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Friday, February 26, 2010

Kimmel Weighs In On Budget

This is a guest blog by Bruce Kimmel.  Mr. Kimmel served on the Board of Education from August 2005-February 2009.  Before that, he was on the Common Council from 1997-August 2005, serving as Finance Chair for part of that time. Mr.Kimmel is a fourth grade teacher in a New York City public school.


In early January, the Board of Education and members of the public listened to a presentation of the Superintendent’s recommended operating budget for the 2010-11 fiscal year. The recommendation, which totaled roughly $155 million, amounted to a 3.4% increase in spending over the current budget. The next evening, the Board approved the Superintendent’s request without changing anything, even though two members, Ms. Haynie and Mr. Colarossi, raised a number of questions and urged more discussion before sending the budget to the Board of Estimate and the Common Council. 

It is important to note that during the weeks before the Board endorsed the budget request (the vote was 7 to 2, with Haynie and Colarossi voting no) they had been urged by the Mayor and other city officials to craft a budget with a zero percent increase. The reason, of course, was the tough economic times that have reduced the city’s revenues and have forced other city departments to come in with near-zero percent increases. The Board rationalized its quick endorsement of a 3.4% increase by announcing that they would immediately get to work cutting the budget, that they wanted to “get the ball rolling,” even though the Council and the BET probably had no intention of altering their budget deliberation timelines. I have been told that the Board has yet to begin what is called the “reconciliation process.” Which makes perfect sense because a budget can’t be reconciled until a spending limit is imposed.
 
The Board’s approval of the Superintendent’s request with very little debate placed an unfair burden on the Council, whose job is to set a total spending cap for the city, and the BET, whose job is to decide exactly how much the BOE should receive for the next fiscal year. Thus, the cuts that the Board will undoubtedly have make in the coming months can easily be attributed to the “draconian” decisions of the other city agencies. This is called shirking one’s responsibility as an elected official.
 
Members of the Board and BOE administrators have recently been pointing out that the 3.4% spending increase is a “status quo” budget; by that they mean all of the increase can be attributed to contractual obligations related to salaries and benefits. They also have said that it would take about $5 million in additional cuts to reduce the budget to current levels, which would be the zero increase city officials have requested. In general terms, they have predicted gloom and doom for the next school year if they are forced to make the additional cuts. In fact, they make it seem next to impossible to make such extensive cuts without seriously harming the school system.

Some members of the public and city officials have urged the unions in the school system to open up and renegotiate their contracts, assuming that this will lead to substantial savings. This is complicated under Connecticut law; unions cannot be forced to renegotiate anything that already has the force of law behind it. I should mention, however, that the Norwalk Federation of Teachers has renegotiated its contracts with the BOE several times in recent years and the city has benefited to the tune of several million dollars in savings. Also, the most recent contract between the BOE and the NFT had a net increase of zero because the union agreed to reductions in health care costs. Putting aside this complex and often controversial issue, let’s look at the alternative: finding savings in the budget itself.         

I’ve had a chance to look over the BOE budget and have come up with a series of proposals that could reduce spending. I have not had the opportunity to discuss the actual impact of these proposals or their exact costs; thus, I have estimated based on past experience as a member of both the Common Council and the Board of Education. The proposals, I believe, do not directly impact what goes on in the classroom, but they may indeed cause modifications in some teaching and school-based procurement practices. Below are my proposals, which, I should stress, are meant to generate discussion. There are many factors to consider, which I am not in a position to address, before positions are actually eliminated.  

The Board’s budget proposal projects a net increase in enrollment next year of 60 students. I have assumed that any additional increases in enrollment will not be in clusters but will be evenly distributed across the system, thus allowing for the removal of the 7 reserve teachers from the budget for a savings of about $500,000. (I calculated each teacher’s salary plus benefits to be about $70,000.) If there is a need for additional teachers in the coming months, I believe the Board should discuss this with the Mayor and the BET, and should initiate the process for a special appropriation or another type of transfer of funds.

Regarding the chart on page 9 of the budget: I would freeze at current levels the accounts for Professional and Technical Services, Property Services, Other Services, Supplies and Materials, and Other Objects for a savings of $1, 603, 328. Another possibility that may have to be discussed is to reduce four of these accounts (excluding Other Objects, which is not that large) – which range from $10.5 million to about $2 million – by $150,000 for an additional savings of $600,000. We are thus talking about a potential savings of around $2.2 million from these particular accounts.

I believe the state legislature has indicated that it is not necessary to implement the new suspension system; thus, the in-school suspension officer request can be cut for a savings of $119,070.

Regarding the Human Resources Department: It is projected to have 1 assistant director, 1 executive secretary, 1 administrative secretary, and 1 “team leader” for security. I would consider eliminating this last position for a possible savings of $70,000 (salary plus benefits).

Regarding the Department for Curriculum and Instruction: It is proposed to increase Reserve Class Size Aides from zero to 2. I would remove that item for an estimated savings of about $60,000. More importantly, I would propose having the 4 projected instructional specialists report directly to the director of the department and remove the Director of Elementary Education position for an estimated savings of about $150,000 (salary plus benefits).

