Emily has this thing at school called the "Zero Club." The only ticket in is to get all of your multiplication tables right on a timed test. Emily has not made it in yet. Apparently, she is following in my footsteps with the math thing (although multiplication was just a matter of memorization for me so it actually came easy). Anyway, I asked her yesterday who she played with at recess and she said she didn't get recess because she is not in the Zero Club yet. Apparently, her teacher told the class Friday that anyone who was not in yet, was going to have to stay in for recess until they were, and work on their multiplication facts. When I asked her how she felt about that she said she didn't care but, I just don't think that it's right. She may not care, but believe me you, a kid like Emily is going to start to care real quick when she has no method of getting her energy out for any period of time during the day. Besides that, it just doesn't seem like the way to teach her her multiplication tables is to in effect, punish her. I am not even sure how I feel about taking away recess for any reason, behavioral or otherwise. It seems to me that taking away recess for a kid who is talking to much or won't stay seated is only going to make things worse. If kids don't have that ever-brief period of time to run-free they will just act out in class instead.
Anyway, what's your feeling, on both the whole concept of recess itself, and Emily's situation specifically.
Tuesday, September 25, 2007
Wednesday, September 19, 2007
Why I Love Middleboro Schools
-Emily knows the superintendent, and he knows her. I already knew of course that he was awesome, if based just on the fact that he attends (as do the principals) every PTA meeting but, the fact that he knows my daughter? That means he is in the schools, meeting with the kids, visiting classrooms and watching performances. That, people, is a good superintendent. I know for a fact, not all of them are like that.
-The level of appreciation from staff and administration for volunteering is phenomenal. It almost makes doing the Entertainment book fund raiser worth it! Seriously, it so nice to be appreciated!
-Despite functioning on a budget that is $1 million less than last year's, the level of enthusiasm and that "Welcome Home" feeling are still alive and well. It proves that while money matters, enthusiasm can work wonders.
In other unrelated news, I got the "unofficial" official word that Katherine will be getting Title I reading help again this year. I am very happy that she will have the same person as she did last year, and so is the person who said this to me last night: "I love when I get the same kids as I had last year, especially the good kids."
Also unrelated, but noteworthy just the same, Emily has decided to join the chorus at school this year. She is very excited about this naturally, and I am sure she will love it!
-The level of appreciation from staff and administration for volunteering is phenomenal. It almost makes doing the Entertainment book fund raiser worth it! Seriously, it so nice to be appreciated!
-Despite functioning on a budget that is $1 million less than last year's, the level of enthusiasm and that "Welcome Home" feeling are still alive and well. It proves that while money matters, enthusiasm can work wonders.
In other unrelated news, I got the "unofficial" official word that Katherine will be getting Title I reading help again this year. I am very happy that she will have the same person as she did last year, and so is the person who said this to me last night: "I love when I get the same kids as I had last year, especially the good kids."
Also unrelated, but noteworthy just the same, Emily has decided to join the chorus at school this year. She is very excited about this naturally, and I am sure she will love it!
Thursday, September 13, 2007
NCLB: My Thoughts
The House Committee on Education and Labor began the hearings this week regarding the re-authorization of the No Child Left Behind Act.
There are a few key points that I would like to address.
I am pleased to report that the discussion draft includes a provision that if passed would allow states to use multiple indicators as opposed to a single test for accountability purposes. These indicators include such things like graduation rates, dropout rates, college enrollment rates and the percentages of students who successfully complete end of course exams for college preparatory classes. This has been one of my biggest "beefs" with NCLB. How can one test be the single determinant of accountability? While adding these other indicators to the mix seems to make sense, it does raise the possibility that things such as graduation rates could be inflated by the states to serve the purpose of making Adequate Yearly Progress. The draft also allows for states to get partial credit towards their Annual Measurable Goals for increasing the numbers of students who move from below basic to basic and proficient to advanced.
One of the major concerns I have with the draft is in the area of the testing procedures of English Language Learners. As it stands now, ELL are tested in their native language for up to three years. The new draft increases the length of time to seven years. This means that a student who entered the country in second grade could potentially make it all the way to ninth grade before being tested in English. Three years seems more than enough time for a student to learn the language. One point that I do agree with in this regard is that this draft allows states to exclude the assessments of early ELL (those here for less than one year) when determining AYP.
