Obama and the War on Brains

NICHOLAS D. KRISTOF

Barack Obama's election is a milestone in more than his pigmentation. The second most remarkable thing about his election is that American voters have just picked a president who is an open, out-of-the-closet, practicing intellectual.

We can't solve our educational challenges when, according to polls, Americans are approximately as likely to believe in flying saucers as in evolution, and when one-fifth of Americans believe that the sun orbits the Earth.

Yet times may be changing. How else do we explain the election in 2008 of an Ivy League-educated law professor who has favorite philosophers and poets?

Granted, Mr. Obama may have been protected from accusations of excessive intelligence by his race. That distracted everyone, and as a black man he didn't fit the stereotype of a pointy-head ivory tower elitist.

An intellectual is a person interested in ideas and comfortable with complexity. Intellectuals read the classics, even when no one is looking, because they appreciate the lessons of Sophocles and Shakespeare that the world abounds in uncertainties and contradictions....

BIBLIOPHOBIA
Will Fitzhugh in Madison 11/19 @ 7:00p.m.

Madison meeting details here

The Boston Globe reported recently that Michelle Wie, the 16-year-old Korean-American golfing phenomenon, not only speaks Korean and English, but has also taken four years of Japanese, and is beginning to study Mandarin. She is planning to apply early to Stanford University. I would be willing to bet, however, that in high school her academic writing has been limited to the five-paragraph essay, and it is very likely that she has not been assigned a complete nonfiction book.

For the last two years, and especially since the National Endowment for the Arts unveiled the findings of its large ($300,000) study of reading of fiction in the United States, I have been seeking funding for a much smaller study of the assignment of complete nonfiction books in U.S. public high schools. This proposed study, which education historian Diane Ravitch has called "timely and relevant," has met with little interest, having so far been turned down by the National Endowment for the Humanities as well as a number of foundations and institutes both large and small.

Still, I have a fair amount of anecdotal evidence some of it from people who would be quite shocked to hear that high school English departments were no longer assigning any complete novels that the non-assignment of nonfiction books on subjects like history is unremarkable and, in fact, accepted.

A partner in a law firm in Boston, for instance, told me there was no point in such a study, because everyone knows history books aren't assigned in schools. This was the case, he said, even decades ago at his own alma mater, Phillips Academy in Andover, Massachusetts, where he was assigned only selections, readings, and the like, never a complete book. A senior fellow at the Manhattan Institute, said when I lamented that I couldn't find anyone who agrees that high school students should read at least one nonfiction book, "The only hope is parents introducing their kids to reading, and that's a mighty slim hope."

For the last two decades, I have been working to encourage the writing of history research papers by high school students. But it has become apparent to me that one of the problems involved in getting students to undertake such a task is that so many do not read any history, and so have little to write about. Even so, as I began to try to find out about the reading of nonfiction books, I found more and more apathy and acceptance of the situation. As long as the English department controls reading and writing in schools, the reading will be fiction, and the writing will be personal, creative or the five-paragraph essay.

Why is this important? ACT found last Spring that 49% of our high school graduates (half of the 70% who do graduate) cannot read at the level required by freshman college texts. Common sense, buttressed by such work as that of E.D. Hirsch, Jr., would lead to the conclusion that perhaps the reason so many students need remedial work in college and don't return for sophomore year, is that they have never faced a nonfiction book, and thus have so little knowledge that they don't know what their professors are talking about.

These days, of course, there is a great deal of attention given to many educational issues, and one of the current Edupundit maxims is that the most important variable in student academic achievement is teacher quality. So lots of attention and many millions of dollars go into teacher training, re-training, professional development, and the like.

The truth may lie elsewhere. The most important variable in student academic achievement is, in my view, student academic work. Those who concern themselves with teacher quality only assume that better teachers will lead to more student work. If they would care to look, however, examples of both lousy teachers with students who do well, and superior teachers with students who do no academic work are everywhere to be found.

Ignoring academic writing and the reading of nonfiction books at the high school level can only prolong our national bout of remediation and failure in college. Let's find out whether our high school students are indeed discouraged from reading a history book and writing a serious term paper. Then we may be able to turn more of our attention to assigning the kind of academic work that leads to the levels of academic achievement we wish for our students.

Will Fitzhugh is the founder of The Concord Review, a journal of high school student research papers, based in Sudbury, Massachusetts. He also founded the National Writing Board, in 1998, and the TCR Institute in 2002, to encourage student writing in history. He can be reached at fitzhugh@tcr.org

"Teach by Example"
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24

Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®

A School District Asks: Where Are the Parents?

Winnie Hu:

Then teachers and administrators noticed something else: Jericho High School's 90-member orchestra had become 70 percent Asian-American (the student body over all is about 30 percent Asian-American), but it still played for a mostly white audience at concerts with many empty seats.

The Chinese and Korean families that flocked to Jericho for its stellar schools shared their Jewish and Italian predecessors' priorities on excellent education. But the new diversity of the district has revealed a cultural chasm over the meaning of parental involvement. Many of the Asian-Americans whose children now make up a third of the district's enrollment grew up in places where parents showed up on campus only when their children were in trouble.

"They think, 'My kids are doing well -- why should I come?' " said Sophia Bae, 38, a Korean immigrant who shied away from P.T.A. meetings when she first moved here from Queens four years ago. Now a member of the organization, she invites other Koreans to her home and encourages them to participate in pretzel sales. "They don't realize it's necessary to come and join the school to understand their kids' lives."

Parental involvement is a perennial struggle in poor urban neighborhoods, where many innovative school leaders have run parent academies and strongly encouraged school visits or committee membership in hopes of mimicking the success of the suburbs. Now Jericho is taking a page from that handbook, trying to lure Asian parents into the schools with free English classes and a multicultural advisory committee that, among other things, taught one Chinese mother what to wear and what to bring to a bar mitzvah. The P.T.A. has been trying to recruit more minority members and groom them for leadership roles.

Madison Business Employees Help Tutor Students; Local Reading Scores

Channel3000:

Years after graduation, he's hearing the ring of the school bell at Sherman Middle School on Madison's north side.

"I've had an effect on a number of the kids' math scores," said Schmidt, 44, whose background is in computer software design. "I know they're doing better because they tell me they're doing better."

He said that he isn't happy to take the credit, which is something that almost has to be pulled out of him. But the five students who he tutors weekly in math as part of the "Schools of Hope" tutoring program sing his praises when he's out of the room.
"Monty's awesome," said seventh-grader Henrietta Allison.

"They know that when he comes in on Monday, he's going to be asking, 'Did you do your homework? What are you missing?'" said teacher Chrissy Mitlyng. "They expect that, and I think that's a really good relationship to have."

Teachers report that students who work with the tutors are more confident after their sessions, and are more likely to speak up in class and participate in group work. While classroom confidence might be the most notable impact, it trickles down to fill the racial achievement gap the program was designed to help close, WISC-TV reported.

In 1995, 28.5 percent of black students in the Madison Metropolitan School District tested below the minimal standard on the third grade reading test, along with 9.7 percent of Latino students, 24.2 percent of Asian students and 4.1 percent of white students.

Related: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed...and not before:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district's student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district's success in closing the academic achievement gap "based on race".

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, "for those kids for whom an ability to read would prevent them from being successful, we've reduced that percentage very substantially, and basically, for all practical purposes, closed the gap". Last Monday, he stated that the gap between percentages scoring at the lowest level "is the original gap" that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

......

What the superintendent is saying is that MMSD has closed the achievement gap associated with race now that roughly the same percentage of students in each subgroup score at the minimal level (limited achievement in reading, major misconceptions or gaps in knowledge and skills of reading). That's far from the original goal of the board. We committed to helping all students complete the 3rd grade able to read at or beyond grade level as demonstrated by all students in all subgroups scoring at proficient or advanced reading levels on the WRCT.

More here and here.

Charter School Fights for Funding

AP:

Advocates of a new charter school in this city's Potowomut neighborhood are fighting for state help after winning a $750,000 federal grant.

Backers of the proposed Nathanael Greene/Potowomut Academy of Technology and Humanities said they were disappointed with budget cuts the state Board of Regents budget made to charter schools.

The group is vowing to pressure lawmakers to include funding for the school in the state budget.

No middle school report cards??!!

I received a newsletter in the mail yesterday from Toki Middle School, where my son is now a sixth-grader. The principal's letter says:

"With the introduction of standards-based middle school report cards, we decided to send first quarter progress reports only to students currently not meeting grade level standards in curricular areas."

So, assuming my child meets the standards, he just doesn't matter? He's not worth the time to figure out how to fill out the new report cards? The teachers are taking an extra half day today (early release: 11:30) to work more on dealing with these new report cards - and they've already taken at least one or two other days - but it's still too hard to give my child a report card?

What if I want to know how well my child is doing? What if I want to know if he's EXCEEDING the standards? Oh, wait.... I forgot. MMSD doesn't care if he exceeds them. They just want to know if he MEETS them. God forbid I learn how MUCH he's exceeding them by, or if he's just skating and is merely meeting the standards. Or if he excels in one subject but is simply OK in another. We went through this in elementary school, so I suppose it should be no surprise that it's happening in middle school.

I know there's a teacher conference coming up, but if they're not giving us report cards, then I'm thinking 15 minutes isn't enough time to really lay out my child's strengths and weaknesses in several different subjects. It's not enough time for the teacher to give me a thorough assessment of my child's progress. Oh, wait....I forgot. MMSD doesn't care about giving me a thorough assessment. Judging from our experience in elementary school, the teachers just want you in and out of there as quickly as possible. They don't want to answer my questions about how we can help him at home so he can do better in any subjects. ("Your son is a joy to have in class. He's doing well in all subjects. He talks a little too much, but we're working on that. Thanks for coming!")

They DID send home a note asking if I needed to meet with any of his Unified Arts teachers (in addition to just his homeroom teacher) - but I checked no, because I assumed we'd be getting report cards with information from all his teachers! Nice of MMSD to wait until AFTER those papers had been turned in to let us know we wouldn't be GETTING report cards. (Yes, I'll be emailing the principal to let her know I've changed my mind.)

Oh, and I CAN sign in to Infinite Campus to see what's going on with my child's record (which hopefully is updated more often that the Toki Web site, which we were told would be updated every three or four weeks, but hasn't been updated since before the beginning of school). But to do this, I have to **go into the school during school hours** with a photo ID. I can't just use social security numbers or anything else to access this online. Could they be more clear in the message that they'd rather you not use Infinite Campus?

Isn't it bad enough that MMSD doesn't do thorough third-quarter report cards, because they believe not enough time has elapsed between the second and third quarters to make any discernible improvement? If my child isn't making any improvement, if my child's work isn't worthy of a report card, then WHAT'S HE DOING IN SCHOOL?

We moved here four years ago, so looking forward to the "great" Madison schools. We couldn't have been more wrong. My bright children are lagging. My sixth-grade son who tested as gifted before we moved to Madison is no longer (witness his dropping test scores - oh, wait...they're still average or above, so MMSD doesn't care).

I've brought up my concerns repeatedly. I've offered constructive suggestions. I've offered to help, at school and at home. I did two years as a PTO president in the elementary school and struggled unsuccessfully to get improvements. I might as well have thrown myself in front of a semi truck for all the good it's done and for how beaten down I feel by this school system. The minute this housing market turns around, I'm investigating the nearby schooling options with an eye toward getting the heck out of here. I'm SO FED UP with MMSD and it's reverse-discrimination against children who are average and above.

Class-action lawsuit, anyone?

November 2008 Madison School District Referendum Watch List Report Card

Active Citizens for Education presents this "Watch List Report Card" as a means of reporting relevant information, facts and analyses on topics appropriate for consideration by taxpayers in voting on the Madison Metropolitan School District referendum question November 4, 2008. This document is dynamic in nature, thus it is updated on a regular basis with new information and data. Questions, analyses, clarifications and perspectives will be added to the entries as appropriate. Review Ratings will be applied to report the progress (or lack thereof) of the Board of Education and Administration in its plans, data, information, reports and communications related to the referendum.

Complete PDF Document. Madison School District Revenue Summary 2005-2011 PDF

In Support of the November, 2008 Madison Schools' Referendum

In just a few days we have the opportunity and the responsibility to show our continuing support for Madison Public Schools by voting yes for the school district referendum. Please remember to vote for the referendum as you do your balloting and please talk with friends and family and urge their support for the referendum also.

In case you didn?t see the Wisconsin State Journal endorsement of the referendum, please click on the following link. For the Cap Times endorsement, click on this link. Then, read my guest column which appeared in the State Journal on October 10 and the Cap Times on October 22; here is the link to that letter. Cumulatively, these three pieces help explain the educational importance of the district initiative and the responsibility of Madison residents to support it.

If Madison residents need help understanding the property tax implications of the referendum, the following paragraphs may help some.

Passage of the referendum will permanently increase the revenue cap for operating costs by $5 million in 2009-2010, and by $4 million in both 2010-11 and 2011-12 for a total request of $13 million over the three-year period.

The average Madison homeowner would see their tax bill increase by $27.50 in 2009; $43.10 in 2010; and $20.90 in 2011. However, in 2008, school property taxes on the average home will decrease about $40. Therefore, in 2011, average homeowners will pay $51.50 more in school taxes than they paid in 2007. That means many of us will still pay less school tax in 2011 than we paid in 1994. Unbelievable, but true.

In 1993-94 Madison's mil rate for its schools was 19.15; in 2007 it was 10.08, almost half of what it was. Unless your home assessment has doubled in that period of time (which it may have), your school property tax has gone down. If your home assessment doubled, your school property tax would be about the same now as it was in 1993-94. Again, even with passage of the referendum, many Madison taxpayers will be paying less in school taxes in 2011 than they did in 1994.

Thank you for your continued support of Madison Schools and Madison kids. Together we make the community a stronger, more vibrant place for all of us to live.

Barbara Arnold, member of GRUMPS (Grandparents United For Madison Public Schools) Steering Committee and a former President of the Madison Board of Education
barbaraarnold@charter.net

THE REAL WEALTH OF THE NATION; Green Charter School Conference - Madison 11/7 - 11/8

Tia Nelson:

Wisconsin has long been an incubator for prescient ideas about the connection between human society and the natural environment.

John Muir's boyhood in the backwoods near Portage, Wis., provided a foundation for his early leadership in a dawning environmental protection movement.

A Sand County Almanac, Aldo Leopold's description of the area around his Sauk County, Wis., home, has inspired natural stewardship throughout the world and is required reading for anyone with an interest in conservation.

My father, the late U.S. Sen. Gaylord Nelson, launched the first Earth Day on April 22, 1970, as an annual day of observance and nationwide teach-in about environmental issues because he recognized the significance of educating children and young adults about the natural world.

Today, as we reap the effects of pernicious economic activity, a failing energy policy and atmospheric warming, I find my father's words both foreboding and reassuring:

"Forging and maintaining a sustainable society is The Challenge for this and all generations to come. At this point in history, no nation has managed to evolve into a sustainable society. We are all pursuing a self-destructive course of fueling our economies by drawing down our natural capital--that is to say, by degrading and depleting our resource base--and counting it on the income side of the ledger. ... [T]he real wealth of a nation is its air, water, soil, forests, rivers, lakes, oceans, scenic beauty, wildlife habitats, and biodiversity."

Papa often talked about the importance of raising the next generation with environmental ethics so they make informed decisions about the use of our natural resources, which are the authentic foundation of a healthy economy. Imagine a robust and equitable economy with clean and abundant energy resources, sustainably managed farms and forests, where innovation and green jobs give us healthy choices that can lead us to a better future.

As a result of impassioned summertime conversations about the present urgency of my father's words, environmental scientists, educators and other citizens from throughout the United States will travel to storied Central Wisconsin in November for a seminal discussion of the dual imperative for public schools to recognize sustainable "green" values as a critical aspect of citizenship and use charter-school operating arrangements to research and develop the comprehensive environmental education and conservation curricula we need to dramatically change our culture, preserve natural capital and enjoy a good life that does not deprive future generations. It has become clear to many of us who have been focused on environmental issues that it is now critical for our nation to rethink the ways public education serves its crucial role in the development of a sustainable society. Green educational programming is flourishing in public charter schools because these schools can break the mold of traditional school, which is bound by bricks-and-mortar, industrial-era ideas about classrooms and instruction--the boundaries that may limit our exploration of new terrain. Charter schools allow public school districts to pilot fresh programs and policies that can vary considerably from other more traditional approaches. With 15 green charter schools, Wisconsin is leading the nation in using charter-school operating arrangements to develop contemporary environmental values. River Crossing Charter School, a public school nestled in the region that inspired Muir and Leopold, offers a unique environmental-based educational program that uses the rich natural resources and industrial history of Wisconsin as an outdoor learning laboratory, offering hands-on programming and investigative sites along the Wisconsin and Fox rivers--waterways that extend from the paper mill towns along Lake Michigan to the Mississippi. Earlier this year, a fledgling national network of green charter schools was organized in Wisconsin to build a collective knowledge base about environmental education that provides students the academic knowledge, technical skills and personal dispositions they need to solve our nation's thorniest public problems. The issues presently confronting our nation challenge us to develop a sustainable economy and culture through fundamentally transformed schools.

The first Green Charter Schools National Conference is scheduled for November 7 - 8 at the University of Wisconsin - Madison. "At the Heart of a Green Curriculum: What It Means to Be An Educated Person," a foundational message delivered by WILLIAM CRONON, the Frederick Jackson Turner and Vilas Research Professor of History, Geography, and Environmental Studies at the University of Wisconsin-Madison, will open the program. MORGAN BROWN will speak about "Green Chartered Schools: A Systemic View" at the noon plenary session. Brown is Assistant Commissioner, Minnesota Dept. of Education. The conference is presented by: Green Charter Schools Network

UW-Madison Nelson Institute for Environmental Studies

More information

Learn more about public charter schools with environment-focused educational programs.

New Roots to Rethink Old Education Model

The Urban Environment

German Embassy Promoting (& Funding) German Language Programs

German Missions to the United States:

PASCH-Partnerschools

"Education creates prospects - multilingualism opens new horizons. With our partner schools abroad we not only want to give children access to the German language and education but also to awaken an interest in and understanding for each other. Openness to cultural diversity and tolerance towards other people's distinctiveness are not mutually exclusive. To help children grasp this even better we need, more than ever, places where they can meet, learn and be creative together. The earlier we realize that we are an international learning community, the more capable we will be of solving our shared problems. Our partner schools abroad want to contribute towards that goal."

