Category: Equity
June 13, 2008
by Steve Rawley
In a move teachers’ union president Jeff Miller calls “extremely rare,” Madison teachers have voted “no confidence” in their principal.
This is another blow against the Gates Foundation’s “small schools” model, which, under former superintendent Vicki Phillips, was implemented exclusively in Portland’s lowest income high schools: Jefferson, Madison, Marshall and Roosevelt.
Evidence continues to roll in showing this model is failing by virtually all measures to achieve its goals, and instead robs our poorest students of equal educational opportunity and accelerates the outflow of students and their funding from these schools.
Yet PPS, under new superintendent Carole Smith, has demonstrated no serious intention of returning comprehensive high schools to these neighborhoods. And there seems to be no thought of shifting the “small schools” model to a “small learning community” model, as proposed by educator and activist Terry Olson.
As with the PK8 transition, another serious mess left by Vicki Phillips, half of PPS high schools remain in serious crisis, and Carole Smith’s administration takes only tentative, superficial steps to address foundational design defects.
At some point the school board needs to assert some leadership. They need to define what constitutes a comprehensive education, and guarantee it in every neighborhood school. Until they take that fundamental step, talk of equity is meaningless and the district remains in turmoil.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
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June 8, 2008
by Steve Rawley
The 2007-08 PPS school year heard lots of talk of equity, but no common vision has emerged for what that means or how we can get there.
Things started on a cautiously optimistic high note with the hiring from within of Carole Smith, whose staff started saying the right things about equity.
The school year built to a climax with the mayor’s week at Jefferson in January, but the wind started to come out of the sails with a new budget that brings further staffing cuts at schools in poor neighborhoods. Questions remain about the district’s commitment to “proof points” at Jefferson, such as merging the academies, to say nothing of restoring the performing arts department or restoring AP classes.
Questions about the PK-8 transition bubbled up and led to Smith’s first encounter with an angry mob. She responded with an action team. Some of the biggest holes are plugged, but PK-8 remains in crisis, still short library staff for eight schools.
In the end, we still don’t know: What defines equity? There have been no changes to the policies most responsible for inequity (open transfers and the school funding formula). Worse, the district seems fixed in a mindset that they can guarantee outcomes for children affected by poverty. But this mindset has subjected our poorest children to less educational depth and breadth, and can only accelerate out-transfers of those better off.
The longer they try to deliver “equity” like this, the more inequitable things have gotten.
Ultimately, the only path to equity is equal opportunity and balanced enrollment. That is (like I said in September), we’ve got to define a comprehensive curriculum (including arts, libraries, technology, etc.) and deliver it in every neighborhood school, and we’ve got to talk about the transfer policy in the detail requested by the Flynn-Blackmer audit, issued two years ago this month.
September 2007
Report on transfer policy and neighborhood funding inequity presented to school board
I present the school board and interim superintendent Ed Schmitt the first draft of my report Charting Open Transfer Enrollment and Neighborhood Funding Inequities (261KB PDF). The report details how the district’s transfer and enrollment policy takes significant funding from our poorest neighborhoods — over $40 million in 2006-2007 — and hands it to our wealthiest neighborhoods. The poorest school clusters — Jefferson, Madison, Marshall and Roosevelt — continue with disproportionate program cuts as enrollment and funding flow to more affluent neighborhoods. Schools in wealthier neighborhoods effectively maintain comprehensive programming at the expense of our poorest citizens.
PPS changes policy to allow corporate advertising in school gyms
Before Carole Smith is hired, the school board votes to allow the Trail Blazers to “donate” the refinishing of our ten high school gym floors in exchange for the placement of permanent corporate ads. Dwight Jaynes loves the idea, others do not. Rick Seifert (of Red Electric fame) inspires the nickname Dwight “Burgerville” Jaynes.
October 2007
Smith hired from within
Bucking a trend of hiring administrators from outside of the district, the school board surprises many by hiring Carole Smith from within. Smith wastes no time setting high expectations, saying “Jefferson’s going to be great.”
District low-balls rehired custodians
Opening negotiations with their rehired custodians, PPS offers a 30% pay cut.
District data show transfer policy aggravates segregation
In advance of board discussion on the transfer policy, administrators present data showing the segregation caused by the transfer policy.
City offers million dollar band-aid to district’s 40 million dollar problem
Erik Sten‘s Bureau of Housing and Community Development offers Portland schools a million dollars to to “create excitement.” Excitement fails to materialize.
