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Once all the "good" academic students have fled to private, parochial, and charter schools, PPS can focus on educating the students who are left. These students are the ones who are discipline problems, truancy problems, are not up to grade level in reading and/or math, and/or have no parental support system. Then everyone can really earn their salaries. Imagine, no "real" students to bring up scores...
All students are "real" students! All students can learn! All students can be inspired, motivated, and taught to levels not yet identified!
If we teach, day-to-day, the critical thinking skills that are the PSSA and Common Core Standards in Literacy, we can, in one year raise achievement levels 20 to 30 percentage points____not the piddling .5, 1, 2, and 3 points which are currently the best that PPS can do.
Yes, people are fleeing because PPS is the LOWEST ACHIEVING SCHOOL DISTRICT in Allegheny County, It is the ONLY district in Allegheny County that is in CORRECTIVE ACTION II (3rd year). The next lowest is Woodland Hills which is in Corrective Action II (2nd year).
All students are "real" students! All students can learn! All students can be inspired, motivated, and taught to levels not yet identified!
This is both true in one sense and completely misleading in another.
In a classroom there is a difference, a huge difference, between a student who is prepared and ready to learn and could pick up a book, read it, and acquire knowledge directly and a student who comes in set against learning, for whatever reason. Those reasons might be past failures, problems at home etc.
Those are not excuses for not teaching that child (before someone mentions that!) BUT they are real true differences in children. Are we doing either of those children a service by trying to teach them both in the same classroom, with the same exact curriculum, given according to a timed pacing schedule?
If the one student is yelling out, wandering the room, bothering other students, farting or burping on purpose, etc. is that a high quality educational environment for the students who are ready to learn?
I believe that everyone can learn to play tennis as well. However, I also think that setting up a person who is 100+ pounds overweight, doesn't really like tennis, and can't jog the length of the court to learn with someone who is fit, has seen tennis played, has friends who play tennis and who has likely tried tennis on his or her own multiple times is not a good way for either of those people to improve much at tennis.
That's also not to say that they won't be able to play against each other in a year or so, if the first person meets a motivational, inspirational teacher and proceeds to devote him or herself to the task. But if they just show up once or twice a week and don't change their level of fitness or attitude? Then the second person is always going to be "better" at learning tennis and at playing tennis.
As does your posting -- you begin to sound like "The Music Man" -- if you just think about doing it, just believe it hard enough, it will happen! Magic!
Instead, it takes years of hard work and no one has yet discovered a good formula that's adaptable to all children.
Again, it would be extremely useful to have an explanation about the results of those whose beliefs are beyond question- such as those at the Harlem Children's Zone. Those results suggest that many years of hard work are needed and that everyone is still working on the formula.
No one claimed that it didn't take hard work, but hard work comes from those who believe they can do the job. And hard work needs to be directed toward the goal. Truly______ it is not a mystery____and maybe, just maybe even a "music man" could get the job done . . . Addressing it here has proved an exercise in futility.
Questioner keeps wanting a single formula when, in fact, there are many, many, many____just check the 90-90-90 schools, the Dame, Dame Schools, all public schools with demographics like Pittsburgh.
Please attend the yearly conferences, open to the public, that bring in Principals who have done what this blog conveys cannot be done in PPS.
Just this past week end (Nov. 18, 19, 20) and in October____this year, last year, and in previous years those who were interested attended sessions where Principals have come to Pittsburgh and shared their beliefs, hard work, strategies, and practices that allowed the students in their schools to achieve at 85 and 90 percentile ranking. Two principals from Baltimore City have demonstrated what made them successful and addressed responses like that of some bloggers here.
Most folks posting on this blog are all on the same page. We want the policies of our public schools to be directed towards the students and to foster the acquisition of best practices like the ones available from truly inspiring principals that have achieved what we have not been able to do here. I can't remember anyone on the blog stating that this type of achievement "can't be done".
I understand your frustration in being an advocate for our students and being ignored by the powers that be. However, your frustration seems to be flowing into hostility towards posters on this blog that do not deserve it.
Please, civility is essential to constructive dialogue.
