I have every confidence that Ruth Robarts will make the best of this situation. I believe it’s important, however, to also call out Carol Carstensen, like her predecessor Bill Keys, on their partisan, petty nonsense.
Making inappropriate committeee assignments is just one manifestation of a larger problem, the marginalization of those who do not march in lockstep with the administration as well as the teachers’ union and their handpicked board members. The public needs to hold board members accountable every day, not just on election day.
I fail to see the cup half empty on the BOE selection of Ms. Roberts to the Legislative Committee, Ms. Kobza to the Partnership Committee, and Mr. Winston to the Financial and Operations Committee. What an opportunity to shake up the way we keep the “status quo” every year in this community. I agree with Ms. Carstensen that a committee is what you make of it. This is an opportunity to make Madison go in a new direction away from depending on the union and administration to make decisions for our kids education. Consider the current law suites against NCLB, the opportunity to fund strings and athletics in a new way, a revised budget reviewing process by the BOE. Maybe these committees are currently weak, but they could be strong. These three board members tend to be thoughtful of the communities concerns and could lead the district into a new direction with innovative leadership. Let’s encourage them to be progressive and lead, not follow in their decision making and planning to educate Madison kids.
Since the comments section is mostly closed, (thanks Viagra peddlers), I want to post a letter I sent to the board on this subject. I urge others to do the same. Ms. Carstensen must think she has some kind of mandate. It might help if she got some feedback.
Dear Ms Carstensen,
I read with dismay your transparent attempt to marginalize Ruth Robarts with an assignment to a committee of little import. From the community’s standpoint, you are wasting Ms Robarts’ talents; but of course that must mean little to you, determined as you and some of your fellow board members are to squash new ideas and independent thought.
Let me remind you what you seem to have forgotten: this is about the education of our children, not some petty political agenda. If you had any capacity for it, I’d say shame on you.
Lee Sensenbrenner disects Carol Carstensen’s committee assignments, including the “exiling” of Ruth Robarts to the Legislative Committee.
A message to school board members from Superintendent Art Rainwater:
I am pleased to inform you that I will recommend Allan Harris, currently the Principal of Blackhawk Middle School, to be the Principal of East High School for the 2005-06 school year.
Allan has a strong background in school administration at all levels. His career prior to joining the MMSD was in Clovis Calif. Allan served in numerous administrative roles in that District including Middle School Principal and Deputy Principal of a 3,000 student diverse high school.
Allan’s familiarity with the East community and his commitment to it’s success will make him an outstanding leader for the school.
I mentioned to a few friends recently that I think the Madison School’s “same service” budgeting approach (year after year) needs to be replaced by a new, largely curriculum based process that recognizes globalization, changing demographics and the fact that we should not simply compare our performance and curricula with those of Racine, Green Bay or Ann Arbor. Rather the comparison should be with Helsinki, Bangalore, Shanghai, London, Nagoya and (insert your city here).
Parents have a growing number of choices these days (some don’t realize that they have them – yet). Homeschooling appears to be the elephant in the room along with the slow rise of virtual schools.
Julie Leung sent a timely bolt of lightning to the blogosphere with her essay on education, including a discussion of her reasons for homeschooling:
Our desire to preserve our childrens’ organic curiosity plays a large part in our desire to homeschool. Too often the school system crushes curiousity out of a kid. Kids have a natural desire to learn.
Read Doc’s post for more background & links along with Gatto
I’m wondering if the MMSD’s 2005/2006 budget is floating around… somewhere? I’ve heard that it was released to the BOE members earlier this week, but I’ve not seen any sign of it on the District’s website. Stranger still, President Carol Carstensen required Board members to have their amendments in by noon today (5/5) – roughly 36 hours after receiving a budget, that, as far as I can tell, is not available to the public.
Ed Blume noted earlier that Milwaukee’s proposed budget is online.
I find Carol’s extremely short Board Member Amendment turnaround to be unusual, given a $320M budget…. Why?
The District’s 2004/2005 budget is available here (8.6MB PDF).
UPDATE: Ed Blume emailed a link to this 82 page 2005/2006 budget summary – pdf file. FWIW, the previous budget document – link above was 368 pages.
Minnesota Public Radio:
The bill represents a $622 million (12.6 Billion Package) increase in state aid over the next two years, although not all schools would get an equal cut. Each district could count on having $284 added to their basic per-student allowances in two installments, raising it to $4,885 by the second year.
School districts in high poverty areas, those with low property tax bases and ones that shift to a new teacher pay system would be in line for greater funding boosts. Statewide, the schools will see an average of $665 more per child in fiscal years 2006-07.
My view is that we lose a great deal of influence as we rely on state/federal funds.
I agree whole heartedly with Mr. Pay’s comments to Johnny Winston Jr., that the MMSD School Board is not taking a long-term financial or educational look at elementary strings that shows increased numbers of middle and high school children taking orchestra and band will save money for the district while providing immeasurable personal and educational benefits to children.
However, there are two other reasons why this is a bad decision that come to mind – one is standards and the other is, in my mind, an even bigger economic impact than benefits from larger class sizes.
The long-term educational and financial fallout from cutting elementary strings will cost far more than the annual $500,000 cost of the program. I predict a decision to cut elementary strings will cost the district millions in the long-term.
Last evening the Madison School Board received the proposed budget for the 2005-2006 school year – whoopee. A new software system was given as the reason for the delay. A new software system does not guarantee good long-term educational and financial decisions for the district. Software and hardware are tools through which you analyze assumptions. They are tools that facilitate a process. However, by the amount of time spent in board meetings talking about software and hardware, a person could easily come away assuming the box is the process.
