If you're casting about for something to do this weekend consider attending the opening weekend of the Norwalk High Music Department's presentation of ""Les Miserables." The show opens Friday night at 8 pm with performances tomorrow night at 8 pm and a matinee performance Sunday at 3 pm.
Tickets are available at a cost of $12.00 for adults, $10.00 for students and senior citizens. Ticket Order Forms are available at the Norwalk High School front office or on the web at www.norwalkhighmusical.com. You can also purchase tickets at the door each night of the play starting at 6:30 p.m. .
This is the last musical before Jeff Smith, Norwalk High School's acclaimed band director and Deborah Block-Cutuli, choreographer, retire. Les Miserables was selected because it is Mr. Smith’s favorite production and aptly, it is an emotional powerhouse of a play. As one student I spoke tosaid, “We owe it to them to make it great.”
This week in The Daily Norwalk I've profiled some of the cast and crew. For example there's Gina and John Cunsolo a brother and sister who are also the lead actors for the show. There are also the Bonebrake sisters ranging in age from 17 to 7 who are performing in the play together. Emily, a senior plays a prostitute and Sarah, a junior and Caroline, 7 are part of the ensemble.
I interviewed Ryan Swick, a junior who played a role 5 years ago when he was in middle school in the 2005 production of the play. If it weren't for that experience, Swick says that he might not have pursued singing and theatre. "I might have been in the band or orchestra."
Behind the scenes Chris Martinez, the senior stage manager, will be insuring that the scene changes during the play go smoothly, and then its off to the high seas. Martinez says he wants to join the US Navy.
Tickets are available at a cost of $12.00 for adults, $10.00 for students and senior citizens. Ticket Order Forms are available at the Norwalk High School front office or on the web at www.norwalkhighmusical.com. You can also purchase tickets at 6:30 p.m. each night of the play.
If you can't make it theis weekend there are performances scheduled for May 7, 8, 14, and 15.
Thursday, April 29, 2010
Tuesday, April 27, 2010
Counselor Spots College Admissions Trends
This article appears in The Daily Norwalk.
This is a busy time of year for Dan Sullivan, a guidance counselor at Norwalk High School. Seniors have to inform colleges and universities about their decisions to attend by May 1. For months, students have been popping into Sullivan's office all day asking him for forms, financial aid help or recommendations, but most of all they are looking for friendly advice. By now, most students made up their minds about where to go in the fall, but some are still on wait lists.
Sullivan says this has been an interesting year for college admissions. He said that over the last couple of years he has seen several trends in the admission process. For example, more and more colleges are becoming "test optional", meaning students don't need to take the SATs to apply. "This is good for urban districts like ours where some kids struggle with standardized tests. The schools that are test optional are listed on fairtest.org.
Sullivan is also seeing a rise in the number of kids attending a two-year college program like Norwalk Community College. "There are many viable options there for students," he says referring to many career oriented courses like nursing. There's also a program that allows high achieving students to transfer to Ivy League schools after two years.
Among the Ivys and mini Ivys, he says that the competition continues to be very tough. "Kids are competing internationally for these spots," he says. "I tell parents and kids: you may be number one in your class and not get in. But you may be number 15 and get in. It depends what the school is looking for--the oboe player or the field hockey player. It's very niche driven and very competitive."
Sullivan also sees some "out of the box" thinking regarding college choices. He knows a couple of students who are going overseas for university to Canada and the United Kingdom.
Sulllivan says that girls are finding college admissions somewhat more challenging than boys this year because there are more girls than boys nationwide who are graduating from high school and going to college. Last year, for example, this ratio was 57 to 43 nationwide.
The University of Connecticut is no longer considered a safety school for good students. It lures top students to its campus through a rigorous Honors program and scholarships. Out of 23,000 applications, only 3,200 students were accepted, says Sullivan. "UConn is a top public university with very good name recognition. More and more families are considering state schools as a good option, especially because of the economy." He says that many students are not immediately accepted to the Storrs campus, and attend the Stamford or Waterbury campus. "It's disappointing to some kids because they want that campus experience."
This is a busy time of year for Dan Sullivan, a guidance counselor at Norwalk High School. Seniors have to inform colleges and universities about their decisions to attend by May 1. For months, students have been popping into Sullivan's office all day asking him for forms, financial aid help or recommendations, but most of all they are looking for friendly advice. By now, most students made up their minds about where to go in the fall, but some are still on wait lists.
