February 29, 2008
Former Waunakee educational assistant wasn't reported by the Madison Schools
A former Waunakee educator now facing sexual assault and child pornography charges was allowed to quietly resign from the Madison School District in 2006 after a female student accused him of inappropriately touching her leg, according to interviews and public records.
And a May 2006 agreement forbade Madison officials from notifying the state Department of Public Instruction of the girl 's accusations against Anthony Hirsch, who was a special education assistant at La Follette High School.
Hirsch, 32, of DeForest, was charged last month with possessing child pornography he allegedly bought and downloaded from Web sites and with having a sexual relationship with a student about five years ago while working at La Follette.
The charges -- one count each of repeated sexual assault of a child and possession of child pornography -- carry a maximum sentence of 85 years in prison and extended supervision.
Hirsch was an educational assistant for special education students at Waunakee Middle School until he submitted his resignation on Jan. 9 after he was arrested, Waunakee Superintendent Chuck Pursell has said. Hirsch worked at La Follette from 1998 until April 2006.
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Teaching Boys & Girls Separately
On an unseasonably cold day last November in Foley, Ala., Colby Royster and Michael Peterson, two students in William Bender’s fourth-grade public-school class, informed me that the class corn snake could eat a rat faster than the class boa constrictor. Bender teaches 26 fourth graders, all boys. Down the hall and around the corner, Michelle Gay teaches 26 fourth-grade girls. The boys like being on their own, they say, because girls don’t appreciate their jokes and think boys are too messy, and are also scared of snakes. The walls of the boys’ classroom are painted blue, the light bulbs emit a cool white light and the thermostat is set to 69 degrees. In the girls’ room, by contrast, the walls are yellow, the light bulbs emit a warm yellow light and the temperature is kept six degrees warmer, as per the instructions of Leonard Sax, a family physician turned author and advocate who this May will quit his medical practice to devote himself full time to promoting single-sex public education.Foley Intermediate School began offering separate classes for boys and girls a few years ago, after the school’s principal, Lee Mansell, read a book by Michael Gurian called “Boys and Girls Learn Differently!” After that, she read a magazine article by Sax and thought that his insights would help improve the test scores of Foley’s lowest-achieving cohort, minority boys. Sax went on to publish those ideas in “Why Gender Matters: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences.” Both books feature conversion stories of children, particularly boys, failing and on Ritalin in coeducational settings and then pulling themselves together in single-sex schools. Sax’s book and lectures also include neurological diagrams and scores of citations of obscure scientific studies, like one by a Swedish researcher who found, in a study of 96 adults, that males and females have different emotional and cognitive responses to different kinds of light. Sax refers to a few other studies that he says show that girls and boys draw differently, including one from a group of Japanese researchers who found girls’ drawings typically depict still lifes of people, pets or flowers, using 10 or more crayons, favoring warm colors like red, green, beige and brown; boys, on the other hand, draw action, using 6 or fewer colors, mostly cool hues like gray, blue, silver and black. This apparent difference, which Sax argues is hard-wired, causes teachers to praise girls’ artwork and make boys feel that they’re drawing incorrectly. Under Sax’s leadership, teachers learn to say things like, “Damien, take your green crayon and draw some sparks and take your black crayon and draw some black lines coming out from the back of the vehicle, to make it look like it’s going faster.” “Now Damien feels encouraged,” Sax explained to me when I first met him last spring in San Francisco. “To say: ‘Why don’t you use more colors? Why don’t you put someone in the vehicle?’ is as discouraging as if you say to Emily, ‘Well, this is nice, but why don’t you have one of them kick the other one — give us some action.’ ”
During the fall of 2003, Principal Mansell asked her entire faculty to read “Boys and Girls Learn Differently!” and, in the spring of 2004, to attend a one-day seminar led by Sax at the school, explaining boys’ and girls’ innate differences and how to teach to them. She also invited all Foley Intermediate School parents to a meeting extolling the virtues of single-sex public education. Enough parents were impressed that when Foley Intermediate, a school of 322 fourth and fifth graders, reopened after summer recess, the school had four single-sex classrooms: a girls’ and a boys’ class in both the fourth and fifth grades. Four classrooms in each grade remained coed.
Separating schoolboys from schoolgirls has long been a staple of private and parochial education. But the idea is now gaining traction in American public schools, in response to both the desire of parents to have more choice in their children’s public education and the separate education crises girls and boys have been widely reported to experience. The girls’ crisis was cited in the 1990s, when the American Association of University Women published “Shortchanging Girls, Shortchanging America,” which described how girls’ self-esteem plummets during puberty and how girls are subtly discouraged from careers in math and science. More recently, in what Sara Mead, an education expert at the New America Foundation, calls a “man bites dog” sensation, public and parental concerns have shifted to boys. Boys are currently behind their sisters in high-school and college graduation rates. School, the boy-crisis argument goes, is shaped by females to match the abilities of girls (or, as Sax puts it, is taught “by soft-spoken women who bore” boys). In 2006, Doug Anglin, a 17-year-old in Milton, Mass., filed a civil rights complaint with the United States Department of Education, claiming that his high school — where there are twice as many girls on the honor roll as there are boys — discriminated against males. His case did not prevail in the courts, but his sentiment found support in the Legislature and the press. That same year, as part of No Child Left Behind, the federal law that authorizes programs aimed at improving accountability and test scores in public schools, the Department of Education passed new regulations making it easier for districts to create single-sex classrooms and schools.
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What Makes Finnish Kids so Smart?
Finland's teens score extraordinarily high on an international test. American educators are trying to figure out why.
High-school students here rarely get more than a half-hour of homework a night. They have no school uniforms, no honor societies, no valedictorians, no tardy bells and no classes for the gifted. There is little standardized testing, few parents agonize over college and kids don't start school until age 7.More:Yet by one international measure, Finnish teenagers are among the smartest in the world. They earned some of the top scores by 15-year-old students who were tested in 57 countries. American teens finished among the world's C students even as U.S. educators piled on more homework, standards and rules. Finnish youth, like their U.S. counterparts, also waste hours online. They dye their hair, love sarcasm and listen to rap and heavy metal. But by ninth grade they're way ahead in math, science and reading -- on track to keeping Finns among the world's most productive workers.
The Finns won attention with their performances in triennial tests sponsored by the Organization for Economic Cooperation and Development, a group funded by 30 countries that monitors social and economic trends. In the most recent test, which focused on science, Finland's students placed first in science and near the top in math and reading, according to results released late last year. An unofficial tally of Finland's combined scores puts it in first place overall, says Andreas Schleicher, who directs the OECD's test, known as the Programme for International Student Assessment, or PISA. The U.S. placed in the middle of the pack in math and science; its reading scores were tossed because of a glitch. About 400,000 students around the world answered multiple-choice questions and essays on the test that measured critical thinking and the application of knowledge. A typical subject: Discuss the artistic value of graffiti.
The Norssi School is run like a teaching hospital, with about 800 teacher trainees each year. Graduate students work with kids while instructors evaluate from the sidelines. Teachers must hold master's degrees, and the profession is highly competitive: More than 40 people may apply for a single job. Their salaries are similar to those of U.S. teachers, but they generally have more freedom.Finnish teachers pick books and customize lessons as they shape students to national standards. "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.
innish high-school senior Elina Lamponen saw the differences firsthand. She spent a year at Colon High School in Colon, Mich., where strict rules didn't translate into tougher lessons or dedicated students, Ms. Lamponen says. She would ask students whether they did their homework. They would reply: " 'Nah. So what'd you do last night?'" she recalls. History tests were often multiple choice. The rare essay question, she says, allowed very little space in which to write. In-class projects were largely "glue this to the poster for an hour," she says. Her Finnish high school forced Ms. Lamponen, a spiky-haired 19-year-old, to repeat the year when she returned.