-- Federal Foreign Minister Frank-Walter Steinmeier

Federal Foreign Minister Frank-Walter Steinmeier has launched the "Schools: Partners for the Future" Initiative. Its goal is to build up a worldwide network of at least 1000 partner schools through which to awaken young people's interest in and enthusiasm for modern-day Germany and German society. Additional funds to the tune of 45 million euro have been earmarked for the initiative in 2008. It will be coordinated by the Federal Foreign Office and implemented in cooperation with the Central Agency for Schools Abroad, the Goethe-Institut, the Educational Exchange Service of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany and the German Academic Exchange Service.

PDF Brochure and Teacher's Abroad.

The Smith Academy of International Languages in Charlotte, NC received a $22,101 grant recently:

Ambassador Klaus Scharioth visited the Smith Academy of International Languages in Charlotte, North Carolina, to present a check for $22,101 on September 22, 2008. The school is one of the 16 new members in the US of the worldwide partner school network, which currently has around 500 partner schools.

Input Sought for Arts and Creativity Meeting

Wisconsin Department of Public Instruction:

Educators and community members are invited to provide examples of promising programs focusing on the arts and creativity in schools, communities, or the workplace. The information will be used to help Wisconsin infuse creativity, the arts, innovation, and entrepreneurship into education at the state and local levels in Wisconsin.

The request comes from the Wisconsin Task Force on Arts and Creativity in Education, which has worked over the past six months toward a statewide plan to strengthen arts and creativity education in the state.

Starting Over (Again) in New Orleans

Caitlin Corrigan:

Aug. 29, 2008, marked the end of the second week of my second year teaching at Craig Elementary school, one of nearly 35 public schools that make up the Recovery School District, a state run system created in 2005 to reform New Orleans' failing schools.

The date had a much greater significance for my students and our city, of course -- it was both the three year anniversary of Hurricane Katrina's devastating landfall, and the day before Mayor C. Ray Nagin would declare a mandatory evacuation in preparation for what could be "the storm of the century," Hurricane Gustav.

As we neared dismissal that day, my students buzzed around the wooden shelves that housed their binders of classwork.

Arts Task Force to present findings and recommendations to Madison School Board: Presentation at 6 pm, Monday, October 6, 2008

Doyle Administration Building, 545 West Dayton Street, Madison [Map]

"The arts are not a luxury; they are essential". State Supt. of Public Instruction Elizabeth Burmaster

Being concerned about the effect of cuts to funding, staffing and instruction time on arts education and the effect of these cuts on low-income students and students of color, the Madison Metropolitan School District's (MMSD) Board of Education formed the district's Fine Arts Task Force in January 2007 to respond to three charges:

1. Identify community goals for Madison Metropolitan School District K-12 Fine Arts education including curricular, co-curricular and extra-curricular.
2. Recommend up to five ways to increase minority student participation and participation of low-income students in Fine Arts at elementary, middle and high school levels.
3. Make recommendations regarding priorities for district funding of Fine Arts.

Members of the Task Force will present the findings and recommendations to the MMSD School Board on Monday, October, 6, 2008, at 6:15 pm, in the McDaniels Auditorium of the Doyle Administration Building, 545 West Dayton Street, Madison.

Students, parents and the general public are encouraged to attend to show support for the role of the arts in ensuring a quality education for every MMSD student. Attendees can register in support of the report at the meeting.

Nineteen community members, including 5 MMSD students, were appointed by the School Board to the Task Force, which met numerous times from February 2007 through June 2008. The Task Force received a great deal of supportive assistance from the Madison community and many individuals throughout the 16 month information gathering and , deliberation process. More than 1,000 on-line surveys were completed by community members, parents, artists, arts organizations, students, administrators and teachers, providing a wealth of information to inform the task force?s discussions and recommendations.

The full Task Force report and appendices, and a list of Task Force members, can be found at http://mmsd.org/boe/finearts/.

Fine Arts Task Force Report [1.62MB PDF] and appendices:

• Workplan-1
• Survey Instruments [22.3MB PDF]
• Survey Tabulation [141K .xls]
• Open Ended Summaries [400K PDF]
• Arts Financial Analysis [153K .xls]
• Madison School District Budget History Request [124K .xls]
• Enrollment Data [2MB]

For more information, contact Anne Katz, Task Force co-chair, 608 335 7909 | annedave@chorus.net.

3 Madison schools offer free fresh fruit, veggies

The Capital Times:

The Fresh Fruit and Vegetable Program has expanded to 56 schools in Wisconsin this year, including three Madison elementary schools, providing free fresh fruit and vegetables during the school day to all students wanting a quick nutritious snack.

The state received $870,994 in the national farm bill for the program, which works out to $51 per student for the 17,000 state students served.

The program started in 2002 as a way to combat obesity in kids. Funding is geared to schools with a higher incidence of students from economically disadvantaged families.

Madison schools getting funding through the program for fresh fruits and vegetables include Falk Elementary ($15,700), Glendale Elementary ($20,696) and Hawthorne Elementary ($16,312).

Working Without a Safety Net: How Charter School Leaders Can Best Survive on the High Wire

Christine Campbell & Betheny Gross, via a kind reader's email:

When charter school directors step into the job, they step onto a high wire with no safety net below them. Though they take on a broader set of responsibilities than traditional public school leaders, charter directors rarely have the "back office" administrative support of a district central office. Instead, it is up to them to secure and manage facilities, recruit students and teachers, raise and manage funds, and coordinate curriculum and instruction.

How are charter school leaders facing this challenge? In Working Without a Safety Net: How Charter School Leaders Can Best Survive on the High Wire, authors Christine Campbell and Betheny Gross explain that today's charter school directors, though deeply motivated by their school's mission and the students they serve, can have their confidence shaken by many of the extras they face.

Drawing from a six-state survey, the authors find that, like traditional public school principals, today's charter school directors often come to their positions from other jobs in education and with training from schools of education. However, charter school leaders tend to be younger and newer to leadership positions; many have only a couple years of experience in school administration.

Referendum Climate: A Look at the US Government Budget

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NY Times Graphics.

Related:

• Wisconsin State Tax Based K-12 Spending Growth Far Exceeds University Funding
• Referendum Climate: Charts - Enrollment; Local, State, Federal and Global Education Spending
• Property Tax Effect - Madison School District
• K-12 Tax & Spending Climate
• The subject of local property taxes, state and federal income taxes and fees vis a vis school spending was discussed at Madison Superintendent Dan Nerad's recent appearance at the Dane County Public Affairs Council

Further proof that there is no free lunch. The ongoing calls for additional state redistributed tax dollars for K-12 public education will likely have an effect on other programs, as this information illustrates. I do think that there should be a conversation on spending priorities.The current financial system "crisis" presents parents with an excellent opportunity to chat with our children about money, banks, politics and taxes (When you deposit the baby sitting money, where does it go? What happens if the funds are no longer in the bank?). It is a rather potent mix. Much more, here.

Packers Launch Anti-Steroid Initiative in 7 Wisconsin High Schools

Green Bay Packers:

The Green Bay Packers will partner with seven Wisconsin high schools to implement the NFL ATLAS & ATHENA Schools Program, a nationally-acclaimed initiative designed to promote healthy living and reduce the use of steroids and other drugs among high school athletes.

The high schools, Ashwaubenon, Columbus, De Pere, Gibraltar, New Holstein, Two Rivers and West De Pere, will complete the program sessions during the 2008-09 school year. The schools were chosen based on interviews with program administrators and school-wide commitment from the principal, athletic director and coaches.

This local opportunity was created as a result of a $2.8 million grant from the NFL Youth Football Fund to Oregon Health & Science University (OHSU). The Green Bay Packers, other NFL teams and the NFL Players Association all contribute to the NFL Youth Football Fund. The NFL grant is one of a series of improvements to the NFL and NFL Players Association's policy and program on anabolic steroids and related substances. It will be used to disseminate ATLAS and ATHENA to 36,000 high school athletes and 1,200 coaches in 80 high schools during the 2008-2009 school year. Participating teams include the Arizona Cardinals, Baltimore Ravens, Chicago Bears, Kansas City Chiefs, Miami Dolphins, Minnesota Vikings, Oakland Raiders, Pittsburgh Steelers, San Diego Chargers, San Francisco 49ers, Seattle Seahawks, St. Louis Rams, and Washington Redskins.

Madison 2008 Referendum: Watch List Report Card

10/6/2008 update

Active Citizens for Education presents this "Watch List Report Card" as a means of reporting relevant information, facts and analyses on topics appropriate for consideration by taxpayers in voting on the Madison Metropolitan School District referendum question November 4, 2008.

This document is dynamic in nature, thus it is updated on a regular basis with new information and data. Questions, analyses, clarifications and perspectives will be added to the entries as appropriate. Review Ratings will be applied to report the progress (or lack thereof) of the Board of Education and Administration in its plans, data, information, reports and communications related to the referendum.

The question which shall appear on the ballot is as follows:

"Shall the following Resolution be approved?
RESOLUTION AUTHORIZING THE SCHOOL DISTRICT BUDGET TO EXCEED REVENUE LIMIT FOR RECURRING PURPOSES

BE IT RESOLVED by the School Board of the Madison Metropolitan School District, Dane County, Wisconsin that the revenues included in the School District budget be authorized to exceed the revenue limit specified in Section 121.91, Wisconsin Statutes, for recurring purposes by: $5,000,000 beginning in the 2009-2010 school year; an additional $4,000,000 beginning in the 2010-2011 school year (for a total of $9,000,000); and an additional $4,000,000 beginning in the 2011-2012 school year (for a total of $13,000,000 in 2011-2012 and each year thereafter)."

(Source: MMSD Administration 09/15/08)

Continue reading here (277K PDF).

Beware of the Easy School Fix

Jay Matthews:

When fixing schools, beware of miracle cures. Every week people send me ideas they say will change the future of education and lead all humanity to enlightenment. So, when management expert William G. Ouchi let me look at his new work on the surprising power of total student loads per teacher, or TSL, I was skeptical.

He says when middle or high school principals are given control of their schools' budgets -- a rare occurrence in big districts -- they tend to make changes in staffing, curriculum and scheduling that sharply reduce TSL, the number of students each of their teachers is responsible for. Some urban districts have TSLs approaching 200 kids per teacher. But after principals get budgeting power, the load drops sharply, sometimes to as low as 80 kids per instructor. When that happens, the portion of students scoring "proficient" on state tests climbs. A group of New York schools had a surge of 11 percentage points after they reduced average TSL by 25 students per teacher.

I hear the mumbles out there. Yes, correlation is not causation. Test scores are not a perfect measure. Many other factors could explain the rise in achievement. For instance, the principals might be using their new powers to hire good teachers and fire bad ones.

Weekly Update

This past week on the board I have moved in varied circles, hopefully which may lead our district in a new and better direction as we improve our connections with the broader community.

Early in the week the Madison Board of Education approved the submission of two resolutions for the state school board association's annual meeting. I was happy to be an author of one and to get assistance from the Middleton/Cross Plains board on the second.

One meeting that I'm always happy to attend is with community organizers and childcare providers working to bring quality early childhood education to all students in Madison. We met at a local business, Ground Zero coffee shop, and enjoyed much in the way of conversation and goal-setting. If you would like to learn how to get involved in this effort feel free to contact me and I will put you in touch with some great people working on behalf of young children and through an investment in our future.

In addition, I may start holding listening sessions at local businesses to better communicate with the community.

Personal blog, RSS Feed.

Education Awareness Building in Hawaii

The Learning Coalition:

Everyone seems to have an opinion about education and they seem more than happy to share it. Nelson Mandela called education the most powerful tool you can use to change the world, while Mark Twain joked that he never let his schooling interfere with his education.

One thing we can agree on: We all want our children to have the best education possible -- one that will help them to achieve their potential in life, no matter which path they choose.

Our kids in Hawaii deserve our best efforts to give them a good start on life, and we have a unique opportunity to do just that. With a culturally rich and ethnically diverse student population, Hawaii represents a microcosm of the world's future. We have teachers, principals and administrators deeply committed to equipping our children with the knowledge and skills they'll need, and parents ready to support them in their efforts. We have a Board of Education responsible for setting policies and standards to ensure all children a quality education, regardless of their economic background or ZIP code. By working together and coordinating our efforts, we have the potential to transform our island state into an educational model for others to emulate.

Inside Bay Area KIPP Schools

Jay Matthews:

One of the benefits of finding public schools that work is the chance to study them and discover exactly what they are doing that other schools are not doing. Sadly, this rarely seems a blessing to the educators at those schools, who have to fill out surveys, sit for long interviews and have strangers recording their every move. Often they feel like Michael Phelps might have felt, told to take a drug test every time he won an Olympic gold medal.

I sense these often intrusive assessments have been particularly galling for many teachers at KIPP (Knowledge Is Power Program). It has become the most studied school network in the country, one more indication that it is probably also the best. KIPP serves children from mostly low-income minority families at 66 schools in 19 states and the District, a network way too big for most researchers to handle. But since KIPP began to expand in 2001 from the two successful charter middle schools created by co-founders Dave Levin and Mike Feinberg, scholars have been examining pieces of the growing enterprise.

KIPP has cooperated with the research; one of its "Five Pillars" -- its philosophy of success -- is "Focus on Results." Five independent studies of KIPP have been done so far. A sixth has just been released, available at http://policyweb.sri.com/cep/publications/SRI_ReportBayAreaKIPPSchools_Final.pdf.

Madison Superintendent Dan Nerad's Remarks at a Dane County Public Affairs Council Event

Watch the 70 minute presentation and discussion or listen to this 29MB mp3 file

I took a few notes (with apologies for their brevity):

Dan Nerad:

Revisit strategic plan in January with local stakeholders. Preferred to lead with strategic plan but budget came first.

Hopes (MMSD) literacy programs are maintained.

He wants to listen to the community.

The District's mission is teaching and learning.

The District has several strengths and some notable weaknesses, including achievement gaps.

Schools have a broader mission than workforce development, including helping students be good people.

Achievement gap is a significant issue. There is a compelling need to face an issue that affects Madison's viability. These are not quick fix kind of issues. We need to talk more openly about this.

If I speak openly, I hope that people will be supportive of public education.

He wishes to reframe conversation around improvements for all students.

Five areas of discussion:

1. 4k community conversation
2. SLC grant (More here).  Use the grant to begin a conversation about high schools. The structure has been in place for over 100 years. Discussed kids who are lost in high school.
3. Curriculum can be more workforce based. Green bay has 4 high schools aligned with careers (for example: Health care).
   
4. Revisit school safety
   
5. Curriculum
   - safety plan and response system
   - schools should be the safest place in the community
   - technology is not the complete answer
   - math task force; Madison high school students take fewer credits than other Wisconsin urban districts
   - reaffirms notable  math achievement gap
   
6. Fine Arts task force report: Fine arts help kids do better academically,

Erik Kass, Assistant Superintendent of Business Services:

Discussed budget gaps.

Plans to review financial processes.

He previously worked as a financial analyst.

Goal is to provide accurate, honest and understandable information.

Jonathan Barry posed a useful question (46 minutes) on how the current MTI agreement prohibits participation in alternative programs, such as Operation Fresh Start ("nobody shall educate that is not a member of Madison Teachers"). Barry mentioned that a recent United Way study referenced 4,000 local disconnected youth (under 21). This topic is relevant in a number of areas, including online learning and credit for non-MMSD courses. This has also been an issue in the local lack of a 4K program.

Issues 08: Education

Tom Ashbrook @ OnPoint:

Crisis in the financial markets on a scale not seen since the Great Depression. And Americans awakening to challenges that go to the bedrock of the nation's strength.

Nothing is ultimately more bedrock than the education of our children -- the readiness of our citizens and coming generations to compete and lead in a global economy. To carry the responsibilities of democracy.

Where do McCain and Obama stand? This hour, we'll ask their top advisers where McCain and Obama would lead on a basic issue for America -- education.

Madison CAST November, 2008 Referendum Neighborhood & PTO Newsletter

We are asking if you would put this in your school newsletters and share it with your members as we need your help to spread the word about the referendum to your friends and neighbors. Please feel free to share the attached with your neighborhood newsletters as well.

Jackie Woodruff jkwoodruff@charter.net
Communites and Schools Together Treasurer

On November 4, 2008 voters in the Madison school district will decide on a funding referendum that is crucial to the future of our children and our community.

Good schools are the backbone of a healthy community. Our public schools are essential for expanding prosperity, creating opportunity, overcoming inequality, and assuring an informed, involved citizenry. Madison's public schools have been highly successful and highly regarded for many years. We've learned that quality public education comes from well-trained teachers, the hard work of our students and teachers, and also from a steady commitment from the community at large.

After several public forums, study, and deliberation, the Board of Education has unanimously recommended that our community go to referendum, to allow the board to budget responsibly and exceed the revenue caps for the 2009-2012 school years. The referendum is a compromise proposal in that it seeks to offset only about 60% of the estimated budget shortfall in order to keep tax increases low.

The projection is that school property taxes would increase by less than 2%. Even with increased property values and a successful referendum, most property owners will still pay less school property taxes than they did in 2001.

Most importantly, this November 4th, the voters in Madison can recommit to public education and its ideals by passing a referendum for the Madison Metropolitan School District.

Thank you so much for your work and support for Madison's Public Schools, Communities and Schools Together (CAST) - a grassroots organization devoted to educating and advocating on behalf of quality schools -- needs your help in support of the November referendum. We need volunteers to help distribute literature, put up yard signs, host house parties for neighbors, write letters to the editor--but most of all we need your support by voting YES on the referendum question.

Keep our schools and communities strong by supporting the referendum. To learn more, donate to the campaign or get involved--visit Community and Schools Together (CAST) at www.madisoncast.org.

Performance Artist Writes 'Mother on Fire'

Scott Simon @ NPR continues the Sandra Tsing Loh media frenzy:

Artist and author Sandra Tsing Loh has a new book about her life as a mother of two young children and the agony and ecstasy of sending them to Los Angeles public schools.

audio

Tsing Loh contrasts fine arts in the public schools versus "general music".

School District Steps Back from Controversial Math Curriculum

Janese Heavin via a kind reader's email:

Columbia Public Schools' chief academic officer said the district is ready to compromise with the community when it comes to elementary math. But Sally Beth Lyon, who oversees district curricula, stopped short of saying concepts-based math would be replaced by a more traditional program.

"We're going to figure out how to get something done so we can all move forward," she told the Tribune. "We're still at the table and will discuss the best way to move forward and include and acknowledge the community concerns we're hearing."

