Wake CARES is praising the latest revisions in Wake County's student assignment policy, which makes proximity a priority while eliminating references to trying to balance poverty levels at schools.
In a press release today, Wake CARES commends the school board's policy committee for having passed an amended student assignment policy on Wednesday. The group says the amended policy provides families more stability and "opens the door for parents to have a more instrumental voice in their child’s school assignment."
“Every parent should have an equal opportunity to have a say in their child’s school assignment regardless of their income level or where they live” said Allison Backhouse, a leader of Wake CARES, in the press release. “This policy revision, which brings all parents into the decision-making process of assignment, will better serve children and families.”
The revised student assignment policy is setting the grounds for a contentious debate and vote by the full board on Tuesday.
As noted in today's article by Ray Martin, school board minority members aren't happy that the revised policy doesn't specifically mention low-income students or students performing below grade level. They're arguing the policy needs to specifically include those groups so that student assignment plans will be based in part on balancing them at schools.
"Schools with too many challenged students will have too many challenges," said school board member Anne McLaurin, who voted against the change on Wednesday. "What you don't want is a whole school of underachieving students. Teachers won't stay. And it's pretty expensive to keep teachers in those schools."
Comments
Does no one get the fact
Thu, 04/29/2010 - 23:17 — HJ2ss2Does no one get the fact that you can bus, redistribute and assign the students using all kinds of mathematical formulas and never get the desired results? Busing just makes things look better because it spreads out the problem. Based on 30 years experience I can confidently say that absolutely nothing will change unless the problems that resulted in their acceptance in the "free and reduced club" are addressed. Until Wake County broadens their horizons and is willing to accept new ideas, they will continue to dig themselves deeper into their diversity hole and , sadly, drag the students down with them.
Sorry for the sarcasm. The
Fri, 04/30/2010 - 23:00 — HJ2ss2Sorry for the sarcasm. The school system seems to bring that out in me. I meant the students who meet the requirements for the free or reduced lunch program. These are the "at risk" students whose problems have to do with a home environment where drug abuse is acceptable, selling drugs is how you make a lot of money, a education is not a value, sexual activity often occurs in the living room (in front of the children) and it is not unusual for a family member to be in prison for an assortment of crimes. These children do not come to school ready or able to learn. Sometimes, I am amazed that these children make it to school with all they have to deal with at home. These children need specific programs that can address the above problems in order to be able to learn. Wake County doesn't seem to care about the real problem.
Holy cow
Sat, 05/01/2010 - 00:58 — SDR256You meant the children who meet the requirements for free or reduced lunch. I see. They can all be lumped into the group whose adult family members have sex in front of the TV? Wow. That's amazing. I didn't know you had video cameras installed. And all of these children who are eligible for free or reduced lunch have family members who sell drugs. You are really well connected to know that. And of course they are all dumb as bricks as well in your model too.
The real problem. Yes. You are confirming the real problem. And the current system has just this kind of insidious, ingrained bigotry. To the point where those who are holding the candle vigils don't even get it. I think someone once called it doublespeak.
I would rather crawl on a street of glass than to be subjected to this kind of 'empathy'.
You became so involved in
Sat, 05/01/2010 - 08:50 — HJ2ss2You became so involved in the harsh description that you missed my point. Not every "at risk" child lives in a home with the problems described above. My point is that many of these children have so many problems at home that they need services, not busing and administrators shouting at them to enable them to learn. Ask any Child Protective Service Worker.
I guessed you didn't mean
Sat, 05/01/2010 - 09:00 — red_balloonI guessed you didn't mean "all" but when you are not clear on a blog (or, for that matter, clear) your post will be critiqued.
I would expand on your point and add that it isn't just some of the children needing services. Parents play a large role in this problem and need help too.
Thank you. Being critiqued
Sat, 05/01/2010 - 09:34 — HJ2ss2Thank you. Being critiqued is fine as long as it helps get my point across.