Lloyd Kirby, superintendent of Colon Community Schools in southern Michigan, says foreign students are told to ask for extra work if they find classes too easy. He says he is trying to make his schools more rigorous by asking parents to demand more from their children.
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MPS chief sees voucher inequities
The rising number of special education students in Milwaukee Public Schools is having a growing financial impact and should be given greater recognition in any comparison of MPS and private schools in the voucher program in the city, MPS Superintendent William Andrekopoulos said in a statement Wednesday.Related editorial.Andrekopoulos was reacting to research about voucher schools released Monday.
He said concerns about the impact of the voucher program on property taxes in Milwaukee had been verified by the research.
Researchers based at the University of Arkansas said that city property taxes go up for each student who uses a voucher, compared to what would be the case if that student went to MPS, while state income taxes go down, as do property taxes in most of the rest of the state.
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An overhaul addresses how kids learn, not what courses they take.
Loveland High School used to offer watered-down math for students flunking geometry and algebra.Then the geometry and construction teachers created a course that's all the rage at Loveland High — a house-building class where students learn the slope of a line by determining the pitch of a roof.
The school started with two classes last year and now has six. Enrolled students have outperformed their classmates on state tests. And now Thompson School District is creating an algebra course where students will convert a gas-guzzling car to an electric one.
That creative course design is an illustration of what Gov. Bill Ritter envisions under his new education initiative — a revamping of curricula from preschool to college to produce courses focused more on content than titles.
Details of the governor's initiative are still sketchy, though a 28-page draft of the legislation is likely to become official this week.
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Nevada Charter School Tension
State, local moratoriums on new applications have education officials, lawmakers butting heads
Nevada parents want the option of sending their children to charter schools.State and local education officials say they won’t approve charter schools unless they can ensure the schools meet standards.
That’s all good, right? Well, it has educators and lawmakers in the bureaucratic equivalent of a schoolyard shoving match.
Following the Clark County School District’s lead, the State Board of Education in November said it was suspending approval of new charter school applications. The education officials said they did not have the staff to handle the workload. So, they said, until they can handle new charter schools properly, they aren’t going to handle them at all.
There were some tense exchanges among state board members and lawmakers in the days leading up to and following the moratorium vote.
Some lawmakers were infuriated, alleging the motives had more to do with turf protection than logistical challenges. A few legislators suggested the vote had violated the state’s open meeting law.
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Kids & Steriods
This is about the kids, they said, over and over, trying harder than Roger Clemens to sound convincing. The members of the House committee looking into steroid use in baseball pounded that theme into our brain last week at the hearing. Kids are getting bad messages about performance-enhancing drugs. Kids are being betrayed by ballplayers. Kids are being wrongly influenced by the superstars.Well, sure, no problem there. Let's look out for all kids - yours, mine, everyone's.
But don't tell me kids are being suckered by star athletes on steroids and then condone, through silence, drug use by entertainers.
Don't send the media moral police chasing Barry Bonds and Roger Clemens and Mark McGwire, then release the Entertainment Tonight poodles on Sylvester Stallone.
Don't spend thousands of dollars examining steroid use in baseball, then feel it's not worth spending two cents checking out 50 Cent.
And please, don't suggest that kids admire pro athletes more than they do actors and singers and rappers. These entertainers impact the way our kids walk, talk, dress and behave. Yet marijuana and cocaine somehow give them credibility with a young audience bent on rebellion. And with regard to the drug of the moment, there was no outcry from Congress or the media when dozens of A-list entertainers recently were linked to getting steroids through a Long Island chiropractor.
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As driving deaths mount, some teens ask for tighter restrictions
AP:
Sami Wilson has attended the funerals of seven friends in the past two years. She's 17 years old.Wilson is a senior at Princeton High School, which has been particularly hard hit by traffic deaths involving teenagers.
''You kind of just get used to the feeling of a funeral around here,'' Wilson told the Star Tribune.
But it's not just a problem in this one Minnesota city. No state in the country has a higher percentage of teenagers behind the wheel in deadly crashes than Minnesota.
Teens were driving in 18.4 percent of Minnesota's fatal traffic accidents from 2004 to 2006, according to figures compiled by the U.S. Department of Transportation. The national average was 14.3 percent.
Roughly every five days, a Minnesota teen dies in a traffic crash. Already this month, a 17-year-old died without a seat belt in a head-on crash in Winona County, while another 17-year-old crossed the center line and collided head-on with a bus in southeastern Morrison county, killing a 53-year-old driver.
The Insurance Institute for Highway Safety recently gave Minnesota and nine other states a marginal grade because they don't limit teenage riders and night driving.
Many states, including Wisconsin, prohibit 16-year-olds from carrying more than one passenger or driving after midnight. In the last year, legislatures in Illinois, Ohio and Idaho tightened night driving or passenger laws for teen drivers.
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February 28, 2008
Survey Finds Teenagers Ignorant on Basic History and Literature Questions
Fewer than half of American teenagers who were asked basic history and literature questions in a phone survey knew when the Civil War was fought, and one in four said Columbus sailed to the New World some time after 1750, not in 1492.The survey results, released on Tuesday, demonstrate that a significant proportion of teenagers live in “stunning ignorance” of history and literature, said the group that commissioned it, Common Core.
The organization describes itself as a new research and advocacy organization that will press for more teaching of the liberal arts in public schools.
The group says President Bush’s education law, No Child Left Behind, has impoverished public school curriculums by holding schools accountable for student scores on annual tests in reading and mathematics, but in no other subjects.
Politically, the group’s leaders are strange bedfellows. Its founding board includes Antonia Cortese, executive vice president of the American Federation of Teachers, a union that is a powerful force in the Democratic Party, and Diane Ravitch, an education professor at New York University who was assistant education secretary under the first President George Bush.
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Program at Masconomet High helps blaze college path for urban minority teens
Decked out in a red Ecko Unlimited T-shirt, baggy jeans, and a pair of Jordans, Adam Farward drops one shot after another from outside the paint through the basketball hoop. As he runs off the gym floor at Masconomet Regional High School, he boasts: "You're looking at the future of the NBA."Farward is one of five minority students attending high school in Topsfield as part of A Better Chance, a residential program for academically talented youth from underserved communities often plagued by drugs and violence. At many other high schools, Farward and his fellow ABC classmates would blend right in, but Masco is not exactly the United Nations.
ABC plucks some of the best and brightest from urban areas and offers them a chance to live in places such as Topsfield and enroll in college preparatory high schools and boarding schools. Masco has been involved with ABC since 1973 and has graduated 60 students, all male because of housing limitations. It is the only public school in the northern suburbs involved in the program.
Kenneth Karas is a typical, high-achieving Masco senior. He's a standout on the school's varsity wrestling team, an award-winning artist, and he has dreams that include becoming a doctor. Karas is in the midst of that nervous time waiting for offers of admission to college. He has his heart set on attending Northeastern.
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A falloff in visits to the nation's parks offers further evidence of "nature deficit disorder"
In the oft-quoted "Birches," Robert Frost muses about a boy who lives too far from town to learn baseball so instead spends time in the woods swinging in the trees. "He always kept his poise / to the top branches, climbing carefully / with the same pains you use to fill a cup / up to the brim, and even above the brim," Frost writes. "Then he flung outward, feet first, with a swish, / kicking his way down through the air to the ground." This sort of unstructured, imaginative play is increasingly lacking in an indoor, scheduled world—to children's great detriment, argues Richard Louv, author of Last Child in the Woods, a book that explores research linking the absence of nature in children's lives to rising rates of obesity, attention disorders, and depression. New evidence of the lack: a recent study that shows visits to national parks are down by as much as 25 percent since 1987. U.S. News spoke with Louv about the study and the emergence of "nature deficit disorder." Excerpts:The new study points to about a 1 to 1.3 percent yearly decline in national park visits in America. Why do you think this is happening?