Lyon's comments followed last night's Board of Education meeting, where board member Ines Segert accused the district of appointing people to district math committees who are biased toward investigative math programs and not appointing mathematicians who favor more traditional math instruction.

Segert cited three University of Missouri math education professors who serve on district committees and have received grant funds to train Columbia teachers how to use concepts-based math materials. "They instruct teachers in a certain ideology that happens to be used in these textbooks we have in class," said Segert, a vocal advocate of returning traditional math to classrooms.

Related:

Lyon's comments followed what was almost a scolding from board member Ines Segert during last night's board meeting. Segert criticized the district for appointing math education professors on math committees who seem to benefit from investigative math curriculum. She also accused the district of giving people incomplete data and summaries that skew results to justify current practices.

Lyon denied that anyone making curricula decisions receive district dollars. Any grant money they get comes from federal and state sources, she said.

Related: Madison School District Math Task Force Discussion.

Property Tax Effect - Madison School District

As the cost of running the district continues to rise, and as Madison homeowners and families find it increasingly difficult to make ends meet, it is easy to think that our property taxes are also ever rising. But that's not the case, at least as regards the portion that goes toward our schools. Over the past 15 years, the schools' portion of Madison property taxes has declined 6%, on average. The decrease is 9% if you adjust for today's higher enrollment figures (1993 = 23,600; 2007 = 24,200). And it plunges to a 36% decrease if you adjust for inflation; (a dollar today is worth 30% less than it was 15 years ago).

The chart below, based on local funding of MMSD and data from the city assessor's office, shows the recent history of school mill rates, the rate that is applied to your assessed property value to determine how much you contribute towards Madison schools (10 mills = 1.0% of the assessed property value). The reported rate has dropped from 20 mills to 10, but property values have doubled thanks to the general rise in home prices (termed "revaluations" by the assessor's office), so the rate is more appropriately captured below by the "Net of Revaluations" line. That line is then adjusted for school enrollment (the red line), and inflation (the heavier blue line).

There are three important caveats to the above statements: 1.) school taxes are lower on average, but if your home has increased in value by more than about 110% since 1993, then you will be paying more for schools; 2.) it is the schools portion of property taxes that is lower on average; the remaining portion of property taxes that pays for the city, Dane County, Wisconsin, and MATC, has risen; 3.) other sources of Madison school funding (state and federal funds, and grants and fees) have also gone up; (I have not done the much more complicated calculation of real increase in funding there).

That the infamous schools' portion of property taxes has declined over these past 15 years is quite a surprising result, and certainly counterintuitive to what one might expect. How is this possible? First, the school finance structure put in place by the state years ago has worked, at least as far as holding down property taxes. The current structure allows about a 2% increase in expense each year, consistent with the CPI (Consumer Price Index) at the state level. (In fact, local funding of the MMSD has increased from $150 million in 1993 to $209 million in 2007, equivalent to about a 2.4% increase each year.) Of course, the problem is that same structure allows for a 3.8% wage hike for teachers if districts wish to avoid arbitration, an aspect that has essentially set an effective floor on salary increases (with salaries & benefits representing 84% of the district budget). The difference between the revenue increases and the pay increases, about 1-2% annually, is why we face these annual painful budget quandaries that can only be met by cuts in school services, or by a referendum permitting higher school costs, and taxes.

The second reason today's property taxes are lower than they have been historically is growth, in the form of new construction (i.e. new homes & buildings, as well as remodelings). What we each pay in school property taxes is the result of a simple fraction: the numerator is the portion of school expenses that is paid through local property taxes, while the denominator is the tax base for the entire city (actually the portion of Madison and neighboring communities where kids live within the MMSD). The more the tax base grows, the larger the denominator, and the more people and places to share the property taxes with. Since 1993, new construction in Madison has consistently grown at about 3% per year. Indeed, since 1980 no year has ever seen new construction less than 2.3% nor more than 3.9%. So every year, your property taxes are reduced about 3% thanks to all the new construction in town. I leave it to the reader to speculate how much the pace of new construction and revaluations will decline if the schools here should decline in quality.

FYI, the figure below shows how new construction and revaluations have behaved in Madison since 1984, as well as total valuations (which is the sum of the two).

Sex ed in schools: Little connection between what's taught, teen behavior

Sharon Jayson:

Another pregnant teenager in the limelight has focused new attention on just how much teens know about sex and when they know it.

This pregnant teen, of course, is the 17-year-old daughter of Republican vice presidential nominee Sarah Palin, and the pregnancy has reignited the national debate over two different approaches to sex education: abstinence-only vs. comprehensive. But as it turns out, there's no systematic tracking of what U.S. schools are teaching kids about sex -- and either way, there seems to be little connection between what they're taught and their behaviors, researchers say.

You're invited to attend the first national GREEN CHARTER SCHOOLS CONFERENCE November 7-9, 2008 in Madison, Wisconsin

The conference is presented by the Green Charter Schools Network, UW-Madison's Nelson Institute for Environmental Studies, and many partnering educational and environmental organizations.

SEE CONFERENCE PROGRAM & ONLINE REGISTRATION HERE

Conference Keynoters:

William Cronon is UW-Madison Professor of History, Geography & Environmental Studies. His research seeks to understand the history of human interactions with the natural world and how we depend on the ecosystems around us to sustain our material lives, He is the author of several books, including Uncommon Ground: Rethinking the Human Place in Nature and Nature's Metropolis: Chicago and the Great West.

Morgan Brown --- Assistant Commissioner Morgan Brown oversees charter school programs, special education policy, food and nutrition services, adult basic education, and American Indian education programs at the Minnesota Department of Education (MDE). Previously, he served as the Assistant Deputy Secretary for the Office of Innovation & Improvement at the U.S. Department of Education.

Healthy school meal vs a Big Mac. Which one wins? Ask your inner child

Tim Hayward:

England is bringing in 'the most robust nutrient standards for school lunches in the world' - but we might have to force them down children's throats

This week "the most robust nutrient standards for school lunches in the world" come into force in English primary schools. The new menus announced by the schools secretary, Ed Balls, include healthy versions of lunchroom standards - "from traditional roasts to chilli con carne and shepherd's pie; from homemade salmon fingers and stir fries to risotto, with fresh fruit, vegetables and salads".

Junk food is already banned from school canteens and vending machines - but the new standards specify the maximum (fat, saturated fat, sugar, salt) and minimum (carbohydrate, protein, fibre, vitamin A, vitamin C, folate, calcium, iron, zinc) nutrient value of an average school lunch.

Getting high-quality food into schools is only half the issue. According to Balls, many children who eat healthy lunches at primary school stop when they go to senior school - put off by long queues, unpopular menus or having to eat in the same room as teenagers six or seven years older. The guidelines move into new territory by suggesting kids won't be put off school meals if they are treated "like the paying customers they are".

Madison Police Chief Noble Wray Sees "Serious Gang Connection" in Crime Hike

Kristin Czubkowski:

Making connections among various types of crimes and ways to remedy them was the theme of the night as Police Chief Noble Wray gave a talk on public safety in Madison to the City Council Wednesday night.

Statistically, crime in Madison was a mixed bag in 2007, Wray said. While overall crime was up 5.5 percent from 2006, according to the FBI's Uniform Crime Reports, that increase stemmed primarily from an 8.3 percent increase in property crimes such as burglary, theft and arson. By contrast, violent crime, which includes acts such as homicide, rape and aggravated assault, decreased 14.2 percent in 2007.

Wray explained that the rising rates of property crimes came from the increased theft of precious metals, in particular copper, as well as thefts of big-ticket items such as televisions from businesses, which were directly related to gang activity and the drug trade, he said.

"This is the first time that I've noticed this, and I've worked for the Madison department for 24 years, that there is a serious gang connection with these (burglaries)," he said. "We haven't had that in the past."

Related:

• Police calls near Madison High Schools: 1996-2006.
• Gangs & School Violence Forum audio/video.

Wheelbarrow

There is an old story about a worker, at one of the South African diamond mines, who would leave work once a week or so pushing a wheelbarrow full of sand. The guard would stop him and search the sand thoroughly, looking for any smuggled diamonds. When he found none, he would wave the worker through. This happened month after month, and finally the guard said, "Look, I know you are smuggling something, and I know it isn't diamonds. If you tell me what it is, I won't say anything, but I really want to know. The worker smiled, and said, "wheelbarrows."

I think of this story when teachers find excuses for not letting their students see the exemplary history essays written by their high school peers for The Concord Review. Often they feel they cannot give their students copies unless they can "teach" the contents. Or they already teach the topic of one of the essays they see in the issue. Or they don't know anything about one of the topics. Or they don't have time to teach one of the topics they see, or they don't think students have time to read one or more of the essays, or they worry about plagiarism, or something else. There are many reasons to keep this unique journal away from secondary students.

They are, to my mind, "searching the sand." The most important reason to show their high school students the journal is to let them see the wheelbarrow itself, that is, to show them that there exists in the world a professional journal that takes the history research papers of high school students seriously enough to have published them on a quarterly basis for the last 21 years. Whether the students read all the essays, or one of them, or none of them, they will see that for some of their peers academic work is treated with respect. And that is a message worth letting through the guard post, whatever anyone may think about, or want to do something with, the diamonds inside.

Will Fitzhugh
The Concord Review

And of course some teachers are eager to show their students the work of their peers....

The Concord Review -- Varsity Academics®

I am happy to send along this letter describing both "logistical" and pedagogical dimensions of how I have used The Concord Review in class since employing the first class sets in the 1988-1989 academic year. You know from the fact that we have expanded our class subscription "coverage" from all U.S. History classes to all U.S. History and World History since 1500 classes that we have been very satisfied with the Review. In fact, I am glad to say that, due to an expanding school enrollment, our class set for this year will number about 80 subscriptions.

In terms of "logistics," the system we have employed here has been simple and consistent with the way we deal with texts in all disciplines. Our students purchase their texts, so as students move through our bookstore before school opens, they mark the texts they need on a list, and the above-noted classes simply have The Concord Review listed as a text.

Pedagogically, I (or other appropriate instructor) view each issue with an eye toward an article or articles which are appropriate for any part of the material under current or imminent study. Because of the wide range of subjects and chronological eras covered in each issue, it is pretty easy to discern immediately one or more articles which will be applicable and useful. I do not feel compelled to put the Review in student hands the day the issues arrive, but rather plan ahead. For example, I might be covering mid-19th century reform in U.S. History when new issues arrive, but will hold off until we are doing the Civil War to distribute the Reviews and assign an article on some phase of the Civil War. The girls are told to treat each issue of the Review as an extension of their texts, meaning that they must hold on to each issue, for additional articles may be assigned from a given issue later in the year. Again, given the wide range of topics and eras covered in the typical issue, it is not unusual for me to be able (again, as an example) to assign an article from one issue on the Civil War in December, then go back to the same issue in April for an article on some portion of mid-20th century history. Students have been great about this, and are thus prepared throughout the year.

As to the articles themselves, I have found several uses for them. An obvious advantage of the articles in the Review is that they are scholarly and informative, and, as my students have noted, a refreshing break from the text (this is a comment I frequently hear). Secondly, the articles, in addition to being scholarly, are readable, and the "right size," and thus readily accessible to high school students. Even "popular" history, such as found in American Heritage and the like, can be "too much" for high schoolers, as the articles can be too long or presume too much a priori knowledge. The articles in The Concord Review are substantial and appropriately challenging, yet "intellectually digestible" for all students, not just the gifted few in an AP section, for example.

In addition to providing excellent reading, allowing for deeper exploration and discussion of some aspect of history, the Review provides an excellent methodological model. All students in History at Santa Catalina must write research papers based on both primary and secondary sources, with the length and quality expectations of the papers escalating appropriately from freshman to senior year. Sometimes, as you well know from your own teaching experience, explaining "arcane" items like where to put footnotes, etc. to students can be like trying to explain what "pink" looks like to a person who has never been able to see. The Review puts in students' hands excellent history, not only in terms of content, but in terms of methodology as well: footnotes, bibliography, placement, and all the other details. I have found it helpful not only to have students read an article for its content, but then to dissect it methodologically, asking my students (as appropriate to their level) to identify primary as opposed to secondary sources, to suggest what other sources might have been helpful, which sources might have the most credibility, and so on. We can thus effectively and efficiently combine quality reading with critical thinking/analysis and a methodology "practicum." The fact that teenagers are always highly interested in what other teenagers are doing is helpful, for the articles hold something of a natural attraction to the students. In addition, they are always impressed that students like themselves can produce such high-quality work. Many teens are used to hearing how poorly their age group is doing academically, but the Review is refreshing proof that such is not universally the case!

I could go on anecdotally for quite a while, but I think that would result in an excessively long epistle! Suffice it to say that my students (yes, even those who don't "like History") find the Review informative, accessible, and instructive, not only in terms of material they are learning, but also in terms of critical thinking and mastery of historical methodology. In a time when those of us who teach History frequently find ourselves hard-pressed for classroom time in meeting our goals, the Review is truly "triply rewarding" for students and instructors. I cannot imagine a junior high or high school history course which could not benefit immediately and tangibly from having its students use the Review.

December 2002, Broeck N. Oder,
Chair, Department of History, Santa Catalina School, Monterey, California 93940

The Concord Review (800) 331-5007 730 Boston Post Road, Suite 24, Sudbury, MA 01776 fitzhugh@tcr.org; www.tcr.org

In Support of the November, 2008 Madison School District Referendum

Community and Schools Together:

We have a referendum!

Community and Schools Together (CAST) has been working to educate the public on the need to change the state finance system and support referendums that preserve and expand the good our schools do. We are eager to continue this work and help pass the referendum the Madison Metropolitan School District Board of Education approved on Monday, August 25, 2008.

"The support and interest from everyone has been great," said Franklin and Wright parent and CAST member Thomas J. Mertz. "We've got a strong organization, lots of enthusiasm, and we're ready to do everything we can to pass this referendum and move our schools beyond the painful annual cuts. Our community values education. It's a good referendum and we are confident the community will support it."

Community and Schools Together (CAST) strongly supports the Madison Metropolitan School District Board of Education's decision to place a three-year recurring referendum on the November 4, 2008 ballot. This is the best way for the district to address the legislated structural deficit we will face over the next few years.

Much more on the November, 2008 Referendum here.

This responsible approach provides time for the MMSD and the community to engage in the strategic planning that will take our already excellent schools to the next echelon. It will also establish a solid foundation for setting future budgets, justifying future referendums, and working for state finance reform. Such a process could be easily derailed if the community and district become distracted by discussion of major reductions in programs and services. At little cost to taxpayers, the Board's action has given our community an opportunity to enter the Superintendent Nerad era in a way that will allow us to make good use of his talents and contributions.

"If we want to look at the big picture and plan for the future, we need the certainty that a recurring referendum provides," stressed Hamilton Middle School parent and CAST activist Jerry Eykholt.

Since 1993 the district has reduced programs and services by over $60 million, even as other costs have continued to rise. The proposed referendum will provide basic operating funds to maintain the existing programs and services in Madison's schools. Over the last fifteen years more than $60 million of programs and services have been cut. Without a referendum the cuts will continue at ever higher levels.

"Without the referendum, the preliminary areas identified by Superintendent Nerad and his staff for further cuts would create unwarranted stresses on our students, making it much harder to provide the education they deserve," said Deb Gilbert, a CAST member and parent of two children at Leopold.

CAST is confident that the board and administration understand this referendum simply provides the authority to exceed revenue limits and, with the community, will continue to seek additional efficiencies and limit levy amounts to that needed to ensure a sound education for Madison's children.

"I like the partnership aspects," said CAST Treasurer and Falk parent Jackie Woodruff. "They clearly understand that we all need to work together to make the best use of the resources the community provides."

A three-year referendum is a responsible way to allow the community and district to engage in a strong partnership to ensure the future success of Madison schools and students while minimizing the impact on children and tax payers.

CAST is proud of the quality of Madison's schools and what they have achieved, even as resources have been cut and the needs of our population have grown through rapidly changing demographics--evidence of the dedication and creativity of the MMSD staff and the Madison community. Quality public education is essential to maintaining the economic health and quality of life of our community.

"We need to keep our schools strong--they are at the heart of our neighborhoods and what makes Madison such a great place to raise children" said Jill Jacklitz an activist with CAST and parent at Marquette and Lapham.

CAST is a grassroots organization of parents, educators, and community members that is dedicated to educating the citizens of Madison about school funding referenda in the Madison Metropolitan School District.

If you believe quality public schools for all is an integral part of our democracy, join us in working to assure our schools have adequate resources. We look forward to sharing a positive message about the future of the MMSD. Visit www.madisoncast.org for more information or contact:

Community and Schools Together, madisoncast@sbcglobal.net
Jill Jacklitz 608-249-4377, mamajillj@gmail.com
Thomas J. Mertz 608-255-4550, 608-215-1942, tjmertz@sbcglobal.net
Deb Gilbert, 608-212-1237, heintzfamily@charter.net

Taxpayers should NOT be asked to give the Madison School Board a blank check!

Active Citizens for Education (ACE) calls for the Madison Metropolitan School District Board of Education to delay making specific decisions for the presentation of a recurring referendum to the taxpayers for a vote on the November election ballot.

Passage of a recurring referendum on the November 2008 ballot would allow the board and school administration to permanently exceed the state mandated revenue spending caps. Such a move to fix a so-called current "budget gap" would allow the board and administration to exceed annual spending caps permanently, every year into the future. This would virtually give the board a "blank check" from district taxpayers to plug future budget gaps or shortfalls. It could prevent the board and administration from having to carefully and thoughtfully budget, like every taxpayer must do when their household budget faces tough economic times and shortfalls.

The plans and communications presented in recent weeks by the board and administration provide greater hope for more effective decision-making now and in the future. The recommendations for changes in policy and accountability options in community services, transportation, lease contracts, fund balances and capital expansion (maintenance) will have positive impacts on reducing the so-called "budget gap."

The Board must earn the trust of the taxpayers by clearly showing that they can be "good stewards" of taxpayer dollars. Past experience has not earned that trust! If a referendum is ultimately required to fix upcoming budgets, it should be a non-recurring referendum, thereby preventing 'mortgaging' the future with year-after-year, permanent increases in spending authority.

The Board and administration must correct the absence of specific processes and strategies for analysis and evaluation of business and educational services, programs, practices and policies. Urgent and substantial investments of time and work are critical for these processes to evolve into hard evidence. This evidence is absolutely necessary to show the public that serious steps are under way to provide clear, concrete data and options for identifying the most effective and efficient results-oriented management of the financial resources of the district. It must be shown that the resources will be directly applied to improvements in student learning and achievement.