November 2007
Board dances around transfer issue, takes no action to balance enrollment
The school board finally gets around to talking about its transfer policy, a year and a half after auditors asked for clarification. They artfully avoid answering city and county auditors’ questions about racial and economic segregation caused by its policy.
December 2007
Board rejects all four charter applications
Possibly signaling a new attitude, the school board rejects four charter school applications.
New Administration makes positive rumblings about “Equity”
Carole Smith’s administration starts saying the right thing about equity.
January 2008
Mayor Potter comes to Jefferson
The school board comes, too, and is met with a parade of students speaking eloquently about the lack of rigorous and varied course offerings available to them. The Jefferson High School PTSA presents the school board with their comprehensively damning resolution calling for an end to the transfer policy that has devastated the schools in our poorest neighborhoods. I put in my two cents worth, too, addressing the intolerable inequity created by the board’s transfer policy.
The whole scene is repeated Wednesday, when the City Council meets at Jefferson. In addition to the students and PTSA members, city council candidate and Wilson High parent Amanda Fritz addresses the council about the glaring differences between her daughter’s school and Jefferson. I speak of the school district and city working at cross purposes.
The week wraps up with the mayor’s state of the city address to the City Club on Friday, with club members getting a tour of Jefferson’s half-empty library, and the mothballed metal shop, TV studio and band room.
The entire week leaves the Jefferson community buoyed by a sense of hope and possibility. How could a city like Portland tolerate such glaring inequity?
February 2008
PPS Equity launched
It seems like it’s been a lot longer, but I just launched this site in February.
The last “Celebration!”
PPS holds its last “meat market” school choice fair.
PK8 comes to a boil
Two years after a rushed decision to eliminate middle schools (in some neighborhoods; the west side gets to keep theirs, evidently) parents come together to demand a better deal for their middle-school children.
Custodians stave off 30% pay cut
Custodians and food service workers are made to feel good about taking a 3-year wage freeze.
Ivy charter withdraws application
With the board poised to approve their application on appeal (with some modifications), the organizers of the Ivy Charter School withdraw at the last minute. The other three applications in the cycle were rejected and did not appeal.
Smith’s first budget: where’s the equity?
Carole Smith’s first budget makes a few tentative steps toward equity, but does nothing to balance enrollment or help schools hardest hit by the transfer policy.
March 2008
Smith forms PK8 action team
Two years after beginning implementation, the district decides to start planning for it.
April 2008
Deep cuts to poor schools
As community members start to study the budget, deep cuts are discovered at our poorest schools, putting the lie to the “overarching” goal of equity.
Gates “small schools” make no progress
Touted as a salve for the “achievement gap,” our poorest schools were carved up into academies. New data show these schools continue to have the worst dropout rates in Portland.
May 2008
Jefferson Students walk out, protest lack of progress
Frustrated at staffing cuts, and a continuing lack of breadth and depth in course offerings, Jefferson students walk out, demanding curriculum, teachers, AP classes, language classes, College Center, and
other programs.
School board funds new books for middle schoolers, even as many schools lack library staff
Some parents question the timing and priority of the move.
PK8 team addresses some concerns
PK8 schools get some basic guarantees, but district won’t commit to library staff for nearly a third of PK8 schools. Transition remains in crisis, but at a lower boil.
June 2008
Madison students walk out, decry “small schools”
Protesting the anticipated “involuntary transfer” of a highly-regarded counselor, around 50 Madison High School students walk out, also citing discontent with the “small schools” model that has them constrained in narrow academic silos.
Oregonian covers small schools
In an A1 story in the Sunday Oregonian, reporters Betsy Hammond and Lisa Grace Lednicer write about the failure of the Gates-funded “small schools” to bridge the “achievement gap.”
But it is quixotic to form policy around outcomes, as former PPS school board member Steve Buel has pointed out.
Over the summer
Teachers and students get summer vacation, but the school board never sleeps. They meet all summer, and three of them will be entering the final year of their term (Henning, Ryan and Sargent). Will the transfer policy be addressed in a meaningful way? Will we finally figure out how to talk about high schools, school mergers (closures) and facilities, all in one fell swoop? Will anybody present a vision for what PPS will look like in five years? Stay tuned….
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
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June 3, 2008
by Steve Rawley
Protesting the anticipated “involuntary transfer” of a highly-regarded counselor, around 50 Madison High School students walked out today, also citing discontent with the “small schools” model that has them constrained in narrow academic silos.