Sorry that you were offended not hostility intended even toward those who clearly express with word after word, week after week, month after month all of the constraints, excuses, questions and yes, 'beliefs' embedded and inferred regarding obstructions. The intent here was to challenge those words with more positive, constructive examples of what is being done. Think about the convictions that are conveyed here. Have they taken of the challenge in ways that change the status quo? Do we see responses with the courage of convictions that are solution-oriented? Civility is encouraged, certainly, but the courage of convictions does not preclude civility even when perceived as such by those who feel opposed or offended. The responses from this source never contain sarcasm nor a loss of hope. Advocacy with hope and possibility is the goal.
All too frequently, those who protest the status quo, must be taken down by accusations regarding "civility". The opposition, especially in advocacy for equity and excellence in education for ALL children also deserves to have a voice_____ and voicing opposition, especially when it also offers constructive examples of possibilities does not reflect a lack of "civility."
Why would anyone insist on a single formula? If many formulas work, pick the one that suits you best! But is there some formula or mix of formulas that has been successful for a school district as a whole? It's pretty clear that something more than believing, trying hard and having high expectations is needed.
Well, I would insist on a single formula, and here it is:
If you (the student) interfere with the learning of others, out you go to an alternative facility.
If you (the student) cannot maintain a 90% attendance record, out you go to an alternative facility.
Simple, as all realistic plans are. And that's exactly what blue-ribbon private schools do.
But that's not what PPS does. Instead, we float a bewildering array of programs, initiatives, projects, etc etc etc.
All are accompanied by mounds of paperwork and checklists.
Well, you might say that the PPS are public, and we do not have the freedoms of a private school.
Fair enough. But please do not let that be an excuse not to focus like a laser on the two main problems we have: classroom disruptions and horrible attendance.
YES, yes and emphatically yes____ It's all readily available and accessible to those who understand "whatever it takes."
It seems that you are not an educator___is that true?
Sorry, but that's just not true. I'm assuming you are the same poster who disappeared when asked for an example of a high-performing urban district.
Exceptional schools performing against the odds are still very rare. Even rarer if you count out magnets and schools with admission practices that can allow cherry-picking.
They do indeed use *some* common practices, but they also vary in great degrees. In most cases they are led by charismatic, driven individuals, who devote their lives to their school. These are not ordinary people! Generally, they also run up against the administration of their districts and defy some of the edicts.
In our current district that's nearly impossible to do unless you are already running a highly successful school. And even then, you will take a lot of heat.
One of the positive recent developments is an increasing interest in education across a wide range of the population. So, it is likely that readers of a blog on education will include those who are formally "educators" and those who are not. For the benefit of this diverse group- if ____Anonymous or others are aware of an approach that has worked consistently on a large scale, such as an entire district as opposed to a school or two, please share this information.
Does this mean that you would like PPS to "pilot" the successful models reference here via a whole district? (That seems contrary to previous statements, but what a wonderful opportunity/possibility.)
The first step would be to determine if there have been any models succssful district-wide. If not, then are there any models that have been successful for a representative slice of a district (say 10 non-charter, non-magnet schools that are representative of a district as a whole). IF not, then we are still at the stage of smaller pilots that would ideally grow on the basis of controlled experimentation (ie, the model should not consist of so many different initiatives and efforts that it is impossible to tell what is working and what is not).
Successful models have been determined, but that has been reiterated here many times. Is Pure Reform the only or the ultimate determiner who decides conclusively and authoritatively what should be piloted or implemented? If you are not educators, what role can you (Pure Reform) serve to advance education for those currently so egregiously under-served?
As it stands (without further repetition of response), what is it about the current models that fail to meet your expectations, requirements, and/or critical characteristics for success?
Sorry we missed it. What is the successful model that has been proven successful district-wide, and in which districts? Of course PURE Reform has no authority to choose models, but like any other organization can advocate for appropriate models.
People should keep in mind that attaching the word CHARTER to a school's name does not make it a better school.
Little things like wearing a uniform can make a difference in behavior and make an impact in the effort to show how serious the school or programs are.
We seem to like an idea but only try it a "little bit" such as the case with the single gender academies under one roof and sharing common classes in some disciplines.
20 comments:
Once all the "good" academic students have fled to private, parochial, and charter schools, PPS can focus on educating the students who are left. These students are the ones who are discipline problems, truancy problems, are not up to grade level in reading and/or math, and/or have no parental support system. Then everyone can really earn their salaries. Imagine, no "real" students to bring up scores...