In order for the public to support any change in spending habits or spending authority the district must meet the following conditions: a) full disclosure and accountability in the reporting of methodologies, data measurements, analyses and results in spending and the effective use of existing funding levels; b) assure that the shifting of funds is done on the basis of evaluations and assessments; c) changes are put in place to affect improvements in curriculum and instruction which directly increase student achievement and development at all levels; d) make the schools and the educational climate safe and secure for all students and staff; and e) engage in collaborative and cost-sharing initiatives with other government entities, as well as private and non-profit organizations.

Don Severson, President of ACE, said in a statement "When realistic evidence of progress toward these conditions is shown, then Active Citizens for Education and the general public will actively and willingly support the district with appropriate financial means. Anything short of meeting these conditions will not be in the best interests of our children and the community."

The school board and administration must continue to work to improve their communications and evaluation processes to gain the trust and confidence of the public for both short-and long-term successes. The district board is urged to proceed carefully and firmly in a strategic and progressive manner. A decision, at this time, by the board to request taxpayer support for a recurring referendum on the November 2008 ballot would be significantly premature and disastrous.

Referendum Questions

Questions raised at the Madison School District's Financial Forums

Please send your own comments, concerns and/or convictions to all board members and superintenent at comments@madison.k12.wi.us or to selected ones of your choice.

Independent Group Seeks Change in the Milwaukee Public Schools

Dani McClain:

A new group calling itself the Milwaukee Quality Education Initiative has joined the accelerating, behind-the-scenes conversations about the future of the city's schools, and is hosting a retreat this weekend at the Wingspread Conference Center in Racine.

The group's goal is to brainstorm ways to improve K-12 education in the city, including public, voucher and charter schools, Metropolitan Milwaukee Association of Commerce President Tim Sheehy said Friday.

"We didn't come down here to blow up MPS," he said Friday when reached at Wingspread. "We came down here to figure out what action steps we might take to reach a starting point to a broader conversation in the city."

Sheehy, voucher school advocate and former MPS superintendent Howard Fuller and former state Secretary of Commerce Cory Nettles launched the group several months ago but hadn't made their efforts known to the larger public, Fuller said. He added that their work hasn't been particularly influenced by events this week such as Mayor Tom Barrett's call for an independent audit of MPS or a Journal Sentinel investigation of the district's Neighborhood Schools Initiative.

A remarkable legacy as education champion

Des Moines Register:

Marvin Pomerantz will be remembered for many accomplishments: successful self-made businessman, powerhouse in Iowa politics, generous philanthropist. But his greatest public achievement is his longstanding commitment to improving the quality of education for all Iowa youngsters.

Pomerantz, a Des Moines resident who died Thursday at age 78, was one of nine children of Polish Jewish immigrants. He graduated from Roosevelt High School in Des Moines and the University of Iowa, and wanted others to benefit from getting an outstanding education, just as he had.

Free digital texts begin to challenge costly college textbooks in California

Gale Holland:

Would-be reformers are trying to beat the high cost -- and, they say, the dumbing down -- of college materials by writing or promoting open-source, no-cost online texts.

The annual college textbook rush starts this month, a time of reckoning for many students who will struggle to cover eye-popping costs of $128, $156, even $198 a volume.

Caltech economics professor R. Preston McAfee finds it annoying that students and faculty haven't looked harder for alternatives to the exorbitant prices. McAfee wrote a well-regarded open-source economics textbook and gave it away -- online. But although the text, released in 2007, has been adopted at several prestigious colleges, including Harvard and Claremont-McKenna, it has yet to make a dent in the wider textbook market.

"I was disappointed in the uptake," McAfee said recently at an outdoor campus cafe. "But I couldn't continue assigning idiotic books that are starting to break $200."

McAfee is one of a band of would-be reformers who are trying to beat the high cost -- and, they say, the dumbing down -- of college textbooks by writing or promoting open-source, no-cost digital texts.

Yian Mui & Susan Kinzie:

The rising cost of college textbooks has driven Congress and nearly three dozen states -- including Maryland and Virginia -- to attempt to curtail prices and controversial publishing practices through legislation. But as the fall semester begins, students are unlikely to see much relief.

Estimates of how much students spend on textbooks range from $700 to $1,100 annually, and the market for new books is estimated at $3.6 billion this year. Between 1986 and 2004, the price of textbooks nearly tripled, rising an average of 6 percent a year while inflation rose 3 percent, according to a 2005 report by the Government Accountability Office. In California, the state auditor reported last week that prices have skyrocketed 30 percent in four years.

"It's really hard just paying for tuition alone," said Annaiis Wilkinson, 19 and a student at Trinity Washington University who spends about $500 a semester on books. "It really sets people back.

Well worth looking into, including in the K-12 world.

(Madison) School Referendum News

I have appreciated having the opportunity to talk about our schools with you and value your insights, so I wanted to let you know where matters stand on the possibility of a school spending referendum on the November ballot.

As you probably know, Superintendent Dan Nerad submitted his recommendations to the Board at a School Board meeting Monday night (1MB PDF, 3 year financial forecast PDF). In summary, the structural deficit the school funding law imposes on districts as well as increased fixed costs result in a projected budget deficit of $8.1 million for the 2009-2010 school year, $4.4 million for the 2010-2011 school year, and $4.3 million for the 2011-2012 school year, calculated on a same-service basis.

To meet these gaps, the superintendent recommends that the Board approve a referendum asking the voters to authorize the district to exceed our spending limits by $5 million next year, and $4 million in each of the following two years. This would be a recurring referendum, meaning that the authorization for the increased spending in the specified amounts would continue indefinitely.

The amount of extra spending authority we would seek is less than the projected budget gaps. The idea is that this a shared-sacrifice sort of proposal - we would be asking the community to permit us to erase some of the gap through additional taxes while we pledge to address the remainder through seeking out savings and efficiencies that will not have a detrimental impact on classroom learning. As is probably apparent, the referendum is not designed to allow us to restore in a significant way any of the painful cuts we have made in previous years.

Budget information for the district has historically been confusing. We're working on greater clarity and transparency in our budget information. I have some questions about our numbers that I'm in the process of trying to get clarified. Part of the confusion derives from the fact that the budget is arranged in a number of separate funds that are defined by DPI. The principal category of spending for our purposes is Fund 10. For the upcoming school year, we are projecting Fund 10 expenditures of about $306 million. For the following year, the one that shows the $8.1 million shortfall, we foresee expenditures of about $318 million, or a 3.78% increase.

With the Qualified Economic Offer, salaries and benefits for teachers are, as a practical matter, required to go up at least 3.8% per year. Our total projected increase for next year for salary and benefits is 3.88%. The rest of the Fund 10 budget, a little under $100 million, increases 3.55% from this year. (By comparison, the consumer price index has increased 5.6% since July of 2007.) This budget does not include any significant new initiatives.

Turning to the revenues side of the ledger, the category of interest here is the tax levy. This is what our community has to cough up to pay for our schools, and it represents the difference between our expenditures and our other sources of revenue, including state and federal aid and grant money. The portion of the tax levy that is attributable to Fund 10 expense is governed by the spending cap that state law imposes.

The total tax levy for the current year is about $226 million. Under the superintendent's plan, if the referendum passes, the total levy for next year would be $237 million, an increase of 5.07%.

If total expenditures are increasing less than 4%, why is the tax levy projected to increase 5.07%? There are a couple of reasons. First, we are unable to project that increases in other sources of funding will keep pace with our increasing level of expenditures. Indeed, we do not project any increase in state or federal aid. Second, the tax levy increase was moderated this year by the one-time injection of about $4.1 million in TIF funds. Had these funds not been received, then the tax levy would have had to increase this year (presumably through a referendum) in order to support this year's level of spending. The 5.07% increase in the tax levy for next year is thus partially the result of starting from an artificially low base.

A final consideration is the mill rate. This is the amount applied against the assessed value of a taxpayer's property to arrive at the amount in taxes that is levied. As the total value of property in our community increases, the mill rate goes down, all things equal. Under the superintendent's plan, the mill rate increases from this year's $9.92 to next year's $10.03 (an increase of about 1%) and then is projected to decrease the next two years, to $9.59 and $9.29. So if one owns a house with an assessed value of $300,000, and the assessment remains the same next year, the amount that taxpayer would pay for schools would rise from $2,976 this year to $3,009 next year, and would decrease in the following two years if one is willing to entertain the unlikely assumption that the assessed value of the house would remain the same over the relevant years.

This analysis assumes that the referendum passes. If the referendum fails, then we will be obligated once more to hack away at the budget and attempt to find cuts that do the least amount of damage to classroom learning.

There are many reasons to want to avoid this. As past experience has shown, it is a divisive and painful exercise for the community. It requires that the Board devote much time and attention to the budget-cutting process - time that could be better used by the Board to work on strategies for improving student learning. Some of the decisions that have resulted from this typically-rushed process have later appeared to be short-sighted or misguided. And, most importantly, the cuts diminish the quality of the education we are able to provide to our students. There are no easy cuts left. If we are compelled to continue to slash away year after year, we will soon be at a point where we will be unable to provide the quality of education that our community wants and expects.

If the referendum passes, we will have breathing room. We should have three years when the specter of budget cuts is not hanging over our heads. This will enable the Board and the new administration to put into place the process we currently contemplate for reviewing our strategic priorities, establishing strategies and benchmarks, and aligning our resources.

Superintendent Nerad has described a proposal that contemplates a broad-based strategic planning process that will kick off during the second semester of the upcoming school year. This process will be designed to identify the community's priorities for our schools, priorities that I expect will reflect a concentrated focus on enhancing student achievement. Once we have identified our priorities and promising strategies for achieving them, we'll likely turn to examining how well our organization is aligned toward pursuing our goals. This will likely be the point at which we take a long, hard look at our administrative structure and see if we can arrange our resources more efficiently.

It will take a while - certainly more than a year - for us to undertake this sweeping kind of review of our programs and spending in a careful, collaborative and deliberative way. If we do go to referendum, and the voters authorize the increased spending authority we seek, then the obligation will pass to the Board and administration to demonstrate that the community's vote of confidence was well placed. There will be much for us to do and it will be fair to judge our performance on how well we take advantage of the opportunity the community will have given us.

These are my initial thoughts. As you can probably tell, I am sympathetic to the approach the superintendent proposes and I am inclined to support his recommendation. However, we did just receive the recommendations Monday night, and I may well be confused about a few of these points. But since we will vote on a referendum next Monday, I wanted to get this summary to you as soon as possible. If you have thoughts or questions, I'd appreciate it if you could share them with me.

Ed

Ed Hughes
2226 Lakeland Avenue
Madison WI 53704
(608) 241-4854

A Mother on Fire storms into public education

Mary MacVean:

The writer and performer Sandra Tsing Loh chronicles her adventure, as she travels from being a mother who turned the job of finding a school for their daughters over to her husband to being a Mother on Fire, the title of her new book.

Like so many parents who live in large, urban school districts, Loh at first sees maneuvering through Los Angeles Unified as impossible, with options that seem to be restricted to "frightening unknown elementaries no one had ever heard of."

At one point during the search for a kindergarten, she writes, "Everything I assumed about my life is wrong." But maneuver through the system -- and her midlife crisis -- she does, encountering API scores ("1 API point = $1,000 worth of real estate," she concludes), magnet applications, high-stakes educational activities for children, private school testing. In the end, Loh has become a vocal public school advocate.

www.sandratsingloh.com

Transcript: Madison School Board 7/28/2008 Referendum Discussion

Meeting Transcript:

We begin the presentation by focusing on why is there a problem. And we wanna first and foremost point out that the issues affecting this school district are issues that are also occurring in other school districts in the state. While there may be some circumstances, and there are circumstances that are unique to one place or another, we know that this funding dilemma and the gap that exists between what the current state funding formula provides and how expenses are being dealt with in school district is not unique to this school district. Although we have our story here that is certainly unique. And again I want to emphasize that it really lies at the heart of it is the constraint between the current formula that was put into place in 1993 which basically asserted that the state provide more resources to schools through the two thirds funding if, in turn, school districts would control their costs in two ways. One was through the revenue cap and the second was through the qualified economic offer. And so that was the kind of exchange or the quid pro quo that was made at that time in public policy; to be able to provide more state funding for schools at the same time to place limitations on how much a school district could spend.

In the document we point out examples of this dilemma as it is affecting some of the top ten school districts in the state. Ranging in, for example Waukesha school district of 2.6 million dollar program and service reduction for the 08/09 school year. The district that I am most recently familiar with, Greenbay with a 6.5 million program and service reduction. And just to point out the difference we mentioned we seen there, we use a wording increase revenue authority that represents their gap but that's also, its described that way because of having more authority through a successfully passed referendum to exceed the revenue cap within that community. So that is what's meant by an increase revenue of authority.

Now the funding formula is one that school districts across the state are wrestling with. You know the history that this school district has had in terms of the types of decisions that have been made which we are going to underscore in just a minute to accommodate that funding formula but as I turn this over to Eric for the bulk of the rest of the presentation, I'll conclude its all with the idea yes there is a need to have school funded but its around the assertion that our kids have to have a high quality education to be successful in the world that they are growing into. And yes we do have a fiscal responsibility to use community resources in the most cost effective manner and the reality of it is there are constraints in meeting that proposition. So with that, and I will return for the conclusion, I'll turn it to Eric who will provide us with more detail of the nature of the problem.

Related:

• $367,806,712 Budget notes and links
• Referendum public forums
• Madison receives a $5.5M grant to fund Teacher Training and Literacy Coordinators as part of the "Small Learning Community Initiative.

Businesses Partner in Education with Calcasieu Schools

Amanda Ward:

As we get ready to send our students back to school, two separate businesses are doing their parts to partner in education.

Hundreds of students and their parents packed the Pryce-Miller recreation center in Lake Charles for the Back to School Bash with free school supplies and backpacks from PPG as well as information about healthcare and education support services and loads of fun. The children are excited about going back to school for several different reasons.

Kayman St. Junious said, He loves "going to P.E."

Austin Delafosse said, Science is his favorite subject, because "you get to make objects."

Dreams for school's accessible playground prove boundless

The Capital Times:

Members of the Elvehjem Elementary School community, including students, teachers, parents and other supporters of a unique idea, watched Friday as groundbreaking occurred for a playground designed to be inclusionary to all.

The new playground is designed for use by all kids, including those with disabilities who could not participate in play with their peers on older models of playgrounds.

Last year members of the Elvehjem community decided to enter a national contest for a Boundless Playground and submitted an essay they hoped would win the day for the east side school. But they fell just short, finishing third out of 900 entries.

School needs bold blueprint, not formula fiddling

Jim Wooten:

Governors one after another have tinkered with public education inputs and funding formulas, promising all the while to succeed where their predecessors had failed. Had those approaches worked —- more inputs and revised formulas recommended by blue ribbon commissions —- schools would be fixed by now.

They aren’t.

It’s the model that’s broken, not the funding formulas.

Across the country industries beset by new marketplace dynamics —- industries that include newspapers, health care providers and all others, automobiles among them, that compete globally —- are frantically at work reinventing their business models.

Education’s marketplace changed decades ago. The best hope now is to stop fighting the marketplace and, instead, let competition work. Give parents choice —- and the means to exercise it. Improve public schools, yes. But don’t keep children prisoners until the system is perfected.

Keeping The Concord Review Afloat

Kathleen Kennedy Manzo:

A year ago, Will Fitzhugh was wondering if the next issue of The Concord Review, the renowned history journal he founded in 1987 to recognize high school students’ outstanding history research papers, would be the last. On a tattered shoestring budget, Fitzhugh has just published the Summer 2008 edition [18/4], and with some support from schools and other fans in the private sector, he has hopes for four more issues over the next year.

But the former high school history teacher is proceeding mostly on a wing and a prayer, and a driving passion for promoting rigorous academic work for teenagers. Last year, the salary for the curmudgeonly 71-year-old was a measly $8,600. This for a scholar who has won widespread praise among education thinkers in the country for demanding, and rewarding, excellence and earnestness in the study of history. Thousands of high school students—mostly from private schools, but many from public schools, including diverse and challenged ones—have responded with work that has impressed some prominent historians and many college-admissions officers.

So how is it that such an undertaking is only scraping by, while other worthy programs, such as the National Writing Project and the Teaching American History Grants, manage to garner millions of dollars each year in federal and foundation support?

Right now, the Review is staying afloat on the commitment of Fitzhugh and some 20 secondary institutions that have ponied up $5,000 each to join a consortium that was created a year ago to cover the costs of publishing the journal. The National Writing Board, also founded by Fitzhugh, brings in some money from students who pay for an evaluation of their research papers that can be sent in with their college applications.

Why is it that some extraordinary efforts in education, which seem to have vision and the right end goal, struggle so?

100 Black Men Back to School Picnic on Saturday August 23rd at Demetral Park at 10:30 a.m.

2008 Back to School Picnic

100 Black Men of Madison 12th Annual Back to School Picnic will be held on Saturday August 23rd, rain or shine at Demetral Park located on Commercial and Packers Avenue at 10:30 am.

Over 1,500 free backpacks filled with school supplies will be distributed to students in kindergarten thru eighth grade.

In addition, free hamburgers, hot dogs and beverages will be served. This event is first come, first served. Students must be in attendance to receive a backpack.

The purpose of this event is to assist students at the beginning the school year with the supplies needed for academic success and to reduce the achievement gap.

For more information please contact, Wayne Canty at 285-6753 or wcanty@kraft.com.

http://www.100blackmenmadison.org/

School Board to Focus on Money

Andy Hall:

In the first major test for newly hired Superintendent Daniel Nerad, Madison school officials this week will begin public discussions of whether to ask voters for additional money to head off a potentially "catastrophic" $8.2 million budget gap for the 2009-10 school year.

The Madison School Board's meetings in August will be dominated by talk of the possible referendum, which could appear on the Nov. 4 ballot.

The public will be invited to speak out at forums on Aug. 12 and 14.

Related:

• Madison School District Budget history. The current 2008-2009 budget is $367,806,712, up from $339,685,844 in 2007-2008 (the 08/09 budget includes $17M for a new far west side school). The "final" budget numbers typically change a number of times throughout the year as new tax revenues appear (schools receive tax dollars via local property taxes, redistributed state income and sales taxes and some federal income taxes. Formulas, legislation and grants often change, including those based on enrollment).
• Listen to Monday evening's referendum discussion via this 28MB mp3 audio file
• There has been some progress in addressing the district's much discussed health care costs
• Tax & spending referendum climate.

