Published Feb. 2nd, 2011 in Ed Week
I think the relational aggression this article looks at becomes a larger issue as students enter middle and high school. I know at the high school where I currently work, bullying is an issue and ongoing battle for staff. There are several points in the article I found to be very true and worth reflection.
1) Emotional scars are real and potentially more painful that physical abuse.
2) Adults have minimal impact on stopping this type of bullying because the bully is receiving peer reinforcement.
3) The need to confront relational aggression is even more urgent now that students interact more online, where there is minimal adult supervision.
The program introduced in Seattle schools, Steps to Respect, sounds promising as it teachers bystanders to stand up for victims. The traditional anti bullying program teaches bystanders to take away the bully;s power by not feeding their need for attention. Bystanders are instructed to not be spectators, avoid laughing, and to not spread rumors by discussing the incident. The steps program instead teaches bystanders to always get involved to assist the victim by insisting the bully stops or by involving adults who can mediate the issues. Another similar program focuses more on helping both teachers and students understand the difference between normal social interactions and harassment.
I think all schools can benefit from character education programs and that they can go a long way toward the ultimate goal of educating students for their future lives. It's imperative that students have a good understanding of how their actions can impact someone else before they leave high school.
Sunday, February 27, 2011
No Pass, No Drive Laws Spreading
Published Jan. 26th, 2011 in Ed Week
I was surprised to read that the majority of states have implemented a policy that requires students to have consistent school attendance, strong academic performance, and/or good behavior in order to receive a driver's license. This is a new development since my time as a teenage driver. I did receive a discount from my insurance company for good grades, but that is far different that the DMV prohibiting me from getting a license unless I met certain requirements. I am now curious to discover Oregon's rules for new drivers.
I think this model is potentially a great concept. Similar rules are in place for high school sports. Students must maintain a certain GPA and follow behavior codes. Driving is a privledge that I agree teenagers must earn.
In the article it states that New Mexico is trying to take this concept a step further by tying state test scores to receiving a license. They require a score near proficiency on state reading and math tests. Although its sad to say, I suspect a large percentage of the students where I currently work would not meet this requirement. I definitely think each state, maybe even each school district should set their own requirements. Students should be pushed to succeed within their ability levels.
I was surprised to read that the majority of states have implemented a policy that requires students to have consistent school attendance, strong academic performance, and/or good behavior in order to receive a driver's license. This is a new development since my time as a teenage driver. I did receive a discount from my insurance company for good grades, but that is far different that the DMV prohibiting me from getting a license unless I met certain requirements. I am now curious to discover Oregon's rules for new drivers.
I think this model is potentially a great concept. Similar rules are in place for high school sports. Students must maintain a certain GPA and follow behavior codes. Driving is a privledge that I agree teenagers must earn.
In the article it states that New Mexico is trying to take this concept a step further by tying state test scores to receiving a license. They require a score near proficiency on state reading and math tests. Although its sad to say, I suspect a large percentage of the students where I currently work would not meet this requirement. I definitely think each state, maybe even each school district should set their own requirements. Students should be pushed to succeed within their ability levels.
Shaping the Debate Over Value Added
Published Jan. 26th, 2011 in Ed Week
After our discussion in grad sem class last month, I was very interested in reading more about the controversial value-added topic. This article in Ed Week was written by an economist to educators in an attempt to find common ground on the subject. I do agree that there are points that individuals on both sides of the debate can agree on.
1) There are good reasons for concern about the current system of teacher evaluations where 90% of teachers are currently ranked as highly effective. If this were an accurate portrayal, more students should be passing state tests and less students becoming drop outs. Everyone can conceed there is room for growth here and at the very least, evaluations need to be more honest.
2) If goal of evaluation is to improve the art of teaching with the hope of increasing learning opportunities for students- then who can argue with working toward improving the evaluation system?
The conflict seems to arise when we look at what the best form of evaluation may be. From an economist's perspective, "if we get rid of ineffective teachers and provide financial incentives to the remainder to improve, then students will have higher test scores, yielding more productive workers and a more competitive US economy." One estimate mentioned that just cutting low performing teachers alone could generate $100 trillion dollars in national income.