Sullivan says this has been an interesting year for college admissions. He said that over the last couple of years he has seen several trends in the admission process. For example, more and more colleges are becoming "test optional", meaning students don't need to take the SATs to apply. "This is good for urban districts like ours where some kids struggle with standardized tests. The schools that are test optional are listed on fairtest.org.
Sullivan is also seeing a rise in the number of kids attending a two-year college program like Norwalk Community College. "There are many viable options there for students," he says referring to many career oriented courses like nursing. There's also a program that allows high achieving students to transfer to Ivy League schools after two years.
Among the Ivys and mini Ivys, he says that the competition continues to be very tough. "Kids are competing internationally for these spots," he says. "I tell parents and kids: you may be number one in your class and not get in. But you may be number 15 and get in. It depends what the school is looking for--the oboe player or the field hockey player. It's very niche driven and very competitive."
Sullivan also sees some "out of the box" thinking regarding college choices. He knows a couple of students who are going overseas for university to Canada and the United Kingdom.
Sulllivan says that girls are finding college admissions somewhat more challenging than boys this year because there are more girls than boys nationwide who are graduating from high school and going to college. Last year, for example, this ratio was 57 to 43 nationwide.
The University of Connecticut is no longer considered a safety school for good students. It lures top students to its campus through a rigorous Honors program and scholarships. Out of 23,000 applications, only 3,200 students were accepted, says Sullivan. "UConn is a top public university with very good name recognition. More and more families are considering state schools as a good option, especially because of the economy." He says that many students are not immediately accepted to the Storrs campus, and attend the Stamford or Waterbury campus. "It's disappointing to some kids because they want that campus experience."
Monday, April 26, 2010
State Legislation on Education May Pressure City Ed Budget
Although Connecticut didn't win the the first t round of Race to the Top funding from the federal Dept. of Education (CT placed 25th) that's not stopping officials from trying to win some money in the second round.
As part of that effort state legislators are tryin to align CT's education policy with the goals of Race to the Top. According to an article in the CT Mirror new legislation under consideration this week in Hartford would:
While I certainly support in principle many of these proposals, I wonder where the money is going to come from to implement them if we don't win a Race to the Top grant? Will we then repeal the legislation or will they simply be delayed year after year like in-school suspension?
Increased graduation requirements is a good thing, but it may means hiring more teachers. Here in Norwalk we're talking about cutting programs not expanding them. It seems that our desire to improve education is bigger than our actual means of doing so.
What do you think? Can Norwalk afford the changes being proposed?
As part of that effort state legislators are tryin to align CT's education policy with the goals of Race to the Top. According to an article in the CT Mirror new legislation under consideration this week in Hartford would:
- Increase high school graduation requirements, including additional credits in mathematics, science and foreign language.
- Create a teacher evaluation system based in part on measurement of student progress. The evaluations also would take into account a range of other factors, including class size and student characteristics such as socioeconomic status and English language proficiency.
- Remove enrollment limits on charter schools.
- Implement a fast-track system for training and licensing school principals similar to the state's long-running alternate route to certification system for teachers.
- Improve the state's data collection system to allow better measurement of student progress and teacher performance.
While I certainly support in principle many of these proposals, I wonder where the money is going to come from to implement them if we don't win a Race to the Top grant? Will we then repeal the legislation or will they simply be delayed year after year like in-school suspension?
Increased graduation requirements is a good thing, but it may means hiring more teachers. Here in Norwalk we're talking about cutting programs not expanding them. It seems that our desire to improve education is bigger than our actual means of doing so.
What do you think? Can Norwalk afford the changes being proposed?
Tuesday, April 20, 2010
Nast Proposes Deep Cuts; New Hires Planned
It was budget cut deja vu at yesterday night's Board of Education Meeting. Interim Superintendent Michael Nast presented a list of possible budget cuts that were reminscient of many of the items on the chopping block last year, including grade 3 strings, assistant principals at some schools, middle school Academically Talented, and Artistically Talented.
"The staff and I have gone throught the budget line by line. At this point nothing is in cement, but we have to start talking about the cuts and making decisions," said Nast, who is in touch with incoming superintendent Susan Marks about the budget process.
