Monday, December 17, 2012

What Teachers Really Bring to the Table

With all the talk of testing and teachers yesterday, I started thinking about all of the teachers I had throughout childhood.

Do you guys remember sitting in class and learning?  I have no actual memory of that.  I have no memory of taking tests.  I have a lot, a lot, a lot of memories of my teachers.  To say my teachers had an impact on the person I became is the understatement of the century.  I don't think it's too far-fetched to believe that in the near future, we will feel there is no value at all to teachers and that we can replace them with computers.  Then the kids can take their multiple choice tests from their automated teacher and every student will get the EXACT SAME experience.

But where would that leave us?  Teachers change our lives.  Here are just some of the ways teachers changed my life.


Miss Brown was my bat shit crazy third grade teacher.  She was absolutely the meanest person I'd ever met and she was borderline sadistic.  She used to take the low-functioning kids and line them up against the wall and they were called the Peanut Gallery.

And poor Lonnie Powers.  I'll never forget when Miss Brown discovered Lonnie Powers was picking his nose and leaving all the boogers under his desk.  That kid used to dig in his nose like he was heading to China.  She went insane and called him out in front of the whole class and made him clean his desk.  Then he had to carry a handkerchief in his back pocket and if she even saw him going for his nose, she'd start screeching like a banshee.  I bet you to this day, Lonnie Powers doesn't pick his nose.  He was the grossest kid ever, so maybe he even got married and went on to live a productive life.

One day she found out that I was still reading picture books from the library.  She was furious.  She made me stay in from recess that day and she gave me, Little House On The Prairie.

"Read this!  And I don't ever want to see you with a picture book again!", she screamed at me.

I went home that night and I started reading, and it was like the whole world had been opened up to me.  My world was really small and when I read my first chapter book, it was like I was transported to another world.  Miss Brown, that bat shit crazy woman, changed my whole life.  With books...real books... I could know everything.

I don't have a picture of Mrs. Frank, my fourth grade teacher, but Mrs. Frank was a world traveler.  I never went on a plane until I was twenty years old.  I never saw snow until I was twelve and my church group rented a bus and drove us from Phoenix to Flagstaff, Arizona.  Mrs. Frank had gone to Australia the summer before we started in her class.  Australia.  WOW!  That was the craziest thing I'd ever heard. She told us everything about Australia.  We made passports that year and we had to write to the tourist office and make travel plans to go to Australia.  Then we had to get maps and plan our entire trip.  It was the most exciting thing ever for me, the child of 18 year old parents, whose entire life consisted of home, my grandparents, or church.

Mrs. Frank changed my whole life, because I knew I wanted to travel.  I wanted to see things.  I knew someday, I would do it.



My fifth grade teacher, Mrs. Goekler, was a total bitch.  She used to wear this God-awful red wig every day and she could do the splits.  I can't tell you how many times she did the splits in class because if we challenged her and she proved us wrong, she'd do the splits like HA!

Did anyone else speak I.V.?  You added I.V in each syllable to make a secret language so nobody would know what you were saying.  Same concept as Pig Latin.  My bestfriend and I spoke I.V. fluently.  To this day, my sister and I still speak I.V.  

So one day, in I.V., I said in class, "Miv-ivrs. G-ivoek-liver iv-is iv-a b-iv-itch."

Translation: Mrs. Goekler is a bitch.

And she looked me right in the face and said, "iv-I ivun-diver-stivand yivou."

Translation: I understand you.

Then she did the splits.

Fifth grade was the year we were supposed to learn about evolution and my grandmother was pissed.  I was not going to learn about evolution.  How dare the school teach us such blasphemy.  And I was all, hell yeah, I get out of class.  So I marched right into Mrs. Goekler with my signed note from my grandmother.  I was getting out of class, SO THERE, Mrs. Goekler.  Take that, you bitch.

She looked at me and she looked at my grandmother's note and she told me to sit down.  Then she rolled down the atlas of the world and she took the pointer and she slapped it on China.

"There's almost one billion people in China, Michele.", she told me.  "None of them believe what you believe and your God says they are all going to hell.  If you aren't interested in knowing other people's ideas or beliefs, you are excused from evolution."

I ripped up the note from my grandmother and I stayed in the class.



In sixth grade, I had the best teacher I ever had, Mrs. Bordeleau.  That was the year my parents got divorced and all I had was school.  School was my safe place.  School was where I was really good at something and the world made sense and Mrs. Bordeleau was my hero.  She always made sure I was okay.