Props to the District for finding a reduced spending increase of $1,000,000 and looking for more (The same service budget growth, given teacher contract and other increases vs budget growth limits results in the "gap" referred to in Hall's article above). Happily, Monday evening's referendum discussion included a brief mention of revisiting the now many years old "same service" budget approach (28mb mp3, about 30 minutes). A question was also raised about attracting students (MMSD enrollment has been flat for years). Student growth means additional tax and spending authority for the school district.

The Madison school board has been far more actively involved in financial issues recently. Matters such as the MMSD's declining equity (and related structural deficit) have been publicly discussed. A very useful "citizen's budget" document was created for the 2006-2007 ($333M) and 2007-2008 ($339M) (though the final 2007-2008 number was apparently $365M) budgets. Keeping track of changes year to year is not a small challenge.

2008 Streetball & Block Party next Saturday August 9th at Penn Park; 12 noon to 7 pm

Via a Johnny Winston, Jr. email:

The Johnny Winston, Jr. 2008 Streetball and Block Party will be held on Saturday August 9th from 12 noon to 7:00 p.m. at Penn Park (South Madison – Corner of Fisher and Buick Street). “Streetball” is a full court, “5 on 5” Adult Men’s Basketball tournament featuring some of the best basketball players in the City of Madison, Milwaukee, Beloit, Rockford and other cities. The rain date for basketball games only is Sunday August 10th.

The “block party” activities for youth and families include: old and new school music by D.J. Double D and Speakerboxx DJ’s; funk and soul music by the Rick Flowers Band, youth drill and dance team competition, free bingo sponsored by DeJope Gaming; face painting and youth activities sponsored by Madison School and Community Recreation, YMCA of Dane County, Dane County Neighborhood Intervention Program; The Boys & Girls Club of Dane County, the Madison Children’s Museum, pony rides by “Big Bill and Little Joe” and more. This event includes information booths and vendors selling a variety of foods and other items.

This is a safe, family event that has taken the place of the “South Madison Block Party.” The Madison Police Department and other neighborhood groups are supporting this as a positive activity for the South Madison community. Over the past seven years, $10,000 has been donated to charitable programs that benefit South Madison and support education such as the Boys & Girls Club and the Southside Raiders Youth Football and Cheerleading Teams.

In all, this event will provide a wonderful organized activity for neighborhood residents to enjoy this summer. If you have any questions, would like to volunteer or discuss any further details, please feel free to call (608) 347-9715; e-mail at: johnnywinstonjr@hotmail.com or www.madisonstreetball.com. Hope to see you there!

Please feel free to forward this information to other interested persons or organizations.

Time to Eliminate Taj Mahal School Building Projects

Open Education:

As education expenses continue to grow, strapped taxpayers have begun pushing back on state and local governments. In the tiny State of Maine, many school districts are finding that passing a school budget for the upcoming school year a sincere challenge.

Even the tiny town of Monmouth, home to one of Maine’s finest public school systems, has seen such a rebellion, leaving school officials without a school budget for 2008-09. With another school year set to begin in less than a month’s time, Monmouth finds itself in an extremely challenging position.

A TASTE OF WISCONSIN CULTURE BRINGS PROCEEDS TO THOSE IN NEED

Bulleh Bablitch:

Local brat/hot dog sale donates proceeds to Project Liberia

WHAT: A good ol’ fashioned Wisconsin cookout, complete with brats, hot dogs and soda,
will donate proceeds to Project Liberia , a burgeoning non-profit organization, dedicated to helping children and families in Liberia , West Africa recover from a devastating civil war.

WHEN: Saturday, July 26 10:30 a.m.-5 p.m.

WHERE: Super Wal-Mart 2101 Royal Ave., Monona

WHO: Supporters of Project Liberia and Sports for Africa

WHY: Project Liberia is a collection of individual programs designed to meet some of
the most pressing needs for a nation recovering from a devastating civil war. Each venture — from building a community center, developing a micro-loan system and bringing sports equipment to children in villages and orphanages — has been developed to enhance the physical, mental, emotional and spiritual fiber of the people of Liberia. 501(c)(3) status pending.

Bulleh Bablitch, Project Liberia, Inc. 608-577-6711

Autism is "A Fraud, a Racket"

From Media Matters:

On July 16, the No. 3 syndicated radio talk show host in the country, Michael Savage, made the following statement on autism:

"Now, you want me to tell you my opinion on autism? ... A fraud, a racket."

Savage went on to say:

Now, the illness du jour is autism. You know what autism is? I'll tell you what autism is. In 99 percent of the cases, it's a brat who hasn't been told to cut the act out. That's what autism is.

What do you mean they scream and they're silent? They don't have a father around to tell them, "Don't act like a moron. You'll get nowhere in life. Stop acting like a putz. Straighten up. Act like a man. Don't sit there crying and screaming, idiot."

Autism -- everybody has an illness. If I behaved like a fool, my father called me a fool. And he said to me, "Don't behave like a fool." The worst thing he said -- "Don't behave like a fool. Don't be anybody's dummy. Don't sound like an idiot. Don't act like a girl. Don't cry." That's what I was raised with. That's what you should raise your children with. Stop with the sensitivity training. You're turning your son into a girl, and you're turning your nation into a nation of losers and beaten men. That's why we have the politicians we have.

During the same broadcast, Savage also attacked those in "the minority community" who suffer from asthma. He stated: "[W]hy was there an asthma epidemic amongst minority children? Because I'll tell you why: The children got extra welfare if they were disabled, and they got extra help in school. It was a money racket. Everyone went in and was told [fake cough], 'When the nurse looks at you, you go [fake cough], "I don't know, the dust got me." ' See, everyone had asthma from the minority community."

Michael Savage's mean-spirited comments are disgusting and are an affront to basic decency.

Find your local Savage Station, log into our calling tool and tell your Savage station manager what you think of Savage's tirade.

Madison Schools TV is Changing

Via a Marcia Standiford email (note that this change is driven by a massive telco giveaway signed into law by Wisconsin Governor Doyle recently):

Dear Parents and Friends of MMSD-TV:

Have you enjoyed seeing your child on MMSD-TV? Do you appreciate having access to live coverage of school board meetings?

Channels 10 and 19, the cable TV service of the Madison Metropolitan School District, are moving. As a result of a recent law deregulating cable television, Charter Cable has decided to move our channels to digital channels 992 and 993 effective August 12, 2008.

What will this mean for you?

To continue seeing Madison Board of Education meetings, high school sporting events, fine arts, school news, newscasts from around the world or any of the other learning services offered by MMSD-TV, you will need a digital TV or digital video recorder (DVR) with a QAM tuner. If you do not have a digital TV, you will need to obtain a set-top digital converter box from Charter. Charter has agreed to provide the box at no charge for the first six months of service to customers UPON SPECIFIC REQUEST, after which Charter will add a monthly fee to your bill for rental of the box.

Be advised, however, that the Charter box is NOT the same box being advertised by broadcasters as a way of receiving digital over-the-air signals after the national conversion to digital which will take place in February, 2009.

Confused and frustrated? - Understandably so. Therefore, we want to help you in making this transition.

Charter Cable is required by law to provide space on its basic tier for community access television from the Madison Schools as well as from the City of Madison and WYOU Community Television. Charter will continue to include MMSD-TV and the other Madison community access channels in their basic cable service at the existing subscription rate. However, the channels will be viewable only -- as noted above --with a digital TV or by renting a digital converter.

The new location for MMSD-TV on channels 992 and 993 will be part of a "public affairs neighborhood", a block of channels 980-999 that will include CSPAN II, CSPAN III, Wisconsin Eye (state government programming), along with other community channels from the Madison and Dane County areas.

What to do?

• Call Charter customer service at (888) 438-2427 to request a digital converter box at no charge in order to receive your basic service which includes the digital "public affairs neighborhood" channels.
• Need answers? Send your questions and/or concerns in an email to Tim Vowell, Charter Communications Vice President of Government Relations, at tvowell@chartercom.com. Please send a copy to me at mstandiford@madison.k12.wi.us.
• Let me know if your contact with Charter is successful. Email me at mstandiford@madison.k12.wi.us or call 663-1969.
• Call the State of Wisconsin legislative hotline at 1-800-362-9472. Describe your concerns related to cable TV and the new law -- Act 42.

  Most importantly,

• Keep watching MMSD-TV on channels 10 & 19 until August 12, 2008. After that date, find us at 992 and 993.

Of course we will continue to expand our offerings on the web at www.mmsd.tv. But we want to make sure we reach as many families as possible. This is why MMSD's access to cable TV remains a critical resource. Please help us preserve that resource.

Thank you for your interest. Keep in touch!

Marcia Standiford
Manager of Cable and Video Services
Madison Metropolitan School District
545 W. Dayton St.
Madison, WI 53703
www.mmsd.org/mmsdtv
(608) 663-1969

The local schools should operate a public fiber network within the city. The buildings represent a great 'footprint". It would be great for the schools, and perhaps with some astute legal and economic legwork, a huge win for the city. Another idea for the November referendum.

Referendum Climate: Madison Mayor Orders 5% Cut in 2009 City Budget

A possible Fall 2008 Madison School District Referendum may occur amid changes in City spending (and property taxes). Mayor Dave Cieslewicz's Memo to City Managers includes this [PDF]:

This is the most challenging budget year I have seen in six years and it appears to be among the most challenging in two decades or more. High fuel prices combined with lagging revenues associated with the economic downturn and increases in debt service and other costs will force us to work hard just to maintain current services. Other typical cost increases in areas such as health insurance and wages will create additional pressure on our budget situation.

Based on current estimates, our “cost to continue” budget would result in an unacceptably high increase of about 10% for taxes on the average home and a levy increase of around 15%.

Via Isthmus.

Related:

• Isthmus: A comparison of new Madison Superintendent Dan Nerad's former home: Green Bay; and Madison from a staffing and budget perspective. More on the two Districts here.
• Wisconsin's per capita property tax burden increased 17.2% between 2000 and 2005 according to the Tax Foundation.
• Education formula helps rich schools get richer
• School Finance: K-12 Tax & Spending Climate
• Montana Governer Brian Schweitzer: Economic Growth Provides Money for Education
• Wisconsin Governor Doyle tells state agencies to cut budgets
• Madison's budget has grown from $245,131,022 in 1998 to $367,806,712 in 2008, while enrollment has declined slightly from 25,132 to 24,268 ($13,997/student). 2008 budget discussion notes.
• A local pro-referendum group: Communities and Schools Together.

One would hope that a referendum initiative would address a number of simmering issues, including math, curriculum reduction, expanded charter options, a look at the cost and effectiveness of reading recovery, perhaps a reduction in the local curriculum creation department and the elimination of the controversial report card initiative. Or, will we see the now decades old "same service approach" to MMSD spending growth?

Madison School Board Update

Hi all,

I hope you are enjoying you summer. Below is the school board update. Please let me know if you have any questions.

1. Our new superintendent, Dan Nerad, took over on July 1. Dan has spent a great deal of time meeting with board members, staff and community members. The transition has gone really well. One of the reasons for the seamless transition is that Dan committed 10 days prior to starting in Madison, to visit the district and meet people and learn about many of the programs/plans. He also spent a few weekends in Madison attending school and neighborhood events.

2. You will start to hear talk of a referendum in November as there is a community group starting to form in support of this action. At this point in time, the Board has not had any discussions on a future referendum. We will have a meeting on July 28 to start the discussion on this topic. The budget gap for the 09/10 school year is projected to be approximately $9.2M. Dan Nerad has our business office reviewing numbers in preparation for our discussion. IF, after our discussions and public hearing, we vote to go to referendum in November, the question(s) are due to the clerk's office in early September. There will be an opportunity for public input. There is quite a bit of discussion that will take place in a short period of time. If you have any questions/comments, please let me know.

Hi all,

I hope you are enjoying you summer. Below is the school board update. Please let me know if you have any questions.

1. Our new superintendent, Dan Nerad, took over on July 1. Dan has spent a great deal of time meeting with board members, staff and community members. The transition has gone really well. One of the reasons for the seamless transition is that Dan committed 10 days prior to starting in Madison, to visit the district and meet people and learn about many of the programs/plans. He also spent a few weekends in Madison attending school and neighborhood events.

2. You will start to hear talk of a referendum in November as there is a community group starting to form in support of this action. At this point in time, the Board has not had any discussions on a future referendum. We will have a meeting on July 28 to start the discussion on this topic. The budget gap for the 09/10 school year is projected to be approximately $9.2M. Dan Nerad has our business office reviewing numbers in preparation for our discussion. IF, after our discussions and public hearing, we vote to go to referendum in November, the question(s) are due to the clerk's office in early September. There will be an opportunity for public input. There is quite a bit of discussion that will take place in a short period of time. If you have any questions/comments, please let me know.

Madison teacher's impact fondly recalled

Tamira Madsen

In his job as an educator, Ted Widerski left an indelible imprint on the lives of many Madison Metropolitan School District students. Friends and family are remembering Widerski as an exemplary teacher and person as they come to terms with his unexpected death at age 56 on June 29. Widerski suffered a massive heart attack at his Cambridge home.

Widerski was so influential to Bailey Wundrow during her prep years at La Follette High School that she followed in his footsteps and became a math teacher. Besides being Wundrow's homeroom teacher for four years, Widerski laid a strong foundation for Wundrow with math as she prepared to pursue an education degree at his alma mater, the University of Wisconsin-Madison.

Wundrow, a 2002 La Follette graduate, recently completed her second year teaching math at Verona High School. She said Widerski set an example she wanted to follow. "He enjoyed what he did every day," Wundrow said. "He sold me on that end of teaching. He wrote me a letter of recommendation for (UW) Madison and I told him I wanted to teach. He always joked, 'I'll wait and when I retire and you graduate, you can have my job.' "

Widerski got a bachelor's degree in 1973 from UW-Madison and received a master's degree in math education from UW-Milwaukee in 1976. He taught in Green Bay and Waterloo and eventually became a school principal in Waterloo before starting in Madison 12 years ago. Widerski taught at La Follette for seven years and joined the school district's Talented and Gifted (TAG) program three years ago as a resource teacher. Widerski oversaw programming for talented students at the middle and high school levels.

He also was instrumental in creating the district's first MathFests, events that gave students the opportunity to compete individually and in groups to decipher math problems. Welda Simousek, who will retire in August as coordinator of the Talented and Gifted program, said her staff will create a fund in Widerski's name so the MathFest competition can be held on an annual basis.

School Choice: Is Milwaukee still state-of-the-art

Anneliese Dickman:

Milwaukee has long been called "ground zero" of education reform in America, due mostly to our nearly two-decade-long "experiment" with publicly-funded private school vouchers. Now New Orleans, LA (NOLA) threatens to revoke our title as the epicenter of school choice by heeding the lessons learned here in Milwaukee and advancing the policy design with its new voucher program.

Governor Bobby Jindal of Louisiana is set to sign the nation's fifth voucher program into law, allowing impoverished students in under-performing New Orleans public schools to leave for other options. The NOLA program's legislation looks designed to avoid many of the failings of Milwaukee's program: it borrows certain elements of our program, building on Milwaukee's strengths, yet limits our deficiencies.

The Third World Challenge

Bob Compton, via a kind reader's email:

ersonally, I know that China and India are not “Third World” countries, but that is because I’ve traveled to those countries and I deeply admire their cultures and their people.

The inspiration for the name “Third World Challenge” came a statement made to me by a professor at the Harvard Graduate School of Education when I showed my film Two Million Minutes for the HGSE faulty. “We have nothing to learn from education systems in Third World countries,” he intoned with much gravitas, “Much less a Third World country that lacks freedom of speech.” To my surprise, no other faculty member rose to challenge that statement.

While I certainly expected a more open-minded and globally aware audience at Harvard, I have now screened my film around the country and a surprisingly large segment of the American population believes India and China’s K-12 education systems are inferior to that of the United States. While no American makes the statement with the boundless hubris of a Harvard professor, the conclusion often is the same – America is number one in education and always will be.

This of course is not true. American students’ academic achievement has been declining vis-à-vis other developed countries for more than 20 years. What is now surprising and worrisome is US students are even lagging the developing world.

New Schools for Poor?

Nancy Mitchell:

Some prominent Denver foundations are working on a plan that could create new schools for thousands of poor children in Colorado in the next few years.

The loose-knit group, called the New Schools Collaborative, includes the Piton Foundation, the Donnell-Kay Foundation and the Daniels Fund, names known for their work in urban education.

The idea is to pool money and knowledge to help jump-start the creation or replication of schools that have proved successful with students from low-income families.

That includes expanding homegrown models such as West Denver Preparatory Charter School on South Federal Boulevard, which Head of School Chris Gibbons wants to grow from a single school to three by 2015.

The Madison School District Seeks Proposals for Community Service Activities

MMSD:

Community service nonprofits can soon apply for funding to carry out projects that serve school-age children or their parents in the Madison School District.

The school district is requesting the proposals because a portion of the MMSD budget is designated by Wisconsin statute to be used for community activities which support the well-being of district students and/or their parents. The amount of available funding is $290,000.

This is the first time that this funding has been opened up to all eligible organizations.

LA Tries to Put the "Wow" in School Lunches

Mary MacVean:

Mark Baida was pleased with his latest taste test: lots of empty little black trays, sometimes stacked three deep in front of his guinea pigs, a group of Garfield High School students.

But the pressure is on the new executive chef of the Los Angeles Unified School District: Demands are growing from parent groups, the school board and students for food that is delicious, healthful, served quickly -- and really, really inexpensive. In the last few years, the school board has banned soda and set standards for salt and fat, among other things. Now the aim is to make it more appealing too.

And the Band Honked On: A Professional Musician Teaches 6th Graders

Daniel Wakin:

It was early in the school year. A young professional French horn player named Alana Vegter, a thoroughbred musician trained by elite teachers, took a handful of trumpet and trombone players into an equipment supply room. Speaking in the flat tones of the Chicago suburb where she grew up, Ms. Vegter tried to coax notes out of each player. A tall sixth-grade trumpeter named Kenny Ocean, his pants sagging around his hips, played too high, then too low. A smile spread across his face when he hit it right.

“You see, every time you do it, it gets easier,” Ms. Vegter said. On her cue they all bleated together. “I’m starting to hear everybody making nice, healthy sounds,” she said, half in praise, half in hope.

So began Ms. Vegter’s year in Ditmas Junior High School, Intermediate School 62, in the Kensington section of Brooklyn. It was a year that would teach her the satisfaction of tiny victories in a place where homelessness means that some kids cannot take their instruments home to practice, where chronic asthma forces some to switch from wind instruments to percussion, where the roar of a lunchroom leaves a newcomer stunned.