I looked at the decline in national park usage in my book, and the most important reason for it is the growing break between the young and nature. Our constant use of television, video games, the Internet, iPods is part of what's driving this. For example, a recent study from the Kaiser Family Foundation found that kids between the ages of 8 and 18 spend an average of 6.5 hours a day with electronic media. But time and fear are also big factors. Many parents feel that if they don't have their kids in every organized activity, they will fall behind in the race for Harvard. And we are scared to death as parents now of "stranger danger" and letting kids roam free.
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Peeking Inside the Mind of the Boy Dating Your Daughter
THE image of the testosterone-fueled teenage boy is a familiar one. It has been reinforced by movies such as “Porky’s,” “American Pie” and “Superbad,” which chronicle the escapades of high school boys determined to lose their virginity.But are boys that age really defined primarily by their sexual urges? Or does the stereotype fall short, telling us less about teenage males and more about a culture that seems to have consistently low expectations of its boys?
A new report in The Journal of Adolescence this month suggests that when it comes to sex, girls and dating, boys are more complex than we typically give them credit for. While hormonal urges are no doubt an important part of a teenage boy’s life, they aren’t necessarily the defining trait influencing a boy’s relationships with girls.
Psychology researchers from the State University of New York at Oswego recently examined data collected from 105 10th-grade boys, average age 16, who answered questions about a number of health behaviors. In questions put to them about girls (most of the boys self-identified as heterosexual), the teenagers were asked to note their reasons for pursuing a relationship. The top answer, marked by 80 percent of the boys? “I really liked the person.”
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BEST U.S. FACTORY JOBS IN RISING JEOPARDY
A new round of cutbacks by Detroit's automakers carries a larger message – that America's manufacturing workers are under new pressure in jobs where labor unions had once been able to command middle-class wages for assembly-line jobs.The point was punctuated this week as General Motors announced the largest ever annual loss by a maker of automobiles. In a bid to restore profitability, GM said it would offer incentives to convince older, highly paid assembly workers to retire early. Ford and Chrysler are pursuing similar worker buyouts.
The moves signal what some analysts say is an accelerating effort to trim wages and workforces. Essentially, the old Big Three are becoming a much smaller three. The pressures facing Detroit fit a larger pattern. Many US manufacturers are facing rising pressure from foreign rivals. The good news is that US factories are becoming more competitive. The bad news is that the needed streamlining is coming at the expense of American workers.
"Those jobs are going and they're not coming back," says Gary Chaison, a labor expert at Clark University in Worcester, Mass. In part, he says, manufacturers see moves such as the job buyouts as "a path for them to become low-cost producers by eliminating the high costs of American labor."
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February 27, 2008
Madison School Board Candidates Discuss Why They Are Running
Take Home Test, Week 1 by Marc Eisen:
Why is The Daily Page wasting precious pixels by questioning two Madison school board candidates who are running unopposed on the April 1 ballot?Via a couple of emails, including Ed Hughes, who urges us to look forward!Because the success of the public schools is absolutely essential to Madison’s future. And by questioning Marjorie Passman, the lone candidate for Seat 6, and Ed Hughes, the lone candidate for Seat 7, we hope to further the discussion of education in Madison.
So for the next five weeks we will revive Take Home Test, asking the candidates large and small questions each week. Their responses to our questions follow.
THE DAILY PAGE: WHAT IN YOUR BACKGROUND PREPARES YOU TO SET POLICY FOR A SCHOOL DISTRICT OF ALMOST 25,000 STUDENTS WITH A $340 MILLION BUDGET AND 3,700 EMPLOYEES? PLEASE DISCUSS YOUR PERTINENT TRAITS AND EXPERIENCES.
Ed's website includes an interesting set of Questions and Answers, including those from Madison Teachers, Inc..
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Looking Back With Retiring Madison Superintendent Art Rainwater
Before he leaves his post as head of the Madison Metropolitan School District, Art Rainwater reflects on the past, present and future of public education for all in a city and a school system that look and feel very different than the ones he was introduced to a decade-and-a-half agoFor an Arkansas native who grew up professionally in Kansas City--and who still looks like he'd be right at home on a Southern high-school football field--it's hard to imagine Madison schools without Art Rainwater at the helm. The guy's right up there with Soglin and Alvarez: They hail from somewhere else but if you didn't know it you'd think they've been Madisonians all along.
But just as our collective recollection of his predecessor Cheryl Wilhoyte's tumultuous term as schools superintendent has faded, so too will our familiarity with the large and at times imposing personality of Rainwater, sixty-five, after he retires in June. What will fade more slowly is the impact he has had on the Madison school district.
While it remains one of the best school districts in America, MMSD faces profound challenges that the next superintendent will inherit from Rainwater, who arrived in Madison almost fourteen years ago to design and implement the district's first magnet school. He came from the Kansas City, Missouri School District, where he started as a principal in 1987 and finished as special assistant to the superintendent, the number-two position in the district. If Rainwater has seemed comfortable in the eye of the storm, it's because his career matured amid the extremely difficult and sometimes ugly stress of one of America's most bitter desegregation battles--a battle that in 1994 looked like it might flare anew.
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Fewer Youths Jump Behind the Wheel at 16
Mary Chapman & Micheline Maynard:
For generations, driver’s licenses have been tickets to freedom for America’s 16-year-olds, prompting many to line up at motor vehicle offices the day they were eligible to apply.No longer. In the last decade, the proportion of 16-year-olds nationwide who hold driver’s licenses has dropped from nearly half to less than one-third, according to statistics from the Federal Highway Administration.
Reasons vary, including tighter state laws governing when teenagers can drive, higher insurance costs and a shift from school-run driver education to expensive private driving academies.
To that mix, experts also add parents who are willing to chauffeur their children to activities, and pastimes like surfing the Web that keep them indoors and glued to computers.
Jaclyn Frederick, 17, of suburban Detroit, is a year past the age when she could get a Michigan license. She said she planned to apply for one eventually, but sees no rush.
“Oh, I guess I just haven’t done it yet, you know?” said Jaclyn, a senior at Ferndale High School, in Ferndale, Mich.
“I get rides and stuff, so I’m not worried about it. I’ll get around to it, maybe this summer sometime.”
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Introduction to a standards-based educational system #2
MMSD Department of Teaching & Learning:
The Madison School District is making the full transition to a standards-based educational system. Here is the second in a series of articles about a standards-based system, with this one focusing on curriculum.Via MMSD Today, which includes an article on teacher board certificationIntroduction to a standards-based system: curriculum
The Wisconsin Model Academic Standards (WMAS) articulate what students should know and be able to do in each curricular area. Community leaders and staff in the MMSD elaborated upon these state standards to frame district curriculum and instruction.
This article focuses on curriculum, which can be thought of as the planned educational experiences taught in each subject area at each grade level. No matter what specific materials or experiences a student has, he/she should always have the opportunity to learn fundamental ideas and develop skills as identified by the standards. Curriculum is then considered to be "standards-based".
The remainder of this article will use science as an example of a content area to show how the curriculum in the MMSD is standards-based.
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Getting Teens To Take Deep Thoughts Offline
It's OK to hate Taylor, or to think that Seth only told you he liked Allison so that you would tell Courtney, or to wish that your mom would disappear.Teenagers have a right to gripe. But they should do it in their personal journals, not online for the world to see, says award-winning writer Meg Cabot.
The author of "The Princess Diaries" has teamed up with the American Library Association to hold events across the country for young people who want to learn more about airing their thoughts in writing the traditional way: with a pen.