Regarding the Department of Pupil Personnel Services: I believe we could live without an assistant director position (savings of $150,000) and we could probably remove 1 of the 3 assistant supervisor positions (savings $120,000).
 
Regarding the Finance Department: Eliminate the Grants Bookkeeper (savings of $70,000).

Regarding the Information Technology Department: Perhaps we can make it without an assistant director (savings of $150,000).

Regarding the Facilities Department: Remove 1 of the two coordinators of maintenance/custodians (savings of $150,000) and eliminate 1 of the 6 mechanics (savings of $100,000).

Regarding the Transportation Department: Eliminate the mail clerk position (savings $60,000)
 
The above list delineates possible savings of roughly $4 million. I also suggest that discussions begin immediately on possible adjustments in our health insurance projections based on current trends. In past years, such discussions have reduced these projections considerably.

I realize that this outline might be considered draconian, and that it might anger a number of folks who work in the school system. But it is only meant to be an outline for a discussion among Board members, and between Board members and Central Office staff, as well as between the BOE and the public. 


This post reflects the views of the author and not of NorwalkNet. 

PTO Council Letter Asks for Transparency & Collaboration on Budget

This is letter from the PTO Council to the Board of Education and BET Chairman.

Dear - Central Office / BOE & BOE Finance Committee / BET Chairman,

As you prepare to discuss and decrease the educational budget by millions of dollars, frustration is rising among parents, teachers and other school employees. Cuts of this magnitude will be difficult to implement without a significant impact on our children. It's time to begin working together in new ways. We need to articulate the value of the public schools in ways that the public can understand.

Now, more than ever, the school system must be more forthcoming than in past years with detailed information to help the public understand the budget. This should be a collaborative effort.  It is unacceptable, unjust, and irresponsible to have schools pinned against each other and parents fighting at the last minute. This particular cycle cannot continue. Parents can not advocate for the system if they do not know what they are fighting for - last minute announcements are no longer acceptable.  We understand that the dramatic downturn in the economy will force a reduction in the amount of funds available to school, but transparency is key for the community to fully understand the resources and measures that will be cut to decrease the budget.

In the spirit of working together, we are asking the following:
- Based on the outcome of the Common council meeting, what are the next steps in re-evaluating the budget? 
- How is information being shared or channeled to parents?
- What options are being reviewed?
- Parent Forum
The effects of this revised budget must be known and parents should be part of the decision making process throughout the revision. We are recommending a parent forum to educate parents on the budget before the Board of Estimate & Taxation meeting on March 24th. This forum should explain the budget, line by line. It is important that the community understand the flexible vs. the contractually obligated portions of the budget.

We look forward to working with you on this very important initiative.

The PTO Council

PTO Council of Norwalk
info@PTOCouncil.org


This post reflects the views of the author and not of NorwalkNet. 

Tuesday, February 23, 2010

Council Sets Budget Cap: No Increase for BOE

The Norwalk Common Council voted last night for a $281 million budget cap--a 1% increase-- that will result in the BOE looking for millions in savings next school year.

The word went out in January from City Hall that departments were expected to submit zero increase budgets. However the BOE under former interim Superintendent Bill Papallo submitted a budget of $155 million – a 3.4% increase from last year’s expenditure.  The bulk of the additional money in the BOE’s proposal was to meet contractual obligations with teachers and administrators for benefits, pensions, and increased pay. No additional programming or staff were included in the "status quo" budget.

Many school administrators and union officials were present at the council meeting and spoke during the public comments section in support of the BOE’s proposed budget, but to no avail.

“There’s no way that a cut in spending will not have an impact on student achievement,” said current interim Superintendent Michael Nast. “There is a lot of anxiety in our schools right now.”

(Mr. Nast also said that the BOE was in the process of interviewing a finalist for superintendent as the meeting was going on.  Refreshing candor from our new interim!)

Bruce Mellion, President of the NFT, called zero increase on the school budget "unconscionable, unnecessary and irresponsible."

"We have always done our part," said Mr. Mellion referring to the the changes in healthcare plans and minor raise negotiated as part of the coming year's teacher contract.

Council member Laurel Lindstrom (D) said, "Our children only go through the school system once. Eliminating a school program is not the same as holding off on other things."

Council Member Nora King asked why the city was being given a 1% increase but not the schools.  Tom Hamilton, the City's Director of Finance, replied that much of the increase was related to benefits and pension contribution of which non union BOE members were a part.

Democrats on the Common Council made a motion, initiated by Council Member Calvin Hilliard (D) to meet the BOE half-way by proposing a $3 million increase to the city’s budget in order to accommodate the BOE’s needs, but the Republican majority, 9-5, shot them down.

"Let me remind you that the BOE budget is not being cut," said Council Member Nick Kydes (R).  "It is a zero increase, just like all the other city departments. This is the prudent thing to do."

“ Nobody wants to take anything away from the classroom, but there are areas to cut,” said  Council Member Joanne T. Romano (R). “You have to find a way to do it.”

Fred Wilms, Chair of the Board of Estimation and Taxation (BET), said in an interview during the break  that the BOE should start to work with its unions immediately on renegotiating contracts awarded last year. “It’s unprofessional to wait until June to look wage freezes, early retirements and furlough days,” he said.