I can remember her pulling me aside and saying, "I know your parents are getting divorced.  If there is ever ANYTHING you need, I am here for you."

Mrs. Bordeleau had a disabled son, who was deaf, and she talked about him a lot in class.  A boy named William Ashby was in our class that year.  Poor William Ashby had the misfortune of being born partially deaf.  He had these giant hearing aids that always had wax on them and he couldn't speak normally due to his disability.  The kids in class made fun of him and psychologically tortured him.  Danny Bates would put crayons in his ears and scream, "Ashby!  Ashby!" and kids would call Ashby retarded.

I know people think bullying has gotten worse, but that's a lie.  Bullying has been around since the beginning of time.  I will never, as long as I live, forget Mrs. Bordeleau standing in front of the class and crying over William Ashby.  She begged the kids to treat William Ashby as if he was her own son.  As if he was our brother.  They didn't, but I'll never forget her compassion.



In seventh grade, I had my first male teacher and he was African-American.  His name was W.T. Grant.  He was the first black person I ever met.  I grew up in white bread Phoenix.  There wasn't a single black kid in our entire school.  You should have seen the look on our faces when he walked into school on the first day.  We were stunned.  We had all pow-wowed before class because none of us could believe we had a man and then, OHMYGOD, he was black?  Were we on another planet?

He stood at the front of the class and said, "I'm W.T. Grant.  You will not call me Mr. Grant.  When people call me Mr. Grant, I look for my father.  You will call me W.T."

And we were like WOW.  Holy crap.  He was like the coolest guy EVER.  He was the first adult that ever treated me like an equal and not a subordinate.  It was mind-altering.

So that's just some of my stories.  I have so many in my brain. I'm sure you all tons of your own stories, good and bad, about how a teacher changed your life.

My hope for my kids is that all this bullshit at school will not take away from what teachers REALLY bring to the table.  They bring to the table their life experiences.  If you are a teacher and you are reading this, your very existence impacts the children you see every day.  All that other stuff?  I can guarantee you that the children will never remember it.  They'll remember the PERSON who was their teacher. Teachers make all the difference for children.  They mold and shape them in ways that can never be measured by a multiple choice test or a statistic on a report.  With all the craziness in our current education system, we can't lose the value of that along the way.

Michele S.

Thursday, December 6, 2012

November Board Meeting Recap

Here is a brief recap of some of the November board meeting in case you missed it.
 
Board policy was recently changed with a 5-2 vote to have our blog camera removed from the board table. It was then agreed upon with Board President Leandra Sedlack that the camera be positioned next to the board table so the camera operator Gina Scaletta-Nelson could reach it without being disruptive during the meeting. 

At the November board meeting, Dr. Fredisdorf suddenly insisted our blog video camera be positioned in the rear of the room claiming that it was "obstructing the view" of board secretary Erika Sawasko. When she admitted that it was NOT obstructing her view, Dr. Fredisdorf then claimed that it was blocking the path behind the board table where hardly anyone walks. Scaletta-Nelson offered to change seats with board member O'Halloran as there was a much wider path and Fredisdorf said no. He wanted his way and that was it! This is an example of how Fredisorf manipulates policies in an effort to bully others.

In other notes, current 8th grade math scores went down and are hovering below the 65th National Percentile Rank. It was interesting to hear Dr. Fredisdorf exclaim that the teacher who taught those students was no longer with the district. Last year, at Fredisdorf's discretion, district residents footed the bill for this newly hired math teacher to earn his certification in school administration. Soon after, he resigned to become the dean of students in Round Lake, leaving district taxpayers holding the bag. 

We were stunned to hear that the district is no longer using contracted statistician Dr. John Wick to predict Explore/ACT scores based on individual student performance on the ITBS test! Over the past five years, we have heard Dr. Fredisdorf sing the praises of Wick and his prediction program which has been the cornerstone of the district's continued use of the ITBS test. Now, after wasting a hundred and twenty thousand dollars on a conundrum of information, Fredisdorf is singing a different tune. Evidence of this was Wick's noticeable absence at the annual November meeting on test scores. We also learned that Wick may be ousted come January when his contract is up for renewal. Could this change of heart be the result of Wick failing to point out a seven year trend of test score decline in math computation? It took concerned parent, Kim Barker, just a few hours and no where near a hundred twenty thousand dollars to find this trend and bring it to the administration's attention. As a result, program changes were made, and this year the 3rd to 4th grade ITBS scores went up overall including math computation. Congrats to the teachers, parents and kids! Maybe district administrators will finally dump the useless ITBS test in favor of the more widely used MAP (Measures of Academic Progress) adaptive test, so our students can be accurately compared to their peers in the feeder districts.