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Thinking about the Next Few Decades: "Let Us Light A Candle While We Walk, Lest We Fear What Lies Ahead"
Many people look to the future with fear. We see this fear throughout the web. Right-wing sites describe the imminent end of America: overrun by foreigners, victim of cultural and financial collapse. Left-wing sites describe “die-off” scenarios due to Peak Oil, climate change, and ecological collapse - as the American dream dies from takeover by theocrats and fascists.Well worth reading as Madison prepares for a new Superintendent and two new school board members.Most of this is nonsense, but not the prospect of massive changes in our world. But need we fear the future?
The past should give us confidence when we look ahead. Consider Dodge City in 1877. Bat Masterson is sheriff, maintaining some semblance of law in the Wild West. Life in Dodge is materially only slightly better from that in an English village of a century before. But social and technological evolution has accelerated to a dizzying pace, and Bat cannot imagine what lies ahead.
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PTOs' aid not just in bake sales anymore
Faced with belt-tightening from state and local coffers, Arizona's public schools are relying more and more on parent-teacher groups to pay for items they say they need, but can't afford.No longer content to simply hold bake sales and stand on the sidelines, these parents are taking the lead in raising hundreds of thousands of dollars for items that can directly impact classroom instruction.
Computers and other classroom technology. Rock-climbing walls. Mandarin Chinese lessons. Playground shade structures.
While at some East Valley schools, primarily those in lower-income neighborhoods, principals struggle to even get PTOs off the ground, parents at other more well-off schools use sharp business acumen to help fund what they say are needed educational tools.
"The money just isn't there. When you look at the way the schools are funded compared to 48 other states in the country, they just don't have the money," said Marjorie Desmond, PTO president at Scottsdale's Cheyenne Traditional School, which raises more than $60,000 annually. "Legislation moves very slowly and the kids grow up very quickly. The parents want to have what's best for their own kids, and that's how they make an impact most quickly, is getting involved at the grass-roots level."
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February 26, 2008
Madison School Board PA Committee Credit for Courses Taken Outside the District Discussion
Watch the public appearances (including a discussion about the proposed report card changes) along with the Committee's discussion on this matter. Janet Mertz's latest post can be read here, along with a number of related links.
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Madison West High Drama Benefit
via a Cyndie Spencer email:
Once again, excuse the duplicates... this is another great cause for West High School. Denny and i are planning to attend....Please join Friends of West High Drama Friday March 7, 2008 at 7 PM at the Madison Club for a fundraiser to upgrade the sound system in the West High Auditorium. (see attached invite). We've planned a fun, welcoming and relaxing evening to celebrate the amazing student talent at West. We very much hope you can attend!
Meet the cast of West's spring musical "A Chorus Line". Hear them sing selections from the show as well as entertain you with some of the best "Singing Valentines" from West's celebration of Valentine's Day.
Enjoy delicious appetizers/dessert & bid on a few select auction items (condo in Myrtle Beach; theater tickets & dinner). Cash bar available.
Tickets are $35/person ($25 tax deductible). While tickets will be available at the door, your advance purchase helps us enormously in our planning. If you cannot attend but would like to contribute, please send your contribution made out to FMPS-Friends of West High Drama to Kay Plantes, 3432 Sunset Dr, Madison WI 53705.
We thank you in advance for your support. Your attendance and/or contribution are very much needed to improve the quality of life at West H.S. for all students.
Questions or to unsubscribe from this email, please reply to the address above or call Ruth Saecker (608-233-6943).
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Report: American Schools Trail Behind World In Aptitude Of Child Soldiers
Report: American Schools Trail Behind World In Aptitude Of Child Soldiers
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Despite IB Growth, College Credit is Elusive
Across the Washington area, International Baccalaureate is booming, with more than two dozen high schools offering the college-level program and more signing up all the time. College admissions officers say they love seeing IB courses on transcripts. Students say the IB writing instruction and five-hour, end-of-course exams prepare them well for higher education.But there's a catch: Students usually can't get college credit for one-year IB courses, even though they are similar to one-year Advanced Placement courses, which are eligible for credit. In another complication, students can get credit for passing tests after two-year IB courses, but that credit is equivalent to one year in AP.
Most university officials say they can't explain these discrepancies. In many local high schools, bewilderment and frustration are growing among students and teachers over college policies about IB that seem at odds with the colleges' oft-stated support for more challenging high school curricula.
"Imagine the consternation of these students who are getting the very best scores possible and are not seeing any recognition at most colleges," said Marilyn Leeb, IB coordinator at Washington-Lee High School in Arlington County.
"I feel like we were being cheated," said Chad King, a 2007 graduate of Mount Vernon High School in Fairfax County who received no credit for one-year IB courses from Ohio Dominican University in Columbus. "IB puts a lot of stress and pressure on its students, and for us not to get credit just because it is not AP is unfair."
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Home-School Support: Parents advocate bill on leaving public school
Anita Formichella is tired of hiding like a criminal."The sound of the doorbell literally strikes terror in my heart," said Formichella, a bespectacled, middle-aged former school volunteer from Redding in her testimony to members of the legislature's select committee on children on Tuesday.
For the past two years, Formichella said she has hidden in her house, shouting through the door when people knock because she fears the person on the other side might be a state social worker coming to take her children away.
Formichella isn't a child abuser. She has never been cited for child neglect. She is a teacher. A home-school teacher. And therein lies the rub.
Within weeks of pulling her children from the public school system in 2006, Formichella received a letter from the local school superintendent requiring her to sign a form and submit more evidence that her children were being properly schooled. If she didn't, Formichella said, she would risk a neglect investigation by the state Department of Children and Families. Formichella was frightened at first, then incensed.
"That's a heinous, heinous thing to threaten a parent," Formichella said outside the hearing room Tuesday. "And [the school superintendent] knew me!"
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Update on Madison BOE policy regarding students taking non-MMSD courses:
The February 25, 2008 Meeting of the Performance & Achievement Committee was devoted to developing a policy regarding students taking non-MMSD courses. The proposal Pam Nash suggested to the committee was essentially identical to the highly restrictive one she had originally proposed during the December, 2006 meeting of this committee: students would be permitted to earn a maximum of TWO ELECTIVE credits for course work and only when no comparable course is offered ANYWHERE in the District. Even Rainwater felt these rules were overly restrictive. He seemed willing (i) to increase the number of credits a student could earn, and (ii) to permit students to take a course offered elsewhere in the District if the student could not reasonably access the District's course. Discussion of the Nash proposed policy ensued, but no specific revisions to it were made during this committee meeting. Both Maya and Johnnie (2 or the 3 members of the committee) suggested that the District needed to research the topic better, e.g., investigate what other comparable school districts in WI (e.g., Appleton which has in place a much less restrictive policy) were doing and to obtain feedback from the guidance departments of each of the 5 high schools, before the BOE should vote on approving a policy. Lawrie, chair of this committee, bypassed having a vote on whether to recommend the Nash version of the policy to the full BOE since she clearly would have lost such a vote. Instead, she simply stated that she had ALREADY placed this topic on the agenda for a special meeting of the BOE to be held March 10th, a meeting at which public appearances will NOT be permitted. Why the urgency now after we have been waiting for 6 years for the District to develop a policy in this matter? Possibly, the new Board that starts in April would approve a different policy, one that better meets the needs of students. Thus, folks, your only remaining opportunities to influence this policy to be approved by the BOE on March 10th are (i) to email and phone members of the BOE between now and March 10, telling them your opinions and why, ideally with examples of specific students, and (ii) to attend the March 10th meeting so the Board members will know you are watching how they vote.
Related:
- My Suggested Changes to the Proposed MMSD Policy on Students Taking Outside Courses
- Many more links and notes are available here.