Ms. Vegter, 25, was there as part of a well-financed experiment by some of the nation’s most powerful musical institutions. The experiment is called, clumsily, the Academy -- a Program of Carnegie Hall, the Juilliard School and the Weill Music Institute (the institute being an arm of Carnegie).

In its second season, which ended this month, the academy extended fellowships to 34 graduates of leading music schools to receive high-level coaching and lessons in a two-year program. They play concerts on Carnegie’s stages and participate in master classes. Part of the deal is a commitment to teach one and a half days a week at a New York public school, which pays the academy $13,200 for the service.

Clusty Search: Lemont High School Band.

MasterCard to Donate $200,000 for St. Louis Math Education

Matt Allen:

MasterCard Worldwide is donating nearly $200,000 in grants this year as part of its St. Louis corporate giving program, Project Math, which helps advance math education in the St. Louis area.

Among those who are currently receiving funding from MasterCard as part of Project Math are the Wentzville School District, The Magic House, Big Brothers Big Sisters of Eastern Missouri and the Missouri Colleges Fund. Junior Achievement of Mississippi Valley Inc. received a $50,000 grant in March enabling the organization to reach more than a dozen St. Louis area schools.

Who can make school boards stronger?

Laura Diamond:

A group of education and business leaders are trying to improve school boards across Georgia.

This new Commission for School Board Excellence was formed at the request of the State Board of Education. The group includes representatives from the Georgia and Metro Atlanta Chambers of Commerce and the Southern Association of Colleges and Schools (SACS).

The new group listed a few places where weak board struggle: micromanagement of staff, poor decision-making and mismanaging money.

These are severe problems. This new group may have good ideas on how to help school boards, but do you think board members will listen to the advice?

Related: How to Reform Your Local School Board by Steve Loehrke.

Real World Skills School Projects

Anita Clark:

When a local businessman asked teacher Dick Anderson if his woods technology students could build a covered bridge, Anderson said "sure.''

He envisioned an ornamental garden structure.

Instead, what the client wanted — and what the high school students built — is a 14-ton, 44-foot long timber-frame covered bridge that spans a ravine and can carry fully loaded trucks.

High school, city farm to build "green" garage

Karen Herzog:

A partnership between a city farm and a Milwaukee trade school will build an urban agricultural training space atop a "green" garage in the Riverwest neighborhood, complete with year-round, rooftop garden.

The project, called Growing Spaces, is a joint venture of the non-profit farm Growing Power Inc., 5500 West Silver Spring Road, and Bradley Tech High School, 700 S. 4th St. Details are to be announced at a 3 p.m. press conference today at the school.

Bradley Tech seniors in carpentry, electrical and plumbing classes will build the 3.5-bay garage beside a private home in Riverwest, starting in the fall. The homeowner, Kate Halfwassen, will coordinate the project and lease the garage back to Growing Power in what amounts to at least a five-year donation of the space, Halfwassen said Tuesday.

Little interest again in Richmond superintendent

inrich.com:

Richmond's School Board yesterday held the last of four meetings asking city residents what they want to see in a superintendent -- and again drew only a small group.

About two dozen people showed up at Linwood Holton Elementary School for the session.

"We need someone who is very top notch," Tammy Williams, a parent from South Richmond, told the board. "We need someone who can concentrate on the entire system."

Do We Really Need School Boards?

Marilla Stephenson:

A school board expert from Iowa who spoke at a conference in Dartmouth earlier this month noted that elected school boards in both Canada and the United States are increasingly being replaced by appointed bureaucrats.

Mary L. Delagardelle, who is in favour of elected boards, warned that "giving up elected school boards . . . is also giving up a little piece of democracy."

True enough. But we have surely reached the point in Nova Scotia, after a decade of troubles with school boards, where a little less democracy would be welcome change.

Wisconsin Host schools and families needed for Japanese teachers

SEAchange online:

A father from Thailand recently observed the power of international exchange programs in an e-mail to Wisconsin staff about his daughter's visit to the state: "She has learned many things and felt very connected to her host, friends and you. I think this is the best part of this program: to get people to know each other, understand each other and feel that they belong to the same family. It is very amazing that only few weeks can make this strong relationship."

Another opportunity to build international relationships is now here. Schools and districts have until June 6 to apply to host visiting teachers from Japan this fall.

The Japan-Wisconsin Education Connection, now in its 12th year, gives a select number of K-12 Wisconsin school districts the opportunity to host a talented elementary, junior or senior high school teacher from Japan.

Local Politics: Madison Mayor Dave Meets with MTI's John Matthews & Former WEAC Director Mo Andrews

Jason Joyce's useful look at Madison Mayor Dave Cieslewicz's weekly schedule often reveals a few nuggets of local political trivia. Today, the Mayor met with Madison Teachers, Inc. Executive Director John Matthews and former WEAC Executive Director Morris (Mo) Andrews.

Related links:

• City of Madison faces slower tax receipt growth
• Wisconsin state budget structural deficit: $1,682,000,000
• Madison School District's 2008/2009 $367,806,712 budget (up from $217M in 1995, while enrollment has been flat the demographics have changed significantly)
• MTI has clashed in the past with WEAC
• Incoming Madison Superintendent Dan Nerad met with Mayor Dave in March.
• Retiring Superintendent Art Rainwater met with Dave in April.
• Madison Mayor proposes expansion of low income housing throughout Dane County.
• Morris Andrews searches: Clusty / Google / Live / WisPolitics
• Andrews previous efforts at reform of Wisconsin's redistributed school tax dollars generated some controversy, as this letter from former Milwaukee Mayor John Norquist illustrates [WEAC press release]. Andrews is an interesting guy.
• 2001 "Morris Andrews Plan to replace shared revenues with a county sales tax increases.
• Mayor Dave's campaign website.
• Jason Shephard: John Matthews has run Madison's teachers union for 40 years. Is it time for a change?
• Wisconsin's tax burden drops to 11th.

Might parents and taxpayers have a meeting?

Shaved Heads and Fund Raising for Becky Buchman at Madison's Cherokee Middle School

WKOW-TV:

The school year started with tragedy for Cherokee Middle School when their librarian was killed in an accident right in front of the school.

Friday, students and staff remembered Becky Buchman with a fundraiser in her honor.

Three students and nine staff members shaved their heads to raise funds for a memorial in honor of the beloved librarian.

Donations can be sent to

Cherokee Middle School
4301 Cherokee Dr.
Madison, WI 53711

Download (CTRL-Click) this mpeg4 video clip for your iPod, iPhone or other portable device.

Public school, church plant seeds of learning

Tom Heinen:

As part of nearby Trinity Presbyterian Church's adopt-a-school partnership with Townsend Street School, about 50 fifth-grade students from the public school are growing flowers and vegetables in eight raised planting beds and learning about science and nature from church volunteers in the garden and in their classrooms. Last fall, the class "put the garden to bed" by pulling vegetation and laying straw.

"A lot of these kids don't have experience in tending anything, in watching something grow," said Trudy Holyst, a church member and research chemist at the Blood Center of Wisconsin who goes into the two fifth-grade classrooms about twice a month to teach basic botany and scientific observation. "They've done a really good job. Almost all the seeds we started in the classroom have germinated."

Teach For America's Growth

Sam Dillon:

Teach for America, the program that recruits top college graduates to teach for two years in public schools that are difficult to staff, has experienced a year of prodigious growth and will place 3,700 new teachers this fall, up from 2,900 last year, a 28 percent increase.

That growth was outpaced, however, by a surge in applications from college seniors. About 24,700 applied this spring to be teachers, up from 18,000 last year, a 37 percent increase, according to figures released by the organization on Wednesday.

The nonprofit program sent its first 500 recruits into American public school classrooms in 1990. It has a large recruiting staff that visits campuses, contacting top prospects and recruiting aggressively. Founded by a Princeton graduate, it has always carefully sifted through applicants’ grade-point averages and other data in recruiting. But with the numbers of applicants increasing faster than the number of teachers placed, it was even more selective this year than before, the organization said.

Art Project at Winnequah

Peter Sobol:

Kristin is spearheading an effort to bring artists Jeanne and David Aurelius to the district next fall for an artist-in-residence program with the goal of rendering a large tile mural in the Winnequah cafeteria. The project is meant to enhance the environment at Winnequah and mark the transition to an elementary school.

The project involves the artists working with the elementary students to select a theme, create the artistic elements and merge them into the overall design, manufacture the individual tiles (one per student) and then install them as a mural. The result is a unique and permanent creation that is an expression of the students and the school community.

More details of the process can be found on the Clay Bay Pottery website.

Empty Nest Cure: Texas Mother Finds Meaning as a Mentor

Sue Shellenbarger:

After children leave home, many parents with empty nests must search hard for new pursuits to give their lives meaning. After Pat Rosenberg's two daughters left for college, Ms. Rosenberg, 61, a longtime volunteer in the Houston public schools, found new purpose in mentoring a student -- a poor teenager who, by his own account, was drifting toward a life of crime in his tough inner-city neighborhood.

In his unusual relationship with Ms. Rosenberg and other adult mentors, Tristan Love, now 18, says he found the strength to turn his life around, becoming a sought-after public speaker committed to attending college and pursuing a career in law. Ms. Rosenberg tells the story:

The Challenge: "We moved to Houston in 1986 for my husband David's career, before our two daughters entered school. I got deeply involved in the schools right away and stayed involved as our daughters' grew up. I was a room mother and headed the Parent Teacher Organization (PTO) in both middle school and high school. When they were at school, I was often at school, too.

"After our second daughter left for college 2-1/2 years ago, our house became incredibly quiet. It was a real period of adjustment. All of a sudden, this person who has been sitting at your dinner table with you, and going out and coming home late, and keeping you worried all the time, is gone.

Milwaukee Lawyer Created School as a Pathway to College

Dani McClain:

At 27, Deanna Singh is determined to change the dismal statistic that only 5% of African-American adults in Milwaukee have a four-year college degree.

So determined that she has launched her own charter school, where her inaugural sixth-grade students already identify their class by the year they will graduate from college.

She aims to build a culture that refuses to accept what she witnessed years ago as a volunteer in Washington, D.C., schools - 11th- and 12th-graders who could barely read or write.

Both students and staff at her Milwaukee Renaissance Academy, 2212 N. 12th St., follow the succinct dictum of a mural in the school's stairwell: "No excuses!"

High expectations propelled Singh from her father's north side gas station - where she spent much of the first five years of her life - through Elmbrook Schools and on to the top-notch East Coast universities where she received her college and law degrees.

Sadly, kids' struggle with writing goes on

In light of West High School Principal Ed Holmes's budgetary decision to shut down the Writing Lab after almost 40 years in existence, I share this recent column from Barbara Wallraff, who writes the column Word Court.

America's eighth-graders and high school seniors got their writing "report cards" the other day -- the results for the writing part of the 2007 National Assessment of Educational Progress were announced. Just a third of eighth-grade students and a quarter of high school seniors are "proficient" in writing. Oh, dear! And yet federal authorities consider this encouraging news -- that's how bad the situation is.

Granted, the average scores are a few points higher than they were when the test was given in 2002. And the improvement is almost across the board, at least among the eighth-graders. Students in every ethnic group except American Indians are doing better, and the gap white and black eighth-graders is narrowing. Also granted, better is better -- and mountains of behavior modification research demonstrate that praising successes is a more effective way to bring about change than criticizing failures.

But still, isn't cheering because a third of the kids are doing well like congratulating ourselves that we made it a third of the way to the finish line in a race? Or that we managed to pay a third of our bills? Speaking of thirds, a 2003 survey by the College Board concluded that a third of employees at America's blue-chip corporations are pretty bad at writing and need remedial training. And speaking of writing, can everybody see the handwriting on the wall? The message is terribly disheartening. Writing isn't just a skill that people tend to need to earn a good living -- it's one of our basic means of communication.

The question is what to do about the two-thirds or three-quarters of our young people who are less than proficient. Keeping on doing whatever we've been doing isn't suddenly going to start yielding different results. Admittedly, the sorry state of America's writing skills is a vast, long-term problem to which experts have devoted whole careers. So who am I to propose a solution?

Writing is different from other skills. In math, you either get the concept or you don't. In history, you either know who did what when or you don't. But writing isn't right or wrong, just better or worse. Learning to write is something each of us does individually, in our own way -- which makes me suspect that sweeping initiatives, no matter how brilliant and well-funded (hah!), aren't what's needed.

May I suggest, instead, that anybody who has the time , energy and interest in young people encourage them, one at a time, to write -- and read? (Reading skills and writing skills go hand in hand.) Ask kids to write you emails. Lend them a favorite book , and tell them what the book has meant to you. Ask them about what they've been reading.

If you're a parent, you're probably doing this for your own kids, and you probably know the statistics about what a huge advantage it gives kids if their parents take an interest in their education. If you're only, or also, a concerned citizen -- well, there are plenty of kids who aren't lucky enough to be growing up in your family. Wouldn't it make you proud to help a few of them?

For more:

• The Nation’s Report Card: Writing 2007


• Milwaukee Journal Sentinel - State black 8th-graders rank worst in nation in writing


• New York Times - In Test, Few Students Are Proficient Writers<


• Milwaukee Journal Sentinel - 'Worst' rank doesn't belong to kids alone

Green Charter School News

Environmental Charter High School (CA)

Michael Frome Academy (MN)

"Hands On, Feet Wet" at River Crossing Charter School (WI)

Yuba Environmental Science Charter Academy (CA)

Prairie Crossing Charter School (IL)

Laura Jeffrey Academy (MN)

Keyes to Learning Charter School (CA)

Rhinelander Environmental Stewardship Academy (WI)

River’s Edge Academy (MN)

Unity Charter School (NJ)

Earth Day is every day at green charter schools.

Former Wisconsin Governor, U.S. Senator, and Earth Day Founder Gaylord Nelson spoke often about the importance of educating young people about the environment and protection of natural resources.

Environment-focused charter schools offer choices in public education and empower young people to help make the world a better place for everyone and everything.

Green Charter Schools Network
EVENTS & NEWS

Environmental Educaton Week

April 16 (Wednesday) at Madison -- GCSNet exhibit at Nelson Institute’s Earth Day Conference

April 21 (Monday) at Madison -- GCSNet session and exhibit at 2008 Wisconsin Charter Schools Conference in Madison

April 26 (Saturday) at Madison -- GCSNet exhibit at Isthmus Green Day Expo

May 13 (Tuesday) at Oshkosh - Environment-Focused Charter Schools Workshop. Morning session at EAA Lodge – Essential design components of charter schools with environment-focused educational programs and practices (Oakwood Environmental Education Charter School and River Crossing Charter School). Afternoon session at Oakwood Environmental Education Charter School and Sheldon Nature Area. Registration per person is only $25, which includes continental breakfast, lunch, program, and materials. For info, contact Senn Brown at sennb@charter.net

June 22-25 at New Orleans -- GCSNet sessions at the 2008 National Charter Schools Conference

Mid-August at Oshkosh -- Oakwood Environment-Focused Teachers Academy -- Elementary school teachers are invited to attend (free) a two-day academy in mid-August at the Oakwood Environmental Education Charter School in Oshkosh, WI. See program and registration info.

What’s NEXT? Linda Keane, new GCSNet member, is interested in strengthening the ability of schools to address environmental issues and design thinking across traditional curricula. She invites you to explore , an art + design + environmental eco-web community that connects the wealth of learning resources on the Internet with the wonders of the natural world.

Join GCSNet in fostering the growth of schools with environment-focused educational programs and practices

See "About GCSNet" (ATTACHED) for names of founding directors, GCSNet’s vision / mission, an "Ed Week" story and a MEMBER APPLICATION.

Learning comes naturally in green charter schools.

Senn Brown, * Executive Director
Green Charter Schools Network
5426 Greening Lane
Madison, WI 53705
Tel: 608-238-7491
Email: sennb@charter.net
Web: http://www.greencharterschools.org
* Founding Executive Secretary (2000-2007), Wisconsin Charter Schools Association

Stein Scholars Get Help with College Costs

Felicia Thomas-Lynn:

f all goes well, Deja Daniel's dream of earning a degree won't be obscured by the nightmare of mounting college-loan debt that often dogs new graduates for many years.

At age 17, the high school senior is getting in on the ground level of a multifaceted program that allows her to earn money for college, and apply for scholarships and financial aid, while academically preparing her for the rigors of college-level work.

"I was already looking at college, but the program has made it easier for me," said Daniel, one of the first Stein Scholars, named in honor of late philanthropist Marty Stein.

Stein left a portion of his estate to be used for the scholarship program, administered through the Boys & Girls Clubs of Greater Milwaukee.

"We aren't just interested in getting kids to college, but we want to see them graduate from college," said Naryan Leazer, director of the program for juniors and seniors.

Uncontested election gives new board members opportunities

Susan Troller:

Without opponents in their races for Madison School Board seats, candidates Ed Hughes and Marjorie Passman have spent more time identifying issues that unite rather than divide them.

Although both candidates said they were concerned by the lack of interest in this spring's school board race, they admitted that it had offered some unique opportunities.

"In a contested election, there's a tendency to pigeonhole the candidates," Hughes, a Madison attorney who is running for his first elected office, said in a recent interview.

Hughes said that in a more normal election, Passman's extensive classroom experience and passionate enthusiasm for teaching and teachers would have labeled her as the teachers' union candidate.

"She would have been pushed towards MTI. It's likely I would have been pushed in the other direction. It's far more subtle than that and it's not fair to either one of us," he observed.

School Board? Who.... me?

Erin Richards:

According to the Wisconsin Association of School Boards, candidates for local office should have these qualifications:

1. A belief that all kids are entitled to a good education
2. An open mind
3. A willingness to attend seminars to help them make intelligent decisions about school affairs
4. An ability to work with other school board members
5. Time

There are a few others, but you get the idea; it's not like you need a graduate degree in economics for this gig. So why, according to a recent Journal Sentinel analysis, are almost 70% of local school board races in the five-county metro area going uncontested?

Seems like with all the concern over achievement rates, No Child Left Behind testing and cuts to school programs that more people, rather than fewer, would be interested in having a vote on what happens to their local district. One person has told us that part of it may be because so many schools have cut civics courses that illuminate how local government works.

2008 Wisconsin Charter Schools Conference

Ingrid Beamsley:

April 21-22 at the Madison Concourse Hotel [map].

Wisconsin State Superintendent Elizabeth Burmaster will open the conference with her keynote presentation on Monday morning.