We were not surprised to see board member Rick Rigley return to his old self with an angry outburst accusing a fellow board member Karen O'Halloran of texting during the meeting. Maybe he should direct his energies toward engaging his completely disinterested counterpart across the room. Why Beth Tegtmeier ran for a second term on this board remains a mystery. She rarely contributes to the discussion and aside from voting with the majority and passing out certificates, does not add any substance to the meetings.

Finally, we are curious as to what happens in the meeting after the meeting. The regular board meeting ended around 10:45 p.m. but a quorum of board members including Rigley, Mirabile, Sedlack and Fredisdorf lingered in the board room until 11:20. p.m. It is a violation of the Open Meetings Act to discuss district business once the meeting is adjourned. Tsk, tsk, tsk!

Tuesday, December 4, 2012

November School Board Meeting

Pleasantdale's November 14 board meeting can be seen by clicking on the video below.

Wednesday, September 26, 2012

Pleasantdale School Board Meetings Now Online!

The Pleasantdale School Board meetings are now online!

The September meeting starts at approximately the 7:00 minute mark. Click the link to view the meeting!
 http://www.d107.org/media/Board/video/2012-09-19-allbrowsers.html


Monday, September 24, 2012

A Goal Achieved!

 SIDEWALKS FINALLY A REALITY!


Three years after being awarded over $399,530 in grant money through the Illinois Safe Routes to School Program, the goal of  former Village of Willow Spring Public Works Director Jim Chevalier and Administrative Assistant Gina Scaletta-Nelson to build sidewalks and safe crosswalks on the route to Pleasantdale Elementary School has finally been achieved!



Grant money was awarded for sidewalks to both Willow Springs School and Pleasantdale Elementary School. The grant money for Pleasantdale Elementary School was requested for:
  • Sidewalk construction on the west side of School Street from German Church Road to the school, on the south side of German Church Road from Wolf Road to Willow West Drive and on the east side of Wolf from Stratford to German Church Road.
  • A striped crosswalk on German Church Road at School Street.
  • Flashing beacons/lights to slow traffic on German Church Road east and west of School Street. (While these have not been installed yet, we understand that this is being looked into.)
A big thanks goes out to the following Safe Routes To School team members who were a part of this grant effort:

Former Willow Springs Public Works Director Jim Chevalier, Former Willow Springs Public Works Administrative Assistant Gina Scaletta-Nelson, Former Willow Springs Trustee Bob Mesec, Former Pleasantdale Park Director Rosalyn Epting-Wendt, Willow Springs Police Chief Roger Alexander,  Principal Matt Vandercar local residents Sharon Rak, Linda Thorell, Karen O'Halloranformer resident Brad Martin and students Sierra and Aubrianna Nelson,  and Abagail, Isabel and Kenny Carlson.

Thanks also goes out to the Village of Willow Springs for doing the right thing and seeing this project through despite the delay. Here's hoping the parents, students and SRTS team members at Willow Springs School will see their goal achieved as well!

We're Back!

An open mind allows you to explore and create and grow. Remember that progress would be impossible if we always did things the way we always have. 
~Dr. Wayne Dyer

Friday, July 27, 2012

The Exodus Continues

Teachers at the middle school continue to leave. Goodbye and good luck to middle school teachers Mrs. Reed (6th grade language arts), Mr. Chehade (7th grade math), and Ms. Cannon (Social Worker). The number of teachers that have left the middle school this year is now up to seven. Let's hope this is the end of the exodus.

Friday, June 1, 2012

Interesting Concept...

At Pleasantdale, used computers are broken down for parts.

La Grange Highlands School District 106: Used Computer Sale 
  Friday, June 01, 2012 @ 09:20:01 CDT

On July 3rd, 2012 District 106 will be offering used computers for sale. The sale will be held at the District 106 Administration offices at 1750 Plainfield Road.

The schedule for the sale will be: 
8:30 A.M. to 10:00 A.M. - District Residents Only. You must bring proof of residence in the district to purchase during this time.