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Say Cheese and Now Say Airbrush!
We've all looked back on grade-school photos and wondered, "What in God's name was I thinking?" For me it started with buckteeth and hair-sprayed bangs-a true child of the '80s. Then came the braces, stringy hair and oversize Kurt Cobain T-shirt, the tween years of Seattle grunge. High school wasn't actually that long ago, but I'm sure whatever it was I wore will be grossly unfashionable by the time my 10-year reunion hits.The grade-school class portrait is a time capsule of sorts-a bittersweet reminder of forgotten cowlicks, blemishes and crooked teeth. Awkward, at least in retrospect, is awfully cute. So it's sad to think those mortifying school snapshots might soon be a thing of the past. A growing number of photo agencies and a horde of Web sites now offer retouching for kids to wipe their every imperfection clean: powdering complexions, whitening teeth, erasing braces or freckles. And parents are signing up their kids at younger and younger ages.
"It surprises me so much when a mom comes in and asks for retouching on a second-grader," says Danielle Stephens, a production manager for Prestige Portraits, which has studios in nearly every state and starts its service at $6. "I have a 12-year-old, and I'd be afraid that if I asked for retouching she'd think she wasn't good enough."
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Changing Suburbs: "The Next Slum?"
Strange days are upon the residents of many a suburban cul-de-sac. Once-tidy yards have become overgrown, as the houses they front have gone vacant. Signs of physical and social disorder are spreading.This is an interesting issue to consider, as school districts continue to ponder new edge schools.At Windy Ridge, a recently built starter-home development seven miles northwest of Charlotte, North Carolina, 81 of the community’s 132 small, vinyl-sided houses were in foreclosure as of late last year. Vandals have kicked in doors and stripped the copper wire from vacant houses; drug users and homeless people have furtively moved in. In December, after a stray bullet blasted through her son’s bedroom and into her own, Laurie Talbot, who’d moved to Windy Ridge from New York in 2005, told The Charlotte Observer, “I thought I’d bought a home in Pleasantville. I never imagined in my wildest dreams that stuff like this would happen.”
In the Franklin Reserve neighborhood of Elk Grove, California, south of Sacramento, the houses are nicer than those at Windy Ridge—many once sold for well over $500,000—but the phenomenon is the same. At the height of the boom, 10,000 new homes were built there in just four years. Now many are empty; renters of dubious character occupy others. Graffiti, broken windows, and other markers of decay have multiplied. Susan McDonald, president of the local residents’ association and an executive at a local bank, told the Associated Press, “There’s been gang activity. Things have really been changing, the last few years.”
In the first half of last year, residential burglaries rose by 35 percent and robberies by 58 percent in suburban Lee County, Florida, where one in four houses stands empty. Charlotte’s crime rates have stayed flat overall in recent years—but from 2003 to 2006, in the 10 suburbs of the city that have experienced the highest foreclosure rates, crime rose 33 percent. Civic organizations in some suburbs have begun to mow the lawns around empty houses to keep up the appearance of stability. Police departments are mapping foreclosures in an effort to identify emerging criminal hot spots.
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Madison School Board Committee Recommends Far West Side Boundary Changes
A Madison School Board committee recommended Monday night that students at Madison's newest elementary school now under construction should attend Toki Middle School, not Jefferson Middle School as originally planned.Members of the board's long range planning committee also recommended final boundary Plan F for elementary school students in the Memorial High School attendance area that would send children in the neighborhood around Channel 3 to Falk Elementary School instead of Chavez Elementary or the new school, located west of Highway M.
The full School Board plans to vote on the recommendations March 3 at its regular meeting at the Doyle Administration Building at 7 p.m. There will be an opportunity for public commentary before the vote.
Among some west side parents, the most controversial part of planning the changes to accommodate the new school has been deciding which children and neighborhoods will attend Falk Elementary School, which has the west side's highest percentage of low income students.
Numbers of low income students in the Memorial area range from 22 percent at Crestwood to 66 percent at Falk. Under the proposed plan, Falk's low income percentage would drop to 57 percent.
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Ten Tips for Picking a Good School
This is the time of year many parents seek advice on how to find a good elementary, middle or high school, public or private, for their children. Usually I send them a Washington Post article I wrote on this subject three years ago. But this is such an important topic to so many families, I decided to update my thoughts. Here are 10 suggestions, in no particular order. As you'll see in recommendation number 10, your own thoughts and feelings should always be the deciding factor.1. Buy an expensive house and you can be almost sure that the local school will be good.
This is an admittedly cynical notion, but there is truth in it. Newcomers often say to themselves, "Let's find a school or school district we like and then find the house." Yet most school systems in this area are so good, and parental affluence is so closely tied to educational quality, that if you buy a pricey house, the nearest school is almost guaranteed to be what you are looking for.
2. Look at the data.
In my opinion, based on 22 years of visiting schools and looking at data, the two largest school districts in the Washington area, Fairfax and Montgomery counties, are so well run that even their low-income neighborhoods have schools and teachers that compare with the best in the country. I think the same is true for public schools in Arlington, Clarke, Loudoun and Prince William counties, and the cities of Falls Church and Alexandria. (I'm based in Northern Virginia, so I have closer first-hand knowledge of school systems on that side of the Potomac River.) I also think all the D.C. public schools west of Rock Creek Park are as good as those in the suburbs.
My beliefs are influenced by data on how much schools challenge all of their students, even those with average records of achievement, to take college-level courses and tests before they finish high school. I call this the Challenge Index. (For more on the index, see recommendation No. 9 below.) I want to stress that other systems in the area have some fine public schools. Case in point: All four public high schools in Calvert County appear to be pushing students solidly toward college-level work. There are also some good charter schools. But in some places, you have to look more carefully to find them.
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Hunting the genes of genius
Colin Blakemore,Professor of Neuroscience at the Universities of Oxford and Warwick
If we identify and eliminate the genes that cause mental disorders, do we risk destroying the rich creativity that often accompanies them?
Isaac Newton was able to work without a break for three days. Einstein took a job in a patent office because he was too disruptive to work in a university. HG Wells was so gawky and insecure at school that he had only one friend. Are these psychiatric disorders that should be treated or genius that should be cherished?
In a new book, Genius Genes, Irish psychiatrist Michael Fitzgerald argues that special forms of creativity are associated with a variety of cognitive disorders.
Fitzgerald describes how Charles de Gaulle's Asperger's syndrome was critical to his success as a politician. He was aloof, had a phenomenal memory, lacked empathy with other people, and was extremely controlling and dominating. He also showed signs of autistic repetitiveness and was similar in many respects to other politicians whom Fitzgerald argues also had Asperger's, including Thomas Jefferson in the US and Enoch Powell in Britain.
The oddness of many great writers is well documented and a surprisingly high proportion of poets, in particular, had symptoms that indicate manic depression. See Touched with Fire and An Unquiet Mind
The richness of humanity and the power of our culture are, in no small way, attributable to the diversity of our minds. Do we want a world in which the creativity linked to the oddness at the fringes of normality is medicated away?
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Schools Let Sex Abuse Cases Slide
Amy Hsuan, Melissa Navas & Bill Graves:
The charismatic band teacher charmed students and parents alike. He won music competitions and teaching honors. He worked late, coached volleyball and mentored kids.Related editorial:No one realized Joseph Billera, then 30, was having sex with children.
Yet there were warning signs for years that the popular Salem-Keizer teacher preyed on his Houck Middle School students.
School officials verbally reprimanded Billera after spotting him at a band contest in 2000 with a girl sitting on his lap, a blanket wrapped around them. In 2001, parent Robert Ogan complained to administrators after seeing Billera alone with a female student at a community softball game. Later, Ogan alerted the school's principal after knocking on the door of Billera's dark, locked band room one evening to be greeted by a middle school girl.
