The WakeEd blog is devoted to discussing and answering questions about the major issues facing the Wake County school system. How much will the new Democratic majority on the school board do to undo the changes made by Republicans since 2009? Will the new student assignment plan be a hybrid of the last two models or primarily be a return to the use of busing for diversity? Who will replace Tony Tata as the new superintendent of the state's largest district? How will voters react to a likely request in 2013 to borrow potentially more than $1 billion to build and renovate schools?
WakeEd is maintained by The News & Observer's Wake schools reporter, T. Keung Hui. While Keung posts information and analysis on the issues, keep us posted on your suggestions, questions, tips and what you're doing to cope with the changes in Wake's schools.
Here's a website for those who want to keep closer tabs on the activities of the Wake County school board's economically disadvantaged student performance task force.
The ED task force now has its own website, including links to handouts from past meetings. They haven't, as of mid-Friday afternoon, posted Thursday's handouts but you guys will probably be interested in the school district's healthy schools report.
Comments
Oh I forgot to type also
Sat, 03/05/2011 - 14:12 — Voice_of_Reason_I was only adding my comment as another reason why I would support the calendar law being changed. I should of said also.
OK.... but this calendar
Sat, 03/05/2011 - 14:55 — magnetParentOK.... but this calendar bill does not eliminate year-round or alternative calendar schools. It just changes the start date (and removes the forced end date) for the traditional calendar.
Understood
Sat, 03/05/2011 - 17:44 — Voice_of_Reason_It will help some people including myself. Thanks for the info.
Going to be more challenging
Sat, 03/05/2011 - 08:39 — Dove314if NC legislature moves this forward ...
GOP budget writers eye teaching jobs.
www.wral.com/news/state/nccapitol/story/9219030/
Republican lawmakers said Friday that they are considering cutting between 5 to 10 percent of North Carolina’s teaching positions to help meet their spending targets for the 2011 fiscal year.
..
Sat, 03/05/2011 - 08:09 — Voice_of_Reason_..
The burdens of poverty are
Fri, 03/04/2011 - 21:59 — AngelaWThe burdens of poverty are real, and overcoming those burdens takes hard work and resources. But poverty is not destiny. Hundreds of schools in high-poverty communities are closing achievement gaps. America can no longer afford a collective shrug when disadvantaged students are trapped in inferior schools and cheated of a quality education for years on end.
Today, 1,800 of the lowest-performing elementary and middle schools in the nation have on average gotten worse over the past three years, underscoring the ineffective nature of the interventions in NCLB. Meanwhile, 2,000 high schools — which historically have been ineligible for the SIG program — persist as “dropout factories,” producing half of the nation’s dropouts.
Persistently low-performing schools need dramatic change to build a culture of high expectations. That kind of change starts with the leadership — and all four new turnaround models require schools to take on a new principal, unless the principal has recently arrived to lead a school turnaround.
That leadership shift is reinforced by requiring that schools use funding to adopt proven instructional methods. Both students and teachers in underperforming schools need more time on task — students will get more instructional time, and teachers can have more time to collaborate and pursue professional development.
The new turnaround models are adaptable to the unique needs of each school. Teachers, for example, will have new incentives to fill hard-to-fill positions in math and science. And contrary to some press accounts, districts will have the flexibility to choose between the four turnaround models, only some of which require changes in teaching staff
Read more: http://www.miamiherald.com/2011/03/03/v-print/2096358/fixing-struggling-schools.html#ixzz1FgbnCPSu
Do you know if, in addition
Sun, 03/06/2011 - 09:19 — HJ2ss2Do you know if, in addition to instructional methods in the turnaround models, there is some component of working with the families of the students as well as an understanding that no matter what is attempted in school, the students return to the same environment that fostered their current barriers?
of course *I* know that, and
Sun, 03/06/2011 - 09:24 — AngelaWof course *I* know that, and as I didn't write the article am not saying I totally agree or disagree with it.
reforms are needed.period. The questions remain though what ARE the ways to achieve them? We cannot continue to ignore them.
My question was not meant to
Sun, 03/06/2011 - 10:00 — HJ2ss2My question was not meant to be hostile. I was really intersted in understanding more about the method.
