Subject | | Modified | Name/Alias |
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| | I attended the 5 year plan meeting at Rainer Beach High School on March 3. The Bilingual Service Center did an outstanding job of hosting the meeting. By far, this group set the most welcoming and inclusive atmosphere of the recent meetings I attended regarding transportation and school closures.
However, I could not help but notice that no decision makers from Seattle Public... |
| | | A Southeast Seattle Parent |
| | Could we have examples of the racist incidents in schools and the statistics on how many teachers are "racially insensitive,"and how many are not ? (along with the research methods used) Also, statistics on the positive or negative effects of such "training," plus the costs, qualification and validity of "trainers" on the subject? How does the cost spent... |
| | | an Orwell fan |
| | Thanks. Can you imagine what it would be like if the media said high crime in certain areas is caused by "failing" police, or that death rates in poverty areas are higher because the dr's are "failing" and need "training"? How 'bout if cancer deaths were blamed on research centers not doing their jobs probably, or the press not reporting it properly? Last one - what if... |
| | | whatever happened to logic? |
| | How does the 5 year plan intend to resolve the geographical divide?
It appears that the recent proposals to close schools and limit choice seem to reinforce the disparities between north and south Seattle schools. From my vantage point, the district is supporting north Seattle schools at the expense of South seattle schools. This is not on track with the stated 5 year plan goals.
... |
| | | A constituent |
| | I've asked this question before, but I have yet to receive a meaningful response. In developing the new assignment policy, what is the distrct's definition of an alternative school? Why is TOPS considered alternative but not John Stanford International, which offers immersion programs in Japanese and Spanish--isn't that about as alternative as a school can be? Before making any crucial... |
| | | gafields2000@aol.com |
| | Did even a single idea from this discussion board appear in any revision of the Five Year Plan? I don't think so.
I feel like the district is giving people more opportunity to speak, and the people are saying more, but the district isn't listening any more than they were before.
Many of us have the sense that all of the decisions have already been made before we get to chime... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | I was mildly shocked to see the incessant focus on race throughout the five-year plan. I would hope that our schools would focus more on increasing student achievement, readiness for careers, preparedness for college, and a welcoming environment for all students, not just those who happen to come from particular races. How much could we achieve, both in relation to our economic costs and... |
| | | Jamie Stevens |
| | The two proposals I have seen for the new assignment plan show each student assigned directly to their neighborhood school or given the choice of a couple schools if the students from that neighborhood choose not to attend. Exceptions are made for "Students with special needs that cannot be met in the neighborhood school, will be assigned to a school that meets those needs. These include,... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | Yet another example of the Board saying one thing and doing another. Moss Adams made it clear that the District cannot keep doing the same things over and over. And yet, the Board is allowing the District to overspend again on BEX II when they already overspent BEX I. You'd think after the mess that prompted the Moss Adams report we would never make the same mistakes. And now,... |
| | | Melissa Westbrook |
| | Looking at the Five-Year Plan we see under its Main Goals #10 to increase the number of minority students taking advanced classes in high school. That would be super except that some high schools don't have any AP (Cleveland) and some are moving to get rid of AP and separate Honors classes entirely (Nathan Hale) while others, in their course descriptions are downright hostile to advanced classes... |
| | | Melissa Westbrook |
| | What is the district's vision for its deaf/hh program? I didn't see anything mentioned in the plan. As the parent of an almost preschooler I would really like to know what direction this program will take in the next few years.
Thanks. |
| | | Rebecca Anderson - becsterbear@earthlink.net |
| | The district has posted the Detailed Action Plans Associated with the Strategies of the Five-Year Plan, and now we know how well you are listening and who you are listening to.
