The newsletters posted on the MMSD’s Long Range Planning page say that the East task force narrowed its considerations to eight options, and the West/Memorial narrowed its considerations to seven.
Could someone please post a list of the options for each task force?
Dear La Follette Parents & Taxpayers,
I am writing because I am greatly distressed about conditions at La Follette High School under the 4-block system. I strongly believe that as parents and taxpayers you have the right to be included in the debate about your child’s education. Because I believe the future of the 4-block will be decided in the near future I am compelled to provide you with some information.
Students in the traditional MMSD high schools are required to spend 50% of the credits required for graduation in academic areas. La Follette students are required to spend only 42% of their time in academic areas. Why does the district believe that La Follette students need less time in academic areas? Do the taxpayers support this decision? I understand that this is a debatable question. What I do not understand is why there is a different answer for La Follette students.
On October 17, the Legislative Committee of the Madison School Board voted unanimously to recommend that the district join the Wisconsin Alliance for Excellent Schools (WAES) The organization is a diverse, statewide coalition working for comprehensive school-funding reform.
Partners in the coalition believe in the following core principles that serve as “membership criteria” and the rationale for a school-finance reform proposal based on the Adequacy model, the Wisconsin Adequacy
To some Colorado residents, Referendum C is the best chance to spare the state’s schools from deep budget cuts. To others, the ballot measure—which will go before voters Nov. 1—represents a steep tax increase and gives lawmakers too much power over how state revenues are spent.
Referendum C is a proposed five-year suspension of Colorado’s Taxpayer Bill of Rights, or TABOR. TABOR is a voter-approved 1992 constitutional amendment that imposed a formula-driven cap on state spending and required the state and local jurisdictions, including school districts, to give back to taxpayers any revenues in excess of the cap.
“It is by far and away the most restrictive tax and spending limitation in the country,” said Wade Buchanan, the president of the Bell Policy Center, a think tank in Denver. “It really is a measure that gives fiscal decisionmaking powers almost exclusively to the voters.”
From “Colorado Referendum Targets Revenue Cap: Easing restrictions would free up more tax dollars for schools and colleges”, by Linda Jacobson in Education Week, October 19, 2005.
Rafael Gomez organized an excellent Forum Wednesday evening on Poverty and Education. Participants include:
- Tom Kaplan: Associate Director of the Institute for Research on Poverty kaplan at ssc.wisc.edu
- Ray Allen, Former Madison Board of Education Member, Publisher – Madison Times
- Maria Covarrubias: A Teacher at Chavez Elementary mcovarrubias at madison.k12.wi.us
- Mary Kay Baum: Executive Director; Madison-Area Urban Ministry mkb at emum.org
- Bob Howard: Madison School District rhoward at madison.k12.wi.us
Listen to the entire event (70 minutes) via a mp3 file on your ipod/mp3 player or watch the entire video here. Individual presentations are available below:
||Maria Covarrubias: A Teacher at Chavez Elementary describes her journey from a California migrant worker to a UW Educated Madison Teacher. Video
Try your decoder ring on this cryptic missive to solve Mystery #3, Case of the Unknown Authorization:
Major Division Highlights and Anticipated Challenges [for the Department of Educational Services]:
– Expand programming and placement options for elementary age students with severe Emotional Behavioral Disability (EBD) and significant mental health needs. Budget & District Profile, page 79
When you break the MMSD’s crypt it means:
Create two new classrooms at Marquette Elementary for students with EBD;
Put two teachers, two aids, and a school psychologist in the two classrooms;
Spend a minimum of $350,000 on the classrooms.
The Wisconsin State Journal (October 26) carries a story on violence at Madison’s Memorial High School:
After a tumultuous two weeks at Madison Memorial High School marked by four weapons incidents, a student hit by a car and a gang fight, about 250 parents gathered to question Principal Bruce Dahmen about school security Tuesday night.
Two weeks ago, I emailed this Open Records request to Madison School District Attorney Clarence Sherrod:
Good Afternoon, Clarence:
I hope this note finds you well.
I am writing to make an open records request under sec. 19.35 of the Wisconsin Statutes. I would like copies of any agreements signed this year by the Madison Metropolitan School District or its representatives to purchase land for a school site. I believe the issue of purchasing land for a school site was discussed by the Madison Board of Education on 10/10/2005.
I believe that these sort of land/facilities discussions should be public knowledge, particularly in light of the East / West task force activity.
Thank you very much and best wishes.
I received a response today from Bob Nadler, the District’s Custodian of Records. Essentially, this response means that the public has no right to know about the District’s purchase of land for a new school site until after the Board agrees to purchase. Read Bob’s letter here. I will post the document he referenced upon receipt.
The Capital Times reports in a story by Lee Sensenbrenner:
A staff member at Memorial High School was struck in the face and a fire alarm went off after several fights broke out at once in a crowded hallway of Madison’s largest high school.
According to a report by Madison Police Lt. Pat Malloy, eight to 10 students were involved in a disturbance Monday morning that “turned into three to five physical fights in the hallway.” At some point during this, “an officer inadvertently touched a fire alarm,” Malloy said.
“A short time later, a staff member asked a student to remove a hat,” Malloy wrote in a release. “The student responded by striking the staff member in the face.”
Has the MMSD or any other agency followed up on the suggestions to convene a task force on gangs and student violence, as proposed at the forum sponsored by the schoolinfosystem.org? Seems like some follow up would be a good idea.
The Madison School Board met Monday evening. Here are a few items from that meeting:
Local musician Ken Lonnquist was recently in residence at Thoreau School. Ken worked with each grade to compose a song. The resulting music, ultimately destined for a CD, was performed on a recent evening. Here’s a brief video clip from the event.