Our School Board members believe now that we have the budget document, they are all set. Budget document, cut list. What more could the public ask for in a budget process – I mean, we have the outputs.
Ken Syke, district spokesman, told Channel 27 News, “There have been a corps of people 10, 12, 15 people who have been working 16 hour days, 14 hour days for weeks — not just working on the budget, but on this whole migration. We’re changing our whole payroll system, we’re changing a lot of our human resources.”
How much did the district pay in overtime wages? How much has the district spent in total on the new Lawson Software? Read more.
JennyD has a thought provoking article on General Motors, The Education Establishment and Journalism:
Most of the institutions in both of these fields are based on decades-old structures, with work structures and beliefs that are being battered everyday. Journalism is under enormous pressure, and newspeople feel it. They’d like to say it’s not their fault (see this Tim Porter post on the mood of the newsroom for more on that) but as Porter points out, they are as responsible as everyone at GM is for their predicament. Jay Rosen and Jeff Jarvis write about this all the time…and offer criticism and alternative id
Lee Sensenbrenner summarizes Monday’s Madison Schools Board of Education Meeting.
Sensenbrenner also mentioned that one of the panelists on the East High School Search Committee was told that she cannot speak with the “press”.
Finally, Superintendent Art Rainwater introduced the District’s latest Strategic Plan (PDF here).
Jeff Henrique, a Madison Schools Parent and a writer on this blog is featured in a UW Madison News Release regarding classroom clickers (personal response systems) as instant assessment tools.
Read the story in the Capital Times online.
An East High Student wrote Bill Keys, MMSD School Board president. In her letter she wrote:
“The reason I am involved in the high school orchestra today is
because I was able to participate in the elementary strings program
in elementary school….I am the oldest child of thirteen children. The youngest is about two months old today. All of my siblings following me up to the fifth grade play the violin in school. This was made possible because we were all given the chance to participate in the ever-wonderful Elementary Strings program that started in elementary school.”
Mr. Keys’ began his response, “First, to clarify: it is only at the 4th and 5th grade level that the strings program has been recommended bythe staff for cut should the referendum fail.”
Mr. Keys, I think it is you who need the clarification.
Dear Community Members:
Thank you for your heartfelt comments regarding the 4th & 5th grade strings program. I know first hand about the program. I was a strings program participant at Lindbergh Elementary School in 1977. I know that strings are a very beloved program within our district. However, I don’t believe that our community understands the complexity of our budgetary challenges. This is not something you merely can “bake sale”, “brat fest” or write grants to solve.
Reading award given for language lessons learned
Jefferson student catches up to class with Read 180 By Amy Weaver, Manitowoc Herald Times Reporter
MANITOWOC — It’s hard to imagine that less than two years ago, Guadalupe Dominguez couldn’t speak a word of English, let alone read it.
She started at Jefferson Elementary School as a fourth-grader, but her reading ability was nowhere near her grade level. Last year, she felt as if she was reading like a first-grader or younger, but then Guadalupe found hope in a program called Read 180 as well as in herself.
Continue the story.
The MMSD uses Read 180 in some Madison schools, as reported in the WSJ.
What: Elementary Strings / Fine Arts Rally –
Where: Doyle Building – 545 W. Dayton Street
When: May 2nd, 7 p.m.
Why: 1,866 Nine- and Ten-Year Old Children Need Your Help Now! The entire 4th and 5th grade elementary strings program has been targeted for removal from the 2005-2006 budget. Further, since last year, the administration has not undertaken any curriculum assessment and review of fine arts education, needs, costs, etc. The administration has not done their homework. There is no justification for cutting 100% a program that costs 0.17% of the $328 million school budget and is a well-established, much-loved curriculum.
Download Information on String Rally
Pat Kukes, MMSD teacher, wrote the following opinion piece that appeared in the WI State Journal on Friday, April 29, 2005:
Having already received my termination notice, I write this not as a teacher trying to save his job, but rather as an experienced educator who knows the value of a good educational system and who has seen firsthand how cutting a program like elementary strings can hurt a sound school district.
Roger Price, MMSD Assistant Superintendent, watched intently as people drifted into the room for the hearing on the school budget at the Warner Park Community Center.
When he spotted school board members, Price quickly handed them a memo that read in part:
Our goal was to provide the total budget and district profile on April 29. We are very close to completing the written parts of that document. The fiscal and staffing sections that will be imported as part of the total report are not completed. This is not due to a lack of effort, but rather to the vast amount of inputs and the complexity of the work that occurs when implementing a new software system and putting in place a system that will sustain us into the future. . . . This work was completed in time to prepare the necessary reports had all of the internal technical working of the new system performed the first time. As you may know if you have been involved in implementing new systems, that is almost never the case. We have experienced some delays in the actual processing and marrying of the numerous data elements. (Complete PDF memo)
In other words, the new $6 million software package doesn’t work, even though implementation probably began in late 2003 or early 2004. (Motions in board minutes)
In her recent letter to the Wisconsin State Journal Chris Kolar, co-president of the Leopold Elementary School Parent Faculty Organization, criticizes me for my “early departure” from a Madison School Board meeting on April 25. She states that I “walked out of the board of education meeting at about the time Leopold was to be discussed”.
Please consider the facts that Ms. Kolar did not include in her letter.