All students are "real" students! All students can learn! All students can be inspired, motivated, and taught to levels not yet identified!
If we teach, day-to-day, the critical thinking skills that are the PSSA and Common Core Standards in Literacy, we can, in one year raise achievement levels 20 to 30 percentage points____not the piddling .5, 1, 2, and 3 points which are currently the best that PPS can do.
Yes, people are fleeing because PPS is the LOWEST ACHIEVING SCHOOL DISTRICT in Allegheny County, It is the ONLY district in Allegheny County that is in CORRECTIVE ACTION II (3rd year). The next lowest is Woodland Hills which is in Corrective Action II (2nd year).
All students are "real" students! All students can learn! All students can be inspired, motivated, and taught to levels not yet identified!
This is both true in one sense and completely misleading in another.
In a classroom there is a difference, a huge difference, between a student who is prepared and ready to learn and could pick up a book, read it, and acquire knowledge directly and a student who comes in set against learning, for whatever reason. Those reasons might be past failures, problems at home etc.
Those are not excuses for not teaching that child (before someone mentions that!) BUT they are real true differences in children. Are we doing either of those children a service by trying to teach them both in the same classroom, with the same exact curriculum, given according to a timed pacing schedule?
If the one student is yelling out, wandering the room, bothering other students, farting or burping on purpose, etc. is that a high quality educational environment for the students who are ready to learn?
I believe that everyone can learn to play tennis as well. However, I also think that setting up a person who is 100+ pounds overweight, doesn't really like tennis, and can't jog the length of the court to learn with someone who is fit, has seen tennis played, has friends who play tennis and who has likely tried tennis on his or her own multiple times is not a good way for either of those people to improve much at tennis.
That's also not to say that they won't be able to play against each other in a year or so, if the first person meets a motivational, inspirational teacher and proceeds to devote him or herself to the task. But if they just show up once or twice a week and don't change their level of fitness or attitude? Then the second person is always going to be "better" at learning tennis and at playing tennis.
The response speaks very well for the writer_____and reveals what you believe. When belief changes, behaviors change, students change, results change.
As does your posting -- you begin to sound like "The Music Man" -- if you just think about doing it, just believe it hard enough, it will happen! Magic!
Instead, it takes years of hard work and no one has yet discovered a good formula that's adaptable to all children.
Again, it would be extremely useful to have an explanation about the results of those whose beliefs are beyond question- such as those at the Harlem Children's Zone. Those results suggest that many years of hard work are needed and that everyone is still working on the formula.
No one claimed that it didn't take hard work, but hard work comes from those who believe they can do the job. And hard work needs to be directed toward the goal. Truly______ it is not a mystery____and maybe, just maybe even a "music man" could get the job done . . . Addressing it here has proved an exercise in futility.
Questioner keeps wanting a single formula when, in fact, there are many, many, many____just check the 90-90-90 schools, the Dame, Dame Schools, all public schools with demographics like Pittsburgh.
Please attend the yearly conferences, open to the public, that bring in Principals who have done what this blog conveys cannot be done in PPS.
Just this past week end (Nov. 18, 19, 20) and in October____this year, last year, and in previous years those who were interested attended sessions where Principals have come to Pittsburgh and shared their beliefs, hard work, strategies, and practices that allowed the students in their schools to achieve at 85 and 90 percentile ranking. Two principals from Baltimore City have demonstrated what made them successful and addressed responses like that of some bloggers here.
Dear _________Anonymous,
Most folks posting on this blog are all on the same page. We want the policies of our public schools to be directed towards the students and to foster the acquisition of best practices like the ones available from truly inspiring principals that have achieved what we have not been able to do here. I can't remember anyone on the blog stating that this type of achievement "can't be done".
I understand your frustration in being an advocate for our students and being ignored by the powers that be. However, your frustration seems to be flowing into hostility towards posters on this blog that do not deserve it.
Please, civility is essential to constructive dialogue.