UPDATE: Thoreau’s Rhonda Schilling emailed the funding details:
Dane County Cultural Affairs ($1450 grant)
Wisconsin School Music Association ($500 grant)
Thoreau PTO ($1750 Cultural Arts Budget and Barnes & Noble Fundraiser)
So far, undaunted detectives, Mysteries #1 and #2 remain largely unsolved, and I’ll shortly update the faithful followers on those.
In the meantime, train your magnifying glasses on Mystery #3, The Case of the Unknown Authorization.
The Unknown Authorization took place in the MMSD budget approved by the Board of Education. It created two new classrooms at Marquette Elementary for a cost of at least $350,000.
Find the authorization and the funds in the MMSD budget documents . . . if you can.
Hint: You’ll need your secret decoder ring!
No one appreciates Mary Gulbrandsen’s contributions to the Madison Metropolitan School District (MMSD) more than her boss, superintendent Art Rainwater. When we included Gulbrandsen in Madison Magazine’s 2004 People You Should Know list, Rainwater was the first to let us know we’d made an inspired choice. As MMSD chief of staff for the last two years, Gulbrandsen’s influence on all aspects of Madison’s K-12 schools is undeniable. From long-range planning to finance and operations to performance and achievement, district administration minutes suggest Gulbrandsen has spent the last two years in meetings. But seeing her in action on some of the most difficult issues, like the school environment for kids and families of color, proves what a skilled administrator she’s become. Add on top of all that her striking warmth and good sense, and Gulbrandsen seems a perfect fit for her behind-the-scenes position of power.
From “Power Influence & Anonymity: The Seven Women Power Brokers You Need to Know” by Robert Chappell, Neil Heinen and Brennan Nardi
Madison Magazine, November 2005
Jim Zellmer, and others have taken the district to task for having a “same service” budget – alledging that nothing changes as a consequence.
But let’s clarify the use of some terms. The district uses the term “same service” to estimate the next year’s costs – the city and county do the same thing, but use the term “cost to continue.” This is not the entire process, but merely the starting place. The district and Board then make changes – both to comply with the state revenue caps and to improve our programs. We can figure what the changes will cost (or amount saved) by the difference from the same service budget.
Change and how to achieve it in a large system such as the school district is a major concern. Some changes have significant budgetary impacts, e.g. equipping schools with adequate computers (and the infrastructure to support this), reducing class sizes in the primary grades.
However, the one of the most far-reaching changes needed is to change what is occurring in the classroom. This change is brought about through intensive staff development – and is aided by smaller class sizes, but once the district budget includes funding for staff development and for smaller classes the critical factor is not the budget for these but how the funds are used.
Lookout Sandy Cullen, Matt Pommer, Jason Shepard, and Mitch Henck! Professor Jack Mitchell’s Journalism 335 class at the University of Wisconsin-Madison is teaching the next generation of media. For several weeks these students learn about the Madison School Board and the City Council. I asked Professor Mitchell if I could share the stories with all of you. Enjoy.
Karen Rivedale in the WI State Journal article, “Creamier Crop at UW Madison,” writes that “This year’s freshman class posted high scores on college entrance exams, beating the average national scores on the tests and continuing UW-Madison’s increasing selectivity among the state’s top students. Freshmen this year posted high class ranks, with more than half graduating from high school in the top 10 percent.”
In a sidebar in the article, the Freshamn enrolled is a record high (6,142), 62% earned a varsity letter, 52% performed with a school musical group, 23% won an award for community service.
Meanwhile, closer to home, MMSD’s administrator’s proposed a competitive athletic budget that continued to grow from the previous school year for this school year (parents do pay a fee of $115 per sport, extra for more expensive sports) – that’s good. However, MMSD’s administrators continued their cuts to music education with proposals to eliminate elementary performance music and increase general music class size. The School Board restored half the elementary stringed course in elementary schools and did not increase general music class size. There were also reductions in middle school performance music that were not restored.
Performance music improves academic performance, especially for lower income children who have no other access to performance music except through their public school. It is sad that MMSD is moving in the opposite direction of what the research shows benefits children’s academic performance by cutting performance music.
Performance music directly benefits reading and mathematical skills for young children. There is more research and results that show that today and the information and data showing the positive effects of instrumental music on children’s education are growing not shrinking. In future blogs I will post additional information on this research and results.
Mr. Mom’s Transport held a news conference Friday. Pat Schneider was there:
Peter Munoz, executive director of Centro Hispano, fought back tears as he recounted the company’s generous support of his nonprofit agency.
The Smiths’ predicament, he said, “embodies some of the most intransigent problems we face in economic disparity and injustice.
“This business cannot be allowed to fail. It is too important,” he said.
Richard Harris, executive director of the south side Genesis Enterprise Center where the news conference was held, said he doubted that state officials were giving other transportation providers “scrutiny as intent as Mr. Mom’s.”
“Ask yourself: Is the playing field equal?” he said.
More on the Madison School District’s transportion contracts.
Document Feed on the Isthmus web site has posted Jason Shepard’s recent column and data supplied by the school district:
Police and schools: By the numbers
Spreadsheets compiled from raw data showing police calls and arrests at Madison schools, 2004-2005
In the 2004-05 school year, police were summoned to Madison schools more than 1,500 times and made nearly 400 arrests, mostly of students. Recently Isthmus writer Jason Shepard went through raw data of police reports to compile spreadsheets of police calls and arrests, arranged by school. One resulting finding — that students of color account for a sharply disproportionate percentage of arrests — has stirred particular concern, a topic explored in Shepard’s column for the Oct. 21 edition of Isthmus. Included here is that column and three spreadsheets that provide cumulative data.
Interesting stuff: Stanford posts lectures, interviews, music and sports via itunes. One of the interesting lectures appears to be Denise Clark Pope’s “Getting Ahead in School: How we are creating a Generation of Stress-Out, Materialistic and Miseducated Students”. Perhaps the UW will follow suit (and the MMSD?)