Tom Scullen (Scullen is superintendent of the Appleton Area School District, which has 10 charter schools. He also is president of the Wisconsin Charter Schools Association.):
Charter schools are playing an increasingly important role in that success story.
State Superintendent of Public Instruction Elizabeth Burmaster, at a recent state charter school conference, said charter schools “are critical in making schools learning environments for all children.” She added, “Charter schools encourage community and parental involvement and innovative teaching practices within the system of accountability for results in public education.”
The Milwaukee Public Schools has a detailed and informative budget posted on the Web.
Will the MMSD budget be as detailed if it’s ever released?
Click here to see Milwaukee’s budget.
Joe Wineke, Don Severson & Mitch Henck discuss the upcoming Madison School Referendums, administrative consolidation and the budget in this 40 minute mp3 file (via 1310)
The Madison School Board is facing some of the biggest challenges that a school district can face. These challenges include three referenda on the ballot on May 24th. One of the most unique challenges is the potential boundary changes throughout the district. These situations are very complex, political, frustrating and exhilarating at the same time. They’re complex because it affects so many people. It is political because of the many parent organizations it involves. It is frustrating because it takes so much work and time. Finally, in the case of Hawthorne and Lakeview it is exhilarating because the school board took action.
In “What, Me Worry?”, Tom Friedman holds forth, as he so often does, on a speech Bill Gates gave on the antiquated way we educate our high school students. Gates warns that the future belongs not to those countries rich in natural resources but rather to those who “mine” their populace’s intellectual power. China and India will soon propel many more of their students ahead of ours, and with the flattening of the globe, Tom’s latest book’s thesis, these students will no longer have to come to the US. Thus the brain drain will be from within and without.
A moving story in the New York Times on the staging of King Lear by inmates of a Wisconsin prison.
Would that these men had a fine arts program when they were young students.
Mad City Grumps. Check out their website. They also discuss taxpayer costs, along with a negative aid discussion. My preference would be to see the entire school tax burden, not just the referenda portion (and the changes over time for the average taxpayer).
It’s great to see this activity. I hope we see more – across all spectrums on these issues. via Katie Arneson
Despite common characterizations of Madison’s school board as split along liberal and conservative lines, it just ain’t so.
The seven members of the board of education have to be among the most liberal people in Madison. I’d guess that all seven voted for John Kerry in the last presidential election, and they’ll all probably vote for the Democratic candidate in the next presidential election, no matter who the candidate might be.
The true fault line runs between a group determined to defend the status quo and a group whose few members ask whether the board and district could be better.
The status quo defenders say things like “Madison is the best school district in the nation” and “We follow the best possible decision-making processes. No change could make any improvement.”
By contrast, the questioners raise queries like “How can equity be improved in the district?” and “How can we make decisions on budget cuts before we’ve seen the budget?”
Forget liberal vs. conservative. Think in terms of status quo vs. improvement.
New AAAS Report Explores How Schools Improve Math and Science Learning
A System of Solutions: Every School, Every Student
Ten U.S. school districts have achieved significant improvement in science and mathematics performance by developing ambitious programs that set high standards and then closely tracking what works and what doesn’t work in helping students learn, according to a new AAAS report.
The 22-page report, “A System of Solutions: Every School, Every Student,” identifies 10 U.S. K-12 school districts, serving some of the nation’s major inner-city areas, and discusses the systemic practices that helped them improve student performance and close the gap between minority and non-minority students.
U.S. school districts examined as part of the AAAS report are: Atlanta; Boston; Brownsville, Texas; Columbus, Ohio; El Paso, Texas; Houston; Los Angeles; Miami; Portland, Ore.; and San Diego.
The 22-page report was commissioned by the GE Foundation and is available on-line here http://www.aaas.org/programs/centers/capacity/documents/GELongReport.pdf.
Late Monday afternoon, the school district finalized the search committee for the East High principal. The committee met Tuesday night for orientation, and I believe that the interviews will start next Monday, May 1.
As Mr. Rathert reported at the April 14 meeting of the new parent/staff/school community organization, there are 8 candidates who will be interviewed. The district typically doesn’t release the names until the field is narrowed to the finalists, so the names of the eight candidates are not available at this time.
It is likely that the new parent/staff/school community organization’s May 12 meeting (7:00, East High cafeteria) will focus on the search, results if any, and ways that the East High community can participate in the transition process.
According to Bob Nadler, head of Human Resources for the district, the committee members are:
Parents: Kymberli Crowder, Larry Riechers, Cynthia Walton-Jackson
Staff: Scott Eckel, Sara Krauskopf, Jen Simpson
Administrators: Ed Holmes, Mary Ramberg, Ted Szalkowski [Note: in the past the other three high school principals have served on the committee, but apparently there are reasons why that didn’t work this time.]
Students: Two students applied
This is an e-mail sent to the Madison CARES listserve. Enjoy. By DENNIS A. SHOOK – Freeman Staf (April 16, 2005)
The hardest question on any test for a state legislator is what should be done to fund education?
Some legislators would answer “nothing” while others would answer “whatever it takes.’” But common sense tells us the right answer has to be somewhere between those two poles.
It is not a multiple choice question, with one or two right answers. It is more like an essay question that could cause even the most terse college student to fill several pages with an answer.
The latest round of referendum questions statewide showed the public is generally of the belief that education receives enough of the public’s tax money already. Yet school districts like Racine are considering ending extracurricular activities such as music and athletic programs. That could well cause an exodus from that city’s public schools to private schools or force families to relocate to other communities entirely. That surely can’t be what anybody wants, even the most ardent teacher bashers.