Under the current law all schools, regardless of their circumstances are treated the same and are subject to the same interventions. The new plan would create two separate improvement systems: one for "Priority Schools" that would include those schools that miss AYP in one or two student groups and need only minor interventions and another for "High Priority Schools" which would include those schools that miss AYP in most, if not all of their student groups and need more substantial assistance. Again this makes sense to me. If one school is doing worse than another, why should they have the same "penalties?"
The draft also calls for bonuses for "excellent teachers." It seems fair to me, but, the question "What is an excellent teacher?" comes to mind. Someone can not claim to be a "good teacher" just because they have a Masters' Degree, appropriate licenses and experience, and while I am big proponent of seniority and the like, it seems to me that things like tenure should be earned, and if it is earned it should not mean lifetime job security if teachers cease being competent.
Anyway, there you have it. It should be interesting to see how this turns out when all is said and done.
There are a few key points that I would like to address.
I am pleased to report that the discussion draft includes a provision that if passed would allow states to use multiple indicators as opposed to a single test for accountability purposes. These indicators include such things like graduation rates, dropout rates, college enrollment rates and the percentages of students who successfully complete end of course exams for college preparatory classes. This has been one of my biggest "beefs" with NCLB. How can one test be the single determinant of accountability? While adding these other indicators to the mix seems to make sense, it does raise the possibility that things such as graduation rates could be inflated by the states to serve the purpose of making Adequate Yearly Progress. The draft also allows for states to get partial credit towards their Annual Measurable Goals for increasing the numbers of students who move from below basic to basic and proficient to advanced.
One of the major concerns I have with the draft is in the area of the testing procedures of English Language Learners. As it stands now, ELL are tested in their native language for up to three years. The new draft increases the length of time to seven years. This means that a student who entered the country in second grade could potentially make it all the way to ninth grade before being tested in English. Three years seems more than enough time for a student to learn the language. One point that I do agree with in this regard is that this draft allows states to exclude the assessments of early ELL (those here for less than one year) when determining AYP.
Under the current law all schools, regardless of their circumstances are treated the same and are subject to the same interventions. The new plan would create two separate improvement systems: one for "Priority Schools" that would include those schools that miss AYP in one or two student groups and need only minor interventions and another for "High Priority Schools" which would include those schools that miss AYP in most, if not all of their student groups and need more substantial assistance. Again this makes sense to me. If one school is doing worse than another, why should they have the same "penalties?"
The draft also calls for bonuses for "excellent teachers." It seems fair to me, but, the question "What is an excellent teacher?" comes to mind. Someone can not claim to be a "good teacher" just because they have a Masters' Degree, appropriate licenses and experience, and while I am big proponent of seniority and the like, it seems to me that things like tenure should be earned, and if it is earned it should not mean lifetime job security if teachers cease being competent.
Anyway, there you have it. It should be interesting to see how this turns out when all is said and done.
Thursday, September 6, 2007
Back!
School is back in session which means that this blog will be updated again, more regularly than it was over the summer.
Emily and Katherine seem to have gotten off to a good start. It hasn't seemed too difficult to get back in to the school "frame of mind" for them or myself. I started them going to bed at their "school year" bedtimes (7:30 ish for Katherine and 8:30 for Emily) late last week. Typing that reminds me that I never posted my "Your Ideas For A Smooth School Transition" entry that I post every year, asking y'all for your tried and true ideas for the best morning routines, hassle free home work time, quick lunch ideas, and any other secrets related to a smooth school year that you want to share. So, lets consider this entry just that. Have at it.
I'll tell you a couple of things I have decided to do this year. The first one is that I have been getting the kids up one half hour earlier than I did last year. This means I have been getting myself up earlier as I need that "me" time first thing in the morning. So I have been up between 5:30-6 and they have been up at 6:15. The bus comes at 7:50 so the extra half hour just cures the "rush-rush" problem, and usually gives them some free time before they leave to watch tv, play or whatever.
I have also decided that until they are fully ready and have nothing left to do aside from grab their bag and walk out the door, the tv stays off. I noticed last year and in years past takes them a lot longer to get ready when it is on, and it's just one more distraction that they don't need.