UPDATE: Jeff Henriques points out in the comments that the UW has a resource page up here.
The volunteers of the schoolinfosystem blog invite everyone in the community to our second forum “Poverty and Education,” Wednesday, October 26, 2005 7:00p.m. in the 3rd floor Wisconsin Studio of the Overture Center, 201 State St.
Presenters will be:
– Tom Kaplan: Associate Director of the Institute for Research on Poverty;
– Mary Kay Baum: Executive Director; Madison-Area Urban Ministry
– Hemant Shah: Professor of Journalism and Mass Communication and Asian America Studies
– A representative from the City of Madison
See all the details here.
A recent posting from the Tomorrow’s Professor listserve looks at the importance of being a demanding teacher, and while the author is reflecting on his experience in the college classroom, the message is just as relevant for students at all grades.
Bill Lueders and Jason Shepherd:
In the 2004-05 school year, police were summoned to Madison schools more than 1,500 times and made nearly 400 arrests, mostly of students. Recently Isthmus writer Jason Shepard went through raw data of police reports to compile spreadsheets of police calls and arrests, arranged by school. One resulting finding — that students of color account for a sharply disproportionate percentage of arrests — has stirred particular concern, a topic explored in Shepard’s column for the Oct. 21 edition of Isthmus. Included here is that column and three spreadsheets that provide cumulative data
This message was posted on the Communities United list serve by Yolanda Woodard, attorney for Mr. Mom’s Transportation Service.
Dear Concerned Community & Business Leaders:
Recently the local newspapers and electronic media have reported on the Mr. Mom’s Transportation Service. This coverage has been in the most unfavorable light possible. While some missteps have been made with the current operation of the business, the sensational, negative media coverage far exceeds the true nature of the situation.
Corrective actions have already begun, long before it became fashionable for the local media to “bash” Mr, Mom’s.
Accordingly, we respectfully request that those of good conscience support Jeff and Cathy Smith and their company Mr. Mom’s. We are asking the community to support this company’s long standing presence in our community and its efforts to address the public concerns by attending a Press Conference to be held on Wednesday, October 21st at 10 am at the Genesis Economic Development Center, 313 W. Beltline Hwy. (Next to Nedrebo’s).
UNITED WE STAND!
Yolanda S. Woodard
Attorney for Cathy and Jeff Smith
A recent editorial in the Wisconsin State Journal claims that the Madison school board rejected Superintendent Art Rainwater’s “painstaking” analysis of known problems with local bus companies when it granted long-term contracts to transport our students to locally owned companies. According to the editorial, the administration informed the Board about safety and reliability problems with some of the companies, but—safety and reliability be damned— the Board rushed ahead. The administration, having taken its stand, then meekly agreed to commit the districts to contracts likely to fail our students and their families.
Time for a fact check. I was there for the administration’s presentation, for the votes on the contracts and for recent Board discussions about the problems that have developed with one of the local companies, Mr. Mom’s.
This is my eyewitness report.
Wisconsin students stayed above national averages in test results released Wednesday, but a Journal Sentinel analysis of the data shows that the gap between black and white students was among the largest in the nation. In eighth-grade reading and in fourth-grade math, the gaps were larger than in any other state in the country.
By SARAH CARR
Oct. 19, 2005
2005 National and State Mathematics and Reading Assessments for grades 4 and 8 are now available.
Robert Tomsho takes a look at the reading results:
Observers say boosting reading scores isn’t likely to get any easier, given the rapidly changing demographics in the nation’s schools where, for many students, English is a second language. Indeed, English was a second language for 10% of the fourth graders who took the NAEP reading test this year, up from 3% in 1992.
The lack of progress may also reflect divisions in the philosophy of how reading should be taught. Educators and political partisans have waged a long and sometimes bitter battle over how to handle the subject, as conservatives championing basic phonics-based teaching have clashed with liberal backers of “whole language,” which revolves around making English instruction exciting by reading stories.
Despite a new federal educational testing law championed by the Bush administration, scores among fourth and eighth graders failed to show any improvements in reading, and showed only slow gains in math nationally during the past two years, according to a study released today.
Most troubling for educators are the sluggish reading skills among middle school students, which have remained flat for 13 years, according to the National Assessment of Educational Progress (NAEP), which has been testing students for three decades and bills itself as the “nation’s report card.”
“There is no rationale on eighth-grade reading other than we are not making progress,” said Darvin M. Winick, chairman of the National Assessment Governing Board, which oversees the testing. Yet, he added, “I think educators and parents of elementary schools students should feel pretty good about this report. There is progress.”
interesting quote NPR has more.
From Education Week, October 12, 2005
By Christina A. Samuels
A new provision of federal law taking effect this school year allows, and in some cases requires, school districts to focus some of their federal special education money on reducing the enrollment of minority students in such programs.
The provision, contained in the 2004 reauthorization of the Individuals with Disabilities Education Act, requires some districts to spend as much as 15 percent of that federal aid on what are called “early intervening” services, which are meant to bolster the achievement of students before they are officially referred for special education.
A gift of nearly $3 million is being used to boost teacher training at the UW-Madison in a special, reading program.
But that program, Reading Recovery, has critics, who say it’s not worth the necessary investment.
Training at a new UW-Madison Reading Recovery Center will involve videotaping teachers, as they instruct young children, in a one-on-one process between student and teacher that costs more than group programs.
Student progress with Reading Recovery in the Madison School District and across the country has been questioned.
Last spring a longtime parent at West HS was asked to write a description — content area by content area — of the curriculum changes that have occurred at West HS in recent years that have affected the academic opportunities of West’s “high end” students. Below you will find what she wrote. It includes changes that have actually occurred; changes that may and probably will occur; and important questions about what else may happen in the future.