The parents play a huge role! Services need to include the parent. There are program models for services but Wake County is too busy busing children and accepting accolades for their program. (which does not really help the students).
assignment as a distraction
Sat, 05/01/2010 - 09:52 — Dove314It does seem like we continue to miss the important part -- focusing time and budget on getting the necessary services to the necessary students while everyone continues to rearrange where students will be assigned.
You mention program models. Can you share more?
It could be viewed as a
Sat, 05/01/2010 - 10:20 — red_balloonIt could be viewed as a distraction or it could be considered a necessity if the larger plan has locating the students in a manner appropriate to the revised service delivery model that will follow. If such a revised (or should we say enhanced?) delivery model does not follow then it does bring into question the need to focus on assignments unless major advantages (monetary or otherwise) accrue.
Getting the necessary
Sat, 05/01/2010 - 10:04 — jenmanGetting the necessary services to the students is easier when the kids aren't bused all over the place. I was at a WEP roundtable at Cisco a while back and a woman who volunteers with Communities in Schools was there. From what I could gather, the CIS center is at a school downtown but they tutor kids from the neighborhood area and not just that particular school. The kids that she worked with went to a 'suburban' school that was pretty far away. She said that in her experience it was a detriment that they were going so far away. The bus ride was long so they didn't have as much time in the program as the neighborhood kids. It was also harder to coordinate with their schools as to what they were working on and how they were progressing.
If you look at a map of where all the downtown and SE Raleigh kids go to school, its unbelievable. It looks like a patchwork quilt.
95% of kids
Sat, 05/01/2010 - 10:38 — Dove314According to Mr. Tedesco, 95% of the children are already where they are going to be. Are you saying that the 5% who will be rearranged and thus affected here are only those kids in SE Raleigh? and that they will benefit from more time in an existing and known program?
This would imply only 5% of students are not achieving, all being bused far away from their neighborhoods and all with currently available programs that they cannot take advantage of. This doesn't match either the statistics many here have cited or the reality of what is available in terms of programs from the admittedly little I have seen, hence my question about what information on model programs the previous poster could share.
There are currently lots of opportunities and needs to improve services to children in that 90-95% who are already in the neighborhood or community where they will continue to be and which are not being pursued.
There are numerous programs
Sat, 05/01/2010 - 15:59 — HJ2ss2There are numerous programs that are being implemented, most involving linking the student to services offered by the community as one of their components. One program, out of California involves "wrap around services" incorporating the community, parents, teachers, etc together to provide the resources as needed by the student.
If you go to the link below, it should provide a better example of how these programs work.
Some school systems have schools specifically for at risk students. These schools have smaller classes. The teachers are trained to work with this population. I was employed at one of these schools and saw improvement in the students. They felt connected and recognized. No longer getting their identity from being treated as "problems" or as "inept". They began to show improved self esteemas well as improved academic performance.
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at500.htm
In Wake County
Sat, 05/01/2010 - 16:20 — Dove314I apologize for being unclear. I am specifically interested in what we have available here in Wake. Are some of these are being implemented now here in Wake? If so, who is managing the program?
For instance, Ms. Nordone has previously mentioned Homework Haven. This is run through a partnership with the YMCA and has both corporate and individual sponsors and has an understanding with WCPSS to help insure the tutoring provided addresses the achievement needs of those they help. (homeworkhaven.org)
It seems like a great program that is already in place, not something theoretical to implement in future. People can volunteer time or donate money in a variety of ways right now. And how such organizations can be better integrated with the WCPSS could be demonstrated now, not in a couple of years after assignment is sorted.
I really appreciate Ms. Nordone sharing this information and I'd like to know more local endeavors already ongoing such as this one and help work to insure that they have the resources they need to help students who need assistance.
I thought maybe, based on your note, that you had a roster of such organizations already working locally.
If the school system would
Sat, 05/01/2010 - 17:24 — HJ2ss2If the school system would make appropriate use of their social work department allowing them to make decisions regarding appropriate services in the schools and acting as a source of information regarding programs and working with at risk students....as well as directly working with students and their families....we would see effective intervention. As it is now, educators decide what should be implemented, although they do not have expertise to know what works. I think it's an issue of control in the system. If anyone in the department disagrees with a principal, even if that disagreement stems from their knowledge and experience, they are viewed as engaging in a power struggle.