However, as the author of the article keenly pointed out, the logic of such economists makes most educators cringe. They fail to see that constant drilling and testing will lead to killing a student's motivation in school. Inquiry based learning will be replaced teaching to a test. Not to mention the numerous influences on a child's life beyond their homeroom teacher that can contribute to the way a student performs on a test.
There needs to be a middle ground between this outcry for better teacher evaluation methods and the teacher's desire to to do what is best for students while also feeling safe and appreciated in their place of employment. The concept of value added testing may be the wave of the future, but I think in time the supporters of this movement will see how ineffective and inaccurate this formula will be. It is seriously disheartening to read in this article that a New York City judge has allowed the local schools to publish performance ratings of teachers. I am a HUGE supporter of changing the current evaluation system of teachers, but I will never support this current concept of value added testing as a means of evaluation.
After our discussion in grad sem class last month, I was very interested in reading more about the controversial value-added topic. This article in Ed Week was written by an economist to educators in an attempt to find common ground on the subject. I do agree that there are points that individuals on both sides of the debate can agree on.
1) There are good reasons for concern about the current system of teacher evaluations where 90% of teachers are currently ranked as highly effective. If this were an accurate portrayal, more students should be passing state tests and less students becoming drop outs. Everyone can conceed there is room for growth here and at the very least, evaluations need to be more honest.
2) If goal of evaluation is to improve the art of teaching with the hope of increasing learning opportunities for students- then who can argue with working toward improving the evaluation system?
The conflict seems to arise when we look at what the best form of evaluation may be. From an economist's perspective, "if we get rid of ineffective teachers and provide financial incentives to the remainder to improve, then students will have higher test scores, yielding more productive workers and a more competitive US economy." One estimate mentioned that just cutting low performing teachers alone could generate $100 trillion dollars in national income.
However, as the author of the article keenly pointed out, the logic of such economists makes most educators cringe. They fail to see that constant drilling and testing will lead to killing a student's motivation in school. Inquiry based learning will be replaced teaching to a test. Not to mention the numerous influences on a child's life beyond their homeroom teacher that can contribute to the way a student performs on a test.
There needs to be a middle ground between this outcry for better teacher evaluation methods and the teacher's desire to to do what is best for students while also feeling safe and appreciated in their place of employment. The concept of value added testing may be the wave of the future, but I think in time the supporters of this movement will see how ineffective and inaccurate this formula will be. It is seriously disheartening to read in this article that a New York City judge has allowed the local schools to publish performance ratings of teachers. I am a HUGE supporter of changing the current evaluation system of teachers, but I will never support this current concept of value added testing as a means of evaluation.
Monday, January 31, 2011
Parent Trigger Law's Use in California Draws Controversy, National Attention
Published January 12th, 2011
This was a very interesting, short article. I like the idea of the parent trigger law in California that allows parents to make a decision about what happens at a school after it fails to meet AYP for three consecutive years. Parents can choose between converting the school to a charter school, replacing the principal and staff, changing the budget, or closing the school entirely. It makes sense to me that if school administrators and staff can't fix a serious problem within three years, then it's time for someone else with a different perspective to step in and make some changes. I also agree that parents should be more involved in the educational process. Not all parents are uneducated and uncaring, as many teachers I know believe.
I attended a Japanese program, when I was in middle and high school, that has recently converted into a charter school. Part of the reason the parents and staff pushed for the transition to the charter school was so that their funding would be more secure and couldn't be re-allocated on the whim of district administration. The transistion to a charter school also required the establishment of a board comprised of parents. The charter school has been highly successful and I believe that is in large part due to high levels of parent involvement.
I read in the article that nine other states are considering similar legislation. I'd love to see Oregon move inthat direction too!
This was a very interesting, short article. I like the idea of the parent trigger law in California that allows parents to make a decision about what happens at a school after it fails to meet AYP for three consecutive years. Parents can choose between converting the school to a charter school, replacing the principal and staff, changing the budget, or closing the school entirely. It makes sense to me that if school administrators and staff can't fix a serious problem within three years, then it's time for someone else with a different perspective to step in and make some changes. I also agree that parents should be more involved in the educational process. Not all parents are uneducated and uncaring, as many teachers I know believe.