Sorry that you were offended not hostility intended even toward those who clearly express with word after word, week after week, month after month all of the constraints, excuses, questions and yes, 'beliefs' embedded and inferred regarding obstructions. The intent here was to challenge those words with more positive, constructive examples of what is being done. Think about the convictions that are conveyed here. Have they taken of the challenge in ways that change the status quo? Do we see responses with the courage of convictions that are solution-oriented?
Civility is encouraged, certainly, but the courage of convictions does not preclude civility even when perceived as such by those who feel opposed or offended. The responses from this source never contain sarcasm nor a loss of hope. Advocacy with hope and possibility is the goal.
All too frequently, those who protest the status quo, must be taken down by accusations regarding "civility". The opposition, especially in advocacy for equity and excellence in education for ALL children also deserves to have a voice_____ and voicing opposition, especially when it also offers constructive examples of possibilities does not reflect a lack of "civility."
Why would anyone insist on a single formula? If many formulas work, pick the one that suits you best! But is there some formula or mix of formulas that has been successful for a school district as a whole? It's pretty clear that something more than believing, trying hard and having high expectations is needed.
YES, yes and emphatically yes____ It's all readily available and accessible to those who understand "whatever it takes."
It seems that you are not an educator___is that true?
"Why would anyone insist on a single formula?"
Well, I would insist on a single formula, and here it is:
If you (the student) interfere with the learning of others, out you go to an alternative facility.
If you (the student) cannot maintain a 90% attendance record, out you go to an alternative facility.
Simple, as all realistic plans are. And that's exactly what blue-ribbon private schools do.
But that's not what PPS does. Instead, we float a bewildering array of programs, initiatives, projects, etc etc etc.
All are accompanied by mounds of paperwork and checklists.
Well, you might say that the PPS are public, and we do not have the freedoms of a private school.
Fair enough. But please do not let that be an excuse not to focus like a laser on the two main problems we have: classroom disruptions and horrible attendance.
YES, yes and emphatically yes____ It's all readily available and accessible to those who understand "whatever it takes."
It seems that you are not an educator___is that true?
Sorry, but that's just not true. I'm assuming you are the same poster who disappeared when asked for an example of a high-performing urban district.
Exceptional schools performing against the odds are still very rare. Even rarer if you count out magnets and schools with admission practices that can allow cherry-picking.
They do indeed use *some* common practices, but they also vary in great degrees. In most cases they are led by charismatic, driven individuals, who devote their lives to their school. These are not ordinary people! Generally, they also run up against the administration of their districts and defy some of the edicts.
In our current district that's nearly impossible to do unless you are already running a highly successful school. And even then, you will take a lot of heat.
One of the positive recent developments is an increasing interest in education across a wide range of the population. So, it is likely that readers of a blog on education will include those who are formally "educators" and those who are not. For the benefit of this diverse group- if ____Anonymous or others are aware of an approach that has worked consistently on a large scale, such as an entire district as opposed to a school or two, please share this information.
Does this mean that you would like PPS to "pilot" the successful models reference here via a whole district? (That seems contrary to previous statements, but what a wonderful opportunity/possibility.)
How would such an effort get your support?
The first step would be to determine if there have been any models succssful district-wide. If not, then are there any models that have been successful for a representative slice of a district (say 10 non-charter, non-magnet schools that are representative of a district as a whole). IF not, then we are still at the stage of smaller pilots that would ideally grow on the basis of controlled experimentation (ie, the model should not consist of so many different initiatives and efforts that it is impossible to tell what is working and what is not).
Successful models have been determined, but that has been reiterated here many times. Is Pure Reform the only or the ultimate determiner who decides conclusively and authoritatively what should be piloted or implemented? If you are not educators, what role can you (Pure Reform) serve to advance education for those currently so egregiously under-served?
As it stands (without further repetition of response), what is it about the current models that fail to meet your expectations, requirements, and/or critical characteristics for success?
Sorry we missed it. What is the successful model that has been proven successful district-wide, and in which districts? Of course PURE Reform has no authority to choose models, but like any other organization can advocate for appropriate models.
People should keep in mind that attaching the word CHARTER to a school's name does not make it a better school.
Little things like wearing a uniform can make a difference in behavior and make an impact in the effort to show how serious the school or programs are.
We seem to like an idea but only try it a "little bit" such as the case with the single gender academies under one roof and sharing common classes in some disciplines.
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