The biggest thing I have done is introduce a "Charts and Reward System." They both have a chore chart, as well as a morning and evening chart. The morning and evening charts are the same (make bed, get dressed, eat breakfast, brush teeth, comb hair for the morning chart and shower, do homework, lay out clothes for the next day, pack school bag, brush teeth for the evening chart). The chore charts are different. Katherine is responsible for putting a new bag in when Ryun empties the trash, setting the table, cleaning her room, helping to clean the toys in the living room, being a good "parent helper (basically, helping out when asked) and being happy (which encompasses of course just being happy and being polite and nice to her family). Emily's responsibilities include, being a parent helper, being happy, clearing the table, cleaning her room, helping clean the living room, and helping out with laundry when asked. The reward part of the thing is that if they get the majority of their stars during a one week period on the morning, evening and chore charts, they get to pick out a new book (which I have stock piled recently after going to Borders Bargain books area and Job Lot). If they get all of their stars on all charts, all week, they get $5. I have hung a bulletin board in the hallway with their charts on it. So far, they seem to be pretty impressed with the whole idea. Lets hope it lasts.
I sound so insanely organized that even I am saying, "Oh God, she's one of people. You know the ones who have it all together to the point that one could almost be envious? But, lets face it. This is way beyond what I, under normal circumstances, would be doing. Using me and the word organized together is almost joke-like. I seem to have gotten a little better with age and after having children, but still, at the core, I am about the least organized person there could be. The main reason I am doing all this? It's for Emily, who desperately needs the structure. I figure Katherine can't be hurt by it either. It's all about keeping the peace.
Emily and Katherine seem to have gotten off to a good start. It hasn't seemed too difficult to get back in to the school "frame of mind" for them or myself. I started them going to bed at their "school year" bedtimes (7:30 ish for Katherine and 8:30 for Emily) late last week. Typing that reminds me that I never posted my "Your Ideas For A Smooth School Transition" entry that I post every year, asking y'all for your tried and true ideas for the best morning routines, hassle free home work time, quick lunch ideas, and any other secrets related to a smooth school year that you want to share. So, lets consider this entry just that. Have at it.
I'll tell you a couple of things I have decided to do this year. The first one is that I have been getting the kids up one half hour earlier than I did last year. This means I have been getting myself up earlier as I need that "me" time first thing in the morning. So I have been up between 5:30-6 and they have been up at 6:15. The bus comes at 7:50 so the extra half hour just cures the "rush-rush" problem, and usually gives them some free time before they leave to watch tv, play or whatever.
I have also decided that until they are fully ready and have nothing left to do aside from grab their bag and walk out the door, the tv stays off. I noticed last year and in years past takes them a lot longer to get ready when it is on, and it's just one more distraction that they don't need.
The biggest thing I have done is introduce a "Charts and Reward System." They both have a chore chart, as well as a morning and evening chart. The morning and evening charts are the same (make bed, get dressed, eat breakfast, brush teeth, comb hair for the morning chart and shower, do homework, lay out clothes for the next day, pack school bag, brush teeth for the evening chart). The chore charts are different. Katherine is responsible for putting a new bag in when Ryun empties the trash, setting the table, cleaning her room, helping to clean the toys in the living room, being a good "parent helper (basically, helping out when asked) and being happy (which encompasses of course just being happy and being polite and nice to her family). Emily's responsibilities include, being a parent helper, being happy, clearing the table, cleaning her room, helping clean the living room, and helping out with laundry when asked. The reward part of the thing is that if they get the majority of their stars during a one week period on the morning, evening and chore charts, they get to pick out a new book (which I have stock piled recently after going to Borders Bargain books area and Job Lot). If they get all of their stars on all charts, all week, they get $5. I have hung a bulletin board in the hallway with their charts on it. So far, they seem to be pretty impressed with the whole idea. Lets hope it lasts.
I sound so insanely organized that even I am saying, "Oh God, she's one of people. You know the ones who have it all together to the point that one could almost be envious? But, lets face it. This is way beyond what I, under normal circumstances, would be doing. Using me and the word organized together is almost joke-like. I seem to have gotten a little better with age and after having children, but still, at the core, I am about the least organized person there could be. The main reason I am doing all this? It's for Emily, who desperately needs the structure. I figure Katherine can't be hurt by it either. It's all about keeping the peace.
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