Over the next couple of months, the BET will work with the Superintendent's office to set a formal limit on the BOE budget, due in May. A public hearing on the budget is set for March 24th.  The BOE makes up 60 percent of the city's operating budget.  

New Gig at The Daily Norwalk


I recently accepted a job as an editor and reporter for a news company called Main Street Online, which is launching local news websites around the country, including in Norwalk.  The Norwalk site is called TheDailyNorwalk.com and it is scheduled to launch in mid-April.  

My beat is schools in Norwalk and surrounding towns; I'll be covering school events, profiling interesting students, teachers and staff and covering the BOE.  

I'd love to get interesting story ideas from you.  Do you know a teacher that is using an innovative method?  A student that has a unique skill or is helping our community in a meaningful way?  Is there a special event in your school that you'd like to see get wider coverage?  Please drop me a note at norwalknet@gmail.com.    

I will continue my work with NorwalkNet on the side, focusing on issues of leadership, governance and interesting state and national educational trends.

Sunday, February 21, 2010

Eight Habits Kids Should Learn

I'm back from the winter break. I hope you enjoyed time with your family. We went to San Antonio, Texas, to visit my sister and her family. I got my fill of breakfast tacos and BBQ. We even went to the rodeo! My sister called to say the weather in San Antonio was 75 degrees today. Meanwhile the weatherman here is calling for more snow later this week so the kids might be at home again.

As I get back into the the swing of things, I came across an interesting piece in "Class Struggles," the Washington Post's education blog written by Jay Mathews. In it he suggests that there are some core skills that children need to learn at school beyond the 3Rs emphasized in No Child Left Behind.

Mathews explains:
The habits of the heart are probably learned almost as much at school as at home. But which ones can we reasonably expect teachers to address? What should we look for to make certain these unmeasurable immeasurable but invaluable traits are being reinforced?
You can read his piece for a full explanation of each one but here are the 8 that he came up with. Feel free to comment on whether you agree or to add your own.

Jay's list includes:

1. Organization
2. Music
3. Teamwork
4. Exercise
5. Friendship
6. Arguing (I think he really meant debating)
7.  Thinking critically
8. Presentation

Tuesday, February 16, 2010

BOE Denies NASA Grievance

This story is based on notes taken by James McDonald and written by Moina Noor.

The BOE rejected tonight by a vote of 6 to 2  a grievance filed by Norwalk's Administrators' union over the hiring of Carol Marinaccio,  the new Director of Elementary Education. There was one abstention.

The incident highlights a growing division on the Board between members elected last year and long-serving Democrats and Republicans. 

During a special meeting held at City Hall, the BOE heard from Tony Ditrio, the President of the Norwalk Association of School Administrators (NASA) and Faye Ruotolo, Norwalk Public Schools Director of Human Resources. William Connan of the law firm Sullivan, Schoen, Campane & Connon, LLC which represents the BOE also spoke.

Mr. Ditrio, who is also a Principal at Kendall Elementary, gave a 45 minute explanation of the grievance starting with a timeline, from his perspective, of the process used by the BOE to fill the position over the past two years that it has been vacant.

According to the NASA grievance the BOE violated its contract with the Administrators’ union because present administrators are supposed to be given a preference for promotions.  According the grievance during the Central Office’s screening process a current employee, with the highest qualification, was eliminated from consideration. the BOE also violated its own Diversity Employment Plan and Commitment to Affirmative Action because the committee that was formed to interview the candidates for the position is not identified in the contract as being part of the process.  (Two Elementary Principals, an Assistant Principal and an Instructional Specialist interviewed candidates for the Director of Elementary School position).

Finally, the grievance states that Ms. Marinaccio was hired without any parent involvement, which the Board had deemed an essential part of the process the last time this position was filled.


Ms. Ruotolo countered that all the necessary central office guidelines in hiring  Ms. Marinaccio had been followed.

A question period followed in which board member Steve Colarossi asked Ms. Ruotolo about the role  of parental involvement in the screening committee.

BOE member Sue Haynie asked Ms. Ruotolo about candidate qualifications and how they played a role in the screening process.

The BOE then went into executive session to consider the arguments put forth by the the union and the administration. Board members Glenn Iaonaconne, Jack Chiarramonte, Susan Hamilton, Jody Bishop Pullan and Heidi Keyes voted against the grievance.  BOE members Steve Colarossi and Sue Haynie voted for the grievance. BOE member Erin Halsey abstained.

Thursday, February 11, 2010

Problems with Teacher Training in CT, Test and Study Show

(I will not be posting stories during February break.  Have a good week and I'll start posting again on Feb. 21)

Two new reports indicate that Connecticut teachers are not making the grade. Statistics released by the State Board of Education shows that about one third of prospective teachers are not passing the new Foundations in Reading test which is now a prerequisite to getting credentialed as an elementary school teacher. Also, last month a study released by the National Council of Teachers gave Connecticut a D+ for its preparation of teachers.

The state began administering the  Foundations in Reading examination, which tests knowledge on teaching reading to children, last year because of the state's concern about lackluster reading scores among elementary school children, in particular low-income and minority students. 

