School’s Out, by Alice Cooper (listen)
That Summer Feeling, by Jonathan Richman (listen)
Enjoy the day; enjoy the season.
Thomas J. Mertz
Category Archives: Best Practices
Above the Line/Below the Line
A recent story be Doug Erickson in the Wisconsin State Journal covered MMSD’s implementation of a “new” approach to behavioral issues. No program is perfect and even the best programs can suffer from inconsistent application. I’ve heard mostly good things from staff and parents about Above the Line/Below the Line, so I hope that our community recognizes the limitations of what any approach can accomplish and gives this sufficient time before making it the focus of a “moral panic.”
A friend and colleague from the Equity Task Force, Jackie Woodruff, related her experiences in a message to the AMPS listserve. I think they should be part of the discussion and with her permission, I’m posting them here:
As a parent of twin second graders at Falk Elementary School I have been using Above the line, Below the Line for three years. It was our former Principal Jerry Tollefson that pushed to get the program used districtwide as our school has a high transient population and his staff was educating all students that transferred in to the school throughout the year. The fix it plan has received a very bad name in the past few weeks. The fix it plan is designed to have the children involved come up with a way to fix the problem, come up with a consequence and then the offending party has to come up with something positive they can do to the offended party to make amends. For my children in kindergarten they wrote pictures to explain their plan and then had the plan approved by the teacher. The whole point is that the children are learning a life lesson using conflict resolution skills to solve problems they encounter. It is a foundation to build on throughout their school experience as they grown and their understanding broadens. My children have used fix it plans with the children in the neighborhood to solve problems they encounter.
Give me five is a way of reminding the children what behaviors are acceptable and how one can act appropriately. Class discussions include identifying things that are above the line versus below the line. It is a way to open a discussion between the teacher and the students at whatever level they are at. The students learn responsibility with the ability to earn courage coupons for being caught doing something right by a grownup outside their classroom or doing a specific job within the classroom. The class combines their coupons and cash them in for things like a movie party to reward and celebrate the good behavior. The students reinforce and encourage each other to behave above the line for the good of all in the classroom. They are also quick to help each other solve problems and make amends after they students involved come up with a solution to their problem. Obviously not all problems can be solved with fix it plans. More severe behaviors of a violent nature need to be and are handled directly with the teacher and the support staff with parent involvement as in the past. The fix it plan is then made with the student, the teacher and the principal with some form of apology to the wronged party and some type of restitution to the offending student. This reinforces the life lesson of a consequence to an action. Nothing is perfect, but the more this policy is used and modified to be applied in the building, the more effective it becomes. As a parent, I am happy my children are being taught life skills to resolve day to day problems. To me learning life skills is a vital part of their education.
Jackie Woodruff
Thomas J. Mertz
Filed under AMPS, Best Practices, Equity, Local News
New Math Education Blog
It is called Rational Mathematics Education. The author is Michale Paul Goldenberg. Here is the start of the first post:
Announcing the Rational Mathematics Education blog
The time has come, the Walrus said, to get to the bottom of the idiocy that passes for analysis of mathematics education in the United States and elsewhere. The ‘Net is flooded with videos, blogs, and what I view as hate lists and web sites all attacking progressive reform methods, tools, technologies, pedagogies and, most especially, text books in mathematics (although the onslaught against progressive science education is on its way, and the current focus on mathematics education reform was preceded by the still on-going war against “whole language” and related ideas in literacy education.This blog has been created to provide direct replies to entries on other blogs where the blogger invites feedback but refuses to post negative responses, critical comments, uncomfortable questions, etc., of ANY kind, regardless of how polite they may be. What do such people fear, I wonder? That their lies, distortions, misinformation, and conscious disinformation will be put under the harsh spotlight of reality? That their perversions and conflating of such important ideas as constructivism, cooperative learning, discovery learning, guided discovery, progressive education, child-centered classrooms, and many others will be exposed as either gross misunderstanding or willful inaccuracy?
Thomas J. Mertz
Filed under AMPS, Best Practices, Gimme Some Truth
New Web Site With K-12 resources is Launched
Information on summer sports camps and music clinics, lesson plans on everything from reading to genetics, parenting newsletters, a virtual museum of minerals – these are but a few of more than 250 campus resources for educators, parents, and students accessible on a new Web site.
The UW School of Education, in cooperation with the Chancellor’s Office, has developed the site in the spirit of the Wisconsin Idea of sharing university resources with people in Wisconsin and beyond. “We are always looking for new ways to serve the PreK-12 community,” says Julie Underwood, dean of the School of Education, “and this Web site allows us to reach out to educators and parents well beyond campus.”