This model, funded by a grant from the Bill and Melinda Gates foundation that is coming to an end, was implemented exclusively at the four high schools in Portland’s poorest neighborhoods: Jefferson, Madison, Marshall and Roosevelt.
Under this model, each school was carved into three or four narrowly-focused academies, each with its own administration, course catalog, and student body. Some resources, like PE and health teachers, have been shared, but in general, these small schools have proven to be a way to offer students fewer options at greater expense to the district.
In addition to being widely unpopular, the schools converted to this model have the highest drop-out rates in Portland Public Schools.
The small schools model hasn’t gone over well in the Jefferson cluster, where the community overwhelmingly opposed its implementation. Under popular pressure, and with the support of the site administration, the district has finally agreed to merge the two main Jefferson academies for 2008-09.
Unfortunately, a strict small school model remains in place at Madison, Marshall and Roosevelt, with students unable to take classes outside of their academies. John Wilhelmi, the district’s point man on high school design, is known to be a proponent of this model, and absent the kind of resistance put up by the Jefferson community — and now by students at Madison — it is unlikely the district will change on ts own.
A sensible compromise would be to convert the “academies” into “learning communities,” with academic advisors (paid for with the FTE formerly spent on administrators) working with dedicated sections of the student body, but without students constrained to a strictly narrowed range of course offerings.
Who can argue that it makes sense to prevent Madison student Joe Scorse from taking a German class offered on campus, simply because it’s not offered in his academy?
It’s time to acknowledge that the small schools model has been neither well-received (these four schools continue to have the highest out-transfer rates) nor successful in its stated goal of narrowing the “achievement gap” (see the link on drop-out rates above).
The massive in-transfers at Lincoln, Grant and Cleveland show that what students and parents overwhelmingly want is a comprehensive high school. Why can’t PPS see fit to provide that in every neighborhood, not just the wealthy ones?
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
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May 30, 2008
by Steve Rawley
At the PK8 Action Team meeting last night, district staff had at least some good news for parents and concerned community members.
The biggest news was a commitment to provide age-appropriate library materials for all PK8 libraries, and staff over the summer to enter the books into the catalog system and put them on the shelves. But we still have eight schools without library staff.
It was also announced that each school would have two computer labs by one year from now.
Age-appropriate library materials and technology were two critical items identified in a petition published earlier this week, and it is gratifying to no longer have to fight for them.
But the lack of library staff at eight of our 30 PK8 schools means that a large number of students will continue to be denied basic educational resources. Until this gap is funded, the PK8 transition remains in crisis.
Adding to the confusion, the PK8 Action Team still hasn’t provided a comprehensive accounting of the funding gap. It is rumored that many of the facilities issues (restrooms, etc.) will be addressed, but there were many operational funding gaps presented at the last meeting that have not been categorized as “one-time” or “ongoing,” and there has not been a comprehensive, school-by-school list of needs.
In order to provide this accounting, the district must first define what constitutes a minimally adequate educational environment for middle schoolers. I requested this at the meeting last night, but I’m not entirely optimistic that we will get it.
This is, of course, a district-wide issue, not just PK8. But until we can define and guarantee a minimum level, we will continue to see gross inequities across our district.
Now that we seem to be edging away from crisis mode in the PK8 transition, perhaps we can talk about the looming strategic issues. I’m still not convinced that the district is fully committed to making PK8 work, or that we have an economically sustainable and educationally adequate model for our middle schoolers, especially at our smaller schools.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
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May 26, 2008
by Steve Rawley
In April, the PPS PK8 Action Team presented a lengthy list of unfunded operational needs for the ongoing PK8 transition.* These needs range from critical educational resources like age-appropriate library materials and staff and computer labs, to basic facilities infrastructure like age-appropriate rest rooms and classroom furniture.
If left unfunded, PPS will embark on the third year of the PK8 transition without a commitment to minimally adequate funding, and a full cycle of middle schoolers will have been short-changed.
Parents, teachers and community members from all over Portland have expressed concern for our middle school students. The district, having embarked on this transition, has a moral and ethical responsibility to fully commit to basic operational funding.
Several ideas for filling this gap have been floated with the district, including:
- Cap administrative wages for one year. (All non-represented district level and principals etc.) Savings: $1.18 million
- Reallocate Non-Instructional Personal Professional Services Fund. Savings up to $3.63 million.
- Reallocate to spend Internal Services Contingency Fund. Savings up to $3 million.
- Local option levy
- Postpone curriculum adoption
- spend more of the levy this year
- Spend from the reserve.