How did we arrive at such a state?
Cuts of 10% to elementary music and art and 100% to elementary strings are being proposed by the administration. The overall MMSD budget cut needed is 2%. The School Board has not discussed or asked questions about the proposed cut list at any public meeting since they received the list on March 3rd – that’s nearly two months now. Rather School Board members are “selling Art Rainwater’s proposed cut list.” Board members are “making excuses” why there are increases to the administrative contract budget, save all extracurricular sports for kids, unecessarily dividing rather than bringing together parent and professionals to work on what we can do for all kids and fairly. Rather, our board says, we can’t do anything else – it’s because the state does not give the school district enough money. Our board membes are not asking the question – what’s academic, how will this affect children’s learning, how have the administrators worked with teachers and other relevant professionals to minimize the impact on children. If they asked this about elementary strings and fine arts education – the answer would be that they have done nothing. I expect the answer is the same for many other academic areas.
Developing incentive pay plans are a challenge. Gov. Schwarzenegger is pushing this in California. Dan Weintraub writes:
Everyone knows that our poorest kids tend to clump in schools that depend too much on inexperienced teachers, many of whom are still trying to find their way in the profession. We have good, experienced teachers who would teach in these schools if they were rewarded financially for their trouble – just as in every other profession, where the toughest-to-fill jobs normally earn higher pay. So who or what is standing in the way of the students who need better teachers getting those teachers? The teachers unions.
Out of all the local media, only Isthmus probes for insights into the curriculum and governance of the Madison Metropolitan School District.
Isthmus stories on reading, special education, talented and gifted, and board infighting support the best of democratic processes by sparking lively debate necessary to effective public policy decisions.
The rest of the media, the MMSD administration, and the majority of the school board condemn healthy discussions as divisive and destructive. Yet, the absence of debate will quietly slide the district deeper and deeper into stagnation.
Keep up your excellent reporting, Isthmus.
ps. If you have an opinion on Isthmus’ reporting, feel free to post a comment.
A reader forwarded this 4 page (17K PDF Document – 17K) that compares and discusses Advance Placement classes available at Madison’s four high schools.
I watched the school board last Monday talk about the process for the “budget” up until the referendum. The original timeline had public hearings being completed prior to release of the 2005-2006 budget. Why? As Superintendent Rainwater says people don’t care about the budget; they only care about the programs, courses and services they want to save. I care about the budget process and so do other parents and community members.
Back in October, I testified at a meeting of the Long Range Planning Committee. I asked the committee “to do only three simple things.” To my knowledge, the Board and Long Range Planning Committee have not done them, so I’m going to vote against the referendum on Leopold.
If the Board has done what I suggested, I welcome a response on all three points.
Here’s what I said in October:
First, take the time to understand the budget consequences of a new school. By this I mean that you needed a referendum for operating expenses for this school year. How much additionally will you need to ask from taxpayers in annual referenda to fund a new elementary school?
Second, take the time to understand the enrollment impact of a new elementary school on the middle school and high school it will serve.
Third, citizens of the broad Madison school community include people with a tremendous amount of expertise in education, management, finance, urban planning, real life, and more. You should use every possible opportunity to tap their knowledge.
Several interesting letters to the editor in Sunday’s NYT in response to this article: The Schools Under Bloomberg: Much Tumult, Mixed Results, including this comment:
Too many have held low expectations for Harlem’s children. We have a mayor who not only seems to care about reforming the schools, but also is holding himself accountable for raising the expectations of our children. While I do not agree with every single one of his reforms, I believe they should be given more time before they are dismissed.
Florida is making news again: This time, having handcuffed a five-year old black girl, of course, but after her tantrum was over.
What impressed me was the incompetence of Nicole Dibenedetto, the new assistant principal of Fairmont Park Elementary school. This principal had just been through Crisis Prevention training and, I suppose, was following the rules and procedures she had learned there. It doesn’t say much about the competence of the training either.
Any parent who has had to handle the typical and not that unusual tantrum from a 5-year-old will recognize both the child’s behavior and the thorough lack of knowledge this principal has in handling children.
Here is the recent link to the news report that has links to the video. Total video time is about 30 minutes. Report and Video
The California of the 50’s and 60’s was the embodiment of the “American Dream”. Their schools were the best. Today, the California school system ranks at the bottom in the nation, with Mississippi and Guam. Proposition 13 in 1978, and revenue caps require referenda to exceed the caps to be passed by 2/3! majority. Some now admit the California schools have achieved Third World status.
Today, most schools are like the Santa Monica-Malibu School District, serving one of the richest districts in California. The schools here do not have PE, Arts, Music, counselors, and minimal or no electives. A educational fads have taken hold: whole language, new math, multiple choice testing. And, of course, loss of local control to the State legislature.
For a sobering look at a failed school system, click on the transcript.
On Monday, April 25, the Madison School Board will hold a special session to vote on a plan that affects hundreds of west side families and six to eight elementary schools in the event that the May 24 referendum to build a second school on the Leopold site fails.
Options before the Board do not mention the drastic changes taking place in the Ridgewood apartment complex that is near Leopold Elementary School and home to many current Leopold students and their families. While it appears increasingly likely that the large low income community near Leopold will be displaced by changes in ownership of the apartment complex, the Board will be voting on plans that do not take this factor into account. Instead, at the insistence of Board member Carol Carstensen, the Board seems poised to lock into
Cherokee Middle School Celebrated it’s 50th Anniversary Party Friday Night at CUNA. Check out the photos here.