Dean Kern, Director of the Charter Schools Program at the U.S. Department of Education will also be speaking on Monday.

Speakers and Schedule.
Howard Fuller, Founder & Director at the Institute for the Transformation of Learning at Marquette University will provide a keynote presentation Monday during lunch. See an on-line video interview with Howard Fuller by Alan Borsuk of the Milwaukee Journal Sentinel.

Be sure not to miss these presentations.

Remember to Register!

Wisconsin Charter Schools Association
PO Box 1704
Madison, WI 53701-1704
Phone: 608-661-6946
www.wicharterschools.org

LVM Dreams Big

Susan Troller:

First it was the doors to the classroom that swung open for kids in wheelchairs. Now it's access to the playground, especially at Elvehjem Elementary School, where there's boundless enthusiasm for the Boundless Playground project.

The project aims to get students with disabilities playing side by side with the rest of the kids, Shelly Trowbridge, one of the parent organizers of LVM Dreams Big said in a recent interview.

On Friday, local supporters of the project held a chili dinner at the school. It included ceramic bowls made by students and a silent auction with artwork by students and community members. It was the latest in an ambitious series of family-oriented fundraisers that are aimed at building a community as well as a playground.

The nonprofit group (www.playgroundsupport.com) has raised over $81,000 in cash and in-kind contributions toward a goal of $200,000 to build the state's first barrier-free Boundless Playground next summer on the Elvehjem School grounds. There are about 100 such play structures nationwide, but none in Wisconsin.

www.playgroundsupport.com

Program at Masconomet High helps blaze college path for urban minority teens

David Cogger:

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.

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).

Ten Tips for Picking a Good School

Jay Matthews:

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.

An Interview with Todd McIntyre: About www.AppliedGiftedEd.com

Michael Shaughnessy:

3) What information are most parents and teachers seeking the most?

The 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

www.appliedgifteded

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):

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

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.

Arts Task Force Urges Community Participation

Kristopher Schiltz:

A School Board-supported task force is calling on the community to step up their support for arts education or risk losing vital programs to budget

audio. More here from a UW Journalism class coverage of the Madison School District.

KIPP: McDonogh 15 School For the Creative Arts

Bob Lefsetz pays a visit (via email):

After breakfast at Mother's, Marty, Felice and myself took a cab deep into the French Quarter to the McDonogh School, where the Mr. Holland's Opus Foundation was presenting the music program with a slew of instruments. That's what the Mr. Holland's Opus Foundation does, grant instruments to school music programs. It was started by Michael Kamen, who composed the music for the movie. He wanted students to have the same opportunity he had, to learn an instrument in school, to be fulfilled, to be enriched. Felice runs the Foundation.

I'd been hearing about all the great work the Foundation had been doing in New Orleans for two years. And on a site visit a couple of months back, Tricia had encountered Kelvin Harrison and his program. She believed they were worthy, they deserved the instruments. The program had started after Katrina with no instruments. Mr. Harrison had taught his students on recorders when the ordered instruments hadn't arrived. But now he was up and running, he needed more. And that's why we were there.

The environment in the building was completely different from my educational experience. Instead of sterility, I found vibrancy. Silhouettes graced the cafeteria, with explanations of each. One student said his creation was as big as the 24" rims on his older brother's car. That cracked me up. But I loved the banner on the far side of the room: "Climb the mountain to college." There were aphorisms all over the place. Informing the students to pay attention now, to apply themselves now, to prepare, for otherwise, in the future, they'd be left out.

And after reading the display about Black History Month, learning exactly who Booker T. Washington was, we ascended the stairs to the third floor, where Mr. Harrison was warming up the band. Brass members were playing notes. I prepared myself. This was going to be awful. An endurance test. You know what it's like being in the vicinity of someone learning an instrument. You want to support them, but the sound is grating, you can't read, you can't watch television, you just want the noise to stop.

After quieting everybody down, Mr. Harrison looked at the assembled multitude and said the band was going to play a couple of numbers. They were going to start with "Oye Como Va".

Oh, I know it wasn't a Santana original. But that's where I heard it. Coming out of John "Muddy" Waters' room in the dorm all of freshman year. I've come to love "Abraxas". I bought it on vinyl. And have a gold CD. I've got all the MP3s. I love "Oye Como Va". I was trepidatiously excited. Then the two players on keys rolled out the intro, the drummers started hitting the accents, the horn players lifted their instruments to their lips and the band started to swing!

I couldn't believe it! Fifth graders? My high school's band wasn't this good. This was good enough for college! The flutes are wailing. I notice the drummer is a girl. And yes, that tiny figure behind the keyboard, she's hitting every note. Trombone players got up and soloed. Tears started coming to my eyes. This was education! If I could play in a band like this, I'd want to come to school!

And when they finished, there was raucous applause. And then they lit into Herbie Hancock's "Watermelon Man". These little kids, they had soul!

Then we went back to the cafeteria. Where the curtain was parted and the students saw the sousaphone, the tympani, the other instruments the Foundation was granting. The excitement, the whooping, it was not something learned on MTV, it was not the fakery of the peanut gallery standing in front of the stage at a televised awards show, it was genuine. They were excited for the school, for themselves.

Then Felice said they weren't done. That our mission wasn't complete. We had another item on our agenda. To honor Mr. Harrison's greatness, he was being awarded a Mr. Holland's Opus Foundation Teacher Award. Which granted him $10,000 to spend as he pleased. And that the check would be delivered in a ceremony, in April, on the stage of Carnegie Hall.

Kelvin Harrison was in shock. You should have heard the shriek when the dollar figure was announced. To little kids ten grand is a million! Kelvin kept rubbing his nose, trying to keep his composure. But he couldn't. Tears were welling in his eyes.

As they were in mine. A veritable waterworks. Who knew such great work was being done, especially in an area almost totaled by a hurricane. And sure, Mr. Harrison wanted to get paid, but it wasn't about the money. The sense of accomplishment, the glow on his students' faces was enough.

Eventually, the kids went back to class. School business resumed. I wandered the halls. I had an urge to stay. The work being done here was so important. Not only were children being educated, they were being given hope. Because people cared.

http://www.mcdonogh15.org

http://mhopus.org/

Bob Lefsetz (watch the language)

One Dad's Campaign to Save America

Jay Matthews:

Bob Compton may be wrong about American students losing out to our hard-working Indian and Chinese competitors, but he is astonishingly sincere in his views. Even if his country doesn't react to the international threat, he will. He has hired special tutors for his daughters, even though they already have top grades at a premier private school.

Compton, 52, is a high-tech entrepreneur and investor based in Memphis. His documentary film, "Two Million Minutes," has become a key part of a campaign known as ED in '08, which aims to push the next president toward big changes in U.S. schools. Compton and the ED in '08 backers, including billionaire Bill Gates, support the growing movement for more instructional and study time. Compton's message is that American kids are wasting much of their four years of high school--about 2 million minutes--on sports and jobs and television while Chinese and Indians are studying, studying some more and then checking in with their tutors to see what they still need to study.

I am not friendly to Compton's argument. I think the Chinese and Indian threat to the American economy is a myth. I have been convinced by economists who argue that the more prosperous they are, the more prosperous we are, since they will have more money to buy our stuff. I also believe that prosperity in previously troubled countries such as China and India promotes democracy and peace.

I do, however, like Compton a lot, and agree with him that our high schools need to be much better--not in order to beat the international competition but to end the shame of having millions of low-income students not getting the education they deserve. I admire a dad who applies his arguments to his own life in ways I never would. He is significantly increasing the amount of time his children are devoting to their studies, whether they like it or not.

Sable Flames Annual Second Alarm Scholarship Benefit on Saturday 2/23

via a Johnny Winston, Jr. email

On Saturday, February 23, 2008 at the Edgewater Hotel at 666 Wisconsin Avenue [Map] in Downtown Madison, The Sable Flames, Inc. (African American firefighters for the City of Madison) will present its Fifteenth Annual “Second Alarm Scholarship Benefit” at 8:00 p.m. until 1 a.m.

Entertainment for this year’s event features a disc jockey (DJ Surprise) and dance music; complimentary hors d’oeuvres, door prizes, music, dancing and a cash bar will be provided. A mature audience and dress attire is requested.

Tickets are available from members of The Sable Flames, Inc. or can be purchased at the door. The cost of the event is $25 in advance and $30 at the door. Tickets are tax-deductible and can be purchased as a donation if you cannot attend the event. The Sable Flames, Inc. is a non-profit, tax-exempt organization.

For tickets and additional information, please contact Mahlon Mitchell at 698-2333 or Johnny Winston, Jr. at 347-9715 or johnnywinstonjr@hotmail.com.

Please feel free to send this message to other interested persons, organizations or parties. My apologies for any duplicate messages or cross-postings.

Madison hosts all-city Scrabble tournament

Emily Mills:

Break out the dictionaries and the little wooden squares because it’s time for a Madtown Scrabble smackdown!

A citywide Scrabble tournament, organized by Madison Family Literacy, aims to help raise funds for reading and education programs for adults and children in the city. The tournament runs from February 23-24 at the Hilldale Shopping Center, and kicks off with a challenge game between Mayor Dave and whoever makes the highest bid for the honor of schooling him at wordplay.

Started in 1999 as part of the federal Even Start program, Madison Family Literacy (MFL) grew out of a need to restructure and move ahead when federal funds began to dry up for the various original branches of the organization. The programs provide adult education courses in English literacy, high school equivalency, employment readiness, childhood development and other essential skills to various at-risk and lower income families throughout Madison. They also provide daily early childhood classes for up to 50 children. And though many local and national groups, including Attic Angels, Returned Peace Corps Volunteers and the Barbara Bush Foundation have chipped in to help keep the program afloat, finances remain tight.

Patti La Cross, the current coordinator, explains: “In the past four years, several things have happened: The federal budget for Even Start was reduced by about 70% and in succession the two other Madison Even Start grants were reaching the end of their four-year cycles. So, we voluntarily merged, eventually becoming One Grant -- Madison Family Literacy -- and serve the city's least educated, lowest income families on just over 1/3 of the original funds. And our success at meeting or exceeding all our performance indicators still went up!”

In addition to those families it was already serving, the program took on over 30 Hmong refugee families who began moving into subsidized housing in Madison back in July of 2004. Despite less money coming in and being told to cut back, MFL actually added services for these and other ethnic groups in the area.

Md. Moves to Recruit 1,000 Foster Parents by 2010

Ovetta Wiggins:

Maryland has launched an aggressive campaign to increase the number of foster families, aiming to recruit at least 1,000 foster parents by 2010.

More than 10,000 children in Maryland are in out-of-home placements, and about 20 percent are in group homes.

"That's too many," said Norris West, a spokesman for the Maryland Department of Human Resources, which places children in foster homes and group homes. "One thousand by 10 is a way to come up with a better balance."

Maryland has 2,800 foster families, and the campaign seeks to increase that number by 35 percent in two years.

Department Secretary Brenda Donald said Maryland is trying to reverse an alarming trend: One thousand foster parents were lost from 2003 to 2007.

Race out as reason to deny Madison school transfers

Susan Troller:

Madison School Board members voted Monday night to halt the practice of using race as a reason to deny transfers by white students to other school districts for the current open enrollment period, which began Monday and continues through Feb. 22. [About open enrollment: Part and Full Time]

The decision was made by unanimous vote during the board's regular meeting, following a closed-door session with district superintendent Art Rainwater and the district's legal staff.

Last year, the portion of the district's open enrollment policy focusing on achieving racial balance in district schools affected about 120 students whose requests for transfer were denied, Rainwater said in a short interview following the meeting.

He said he had no idea how many students might be affected during the current enrollment period.

He also said that the Madison district has been closely following state statute regarding open enrollment, although it is the only district in the state to have denied transfers based on race.

"We take the laws of the state of Wisconsin very seriously," Rainwater said. "I guess I'd question why in the past the other districts weren't following the law as it's written."

Background: Madison Schools' Using race to deny white student transfers to be topic for the School Board by Andy Hall

School Programs Hope Babies in the Classroom Will Reduce Bullying

Nick Wingfield:

It's just Nolan Winecka's second time teaching a class of fifth graders at Emerald Park Elementary School in this Seattle suburb, and it shows as he stares nervously at the two dozen kids surrounding him.

He burps. And the class erupts in giggles.

Nolan is 6 months old and hasn't had any formal pedagogical training. But to the group that put him in the classroom, he has everything he needs to help teach children an unconventional subject. A Canadian nonprofit group, Roots of Empathy, is now bringing to the U.S. a decade-old program designed to reduce bullying by exposing classrooms to "empathy babies" for a whole school year.

Nolan is one of 10 babies in a test of this latest education craze in Seattle-area schools. In all, more than 2,000 empathy babies are cooing, crawling and crying in classrooms in Canada, Australia, New Zealand and the U.S. The idea is that children -- typically from kindergarten to eighth grade -- can learn by observing the emotional connection between the babies and their parents, who volunteer for the program and who are with them in the classroom. It's part of a wave of programs aimed at boosting the "emotional literacy" of youngsters in schools by getting them to recognize and talk about their feelings rather than act out aggressively.

Group to Monitor the Milwaukee Public Schools

Alan Borsuk:

An impressive group of what Sister Joel Read called "good, critical friends" came together Monday to announce that it was launching an effort aimed at providing both support and pressure for Milwaukee Public Schools to meet the ambitious goals of its new strategic plan.

Representatives of the business community, labor, education institutions, community groups and the state and local political worlds took part in the session at the new downtown headquarters of Manpower International, led by Read, the retired president of Alverno College.

"You've got a buy-in here," said Mayor Tom Barrett, who will be a member of the committee, known as the Accountability and Support Group. "We all know what's at stake here - the future of the city."

Jeff Joerres, chief executive officer of Manpower, told the group that life needs to be put into the strategic plan because the future of the economy of the city depends on education and commitment to success. There is no option about whether to make sure there is momentum in improving education, he said.

The group will meet quarterly to look at how things are going in MPS, beginning in May, Read said. She said she expected the meetings to be demanding and detailed.

"We'll do the things that good, critical friends do," she said.

Circuit Judge Carl Ashley, a member of the group, said this is a time of necessity and opportunity for MPS - necessity because of the importance of improving educational results, and opportunity because "there is a coordinated community response" to what is going on.

Related editorial:

A new citizens' committee reviewing plans for improving instruction must insist that MPS reach its high goals.

Green Charter Schools Meeting

You’re invited to an important discussion about “green” public schools with environment-focused educational programs and practices.

Date: February 11, 2008 (Monday Afternoon)
Time: 1:30pm to 3:30pm
Site: U.W.- Madison Arboretum

Join this facilitated discussion among educators, students, environmental leaders, policymakers, green charter school friends, news media, school officials, and founding directors of the new Green Charter Schools Network.

Discussion & Reception

Facilitator: Doug Thomas, Director, EdVisions
Share your opinions about:
Green Charter School Choices in Public Education
Student Experiences at Green Charter Schools including River Crossing Charter School Students
What’s It Mean to Be an Educated Person?
Creating the Capacity for Change
Young People and the Environmental Legacies of:
Aldo Leopold
Gaylord Nelson
Sigurd Olson
Innovating with School and Schooling -- "Innovating" linked at Education / Evolving

VICTORIA RYDBERG and STUDENTS from River Crossing Charter School will join us at the February 11 discussion along with TIA NELSON, Gaylord Nelson’s daughter; JEFF NANIA, Director, Wisconsin Waterfowl Association; SARA LAIMON, Teacher, Environmental Charter High School, L.A., California; JIM McGRATH, JULIE SPALDING, & JIM TANGEN-FOSTER, Educators & Founders of Green Charter Schools; STEFAN ANDERSON, Headmaster, Conserve School, and many other environmentalists and educators.

Please RSVP to sennb@charter.net or 608 238 7491

People Making A Difference: Connie Ferris Bailey

WKOW-TV:

Nationally, about half a million teens drop out of school every year. Without a diploma, many can't find work, some end up in jail.

A Madison-based charity gives troubled teens hope for a better future.

Connie Ferris Bailey is the executive director of "Operation Fresh Start". The local charity strives to keep teens in school, employed and out of trouble.

In 37 years, 7,000 young people helped build 190 affordable homes in Dane County.

Typically, these young adults come from low-income families, struggle with school, and may have a criminal record.

Teens commit to at least 900 hours of paid work. They also receive a minimum of $2,365 for college.

School For Autistic Children Raising $250,000 For Operational Costs

channel3000:

WISC-TV first told the story of Common Threads back in October when the school opened.
Common Threads is a place where children can learn to overcome some of the communications challenges of autism.

It also provides support and services for families who aren't able to get it anywhere else.
"I don't know what else we'd do," said mother Krysia Braun. "Honestly I'd probably have to go to preschool with him in order to make sure that he was getting the most out of it. If you're going to spend money to go to private school, the kids need the support, and we find it at Common Threads"
On Sunday, the school held a fundraiser hoping to raise the $250,000 needed for the school's operational costs.

"It's necessary to help with our operating expenses during the first year of startup," said Common Threads executive director Jackie Moen. "We are assimilating the children in slowly so they are fully supported and then they feel comfortable and understood and then we'll bring in perhaps one to two children a week."

Bill Strickland: Rebuilding America, one slide show at a time

TedTalks:

With subtle accompaniment by longtime friend Herbie Hancock, and a slide show that has opened the minds (and pocketbooks) of CEOs across the country, Bill Strickland tells a quiet and astonishing tale of redemption through arts, music and unlikely partnerships.

Why you should listen to him:

Bill Strickland's journey from at-risk youth to 1996 MacArthur 'genius' grant recipient would be remarkable in itself, if it were not overshadowed by the staggering breadth of his vision. While moonlighting as an airline pilot, Strickland founded Manchester Bidwell, a world-class institute in his native Pittsburgh devoted to vocational instruction in partnership with big business- and, almost incidentally, home to a Grammy winning record label and a world class jazz performance series. Yet its emphasis on the arts is no accident, as it embodies Strickland's conviction that an atmosphere of high culture and respect will enervate even the most troubled students.

With job placement rates that rival most universities, Manchester Bidwell's success has attracted the attention of everyone from George Bush, Sr. (who appointed Strickland to a six year term on the board of the NEA) to Fred Rogers (who invited Strickland to demonstrate pot throwing on Mister Rogers' Neighborhood). And though cumbersome slide trays have been replaced by PowerPoint, the inspirational power of his speeches and slide shows are the stuff of lecture circuit legend.

On Madison Boundary Changes

Dear Board,

As the opening of a new school is coming close, I was surprised to some extent that the plans were changed with such a short amount of time left before the new year.