Three years passed before Billera was arrested and convicted for raping two students and molesting two others. Three of his victims were younger than 14. He assaulted one of them after the 2001 complaints.
Billera is one of 129 Oregon educators disciplined for molesting or having sexual relations with more than 215 public school children over the past 10 years.
I t's hard to believe, but Oregon protects teachers who are sexually attracted to children young enough to play with stuffed animals. The state also goes easy on teachers who seduce vulnerable, needy teenagers.In the wake of the scandals that rocked the Catholic Church, it's both immoral and willfully irresponsible to go on like this. Public school districts and state leaders should take swift steps to protect children from teachers who have no business remaining in any classroom.
Oregon takes a stunningly casual attitude toward sexual misconduct by teachers toward children, as The Oregonian's Amy Hsuan, Melissa Navas and Bill Graves reported this week. This is true both of allegations and of substantiated claims. The state is slow to investigate teachers, and districts are reluctant to remove teachers from classrooms -- or even to give known molesters a bad reference when they apply for their next job.
Most disturbing is the finding that districts will strike confidential settlement agreements with teachers who've admitted abuse. A teacher might promise to resign quietly (and not sue) in exchange for money, health insurance or positive job references.
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Relentless Deconstrionism: Consequences for Governance
This concept of relentless deconstruction is a disaster for modern institutions built on “facts” of history and maintained by hierarchical systems of rule, order and especially tradition, for each — deconstructionists teach — is subject to examinations that reveal the subjective nature of humankind and its decisions, big and small.It is in this light that I wish to state the argument that Bill Keller — and many, if not most people in such positions within the institution of modernist journalism — continue to function as if their access to knowledge is unique and justifies conclusions that can be used to manipulate culture, whether deliberately or otherwise. So deep is this belief, that Keller expresses shock when the Times’ conclusions are challenged.
The problem is that the public now has access to enough information — in most cases — to make up its own mind about issues and events, their causes and results. Moreover, the public now has enough knowledge to rightly question the assumptions and history that shape even the day-to-day decisions of the press, and with that knowledge, they also increasingly have the ability to make up their own minds. This will never return to the way it was, and in fact, will increasingly impact the culture as a whole.
So to me, Keller’s “surprise” is legitimate, but it’s based in the confusion of the era, especially for modernist, institutional thinkers. The public is a lot smarter and better informed than anybody in media gives them credit for being, and they are armed with simple tools to do their own investigating. And every time the curtain is pulled back on the editorial decision-making process within the institutional press, it gets easier and easier to find the natural biases and influences that drive the information gatekeepers of the culture.
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A Report on Voucher, Milwaukee Public School Performance
The first full-force examination since 1995 of Milwaukee's groundbreaking school voucher program has found that students attending private schools through the program aren't doing much better or worse than students in Milwaukee Public Schools.The researchers gave a sample of voucher students the same tests given to public school students in Wisconsin and compared the results to those of a scientifically matched group of MPS students. Overall, they found, fourth-grade voucher students scored "somewhat lower" than MPS students but eighth-grade voucher students scored "somewhat higher."
At all grades, both MPS and voucher students had overall test scores well below the 50th percentile nationally, and generally around the 33rd percentile, meaning they were generally scoring lower than two-thirds of students.
Results for individual voucher schools were not released as part of the study, despite calls from several legislators and others to see the private school results.
The study was conducted by the School Choice Demonstration Project, part of the Department of Education Reform at the University of Arkansas. The main researchers included John Witte, a University of Wisconsin-Madison professor who conducted studies of the Milwaukee voucher program in its early years from 1990 to 1995, before the Legislature dropped the requirement for such studies.
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An Interview with Todd McIntyre: About www.AppliedGiftedEd.com
3) What information are most parents and teachers seeking the most?www.appliedgiftededThe first thing that parents want to know once we start talking about their situation with the district is whether or not they are crazy.
Oftentimes the situation the parent describes to me during an initial conversation defies any sort of logic - for example, the 3rd grade child is two or three grades above level in several, perhaps all, his or her courses.
The educational services the gifted child needs are not offered or even discussed with the parent because the district holds a vague concern about some future social experience such as the Senior Prom or driving a car. Parents often aren't sure how to respond effectively to those sorts of statements.
The second thing parents want to know is what they can do about it. There are many options available, but there is a specific order in which any of the available options should be done.The starting point for the initial conversation is always the same: What are the gifted child's present levels of educational performance? Phrased another way, the starting question for advocacy is this: How much of the district's curriculum does the child already know?
At my Intermediate Unit and district-oriented trainings, teachers and administrators want to know about present levels of educational performance testing. Districts tend to make this kind of testing more complicated than it needs to be. Teachers and administrators also want the regulations and requirements explained to them in practical day-to-day terms
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Online Education Takes Off in India
It's a Sunday afternoon and class time for 39-year-old IT worker Seema Shetty. Her feet curled under her in a swivel chair, she sits in front of a computer monitor, adjusts a set of headphones, and scribbles in a notebook. Shetty, who works for consulting firm Mastek in Mumbai, is in a virtual classroom in the Vile Parle suburb, where a dozen computers link students to some of India's elite management institutions. Today's class is a three-hour general management lecture, part of the online education course conducted by the Xavier Labor Relations Institute in Jamshedpur, in the remote northern Indian state of Jharkhand.A consultant for various industries from insurance to banking, Shetty signed up for an online certificate course to "learn more about my clients' business requirements," she says. By enrolling in the 14-month, six-hour-per-weekend online course, at a cost of $4,600, she can further her education without having to take a two-year career break to get an MBA. Learning online, says Shetty hopefully, "will definitely boost my job prospects."
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February 25, 2008
Study but don't cap online schools
Wisconsin State Journal Editorial:
An audit to help gauge how virtual schools are performing in Wisconsin is reasonable.But slapping a cap on how many children can enroll in online schools is unnecessary and potentially harmful.
Gov. Jim Doyle 's last-minute demand for a cap threatens to ruin a solid bipartisan deal to keep these interesting schools going.
The governor should drop his veto threat, and the Legislature should give Doyle and the teachers union the audit they want.
That way, a dozen virtual schools in Wisconsin serving 3,500 students can stay open and expand if more parents choose to enroll their children.
Key state lawmakers recently put together compromise legislation to keep virtual schools going after a court ruling threatened to shut them down. A court ruled in December that the Wisconsin Virtual Academy, based in suburban Milwaukee, violates state laws controlling teacher certification, charter schools and open enrollment.
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Doyle Defends Plan to Cap Virtual Schools Enrollment
Gov. Jim Doyle said that he can't understand why some are upset over his last-minute proposal to cap enrollment in virtual schools.State lawmakers are trying to keep virtual schools open after a December court ruling said they were violating state law.
Without a change in law, as many as 12 schools that enroll 3,500 students could start closing as early as next school year.
Doyle recently told lawmakers that he would veto any bill that doesn't cap enrollment while state officials study several issues related to the schools.
Republicans and Democratic Sen. Jon Erpenbach have expressed frustration at Doyle's demands, which came after they thought they had agreement on a bill.
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My Suggested Changes to the Proposed MMSD Policy on Students Taking Outside Courses
February 25, 2008 draft proposal from Janet Mertz regarding the proposed MMSD Policy.
It is the policy of the Board to expand the opportunities for students to take courses outside of the District without increasing the costs to the District and without undermining the integrity of the diploma a student receives from the District. A student may receive credit for taking such outside courses. No District funds shall be utilized to pay for the costs to a student taking courses under this policy.
Taking outside courses if a student wishes to receive credit toward graduation.