Here are the detailed action plans related to Advanced Learning:
2.1.1.2 Continue to reform advanced learning opportunities. Make sure that every student has access. People who work for Seattle Public... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | We strongly agree that the vision statement should contain language referring to students with special needs and disabilities. |
| | | SpEd Parent |
| | I am concerned by the assumption that increasing diversity in higher learning somehow means watering down the curriculum, or incluing students in honors students who have not earned the right to be there. Involving more underrepresented students, including African-American, Native American, and Latino students, does not mean that higher learning or advanced courses will suddenly become less valuable. ... |
| | | Anna-Maria de la Fuente |
| | Goal 1, Focus Area 2
It appears that the "culturally responsive" part of this focus area is missing from the strategies. Strategies 1 and 2 should include some reference to culturally responsive instructional practices and professional development to help teachers learn to provide culturally responsive, anti-racist teaching.
Goal 1, Focus Area 4
Many schools... |
| | | parent of south-end student |
| | When you developed your mission statement you left out an important part of our student population, those students with special needs. "Our dream is that we graduate every student regardless of race, ethnicity, gender, socio-economic status and disability |
| | | Sandi Fodor concerned school nurse |
| | Now that was interesting. I'm not sure that everyone got to see how the Forum Moderator replied to this post. The reply appeared in the bottom section that usually only says "Approved" Here is the Moderator's reply for those of you who weren't looking for anything in that section:
Approved
The Five-Year Plan was discussed with the Board on November 4th. The current schedule... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | According to the timeline for the Five Year Plan, there was supposed to be Board review and approval of the draft plan by early September. Did that happen? I don't remember it.
That was to be followed by community input during September and October. Was that input supposed to be on the draft plan that the Board approved? Where is that Board-approved draft plan?
The draft plan... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | If wishes (or vision statements) were horses, beggars would ride. It takes more than a district plan to eliminate a gap caused by cultural and societal values. Maybe we should eliminate world hunger, instead -- it might be easier. |
| | | the realist |
| | ooops - and just when your common sense was being remarked on here...you had to say that district control is better than charters. Charters can be anything, run by anyone, within certain limits. District-control, however, means more money for unnecessary administrative employees and expenses, less room for parent-teacher decision-making, and those who left the classroom because they didn't want to... |
| | | those who don't want "Daddy District" on our backs |
| | Wonderful comments about ending social promotion. Just one thing -- education already IS relevant and doesn't have to be made so. Learning is not an American white male value; it's for all of us. But congratulations and thanks for speaking out about discipline (just switch it around -- they're not inattentive and unruly because they fail -- and so have shame, etc. -- they fail because they are inattentive... |
| | | random acts of appreciation |
| | There is an urban myth that tests for students and teachers are "culturally biased." (I don't think I've heard the same about tests for doctors, lawyers, or accountants.) Let's not blame the messenger for telling us the bad news. There has been extensive combing through these tests trying to find the "bias."
It has not been found. It is not there. Sometimes what "we all know"... |
| | | Don't believe everything you hear. |
| | Small schools are more friendly and efficient than large schools. One reason certain schools have wait lists is because they limit their "expansion," in order to create a good atmosphere for learning. However, a study on why 30% of Seattle parents send children to private schools and why the home schooling movement is at about 1 1/2 million, would help in figuring out the real reason there... |
| | | While we're at it,why did dinosaurs become extinct |
| | Isn't it interesting, that after many principals in many locations have shown themselves to be limited-thinkers, lacking vision, and out-of-touch with today's classrooms -- there are still some who would give them even more authority than they already have? (second to the district, perhaps, but above the trained and experienced teaching staff.) One columnist has suggested that schools... |
| | | power to the parents and teachers |
| | In addition, may I add that administrative costs in Seattle are unreasonable and unsustainable? Most teachers prefer a real raise in pay (1% this year? and rent up 5%) than a building loaded with such employees as "curriculum specialists," (which is a little like having carpenters working under a "materials and tools specialist." We have the training; we need more money to live... |
| | | a logical thinker |
| | I had been wondering when someone would point out that the "vision" was giving so little attention to the factors causing the
"achievement gap." Some of the causes, unfixable by schools, even when offering before and afterschool programs from early bird aerobics to midnight basketball, include: poverty, crime, drug and alcohol addiction, children having children, the influence... |
| | | your friendly, neighborhood philosopher |
| | I admire the wishes of all posters to improve public education. Wouldn't it be wonderful to hire the best person for the job, in order to help all children fulfill their potential, rather than juggling factors like race, ethnicity, gender, religion, sexual preference? It only hurts us all in the end. My fingers are crossed that Seattle will realize that many minorities are unhappy that they are admitted... |
| | | imagine |
| | I am a retired public school teacher and care about quality public education in Washington state!