Cherokee is having an open house this morning from 9:30 to noon. [map]
This link was forwarded to Madison School Board members by Joe Quick
Racine School Board decides its next move after failed referendum.
Is it me, or is this a forshadowing of the future of Madison School District?
Madison Teacher Blog.
“MadTeach is all about….teaching in Madison…..getting mad about teaching….and of course, getting mad about teaching in Madison……….”
Great to see this, though it’s anonymous…. This site does not have an RSS feed (google owned blogger does not yet support it). Our rss feed is here.
The LA Times opposes Rob Reiner’s proposed “Universal Pre-School” scheme:
The last thing California needs right now is to raise another huge sum of money $2.3 billion a year to start that can’t be used to close existing gaps.
Reiner would do that with a higher tax on incomes of more than $400,000 a year. Last November, voters approved a poorly thought-out measure to tax million-dollar earners to fund mental health programs. The line of good causes calling out for a tax on the rich will only get longer.
This editorial page has advocated reinstating higher tax levels on top incomes, but only if the revenue is used to heal the crippled general fund, and only temporarily. With a healthier budget, the Legislature could have a rational discussion about funding more preschool.
Mary Van de Kamp:A fascinating article in Milwaukee Magazine compares two elementary schools with black principals and low-income black students. At one school, students outperform the district’s white students; at the neighboring school, students do far worse.
Last year, 81 percent of Hawthorne�s black fourth-graders scored proficient or above in math and 79 percent proficient or above in reading, compared to 34 and 63 percent, respectively, at Thurston Woods…..
A national survey of K-12 salaries appears in a recent issue of Education Week.. Among other things, the Educational Research Service that conducted the survey found that the gap between salaries of teachers and those of education professionals in higher paid positions–principals and superintendents–has steadily widened over the past decade.
Local point of interest—the salary paid to Madison Superintendent Art Rainwater in 2003-04( $153,150) exceeded the average for superintendents in the Great lakes states ($114, 026) and the average for superintendents nationally with the same years in office ($109,254) for 2004-05.
Education Intelligence Agency posted this data from the US Census Bureau, US Dept of Education and the NEA. Take a look.
Eighteen states plus the District of Columbia employ more non-teachers than teachers. South Carolina ranks highest in the percentage of teacher employees at 65 percent, while Kentucky brings up the rear with classroom teachers making up only 42.6 percent of its public education workforce.
via joanne jacobs
In 2000, The Justice Matters Institute Discipline Task Force published a report called Turning TO Each Other Not ON Each Other: How School Communities Prevent Racial Bias in School Discipline.” The report provides helpful insights and resources for people who are concerned about creating more effective and equitable approaches to discipline in our schools.
That report is available in PDF form at: http://www.justicematters.org/turnto.html
To add to the discussion of successful/unsuccessful reading programs there is an interesting system in place in Anchorage, Alaska that has shown to be successful and seems very logical. Kindergarten students are screened thru testing in the Spring of each year with a system called the Slingerland pre-reading test. This test evaluates student’s strengths and weaknesses in the auditory, visual, and kinesthetic modalities. Once strengths are identified they are placed in first grade, and some times second, based on the results. First/Second grade teachers are trained to emphasis either an auditory, visual, or kinesthetic curriculm and students with that strength are placed accordingly. Of course, some students show no strengths or weaknesses in a specific area and are placed in classrooms based on traditional means.
This is a wonderful, proactive way to target a childs natural learning style. It avoids waiting for a problem to develop before seeking this information. Slingerland was developed to work with Autistic children but has been adapted to a general classroom setting and is implemented in all the Anchorage elementary schools.
I came across an interesting review by Joseph K. Torgesen in the American Educator that is relevant to recent discussions on Reading Recovery and Direct Instruction. You can find the article online, but I will limit myself to quoting just a few lines from the paper.
“Instruction for at-risk children must be more explicit than for other children. … Explicit instruction is instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own. … Evidence for this is found in a recent study of preventive instruction given to a group of highly at-risk children during kindergarten, first grade, and second grade (Torgesen, Wagner, Rashotte, Rose, et al., 1999). Of three interventions that were tested on children with phonological weaknesses, the most phonemically explicit one produced the strongest growth in word-reading ability. In fact, of the three interventions tested, only the most explicit intervention produced a reliable increase in the growth of word-reading ability over children who were not provided any special interventions.(emphasis added) Other studies (Brown and Felton, 1990; Hatcher, Hulme, and Ellis, 1994; Iversen and Tunmer, 1993) combine with this one to suggest that schools must be prepared to provide very explicit and systematic instruction in beginning word-reading skills to some of their students if they expect virtually all children to acquire word-reading skills at grade level by third grade.
This information was provided to school board members via public information department
· Leopold Elementary School is overcrowded, and will become more and more overcrowded. The schools capacity is 655 students; 668 students currently attend the school. In five years the school is projected to have a minimum of 750 students and as many as 830 students, that is 95 to 175 over capacity.
· In addition, because of overcrowding there, 111 students who live close to Leopold are assigned to elementary schools outside their neighborhood. One of these schools is Chavez Elementary which currently needs and will continue to need seats for students moving into new developments close to this school on the southwest side.
· This question asks for authorization for up to $14.5 million to build and equip a new elementary school adjacent to the existing school on the Leopold site, and to renovate, remodel, equip and add to the existing Leopold building, and to make related site improvements.
· Building on the existing site precludes having to purchase at least 15 acres of additional land for an elementary school.
