where mostly whites are handing out these punishments or are non-whites just as liable to give severe punishments?
At any rate, this lack of continuity and consistency continues to be problematic and harmful and it adds to the difficulty of educating children.
Dick
There are variety of reasons for this situation. Some of it, no doubt, deals with societal norms. After all, just take a look at the incarceration rate of non-whites in prison and jail. This reveals how people of race are treated differently when it comes to punishment for various offenses. No doubt this creeps into our societal fabric of how to treat people in other settings.
The NAACP has concluded, with respect to black male students, that there is a perception that blacks will tend to be very aggressive. The point being that the perception has much to do with how the person handling the school infraction will treat the student.
Other reasons exist for why non-white students are treated differently - more harshly - than white students. Yes, this does point to race...sadly.
I think it would be worth examining just who is handing out these school punishments and consequences. In other words what are the adults doing here? Is this mostly a situation where mostly whites are handing out these punishments or are non-whites just as liable to give severe punishments?
At any rate, this lack of continuity and consistency continues to be problematic and harmful and it adds to the difficulty of educating children.
Dick
Monday, October 1, 2012
And Justice for All
When I refer to 'And Justice for All' I am not making a insignificant reference to the Pledge of Allegiance. The phrase has some meaningful connection to the disciplinary measures taken in local and nationwide schools.
Such organizations as the Southern Poverty Law Center, the Civil Rights Remedies at UCLA, the NAACP and the U.S. Dept. of Educations's Office for Civil Rights have all concluded that the disciplinary measures imposed on school children are unequal with respect race. The results of the study are to be found in the Wednesday, Sept. 26th Chicago Tribune.
The bottom line is this: black and Hispanic students are much more often to referred to the local police than white students. The report also found that other disciplinary measures are disproportionately used on non-white students. By the way, this is not a situation that merely exists in the inner cities, it is also a dilemma in suburban regions.
The UCLA study found that Illinois had the highest rate of suspending black students in 2009-10. Again, this condition exists within both inner city and suburban areas of our state.
The above is clearly an issue on many levels; societal, at the local level and within the educational setting. It also raises many questions. One is left to ponder the following. Why does this situation exist? What are the conditions that allow disciplinary measures to be doled out on an unequal basis? Do those who hand out the various disciplary consequences understand all the circumstances and conditions that led to the infraction? Are minority students being targeted? Finally, what is to be done to remedy the unequal treatment? These are but a few of the critical questions facing those in the educational community.
Let me offer one other point. I am pretty sure black, Asian and Hispanic students, and their families, are aware of this. And don't think, for a minute, that this doesn't cause some real resentment and anger. In turn, this will surely cause additional problems within the classroom.
We all want to be treated the same. We should expect nothing less than equal justice for all.
Thanks,
Dick
Such organizations as the Southern Poverty Law Center, the Civil Rights Remedies at UCLA, the NAACP and the U.S. Dept. of Educations's Office for Civil Rights have all concluded that the disciplinary measures imposed on school children are unequal with respect race. The results of the study are to be found in the Wednesday, Sept. 26th Chicago Tribune.
The bottom line is this: black and Hispanic students are much more often to referred to the local police than white students. The report also found that other disciplinary measures are disproportionately used on non-white students. By the way, this is not a situation that merely exists in the inner cities, it is also a dilemma in suburban regions.
The UCLA study found that Illinois had the highest rate of suspending black students in 2009-10. Again, this condition exists within both inner city and suburban areas of our state.
The above is clearly an issue on many levels; societal, at the local level and within the educational setting. It also raises many questions. One is left to ponder the following. Why does this situation exist? What are the conditions that allow disciplinary measures to be doled out on an unequal basis? Do those who hand out the various disciplary consequences understand all the circumstances and conditions that led to the infraction? Are minority students being targeted? Finally, what is to be done to remedy the unequal treatment? These are but a few of the critical questions facing those in the educational community.
Let me offer one other point. I am pretty sure black, Asian and Hispanic students, and their families, are aware of this. And don't think, for a minute, that this doesn't cause some real resentment and anger. In turn, this will surely cause additional problems within the classroom.
We all want to be treated the same. We should expect nothing less than equal justice for all.
Thanks,
Dick
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