I have looked over the out-line for the Five-Year plan because I was hoping to read about the plans to improve facilities - improving the buildings and learning environment for students, teachers, admininstrators, and parents. I was disappointed to see nothing really substantial in... |
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| | The School Board is considering several proposed changes to the student assignment policy that would create special privileges for students from certain neighborhoods. They should reject these proposals, not only because they are inequitable, but because they are unnecessary. There are better solutions to all of these problems.
One proposal would entitle students from Laurelhurst access to... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | The School Board is considering several proposed changes to the student assignment policy that would create special privileges for students from certain neighborhoods. They should reject these proposals, not only because they are inequitable, but because they are unnecessary. There are better solutions to all of these problems.
One proposal before the Board would reserve some... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | The Board is currently considering four changes in the student assignment policy which run directly counter to the Five Year Plan's goal #5: Manage resources and set priorities using
principles of equity and sustainability. These proposals contradict this goal because they would create special privileges for students living in specific neighborhoods. Two of these proposals would grant some students,... |
| | | Charlie Mas / coolpapa@mindspring.com |
| | In reading the draft I was shocked to see the use of "queer" in such a document in reference to sexual minorities.
I know that many people within the community are comfortable with the use of that word in reference to themselves but to have others use it as label seems insulting and hurtful. I am sure no meaness is intended here but I would hope that it could... |
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| | I would like to second this comment. I believe that a strategic plan should include looking to increase enrollment. |
| | | marjory@froulaalarms.com |
| | I strongly support both ideas: both uniforms and year-round schooling are very beneficial to at-risk students. In fact, there are already schools in Seattle School District who have their students wear uniforms. Thurgood Marshall Elementary School, for one. The idea of uniforms is very unpopular with students however! Just be prepared to stand by your neighborhood schools... |
| | | New Seattle Teacher |
| | On this subject I have found in my PTSA involvement an amazing resource that I believe needs to be somehow drawn into the core development of the Five Year Plan. It is the National Standards for Parent/Family Involvement Programs as developed by the National PTA (ISBN 0-88109-002-6). It is an easy 42 page read that notes: "Over 30 years’ research has proven beyond dispute... |
| | | Marko Tubic, mtubic@comcast.net |
| | I would like to see the addition somewhere in the plan, as it relates to this subject to include:
"The student demographics in our schools will be a reflection of the student demographics of our city population."
I believe this focus will hopefully make us find out why we are losing students to the private and other public systems and seek to resolve those related issues, |
| | | Marko Tubic, mtubic@comcast.net |
| | I read through the Principals and Students comments on the Five-Year Plan and there are many points were both forums asked for more attention to how children learn. Specifically, that children do not learn in the same way and that it can be sink or swim for some students. I see nothing in the Five-Year Plan that addresses this issue even though it appeared repeatedly in the Students/Principals. ... |
| | | Melissa Westbrook |
| | On Wednesday morning the headlines in the Seattle PI focused on the growing obesity problem this nation is facing. That evening, as I read through my second-grader's first-day information packet, I found a flyer promoting the Book It program, in which his class is participating. It offers children the incentive of a free pizza hut pizza if they meet their reading goals. Isn't there some other way we... |
| | | Concerned parent |
| | I would like to see more parents and members of the broader community posting their input on this discussion forum. Most parents I talk to don't even know that it exists. Has the district considered issueing a press release to let folks know they are seeking input?