Robert Frahm of the CT Mirror had an excellent story on this subject in the CT Mirror yesterday (The Connecticut Mirror is a new online newspaper,  launched last month, that has excellent investigative stories by some of CT best reporters.)

According to the article, about one in three students at teacher preparation programs in colleges and universities across the state have failed the exam.
Failure rates exceeded 40 percent at some of the state's largest teacher preparation programs, including the campuses of the Connecticut State University system.

"I'm rightly alarmed," said state Education Commissioner Mark McQuillan. "It's clear to me there hasn't been enough attention to the science" of teaching reading, he said. "You can't teach something well that you don't know."
The exam consists of 100 multiple-choice questions and two essay questions, and has been used in Massachusetts since 2002. It is teaches systematic reading methods including phonics.
When the new certification test was introduced, "there was a lot of pushback. There were a lot of people who protested," said Margie Gillis, a research scientist at Haskins Laboratories, a New Haven research institute specializing in language and literacy.
Gillis is a proponent of the test and of an approach that emphasizes skills such as phonics, vocabulary, spelling, fluency and comprehension. She said some professors may be unfamiliar with the latest methods or may disagree with their importance - a remnant of the intense, decades-old debate over how to teach beginning readers. In that debate, some educators have downplayed the skills-oriented strategy in favor of a literature-based approach.
 The disappointing results on the test are making colleges and universities in the state question their methods of teaching reading.
At Southern, Professor David Levande has been conducting review classes to help students prepare for the exam.
"The main reason they're not doing well is it's just a very rigorous test," he said. "It is taking awhile for faculty and courses to get up to speed with the objectives of the test." But, he said, "I haven't seen anything that correlates student performance on the test with their ability to teach reading in the classroom."
As reported by Danbury's News Times the National Council of Teachers study gave Connecticut a C for delivering well-prepared teachers; a B- for expanding the teaching pool; a D+ for identifying effective teachers; an F for retaining effective teachers; and a C for exiting those deemed ineffective.

The report criticizes Connecticut for awarding tenure virtually automatically, for failing to make evidence of student learning the heart of teacher evaluations, for not ensuring that elementary teachers are well prepared to teach mathematics, and for not ensuring that special education teachers have subject-matter knowledge.

Tuesday, February 9, 2010

Communication Committee Launches: IT Director Presents Website, Sup Search Process Questionned

The newly formed Communications Committee of the Board of Education gathered in front of more than a dozen parents and community members for its inaugural meeting. 

Robert Poselli, the new IT director,  briefed the group about the new district website, which is anticipated to replace the current blue NPS website in March. (http://portal.norwalkps.org/default.aspx)

According to Dr. Polselli, some schools are already using the new portal and training is being conducted throughout the district to maximize its potential use. Each school has a technology liaison  that will further impart technical expertise throughout the school communities.

He emphasized that the site functions on a “distributed ownership model” which means that hundreds of people are able to post and modify information on the sites, as opposed to one or two.  For example,  teachers can post homework assignments and collaborate with other teachers on documents, instructional specialists can post curriculum,  and PTOs can update their events calendars.  There are two layers to the website:  a public side and a private side that is password protected that only teachers and administrators can access.  The site will have the capability to be translated into Spanish and Haitian Creole.

Dr. Polselli also said that the IT department is working on a notification system that will send messages to parents and staff based on their preferred mode of communication:  phone calls, emails, or text messages.  The notification system will be used initially for emergencies such as school closings and delays,  but can later be used for other reminders.   The notification system will roll out fully next year when information can be collected at the beginning of the year on the emergency cards and at open houses. The system will be different than NPS Connect which will be discontinued in favor another program.

At the meeting,  Lauren Rosato of the Norwalk Education Foundation summarized a letter that was written by the organizers, including NEF, of the Community Conversation held in October.   The letter focuses on the lack of two-way communication about the superintendent search process.  The letter states:
We respectfully request that you listen to what the community is saying especially as it relates to the superintendent search process. We believe that the search process is not being effectively communicated to the public, nor is the communication a two-way dialogue. Other than the Leadership Profile forums held in November, there has been no opportunity for the community’s input.

It has been reported that five candidates were interviewed, that one will return for a second interview, that a new interim starts shortly, that the job search continues, and that the final candidate will be presented to the public. The presentation of just a final candidate does not allow for dialogue with more than one candidate. We want to make sure there’s an airing of more than one person so the community feels comfortable with the decision the board is making.

We also would like to know what process is being followed for candidate interviews, what
questions are being asked, and how candidates are being disqualified. This is the most important decision that you will be making and it affects all of us. For this reason, community input should be considered.
The letter was signed by Coalition of Norwalk Neighborhood Associations, Greater Norwalk Chamber of Commerce,  Norwalk Community College, Norwalk Education Foundation, Norwalk League of Women Voters, Norwalk NAACP, Norwalk PTO Council, and state Senator Bob Duff.

In addition to the Board, the letter was sent to the 121 participants of the Community Conversation. 

Board Chair Glenn Iannacone said that there is “not a major public piece “ to the superintendent  search.   Communications Committee Chair Erin Halsey said that the public should have “trust in the Board.”

Mr. Iannacone did clarify that there may be more than one finalist brought before the public depending on the number of qualified candidates the board interviews.  