· Included in the $14.5 million is up to $1.6 million for the existing Leopold building to convert and remodel the former library and current cafeteria into small and large classrooms.
· If this referendum is approved, the new school will open for the 2007-08 school year, and plans call for the two schools to be paired. Just as its done in other school district paired schools, one building would have kindergarten 2nd grade students, and the other building would have 3rd 5th grade students.
· Construction of this new elementary school will be consistent with the school district practice of having schools close to where students live, and of all students in a given neighborhood attending the same school.
· Without the new school on the Leopold site, and in the optimal boundary changes scenario presented to the Board of Education, at least an additional 64 current Leopold students will be assigned to schools outside their neighborhood. Under this scenario, over 300 students will be moved to different West side elementary schools Thoreau, Van Hise, Stephens and Crestwood.
· Other boundary redistricting scenarios under consideration would move 828, 1063 or 1137 students to different elementary schools due to overcrowding. *(soon there will be an option to move around 300 students but the school board has yet to receive the information)
· The new school will cost the average homeowner an average of $25 per year for 15 years, and will generally maintain present school boundaries. (The median value of Madison homes is $205,400.)
For more information about the May 24 referendum, go to the districts Web site at www.mmsd.org
Capital Times April 15, 2005
Full article at: http://www.madison.com/tct/mad/local//index.php?ntid=36209&nt_adsect=edit
Teachers fight possible bilingual education cuts
By Lee Sensenbrenner
April 15, 2005
Bilingual teachers who are helping students in the Madison Metropolitan School District to learn English are organizing against a proposed cut to their department.
Threatened with losing eight positions if a May 24 operating budget referendum for $7.4 million is unsuccessful, the teachers said in an open letter Thursday that the cut would take away much of their ability to help mainly Spanish speaking elementary students who are struggling to keep up.
As laid out in the administration’s $7.4 million list of proposed cuts, dropping 8.4 bilingual resource teachers would save $425,880. This would take away one of two teachers in the elementary classrooms where the positions would be lost.
Senator Ted Kanavas (R-Brookfield) has asked the Legislative Audit Bureau to audit the Waukesha School District’s use of “community service funds” (called “Fund 80” by Madison Metropolitan School District) to finance high school pool project.
The following article from the April 15 Milwaukee Journal Sentinel includes a larger discussion about how funds are being used in other Milwaukee-area communities and whether those uses conform to state law.
The following story from the April 13, Appleton Post-Crescent reports on a school district in Wisconsin that is actually adding staff to both gifted and special education.
News-Record staff writer
NEENAH � The equivalent of four teachers will be added to the Neenah Joint School District next year to enhance its special education, and gifted and talented programs.
Last week, the Board of Education set the staffing level at 480.5 teaching positions for 2005-06, compared with 476.5 this year.
The changes will cost taxpayers an additional $244,000 next year.
The cover story in today’s Isthmus (dated April 15) includes new praise for the effectiveness of Direct Instruction for teaching reading.
For example, the article says, “Among the beneficiaries . . . are special ed students, who receive an especially intense form of Direct Instruction. One-third of Marquette’s special ed kids were ‘advanced’ readers on last year’s third-grade test, while over one-half were ‘proficient.’
The article continue, “Meanwhile, at Franklin-Randall, the district’s other paired elementary schools, the third-grade scores for special ed students are the inverse of those at Lapham-Marquette: Whereas Marquette has one-third of its kids at the top and 8% at the bottom, Randall has 8% at the top and one third at the bottom. At Hawthorne Elementary, one of five schools formerly eligible for the Reading First grant, no special ed children register as ‘advanced,’ and most perform poorly.”
Unfortunately, most Isthmus articles are not posted on-line. When an electronic copy become available, I’ll post a link to it.
Cliff Miller on recent management changes and the redevelopment plans at Fitchburg’s Ridgewood Apartments. This complex is very close to Madison’s Leopold School. Any changes at Ridgewood may affect Leopold along with the planned expansion.
Fascinating read. This one, too.
Below Jeff Henriques posted a response from the MMSD to a letter criticizing Reading Recovery.
The critical letter concludes:
“Reading Recovery has not met the needs of these lowest performing students. Most significantly, its excessive costs can make it more difficult for a school to provide help for all students in need, especially those who are behind in the upper grades. Thus, Reading Recovery is not a productive investment of taxpayers� money or students� time and is a classic example of a �one size fits all� method.”
Read the full letter letter on Reading Recovery’s flaws.
The New York Times on April 13 reported on a study by the Northwest Evaluation Association that shows there is a decline in the improvement of students in schools since the enactment of NCLB. To quote the article in part:
“Since No Child Left Behind, … individual growth has slowed, possibly because teachers feel compelled to spend the bulk of their time making sure students who are near proficiency make it over the hurdle.
The practice may leave teachers with less time to focus on students who are either far below or far above the proficiency mark, the researchers said, making it less likely for the whole class to move forward as rapidly as before No Child Left Behind set the agenda.”
The following link is to the actual report from the NWEA site, for your reading pleasure.
In response to criticism of Reading Recovery here and on the Madison TAG Parents web site, MMSD Reading Recovery Coordinator, Sharon Gilpatrick, provided TAG staff with information in response to the letter about Reading Recovery and asked that it be shared with the community.
According to the Reading Recovery Council of North America the Internet letter criticizing Reading Recovery was not an “unbiased review of evidence. It represents a narrow but vocal minority opinion.” They also state that it has a number of biases and omits important findings. You can draw your own conclusions by reading their letter signed by their group of international researchers.