The BOE has been asked by the Board of Estimation and Taxation to cut $5 million from its $155 million budget. So far, Nast has been able to bring the budget down by $3.5 million. Nast gave the board some details about these reductions. Middle school principal have proposed cutting the Academically Talented program for gifted children. (The middle schools were asked to choose their own cuts. The high schools will share their cuts at the next board meeting.).
In addition, he is asking the athletic directors of the high schools to reduce their budget by $20,000 each. The Structure of Intellect test taken by grade 2 students as a screening tool for AT will also be eliminated. Nast said that the in-school suspension law, requiring additional staff to monitor students serving suspensions in school, may be implemented next year and cause some additional expense. The final decision about the implementation date of this law will be known in early May. Nast also explained that Pupil Personnel Services was increasing by 13 percent because it has been "historically under budgeted."
On Tuesday, Nast presented a series of potential (bold, underlined in his handout) that could make up the remaining $1.6 million shortfall. Highlights of the cut list include: 2 assistant principals in elementary, 1 assistant principal in the middle schools, 3 Columbus elementary aides (combine grades 4-5), 5 literacy coaches, artistically talented, grade 3 stings, 1/2 day kindergarten, 1 security guard at Ponus Middle School.
"I feel like I'm reliving last year," said BOE member Jody Bishop-Pullan. "Every one of these cuts will affect the kids and teachers."
Jack Chiaramonte was unhappy about the possibility of these cuts and spoke directly to the teacher union leader, Bruce Mellion, demanding givebacks. "You are the second highest paid teachers in the state.This is an insult to the taxpayers. Do what's right."
Nast said that he expects the Board to digest this information over the next two weeks and come back with questions and recommendations. He will also seek feedback from principals and schools staff on the proposals. In addition, he will be at the upcoming PTO Coucil meeting to discuss potential cuts with parents.
Nast introduced the newly hired math instructional specialist Craig Creller, who used to work for the Middletown school district and CREC. Creller has extensive experience in teacher training. Nast also gave an update on the hiring process for Director of Pupil Personel. An interim director, Diane Ferber, has been selected. There are two finalists for the permanent position. Nast, along with other central office personel are going to interview the finalists on Friday.
Board chair Glenn Iannaccone said that he has presented a contract to Dr. Susan Mark, the newly appointed superintendent. Once the BOE and Marks have agreed on the terms of the contract, it will be made available to the public.
A version of this story appears in The Daily Norwalk
"The staff and I have gone throught the budget line by line. At this point nothing is in cement, but we have to start talking about the cuts and making decisions," said Nast, who is in touch with incoming superintendent Susan Marks about the budget process.
The BOE has been asked by the Board of Estimation and Taxation to cut $5 million from its $155 million budget. So far, Nast has been able to bring the budget down by $3.5 million. Nast gave the board some details about these reductions. Middle school principal have proposed cutting the Academically Talented program for gifted children. (The middle schools were asked to choose their own cuts. The high schools will share their cuts at the next board meeting.).
In addition, he is asking the athletic directors of the high schools to reduce their budget by $20,000 each. The Structure of Intellect test taken by grade 2 students as a screening tool for AT will also be eliminated. Nast said that the in-school suspension law, requiring additional staff to monitor students serving suspensions in school, may be implemented next year and cause some additional expense. The final decision about the implementation date of this law will be known in early May. Nast also explained that Pupil Personnel Services was increasing by 13 percent because it has been "historically under budgeted."
On Tuesday, Nast presented a series of potential (bold, underlined in his handout) that could make up the remaining $1.6 million shortfall. Highlights of the cut list include: 2 assistant principals in elementary, 1 assistant principal in the middle schools, 3 Columbus elementary aides (combine grades 4-5), 5 literacy coaches, artistically talented, grade 3 stings, 1/2 day kindergarten, 1 security guard at Ponus Middle School.
"I feel like I'm reliving last year," said BOE member Jody Bishop-Pullan. "Every one of these cuts will affect the kids and teachers."
Jack Chiaramonte was unhappy about the possibility of these cuts and spoke directly to the teacher union leader, Bruce Mellion, demanding givebacks. "You are the second highest paid teachers in the state.This is an insult to the taxpayers. Do what's right."
Nast said that he expects the Board to digest this information over the next two weeks and come back with questions and recommendations. He will also seek feedback from principals and schools staff on the proposals. In addition, he will be at the upcoming PTO Coucil meeting to discuss potential cuts with parents.