10:30 A.M. to 12:00 P.M. - If there are computers left, open sale to the public. Notice will be posted on the District 106 website at http://www.district106.net with information about remaining machines.

Terms
Either cash or check made out to District 106 will be accepted as forms of payment.  There is a limit of one laptop and one desktop computer purchased per household during each sale period. District residents who wish to purchase more than one of each may return in the afternoon session if they wish.

Warranties
All equipment will be sold as-is on a first come, first served basis and no warranty of any kind is offered or implied.

Configurations
The computers have the following minimum specifications.

  • Apple Macbook 2.4 GHz Core2Duo processor with AC Power Adapter
  • GB Ram (expandable to 4 GB)
  • 120 GB Hard Drive
  • Laptop Sleeve
  • Macintosh OS X 10.5.8 operating system (upgradable to current 10.7 version)
  • Safari and Firefox web browsers
  • Mail.app email program
  • iLife '08 (iTunes, iPhoto, iMovie, iDVD, Garage Band)
  • Open Office 3.3 (MS Office compatible word processor, spreadsheet, presentation software)
  • VLC Movie Player
  • No Install discs are provided.
  • $175 each

There will also be a limited number of LCD projectors available with 800x600 or 1024x768 resolution available for a sale price of $100 each.
 



Friday, May 25, 2012

Retirmenet?

http://www.d107.org/media/friday-packet/2011-2012/2012-05-25/04middleTigerTimesMay25.pdf 
Calling Dr. Wick, calling Dr. Wick.... Please send the middle school administration an error analysis and tutorial to practice with over the summer.

Proofreading and spelling must not be important since they aren't on the ITBS test.

Not sure if this is better or worse than FARWELL!

Wednesday, May 23, 2012

Setting the Record Straight

Dear Mrs. Pokorny,

I wanted to set the record straight since it appears you have been taking great joy in promulgating half truths.

First of all, thanks to the wonderful teachers that volunteered to open their classrooms for board members to see the state of the technology program already in place. It took almost six weeks and multiple requests before Dr. Fredisdorf allowed board members access into the classrooms. We were given one day to observe 14 class sessions, at two different buildings, with several of the sessions overlapping at the same time. All this on a day when more than half the students were absent from classrooms due to a middle school field trip. These factors certainly suggest that there must be something to hide. Perhaps you can provide another explanation. 

During the visit I observed the sad state of our technology program. There were insufficient laptops, some over five years old, with broken parts, slow to start, missing passwords, on carts that were not user friendly, chugging along on a pathetic infrastructure; in other words, a program that resembles one found in a third world country. It leads one to ask, why did it take so long for our administration to recognize this need? Unfortunately, even with new laptops, we'll still lag behind not only our neighboring districts, but districts that have far fewer resources such as Berwyn/Cicero, Markham and Joliet. It is something our school administration should be ashamed of. 

In 2011, Pleasantdale submitted a three year technology integration plan as required by the Illinois State Board of Education. Incidentally, when Dr. Fredisdorf was asked to explain this plan at the May board meeting, he could not so much as answer one question. He also attempted to avoid public questioning of the technology proposal by requesting board members contact him via phone or meet in private, thus skirting the premise of fair, open and transparent government. 

Dr. Fredisdorf stated that if we did not make this laptop purchase immediately, "kids will get hurt!" Yet nowhere in the district's three year technology integration plan does it mention the great need for laptops that he spoke of. This plan was written in 2011 and resubmitted in October. Why wasn't the need to purchase almost half a million dollars in laptops indicated in the plan? If you read through the 76 pages you documents, you will  see no mention of a need for 400+ laptops. You also won't see a proposal to spend almost a half a million dollars on them in one year, let alone three years. The largest budgeted expenditure for laptops was less than $2,500 per year. In addition, the plan mentioned starting out with a pilot program supposedly to gauge what would be best for our district, yet this was never implemented. 

When Dr. Fredisdorf was asked for discussion and research notes he stated this request "will take members of the Technology Committee considerable time and effort to retrieve" and that he was "concerned about this detracting from their daily responsibilities working directly with students and teachers." I also requested to see documentation or notes from the many team meetings that were held amongst the teachers and research that was conducted, yet was never provided with this. He was asked several times to explain how he got from point A (the technology integration plan with no mention of a dire need for laptops) to point B (kids are going to get hurt if we don't buy these now) yet couldn't.