Ms. Halsey also discussed reaching out to local media outlets to make sure that good news about NPS was being reported.

Monday, February 8, 2010

About Anonymous Comments

Since I started NorwalkNet  last July, I have struggled with the decision to allow anonymous comments. I felt that by allowing them I would give parents and teachers (two groups that are sometimes worried about speaking in public) a place that they could  express themselves freely about issues in our district.  I have wanted NorwalkNet to be a forum for community discussion,  as well as a place to get news and information.  My belief has always been that an informed and engaged  community is a strong one. 

Indeed,  many times I have been impressed by the insightful exchanges that have taken place in reaction to stories I have written.

Other times however, I have been frustrated by the lack of respect  and civility some readers have shown to one another as they snipe back and forth under the cloak of anonymity. The fact that anonymity gives people license to say things they might otherwise not say is one of the realities of this medium.

Much of the commenting happens about certain personalities rather than the issues. Perhaps this is inevitable because the issues being discussed are attached to certain people.  As any reader of this blog will know, hot-button issues that reoccur  relate to hiring practices and the search for a new Superintendent. The fact these topics garner many comments is an indication  of the strong opinions they engender.

I don’t frame comments that are written  as “positive” or “negative".  Although,  I do think that some of them are offered more constructively than others; some are plainly in poor taste. However, rude comments are not to be confused with dissenting or critical opinions which make us question our own assumptions and are, frankly, part of the discourse that needs to occur.

In the course of attending many BOE meetings,  I have encountered a few people who are not fans of this blog.  Mainly these individuals  say that they object to the negative anonymous comments,  but I think that what  they’re really bothered by is the fact that NorwalkNet  is raising issues and allowing discussion about  topics that  have been overlooked or hidden from public scruitiny.  

I would encourage readers who want  to comment to sign their names.  It really makes for a better discussion. However if you don’t want to sign your name,  ask yourself whether your thoughts will add to the better understanding of the issue being discussed.

Voices: Aspiring to Teach

This is a guest blog by Himilcon Inciarte, a recent graduate of Norwalk High School. He is currently a senior at Williams College in Massachusetts,  majoring in Anthropology.  In June, after graduation, he will begin teaching elementary school through Teach for America. In this essay, he discusses his reasons for wanting to teach.

I sometimes have a hard time explaining why I want to become a teacher. I’m passionate about the profession, but then again, I’m passionate about a lot of things.  I do have some experience teaching.  I’ve spent my college years teaching in one form or another, including an entire summer teaching about the Federalists and Anti-federalists to hyperactive middle school students.

Recently, I applied to Teach for America (TFA), a program in which recent college graduates teach in under-resourced areas.   When it came time for my TFA  interview, I had to figure out how to explain to this organization, without sounding desperate or trite,  that I really, truly do want to teach. As it turns out, TFA actually made it easy for me to articulate a coherent rationale. 

In preparation for the interview, TFA asked me to read several education-related articles. One of these, in particular, caught my eye. The author argued that in order to raise the achievement levels of minority and low income students, we should (1) eradicate tracking and implement heterogeneous grouping instead; (2) teach about environmental injustice; (3) and make the curriculum ‘relevant’ to poor students, among several other recommendations.

I was dumbfounded. As a former Norwalk Public Schools student, I had been tracked since high school, if not earlier. Our curriculum included nothing about environmental justice or injustice, much less anything that would reflect my experience as a low-income, immigrant student. And yet, I still managed to learn. A lot. For one of the first times after graduating from high school, I was glad and proud to have been a Norwalk student. It could have been far worse, if this article was any indication.

During my interview, I told the TFA representative that I just couldn’t agree with much of what that author had said. I explained that if used well, tracking can be a great way to target teaching and student learning—the key is to hire effective teachers who will help students overcome their deficits and move on to the next level. The fact that students in lower tracks often remain there points to a failure in teaching, not the tracking system generally. I also explained that teaching students about ‘environmental injustice’ instead of making sure they were mastering basic mathematical concepts or acquiring other essential skills was doing them a great disservice. Frustrated, I said that I would never understand how making the curriculum ‘relevant’ would help minority and low income students succeed—doesn’t that assume that kids don’t understand their own less-than-favorable socioeconomic backgrounds?  I was more than skeptical.

That’s when it started coming together.

I want teaching to be all about the student. Not about his circumstances, but about him as an individual. By extension, I think the needs of students should take precedence over adults. Should a conflict of interest arise between the two, the former wins by default.

I believe that every student can learn and do well and that it is the teacher’s job to make sure that happens. That’s why I want to teach, because I think I can make that happen. I also believe that  I should be held accountable for my teaching; if I’m not effective, I need to be told as much. And while I improve, someone else should take my place—someone who’s better. Someone who’ll make a difference.

I concede that all this might be overly idealistic of me. I promised the interviewer that I’ll quit teaching if I ever abandon this mentality. Otherwise, it wouldn’t be fair to me; most importantly, it wouldn’t be fair to the kids.

I think some people are expecting me—and others like me—to fail and quit after my first year teaching.

I guess we’ll see what happens.