Have you considered hosting an ongoing forum on your website that could serve as an open conduit for community feedback?... |
| | | Parent of two children in Seattle Public Schools |
| | Review existing curriculum for racist/oppressive content; ensure that curriculum is culturally competent, historically accurate, and anti-oppression and that academic learning requirements can be obtained and assessed through a variety of teaching and learning methods.
Create an attitude of preventive action in each school and throughout the district, rather than crisis reaction. Provide education... |
| | | Advocate and Parent |
| | Recommendations of actions for Goals 3 and 4:
Substantially reduce class sizes in schools that are consistently challenged with poor academic achievement, high disciplinary issues, high drop out rates, etc.
Hire additional para-professional/educational assistants from the minority communities and assign them to schools with high concentrations of students from that culture. ... |
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| | Systemic institutional change requires several factors to be present: 1) An authentic community demand for the change; 2) Policy/legislation that requires the change to occur within the system; 3) An administrative climate that provides leadership in enforcing the change; and 4) The deliberate allotment of resources to directly impact the goals/mission of change.
COMMUNITY: The community... |
| | | Education Advocate and Parent |
| | I have done some research and I would like to update my position. While I still oppose social promotion, I have learned that retention generates no benefits either.
It says that instead of social promotion or simple... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | Here are two innovative ways to begin closing the gap, and raising the level of achievement for all kids: school uniforms and year-round schooling (perhaps the same number of days off, but more evenly spread throughout the year.)
Studies show that low-income kids lose considerable academic ground during the protracted summer break, whereas middle and upper-income kids lose less, and in many... |
| | | Whittier mom |
| | There is no access to Advanced Learning programs in high school because there are no advanced learning programs in high school.
1. Develop Advanced Learning programs for high school students
2. Accredit these programs as advanced learning programs are accredited in elementary and middle schools.
3. Set standards for honors courses.
4. Actively encourage all... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | Action Items:
1. Determine the current diversity in Advanced Learning (the district knows who is in APP, but the district doesn't know which students are in the Blended Spectrum classes and the district doesn't know which students are participating in the ALOs) and set a goal so we can know when we have accomplished this strategy.
2. In the Policy for Spectrum clearly state what... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | I taught elementary music in Seattle Public Schools for 22 years. I had a wonderful experience teaching music in Seattle Schools. The children enjoyed learning multicultural dances and songs. Our musical groups performed at school programs and outside school events. The children looked forward to learning music and enjoyed the performances. The elementary music experience... |
| | | Cliff Bull |
| | The fact that music is not offered in every school is only a matter of money and money is a matter of choices. Think about it - if you could find a magic pill that would promote good learning habits in kids from an early age, that could be proven to benefit the vast majority of those who took it (for some, dramatically changing their lives) and with no negative side effects to the others,... |
| | | Dave Kleiber, elementary school parent |
| | I think it's critical that we increase the ethnic, racial and economic diversity of the children participating in the advanced learning programs. This is a good place to begin closing the achievement gap. We are not doing enough to help all children reach their full potential.
I don't think we need to abandon objective entrance criteria, but I would like to see Seattle Public Schools be creative... |
| | | Concerned Whittier parent |
| | Arts education and experiences must be a part of the A-B-C's, to grow well-rounded citizens and leaders!
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| | | Two Taxpayers Without Children |
| | Music in our schools is an essential element to the Seattle Public School system. It has been proven time again that children's math scores are higher when involved in music.
Instrumental Music in the elementary program is essential because without music at an early age there will be no music in our middle or high schools. We are constantly fighting to keep these programs... |
| | | Lisa A. Crane |
| | The case for music and the arts playing a vital role in cognitive development of children is well documented. Additionally, participation in musical activities fosters experiential learning in sociology, history and cultural diversity. In short, music is too valuable to leave out of any public school curriculum.