The residents of this district elected me to represent them, not to look out for the best interest of someone seeking to put a feather in their cap. I will not apologize for doing my due diligence when it comes to seeking what is in the best interest of the entire district. I will not vote on an issue unless I have done all that I can do to thoroughy research, query, understand and finally agree or disagree with an action item. 

While speaking with staff members, the resounding message I received was the lack of support and training for the technology we currently have in place. With just two technology specialists and over 400 new laptops, this situation will undoubtedly get worse. In order to fully realize the potential of these new laptops as well as the Promethean Boards we currently have, the district will need to consider hiring a technology coach or facilitator. Again, this was never mentioned in the technology proposal or addressed by Dr. Fredisdorf when asked. 

Not only do our teachers have a lack of support, they have been given no clear goals on what to do with the technology once it is in place. In many classrooms, the Promethean Boards are not being used to their full potential. To go out and purchase close to a half million dollars worth of laptops, with little support, zero goals and no plan of how they are going to be tied into the curriculum is basically putting the cart before the horse and a tremendous waste. As an administrator, this is something that should have been planned out in advance. 

I did NOT have a problem with updating our laptops; I saw the need firsthand. I was one of only two board members that gave up their time to step inside a classroom and see the situation. I had many concerns with the proposed plan including the purchase price of each laptop. In my opinion, we could have outfitted the entire student body from grades three to eight with their own personal devices for the amount being spent on a few hundred. In addition, I honestly doubt these new laptops are going to last five plus years on a one year warranty. I believe we are going to be back in the same boat we are in right now, in less than four years. If students were taught respect and responsibility especially toward technology, they would be much better prepared for their futures and the district could have the option of spending the extra funds proposed for durability towards serving more children. When I shared theses ideas with several technology specialists, they agreed.

I caution you to think before making untrue, uneducated and unprofessional comments. As the record clearly will show, my opinion was that new laptops were needed, but I did not agree with the proposed plan. That is why I chose to abstain from the vote. 

In the future please contact me directly rather than making statements to staff that I "don't understand the importance of technology and need to get with the times." On the contrary, as I always strive to do, I have done a great deal of  research to make sure that I am educated about this topic. I would be happy to share my sources of information so that you too can understand the big picture and contribute more productively to these decisions. 

Sincerely,

Gina Scaletta-Nelson

Thursday, May 10, 2012

Goodbye and Good Luck!

Goodbye and good luck to Ms. Acanfora, Ms. Kostal, Mr. Kusnik, Mr. Eldridge, Mrs. Podbelski and Mrs. Wentzlaff! Thank you for your dedication to the students of Pleasantdale School. We wish you all well in the future, as you continue on your journey through life! Edited to Mr. Kusnik to the list of teachers leaving Pleasantdale. It's a revolving door over at the middle school. Most of our new teachers don't stay for very long. Sadly, it appears to be a direct reflection on the leadership in our district.

Wednesday, April 18, 2012

Memo to MF

"The Center for Open Government has identified a troubling pattern by a number of local school boards, whereby minority or disfavored members are treated as outsiders and not permitted the full access required by law in order to perform their fiduciary responsibilities to citizens and taxpayers of the district. It is our belief that all board members are entitled to full and unqualified access to all district documents and information, and that refusing to provide access is illegal." ~ Natalie Potts

Tuesday, April 3, 2012

Agree or Disagree?

It almost seems as if this article was written for Mrs. Pokorny...

Why kids need recess and exercise

By Denene Millner, Parenting.com
updated 1:55 PM EDT, Tue April 3, 2012

(CNN) -- More and more researchers, educators, and parents are realizing that not only is playground time good for kids -- it is crucial. Here's why it just may be the fourth "R" in school, and what you can do to make sure your child gets a healthy dose of downtime.

Let me put this out there: I totally get it. Teachers are under pressure to make sure they've drilled reading, 'riting, and 'rithmetic deep into their students' brains--and there are only so many hours in the school day. So if you have to get rid of an "extra" activity to make way for more book timewell, you might as well go for the playtime. After all, school is supposed to be about learning, right? And what mom doesn't want her kid to ace The Test?

Still, I could see the toll it was taking on my daughter Mari, when, two weeks before fourth-grade testing, she dragged herself off the bus and into our kitchen--exhausted, tense, and frazzled. Turns out the only break she'd had during her six-and-a-half-hour school day was for a 22-minute lunch (quiet talking only). Recess had been "suspended" for two weeks so the teachers could get in extra test prep--and by this point Mari hadn't seen the monkey bars, bounced across a hopscotch board, or breathed fresh air for days.