Nast introduced the newly hired math instructional specialist Craig Creller, who used to work for the Middletown school district and CREC. Creller has extensive experience in teacher training. Nast also gave an update on the hiring process for Director of Pupil Personel. An interim director, Diane Ferber, has been selected. There are two finalists for the permanent position. Nast, along with other central office personel are going to interview the finalists on Friday.
Board chair Glenn Iannaccone said that he has presented a contract to Dr. Susan Mark, the newly appointed superintendent. Once the BOE and Marks have agreed on the terms of the contract, it will be made available to the public.
A version of this story appears in The Daily Norwalk
Monday, April 19, 2010
BOE Meeting Preview
Classes are back in session and so is the BOE. I'll be attending tonight's meeting and I've posted the agenda below.
I'm anxious to hear Superintendent Michael Nast's latest news on the budget. The task will get more complicated because the on-again off-again implementation of Connecticut's in-school suspension is on again. This will mean that money may have to be allocated in this year's budget to cover the cost of providing supervision for students who serve their suspensions in the classroom.
I'm also eager to learn about the status of contract negotiations with the Superintendent designee Dr. Susan Marks.
I'll try to post a summary late tonight and a full recap on Wednesday.
In the meantime I just learned that the Obama Administration has changed the Dept. Of Education's policy on Title IX sports for girls. I wonder what what trickle-down effect, if any, this will have on Norwalk schools because universities will be analyzing athletic participation at the high school level.
agend001-10
I'm anxious to hear Superintendent Michael Nast's latest news on the budget. The task will get more complicated because the on-again off-again implementation of Connecticut's in-school suspension is on again. This will mean that money may have to be allocated in this year's budget to cover the cost of providing supervision for students who serve their suspensions in the classroom.
I'm also eager to learn about the status of contract negotiations with the Superintendent designee Dr. Susan Marks.
I'll try to post a summary late tonight and a full recap on Wednesday.
In the meantime I just learned that the Obama Administration has changed the Dept. Of Education's policy on Title IX sports for girls. I wonder what what trickle-down effect, if any, this will have on Norwalk schools because universities will be analyzing athletic participation at the high school level.
agend001-10
Wednesday, April 14, 2010
The Coming iPad Educational Revolution
My husband is such a tech fanboy that he can't resist buying the latest gadgets coming out of Silicon Valley. True to form, when the iPad started selling a week and a half ago he made sure a friend picked one up for him from the Apple store.
While I was skeptical about the utility of this big iPhone look alike (he's written a full review on his blog), as I saw my children playing with it I knew I was seeing the future of how technology will change the educational experience.
I remember lugging a heavy bag full of books to and from school every day. Publishers will start to make those texts available on devices like the iPad. With full color and the availability to display video, can be reproduced and enhanced. Interactive exercises can even be inserted into the texts.
Even in the lower grades publishers will start to create apps that will allow the iPad to be used as a modern day slate to do individual exercises that will be shared instantly with the teacher.
To me it's not a question of if this will happen, but when - 5 years, 10 years? I expect that certainly by the time they are in college, my kids will find that the campus bookstore is no more.
However this new wave of technology will pose fundamental problems for school districts such as ours where there are many poor families who may not be able to afford buying 2 or 3 iPad devices for the children in their family. Will we find affluent districts like Westport and Darien leaping ahead while Norwalk students are locked into the educational methods of the last century?
There are no easy answers to this question, but we must begin thinking through the implications of this coming revolution in education
While I was skeptical about the utility of this big iPhone look alike (he's written a full review on his blog), as I saw my children playing with it I knew I was seeing the future of how technology will change the educational experience.
I remember lugging a heavy bag full of books to and from school every day. Publishers will start to make those texts available on devices like the iPad. With full color and the availability to display video, can be reproduced and enhanced. Interactive exercises can even be inserted into the texts.
Even in the lower grades publishers will start to create apps that will allow the iPad to be used as a modern day slate to do individual exercises that will be shared instantly with the teacher.
To me it's not a question of if this will happen, but when - 5 years, 10 years? I expect that certainly by the time they are in college, my kids will find that the campus bookstore is no more.