You can find it here.
Robert Godfrey
Filed under AMPS, Best Practices
Be Thankful for What You’ve Got
“Be Thankful for What You’ve Got” (listen) by William DeVaughn
There are many, many things about the process and the results of the April 30, 2007 MMSD Board of Education budget meeting that I am not happy about. From my emails this morning I know that I am not alone. I intend to write about some of these in near future. This evening I want put down a few words on things I am thankful for (in no order).
§ Lindbergh will remain open
This is a school that has achieved much, despite a high “at risk” population and inadequate facilities. I am glad that a majority of the Board recognized how fragile these accomplishments are and decided that the best chance of sustaining them would be by keeping the school open.
§ The alternative programs will no longer be paying rent; Space owned by the district will be used more fully.
I don’t think consolidation was the only way to make this happen, but it is hard to deny that this is a good thing. The consensus I’m hearing is that it is a good space for these programs and the potential benefits of having them together outweigh the potential problems. We shall see.
§ For the most part, the Board members were conscientious and respectful.
That “for the most part” is one of the things I’ll probably write about later. For now, I think that the preparation displayed in many of the questions the Board members asked, the obvious concern for their understanding of what was best for the students and the district, and the respect they (mostly) showed each other and administrative staff should be noted with pride.
§ Board members used the Strategic Plan and the work of the Equity Task Force to guide their decisions.
That is what they are there for and they are good. Read them, you will find it rewarding. Some might be upset that these were employed to further conflicting positions, but I’m OK with that. The point isn’t that these documents make the right decision easy or obvious. Their function is to identify the kinds of things people associated with the district should be thinking about and to give them some guidance on how to think about them. I know the Equity Task Force didn’t think there were any easy answers.
§ For the most part the administrative staff was thorough and professional.
There are some places where I think the information and analyses volunteered and given in response to queries were lacking, but overall the knowledge and talents of the staff were very impressive. I also think their dedication to our children and our community was on display.
§ Some locally funded class size reductions will remain in place.
The benefits of reduced class sizes in the early grades are as well established as almost any educational practice. Preserving a portion of this in lower poverty schools is particularly important because all our schools have children who are poor or are “at risk” for one or more reasons. Low poverty schools get less help from both the federal government and the state (and to declining degree from the district). A poor child in a “rich” school does not have it easy and this will help. Additionally, this should help bolster the faith of middle class families in our schools.
§ There is a growing realization that the primary sources of MMSD’s budget problems are at the state and federal level.
Almost all the Board members and staff described almost all the cuts, fee increases or means of saving as difficult or seeking to do the least harm. This can only help energize the growing activism for reform in Madison and around the state. Lots of local action, please join us, join the ABC Madison list and watch this space for more opportunities.
§ The deeply offensive and patently absurd tactic of painting those who point to state and federal policies as the primary sources of our budget problems as somehow unwilling or unable to govern and budget responsibly is waning.
Ruth Robarts departure has something to do with this, but last night’s budget meeting (like many before) is evidence of the speciousness of this slander. Good riddance.
§ A referendum on the ballot in February of 2008 seems certain.
As long as we have to function under the current state finance system, referenda are the only tools we have to meet the needs and expectations of our community. Madison is a high needs district with high expectations for our schools. Due to this combination we are and will be a “high spending” district. I think we should be proud of this, that we as a community have made education a priority. A referendum will give the electorate a chance to provide the funds to meet these needs and expectations and reaffirm our commitment to education. We are going to need lots of help to make this happen. I’ll be posting updates here.
§ Almost all the good things about our district will continue.
I’ve been thinking about posting something longer on an essay by the educational historian David Tyack called the “A Conservationist Ethic in Education Reform.” Tyack’s point is that in search of the new and better, reformers often lose track of the need to preserve what is good and working. Tyack has certainly informed my unwillingness to embrace “innovation for the sake of innovation.” At this time I also think it serves as a reminder that despite the losses many in our community are feeling, there is much good that remains in place.
I’m sure there is more we should be thankful for (please add your thoughts to the comments). As I said at the top, I’m not at all happy with many of the things that happened, but I’m trying to temper my anger and disappointment and looking for things to be thankful for seemed like a good way to start.
Thomas J. Mertz
Filed under AMPS, Best Practices, Budget, Equity, Local News, Referenda, School Finance, Take Action
Board of Education Budget Amendments
All the proposed amendments have now been posted. Nothing is final till the votes (not the proposals) are counted, but it looks like the odds are against school closings this time.