Dr. Ronald Cole |
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| | Please include music for every child in the Seattle Public School curriculum. It may seem like a frill, but countless studies have shown that students involved in music programs do better in other academic areas, feel better about themselves, and are less likely to get in trouble. We also need to take the long view: If we do not expose today's children to the arts, how do we expect them to support... |
| | | Meighan Pritchard |
| | As an elementary music specialist in the Wenatchee School District, I cannot imagine an environment WITHOUT music for every child. We ask them to read and write so much these days, but so many children are experientially deprived. MUSIC gives them something to experience...something to write about... something to stir their emotions and in most cases a group to which they can belong and identify.... |
| | | Sherry L. Krebs, MA Creative Arts |
| | BF Day parent
I think having music in school for all the children is very important to the development of children and our society. |
| | | B.F. Day parent |
| | The following information was provided by Jay Iman, Grants Manager at Seattle Public Schools related to the Local-Flex Demonstration Program. It includes a link to the grant application.
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| | | Joanne Robbins, Ph.D. |
| | To perform music students must learn to work together for a common goal--perhaps the single most important skill to instill in our children.
As the parent of two children on the verge of entering the Seattle school system the quality of the music and art programs will be a paramount consideration. |
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| | As a successful artist, I have seen this topic as something which reoccurs with annoying regularity, much like the common cold.
There IS NO substitute for arts education. It allows students to express their individuality in an environment which is supportive and non-violent. It nurtures creativity, complex problem solving, math, science, language skills, interpersonal development,... |
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| | I support the two previous posts on this issue. Arts education is indispensable for shaping our students into welly rounded, free thinking individuals. The amount and quality of non-verbal communication skills learned in a chamber music ensemble or band/orchestra sectional rehearsal is absolutely astounding. All of our students deserve an opportunity to have a quality experience... |
| | | Voter |
| | DID YOU KNOW ARTS EDUCATION CAN:
• Improve student success
Data from the College Entrance Examination Board shows that students who take four years or more of arts classes while in high school score 100 points better on their SATs than those who take one-half year or less. (Source: Education Testing Service, 2000)
• Improve a school and community image
The Secretary’s Commission on Achieving Necessary...
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| | | Concerned Community Member |
| | The Seattle Public Schools would be doing an incredible disservice to their students and our community, if they did not offer Music for Every Child. If indeed their mission is "Academic Achievement for Every Student in Every School", it seems only appropriate to recognize that many do not learn in traditional ways, therefore needing alternative outlets for learning. Numerous... |
| | | BM - percussion performance |
| | Every student should have access to some kind of music class. The statistics speak for themselves! Children exposed to music perform much better and achieve much higher grades in other subjects than those who are not!!!!! |
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| | I wholeheartedly second this! Every child in the Seattle Public Schools must have access to structured, sequential learning in music and the arts.
There are tons of studies documenting the benefits of music instruction for children. Kids participating in music programs have higher graduation rates, do better on the SAT, and have lower rates of truancy and delinquency. |
| | | Whittier parent |
| | I am both a member of the Seattle Symphony Board (and its Executive Committee and Education Committee) and after a long career in business, a middle school teacher of math and history.
I also got my first exposure to music in the pubic schools and have seen first-hand the powerful and positive effect music has on children of all ages. Music teaches discipline and team-work, and provides... |
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| | I am for ever grateful of the music and arts programs that were available to me through out my school years in Mexico City. While I never became a musician, through the music program I understood the value of preparation and training. I learned to work in teams and became comfortable relying on others. I also learned that excellence is expected from every performance.
My professional... |
| | | Mauricio Gonzalez de la Fuente |
| |
I agree wholeheartedly with the posts asking that each child in our public schools has access to a music program - the benefits across other academic disciplines such as mathematics are proven and infinitely valuable.. Music programs also offer an experience that otherwise would not be readily available outside of class (unlike sports), that's both artistic and social.