She was toast.

And I was fuming.

I mean, prisoners get more time out on the yard than the fourth-graders at my kid's school--and I thought it terribly unfair that my 9-year-old was being denied something as basic as a respite from her classroom. This recess hiatus was a problem. The anecdotal proof was sitting--melting down--before my eyes. And, as it turns out, there is plenty of hard evidence, too. A recent multicenter study of more than 11,000 eight- and nine-year-olds, led by pediatric researchers at the Albert Einstein College of Medicine, in New York City, showed that kids who had at least 15 minutes of recess a day (even just 15 minutes!) behaved better in class. According to study author and developmental pediatrician Romina Barros, M.D., their conduct was likely better because, after hours of concentration, they were able to give their exhausted brains a rest before going back to absorbing information--something many young kids can only do well for about a half hour at a time.

Gimme a break!

Dr. Barros decided to conduct the study after observing a young patient's classroom--to see how antsy the student and his peers were by lunchtime. They were given no work breaks, save for 15 minutes of quiet snacking at their desks.

"They couldn't stand up or walk around, the heat was on in the classroom, and by noon -- when it was time for them to go eat--I had a headache," recalls Dr. Barros, who has two daughters of her own, one of whom is now in school. "It took the kids in that class fifteen minutes just to line up. They were fried." Think about it: As adults, we value--in fact, we demand--a little downtime during our workday. "But kids aren't allowed to say 'I need a break,' then get up and leave," Dr. Barros says.

In addition to the mental pause, recess appears to be the most effective way to keep kids active. A study by the Robert Wood Johnson Foundation found that 42 percent of the nation's schoolchildren get most of their total daily exercise at recess -- more than do so in P.E. or after-school programs. For sure, in light of America's childhood-obesity problem (17 percent of kids between 2 and 19 are obese), participating in recess is one of the few inexpensive, readily available opportunities we have to get kids moving.

What's more, children who don't get recess miss out on valuable life lessons, according to Susan Ohanian, an education advocate and author of What Happened to Recess and Why Are Our Children Struggling in Kindergarten? "Anybody who knows anything about children -- particularly little kids -- knows that they learn so much on the playground: how to get along, negotiate, make and follow each other's rules, talk to one another, and fall down and get back up again," says Ohanian, who, in addition to being an instructor at an alternative high school in Troy, NY, has taught third, seventh, and eighth grade in public schools there. "But for kids these days, lunch is too short, they don't get a chance to talk to anybody, sometimes they can't even get a drink or go to the bathroom -- civilized things adults take for granted. It's barbaric."

What happened!

It's been quite a while since I've experienced recess, but I have incredible memories of my time on the playground: I loved playing jacks and Miss Mary Mack with my best friend, Stacey; I almost got my butt kicked in a schoolyard brawl with the nerdy girl, Kim; and the slide gave me the perfect cover for staring at and daydreaming about Sean, who I thought was the cutest boy, like, ever. Most of all, I couldn't wait to feel the sun kiss my face as I soared higher and higher on the swing--a rare delight for this latchkey kid who couldn't go outside until my mom came home from work. Recess was everything to me.

So, if research has proven that recess is good for kids, why are more and more schools eliminating it? Studies suggest that as many as 40 percent of schools nationwide have cut recess--citing lack of time, supervision, and resources. Students most likely to get little or no time outside, says Dr. Barros, are those in low-income, urban neighborhoods where play areas are scarce--and teachers are busy trying to raise their students' test scores to meet strict federal No Child Left Behind standards. Meanwhile, there are some parents who don't object to seeing recess go away. They often have less than fond memories of the playground, and are keen on sparing their children the bullying they endured.

Moms fight back
But there is also a large group of moms who couldn't disagree more. When Jennifer van Rosmalen, of Peoria, Arizona, heard that her 9-year-old son--and the entire fourth grade--had lost recess privileges for forgetting to bring pencils to music class, she thought it "cruel and unusual punishment." And she was flabbergasted when her 11-year-old told her that the sixth-, seventh-, and eighth-grade students in his middle school had gone without recess for six months because of an unspecified incident on the playground. "To me, it's like taking away air or depriving someone of sleep," she says. "These things are essential for health and well-being, and so is recess." Van Rosmalen says she appealed to the principals of both her children's schools--even offering to work as a recess monitor at the middle school--but with no luck. (The first principal, now at another school, doesn't recall the incident Van Rosmalen described; the second denies the mom's account.)