However this new wave of technology will pose fundamental problems for school districts such as ours where there are many poor families who may not be able to afford buying 2 or 3 iPad devices for the children in their family. Will we find affluent districts like Westport and Darien leaping ahead while Norwalk students are locked into the educational methods of the last century?
There are no easy answers to this question, but we must begin thinking through the implications of this coming revolution in education
Monday, April 12, 2010
Where is Norwalk’s World Language Program Heading?
Monday night I attended my first BOE meeting in Westport as part of my new job. One of the items on the agenda was that Middle School students there will be offered Mandarin starting next year. This will be a zero-cost program because the district is reducing the number of classes in Spanish and French.
The emergence of China as one of America’s leading trade partners as led to a national rush to learn Mandarin. One of my friends in California even sends her kids to a Mandarin immersion school.
The only concern expressed at the meeting was whether Westport could find enough qualified teachers given the demand.
That brings me to Norwalk. What are we doing to keep our world languages program relevant? Here are some thoughts from Dr. William Jassey who led Norwalk’s program until 1999.
This past year I had received multiple telephone calls from parents in search of answers as to what had happened to Norwalk’s world language program in the last decade. We would like to think that language progress during the days of yesterday would have led to a new decade of robust and positive transformation with the result that Norwalk would have achieved immeasurable greatness in its current world language offerings. In fact I would have forecasted in 1999, that Norwalk would continue to maintain its number one rating in the state, and from that time on, Norwalk would have seen an equally large portrait of measurable success recognized for its rigor and vigor in its language program.
It was in 1999, when I retired as supervisor. Norwalk had already received recognition by the Council of Language Teachers for fulfilling the needs of a multi-ethnic community, and at the same time, served as a lighthouse to propel language exemplary classrooms for surrounding communities to emulate through a series of inter-visitations. As Norwalk’s first city-wide supervisor assigned in 1964, I realized then that the basic tool of communication was for students to immerse themselves in language and culture, and to that end, it would behoove Norwalkers to be provided with the wonderful world of languages. How had the role of a supervisor energized the Norwalk school community to reach its zenith point in 1999?
Significantly so, Rome was not built in a day, so then it was the responsibility of the supervisor and his Advisory Language Teachers to put the world language program on a day to day constructive path with a series of planned innovations. In other words, the supervisor and his team of teachers had to put their head to the ground like extraterrestrial dynamos, so as to hear the vibrations of what parents wanted.
What was the heartbeat of Norwalkers? It was necessary to reach out and touch the community. The supervisor had already activated his teachers to become agents of change, regardless of the cost factors involved in programmatic designs.
With reason, the adult community had realized that benefits of a K-12 language program would override any financial burdens; the community of parents was spurred with the confidence that their children would be the recipients of language opportunities par excellence. It was that encouragement oblivious to politics that represented the educational climate from 1964 to 1999.
Under my purview, a pragmatic approach took hold. In 1970 the first bilingual-ESL program in Norwalk was instituted whereby a peer assistance program emerged. It enabled a high school student to use his/her foreign language, that is, French, Greek, Spanish, German, or Italian to tutor a bilingual child either in the native language of the youngster he/she was assisting or in English. Also, the I applied for and received a federal grant of over $1 million to develop a district-wide training program accompanied with foreign language interconnections.
In the1980s the FLES program became popular since it was an after-school program for 13 elementary schools; it was funded by parents with assistance from local corporations. In the 1990s, the I helped Norwalk received the Foreign language Assistance Grant that led to the teaching of Japanese in grades K-5 at Rowayton and Fox Run with follow-up start-ups at Roton and later on at Ponus Ridge, thus leading to the founding and establishing of the Center for Global Studies at Brien McMahon under the my watch in 1991.
Unfortunately, without being provided a supervisor who is a linguist, classroom instruction is now at a standstill. Consequently, Norwalk’s language growth had been put on hold from year 2000, until today. Obviously, it is not easy to pick up where the language program was in the past.
Fortunately, Norwalk parents of today have that taste of a foreign language and do want their children to acquire it not only at an early age in elementary school, but also at a mature stage in middle and high school. In order to maintain and exceed proficiency levels, K-12, there is need for the Board of Education to appoint a qualified supervisor as the driving and decisive force for renewal. With the support of many Norwalk residents, now is the time to move the world language program forward.
Dr. William Jassey is currently the Director the International Degree Program at the School of Education and Human Resources, University of Bridgeport. From 1964 to 199 he was the District Supervisor of Foreign Language & Social Studies for Norwalk Public Schools.