These suggestions have been met with varying degrees of coolness from district administration, the budget office and school board members. But the fact remains that we have money in the budget that could be moved on a one-time, emergency basis to cover this critical gap.
Please join me in signing a petition (download and print a hard copy [111KB PDF], or sign electronically online) with the following wording:
- Petition summary and background: Portland Public Schools (PPS) middle school students in PK-8 schools are facing their third year of critical operational budget shortfalls. PPS has committed to providing science labs and algebra for all students for 2008-09, but still has a budget gap of more than a million dollars to provide age-appropriate libraries, computer labs, and basic facilities support for our adolescent students.
- Action petitioned for: We, the undersigned, are concerned citizens who urge our Portland Public Schools leaders to act now to fully and immediately fund the critical operational budget shortfall for the PK-8 transition. This should include age-appropriate library materials and staff, restroom facilities, computer labs, white boards, and furniture for all students in grades 6-8, regardless of the type of location of their school.
Phone calls, e-mails and letters to school board members and the superintendent’s office, as well as citizen testimony at school board meetings are always helpful, too.
Update, May 27, 4:50 pm: By popular demand, the petition is now available online as well as the hard copy linked above.
Update, May 30, 7:30 am: Some of the critical issues on this petition have been addressed, but library staffing remains critical. Nearly a third of our PK8 schools — eight of 30 — have no budget for library staff for 2008-09.
*Unfortunately, the list of unfunded operational needs was incomplete (not all schools have been inventoried), and items were not categorized as ongoing or one-time. A more rigorous, detailed accounting of the gap was requested in mid-May, but has not yet been produced. With current information from the district, it is impossible to know the full extent of the funding gap. Estimates of the gap range from $2 million to $6 million.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
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May 19, 2008
by Nicole Leggett
It’s been some time since a deep audit of the School Choice and Transfer Policy revealed glaring inequity and segregation. Yet nothing has been spoken of, as to how to start repairing this system. I like to think that the district has some long term idea to deal with this. But perhaps we could come up with some low cost/no cost mends today.
My initial idea would help parents not chosen by the transfer lottery still have some choice. The School board should recommend that after the lottery is awarded, up till the First week of School, transfers will be available, on a first come first served basis, to any schools that have room for more enrollment. Not only would this add choice it would help the schools transfered to increase enrollment before Add Back FTE time.
Anyone else have ideas that can be submitted to the School Board as short term free fixes?
Nicole Leggett is a Peninsula K-8 Parent.
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May 17, 2008
by Sia
The following is a letter sent from Ockley Green parent Sia to Superintendent Carole Smith. The letter referenced in the first paragraph decries cuts at Ockley for 08-09, including the digital media program, one P.E. teacher, and two of four eighth grade teachers. –ed.
Dear Superintendent Smith:
I have read the letter from Jamie Malloy. It’s ironic, because yesterday I was talking a Jefferson parent that was trying to convince us that we could stay in Portland Public Schools for high school. At great expense to our low-income family, my daughter will be attending a private Catholic high school.
It is clear to me and many other parents that the district plans to continue the benign neglect of Jefferson Cluster schools. It is also clear that District will continue to practice de facto segregation through the school transfer policy. I just learned that students who participate in the Jefferson Dancers will NOT be required to attend Jefferson high school in the 2008-09 school year, as had been previously reported. PPS continues to cater to families with the wherewithal to participate in the school choice program. Families that can afford to transport children across town and away from their neighborhood schools. The environmental impact of this policy on this city, with regard to traffic congestion, pollution is “not okay”. The pitting of families against one another for “lottery winnings” as one parenting blog calls it is “not okay”. Continuing to give children in schools that are primarily attended by children of color, the short end of the stick regarding resources and programming is unconscionable.
Finding a supportive learning environment for my bright, stubborn, talented Afro-Latina daughter, has been a challenge at Portland Public School since we moved here in 1st grade. We have tried the school choice policy, but found that the policy is inherently flawed. The school choice program has become about middle-class and upper class parents choosing to have more resources and less economic and/or ethnic “diversity” for their children. Children of color are not always welcomed and supported in these environments. Meanwhile, parents of children of color that are low-income are selecting to forego basic needs and paying for school. Holy Redeemer draws from the Jefferson cluster and one-third of its students are on free and reduced lunch. My daughter, attended HRCS for 4th and 5th grade until I could no longer afford it. After a disastrous year at a focus option middle school, we were blessed to find Ockley Green.