Thursday, February 4, 2010

Obama Administration Seeks Overhaul of NCLB

President Obama  is seeking sweeping changes in the Bush-era's No Child Left Behind law.  In particular, the Administration plans to rewrite the law’s system for rating schools based on student test, scores known as Adequate Yearly Progress, with a program that more fairly assesses a school's progress.

The New York Times covered this story twice this week.  On Monday, the Times reported:
The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short. The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them. 
AYP is the equivalent of a pass-fail report card that "administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students."

"Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools."

On Tuesday, the Times reported that Education Secretary announced the proposed changes:  
“We want accountability reforms that factor in student growth, progress in closing achievement gaps, proficiency towards college and career-ready standards, high school graduation and college enrollment rates,” Education Secretary Arne Duncan said in announcing the proposed changes. “We know that’s a lot to track, but if we want to be smarter about accountability, more fair to students and teachers and more effective in the classroom, we need to look at all of these factors.”
Under the current NCLB Law,  there is a 2014 deadline by which all  schools are required to bring every student to proficiency in reading and math.  Secretary Duncan had called the deadline "a utopian goal", however it is not clear yet if the deadline will be eliminated or not.  

I think it is very good news that Obama Administration is seeking to overhaul NCLB.  Our entire educational focus for the past eight years has been a thumbs up or down approach based on a three day test.  The effect of this law has been far reaching into our teachers' and children's daily lives.  NCLB has been a powerful law because it has put the spotlight on achievement gaps, but NCLB has given schools little,  other than a "failing" label,  to help close the gap.  No doubt, testing is necessary because it provides a quantifiable snapshot of what children are learning.   However, it is  just that a snapshot.  It is not the whole picture and most educators I speak with know that.

Tuesday, February 2, 2010

Updated: New Interim Sup Appointed, Nurses Frustrated, Race to the Top Approved

At Tuesday night's meeting the BOE announced the appointment of a new interim Superintendent of Schools.The Board has hired Michael E. Nast, a retired school administrator. He will start February 10.

Mr. Nast was the Superintendent of Stamford Public Schools from 1993 to 1999. He has also served as interim Superintendent for the Region 5 (twice) and New Hartford Public Schools. Mr. Nast replaces Bill Papallo who was interim Superintendent since July.

A state law requires retired school administrators not to work longer than six months. Dr. Papallo was able to extend his stay in Norwalk by working part-time and taking furlough days.

Dr. Papallo thanked the Board members, old and new, and said that the Central Office staff is "exceptional."

The Board also announced at the meeting that it is continuing its search for a permanent Superintendent. Thus far, five candidates have been interviewed, but only one is going to be called back for further conversations. The BOE has instructed CABE Search Services, its recruiter, to continue searching for candidates.

"We are continuing to recruit," said Board Chair Glenn Iannacone.

During the public comment section of the meeting, Emily Aguilar, of the PTOC, said that she was "disappointed" to hear at the previous board meeting that only the last candidate would be brought before the community.  "Where does the public weigh in?" she asked.  "Parents and stakeholders should be part of the decision making process."

The Board's update on the Superintendent position was preceded by public comments from four school nurses, who approached the board one after the other,  and expressed their frustration and concern that the Director of Health Services position is still vacant. Leah Turner,  announced that she was going to resign last August and vacated the position in December.  The nurses said that not having a supervisor has been causing difficulties and is putting the district's students at risk.  They highlighted the lack of substitute nursing coverage and inadequate training of newly hired nurses. The nurses urged the Board to expedite hiring for this position.

"Do whatever is necessary," said Jo Ann Malinowski, a nurse at Silvermine Elementary, who also stated that the position was not being advertised broadly enough.  

"The lack of attention on this position shows that school nurses are a low priority in Norwalk," said Sue Chen, a NPS nurse for the past 23 years.

The BOE also voted unanimously to sign a Memorandum of Understanding with the State Department of Education for Race To the Top, the Obama Administration's program for education reform. Previously, the BOE had decided not to sign-on to the State's Race to the Top application. However, the Board reconsidered its position after hearing from parents and meeting with the State Education Commissioner.

Dr. Papallo told the Board that signing the MOU "keeps us in play" and that he was assured by the Commissioner that NPS is only committed to the initiatives in the application when and if the State is awarded funds.

Board Member Migdalia Rivas said that she was "uncomfortable with verbal agreements" and wanted to make sure that the MOU was not a binding document. 

Assistant Superintendent Tony Daddona quoted text from the MOU clarifying that implementation of programs is not obligatory and that funding is conditional on the district's participation in specified programs.

Preceding the vote, during the public comments, Ms. Aguilar said that parents "overwhelmed" the BOE with letters of support for the grant, but were told that they did not understand the bigger picture.

"Paint us that picture, clarify the concerns, show the pros and cons, " she said. 

At the beginning of the meeting, during Spotlight on Schools, Mr. Daddona and Jean Evans, Language Arts Instructional Specialist,  told the Board that NPS was beginning the roll out of Connecticut Benchmark Assessment System (CBAS), a free online assessment testing reading comprehension in grades 3-8.

The Board also voted unanimously to hire Partners in Architecture to conduct the elementary school facility study.