For Marie Walton, a Howell Township, New Jersey, mom of two, the outcome was different. She dug in, fought her children's school district to make recess a priority--and won. Walton started her mission after finding out, during a meeting about raising money to install new playground equipment, that the kids in her second-grade son's elementary school rarely, if ever, went outside for free play. "I was just shocked," says Walton. "I grew up in this town, and I immediately thought of my fifth-grade teacher--who took us outside, even if it was drizzling or snowing. I was floored that these kids were expected, at such a young age, to sit all day."

Armed with mounds of research -- and some 300 signatures from like-minded parents -- Walton spoke before the local Board of Education, arguing for playtime for all other township's schools. "So much pressure has been put on our teachers to produce high test scores," she told the board. "Perhaps you would see [the kids] perform better if they were given a chance to release the anxieties and stress of everyday school pressures."

It took many months of advocacy -- and a movement-sparking front-page story in the local newspaper--for the board to implement guidelines that, while not mandatory, ask schools to fit in at least 20 minutes of recess daily and to limit punishing students by taking away playtime.

The fight wasn't easy, Walton concedes, but was well worth it -- if only to help her kids make it through the long day. "They need fresh air," she says. "And it's up to us, as parents, to fight for their right to take a break." She and some other moms later got a more sweeping bill introduced before the state legislature. (At press time, that bill hadn't made it through the governor's office; a new one has been introduced.)

As for my own frazzled child, things--happily--turned around. A new principal, who seems to recognize the importance of playground time, has stepped in at Marl's school. Marl's enjoying her time outside, where she's found new best friends, gets to work off some steam, and, best of all, is able to just goof off for a while, hanging on the monkey bars, feeling the calluses on her hands and the wind through her locks.

How to get recess back
What you need to know to fight for your child's right to play midday.

1. Get informed. Arm yourself with plenty of research about the importance of play to kids' development. You'll find great resources at Peaceful Playgrounds, an advocacy group whose Right to Recess Campaign includes downloadable PowerPoint presentations and studies to support the argument. You can also connect with your state's "recess advocate," who can help gather information and resources, here.

2. Get galvanized. Teresa Evanko Bilello, a Muncie, IN, mom of two, rallied a core group of parents to speak at school-board meetings so they could see she wasn't the only mom riled up about the lack of recess at her children's schools. "Make yourselves a nuisance if necessary," says Bilello, whose efforts successfully brought playground time back to the schools' schedule.

3. Get to the higher-ups. Talking to your child's principal about reinstating or extending recess is a good start. But if you're really looking to change school policy, take your case to the local school board (or higher!), where system-wide reform can be made. And remember says Walton: "We're the ones who vote these people into their positions. If they don't give your school what it needs, you can replace them with leaders who will."

Monday, February 27, 2012

Do you know a child who struggles with math?

Do you know a child who struggles with math?

Northwestern University's (NU) Developmental Cognitive Neuroscience Labratory (DCN) is looking for 8-13 year olds to participate in a Math Research Study

The DCN Lab's Math Project aims to help us better understand the elusive learning disability, dyscalculia (math disability).

Please forward this notice to anyone you know who might want to be a part of this important research.

Who we are looking for:
8-13 year olds who struggle with math

To participate:
Anyone interested in participating should complete our simple DCN Lab Sign-up Form

Though this particular research study only is examining math difficulties in 8-13 year olds, families are welcome to sign up any children under the age of 13 who would be interested in participating in paid learning research studies at NU.

About the Math Project:
For the past two years, researchers at the DCN Lab have been investigating the way numbers are processed in the brain. Math disability affects about 6% of the childhood population and continues into adolescence. We hope that our research will improve diagnoses and remediation of children who struggle with math.

All testing takes place after school or on weekends and is done at Northwestern University on the Evanston Campus and the Center for Advanced MRI research on the Chicago Campus.

Participants who enroll in this research study will be paid.

You will receive a report of your child's performance on academic testing and pictures of your child's brain.

