AYP stands for Adequate Yearly Progress and is used to measure school success as part of the No Child Left Behind Act (NCLB) enacted in 2001 during President George W. Bush's first term in office. AYP uses data from existing standardized state assessments and then examines a variety of "subgroups" to see if schools are passing or failing. For example, in Virginia we have the Standards of Learning (SOLs). Schools receive a pass rate based on the percentage of students passing each SOL test. 400 is a passing score, 500 is a pass advanced score, and 600 is a perfect score.
These tests are not easy. Anyone who doubts me can go to the Department of Education website for their respective state and download previously released tests. Print out some of the 8th grade assessments and give it a try.
AYP is concerned with subgroups. Children are divided into categories, including: White, Black, Hispanic, Asian, English as a Second Language (ESL), Economically Disadvantaged (students who receive free or reduced lunch due to family income level), and, finally, Students with Disabilities (SWD). All subgroups are expected to achieve 100% pass rates in Math and Reading by 2013-14...
The federal government uses Annual Measurable Objectives (AMO) in an attempt to keep schools on pace as they work towards perfection in 2014. The AMO goes up each year. For 2009-10, all subgroups are expected to pass 85% of students in Reading and 83% of students in Math. If any one subgroup in a given school fails to meet the mark, that school is deemed as failing, or "not making AYP." It doesn't matter what the overall pass rates for the school are on the state tests (again, in Virginia's case, the SOL tests). One subgroup fails, the whole school fails.
I'm sure you're wondering what any reasonable person would be wondering: How can the federal government expect that Students With Disabilities (SWD) will achieve at the same level as their peers on a multiple-choice test? Well, Virginia had an answer for that, a little thing called Proxy Percent. With the Proxy Percent, the SWD subgroup could add 14%(Reading) and 16% (Math) to the overall pass rate. So, if SWD at School A passed at a rate of 72% in Reading, 14 more points could be added for a total pass rate of 86%. In gambler parlance, schools get SWD + 14 in Reading and SWD + 16 in Math. Until now.
Just recently, the federal government pulled the Proxy Percent back off the table and schools in Virginia will no longer be allowed to add it to their pass rates in Reading and Math for SWD. What does this mean? Many more schools will fail to make AYP this year and will labeled failures. Mark it down, it's going to happen. To use another football analogy, we've just experienced a major rule change late in the third quarter.
Some of the provisions of No Child Left Behind Act were justified in their intentions. We want to close the achievement gap, sure. The gap does need to be narrowed between Economically Disadvantaged children and their non-disadvantaged peers. It's logical that doing this will assist in breaking the stubborn cycle of poverty in our country. Also, we want to close the gap between Students With Disabilities and their non-disabled peers. It follows, that, when these students increase their academic performance, they have a better chance to be successful later in life.
But wait, there's more. Some schools will always make AYP, every year. Why? Because if you don't have at least 50 students testing in a particular subgroup, then the sample size is considered too small and those students' scores don't count. Say that School A has 49 SWD testing in a given year, and those 49 students are passing at a 50% rate. That school makes AYP. School B, on the other hand, has 200 SWD students passing at an 80% rate. School B fails to make AYP.
We've reached the top of Mount Everest when it comes to labeling kids: Next year, 2010-11, all public school parents will be asked to re-identify the race of their children. There has been a revision to Federal Race Codes. Parents will have to answer two questions: "Are you Hispanic or Latino? Yes or No;" and "What is your race (choose one or more) - American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, or White." For parents who don't return forms, their child's race will stay as it is right now.
How will this revision in race codes affect AYP? No one knows. I have two school-aged children. I intend to answer yes to the first question and check all the boxes for the second question. It's time for the federal government to put this absurd game aside and stop ensuring failure for our public schools.
Wednesday, March 10, 2010
Saturday, January 23, 2010
Death of a Student
In the fall of my first year as an elementary school principal, a 3rd grade student was killed. He was a boy with a bright smile and a big spirit who made friends easily. He wasn't in the wrong place at the wrong time. He was at home, in his bed, on a school night.
This particular boy -- let's call him Cameron -- lived in an apartment in subsidized housing. The neighborhood had a reputation for criminal activity, but gang violence was a relatively new phenomenon. On the fateful evening, however, some gang members drove through the apartment complex and sprayed the buildings with automatic gun fire. One bullet ricocheted off of 3 different surfaces before lodging in Cameron's throat. Cameron could not call for help. When his mother returned home from the late shift at the plant, she went to kiss him goodnight. She found Cameron lying in a pool of blood in his bed.
As a school, we went through the normal procedures of grief counseling for Cameron's classmates and friends. Cameron also had a number of cousins at our school. Our assistant principal delivered a compelling speech at Cameron's funeral. We planted a tree in Cameron's honor, and planned to have a ceremony the following spring when the crepe myrtle blossomed.