NASA Prez Clarifies Letter

 NASA President Tony Ditrio  sent this message to all his union members:
I would like to clarify some confusion over the letter presented by The Coalition of Bargaining Groups. I want to be clear that the Central Office positions that the letter referred to are: Acting Superintendent, Chief Financial Officer, Director of Human Resources and the Assistant Superintendent for Curriculum and Instruction. The letter in no way should cast any dispersions on the other dedicated and hard working Central Office employees.  The whole purpose of the letter was to encourage you to enable the new Superintendent to pick there own leadership support team.

State Board of Ed Discourages "Tracking"

 (A reminder that there is a BOE meeting tonight. Click here for the agenda.)

Last month, the State Board of Education voted to discourage the practice of tracking students by academic ability.

State school board member Theresa Hopkins-Staten and board Chairman Alan Taylor drafted a non-binding resolution to discourage the practice of tracking which passed unanimously.  The state board wants school districts, effective immediately, to report to both parents and the state if they do "track" students into a specific level of courses and to supply the state with the race, ethnicity, gender and socio-economic status of students assigned to each track.

According to an article in the Hartford Courant:  State Board of Education discourages so-called tracking in schools. 
"The intent is not to take issue with instructional-level classes or groups," board member Theresa Hopkins-Staten said. "It's to take issue with the disproportionate number of students of color and low-income students in low-track classes.
The measure is not directed at Advanced Placement or Honors classes according to Department of Education spokesperson, Tom Murphy.
"That's not tracking," he said. "Tracking is when you have an A-team and a B-team and maybe even a C-team and you never leave those teams. You have a different curriculum, a different pace and a different set of expectations."...
"Research says if you are in a heterogeneous classroom where you have students of all levels and experiences, students, particularly students who are struggling, can do better," Murphy said.
According to the Connecticut Post,  two school superintendents -- Joshua Starr of Stamford and Salvatore Pascarella from Danbury -- admitted tracking takes place in the public schools in their respective cities.

The Post story explains that:
tracking was designed to allow students to learn at their own pace and, at one time, follow certain career paths. Some fear that heterogeneous classes slow down and bore the brightest students. But those opposed to tracking say low-level courses leave too many students behind in terms of course content and knowledge, and that most students will rise to the challenge if given the opportunity.
 According to Assistant Superintendent Tony Daddona, "tracking does not play out in Norwalk".

"We are pushing everyone to college," he said.

Mr. Daddona did say that there is an "artificial" track created in math since some student are selected to take Algebra in 8th grade giving them a year head start.  In addition, many honors and Advanced Placement classes have prerequisites.

In high school there are three levels of classes, stanine 5 (average), stanine 8 (above average) and honors.  However, according to Mr. Daddona, students are able to move among these three levels from year to year based on teacher recommendations and grades. 

There is no tracking in elementary and middle school.  There is, however, an academically talented program. 

There is conflicting research on this issue.

A study by the Fordham Institute released in December on tracking in Massachusetts middle schools found that more students at schools with two or three levels of math scored near the top of state math tests than those at schools with only one math track.   The report also finds that detracking is more popular in schools serving disadvantaged populations.

Monday, February 1, 2010

Wake Up Residents of Norwalk!

This is a guest blog by Lisa Thomson, a parent, taxpayer, middle school PTC President, member of the District Data Improvement Team and after-school program provider.

Wake Up Residents of Norwalk!!!

Many of you may not be aware, but there’s a lot going on in the world of public school education these days.  If you’re a parent in the school system…or even if you aren’t, and you’re just a taxpayer…then take note of my TOP 10 List of NPS Organizational Issues and ask yourself the following:   

# 1  Educational Reform Is Not Unique to Norwalk, it’s a National Agenda.
  Education across this country is in desperate need of reforms that raise student achievement. But how best do we do it?  President Obama has repeatedly referred to our need to raise the bar, most recently in his State of the Union Address. His Race to the Top Program embodies many of the necessary goals and objectives and even the head of the Federation of Teachers Union, Randi Weingarten has acknowledged the need for reform.    Are you aware of the Race to the Top initiative, its goals or what our leaders think about reform in general?  

# 2  Accountability Begins at Home. Business as usual has NOT been working in America’s city school districts. Accountability is now en vogue, but it needs to be applied to everyone, not just the teachers!  It starts with kid’s personal accountability, hopefully instilled in the home and then in the schools.  We cannot, as a society, continue to beat up teachers, if at the same time, district policies allow ‘little Johnny do whatever he wants’ or claim that ‘it’s not little Johnny’s fault, or do not ‘reinforce little Johnny’s home study habits.’  Extreme parenting styles, ranging from ‘helicopter parenting, to outright child neglect’ spill over into the classroom.   Teachers cannot be expected to compensate for all the things that do or don’t happen in the home.   Where do you think accountability starts and how do you support your child’s teacher?