So...........I dug up my West Side Long Term Planning Binder and reviewed all the data presented to us, as a member of that committee, and remembered the HOURS we spent debating and reviewing the pros and cons of each plan. I believe this is a very hard process and I am sad it is being altered at this late date.

I think one thing many of us felt on the Long Range Planning Committee was even with the new school and addition to Leopold we did not devise a Long Term Plan. My #1 suggestion to the board would be to revisit the plan of "making the map look better" and balancing the income levels but TO MAKE IT A LONG TERM plan and say in 6 years this is what we are going to do. (and stick to it) I think when you spring it on families that in a few months Johnny has to switch schools, we parents are too invested and comfortable with the school and protest the change. But if a 6 Year Plan was in place with some options to start at the new school, grandfather for a couple of years the protest would be great but families would have lots of time to accept the change and deal with it. It would also be a LONG TERM PLAN.

As far as the new plans I have to LAUGH at the school pairing idea. This was the number one presentation from Mary and the administration. They clearly loved the idea of pairing and attempted to pair Chavez/Leopold, Crestwood and Stephens, Crestwood/Falk, Chavez/Lincoln, Thoreau/Lincoln...................
Each time the committee shot it down. We did not, from a community few point find it appealing. Notice of the 12 or so plans we came up with not one pairing survived. I know it is more convenient for downtown and their numbers but let me tell you our thoughts at the time.

1. Pairing two schools has worked for Marquette/Lapham and Franklin/Randall primarily because they are similar in their make-up of families and because they are neighborhood schools (0 bus). While Stephens and Crestwood are similar in make-up they happen to be two of the most "bused" schools in the district. Crestwood is at 7 buses and Stephens I believe has 8 or so. That means if Johnny is in 1st grade and Sally is in fifth, they could both take two buses to and from school, or there will have to be two different buses come pick up these two siblings. Either way it is different than the Johnny walk to school and then takes a bus to the "other" school, and it seems like it would increase the transportation cost. But at least these schools are close in proximity.
   
   
2. Pairing will reduce parental participation. At the middle school (as PTO president) I find people feel it takes a year to learn the ropes, and many do not want to get involved because the investment of time is so reduced. 6 years at Crestwood getting to know a principal, staff, etc is different than 3 at Crestwood and 3 at Stephens. We also use the older students for reading buddies, snow suit helpers, etc.... I love having my kids at one school not 2 and since I have more than two kids 3. Three principals, 3 rules, 3 different PTO's, 3 different places to drive. I currently have this situation (high school, jr. high, elementary) and it's not fun.
   
   
3. Pairing schools to solve the high low income numbers did not work at Midvale/Lincoln. It was an interesting experiment but in 1991 Lincoln had a low income of 51% and in 2005 they were at 69% combined currently it is 64%, and Midvale in 1991 was 42% and 2005 it was at 64%. I know many claim this was for odd reasons but the pairing of Falk/Crestwood to solve the low income I predict would have the same impact and we would loss families as we did in Midvale. These schools are too different. Falk has 0 or one bus. Most families walk to school. You would then bus them to school. Crestwood families would again have to take two buses I suppose to get to Falk. Also as with the problem of moving low income families to a school far away, you cause this same transportation problems. These kids may not be able to get to school if they miss the bus, etc due to parental lack of transportation. Pairing two school so far from each other makes little sense too me for this reason.
   
   
4. Pairing two school such as Falk/Crestwood from two different Middle School boundaries also creates problems with where they go after elementary. Do you separate kids that go to elementary together?
   I hope the district is prepared to lend Jefferson an enormous amount of resources if the pair go to Jefferson. Since Crestwood and Stephens will increase their high needs students from Allied, the Wexford community already attends Jefferson and then add many high needs from Falk, I expect Jefferson would require greater resources. If you send them to Toki, my children who currently walk to school would take a bus to school.

These were just a view of the complaints, concerns I can remember, or I took from my notes. I know NONE of these issues are simple. To be frank moving high income families to a low income schools creates problems and can cause the district to lose families. Moving low income to high income schools causes problems with transportation for those kids and families. Once families are invested in a school far away or close they tend to like that school best, which speaks volumes to the individual schools and their staff and principals. I felt the original plan had the best balance of moving families to fill schools and balance some of the stress at Falk. For whatever reason that was changed. But to me the plan to move Spring Harbor to Crestwood makes the most sense and then do a 6 YEAR plan to address the low income needs and take that $90,000 to bus kids to and from Falk and put it into extra staff support where it is needed at Falk. We can't solve the changing demographics overnight. I truly understand the difficultly involved in changing boundaries and do not take your job lightly, but as an enormous amount of hours were spent on this issue by many members of the community I felt you should also not take our input too lightly.

Thanks for your attention,
Mary Kay Battaglia
mom at Crestwood, Jefferson, and Memorial (3 schools is too much!!!)

Madison Superintendent Candidate Dan Nerad's Public Appearance

Watch a 28 minute question and answer session at Monona Terrace yesterday, download the .mp4 video file (168mb, CTRL-Click this link) or listen to this 11MB mp3 audio file. Learn more about the other candidates: Steve Gallon and Jim McIntyre.

I spoke briefly with Dan Nerad yesterday and asked if Green Bay had gone to referendum recently. He mentioned that they asked for a fifth high school in 2007, a $75M question that failed at the ballot. The Green Bay Press Gazette posted a summary of that effort. The Press Gazette urged a no vote. Clusty Search on Green Bay School Referendum, Google, Live, Yahoo.

Related Links:

• Dr. Daniel Nerad, Superintendent of Schools -- Green Bay Area Public School District, Green Bay, Wisconsin [Clusty Search / Google Search / Live Search / Yahoo Search ]
• Desired Superintendent Characteristics
• Five Candidates Named
• Learn more about the three candidates
• NBC15
• Hire the best
• Susan Troller:

  Dan Nerad believes it takes a village to educate a child, and after three decades of being a leader in Green Bay's schools, he'd like to bring his skills here as the Madison district's next superintendent.

  Nerad, 56, is superintendent of the Green Bay public school system, which has just more than 20,000 students.

  At a third and final public meet-and-greet session for the candidates for Madison school superintendent on Thursday at the Monona Terrace Convention Center, Nerad spoke of his passion for helping students and his philosophies of educational leadership.

  Speaking to a crowd of about 70 community members, Nerad began his brief remarks by quoting Chief Sitting Bull, "Let us put our minds together and see what kind of life we can make for our children."

  "I believe the 'us' must really be us -- all of us -- working to meet the needs of all children," he said. Several times during his remarks, he emphasized that education is an investment in work force development, in the community and in the future.

  He also said that he believes it's a moral commitment.

  Nerad talked about his efforts to create an entire district of leaders, and the importance of a healthy, collaborative culture in the schools. He said he saw diversity as "a strong, strong asset" because it allows kids to learn in an atmosphere that reflects the world they are likely to live in.

Emma Carlisle and Cora Wiese Moore provided music during the event. Both attend Blackhawk Middle School.

Madison Superintendent Candidate James McIntyre's Public Appearance

Watch a 28 minute question and answer session at Monona Terrace yesterday, download the .mp4 video file (195mb, CTRL-Click this link) or listen to this 12.3MB mp3 audio file. Watch [64MB mpeg4 download - CTRL-Click]or listen to a short, informal chat. Learn more about the other candidates: Steve Gallon and Dan Nerad

Related Links:

• Dr. James McIntyre, Chief Operating Officer – Boston Public Schools, Boston, Massachusetts [Clusty Search / Google Search / Live Search / Yahoo Search]
• Desired Superintendent Characteristics
• Five Candidates Named
• Learn more about the three candidates
• WKOW-TV
• NBC15
• Hire the best
• Susan Troller:

  The students in an alternative high school in East St. Louis inspired Jim McIntyre when he was their teacher and continue to inspire him today as an administrator in the Boston public school system.

  McIntyre, 40, spoke late Wednesday afternoon at Monona Terrace to a crowd of around 50 people at the second of three public meet-and-greet sessions for the final candidates vying for the job of Madison school superintendent.

  "Teaching in East St. Louis was a life-changing experience," McIntyre explained.

  "Many of my students were children who lived under very, very difficult circumstances. When you were able to eliminate some of the distractions they faced and get them engaged in school, they were smart, talented students," he said.

  But for some, the odds were so difficult, and their lives so daunting that hope was hard to maintain.

  "My brightest student, my best student, took his own life because he just didn't see any future. It's with me every day," McIntyre said.

  McIntyre, 40, is currently the chief operating officer of the Boston public school system, which has an operating budget of about $800 million. Before becoming chief operating officer about two years ago, McIntyre was budget director of the district, which serves about 57,000 students, for 8 years.

  He says he tries to bring a student-centered focus to his job managing facilities, food service, safety, transportation and all other aspects of his job.

Madison Superintendent Candidate Steve Gallon's Public Appearance

Watch a 28 minute question and answer session at Monona Terrace yesterday, download the .mp4 video file (175mb, CTRL-Click this link) or listen to this 11.3MB mp3 audio file. Learn more about the other candidates: Jim McIntyre and Dan Nerad.

Related Links:

• Dr. Steve Gallon, District Administrative Director – Miami/Dade Public Schools, Miami, Florida [Clusty Search / Google Search / Live Search / Yahoo Search]
• Desired Superintendent Characteristics
• Five Candidates Named
• Learn more about the three candidates
• WKOW-TV
• NBC15
• Hire the best
• Susan Troller:

  As a life-long resident of southern Florida, school superintendent candidate Steve Gallon III grimaced, then grinned, when asked about how he liked Wisconsin weather.

  Known as a motivational speaker as well as a top teacher, principal and administrator in the Miami/Dade County public school system, Gallon quickly got back on message: He sees his experiences as an educator and a leader as a good match for the school district here, especially given its rapidly changing demographics and challenges in funding.

  He said the issue of underperforming students is not so much one of ethnicity but of economics.

  "What we have to do is embrace the reality that gaps in achievement exist," Gallon said. Much of it, he said, has to do with economic disadvantage.

  "It's the 800-pound gorilla in the room. You must acknowledge that work needs to be done before you're going to be successful in dealing with it," he said.

  Gallon, 39, is one of three finalists for the position of school superintendent here. He talked with community members and the media in a meet and greet session late Monday afternoon at Monona Terrace. There will be similar sessions today and Wednesday for candidates James McIntyre, chief operating officer for the Boston public schools and Daniel Nerad, superintendent of the Green Bay district.

  In responses to questions from the audience, Gallon applauded the notion of working closely with the resources of the University of Wisconsin, said he believed in the least restrictive environment for special education students and cautioned that problems facing schools in terms of funding weren't likely to be solved easily.

Top Issue For D.C. Schools? Parents.

David Nakamura and Jennifer Agiesta:

Seven in 10 D.C. residents believe the city's public schools are performing inadequately, with the lack of parental involvement still cited as the biggest problem facing the nearly 50,000-student system, a Washington Post poll has found.

www.dyslexia.com/

1. A fantastic site and resource for LD (learning differently) in general.
   
   
2. In addition, the Davis Technique works! The nearest provider is in Waukesha, but parents can learn about and use the technique.
   
   
3. The Davis program was adapted by a teacher for use in the general reading curriculum grades K-2 at low cost. A CA research study showed its use resulted in no references for special ed and increased references for T&G tracks compared to the control group.

http://www.dyslexia.com/

A Discussion on School Models (Traditional, Charter and Magnet)

Madison Superintendent Art Rainwater and Rafael Gomez held an interesting discussion on school models recently [Announcement].

Read the transcript
Watch the Video
or listen to the event (41mb mp3 audio)

Related:

• Madison School Board Discussion of School Models, Including Basic and Alternative Approaches
• Where have all the students gone, an update.
• Competition in Public Education
• A History of the Madison Studio School Initiative

Math 234 at the University of Wisconsin Madison for High School Students

Via Ted Widerski's email:

The UW Math dept has decided to offer a section of Math 234 (3rd semester Calculus) at 7:45 am in the fall of 2008. This course will be taught by Professor Andreas Seeger and will meet at 7:45 - 8:35 on MWF for 3 credits. The UW has chosen this time as being somewhat convenient for high school students, as many students can take this course and return to their high school in time for 2nd period.

Madison Schools have 26 students in grades 11 or below that will be completing Calculus II this year. Combined with students in neighboring school districts, there is a possibility that a large percentage of the class will be made of area high school students.

For those students that plan to elect this course, each District has a deadline for accessing the Youth Options [Clusty | Google] program. In Madison, that deadline is March 1. Therefore, I would encourage you to speak with students and parents in your building and make them aware of this opportunity. Also, please pass on this info to other key people in your building such as guidance counselors, math department chairs and Calculus teachers.

If you have questions or concerns, feel free to contact me.

Ted Widerski
Talented and Gifted Resource Teacher
Madison Metropolitan School District
545 W Dayton Street
Madison, WI 53703
(608)442-2152

Related: Credit for non-mmsd courses.

To the Superintendent Selection Committee of Madison Metropolitan Schools

via email (with an opportunity to sign on below):

As you make your selection for the next Superintendent of MMSD, we ask you to choose a candidate that will be able to address the needs of all students, including those of gifted and talented (GT) students. We strongly urge you to hire a candidate that is knowledgeable of and open to the special needs of gifted learners.

The following are reasons this is necessary. References for these points are attached.

Approximately 1 out of every 5 drop-outs is gifted.

Giftedness occurs in all racial and socioeconomic groups. It is short-sighted to ignore the needs of the gifted as we increase in low-income enrollment, and creates even more disparity as those who have resources have other choices.

The statistics for Madison's gifted low-income and minority student drop-outs may be significantly higher than 1 out of 5.

GT students may learn poorly when taught at standard grade level and rate.

It may be thought that the experience of gifted in heterogeneous classrooms is that of the pleasure of excelling above everyone. However, as one GT teacher at Appleton's gifted school observed, it is the experience of a 5th grader whose teacher inexplicably teaches 1st grade curriculum.

Children who are highly gifted have special needs, academically and emotionally, and that should be recognized. Some states, such as New Mexico, give children at both ends of the academic bell curve IEPs.

Gifted children do not automatically “make it anyway”.

In the past 5 years, MMSD TAG staff has been cut by more than half, while other Teaching and Learning Department allocations have increased.

The student to TAG staff ratio in all neighboring districts is at least 4 times better than MMSD’s.

MMSD student enrollment has decreased and enrollment in all neighboring districts has increased. Many of us know families that have left for more challenging academics and school choice (“Bright Flight”).

MMSD spends nearly $14,000 per student. Edgewood Schools’ tuition is approximately $6000/student. Even if that figure is doubled to allow for resources for other children with special needs, there should still be enough for gifted education as well if it is valued.

Many other cities have gifted charters, or at least gifted programming. Janesville, Appleton, and Milwaukee are Wisconsin examples. Why do we not have gifted programming in Madison?

We need a superintendent who is specifically knowledgeable in the needs of the gifted to be able to support “best practices” from GT research.

All children deserve and should be entitled to learn at their level and speed. Our children should not be used for philosophical or political purposes.

The field of education seems particularly susceptible to cycles of philosophy and those in charge often adhere religiously to particular dogma. We need a moderate superintendent, open to parental choices and alternatives and the needs of all students. He or she should be able to recognize that for some, the neighborhood school is best, heterogeneous classes are the best, and for others, a charter school specializing in a high degree of challenge is needed.

We need to think about the future and think globally.

Thank you for your consideration,
Sincerely,

Bonnie

"To sign on to this letter, please email pbe@terracom.net and write "Letter Sign On" in the subject."

Tutoring the 3-Rs and developing other "literacies"

Bob Parvin:

This site is about literacy--basic reading and writing and numeracy, and other "literacies:" celestial, geographic, economic, biological, nutritional, etc.

I am a retired resident of San Francisco with a long-time interest in child and adult literacy. I am offering my free program on the Web to help parents and tutors teach children to read, write, spell, and reckon. I have also included a program on English grammar and composition for good measure. In addition I have Web pages reflecting my interest in other subjects in which I want to be "literate."

If you have an interest in any these subjects, I invite you to check them out:

Tutoring for Mastery of Reading and Writing and Arithmetic

Tutoring English Grammar and Composition

Finding and Reading eBooks

Beginning Urban Skywatching

Physical Geography of the U.S.

Economic Literacy

Global Warming and Warning

Approaching the Bible

Islam: One American's Findings

DNA: Life's Common Denominator

Nutrition: What should we eat?

Help for Microsoft Windows XP

Bread Machine Baking

Tips for No-Knead Bread Baked in a Pot

Links to Video Performances of Great Arias

The Home Library, an electronic home reference library

Recollections of an Old Farm Boy

Why the Public Schools?

Laurent Lafforgue:

Since my forced resignation from the High Council of Education, I have received hundreds of testimonials from teachers, parents, students and plain citizens of all social groups. Among these messages I have been particularly struck by those parents who have written me, in substance, “We have been so deceived, and we are so appalled, by what has become of the schools that we have decided to remove our children from there, and to teach them ourselves.” Or, “We have joined with other parents and are pooling our talents to form our own classes for our children”. Or, again, “Despite the financial sacrifice it represents, we have placed our children into private schools.” And finally, those most numerous messages which say: “Our children go to school, yes, but every evening we put them to work using old textbooks, and do what we can to give them the kind of rigorous instruction that is no longer given in their classes. But what a labor for them, and what a responsibility for us!”

That parents should go so far as to remove their children from school, to teach them themselves, at home, or to form parallel classes for them in which they, themselves, are the teachers, to prefer a school to which they must pay the fee to the free public school, or to impose on their children and themselves the burden of a night school added to the day school they consider to be nothing but a holding pen, all this became and remains for me a theme of profound dismay. And I notice as well that these are surely the parents who enjoy a high level of education and – for those who can pay the fees of a private school – of income. And then I think of the other children, who do not have the benefits of having been born into families similarly favored.

Students, all the students, are the primary victims of the destruction of the school. This destruction has resulted from educational policies of all the governments of the last few decades. It is not the teachers who are responsible for it, for they are victims themselves: firstly in that they have been prevented from teaching correctly, by the publication of national curricula which are increasingly disorganized, incoherent and emptied of content; then because the knowledge gaps accumulated by their students over the course of years have made the conditions of teaching ever more difficult, and have exposed them to incidents of increasing incivility and violence on the part of adolescents who have never been taught either the elementary understandings, the habits of work, or the self-control which are indispensable to the progress of their studies; and finally because the younger generation of teachers has suffered from an already degraded educational program, so that their own understanding is less ce