This summary was then forwarded to two other longtime West parents for their comments. Excerpts from those comments may be found just after the original description. Next, the description of each content area was sent to the appropriate department head at West, for their comment with the goal being to produce a brief, descriptive document that everyone would agree was factually accurate, for educational and advocacy purposes. Unfortunately, none of the department heads responded.
Here is the original description:
Denny Lund emailed this information on two bills that address requirements for child passenger booster seats:
On Wednesday, October 19, the Joint Finance Committee of the Wisconsin State Legislature will be voting on both AB 618 and SB 305. Because there is no public hearing for this bill, it is imperative that these committee members hear from you.
Please call and/or email your representatives and urge them to support AB 618 and SB 305. If they are not on the Joint Finance Committee, urge them to contact committee members.
Find your legislator’s phone number here: www.legis.state.wi.us
List of Joint Finance Committee members
Props to Johnny Winston, Jr. for organizing today’s Madison Board of Education Finance & Operations Subcommittee on Advertising meeting. I think a discussion of alternative funding sources is vital in light of Madison’s generally high property taxes, sluggish economic growth and the biennial state funding battles. A number of possibilities were discussed including:
- The District leading the implementation of local fibre optic networks, via it’s many facilities (with, perhaps wifi servicing the last mile). I think this is quite interesting. Madison lags in true broadband service.
- Naming Rights
- Curriculum Program Underwriting
- Sponsorships for district cable channels, website(s) and other parental communications
Participants included: Johnny, Roger Price, Barb Lehman, Ken Syke, Vince Sweeney (UW Athletic Department), Melanie Schmidt (President of the Timpano Group) Jodi Bender Sweeney, President of the Foundation for Madison Public Schools and the writer (me).
Finally, A representative of local cell providers discussed the type of fees they would pay for very small antennas placed on District facilities (no towers). The Capital Times’ Matt Pommer attended as well and will, I’m sure write about it.
UPDATE: Pommer’s article is here. I have some corrections:
- I did not hear the word tower used in connection with the cell service discussions. I heard the word antenna used. Obviously, we’ll have to see what the actual plans include to make an aesthetic determination on this question.
- I’m quoted as saying “Madison is way behind on this issue,” related to sponsorship and advertising. I said this when Roger Price was discussing the District’s fibre optic network options vis a vis community broadband.
FITCHBURG – A demolition crew on Monday began tearing down a fire-ruined apartment building at 2001 Post Road in the Ridgewood Country Club Apartments complex.
Though the work was the first visible activity in the 52-acre, 832 apartment subdivision since Madison developers E.J. Plesko & Associates bought the troubled property this summer, a spokesman said taking down the structure “is not a precursor to other actions” being planned there.
By Cliff Miller
Correspondent for The Capital Times
October 18, 2005
I believe that virtual education initiatives could help with some of the concerns raised by parents and community members regarding Advanced Placement courses. Please check out this website http://www.digitaldistricts.org/ and let me know what you think.
I said it in the comments section attached to Marcia’s original post. Now is the time for pre-high school families to get involved at West. Don’t wait.
This will be like turning around the Titanic, however–there is a great deal of momentum to disassemble much of what was strong about West for high achievers. And what the district seems to be ignoring is that many of these families make up the backbone of support for the school, from PTO, to athletic and drama boosters, etc, both in terms of hands-on involvement and financial contributions.
The safety valve of attending UW classes is also being shut off, too. If a course is offered ANYWHERE in the district, MMSD won’t pay for a West student to take it at UW. In addition, there is a “residency” requirement, i.e., to be considered a full-time student, a certain number of credit hours have to be taken at West or be approved to be taken elsewhere. So even if your family can afford to pay for UW courses and can get approval from UW for your student to take more than one class per semester, your student might still run afoul of the residency requirement.
Of course, home schooling is an option. Some families have quilted together classes at West, UW and home or on-line. One of the “West” national merit scholars this year has done just that.
As discussion continues over the lack of AP courses at West High School relative to the other three Madison high schools, West prepares to further reduce the course opportunities for students.
Many West parents wrote this past spring and summer to Principal Ed Holmes, Science Chair Mike Lipp, and District Science Coordinator Lisa Wachtel advocating for more not fewer sections of Accelerated Biology. Parents have also written to express concern about plans to homogenize the 10th grade English curriuculum, eliminating the options currently available to 10th graders, and requiring students to wait until 11th grade before they can take elective courses in English.
There had been no response to these concerns until a recent letter went out at the end of September from Principal Ed Holmes.
Dear Interested Parent:
As we continue to improve and expand our curricular program to meet the needs of a very diverse student population, I want to assure you that we are working with best practice models and some of the most informed professionals in the field to make sure we offer a quality academic program for your child. Our goal is to do our absolute best to provide a challenging rigorous curriculum that meets the needs of every student that we serve at West High School.
The following information represents the work that has been done over the summer and at the outset of the 2005/06 school year in the areas of science and English. The people involved in the work in biology have been Welda Simousek, Talented and Gifted Coordinator for MMSD, Lisa Wachtel MMSD science coordinator, Mike Lipp, West High, science Department Chairperson, and members of the West High biology teaching team. Work in the area of English has been done by Keesia Hyzer, West High English Department Chairperson, Ed Holmes, Principal, West High School and members of the West High English teaching team.
- There was over 25 hours of district-supported science professional development this summer focusing on quality instruction and differentiation at the high school level. Members of the West biology staff participated in this professional development opportunity along with high school science teachers from all the other MMSD high schools.
- There are eight professional development days scheduled during the 05-06 academic year to continue the work begun over the summer and further develop the honors designation in science.
- While there has been initial work over the summer on the honors designation in science there remains a lot of work to be done by the West science staff
- We are keeping in mind the following critical components as we plan:
- More work is not the goal. Qualitatively different work is what will be expected.