# 3  Set Higher Expectations and Standards for Kids At School!   Norwalk is a diverse school district that is to be celebrated. But children need to understand the concept of personal responsibility and achievement.  Home and classroom environments need to reinforce with children the value of setting goals and objectives.  Falling standards are not unique to Norwalk.  One need only listen to the news, to hear of the US’s low   math and science scores versus other industrialized nations, particularly those in Asia.   Sure, we all freak out when CMT testing begins...or do we?  Is PROFICIENT really where the bar should be set?  Shouldn’t ALL children, especially the one’s at higher risk, in lower income families, be expected to shoot towards the GOAL or ADVANCED ratings?  Does CMT testing drive the right behavior in our classrooms? Is everybody headed to college? Should everybody be headed to college? What about alternative trade schools?   What sorts of study, work ethics OR discipline do parents or schools instill in kids?  If kids screw off in class or don’t do their homework, do they get disciplined? Do parents or guardians get called or does the district let them slide?  High expectations don’t guarantee a child’s success in life, but low ones certainly seal their fate, setting them up for failure later. What policies do you think should be in place regarding academic expectations, options and consequences for students?

# 4  Student Data Through Common Assessments Is Helping  Reform HAS started in Norwalk and the  district has been recognized by the State, for its efforts in improving student achievement.  Analysis of student data is helping to  drive School Growth Plans, new teaching strategies and IS showing signs of progress, as many Norwalk schools met AYP last year.  But, we still have a long way to go, in terms of ensuring that the measures put in place drive the right adults actions/behavior in the schools and subsequently student achievement.  Do you know what AYP stands for or about the achievement gap?

# 5  Leaders Need to Lead.  As a parent and taxpayer, I expect principals and central office administrators to focus on driving changes that need to be made to outdated processes and ways of doing business.  Political in-fighting, and cries of cronyism at the top of the NPS food chain looks more like preservation of the status quo, especially, if I don’t see it linked back directly to the classroom. Leaders fail because they can’t build teams, fail to execute on plans, lack vision, and possess poor inter personal and communications skills.  Over 85% of the NPS budget is for staff and benefits.  Do I need to say more? What skills do you think educational leaders should have with regard to staff?

# 6  Elected Officials Need to Represent the People.  When recently elected B.O.E. members point to areas of inefficiency and/or ways to improve communication to the electorate they serve, those calling them irresponsible, look more like the Establishment that has contributed to the mess we find ourselves in. No SINGLE individual has dug the hole that we find ourselves in, but those obstructing the change that is needed, risk looking as though they have hidden self interests.    Do you think B.O.E. members should speak with one voice or should there be open debate?

# 7 Organizations Need Transparency and Checks and Balances.  Over the years, the B.O.E. has been perceived to rubber stamp most of the district’s practices. It has also demonstrated a public and parent communications policy, somewhat akin to the ‘white or black smoke blown up the chimney’ when selecting a new Pope.  We need transparent checks and balances on a host of district policies.  We also need more communication with the public that elected them.  Let’s hope that despite the chest pounding, B.O.E. members will come together and select a new superintendent who IS a true reformer, leader, team builder and communicator. One, who’ll mix things up, bring in some new thinking and challenge the secretive old- school style of management.    What do you think is the most important role of the B.O.E.?

# 8  Teams Going Through Change Need to Storm Before They Norm.  There are a lot of conversations and letters flying around right now by union representatives, administrators, anonymous NPS staff bloggers, B.O.E. members and parents (of which I include myself.)  I think this is all part of a necessary debate, in order for Norwalk to clean house. However, we must focus on ISSUES and SOLUTIONS that move our kids forward academically and not on unsubstantiated name calling.   Individuals, representing all aspects of NPS have had pent up feelings and attitudes that have been suppressed, contorted and distorted for years. The discourse, both written and verbal, while terse at times, is all part of the process associated with venting before we engage in change and reform.  What do parents and taxpayers think about all of the fighting going on?  Do you even know it’s happening?  

# 9  We’ll Have To Do  More With Less Money.  The reality of the situation is that we have no money. The ‘credit party’ that fueled property prices and the City’s tax base, IS OVER!   Education has historically gobbled up the lion’s share of our municipal tax dollars, but have shown little return in little Johnny’s academic results.  The reality of the situation is that we are going to have to tighten our belts people, and it’s going to be a bumpy ride.  Do you ever wonder why other country’s kids test better than ours, yet spend less than we do?

# 10  Take Care of the Classroom.  But, when all is said and done, without teachers, we have no educational system.  Last time I checked, most administrators don’t teach our kids.  Teachers need to be supported by parents and the community, now more than ever. Sure, some teachers are better than others, but most are incredibly dedicated and find themselves in a profession with HUGE systemic problems, while trying to teach little Johnny to read or write. They’re busy teaching our kids, so that means we as PARENTS need to be vigilant and stay on top of the issues, until we turn this educational ship around.   

So pay attention and get involved Norwalk!!!   Next year’s budget is being set and we need to come together and figure out a way to support the kids and the classrooms. Parents must take a stand and demand OPEN COMMMUNICATION, TEAMWORK, AND REAL LEADERSHIP from those hired and elected to be in charge, so that informed decisions can be made.  Things should improve when the superintendent position is filled. But, most likely, he or she will turn to us to do the things that we already know need to happen. So, WAKE UP Norwalk, wake up and get involved.  Your children and City need you.   

Lisa Thomson

Parent, Taxpayer, Middle School PTC President , Member of District Data Improvement Team
And After School Program Provider

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