The emergence of China as one of America’s leading trade partners as led to a national rush to learn Mandarin. One of my friends in California even sends her kids to a Mandarin immersion school.
The only concern expressed at the meeting was whether Westport could find enough qualified teachers given the demand.
That brings me to Norwalk. What are we doing to keep our world languages program relevant? Here are some thoughts from Dr. William Jassey who led Norwalk’s program until 1999.
This past year I had received multiple telephone calls from parents in search of answers as to what had happened to Norwalk’s world language program in the last decade. We would like to think that language progress during the days of yesterday would have led to a new decade of robust and positive transformation with the result that Norwalk would have achieved immeasurable greatness in its current world language offerings. In fact I would have forecasted in 1999, that Norwalk would continue to maintain its number one rating in the state, and from that time on, Norwalk would have seen an equally large portrait of measurable success recognized for its rigor and vigor in its language program.
It was in 1999, when I retired as supervisor. Norwalk had already received recognition by the Council of Language Teachers for fulfilling the needs of a multi-ethnic community, and at the same time, served as a lighthouse to propel language exemplary classrooms for surrounding communities to emulate through a series of inter-visitations. As Norwalk’s first city-wide supervisor assigned in 1964, I realized then that the basic tool of communication was for students to immerse themselves in language and culture, and to that end, it would behoove Norwalkers to be provided with the wonderful world of languages. How had the role of a supervisor energized the Norwalk school community to reach its zenith point in 1999?
Significantly so, Rome was not built in a day, so then it was the responsibility of the supervisor and his Advisory Language Teachers to put the world language program on a day to day constructive path with a series of planned innovations. In other words, the supervisor and his team of teachers had to put their head to the ground like extraterrestrial dynamos, so as to hear the vibrations of what parents wanted.
What was the heartbeat of Norwalkers? It was necessary to reach out and touch the community. The supervisor had already activated his teachers to become agents of change, regardless of the cost factors involved in programmatic designs.
With reason, the adult community had realized that benefits of a K-12 language program would override any financial burdens; the community of parents was spurred with the confidence that their children would be the recipients of language opportunities par excellence. It was that encouragement oblivious to politics that represented the educational climate from 1964 to 1999.
Under my purview, a pragmatic approach took hold. In 1970 the first bilingual-ESL program in Norwalk was instituted whereby a peer assistance program emerged. It enabled a high school student to use his/her foreign language, that is, French, Greek, Spanish, German, or Italian to tutor a bilingual child either in the native language of the youngster he/she was assisting or in English. Also, the I applied for and received a federal grant of over $1 million to develop a district-wide training program accompanied with foreign language interconnections.
In the1980s the FLES program became popular since it was an after-school program for 13 elementary schools; it was funded by parents with assistance from local corporations. In the 1990s, the I helped Norwalk received the Foreign language Assistance Grant that led to the teaching of Japanese in grades K-5 at Rowayton and Fox Run with follow-up start-ups at Roton and later on at Ponus Ridge, thus leading to the founding and establishing of the Center for Global Studies at Brien McMahon under the my watch in 1991.
Unfortunately, without being provided a supervisor who is a linguist, classroom instruction is now at a standstill. Consequently, Norwalk’s language growth had been put on hold from year 2000, until today. Obviously, it is not easy to pick up where the language program was in the past.
Fortunately, Norwalk parents of today have that taste of a foreign language and do want their children to acquire it not only at an early age in elementary school, but also at a mature stage in middle and high school. In order to maintain and exceed proficiency levels, K-12, there is need for the Board of Education to appoint a qualified supervisor as the driving and decisive force for renewal. With the support of many Norwalk residents, now is the time to move the world language program forward.
Dr. William Jassey is currently the Director the International Degree Program at the School of Education and Human Resources, University of Bridgeport. From 1964 to 199 he was the District Supervisor of Foreign Language & Social Studies for Norwalk Public Schools.
Cellphones in the Classroom
Here is a story I wrote for TheDailyWestport.com about the use of cellphones at Staples High School. When school gets back in session in Norwalk, I plan to follow up with teachers and principals about this issue. Teachers, are cellphones, texting, laptops a problem in your classrooms and do you have any classroom policies? Parents, do you talk to your children about how to appropriately use cellphones at school? Do you think strict rules about cell phones in the classroom are required? As the parent of elementary school kids, I'm curious--at what age do you give your kids a cellphone?