- Not all of the work can be done inside of class. There will be homework assignments just as always, but again, the work expected will be qualitatively, not quantitatively different.
- We are looking for ways to enable students working toward the honors designation to spend some time together as a group as well as to work with other groups of students.
Over the summer, members of the English Department worked to create an English 10 curriculum. We will continue to fine-tune this curriculum over the school year. During the summer of 2006, English 10 teachers will meet to plan and differentiate particular units. Criteria for an honors designation in English 10 as well as additional attention for struggling students are both specified in the curriculum.
- All students have the option to elect or drop the honors designation.
- Honors designation does not guarantee an A.
- One English teacher, as part of her allocation, will be assigned as Skills and Enrichment Coordinator. This teacher will meet with those students who have elected honors twice weekly during lunch to lead discussion of the enrichment literature. This person will also grade honors exams and papers.
- The Skills and Enrichment Coordinator will meet twice weekly during lunch with students needing additional help. Books on tape, as well as reading and writing assistance will be provided.
The English Department meets at least once monthly; professional development days will also be used to continue our work on planning English 10. We plan to present information regarding grade 10 English curriculum at the November 7 PTSO meeting. All parents are invited to come to hear about the work the English Department has been doing over the last few months. We will continue to keep parents involved in the process as we determine the future of curricular and academic programming at West.
Here is a listing of the AP courses taught at each Madison high school:
East (8 AP courses) — Calculus I, Calculus II, French, Macro Economics, Micro Economics, Music Theory, Psychology, Spanish
LaFollette (13 AP courses) — Calculus I, Calculus II, Chemistry, Computer Science, European History, French, Literature and Composition, Macro Economics, Micro Economics, Psychology, Spanish, Statistics, U.S. History
Memorial (16 AP courses) — Biology, Calculus I, Calculus II, Chemistry, Computer Science, Environmental Science, European History, French, Language and Composition, Literature and Composition, Macro Economics, Micro Economics, Physics, Psychology, Spanish, World History
West (8 AP courses) — Calculus I, Calculus II, Computer Science, French, Latin, Music Theory, Spanish, Statistics
The Madison Board of Education Finance and Operations Committee will discuss student fees during their meeting tonight. Committee Chair Johnny Winston, Jr. kindly asked Barbara Lehman to forward two documents:
The Department of Public Instruction web site includes data on AP courses offered going back to 1996-1997 through 2003-2004. (I apologize in advance for the long URL) The data is presented on statewide and individual district and school levels, which makes comparison possible:
The page also has a utility that allows comparisons between districts and schools using pre-defined sets (ex. Big Eight) or user choice.
The user will need to use the links to view data for individual subject areas (math, foreign languages, English, etc.). The menu pick for statewide data is in the left hand column of the page. If I read it correctly, the number of AP course offerings is going up across the state, down in the Madison Metropolitan School District. At least in English AP offerings.
I note that haven’t had time to do a thorough analysis and have some questions about the data, and encourage others to do the same. I believe that there is some useful information through this source.
Soo Kim Abboud and Jane Y Kim:
Asians and Asian-Americans make up 4 percent of the U.S. Population, and 20 percent of the Ivy League. The authors contend that Asian-Americans are no more intelligent than any other race or ethnic group, but that their parents have instilled in them a love of learning.
Several writers have mentioned the positive news that the Madison Board of Education has reviewed Superintendent Art Rainwater for the first time since 2002. I agree that it is a step in the right direction.
In my view, the first responsibility of the Board and Administration, including the Superintendent is curriculum: Is the Madison School District using the most effective methods to prepare our children for the future?
There seems to be some question about this:
- Language: The District has strongly embraced whole language (Troy Dassler notes in the comments that he has been trained in balanced literacy). I would certainly be interested in more comments on this (and other) point(s). [Ed Blume mentions that “”Balanced literacy” became the popular new term for whole language when whole language crumbled theoretically and scientifically.”] UW Professor Mark Seidenberg provides background on whole language and raises many useful questions about it. Related: The District has invested heavily in Reading Recovery. Ed Blume summarized 8 years of District reading scores and notes that Madison 3rd graders rank below state wide average for children children in the advanced and proficient categories. (Madison spends about 30% more than the state average per student)
- Math: The District embraces Connected Math. UW Math Professor Dick Askey has raised a number of questions about this curriculum, not the least of which is whether our textbooks include all of the corrections. A quick look at the size of the Connected Math textbooks demonstrates that reading skills are critical to student achievement.
- Sherman Middle School’s curriculum changes
- West High School’s curriculum changes and families leaving
- “Same Service Budget Approach“: I think the District’s annual same service approach reflects a general stagnation.
Madison third graders rank BELOW the state-wide average for children in the advanced and proficient categories.
Nearly one-third of the African-American third graders read at basic or below. (And basic is below grade level.)
African-American third grades still trail white students by a substantial margin.
Schools at the bottom in 1978-79 are still at the bottom in 2004-2005.
Click here to view an Excel file with eight years of reading scores.
For the first time since 2002, the Madison School Board has produced a performance evaluation of Superintendent Art Rainwater. It’s a small step in the right direction. However, it’s important to understand how the evaluation fails to meet the requirements of the district’s employment contract with the superintendent.
The contract requires the Board to set specific, measurable goals for the superintendent by the first day of each school year. That did not happen.
Many good things are happening in the Madison Metropolitan School District! This viewpoint and the things we see conflict with the stated concern by some families as they tell us that they will be leaving the district rather than attend West high school. The one reason common to families is that they want their child to have a chance to take AP courses (limited numbers offered at West, in contrast to the other MMSD high schools) for the academic challenge offered to prepare their child for application to competitive colleges. (This viewpoint seems to be paired with a concern that the Small Learning Community approach at West may result in decreased opportunities for other challenging course work). It seems so sad that these families are choosing to leave the district. The contributions that children and parents have made to the district will be greatly missed.