I agree that reforms are needed. I did not mean to imply that you totally agreed with it. I was just curious because I was essentially fired for trying to use my knowledge and skills to do something for the students that would actually help them. The principal believed that I "thought I knew better". In fact, I did know better. The school system insisted on implementing programs that were not working. I could have lost my licensing for not doing what I knew worked.
and I apologize if my
Sun, 03/06/2011 - 10:07 — AngelaWand I apologize if my response seemed hostile in return. My frustrations abound within this school system and the methodologies that are employed that are obviously not working.
It is such a tangled web and so much more complicated than simply "teaching" and I think we both know that.
I personally believe it "all starts at home" but a school system is left to deal with what they get. Thus, the need for reform and thinking outside the box, but that is also frowned upon as evidenced by your post.
I confess to not having all the answers but am continually frustrated by the lack of concern and "real" knowledge of what goes on in (some) schools and the pontification of politicos that claim "it's for the children"
apologies again.
I agree
Sun, 03/06/2011 - 10:40 — lferreriI agree that this is a tangled web and a difficult problem. I can suggest one place to start. The WCPSS E&R department has published a number of studies of intervention programs. One thing stands out about a great many of these programs. They are placing children into these remedial programs who are already on grade level.
This creates several problems. First, the studies tend to show that participation in a remedial program by a student who is at or above grade level actually has a negative effect on the child's achievement. (This makes sense to me since the child is spending time on "learning" skills that he or she already has and not spending time on improving.) Second, it is a waste of resources that would be better spent on the children who really need help. And finally, it makes it difficult to determine whether a particular program is effective. If a large number of participants already are at or above grade level, measures of the achievement levels of students after participation in the program are meaningless. So we are often unsure about whether a program would have worked if the participation had been limited to students who actually needed help. A good place to begin, in my opinion, would be to start ensuring that only students who need remediation participate in remediaton programs.
and your point is well made
Sun, 03/06/2011 - 11:57 — AngelaWand your point is well made and what is so astounding to me is when people continue to defend the indefensible practices of this school system.
I'm beginning to think that
Sun, 03/06/2011 - 10:36 — HJ2ss2I'm beginning to think that he players and agenda have changed but the game is the same. I actually have some ideas that have worked but no one wants to hear them. (This coming from the person who averted a fight between two rival gang member by suggesting that I could be the "gang momma" and they could come to me when there was a disagreement because I would not tolerate fights on campus. They looked at me with a bewildered expression but didn't fight. Probably afraid they would need to see the crazy person again). It is not about the children. I believe it is politics as usual.
I too believe, and know from experience, that it all starts at home. No matter what intervention is tried at school, the students return the same environment. That's why I was interested in a parent component. I successfully worked with parents, actually getting some involved in their child's education.
and unfortunately there are
Sun, 03/06/2011 - 12:00 — AngelaWand unfortunately there are only so many like you (or I) that do so or can do so or are willing to do so.
no one will EVER convince me that "learning by osmosis" is the answer when children return day after day, night after night to in some cases very dysfunctional atmospheres at home.
by bringing communities together and teaching "communties" the skills needed, perhaps then some real progress can be made. It is in this area that I feel people like the "good" Rev and his ilk have failed.....it's not sound bytes, Rev....it's getting in the trenches.
Amen
Sun, 03/06/2011 - 12:27 — Voice_of_Reason_"Insanity: doing the same thing over and over again and expecting different results."
Albert Einstein
A Rather Depressing....
Sat, 03/05/2011 - 23:44 — chaboard.....contrary view:
http://motherjones.com/kevin-drum/2011/03/james-heckman-education-achievement-gap
so rather than sitting and
Sun, 03/06/2011 - 09:30 — AngelaWso rather than sitting and wringing ones' hands over the "depressing contraty views" what should be DONE about it?
this, perhaps?
If we spent $50 billion less on K-12 education—in both public and private money—and instead spent $50 billion more on early intervention programs, we'd almost certainly get a way bigger bang for the buck .
good luck.
This all would indicate not an "educational" issue but a societal one....BUT it then BECOMES an educational one as schools are the ones left trying to fill in the gaps.
I quite clearly realize there are no easy answers, but as gaps widen and what's been done isn't working.....things need to change.
If we spent that money on
Sun, 03/06/2011 - 12:36 — klanders65If we spent that money on intervention programs, and put kids in them who had surpassed the program goals because they are poor or thought to be poor because they are black, then these kids miss core instruction and loose ground--we'd have a bigger problem than we do now.