Staples Chief Asks Parents to Help Silence Cell
By Moina Noor, The Daily Westport
Cell phones are everywhere these days, even in classrooms. Last week, Staples principal John Dodig sent an e-mail to all Staples parents with the subject line "Phone Use Problem in Schools." In his message, he asks parents to remind their children to be respectful when using cell phone in school.
In the email, Dodig writes that it is innappropriate to text during instruction and that teachers are frustrated by the distraction that cell phones cause. He writes: "Story after story of teachers having to stop students from sending and receiving text messages, playing games on laptops, or even watching movies on iPhones all while the teacher is trying to teach has caused real concern." He continues: "I think what we are seeing at SHS is what we are seeing in the general population. Too many of us are tied to our phones and laptops at all hours of the day and night. We cannot wait to read the text or e-mail that just flew in from someone. While I accept that this is almost commonplace in the general population, it is still an annoyance and a major distraction to our mission of teaching and learning. We need your help. Our rules are simple: “Don’t use any electronic device where instruction is taking place.”
In a phone interview, Dodig said that in general he is an advocate of technology. "Kids need access to technology and I encourage my staff to use technology in their classroom." Dodig's problem is with the disrespectful use of technology. "It's really a question of ettiquette and being respectful. And really, the kids are behaving no differently than their parents."
Dodig does not think that a cell phone ban is the answer. "I don't think draconian rules like no cell phone at school is the answer. The texting culture has developped quickly, we have to figure out how to manage it as educators."
Dodig points to examples of how different teachers are managing cell phone in their classrooms. One math teacher requires for calculators to be on the right hand side of the desk and all cell phones to be on the left. Another teacher, Kelly Garrity, a health teacher, incorporates cell phones into her instruction with polls and anonymous texting of questions. "The kids get such a kick out of it. They love using the cell phone in class and not getting into trouble for it."
Garrity says, though, that she shares Dodig's concerns and has strict cell phone policies in class. "Cell phones are attached to the kids hands." Garrity says. "My policy is that don't want to see them, if I do, I put them on my desk until the end of class."
A parent of a senior at Staples, Hina Hafiz, said that she recieved Dodig's email. 'I told my son that he better not be one those rude kids." Hafiz, a school teacher herself in Stamford, say that she's "old fashioned" when it comes to technology and learning. "I'm just not convinced that all this new technology helps us to concentrate and think more deeply. It's all a bit distracting."
Staples Chief Asks Parents to Help Silence Cell
By Moina Noor, The Daily Westport
Cell phones are everywhere these days, even in classrooms. Last week, Staples principal John Dodig sent an e-mail to all Staples parents with the subject line "Phone Use Problem in Schools." In his message, he asks parents to remind their children to be respectful when using cell phone in school.
In the email, Dodig writes that it is innappropriate to text during instruction and that teachers are frustrated by the distraction that cell phones cause. He writes: "Story after story of teachers having to stop students from sending and receiving text messages, playing games on laptops, or even watching movies on iPhones all while the teacher is trying to teach has caused real concern." He continues: "I think what we are seeing at SHS is what we are seeing in the general population. Too many of us are tied to our phones and laptops at all hours of the day and night. We cannot wait to read the text or e-mail that just flew in from someone. While I accept that this is almost commonplace in the general population, it is still an annoyance and a major distraction to our mission of teaching and learning. We need your help. Our rules are simple: “Don’t use any electronic device where instruction is taking place.”
In a phone interview, Dodig said that in general he is an advocate of technology. "Kids need access to technology and I encourage my staff to use technology in their classroom." Dodig's problem is with the disrespectful use of technology. "It's really a question of ettiquette and being respectful. And really, the kids are behaving no differently than their parents."
Dodig does not think that a cell phone ban is the answer. "I don't think draconian rules like no cell phone at school is the answer. The texting culture has developped quickly, we have to figure out how to manage it as educators."
Dodig points to examples of how different teachers are managing cell phone in their classrooms. One math teacher requires for calculators to be on the right hand side of the desk and all cell phones to be on the left. Another teacher, Kelly Garrity, a health teacher, incorporates cell phones into her instruction with polls and anonymous texting of questions. "The kids get such a kick out of it. They love using the cell phone in class and not getting into trouble for it."