The District must have a budget process that allows the Board of Education and the public to review the budget, and balance the interests of the public, students and staff to accomplish the effective and efficient operation of the School District, and to ensure that its priorities are addressed.
The current timeline for budget approval does not allow the Board or the public to have reasonable and informed access to the information necessary to balance those interests, or to ensure those priorities.
Instead, current and past budget practices allow staff contracts to be accepted, budget cuts to be proposed, and additional programs to be considered, all without the ability to place these items within the budget as a whole, and therefore balance all interests.
Modifying the budget process to allow this balancing, to me, is non-negotiable.
I, for one, will not be supporting any of the referenda on the May 24 ballot, unless the budget process is fixed.
I will be voting in favor of all the referenda on May 24, if and only if the Board takes actions prior to the referenda to ensure all proposed staff contracts and other agreements are incorporated into the previously published budget and not acted separately upon by the Board; and, if and only if, all cuts to programs are proposed and presented in the context of the previously published budget, and not acted separately upon by the Board.
In order to get my vote, the 2005-2006 budget process and timelines need to be modified, even at this late date, to conform. We cannot reneg on any contracts already voted on by the Board, and we cannot review the failure to consider adminstrative renewals by the Board, and we cannot pull back the publicly proposed cuts to await the timely arrival of the budget.
But, we must be delivered an estimated 2005-2006 budget sooner than the proposed May 2nd to give the public time to review it, place the proposed cuts into its budget context, and plan for alternative budget adjustments. At the latest, the budget can be delivered to the Board and public on April 22nd, even under the current timeline, by posting the budget on the website prior to or instead of printing (we might even be able to save printing costs!).
Accepting the referenda for a changed budget process is a quid pro quo contract between the Board and the public. It is a prototypical win-win agreement. All sides to the coming debate over the referenda get everything they want. Those in favor of the referenda get the referenda passed; those who want a significantly better budget process get their interests heard.
Accepting such a challenge might even avoid the coming, and, what I perceive to be, very devisive battle among the many sides to debates.
For those who find such an agreement more of a compromise than a win-win agreement, consider it progress towards opening up the budget process � progress that could have been accomplished years ago.
The real debate has not started, but I�ve already heard some loose lips. I�ve heard it said (paraphrasing), �If you can�t afford the tax increases, take a mortgage out on your home.� And I�ve read comments that said (paraphrasing again), �If the Leopold expansion was in a white area, there would be no problem. The opposition are racists.�
Unless some agreement is accepted, I don�t see a reasoned and tempered debate occurring in the next month and a half.
Instead, we�ll be spitting at each other.
There is some difference of opinion about what state law requires under the QEO statutes, particularly regarding the “required” 3.8% increase. For what it’s worth, this is how the statute is worded:
Anne Marie Chaker:
. . . a growing body of evidence is showing that preteen students do better when they can remain in their familiar elementary schools for longer — with better grades and fewer disciplinary problems than their middle-school peers.
. . . An early study tracked hundreds of middle-school-age students in Milwaukee public schools, comparing those who switched to a new school in grade seven with their counterparts in a K-8 school who didn’t have to make any switch. The research found that those who switched had more negative attitudes toward school and lower grades. Girls in particular didn’t recover in middle adolescence (grades nine and 10) when it came to self-esteem and participation in extracurricular activities.
Via Eduwonk & Joanne Jacobs
TO: Madison School Board Members
FROM: School District Employee
RE: MMSD Budget Concerns/Questions
As a Madison taxpayer, parent, and employee of MMSD, I have a unique perspective on the workings of this school district. I also feel a great responsibility to write my concerns. The Board should address:
� How can food service/custodial/secretarial personnel be cut/surplused at the same time that more administrators are added and given substantial raises?
In Madison, parents have begun asking why MMSD does not link parents to teachers through regular e-mail reports and messages. The April 6, 2005 issue of Education Week offers pros and cons of this suggestion. http://www.edweek.org/ew/articles/2005/04/06/30email.h24.html?querystring=e-mail%20opens%20line
Direct Instruction frequently enters discussions of reading in Madison’s schools.
Strictly speaking, Direct Instruction (with a capital D and a capital I) is a copyrighted program. Direct instruction (little d, little i) refers to a variety of programs that use direct systematic instruction and other principles of Direct Instruction.
Additionally, direct instruction works to teach other subjects, math, science, history, and more.
Dr. Martin Kozloff, professor at University of North Carolina-Willmington, prepared a long list of direct instruction cirricula. Click here to read a short description of each.
The perennial argument that the QEO has somehow �capped� teacher salaries just doesn�t square with the numbers because most districts voluntarily settle above the 3.8 percent total package, which includes both salary and benefits. The Wisconsin Association of School Boards database shows that total-package increases averaged about 4.5 percent in 2003-04 and 4.3 percent in 2004-05.
Prior to the law change, arbitrators intervened in stalled negotiations and brought the sides together by analyzing such data as a local school district�s ability to pay, national and regional market forces, and comparable wages and benefits in the geographic area. Arbitration was the single most important factor accounting for the period of labor peace from the late 1970s to early 1990s.
What’s the QEO? via wisopinion
4.11.2005 Capital Times Editorial:
Newcomer Lawrie Kobza surprised a lot of people with her win in Tuesday’s voting for the Madison School Board, which saw her upset incumbent Bill Clingan by a comfortable 53-47 percent margin.