Mr. Malone, Dr. Matier and Ms. Scheetz before her, have created an environment for our children that is loving, supportive and holds them accountable. My daughter has blossomed at Ockley Green. She has been making sure that she will receive high school credit for the algebra class. She didn’t even like math before now. She believes in herself and so does her school. As the parent of a middle schooler, there are days where you’re not sure how it will turn-out. Mr. Malone and his staff have demonstrated confidence in these children, when we parents sometimes have had our doubts. As a parent, I do everything I can to make our support staff, teachers and administrators know how special and precious these past two years have been. Ockley Green is the best school we have attended in Portland Public Schools. We tried the Family Cooperative School, Beach Neighborhood School and daVinci Arts Middle. My daughter was treated so poorly at some of those schools that I worried that she would lose her love for school that she brought to Portland.
I can’t even list the wonderful ways that the many Ockley staff that have reached out to our family. It is so special and unusual in your school system. I am so bitter about the cuts.
I am angry, hurt and pretty despondent that you continue to decimate the only school that is actually trying to accomplish what the mission of the District is supposed to be. I wish I could properly articulate how horrible what you have decided to perpetuate is, but language fails me. Much like you and the School Board continue to fail our children.
Tearfully,
Sia
Sia is the parent of an Ockley Green graduate.
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May 15, 2008
by Steve Rawley
In an unsurprising vote Monday night, the PPS Board of Education moved to spend $1.2 million on middle school history materials, the first such adoption in over 20 years.
I differ with some of my activist cohorts on the degree to which standardization is necessary to ensure equity (I’m pleased the district is moving toward more standardization in general, though I have doubts about the kind of “canned” curriculum we’ve just committed to purchasing). But these differences aside, we can agree that something we’ve dealt with for twenty years, for better or worse, does not constitute a crisis for our middle school students.
Nearly half of our middle school students are in crisis, though. In recent conversations with parents from the Roosevelt, Madison, Jefferson and Grant clusters about the PK-8 conversion, it is clear that the lack of full funding for this transition is causing irreparable harm to an entire cycle of middle schoolers at PPS.
This is the emergency situation that needs the school board’s attention and funding, not the curriculum-in-a-box we just dropped $1.2 million on.
At the top of the list of unfunded operational needs are libraries. The budget, as approved two weeks ago, is short three to five full-time-equivalent (FTE) positions for librarians, and does not provide for appropriate middle school materials in the elementary schools that now must serve middle schoolers.
It also does not provide funding to guarantee computer labs, age-appropriate restroom facilities, lockers or white boards, among other things.
Just to start filling these basic needs, based on documentation provided by the district, would cost around $1.6 million. (It will surely be more, as the district gets a better accounting of the state of all schools.) This does not even begin to address the lack of FTE budget to offer any kind of depth in electives, after school programs or arts education.
To fully address the immediate, critical PK-8 operational funding deficit would probably cost many times this amount (I guestimate $3-6 million, which would still not cover the FTE needed to provide real breadth and depth of curriculum in the smaller PK-8 schools), but we’ve got to start plugging these critical holes now.
When I addressed the school board Monday night, I asked them to postpone the 6-8 social studies curriculum adoption for one year, and instead use this $1.2 million to start closing the gap in PK-8 operational funding.
Nicole Leggett and Michele Schultz have together identified several other sources to fully fund the PK-8 transition:
- Cap administrative wages for one year. (All non-represented district level and principals etc.) Savings: $1.18 million
- Reallocate Non-Instructional Personal Professional Services Fund. Savings up to $3.63 million.
- Reallocate to spend Internal Services Contingency Fund. Savings up to $3 million.
- Spend from the reserve.
The point is that this constitutes a real emergency for our children. New text books, which we have lived without for 20 years, are not as critical as well-stocked, fully-staffed libraries and age-appropriate facilities.
In board discussion before the vote, it was suggested that adopting this new curriculum and staffing libraries can proceed on separate tracks. But we’re not proceeding with libraries, and we are proceeding with this text book adoption.
There is a real disconnect between the school board and the parents I’ve been conversing with. The board does not have a sense of urgency to get the PK-8 transition right. Carole Smith has assembled a smart, experienced team to plan and implement the transition (two years after it began, but that’s not her fault). But they can only do so much without full funding.
What I suspect is that the board is hedging until they are forced to acknowledge the obvious: those who supported the PK-8 transition are now in a minority on the board, and there is significant doubt as to whether this model can deliver a comprehensive middle school education in a cost-effective manner.