I know, I know, I
Sun, 03/06/2011 - 13:21 — AngelaWI know, I know, I know.....
that's why THIS system is broken...and why so many have fought for CHANGE....it may be SLOW, but change seems to be happening, doesn't it? EVAAS vs. EI is a pretty good indication.
but this is systemic and long in duration and firmly entrenched in long standing "ideaology" that it will take time, time I feel we don't really have left to waste, but it is what it is.
Another suggestion
Sun, 03/06/2011 - 13:46 — lferreriIn addition to my suggestion above about placement in remedial programs, your mention of EVAAS reminded me of something else. At the ED Task Force meeting, Dr. Nordone presented data from two middle schools and showed the success they've had from making appropriate math placements. EVAAS wasn't the main focus of her talk, but in presenting the EVAAS School Performance Diagnostic Report, I noticed that the information is broken down by achievement levels. It seems to me that this would be a useful way to figure out which schools are using methods that are effective with the Level I and Level II students. It would require more work than just mandating that only children who need help be placed in remedial programs since someone would have to look over the EVAAS data for each school, but I can see some great long run benefits from finding out which methods are most effective in helping students.
I think I've heard that this information is even available for each teacher. So we could find out which teachers are having success with students who are not at grade level. Maybe we could get the teachers and principals who are helping these students to explain what they are doing to other schools. At the task force meeting, Elaine Hanzer of WFRMS talked about she has done to promote student success at her school. It was very interesting. It might be a good idea to make sure this information finds a wider audience.
Great idea...in the right
Sun, 03/06/2011 - 16:55 — HJ2ss2Great idea...in the right direction. One element that should not be ignore is "how" they do what they do. Attitude toward the students can make or break what they do. I've found that mutual respect as well as clear expectations and communication makes a huge difference in working with these kids. As soon as one finds themselves yelling at the students, they have lost their effectiveness.
I completely agree
Sun, 03/06/2011 - 17:56 — lferreriI completely agree. I found that to be very true in my twenty five years of teaching. All three things you mention, mutual respect, clear expectations, and communication are absolutely vital. Have you ever taught? You sound like the voice of experience.
Thirty years as a clinical
Sun, 03/06/2011 - 19:27 — HJ2ss2Thirty years as a clinical social worker. After nine years with the Wake County Schools.....Maybe Cathy Moore can explain. I really don't know the particulars involved in forcing an employee with a spotless record out of the system with threats. Only in Wake County. I guess it was a mistake to attempt to implement programs that could actually help the students.
It can be depressing or
Sun, 03/06/2011 - 09:22 — HJ2ss2It can be depressing or viewed as a challenge.
Those who insist that
Fri, 03/04/2011 - 21:28 — RaleighTribeOT - School calendar revisted
Fri, 03/04/2011 - 19:46 — magnetParentChange proposed in the school calendar law. If passed, schools can start as early as Aug 15, with no forced end-date listed.
http://www.wral.com/news/state/nccapitol/story/9218270/
Maybe this will help with the issues of AP Exams vs school calendar...
Good Idea
Sat, 03/05/2011 - 08:12 — Voice_of_Reason_This will help the lucky ones in Wake County that have the "luxury" of having their children on the same school calendar to make long-range winter vacation plans too.
huh?
Sat, 03/05/2011 - 08:16 — magnetParenthuh?
Oh I forgot some sheltered magnet parents wouldn't realize
Sat, 03/05/2011 - 10:13 — Voice_of_Reason_You don't know that some of us have children on both a year round and a traditional schedule? And that some of us would prefer to be on the same schedule. I assume you know that snow days often interfere with long range vacation plans if you attempt a winter time vacation on scheduled breaks.
BTW- The different schedules was the deciding factor when I removed my elementary school child and sent him private. We were unable to take family vacations easily. And both my wife and I have family that live in distant places.
Did you read the article?
Sat, 03/05/2011 - 11:14 — magnetParentDid you read the article? My "huh?" was because your comment had absolutely nothing to do with what I posted. To spell it out for you, they are proposing repealing the stupid Save Our Summers calendar law, and allow schools to start earlier. This could be a good thing for the issue with AP courses timing with AP Exams. This could be a good thing for achievement because midterm/finals could be given BEFORE Christmas break. This could allow high school students to have schedules that are more closely aligned with the local colleges for those that want to take courses there.
But go ahead a spew about mixed calendars and snow days impacting vacation plans (that affects even us "sheltered" magnet families) if it makes you feel better. Geez.