I can still remember the day before the scheduled ceremony. I walked outside near the playground where the tree had been planted. The tree looked pathetic, with no leaves and seemingly no life. I found our head custodian and we watered the tree as much as we could throughout the day, hoping for the best.
The next day the family was coming. And in a rural area, when they say the family is coming, that means the family is coming. We planned for a large group of 20-25 guests. Some of Cameron's friends were writing poems and stories to honor his memory. With the help of the music teacher, all of the 3rd graders had been practicing some special songs for Cameron. I went home the night before the ceremony worried about the dead tree and hoping it wouldn't ruin the event.
At this point in the story, let me interject: I am by no means a religious person.
The next morning I hustled out to the crepe myrtle. To my surprise, it was in full bloom and beautiful. A robin had made a nest there, complete with three blue eggs. We quickly set up chairs for our guests, who soon arrived.
The kids sang their songs and read their poems and stories. They were perfect. At the end of the ceremony, without prompting, they silently formed a long, curling line. One hundred 8 and 9 year-olds, one by one, took their turn hugging Cameron's mother. Standing, with tears streaming down her face, she gratefully accepted each one.
Since that time, I've dealt with other student deaths. In every case, the children inherently empathize and understand how to ease others' grief. When people talk about "kids these days," I hope they can see the big picture. As adults, we need to remember to tell children when we're proud of them.
This particular boy -- let's call him Cameron -- lived in an apartment in subsidized housing. The neighborhood had a reputation for criminal activity, but gang violence was a relatively new phenomenon. On the fateful evening, however, some gang members drove through the apartment complex and sprayed the buildings with automatic gun fire. One bullet ricocheted off of 3 different surfaces before lodging in Cameron's throat. Cameron could not call for help. When his mother returned home from the late shift at the plant, she went to kiss him goodnight. She found Cameron lying in a pool of blood in his bed.
As a school, we went through the normal procedures of grief counseling for Cameron's classmates and friends. Cameron also had a number of cousins at our school. Our assistant principal delivered a compelling speech at Cameron's funeral. We planted a tree in Cameron's honor, and planned to have a ceremony the following spring when the crepe myrtle blossomed.
I can still remember the day before the scheduled ceremony. I walked outside near the playground where the tree had been planted. The tree looked pathetic, with no leaves and seemingly no life. I found our head custodian and we watered the tree as much as we could throughout the day, hoping for the best.
The next day the family was coming. And in a rural area, when they say the family is coming, that means the family is coming. We planned for a large group of 20-25 guests. Some of Cameron's friends were writing poems and stories to honor his memory. With the help of the music teacher, all of the 3rd graders had been practicing some special songs for Cameron. I went home the night before the ceremony worried about the dead tree and hoping it wouldn't ruin the event.
At this point in the story, let me interject: I am by no means a religious person.
The next morning I hustled out to the crepe myrtle. To my surprise, it was in full bloom and beautiful. A robin had made a nest there, complete with three blue eggs. We quickly set up chairs for our guests, who soon arrived.
The kids sang their songs and read their poems and stories. They were perfect. At the end of the ceremony, without prompting, they silently formed a long, curling line. One hundred 8 and 9 year-olds, one by one, took their turn hugging Cameron's mother. Standing, with tears streaming down her face, she gratefully accepted each one.
Since that time, I've dealt with other student deaths. In every case, the children inherently empathize and understand how to ease others' grief. When people talk about "kids these days," I hope they can see the big picture. As adults, we need to remember to tell children when we're proud of them.
Wednesday, January 13, 2010
School Climate and Culture
Practically anyone who has aspired to school administration has received this advice: "Don't make any changes in your first year." This is a prevailing myth in instructional leadership. The reasoning behind this thinking is that a new principal should take a full year to assess the programs and people in place before making any substantial decisions.
A new leader in any organization is presented with a great opportunity to impart his/her vision on that organization. And, fair or not, everyone is watching to see what happens at the start of your tenure. You can say anything you want, but your employees will judge you by your actions. If you want to sit and wait it out your first year, that opportunity will pass you by.
Let's break down what our omniscient advisers mean when they talk about not making any "changes." Most likely they're talking about schedules, duty stations, class/subject/grade level assignments, lunch times and other details that fall more under the category of management than leadership. Maybe our advisers have a valid point about not changing infrastructure. But managers, unlike leaders, aren't charged with implementing change.