I attended a Japanese program, when I was in middle and high school, that has recently converted into a charter school. Part of the reason the parents and staff pushed for the transition to the charter school was so that their funding would be more secure and couldn't be re-allocated on the whim of district administration. The transistion to a charter school also required the establishment of a board comprised of parents. The charter school has been highly successful and I believe that is in large part due to high levels of parent involvement.
I read in the article that nine other states are considering similar legislation. I'd love to see Oregon move inthat direction too!
Special Educators Look to Allign IEP's to Common Core Standards
Published January 12th
I think this article examines the next logical step in the current, on going process in many states to create common core standards in each subject at every grade level. Students on IEP's should be striving to reach the core standards and breaking down each standard into small parts that these students can work toward is key. It is true that many SPED students may not be able to meet every standard at every grade level, but it is important to focus on some of the important standards and then allow these students different ways to show their mastery of the skill. The ultimate goal is to prepare SPED students, just like any other student, to be successful in their post -school lives. These students should be challenged and pushed in general curriculum, but provided the assistance and accomodations necessary to meet these goals.
I think this article examines the next logical step in the current, on going process in many states to create common core standards in each subject at every grade level. Students on IEP's should be striving to reach the core standards and breaking down each standard into small parts that these students can work toward is key. It is true that many SPED students may not be able to meet every standard at every grade level, but it is important to focus on some of the important standards and then allow these students different ways to show their mastery of the skill. The ultimate goal is to prepare SPED students, just like any other student, to be successful in their post -school lives. These students should be challenged and pushed in general curriculum, but provided the assistance and accomodations necessary to meet these goals.
Tuesday, January 18, 2011
Educators Regroup in Recession Aftermath
Published January 13th, 2011
This article quickly caught my attention as budget cuts and what they may look like next year are all the hype in Sheridan School District, I currently work. The article made some good, yet fairly obvious points:
1) Budget reductions are causing deep cuts in education programs around the country. In Broward County, Florida they laid off 555 teachers last year. That is hard for me to imagine coming from a district with maybe 40 teachers total, grades K-12. At this level, losing one teacher can sometimes mean cutting a whole program, like music.
2) "Recessions typically have a long tail that effects school budgets well after other sections of the economy have recovered." Just because the economic recession we've been in seems to be on the upswing, doesn't mean school budgets will be improving soon. It will take some time for the money to filter its way down into the schools. Some schools are facing "funding cliffs". Even if some districts have found a way to squeeze some extra money into the budget, that money will eventually run out and the district will then have to make some hard decisions about what to cut. One example is furloughs. They do not do anything for the expenditure gap in the future. A more permanent solution needs to be found.
3) One possible solution to budget issues carries over into policy issues. The controversial topic of teacher pay for performance rises again. The key to making this system effective and add up to a cost savings requires teachers to not only receive extra money for excellent work, but less money for poor performances. Personally, I think this model would be a hard fought battle between school districts and teacher unions. I'm also very skeptical in general of teacher pay for performance. There are too many variables open to personal interpretations and very little safety or recourse for those considered to be low performers.
I wish our society would place a greater value on education and show that support with dollars. It greatly concerns me to imagine my 15 co-workers at Sheridan High School and think that one person may not be here next year. To cut one person from the English department would mean there would be only one English teacher left for 260 students. It's hard to imagine. But yet, that is reality.
This article quickly caught my attention as budget cuts and what they may look like next year are all the hype in Sheridan School District, I currently work. The article made some good, yet fairly obvious points:
1) Budget reductions are causing deep cuts in education programs around the country. In Broward County, Florida they laid off 555 teachers last year. That is hard for me to imagine coming from a district with maybe 40 teachers total, grades K-12. At this level, losing one teacher can sometimes mean cutting a whole program, like music.
2) "Recessions typically have a long tail that effects school budgets well after other sections of the economy have recovered." Just because the economic recession we've been in seems to be on the upswing, doesn't mean school budgets will be improving soon. It will take some time for the money to filter its way down into the schools. Some schools are facing "funding cliffs". Even if some districts have found a way to squeeze some extra money into the budget, that money will eventually run out and the district will then have to make some hard decisions about what to cut. One example is furloughs. They do not do anything for the expenditure gap in the future. A more permanent solution needs to be found.