AP offerings seem to be the norm across the nation, yet at least one West staff member opposes these offerings. Can we have an open discussion about issues of concern??? What are the pros and cons of increased AP offerings? Is it important to attempt to retain families currently attending our schools? What do you think? If you have a special interest in this issue, you may want to check below for additional information. . . .
University of Wisconsin Psychology Professor [Language and Cognitive Neuroscience Lab] Mark Seidenberg recently gave a lecture on reading education at the University Club:
Whole Language was a massive, uncontrolled experiment, with millions of children as unwitting subjects.
How it’s done: Someone gets an idea
- Often a Guru. Many Gurus in reading instruction.
- Guru has brilliant insight about how children learn, how to teach reading – Their own personal theory
- The idea may be personally promoted by the guru, with direct appeals to teachers
- The idea is implemented on a vast scale, based on intuitions that it is good.
860K PDF Version of the lecture.
Thanks to both Johnny & Ruth for posting the news of the superintendent’s evaluation.
Since neither left their posts open for comments, I’ll offer a comment and encourage others to use this post for additional comments.
I’m particularly pleased that the board said that it “would like the Superintendent to develop targets and measures for each priority and to provide an annual report on our performance in each area.”
I’ve argued before (Was the board actually listening!) that the priorities have no power without measurable, time-specific goals. Now maybe they will.
Madison Board of Education President Carol Carstensen released this Report on Evaluation of the Superintendent earlier today. (PDF), or click below to read the release.
News Statement from the Madison Board of Education
Report on Evaluation of the Superintendent
Hiring, supervising and evaluating the Superintendent are major responsibilities for the Board of Education. It is important to remember that this is a collective task for the Board and represents the combined views of seven very different individuals.
When Dr. Jan Davidson spoke this week in Madison, she shared with her audience of parents, teachers, and administrators 12 low cost ideas for improving the educational opportunities of our academically advanced students.
What can schools do?
What can schools — schools that don’t have extra funds, but really care about the learning of their bright students — do?
1. Early Entrance to kindergarten — if a child is developmentally ready before the age or date specified, she can enter school early.
2. Pre-assessments are done before a unit or a course — if a student demonstrates mastery, he is able to move to a more advanced course.
3. Self-contained classes for the gifted, particularly in core curriculum subjects.
4. Multi-age, self-contained gifted classes are even more effective.
5. Subject acceleration is encouraged when a student is proficient in a particular subject.
6. Grade acceleration is encouraged when a student demonstrates proficiency in a particular grade level.
7. Opportunities for dual enrollment are available to students, e.g., taking some high school courses when a student is in middle school.
8. Advanced Placement (AP) courses and/or International Baccalaureate (IB) program are available to students.
9. Provide counselors who are trained to counsel gifted students, including advising them of talent development opportunities.
10. Work with the Talent Searches and give students credit for the credits they earn in their academic summer programs.
11. Create a school culture that values intellectual discovery and achievement, where students encourage one another to accomplish more than they would on their own.
12. Administrators and teachers who are knowledgeable about the wide range of exceptional abilities among bright students and are flexible in addressing the individual student’s learning needs.
Dr. Davidson will be posting her lecture slides online at the Genius Denied website
National Center for Education Statistics:
More than two-thirds of students who were high school seniors in 2004 expected to complete a bachelor’s degree, and 35 percent planned to get a graduate or professional degree. But nearly two-thirds of the students who expected to get a four-year degree had not mastered intermediate level mathematics concepts as 12th graders, and nearly a third could not consistently solve simple problems based on low-level mathematical concepts, according to a study released Friday by the U.S. Education Department.
Via Inside Higher Ed.
It is no longer a secret that Mr. Mom’s Transportation Services currently faces significant challenges. Probably the biggest challenge for this small, local, minority owned business came from the school board last spring (2004). Mr. Mom’s and Badger Bus services were denied district transportation contracts. Our community was angered by this. In 2004, the Board received dozens of e-mails criticizing our decisions regarding contracts with local businesses. Here are some examples of the e-mails the school board members received:
Granddad’s first job, the old homestead, mom’s legendary cooking: Family stories make effective armor for children in an unsure world, according to a three-year study of 40 families by Emory University.
It found that children who share in those endearing and even heroic memories can grow strong and resilient for a simple reason: They have proof from mom and dad that family life goes on, despite negative outside events.
This is right on. I have direct experience with this, via my parents and grandparents.
The expenditure side of the MMSD budget appears to be organized around departments – general administration, business services, student services, elementary education, etc. Within each department, expenditures seem to be organized according to an accounting structure, which I believe is dictated by DPI requirements.
Ed Blume has been asking questions about library and other program/services expenditures. The response from the administration, “…There are no specific accounts in the financial statements that report the expenditures against this receipt. Library expenditures are part of the central library and included in each building as part of the building formula accounts…” This seems to be an accounting response to a budget question.
In the chart of accounts why aren’t there, or are there, “tags” (my word) that enable financial information to be organized in a way that if either a board member or the public wants to know what is being spent on library services, reading recovery, math instruction, other projects, this information can be provided?
As reported in The Capital Times, I recently questioned Superintendent Art Rainwater about the process that the district used to determine that Mr. Mom’s bus company was qualified to bid for contracts to transport our students in the years from 2005-06 through 2010-11. The process is known as the “pre-qualification evaluation”.
In a memo today, Assistant Superintendent for Business Services Roger Price told the Board of Education that the pre-qualification evaluation for companies who wanted to bid on these six year transportation contracts was conducted in December of 2004. The process resulted in qualifying five companies to bid for the contracts. Mr. Price noted that “all vendors had some vehicles fail inspection” on the most recent inspections by the State Patrol.