Shein (1996), on the other hand, asserts that “the only thing of real importance that leaders do is create and manage culture.” The leader in any organization creates the climate and enhances the culture. I once asked a class of teachers/aspiring prinicipals what they could do, immediately, to make a positive impact on their school's climate. Among the responses:
•write thank you notes
•give positive, unexpected feedback to both students and teachers
•make positive phone calls home on behalf of students
•notice student achievements or improvements in grades
•take the initiative to participate in volunteer activities such as school beautification projects
•come to work every day with a positive attitude, don’t let your bad moods show through to students or teachers
•be seen throughout the school rather than staying in your office
•speak to and get to know all employees
•perform bus duty - be visible to students and parents
•learn everyone’s names, students and staff, as soon as possible
•enter the classroom and interact with the students - don’t just stick your head in the classroom
•have food at staff meetings
•utilize students to assist with school functions and events- safety patrol, office and teacher assistants, guides for special events and for visitors
•attend extracurricular activities and after school events, intramurals, after school enrichment programs
•coordinate teacher recreational activities that allow teachers to develop relationships outside the classroom and break down barriers between teachers and teams
•institute a wellness program
•teach classes yourself or tutor students
Even though they had no administrative experience, these teachers possessed a clear understanding of the Principal's role in establishing the school climate. They wondered how a person could forget such basic ideas when they moved from the classroom to the Main Office. They declared that they would remember when they got their opportunity.
Changes to school climate and culture are real and lasting. It all starts at the top.
As Whitaker (2003) says, "when the principal sneezes, everyone catches a cold."
A new leader in any organization is presented with a great opportunity to impart his/her vision on that organization. And, fair or not, everyone is watching to see what happens at the start of your tenure. You can say anything you want, but your employees will judge you by your actions. If you want to sit and wait it out your first year, that opportunity will pass you by.
Let's break down what our omniscient advisers mean when they talk about not making any "changes." Most likely they're talking about schedules, duty stations, class/subject/grade level assignments, lunch times and other details that fall more under the category of management than leadership. Maybe our advisers have a valid point about not changing infrastructure. But managers, unlike leaders, aren't charged with implementing change.
Shein (1996), on the other hand, asserts that “the only thing of real importance that leaders do is create and manage culture.” The leader in any organization creates the climate and enhances the culture. I once asked a class of teachers/aspiring prinicipals what they could do, immediately, to make a positive impact on their school's climate. Among the responses:
•write thank you notes
•give positive, unexpected feedback to both students and teachers
•make positive phone calls home on behalf of students
•notice student achievements or improvements in grades
•take the initiative to participate in volunteer activities such as school beautification projects
•come to work every day with a positive attitude, don’t let your bad moods show through to students or teachers
•be seen throughout the school rather than staying in your office
•speak to and get to know all employees
•perform bus duty - be visible to students and parents
•learn everyone’s names, students and staff, as soon as possible
•enter the classroom and interact with the students - don’t just stick your head in the classroom
•have food at staff meetings
•utilize students to assist with school functions and events- safety patrol, office and teacher assistants, guides for special events and for visitors
•attend extracurricular activities and after school events, intramurals, after school enrichment programs
•coordinate teacher recreational activities that allow teachers to develop relationships outside the classroom and break down barriers between teachers and teams
•institute a wellness program
•teach classes yourself or tutor students
Even though they had no administrative experience, these teachers possessed a clear understanding of the Principal's role in establishing the school climate. They wondered how a person could forget such basic ideas when they moved from the classroom to the Main Office. They declared that they would remember when they got their opportunity.
Changes to school climate and culture are real and lasting. It all starts at the top.
As Whitaker (2003) says, "when the principal sneezes, everyone catches a cold."
Friday, January 8, 2010
Peer Pressure
The term has developed such negative connotations over time. But what does it really mean? Peer pressure describes a developmental stage that takes place during adolescence and teen years. During that time, kids care most about two things: 1.) Their appearance, and 2.) What their friends think. Because they care what their friends think, peer pressure becomes a reality.
I tell parents all the time: "You can't fight nature." Peer pressure will occur, and as a parent you have to be smart enough to handle it the right way. Peer pressure can just as easily be a positive thing. Encourage your child to get involved in extracurricular activities, clubs, and sports. They'll meet and make friends with other children whose parents share your same interests and values...and they'll be influenced by them.
So don't tackle this problem head-on. Don't give ultimatums or back kids into a corner. Remember, we're supposed to be smarter (and wiser) than them. Good luck!
I tell parents all the time: "You can't fight nature." Peer pressure will occur, and as a parent you have to be smart enough to handle it the right way. Peer pressure can just as easily be a positive thing. Encourage your child to get involved in extracurricular activities, clubs, and sports. They'll meet and make friends with other children whose parents share your same interests and values...and they'll be influenced by them.
So don't tackle this problem head-on. Don't give ultimatums or back kids into a corner. Remember, we're supposed to be smarter (and wiser) than them. Good luck!
"We don't see that behavior at home..."
Please! The parent who utters those words in the midst of a parent/teacher conference instantly loses all credibility with their child's teachers. Of course you see that behavior at home. The difference is: while that behavior may be acceptable at home, it's not acceptable at school.