Garrity says, though, that she shares Dodig's concerns and has strict cell phone policies in class. "Cell phones are attached to the kids hands." Garrity says. "My policy is that don't want to see them, if I do, I put them on my desk until the end of class."
A parent of a senior at Staples, Hina Hafiz, said that she recieved Dodig's email. 'I told my son that he better not be one those rude kids." Hafiz, a school teacher herself in Stamford, say that she's "old fashioned" when it comes to technology and learning. "I'm just not convinced that all this new technology helps us to concentrate and think more deeply. It's all a bit distracting."
Thursday, April 8, 2010
June 29th Last Day
Superintendent Michael Nast says the last day for Norwalk schools will be June 29 for students and June 30 for teachers. Elementary and middle school students will have half days on the final three days of classes. High school students will have half days on the last five days during which many students will have exams. Norwalk High School graduation ceremonies will take place on June 28 and Brien McMahon will hold their convocation on June 29, according to assistant superintendent Tony Daddona.
It was decided on Tuesday's Board Meeting to not apply to the State for a waiver for the 180 day school day requirement.
For the whole story see: http://www.thedailynorwalk.com/schools/last-day-school-set-june-29
It was decided on Tuesday's Board Meeting to not apply to the State for a waiver for the 180 day school day requirement.
For the whole story see: http://www.thedailynorwalk.com/schools/last-day-school-set-june-29
Wednesday, April 7, 2010
Monday, April 5, 2010
BOE Gets Ready to Vote on Marks
Apologies for the delay between posts. I had internet trouble--water got into my cable wire leaving us off the grid for a few days. And of course, the Stacy Lore story broke and I was busy covering that.
Tomorrow night, the BOE is scheduled to vote to appoint Susan Marks as superintendent of Norwalk Public Schools. At the same meeting (hopefully before) we will also hear about the site visit to Maryland by BOE members, a parent, a teacher, and a principal. Obviously, it went well in the eyes of the delegation.
While I feel a sense of relief that we will have a permanent leader at the helm, I can't help but being dissappointed by the process by which she was hired. After the initial interviews, we were only presented with one candidate. She was not a "finalist" as she was labeled, since a finalist implies more than one. "Candidate-select"would have been a more accurate title. After the public meeting with Marks, we were asked for our opinion in the form of a questionnaire. Did the feedback forms get compiled and shared? Why isn't the public allowed to hear and digest the information from the Maryland delegation prior to the voting on Ms. Marks? Perhaps, even ask a couple of questions? Isn't the job of the newly formed Communications Committee to keep us informed of important Board developments?
From what little I know, Ms. Mark's appears to be a competent candidate. My frustration is not with her, it is with the Board who seems to have played lip service to community involvement. I understand that voters elected the Board to hire a new superintendent, but we also expected to be involved in the process. And in the end, what we really wanted was to feel like Marks was our choice, our collective choice.
Here is the full agenda for tomorrow night's meeting.
agend001-9
Tomorrow night, the BOE is scheduled to vote to appoint Susan Marks as superintendent of Norwalk Public Schools. At the same meeting (hopefully before) we will also hear about the site visit to Maryland by BOE members, a parent, a teacher, and a principal. Obviously, it went well in the eyes of the delegation.
While I feel a sense of relief that we will have a permanent leader at the helm, I can't help but being dissappointed by the process by which she was hired. After the initial interviews, we were only presented with one candidate. She was not a "finalist" as she was labeled, since a finalist implies more than one. "Candidate-select"would have been a more accurate title. After the public meeting with Marks, we were asked for our opinion in the form of a questionnaire. Did the feedback forms get compiled and shared? Why isn't the public allowed to hear and digest the information from the Maryland delegation prior to the voting on Ms. Marks? Perhaps, even ask a couple of questions? Isn't the job of the newly formed Communications Committee to keep us informed of important Board developments?
From what little I know, Ms. Mark's appears to be a competent candidate. My frustration is not with her, it is with the Board who seems to have played lip service to community involvement. I understand that voters elected the Board to hire a new superintendent, but we also expected to be involved in the process. And in the end, what we really wanted was to feel like Marks was our choice, our collective choice.
Here is the full agenda for tomorrow night's meeting.
agend001-9
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