His materials show very different failure rates for the companies.
Riteway: .5% failure rate (19 vehicles passed, 1 failed)
Badger Bus: 13% failure rate (13 vehicles passed, 2 failed)
First Student: 19% failure rate (21 vehicles passed, 5 failed)
Durham: 26% failure rate (23 passed, 8 failed)
Mr. Mom’s: 75% failure rate (2 passed, 8 failed)
When the Board of Education voted on the contracts, it did not receive this information.
Last night’s Madison Board of Education meeting provided an illuminating look at two rather different perspectives on governance. The Board voted 4 (Carstensen, Keys, Lopez and Winston) – 3 (Kobza, Robarts, Vang) to support the Administration’s approach to the growing problems with Mr. Mom’s Transport Service (I believe there were two votes on this question – the minutes are not available as of this writing).
Many points were discussed, including the District’s pre-contract vetting of Mr. Mom’s and whether, given recent experience, the Administration should be allowed to subcontract with Badger Bus via Mr. Mom’s (Badger Bus is replacing Mr. Mom’s service on many routes). The District recently signed a five year agreement with Mr. Mom’s Transport Service.
||The motion passed 4-3 to allow the Administration to Subcontract Badger Bus service via Mr. Mom’s (again, I think there was a 2nd vote on this). Watch the debate here
For what it’s worth, I’m actually in favor of long term (5 year) contracts. They, hopefully allow vendors to optimize and perhaps manage costs more effectively. The subcontract to Badger Bus via Mr. Mom’s, given the issues, seems unusual.
UPDATE: The 4-3 vote was on a Kobza motion, seconded by Robarts to contract directly with Badger Bus, rather than using a subcontract via Mr. Mom’s. After this motion was defeated 4-3 (Kobza, Robarts, Vang), as noted above, the Board voted 5 – 2 (Kobza joined Carstensen, Keys, Lopez and Winston) to support the Administration’s proposed subcontract with Badger Bus via Mr. Moms.
Mystery fans, you’re joining this budget baffler in mid-case. I previously sent the following e-mail to Superintendent Rainwater:
I received an inquiry about library aids from a district employee, and I can’t find the answer. Maybe you and Roger Price [Assistant Superintendent for Business Services] can help.
The DPI Web site shows that the MMSD received $675,055 in library aids from the Common School Fund for the school year 2004-05. The DPI site also notes that the funds are paid by May 1 and have to be expended by June 30 of the year they were received.
I was able to find that the MMSD shows library aid revenue of $568,560 for 2004-2005 on page 238 in the 2005-2006 Budget & District Profile.
However, I cannot find an expenditure for the funds. On page 103 of the same document, I can find a total of $242,700 for “Major Non-salary Expenditures” in the Division of Library Media Services. The same page shows “Other expenses,” including equipment and supplies, of $181,270 under a heading called General and another expenditure of $46,720 under the heading Community services. Those three amounts total $470,720.
Can you please explain why DPI shows a payment of $675,055 and the budget book shows an expenditure of only $568,560 for library aids?
Can you also tell me and the district employee where in the 2005-2006 Budget and District Profile I can find how the library aids were expended to total either $675,055 or $568,560?
The district employee was also under the impression that library aids were distributed to individual schools, but was told by the school librarian that the school had not received any funds prior to June 1. Could you possibly provide a list of library aids received by each school in the MMSD, if that’s the way the MMSD uses the funds?
As always, I appreciate your time and attention.
Art Rainwater’s October Message. Quicktime Video
This is Elizabeth Burmaster’s weekly message for October 9-15.
Gifted Education Week is Oct. 9-15
Wisconsin’s observance of Gifted Education Week reinforces our commitment to educating gifted and talented children to their full potential, Through education, today’s young people who are highly capable intellectually, academically, creatively, artistically or through leadership will become tomorrow’s inventors, leaders, and poets. We certainly want our best and brightest working in our schools, medical facilities, businesses, and communities and contributing their talents to the betterment of our society.
Educators have an important role in identifying and meeting the needs of gifted and talented children, The diversity of those recognized as gifted and talented should reflect the diversity of our student population. To ensure that we identify and educate all gifted and talented children no matter where they live, their family’s socio-economic background, their racial or ethnic heritage, the language spoken at home, or their disability status, we must continuously learn to recognize new cues, especially those that are creative or artistic, to identify students who need more opportunities to grow and develop.
I previously posted a warning to take nothing from the MMSD at face value.
Here’s another reason.
The MMSD claims that capacity at Lapham Elementary stands below 67%. However, the MMSD reports Lapham’s maximum capacity at 304 students, and this year’s attendance at 252 students, giving Lapham a current enrollment of 82.9% of capacity.
It’s easy to believe that the MMSD administration has a hidden agenda to close an east side school when the administration plays with the truth.
Click here for a chart of enrollment and capacity.
This is the first installment of a series on the mysteries of the MMSD Budget.
Mystery #1: The MMSD received $$1,373,333 from a TEACH Grant Fund, and only spent $63,741. The budget document shows no other transfers or expeditures out of the $1,373,333. Where did the balance ($1,309,592) go?
To help solve this mystery, the revenue of $1,373,333 is shown on page 2 of the 2005-2006 Budget Financial Summaries. The expenditure of $63,741 is listed under expenditures for CFO/COO-Summary on page 50 of the same document.
Good sluething, all you Sherlock Holmes wannabe’s.
October 9-15 has been declared “Gifted Education Week” in Wisconsin by both Governor Jim Doyle and DPI Superintendent Libby Burmaster. Why not “celebrate” by attending one of the following events with Dr. Jan Davidson, co-author of “Genius Denied: How to Stop Wasting Our Brightest Young Minds” and co-founder and president of the Davidson Institute for Talent Development?