To answer your question....there is a whole department with training, knowledge and experience working with the "at risk" population.
Given your knowledge
Sat, 05/01/2010 - 17:31 — Dove314Given your knowledge, won't it be important for the BoE to solve any problems and issues in service delivery now for the Community Schools vision to work?
Definitely! They have a
Sat, 05/01/2010 - 18:00 — HJ2ss2Definitely!
They have a difficult job ahead. Before they can move on, they need to make some major changes in administration. It is a very closed system. People advance because they please their superiors and cover up, rather than address problems. Anyone who has an idea that is not in keeping the current administration or presents a problem that needs to be resolved is eliminated from the system.......after being told that the problem does not exist. If problems are not recognized than there are no problems.
How to fix?
Sat, 05/01/2010 - 18:07 — Dove314Wow -- that's a tough one. That sounds like years of entrenched principals and central office promotions which will have an interest in maintaining covering up issues. Do you just clean house or is it possible to change the central office culture? Will the BoE have the ability or will this fall on any new superintendent? And does this, to your mind, support hiring from outside the existing system rather than promoting from within? Would Dr. Hargens have the stomach to clean house on the system of which she has been a beneficiary?
I don't claim to have the
Sat, 05/01/2010 - 18:34 — HJ2ss2I don't claim to have the answer.....just my observations, experience and conclusions based on years of professional experience. I read that Dr. Hargens has been getting "advice" from Del Burns. As far as I know, except for Jim Surratt (sp?), all the other superintendents have been from within. The "cover up" is a bizarre concept to me. I'm not certain I would bdlieve it if I hadn't experienced it for myself.
Thank you
Sat, 05/01/2010 - 18:57 — Dove314I just appreciate your sharing and helping me gain more insights into the whole picture.
It's really disheartening to learn there is a department that could be helping with all of this that is discounted and not well utilized.
Based on the information you share, it seems like a new superintendent from outside could be useful but such a person would have quite a challenge.
Dr Hargens is from the same
Sat, 05/01/2010 - 19:13 — red_balloonDr Hargens is from the same team. I doubt she will do anything radically innovative or different. Personally, I think any perceptible change will have to happen despite BOE and central admin. The former will fly through major turbulence for years and years while the latter has fiefdoms, job security issues, and a need to demonstrate that change is unnecessary.
"...problems that resulted in their acceptable in the
Fri, 04/30/2010 - 09:36 — Athey01ot-Majority of violent Wake schools are middle schools
Thu, 04/29/2010 - 18:18 — AngelaWMajority of violent Wake schools are middle schools
Posted: 15 minutes ago
Updated: 12 minutes ago
Raleigh, N.C. — A WRAL Investigation found that seven of the 10 most violent public schools in Wake County are middle schools, and many of those troubled teens may not get the help they need because of budget cuts.
The state formula to determine violence in schools is based on several factors, including possession of a weapon, assault, robbery and possession of an illegal substance.
WRAL redacted the drug possession numbers since that is not a violent offense. Once the drug numbers were taken out, the crime rate was higher in middle schools than in high schools.
10 MOST VIOLENT SCHOOLS IN WAKE COUNTY
RANK
SCHOOL OFFENSES STUDENTS RATE PER 1,000
1 East Wake Middle 33 1,057 31.2
2 Moore Square Magnet Middle 12 473 25.4
3 West Millbrook Middle 22 890 24.7
4 East Garner Middle 27 1,111 24.3
5 Southeast Raleigh High 32 1,584 20.2
6 Garner High 43 2,238 19.2
7 North Garner Middle 22 1,152 19.1
8 Carroll Middle 14 785 17.8
9 Carnage Middle 19 1,083 17.5
10 Knightdale High 30 1,752 17.1
Wake schools’ senior director of security, Russ Smith, said there were fewer incidents of violence in the 2008-09 school year than in years past. He presented the following statistics, which do not include drug offenses, per WRAL's request:
Middle schools 2008-2009
311 incidents
30,983 students
Incidents per 1,000 middle school students: 10.03
Incidents per 1,000 high school students: 9.43
Middle schools 2007-2008
380 incidents
29,978 students
Incidents per 1,000 middle school students: 12.67
Incidents per 1,000 high school students: 8.48
"Middle school incidents have decreased by 21 percent, and the gap between high school and middle school students has been significantly closed," Smith said.