... |
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| | The vision of:"To graduate every student.....fully prepared to lead a successful life." is laudable but certainly not realistic. The school district cannot do this job alone. Unfortunately, there are many parents in our community who do not value a strong education. They are not interested in supporting their kids, their kids' teachers, their kids' school. Without support... |
| | | A Concerned Parent |
| | I believe there is a fundamental problem with the organizational structure and management philosophy of the Seattle Schools. The schools seem to want to put almost complete autonomy and authority to the schools and their leaders, the principals. This has several flaws.
1. The average tenure of principals, particularly in difficult schools, is too short to allow them to accomplish anything. Changing... |
| | | John Pehrson |
| | I am a musician with the Seatle Symphony. I recieved my introduction to music in public school, with out that I may have not gotten any training in music, so I know how important this is for us. It is very important for us to have music for every child in our public schools.
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| | I sincerely hope that the request for music in every students life be granted. Art in it's many forms is a talent soothing to the very soul. When students have the exposure to various forms of expression they have a better chance of becomming well rounded adults. Isn't that a key concern of Seattle Public Schools? |
| | | dkbrooks86@yahoo.com |
| | Please find a way to make formal music training available at all grade levels. I have two children that have come through the school system in the last 12 years. Although there was an attempt to expose them to music, it was far below the opportunities and focus that I was exposed to when I was a child. I was a product of the seattle school system during the 50's and 60's. My... |
| | | A former orchestra nerd |
| | To achieve true excellence, we need to plan music for every child. Music is the building block for mathematical concepts in our brains. It provides the same teamwork as sports, without requiring the same muscle. And it is a skill that will last a child a lifetime.
Please bring music to every child in the school district.
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| | | Lenell Nussbaum |
| | The music programs in the Seattle Public Schools have been an incredible success story and have opened college and career options for those who have participated. To reduce or eliminate the program will not only jeopardize the current music students but also ensure that those with unrealized talent and potential shall never be disclosed. |
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| | Music is an essential part of every child's education. It makes for a well rounded individual and a life long appreciation. Please consider music when implementing the 5 Year Plan in the Seattle School District. |
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| | Music is disproportionally offered in the district currently because there is no plan for it. Music is only offered as each school sees fit or can afford. If music is included in the 5 year plan and is actually planned for-- not just left to grow wildly-- then the result should be a well thought out curriculum that is effective, cost efficient, and beneficial to all schools. |
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| | The success that John Stanford International School and many other public schools have had in introducing language emersion and international education should be supported and expanded to other schools around the city.
Foreign language fluency helps make our kids better world citizens, more competitive in the global market, and stronger students overall.
Thanks. |
| | | Marco Abbruzzese, Parent of two JSIS students |
| | Agreed. This should be fundamental to the education that all students receive, not just students attending charter schools with an arts focus or students attending private schools. The reasons to include music are numerous but include:
- Music broadens students’ understanding and appreciation of the world around them--it helps to define our culture and to understand other cultures.
... |
| | | Marco Abbruzzese |
| | Please include music for every child in the core curriculum.
Thank you for your consideration.
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| | I think this suggestion has real merit. I hope the SEA and District will consider it. (We need some out-of-the-box thinking to achieve a goal like "eliminating the achievement gap.")
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| | | Michele Anciaux Aoki |
| | I applaud the strategy in the Five Year Plan that calls for the district to "Develop and implement an intervention protocol for highly challenged schools." The district needs to set time limits on experiments.
How much longer are we going to continue the disaster at TT Minor? Will the district stand behind "site-based control" until the state takes over the school?... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | What other programs have waitlists? Lots of them!
Montlake, McGilvra, and Stevens have waitlists. Are these schools enrolling as many students as they can? If each of these schools would take another sixty students it would totally resolve the complaints from Eastlake families.