With most PK-8 schools having fewer than 100 middle school students, and the superintendent’s staff acknowledging a need for more like 180-200 students to do it right, it’s clear we’re on a collision course with reality.
As much as I’d like to take that strategic issue head-on, we’re not changing course for the coming school year. Meanwhile we have thousands of middle schoolers who will not have access to libraries, computer labs and age-appropriate restrooms in the coming school year.
It’s time to stop asking the children to pay for the mistakes of adults. Instead of sending $1.2 million to text book publishers, we should be using it to hire the librarians we need, and stock their libraries.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
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May 15, 2008
by Peter Campbell
These are the remarks delivered by Chief Joseph parent Peter Campbell to the PPS Board of Education Monday, May 14, 2008. –ed.
The mantra behind the common curriculum adoption has been equity. A legitimate case was presented that schools have inequitable curricular offerings, i.e., “good”/rich schools have better curricular offerings than “bad”/poor schools. The solution? Mandate that every school offer the same books and materials to all students.
While that may seem like a practical solution, it fails to recognize how this solution actually gets implemented. Here are the key sticking points:
- A common materials adoption does not address the inequity that lies beneath the surface. Low-income kids wake up poor, go to school poor, and go home poor.
- Just because you tell teachers to use these materials does not mean they are going to use them. For example, there’s widespread evidence that the recent elementary literacy adoption — Scott Foresman’s “Reading Street” — is not being implemented in a uniform fashion. Some teachers are using some of it, some are using all of it, and some are using none of it.
- The fact that teachers choose not to use common materials is no blemish on teachers. Far from it. Most teachers are highly-trained professionals who exercise their professional judgement in selecting materials that match the needs and interests of the children they are paid to serve. In some cases, the common materials address these needs. But in others, they do not.
- Too often, a common materials adoption requires that teachers learn how to implement a program. For example, elementary teachers over this past school year have spent an inordinate amount of time learning how to teach Scott Foresman, not teach reading.
So instead of wasting tax-payer money on a feel-good solution that does nothing to address the underlying inequity, a solution that good teachers know when to use and when to reject and that often forces teachers to waste time learning how to implement a costly and ineffective program, I urge you instead to spend our precious resources on site-based professional development. As countless studies have shown, one of the best ways to address the inequities in curricular offerings is to make sure that teachers are getting the kind of ongoing support and training they need. So there’s uniformity in a commitment to high-quality training and support across the district. But leave it to the teachers and the building principals to figure out how to implement the goals of this professional development. In so doing, you’ll be targeting dollars where you get more bang for the buck instead of wasting money on expensive, canned, one-size-fits all materials that gather dust on the shelves.
Peter Campbell is a parent, educator, and activist, who served in a volunteer role for four years as the Missouri State Coordinator for FairTest before moving to Portland. He has taught multiple subjects and grade levels for over 20 years. He blogs at Transform Education.
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May 14, 2008
by Nicole Leggett
These are the remarks delivered by Peninsula parent Nicole Leggett to the PPS Board of Education Monday, May 14, 2008. –ed.
Good Evening, School Board,
I’m Nicole Leggett of Peninsula School. It has come to my attention that schools across the district have need of access to books. But not through another multi-million dollar curriculum adoption. What we need for are librarians to input, shelve, and then be there to check out the vast collections of books, we have already spent valuable resources on. Really we need to put what we have to good use, before you adopt a Social Studies curriculum that lacks sufficient buy-in to prove it’s urgently needed.
In a District with 43% drop out rate, we need to think about proven strategies that work across the varied demographics we have. Access to a library and the additional attention found there works every time. As the Mound of Information submitted to you from the United Librarians supports. 43% drop out rate screams crisis to us parents. Slow this curriculum adoptions process. Or dig into the reserve or levy. Our children deserve to read that book, in the back room, that can’t be checked out or shelved though the new system by Willing Volunteers. Give us librarians to do their job. We can’t fix this gross waste of resource, but you can. Put the Social Studies adoption off for a year. Till you can show it is as supported by staff, parents, and students as the PE adoption seems to be.
The Local Option Levy was passed by the public for many reasons. Not just the new Text Books the District has focused these funds on. Diversify the public’s interest. Go with something we know works. Access to books! I urge you to postpone this adoption. To instead implement an Open Library Policy.
Also, Please explain what K-8 families can expect from Archon, Inc. for the $100,000 that is proposed tonight?
Thank you
Nicole Leggett is a Peninsula K-8 Parent.
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