3) One possible solution to budget issues carries over into policy issues. The controversial topic of teacher pay for performance rises again. The key to making this system effective and add up to a cost savings requires teachers to not only receive extra money for excellent work, but less money for poor performances. Personally, I think this model would be a hard fought battle between school districts and teacher unions. I'm also very skeptical in general of teacher pay for performance. There are too many variables open to personal interpretations and very little safety or recourse for those considered to be low performers.
I wish our society would place a greater value on education and show that support with dollars. It greatly concerns me to imagine my 15 co-workers at Sheridan High School and think that one person may not be here next year. To cut one person from the English department would mean there would be only one English teacher left for 260 students. It's hard to imagine. But yet, that is reality.
Pre-K Advocates Feel Jitters, but Stay Hopeful
Published January 13th, 2011
I am personally a HUGE advocate of pre-K programs including Early Childhood Special Education. I was amazed to read in this article that 40 states have pre-K programs that receive state funding. Oregon has a couple great programs including Head Start, Early Intervention, and Early Childhood Education programs that my own children have attended.
Unfortunately, due to the economy and recent recession, all areas of education are seeing their budgets cut drastically. The article noted 10 states have cut their pre-K programs for the 2011 fiscal year. It was interesting to note that politics plays a role in the way funding is allocated and varies depending upon whether legislators view early childhood education as an investment in the future, which will save money with less students struggling through school and more students becoming high school graduates and ultimately future tax payers. State legislators who view early education in this way tend to set aside and save money for these programs. Other states, such as Arizona, view retention of K-12 teachers as a more important investment. Early childhood programs were completely cut here.
Another factor to consider is the impact on families when pre-K programs are reduced. Child care expenses can have a financial impact on families that can also have a ripple effect on the local economy. It's really a fine line to balance between the impact on students and families verses funding educational programs. I'm very thankful I'm not the person in a position to make these difficult financial decisions.
The directors of the different early childhood programs my children attended always encouraged the parents to contact legislators and to attend special gatherings at the capitol building in Salem. It really does make a difference for the people in charge of making the financial decisions to see the faces and hear the stories of the children whose lives and futures they are making decisions about. It's much harder to cut a program when a cute little 3 year old is standing in front of you and the parents share their story. For me, these programs are the only reason my autistic son is now able to be in a mainstream kindergarten classroom. When he started in the early intervention program his teacher told me she was unsure he would ever be able to participate in a "traditional" classroom. These teachers worked miracles to give my son the opportunities he has now!
I will always advocate for funding of these programs and urge everyone I know to join me in this amazing cause!
I am personally a HUGE advocate of pre-K programs including Early Childhood Special Education. I was amazed to read in this article that 40 states have pre-K programs that receive state funding. Oregon has a couple great programs including Head Start, Early Intervention, and Early Childhood Education programs that my own children have attended.
Unfortunately, due to the economy and recent recession, all areas of education are seeing their budgets cut drastically. The article noted 10 states have cut their pre-K programs for the 2011 fiscal year. It was interesting to note that politics plays a role in the way funding is allocated and varies depending upon whether legislators view early childhood education as an investment in the future, which will save money with less students struggling through school and more students becoming high school graduates and ultimately future tax payers. State legislators who view early education in this way tend to set aside and save money for these programs. Other states, such as Arizona, view retention of K-12 teachers as a more important investment. Early childhood programs were completely cut here.
Another factor to consider is the impact on families when pre-K programs are reduced. Child care expenses can have a financial impact on families that can also have a ripple effect on the local economy. It's really a fine line to balance between the impact on students and families verses funding educational programs. I'm very thankful I'm not the person in a position to make these difficult financial decisions.
The directors of the different early childhood programs my children attended always encouraged the parents to contact legislators and to attend special gatherings at the capitol building in Salem. It really does make a difference for the people in charge of making the financial decisions to see the faces and hear the stories of the children whose lives and futures they are making decisions about. It's much harder to cut a program when a cute little 3 year old is standing in front of you and the parents share their story. For me, these programs are the only reason my autistic son is now able to be in a mainstream kindergarten classroom. When he started in the early intervention program his teacher told me she was unsure he would ever be able to participate in a "traditional" classroom. These teachers worked miracles to give my son the opportunities he has now!
I will always advocate for funding of these programs and urge everyone I know to join me in this amazing cause!
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