Garfield, Roosevelt, and Ballard high schools have waitlists. Are they enrolling as many... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | The Five Year Plan calls for the district to develop and implement curriculum based on grade level expectations, but what does the district intend to offer for students who are working beyond grade level?
Is this what Advanced Learning is for? If so, then shouldn't working beyond grade level be the eligibility criteria for Spectrum? And shouldn't every student be screened? It would be... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | The very first goal of the Five Year Plan is to increase the effectiveness and relevance of instructional and support services for all students.
The very first Major Focus Area of that goal is to develop and implement grade level expectations aligned pre-K-12.
The very first strategy for that Major Focus Area is to develop and implement a rigorous and relevant pre-K-12 curriculum... |
| | | Charlie Mas - coolpapa@mindspring.com |
| | Goal Five, Manage resources and set priorities using
principles of equity and sustainability.
Major Focus Area 1, Review and modify the funding system for equity, sustainability and alignment with five-year plan.
Strategy 6, Develop a plan to attract and retain students.
To attract and retain students, create more advanced learning programs, particularly Spectrum. There are... |
| | | Charlie Mas |
| | I was reading the student input on the 5-year plan and noticed these bullet items (under why are so many students of color dropping out):
http://www.seattleschools.org/area/fiveyearplan/Input_From_Students.pdf
• One way to alleviate the gap would be to bring down the students at the top and use the resources they saved to improve the students with lower grades
• The students in the Honors/AP classes... |
| | | michele@anciauxinternational.com |
| | I appreciate the emphasis on strategies to increase academic achievement and eliminate the achievement gap, and look forward to seeing your detailed work plan. |
| | | Anon |
| | This is great. Can the district have other discussion boards on the web site? I'm sure that there are several departments that would like to host one. |
| | | Charlie Mas |
| | There is a serious disconnect between the Board and the district staff. The Board believes that student families and community members should have a role in decision-making, and the district staff, from the Superintendent down, think that they should make the decisions without any partnership with student families or community members.
I was on an Advisory Committee and I can tell you that... |
| | | Charlie Mas |
| | Under Goal Three, Eliminate all systemic barriers to student
achievement, Major Focus Area 5, Provide more equitable access to programs and schools, Strategy 2 reads:
"Evaluate and modify program placement to ensure equitable
distribution and access."
On November 14, Superintendent Manhas sent a letter to the home of every Spectrum student. In that letter he said that... |
| | | Charlie Mas |
| | This is Major Focus Area 2 of Goal Three, Eliminate all systemic barriers to student achievement.
There are two listed strategies:
1. Develop and implement a district policy and procedures on advanced learning.
2. Develop and implement a more equitable process for access to advanced learning opportunities at all grade levels.
First of all, the district has no idea of... |
| | | Charlie Mas |
| | The first step in providing more equitable access to schools and programs is to end the practice of artificially limiting enrollment. There are schools with room for all of the students on their waitlist, but they have chosen not to admit those children.
When I look at the district's list of priorities for student assignment (predictability, equity, close to home, choice, etc.) I don't see... |
| | | Charlie Mas |
| | I was at a Board meeting recently and I heard about a very successful program at Garfield High School. A ninth grade student entered this program reading at the third grade level but had been accelerated to the ninth grade level by the end of the year.
While that demonstrates the effectiveness of the program, I couldn't help wondering how in the world this student reached the ninth grade with... |
| | | Charlie Mas |
| | It is the district's practice to charge school budgets the average cost for each teacher instead of the actual cost of the actual teachers at the school. If, for example, the average cost of a teacher, district-wide, were $35,000 then a school with 20 teachers would be assessed $700,000 for those teachers.
But the actual cost of teacher salaries can vary widely. New teachers are... |
| | | Charlie Mas |
| | Welcome to the Five Year Plan discussion forum. |
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