Her win is being read as something of a municipal Rorschach test.
Some members of the current board majority, who vigorously opposed her candidacy, fear that Kobza will be another Ruth Robarts, the dissident board member who has angered her colleagues by picking fights on budget issues and accusing other board members of being rubber stamps for Superintendent Art Rainwater.
Great to see the Capital Times engaged….
UPDATE: Karyn Saemann on No School District, no sense of place; schools in Fitchurg.
Jason Shepard speculated on how a majority might form on the MMSD school board when Lawrie Kobza officially takes a seat.
�Lawrie Kobza�s win . . . over Madison school board incumbent Bill Clingan by a 53% – 47% margin will almost certainly alter the board�s ideological alignment. The only question is how.
Kobza credits a surprise endorsement from The Capital Times as the tipping point of her campaign. But a last minute mailing signed by Ed Garvey and former Mayors Paul Soglin and Sue Bauman questioned whether Kobza is really a liberal.
Kobza, an attorney with a sharp mind, says her election proves voters want changes in school governance. Soon-to-be colleague Ruth Robarts is thrilled: �There�s going to be a new dialogue.�
At election�night parties, there was speculation that Kobza could side with Robarts on what would normally be 6-1 votes, and also of a coalition made up of Kobza, Robarts and moderates Shwaw Vang and Johnny Winston. But Carol Carstensen says her big win . . . shows public support of the board�s liberal majority. We�ll see.�
— Isthmus, April 8, 2005
Quite a bit happening in Milwaukee, according to Alan Borsuk.
The revolving door for urban school superintendents has been a major fact of life across the country. The general rule of thumb many use is that if you make it three years in the job, you’re doing better than average.
Andrekopoulos will reach the three-year mark in August. He has said from the start that he was committed to the job for five years, and he recently said he might want to make it six.
It is still going to be heavy going for him and everyone else involved in MPS. The budget decisions are going to be tough and the politics demanding. Change, as Andrekopoulos says, is hard.
Most important, the job of raising the level of educational success of children in the city overall is complicated and slow going, at best.
But the Goldberg election may prove over time to have been an important signal that Andrekopoulos will beat the urban superintendent challenge and get the five years or more that he wants. That is likely to make this the key question for the next several years: Will the policies he stands for work?
George Will, writing from Phoenix:
The idea, which will face its first referendum in Arizona, is to require that 65 percent of every school district’s education operational budget be spent on classroom instruction. On, that is, teachers and pupils, not bureaucracy.
Nationally, 61.5 percent of education operational budgets reach the classrooms. Why make a fuss about 3.5 percent? Because it amounts to $13 billion. Only four states (Utah, Tennessee, New York, Maine) spend at least 65 percent of their budgets in classrooms. Fifteen states spend less than 60 percent. The worst jurisdiction — Washington, D.C., of course — spends less than 50 percent.
Joanne Jacobs has a few comments.
In the May 24 referendum for the operating budget, voters will determine whether the Madison schools will have an additional $7.4 million to spend next year and for all the years thereafter. Superintendent Art Rainwater and the management team issued a cut list in March. According to Rainwater, the board should cut the programs, staff and expenses on this list if the referendum fails. http://www.madison.k12.wi.us/budget/mmsd/0506/2005-06_Budget_Discussion_Items.pdf
Before the referendum election, the school board can take items off of the cut list. One of the items that should come off the list is the proposed elimination of the elementary strings program, a program that costs $500,000 within a budget of more than $350 million.
Daniel Burkhalter, who has been director of government relations for the Illinois Education Association since 1993, is the new executive director of the Wisconsin Education Association Council.
The WEAC Board of Directors approved the appointment of Burkhalter Friday (April 8, 2005). He succeeds Michael A. Butera, who left in November to take a position with the National Education Association. WEAC Legal Counsel Bruce Meredith has been acting executive director.
Wispolitics. Clusty search
Decisions: Adult or Student-centered? by Dr. John Benham, Music Advocate
Why do I include this as an issue of music advocacy? Because, it is my observation that the lack of a student-centered decision-making process is the number one issue in education!
Madison Teachers, Inc. is currently bargaining with the Madison School District. The current agreement can be found here (167 page PDF). I ran some google searches and found the following teacher contracts online:
I’ll continue to add to this list, along with the new MMSD/Madison Teachers Agreement when it is available. MTI’s weekly Solidarity is well worth checking out, for another view into our schools.
Air America’s Al Franken interviewed Richard Blumental, Connecticut’s Attorney General, Friday because he is fiing a law suit against the federal government. His complaint on behalf of the state of Connecticut is the federal government is illegally and unconstitutionally requiring states and communities to spend millions of dollars to administer federally mandated test. He claims it is unconstitutional for the federal government to mandate education to the local communities without financially backing the mandates. He is asking that other states join in…………
Mary Marcus forwarded this event notification: Tuesday, April 12, 2005 / 6:30 to 7:30p.m. @ Thoreau School PTO Meeting (Map & Driving Directions)
Guest Speakers Bill Keys and Arlene Silveria from Madison C.A.R.E.S. (Citizens Acting Responsibly for Every Student).
Madison CARES (Citizens Acting Responsibly for Every Student) is an organization of citizens who are concerned about the future of the public schools and have come together in support on the 3 referenda that will be on the ballot in the Madison Metropolitan School District on 5/24. At the meeting, we will provide you with information on the 3 referenda questions and how they may affect your school. We will also introduce you to our organization. There will be time for questions and answers.
Madison C.A.R.E.S. background information