He added, however, that gangs are a contributing factor to some of the violence in schools.
"Gangs are an emerging issue and have been an emerging issue over the years. That is going to contribute to some of the numbers that you see," Smith said.
Programs help get kids back on track
Juan Almendariz, who was expelled from Garner Magnet High, says he knows he “chose the wrong decisions.” Now he is working to get back into the Wake school system by volunteering with About Face II Inc., a non-profit organization that helps youth and families in Wake County.
Darien Chambers, an eighth-grader on long-term suspension from North Garner Middle, is volunteering there as well. He says “being stupid” is what led to him getting suspended.
"I found out here that life is not going to be what you want it to be. It's going to be some ups and downs, but you can conquer it," Darien said. “I’m finding out that my choices do have consequences."
About Face is just one organization in Wake County that was created to help troubled teens and give them “a second change to succeed in life,” according to Director Robin Flow.
"Sometimes I think that having that extra attention means a lot to these students – being told that they are loved," Flow said. "And it's OK, you made a mistake, but let's not do it again. This is how we can do it differently. This is how we make a difference – tough love. We show a lot of tough love."
Leaders at Haven House say they have a common denominator – large numbers of middle school students with discipline problems.
“That’s a difficult age. That’s a time when kids are trying to figure out who they are and what they want to be and who they want to hang out with,” said Michelle Zechmann, executive director of Haven House.
The organizations are also fighting for funds to keep the programs alive. State and local funding for those groups is being cut off because of the budget crisis.
"We don't know where the program will go from here," Flow said. "That's very alarming, because we are the only program in the Garner area that serves long-term suspended kids."
“Almost all of our programs have waiting lists,” Zechmann said. “When we look at that, there is a need out there in the community. When we look at cutting funding, we’re going to see bigger waiting lists (and) more kids not getting served.”
John Wall, the reining Wake County Principal of the Year, said he is not ashamed that his school, North Garner Middle, is the seventh most-violent school in the county.
“I would submit that, as a principal of North Garner Middle, if I was included in that group it’s simply because I’m very vigilant in ensuring that the rules are enforced,” he said.
He acknowledges that there has been “an increase in gang activity” in the 12 years that he has been principal. To combat problems, Wall said he is firm but fair and requires every administrator to volunteer time with students.
“It’s all about relationships. Kids trust me, and I trust (them),” he said.
For Juan and Darien, the journey back is slow but not without reward.
“I know enough now for me not to do the things I did and not to hang with the wrong people,” Darien said.
...
Thu, 04/29/2010 - 18:33 — SideburnsApparently so...
http://wake.mync.com/site/Wake/news/story/51027/three-juveniles-taken-into-custody-after-altercation-at-ligon-middle/
Online Comment
Fri, 04/30/2010 - 03:26 — jeffrey1Actual online comment in response to that article:
Ligon, where academically gifted students are grouped together for math and/or language arts according to their areas of AG identification.
mclaurin's parking approach
Thu, 04/29/2010 - 10:52 — red_balloonWhat happens to the average and above average students if you dump underachievers in their classrooms? I suppose this isn't an issue since it meets the "sound basic education" requirement notwithstanding the fact that some of these kids are having their potential eroded within WCPSS. It appears McLaurin prefers to park these children across the county than to work on the real problems.
This is pretty clearly a
Thu, 04/29/2010 - 12:08 — carson79This is pretty clearly a SEPARATE ISSUE than assigning kids to schools.
Not to mention that your comment assumes that bused in kids are the only low achievers that may wind up your kid's classroom!
The way to address this would be within each classroom - unless you are advocatin that kids be assigned to schools based on achievement - which you very well may be. Recognize that this is not different than the approach that limits concentrations of these kids - except that it seeks to maximize concentrations of kids by achievement. So same thing, just the other direction (*gasp* social engineering!!)