Whatever happens, there will be cuts that will make it much harder for our schools to do the important jobs we’ve given them.
Thomas J. Mertz
Filed under AMPS, Best Practices, Budget, Local News
Operation Loud & Proud
Lots of grassroots action on school funding issues happening locally. One I particularly like is from my son’s Language Arts and Life Skills teacher, Jon Hawkins. Jon has set up two letter writing workshops to help “anyone who is involved in the lives of our children and concerned about the future of their education…[to] speak out” more effectively. The workshops will be held at JC Wright Middle School Thursday April 26th (6:00 to 7:30 PM) and Saturday April 28th (12:00 Noon to 1:00 PM). More details here, including an offer to try to secure childcare and translation services.
My understanding is that students are encouraged to attend and write letters. Those of us who were at the Sondy Pope Roberts press conference know how effective the voices of students can be.
I don’t know if this is officially part of the “social action” component of the Wright charter, but I do think it is appropiate that a Language Arts and Life Skills teacher help others use language to participate in the legislative process. This is civic education of the best sort.
Thomas J. Mertz
Filed under AMPS, Best Practices, Budget, Local News, School Finance, Take Action
1% of Teachers Find NCLB Effective Tool to Assess Quality of Schools
TeachersNetwork.org conducted a recent survey with 5,000 teachers in 50 states. Some of the findings:
“Survey results show how for the majority of teachers the emphasis of NCLB on high-stakes testing is not working. Only 37% of respondents found standardized tests “somewhat useful” but 42% deemed them “not at all” helpful to their teaching. Over 40% claim that these tests are encouraging them to use rote drill, and 44% report that the tests are pushing them to eliminate curriculum material not tested.
Over 40% believe that NCLB does not result in teachers making instructional decisions that are best for their students or that it’s helping to reduce the achievement gap in education-its primary goal. And fewer (3%) agree that it encourages them to improve their teaching effectiveness with all students. Fewer still (1%) find it is an effective way to assess the quality of schools.”
Continues here.
Robert Godfrey
Filed under AMPS, Best Practices, No Child Left Behind
NEW — DISTRICT MATH TASK FORCE
From Board Member Arlene Silveira…
As one of the Superintendent’s goals for this year, the Board assigned a math goal. Responding to community concerns with our math programs, we put together the goal listed below. At the BOE meeting Monday night, the math task force will be introduced. The BOE has to approve the task force. The project kicks off tomorrow night. We will be asked to give advice on specific research questions that will help address the charge statement of the goal. If you have any specific questions/concerns you would like to be considered, please let me know. You can post your responses on this site.
Thank you.
Arlene Silveira
GOAL
Initiate and complete a comprehensive, independent and neutral review and assessment of the District’s K-12 math curriculum.
* The review and assessment shall be undertaken by a task force whose members are appointed by the Superintendent and approved by the BOE. Members of the task force shall have math and math education expertise and represent a variety of perspectives regarding math education.
* The task force shall prepare and present to the BOE a preliminary outline of the review and assessment to be undertaken by the task force. The outline shall, at a minimum, include: 1) analysis of math achievement data for MMSD K-12 students, including analysis of all math sub-tests scores disaggregated by student characteristics and schools; 2) analysis of performance expectations for MMSD K-12 students; 3) an overview of math curricula, including MMSD’s math curriculum; 4) a discussion of how to improve MMSD student achievement, 5) recommendations on measures to evaluate the effectiveness of MMSD’s math curriculum. The task force is to present the preliminary outline and a timeline to the BOE for comment and approval.
* The task force is to prepare a written draft of the review and assessment, consistent with the approved preliminary outline. The draft is to be presented to the BOE for review and comments.
* The task force is to prepare the final report on the review and assessment.
Filed under AMPS, Best Practices, Local News
MMSD Equity Task Force Report
With all the energy that goes into trying to come up with a budget that does the least damage it is easy to lose track of the work being done to make our schools better. I have been honored to be part of one effort, the Equity Task Force.
On Monday April 16th we will be presenting our work to the Board of Education. I hope that this only the first step and that the Board takes the time to carefully consider what we have to offer and and use this to make our district better and more equitable.
In the coming months and years those of us who care about equity in our schools need to work to make sure that happens; that the district reaffirms, expands and acts on equitable principles.
Thomas J. Mertz
Filed under AMPS, Best Practices, Equity, Local News
AMPS 