More questions? Contact us!
Phone: 847-467-3168, 847-467-1936
Email: r-mutreja@northwestern.edu


IRB# STU00004819

It's Not Too Late...

http://www.parentcommunitynetwork.com/?p=1009

Thursday, February 16, 2012

Trend of ITBS Test Score Drop at Februrary Board Meeting

Below is a portion of the February 15 Pleasantdale School Board Meeting. Due to technical difficulties, the first two hours of the meeting were not recorded. The recording begins during the discussion of ITBS test scores.

At the January meeting, a parent pointed out that she noticed a five year trend of sagging scores in the area of math computation between grades three and four. This drop in scores over the last five years was not noted by district statistician Dr. John Wick. Dr. Wick mentioned at the January meeting that anytime the scores drop more than 8 points, it should be a concern. However, over the last five years, scores have dropped between 16 and 25 points every year.

This trend should have been noted by Wick who has been contracted for $100,000 over the last five years to analyze students scores. We plan to show you one of the error reports passed out to students and the tutorials assigned as homework to help RAISE THE SCORES! Sadly, this test only measures how well our students can perform on the test, not necessarily what they know, their depth of knowledge or how their learning aligns to the curriculm.

We think you will find this last hour particularly informative, especially the open forum comments in the last two segments. Enjoy!







Tuesday, February 14, 2012

Texas Parents Push Test Opt-Out

DON'T LIKE THE EFFECTS OF STAAR TESTS ON EDUCATION? OPT OUT
Austin American-Statesman -- February 14, 20`2
By Edy Charmness

Vampires and guinea pigs have recently been noted in meetings in Austin in regards to the new State of Texas Assessment of Academic Readiness exams.

"You've created this one thing that the entire system is dependent on. ... It is the heart of the vampire," said Robert Scott, Texas' education commissioner, to State Board of Education members, according to the American-Statesman on Jan. 26.

Rep. Donna Howard, D-Austin, also recently remarked to parents about the STAAR counting for 15 perecent of high school course grades. "Make sure your voice is heard that this is not OK. Your children should not be guinea pigs," she said, according to the Jan. 25 American-Statesman.

Do you feel that your child is just a guinea pig with the implementation of the new STAAR tests? How can your voice as a parent be heard about the STAAR tests?

One simple way to be heard is to opt out.

We are Texas Parents Opt Out.

This spring, public school children across Texas will begin taking STAAR exams. Politicians have promised that these new tests will be tougher and more rigorous, and will more accurately measure the effectiveness of classroom instruction.

Our state government is using more than $400 million in taxpayer money to pay Pearson Education to develop the STAAR tests.

After spending millions of dollars on testing, there isn't any money left for classroom instruction.

Pearson Education profits while Texas public schoolchildren suffer needlessly.

High-stakes testing doesn't work. After 30 years of standardized testing in Texas, the quality of schools has not improved.

Every year, Texas teachers are compelled to interrupt hands-on, quality instructional time to "teach to the test." Students are marched through a series of practice tests and benchmark tests, and face boredom, test anxiety and depression.

To accommodate testing --- "the vampire" --- the curriculum has been narrowed to the point where the majority of elementary students spend nearly 75 percent of instructional time focused on the reading and math skills needed to pass the test.

High-stakes testing, including the STAAR tests, has led to corruption, profiteering and the destruction of effective instructional practices in our public schools.

There is a better way.

The Texas Parents Opt Out organization believes in authentic, hands-on, experiential learning, as well as inquiry and discovery-based approaches to help make classroom instruction meaningful and relevant for students.

Music, art, physical education, foreign languages, social studies and science education should be emphasized as much as reading and mathematics.

Student learning should be evaluated through authentic means such as portfolios, projects and experiments. We know that all students are unique individuals who learn and express themselves in different ways.

How can parents opt their children out of testing?

Chapter 26 of the Texas Education Code gives parents the right to remove their child from any activity that the parent believes is immoral or against their religious beliefs.

At Texas Parents Opt Out, we believe that high-stakes testing is immoral. Ten years of No Child Left Behind legislation have generated mountains of research on the negative effects of high-stakes testing.

Studies show what parents already suspected, that standardized testing:

Produces anxiety and depression.

Kills curiosity and children's desire to learn.

Narrows the curriculum.

Wastes valuable educational time.

If you believe that standardized testing is harming your child or depriving him or her of a quality education, and if you believe that current Texas laws concerning the 15 percent rule might harm your child's future educational opportunities, please join us by opting out of the STAAR tests.

It's your right.

- Chamness is the director of Texas Parents Opt Out;TexasParentsOptOutStateTests@yahoo.com.