That was an unnecessary
Thu, 04/29/2010 - 12:52 — red_balloonThat was an unnecessary remark. Achievement is not limited to one particular SES and I doubt anyone on this forum believes otherwise. I am advocating assignment by aptitude and achievements (and not SES or lottery) to the better resourced schools.
Are you advocating for
Thu, 04/29/2010 - 15:58 — kbrooks500Are you advocating for putting underperformers in one school and advanced students in another? IS n't that going to guarantee that some students get better resources and instruction, while the low perforners, who have already been labelled perhaps unjustly get less. That is not an acceptable policy to me.
And the current policy of
Thu, 04/29/2010 - 17:07 — red_balloonAnd the current policy of magnet based discrimination is acceptable?
unnecessary *In YOUR
Thu, 04/29/2010 - 13:03 — carson79unnecessary *In YOUR Opinion*
I'm free to comment since thank goodness this is still a free country!
I am drawing attention to your assignment philosophy which is unlike anything I have ever heard or seen before - it's totally unlike anything that's been put forth by the new or old Board. Have you seen assignment like you mentioned anywhere else in America?
This is unnecessary: Not to
Thu, 04/29/2010 - 17:14 — red_balloonThis is unnecessary: Not to mention that your comment assumes that bused in kids are the only
low achievers that may wind up your kid's classroom!
Thanks for drawing attention to my statement but it is hardly ground breaking. Achievements do drive selection/ placement. Whether it's the Ivy League or NCSU or the local elementary school, I don't believe achievement is disregarded. The extent to which they pay attention to this parameter varies.
To follow this idea up
Sat, 05/01/2010 - 11:16 — kbrooks500When I worked at a school out of state this particular school grouped children into classes based on ability beginning in kindergarten. What do you think happened?
The students who came from middle class educated homes took up the spaces in the advanced classes and the students from less functional, lower income homes or where English was not the first language were in the lower classes. Children who don't perform well on the initial assessment to determine placement are also often less focused, more distractable, and frequently less comfortable around unknown adults who are giving the assessment.
These students are then put into a class together where their inattentiveness leads to behavior issues and less learning for the whole group. One first grade teacher of 18 students had 12 students needing remediation, while another teacher had only 1. Grouping young children in this manner is not in their best interest and creates an unnecessary burden on the classroom teacher.
With respect to your last
Sat, 05/01/2010 - 19:06 — red_balloonWith respect to your last paragraph, an argument can be made for the opposite. My son's classmates have capabilities that span three grades in language arts and four grades in math. The teacher is dedicated and energetic but you can see the boredom and disconnect within sections of the students depending on what the teacher covers. I believe focusing solely on the number of students needing extra help without regard to what level of intervention is needed is a burden on multiple students across the SES spectrum as well as on the teacher.
You can't really be
Thu, 04/29/2010 - 21:19 — carson79You can't really be promoting college type admission policy public primary and secondary schools???
You realize they have diversity components right? LOL
And if it's not uncommon, tell us some districts that assign based on achievement.
Have you shared your concern wiht the board?
potent point
Thu, 04/29/2010 - 21:41 — red_balloonYou realize they have diversity components right? LOL
That never occurred to me. Why fight it when social engineering is pervasive.
I think in most districts
Thu, 04/29/2010 - 21:56 — danofncI think in most districts (and by most I mean every one I've ever heard of) the vast majority of students are assigned to a certain school based on one set of factors, and then put into certain classes based on others.
The older kids get, the more they are separted in school based on capability.
It isn't realistic to try to separate the entire district into achievement-based school assignments.
Each zone could have (say)
Thu, 04/29/2010 - 22:09 — red_balloonEach zone could have (say) one school targeting high achievers. Given the vast sums of money spent on public education and the millions of kids routed through the public school systems, I don't see why maximizing achievement can't be a goal.
Children change
Thu, 04/29/2010 - 23:19 — FrabjousChildren change through the years. What happens when someone considered a "low-achiever" becomes a "high-achiever" ? Does he get transferred to a different school ?