- By May 1 of the previous school year for first semester courses and by December 1 for second semester courses, the student shall submit to his/her principal or the principal’s designee the student’s request to take a course under this policy. Within 15 school days after receiving the student’s request, the principal, in consultation with the appropriate staff member(s), shall make a recommendation to the Superintendent or his/her designee as to whether the course shall be approved. Within 15 school days after receiving the principal’s recommendation, the Superintendent or his/her designee shall notify the student whether his/her request has been granted or denied.
- A student may receive credit toward graduation. The grade will be recorded but not counted in the GPA.
- Credits toward graduation shall be granted in the following manner:
- No more than 4 credits per year.
- No more than 11 credits may be applied to the total graduation requirement.
- The student’s transcript shall include a description of the course, the institution, if any, the date the course was completed, the credit, and the grade.
- No grades shall be included as part of a student’s grade point average (GPA).
- All costs related to taking the course shall be the responsibility of the student and/or his/her parent/guardian.
- Taking outside courses if a student does not wish to receive credit.
- By May 1 of the previous school year for first semester courses and by December 1 for second semester courses, the student shall submit to his/her principal or the principal’s designee the students’ request to take a course under this policy. Within 15 days after receiving the student’s request, the principal, in consultation with the appropriate staff member(s), shall make a recommendation to the Superintendent or his/her designee as to whether the course shall be approved. Within 15 days after receiving the principal’s recommendation, the Superintendent or his/her designee shall notify whether his/her request has been granted or denied.
- The student’s transcript shall include a description of the course, the institution, if any, the date the course was completed, and the pass/fail grade unless the student or his/her parent/guardian request that the student’s letter grade appear on the transcript in which case the student’s letter grade will appear on the transcript.
- No grade shall be included as part of the student’s GPA.
- All costs related to taking the course shall be the responsibility of the student and/or the student’s parent/guardian.
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Madison School District Memo on Students Taking Outside Courses
MMSD Legal Services; 18 Page 758K PDFOn January 8, 2007, the Board took the following action:Background audio, video and documents are available here. The School Board's Performance & Achievement Committee meets today @ 5:00p.m to discuss this memorandum. [Directions & Map] Attend the meeting and send your thoughts to: comments@madison.k12.wi.uslt is recommended that the Board direct the Administration to: 1) freeze new procedures or guidelines for credit towards graduation for courses taken outside the MMSD until the Administration reports to the Board about whether current MMSD policies need to be updated or changed in view of any technological changes in the law and other opportunities; 2) develop a proposal on either the implementation and communication of the policies and procedures to parents and students for consistency across the District at the levels affected; and 3) have the Administration give the Board the pros and cons of adopting a policy like the one proposed by Dr. Mertz as a draft proposal. It is further recommended that the Administration review all nine of the policies, including the proposed "Guidelines for Coursework Outside the MMSD'" for possible revision, consolidation, or propose a newly created policy.
Attached is Exhibit 1, an amended draft of the policy previously submitted to the Board in a memo from Pamela Nash dated May 4, 2007. The amendments modify the timing of a student's appiication to take courses outside the MMSD and the response time of the District. This time frame is modeled after the Youth Options time frame.
Also attached to this Memorandum is a copy of a policy proposal previously submitted by Dr. Janet Mertz, Exhibit 2A, and the District's analysis of that proposal,
Exhibits 2 and 2B. These documents were also submitted to the Board of Education under cover of Dr. Nash's memo of May 4, 2007. This matter is scheduled to be heard before the Performance and Achievement Committee on February 25, 2008.
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The Community Network Solution
In reweaving the social fabric of a city or town, relationships trump rank.
Business leaders are increasingly aware that the health of their enterprise is intimately connected with the health of the communities where they operate. As employers, they sometimes find themselves drawn in to help solve local problems. But they are also often frustrated by those efforts, and no wonder. When a community sets out to address complex problems, such as economic stagnation, sprawl, and failing schools, the effort usually ends up going nowhere. Competing agendas surface, members delegate responsibilities to staff, difficult decisions get postponed. Hopes fade and interest flags as the hidden challenges and underlying conflicts become apparent.The quiet failure of such initiatives is often attributed to human nature, or to some flaw in the process that shaped the effort. But in fact, the problem usually starts when the project organizers compose their first list of proposed participants. The organizers ask themselves: Who are the power brokers around town? Who are the key players? Who from business, government, education, and nonprofits should be involved?
Once the list is compiled, the usual suspects are convened. They assemble with enthusiasm, write a vision statement, sign up for committees, and pledge support. A press release goes out: “Local Leadership Team Sets to Work!”
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Madison School Board to Discuss Credit for Non-MMSD Courses Today @ 5:00p.m.
The Performance & Achievement committee meets today at 5:00p.m. [Directions & Map] to discuss a policy on credit for non-MMSD courses. Janet Mertz has been following this issue for years, in an effort to support a "clearly written policy" on such courses. Read Janet's summary after the most recent discussion of this matter (26 November 2007):
Meanwhile, online learning options abound, including the news that National Geographic has invested in education startup ePals. Madison, home of a 25,000 student public school system, offers a rich learning environment that includes the University of Wisconsin, MATC and Edgewood among others.
At the November 26, 2007 meeting of the MMSD BOE's Performance and Achievement Committee [18MB mp3 audio], the District's Attorney handed out a draft of a policy for the District's Youth Options Program dated November 20, 2007. It is a fine working draft. However, it has been written with rules making it as difficult as possible for students to actually take advantage of this State-mandated program. Thus, I urge all families with children who may be affected by this policy now or in the future to request a copy of this document, read it over carefully, and then write within the next couple of weeks to all BOE members, the District's Attorney, Pam Nash, and Art Rainwater with suggestions for modifications to the draft text. For example, the current draft states that students are not eligible to take a course under the YOP if a comparable course is offered ANYWHERE in the MMSD (i.e., regardless of whether the student has a reasonable method to physically access the District's comparable course). It also restricts students to taking courses at institutions "located in this State" (i.e., precluding online courses such as ones offered for academically advanced students via Stanford's EPGY and Northwestern's CTD).
The Attorney's memorandum dated November 21, 2007 to this Committee, the BOE, and the Superintendent outlined a BOE policy chapter entitled "Educational Options" that would include, as well, a policy regarding "Credit for Courses Taken Outside the MMSD". Unfortunately, this memo stated that this latter policy as one "to be developed". It has now been almost 6 years (!) since Art Rainwater promised us that the District would develop an official policy regarding credit for courses taken outside the MMSD. A working draft available for public comment and BOE approval has yet to appear. In the interim, the "freeze" the BOE unanimously approved, yet again, last winter has been ignored by administrators, some students are leaving the MMSD because of its absence, and chaos continues to rein because there exists no clearly written policy defining the rules by which non-MMSD courses can be taken for high school credit. Can anyone give us a timetable by which an official BOE-approved policy on this topic will finally be in place?
Links:
- 11/26/2007 Performance & Achievement Committee Meeting Video and Audio
- October 26, 2006: Latest on the Madison School District's Policy Change Regarding Credit for Non-MMSD Courses
- December 11, 2006 Performance & Achievement Committee Minutes | Additional comments.
- Dual Enrollment, Up From Obscurity
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The Marketing of High School Sports
If you think high school sports are too slick, too big-time, or too professional, just wait. When this Ohio transplant has his way—and he will—they’re going to get slicker, bigger, and much more pro. Stephenson, the former president of Dave Campbell’s Texas Football, founded Titus Sports Marketing in 2003. The company’s first major deal came a year later, when it sold naming rights for the Tyler Independent School District’s stadium to Trinity Mother Frances Health System for $1.92 million, the largest such contract for a high school ever. In September 2007 Titus also put together the Clash of Champions, a game televised on ESPNU between the best high school football team in Florida, Miami Northwestern, and the best in Texas, Southlake Carroll. Northwestern won the game (hyped as “the biggest game in the history of high school football”) 29—21, but the real winner may have been Stephenson.Where did you get the idea for Titus?