October 11, 7:30 p.m., McDaniels Auditorium, MMSD Doyle Administration Building, 545 West Dayton Street. Community presentation on “How to Stop Wasting Our Brightest Young Minds” and book signing. Co-sponsored by the Madison TAG Parents Group and the Wisconsin Center for Academically Talented Youth. Free and open to the public. Information: email@example.com
October 12, 8:00 a.m., Randy’s Restaurant, Whitewater WI. Open administrator’s breakfast and program on gifted education in Wisconsin. $10.00 per person; r.s.v.p. required. Contact Dale Johnson at firstname.lastname@example.org to find out if there is still room. Sponsored by the Whitewater Talented and Gifted Network.
October 13, 7:00 p.m., Whitnall High School Auditorium, 5000 South 116th Street, Greenfield, WI. Community presentation on educating our gifted and talented students and book signing. Free and open to the public, but reservations are recommended. Reserve your seat by sending an e-mail to PAGE@wi.rr.com, indicating your name, the number attending and your school district’s name in the subject line. Sponsored by Wisconsin CESA #1 P.A.G.E. (Parent Advocates for Gifted Education).
Maya Portulaca Cole posted the following thoughts on the listserve of MAFAAC:
Reading through a recent article about the Portland, OR school system from In These Times, titled, “All for One, None for All: Schoolchoice policies sacrifice universal education in favor of personal freedom,” I’m reminded of our own city and worry for its future.
On one hand, I think of Asa Hilliard’s words that remind us that, The relative ‘wealth’ of the relatively small numbers of Africans in the middle-income level obscures the gross poverty of the masses of low and no income Africans. Satisfied personally, the higher income Africans may even become a buffer, silencing the voice of the masses by being in a broker position to cool out the masses, and earning money for that containment of their brothers and sisters. These brothers and sisters are usually not clear at all. Many seem not even to seek clarity. They seek entertainment.”
A reader forwarded another perspective on school-parent communication in the Madison School District:
Here are some examples of really positive communication:
Our child’s savvy, experienced 4th grade teacher sends home a ‘weekly work ticket’. The ticket summarizes test/quiz scores, unfinished work not turned in and includes a place for teacher comments. I think this format is exceptional. It is certainly a time intensive task for the teacher. During the elementary years both of our children often had to return weekly progress slips with our signature. The teacher both children had for 3rd grade sent home a weekly newsletter that was simply a joy to read. A synopsis was created of the week’s work and provocative questions were included to facilitate parent/child conversation. Example, “Tell me about the way mummies were preserved in Ancient Egypt?” The kids do have some responsibility for communication.
With apologies to Jonathan Swift:
Given the concerns about obesity in children – and the high cost of gasoline, I have a suggestion to deal with both. We need to redesign our buses so there are pedals for each rider – the students can provide much of the power to move the bus and reduce our reliance on gasoline while getting good exercise.
To take this one step further – we should design exercise rooms at the high schools so that bikes and treadmills also replace other energy sources.
A recent New York Times article, “One Secret to Better Test Scores: Make State Reading Tests Easier” by Michael Winerip (10/05/05) reported that changes in k-12 achievement tests are the reason for substantially improved scores. The reporter argues that easier tests–not improved reading–account for much of the improvements claimed.
The Education Trust, a national non-profit organization, has published a study that compares student scores on state-created achievement tests with scores on the National Assessment of Educational Progress for each state. The most recent edition of the report covers 2003. The data support the conclusion that Wisconsin’s tests may be overstating our students’ achievement. For example, in Wisconsin 80% of students statewide scored at grade level or better (“Proficient or Advanced”) on the Grade 4 Overall Reading and English Language Arts tests. However, only 33% of the Wisconsin sample taking the NAEP test scored at this level.
I previously wrote about the lack of information received via email, internet, etc…from the school district. Since I posted that blog the District has been “experimenting” with two software systems they deem worth evaluation by parents and staff and are asking for feedback. (please go to the www.Madison.k12.wi.us for more info)
But not all the communication problems with MMSD have to do with modern technology. Let me give some examples……..
Thanks to Lawrie Kobza for her post “Superintendent’s Evaluation a Step in the Right Direction.”
She stresses the need for the board to set goals and expectations.
As an example of board-set goals and expectations, I noticed a list created by the board of education of the Forest Grove School District in Oregon. (I first saw the list when looking at the way the Forest Grove district used the concept of the $100 budget, promoted for use by the MMSD by Johnny Winston, Jr.)
Just wanted to let everyone know that while WI tries to figure out how to pay for schools, healthcare, balance the budget, care for the needy, etc………………
Your legislatures are spending time on SB286.
In a nutshell it says “school districts should teach abstinence” as the only way to prevent STD and pregnancy. Wow, what a waste of time and your money. I received my undergraduate degree in Secondary Health and Biology education and I can assure you that all the books, lectures, and information I received in college taught me that this was the only form of “birth control” that was 100%. While I agree a great Health or Human Growth and Development class is of utmost importance to a great school district, this legislation is the biggest waste of time and tax payers money, but the biggest laugh is there are communities that will not allow you to teach Sex Education, or Human Growth and Development as we like to call it, in their schools so where does the Senate assume this statement or lecture will occur in these ultra conservative districts?
Wisconsin Legislation could not scream any louder that it is ignorant and scared of SCIENCE. Look at the bills; ban cloning, teach abstinence only, alleviate health care providers of responsibility if there is a conflict with moral judgement, and the ever popular intellegient design in science classes. We as educated parents should be concerned with science education in this state and how new legislation could effect our children’s view and evaluation of science and theroy. Science is currently on the chopping block of the evagelical right and I am very concerned about legislation at the federal and state level concerning what our children are taught in Science class and whether that is decided by scientist and educators or whether it is decided by a religious political group.