No, it makes more sense to have ability-based classes at each school so that the kids can be catered to as their needs change.
Indeed. That is a better
Sat, 05/01/2010 - 19:08 — red_balloonIndeed. That is a better model in certain respects.
Actually, that's how class
Thu, 04/29/2010 - 14:09 — loriacActually, that's how class assignment was done in my middle school when I was in 7th and 8th grade. Kids were assigned by test scores (regardless of socioeconomic status) into a class (or section). That section then took all their classes together - similar to teams today I guess. (Only 1 middle school in town, so this is how kids within the school were assigned)
Our class was wonderful - everyone was challenged, and it was great having the whole class move at the same speed. Many of us still keep in touch today. I'd guess at least 1/3 of the class might have qualified for F&R, if such a thing had existed.
I can only speak from my experience - not sure if school scores were tracked, or how other classes fared. At that time, we did have a vocational track in high school, so that was an option for some of the middle schoolers to consider. Our class took algebra in 8th grade - the teacher told us we would all get a 100 on the Regents Algebra exam, and everyone did.
Dating myself - but for electives, the girls were required to take home ec, and the boys were required to take shop. We all took art and music for part of the year. I remember being mad that I wasn't allowed to take shop - it was deemed 'too dangerous' for girls.
As Dove mentioned, I was
Thu, 04/29/2010 - 16:31 — carson79As Dove mentioned, I was talking about school assignment, what you are talking about is extremely common.
Class versus school assignment
Thu, 04/29/2010 - 14:37 — Dove314The discussion here is regarding school assignment and allocation of resources, not what level of class assignment is recommended.
Are you arguing that we should be changing assignment and resource allocation to insure we either (a) cluster high achieving students into a select and highly resourced few WCPSS equivalents to the NCSMS? or (b) insure we highly resource all AG kids because they are high achievers and thus we reward schools which have a higher proportion of high achieving students? The former sounds like the "brain drain" concept that many do not like. The latter brings up a challenge -- would parents in higher performing schools in the county accept that more resources may be required for schools with high burdens of students not meeting achievement goals, meaning less for those high-achieving schools? This discussion seems to indicate that some parents will seek the opposite -- more resources for the high achieving schools and less to lower performing schools.
not arguing
Thu, 04/29/2010 - 15:58 — loriacI'm not arguing anything. Carson said she never heard of such an assignment practice - I was pointing out that's how it was done in my town 'back in the day'. It could be considered a school assignment practice since all the kids in town went to this school, and this is how they assigned the kids. Not everyone got 8th grade algebra, for instance.
Who do you see
Thu, 04/29/2010 - 12:58 — Dove314Who do you see in the lesser resourced schools? What aptitudes should have less resources? What levels of achievement should have less resources?
Not lesser as in resource
Thu, 04/29/2010 - 17:08 — red_balloonNot lesser as in resource deprived but adequate to assure "sound basic education". Kind of like what is happening now (or so I hear).
schools
Fri, 04/30/2010 - 07:45 — stepbystepredballoon, I think I remember in an earlier post you were waiting to hear about the magnet lottery. I'm assuming you did not get a seat this year based on some of your comments? I'm curious if you grew up in a public or private (or other) school system? From what you advocate, it seems private or homeschooling would best suit your interests because you don't seem to consider the wide range of needs and issues in a public school system. Is that an option?
answers
Fri, 04/30/2010 - 10:40 — red_balloon1. Yes, we did not hold a winning lottery number.
2. Both.
3. Not at present.
I agree I do not consider all issues and needs in a public school system. Owing to my role in this process/ system, I don't believe I need to understand or could understand all issues and needs. What I can do though is post about an unmet need in WCPSS, similar to someone who might advocate for sports, dance, Project Enlightenment, at risk kids, etc. I do support some of these causes and currently volunteer in a school. I am thinking of stepping up my involvement with ED kids but hesitate to do so. I see a lot of attention given to the 54% and, while that is important, I find it disconcerting that maximizing academic achievement for all kids receives scant attention.