I knew high schools were looking at ways of maximizing revenue. A lot of districts are looking to give their stadiums a face-lift—to add parking, double the concessions and restrooms, redo the field house. High schools are where colleges were fifteen years ago, and there’s a lot of lost advertising revenue because there’s nobody there to capture it. We’re pioneers. We work with the school district; we sell the assets that they direct us to sell.
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When cheers turn to depression
She just wanted six-pack abs. So in the summer of 2003, Dionne Passacantando, a 17-year-old high school cheerleader, gymnast, and vice president of her Allen (Texas) High School class, made a decision she regrets. She bought anabolic steroids from a boy on the school football team."Nobody frowned upon it," she says. "It was easier for me to get those than it probably was to buy beer."
But after injecting herself with Winstrol every other day for five weeks, she became suicidal.
"I was the last person in the world you'd think would use anabolic steroids," she says.
Her story is part of a much larger picture. The Mitchell Report, which detailed steroid use in major league baseball, noted that while steroid use among high schoolers seems to be declining, it is still estimated that 3-6 percent of students nationally have tried them. That means that, at a minimum, hundreds of thousands of high school students are using.
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On Credentials: Rhee-form
Announced nine months ago by Mayor Adrian Fenty to a mixed chorus of applause and boos, Michelle's appointment is part of two trends. The first is mayoral control of schools; the second is appointing "uncredentialed" or "unlicensed" leaders to fill the post of superintendent (or in the case of DC and NYC, chancellor).The nightmare of credentialing is ordinary thought of in terms of teachers, a challenge that reformers like Michelle and Wendy Kopp have taken on in their respective spheres; credentials in their earliest incarnation were meant to be a floor beneath which teachers would not fall. In their modern incarnation they have become a ceiling through which they may not pass. For example, the head of the Washington DC based Sidwell Friends math program, a trained mathematician with 30 years experience of superlative high school teaching couldn't get a job in a public school. Nor could Einstein.
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Washington County 4-H and Madison West Rocket Club Selected for NASA Event
Four Washington County teens are among 18 groups in the nation invited to display their rocket-building skills to NASA space shuttle engineers this spring.Donald Behm has more:The challenge for the team, all members of the county's 4-H rocketry club, was to design and build a reusable rocket. It had to be capable of carrying a science payload to one mile above the surface and returning safely to the ground.
Their 7-foot rocket will be launched in late April at the Marshall Space Flight Center in Alabama as part of NASA's Student Launch Initiative.
A rocket club from Madison West High School in Madison also was selected this year.
With spring deadlines looming, four Washington County teens are working weekends to build a high-powered rocket to launch in front of NASA space shuttle engineers.Their challenge: Design and build a reusable rocket capable of carrying a science payload to one mile above the surface and returning safely to the ground.
The team, all members of the county's 4-H rocketry club, is one of only 18 groups in the United States invited to display their skills this year as part of NASA's Student Launch Initiative. Their rocket will be launched in late April at the Marshall Space Flight Center in Huntsville, Ala.
"It cannot be wrecked," said Katlin Wagner, 15, a freshman at Slinger High School and the defending rocketry champ among 4-H youth in the county. "We must be able to put it back together and use it again."
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Maya Cole's Schoolcast Update
Maya Cole:
Dear friends,First, I would like to let you know that I have new podcasts and blog posts up on my website! You can get information on how our superintendent search evolved and learn how school districts lobby the legislature at a state level through the Wisconsin Association of School Boards.
I am also happy to report that several of us on the Board have begun to meet (after a long hiatus) as members of the Dane County School Board Consortium. The Madison School Board will be hosting other districts next month at LaFollette High School. We will be discussing how we can engage and listen to the public on boundary changes. We hope to come together in the future and combine our lobbying efforts as representatives of Dane County schools. If you know of any state or local officials who would be interested in joining us to learn more about issues facing school districts, please feel free to send them my e-mail address.
I also have two new podcasts, five minutes in length, that explain all you need to know about No Child Left Behind and its re-authorization this year. I met with Sennett school teacher David Wasserman and promised him I would work on engaging the public on this important issue. Please take a listen and pass it on to your friends.
These past few months I have been working hard on many issues on behalf of the school district. I met many fascinating educators and members of the community that are interested in our schools. Some of the Board highlights include, but are not limited to:
Our Board President, Arlene Silveira, sends out monthly reports on Board actions - if you would like to see the latest, you can go here.
- Selecting a new superintendent from public input sessions leading to a nationwide search and a great list of finalists.
- Working with staff and the rest of the Board during our series of meetings on the topic of expulsions.
- The administration is working concurrently on the Codes of Conduct.
- We selected a Citizens Naming Committee which met and gave us a final list of names for the new school. This committee did a great job and provided us with an excellent report which I hope we can use as a "best practice" for BOE committees in the future.
- The Board approved the use of Title I money for the expansion of the Play and Learn program to include "mobile" Play and Learn Groups for caregivers and their preschool-aged children. We also approved the purchase of additional books for the Reading Rooms in our Title I schools with the additional Title I money that was above that budgeted for this school year.
- The Performance and Achievement Committee has reviewed a variety of topics, including: a review of School Climate Surveys; discussions on Youth Options and Charter School Policy (under the development of a new Board policy chapter titled, "Educational Options"); and, a review of District Performance Goals.
- The Community Partnerships Committee, of which I am the chair, has worked on fine-tuning the definition of "partnerships" in the district; has made connections with the Foundation for Madison Public Schools; is working on creating new avenues of support for our schools (volunteers) and programs (athletics.) The committee is now working on a review of the Parent Involvement policy.
Finally, I know that I don't get to talk to many of you individually; but, I want you to know that you are on my mind. Behind the scenes, I have been working on learning about and advocating on behalf of: Early Childhood Education in Madison (4K); TAG issues facing the district; charter schools; Equity; reviewing our advertising policy; changes in our fine arts and other specials allocations and its impacts on learning.
The district and its children mean a great deal to me and the job of a school board member is a day and night, weekday and weekend operation.
If there is anything you want to talk to me about, please feel free to get in touch with me at my school district e-mail or by phone at 259-0549. I value your interest and your perspective on what is going on in our schools. Stay in touch and stay engaged!
Best,
Maya P. Cole
Madison Metro School District
Board Member
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February 24, 2008
Milwaukee's Ongoing Movement toward K-8 Schools
he dramatic trend toward K-8 schools in Milwaukee is the central factor behind the middle school trend as a whole.But this week's flurry of action was started by proposals from board member Michael Bonds to reopen Douglas and Jackie Robinson Middle School, 3245 N. 37th St., which also closed several years ago. Bonds argued that there was a shortage of traditional middle schools on the north side and that reopening the schools could reduce the amount of busing.
Andrekopoulos responded with proposals to close other schools to offset the reopenings. Overall MPS enrollment is expected to decline next year, and financial pressures on the system are sharp.
Finance committee members dropped the idea of reopening Robinson after a lengthy discussion of issues involved in launching the new Booker T. Washington program, such as how to meet the goal of getting at least 500 students, as well as a teaching staff, for a program that does not yet exist and at a time when the assignment process for students and the job transfer process for teachers are already well under way.
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February 23, 2008
Madison United for Academic Excellence meeting on MMSD Math
The Madison United for Academic Excellence (MUAE) meeting of 21 February 2008 offered a question and answer session with Welda Simousek, TAG coordinator, Lisa Wachtel, Director of Teaching and Learning, and Brian Sniff, Math Coordinator, each of MMSD.