The goal of a parent/teacher conference is for all of the adults present to agree on what is in the best interests of the child and to create a corresponding plan of action. When dealing with a child who is experiencing behavioral difficulties, it is imperative that adults present a united front. Failure to do so allows a child to play one adult against another. The parents and teachers, functioning as a team, will be successful.
School/home communication is essential and is much more likely to occur if teachers and parents are on the same page. Children want to do well in school and appreciate structure and consistency. I ask kids, "Are you stressed out? Do you wish that all the adults at home and at school would get off your back? Then all you need to do is try hard in school. As long as your giving your best effort, you can't fail and everyone will be happy."
I've seen and been a part of many success stories using this approach. Being a parent is not easy. Let your child's teachers help you. If you choose not to, you'll find the same pattern repeating itself year after year. This year's teachers will be telling you the same thing as last year's teachers...and you'll be telling them that you don't see that behavior at home...
The goal of a parent/teacher conference is for all of the adults present to agree on what is in the best interests of the child and to create a corresponding plan of action. When dealing with a child who is experiencing behavioral difficulties, it is imperative that adults present a united front. Failure to do so allows a child to play one adult against another. The parents and teachers, functioning as a team, will be successful.
School/home communication is essential and is much more likely to occur if teachers and parents are on the same page. Children want to do well in school and appreciate structure and consistency. I ask kids, "Are you stressed out? Do you wish that all the adults at home and at school would get off your back? Then all you need to do is try hard in school. As long as your giving your best effort, you can't fail and everyone will be happy."
I've seen and been a part of many success stories using this approach. Being a parent is not easy. Let your child's teachers help you. If you choose not to, you'll find the same pattern repeating itself year after year. This year's teachers will be telling you the same thing as last year's teachers...and you'll be telling them that you don't see that behavior at home...
Thursday, January 7, 2010
Household Policy Vs. School Board Policy
Times have really changed since we were in school. Many of us grew up receiving this type of parental advice: "If somebody hits you, you need to hit him back." When the combatants reached the Principal's office, priority was placed on determining who started the fight. Often, the person who started the fight "got what he deserved" in the eyes of school personnel and parents. The combatants shook hands, there were no school suspensions, and it was business as usual the next day.
Predictably, today's parents often provide the same advice to their children that their parents gave them. The concept of schoolyard justice prevails. Unfortunately, while the message children receive at home remains the same, the message they get at school is radically different. Many school divisions have zero tolerance policies for fighting. Both combatants will be suspended, regardless of who started the fight. Criminal charges may follow. Out-of-school suspensions become part of a student's permanent record and can negatively impact their grades and future educational opportunities. Where fellow students used to help break up fights in the past, they're just as apt now to pull out a cell phone, film the whole ordeal, and post it on YouTube.
So how do we deal with this conundrum? The rules at home and in the neighborhood are different than the ones at school. This can be very confusing for children.
We need to teach students and parents that, yes, the rules are different, and, yes, it's o.k. to admit and accept that. School is a formal place -- a place of learning. It's no different from the workplace. Unless you're a NASCAR driver, it is not socially acceptable to fight at work, for any reason. Explain to children that if their parents got into a fight at work they would be fired. It's o.k. to have two sets of rules. Adults understand that you conduct yourself differently in a formal situation than in an informal situation. This concept, taught correctly and consistently reinforced, should clear up any confusion.
Predictably, today's parents often provide the same advice to their children that their parents gave them. The concept of schoolyard justice prevails. Unfortunately, while the message children receive at home remains the same, the message they get at school is radically different. Many school divisions have zero tolerance policies for fighting. Both combatants will be suspended, regardless of who started the fight. Criminal charges may follow. Out-of-school suspensions become part of a student's permanent record and can negatively impact their grades and future educational opportunities. Where fellow students used to help break up fights in the past, they're just as apt now to pull out a cell phone, film the whole ordeal, and post it on YouTube.
So how do we deal with this conundrum? The rules at home and in the neighborhood are different than the ones at school. This can be very confusing for children.
We need to teach students and parents that, yes, the rules are different, and, yes, it's o.k. to admit and accept that. School is a formal place -- a place of learning. It's no different from the workplace. Unless you're a NASCAR driver, it is not socially acceptable to fight at work, for any reason. Explain to children that if their parents got into a fight at work they would be fired. It's o.k. to have two sets of rules. Adults understand that you conduct yourself differently in a formal situation than in an informal situation. This concept, taught correctly and consistently reinforced, should clear up any confusion.
Friday, January 1, 2010
Helping Parents Select a School
When families get ready to relocate, one of the primary determinants is the quality of the school(s) in their zone where they are considering a home purchase. It's tempting for parents to rely on test scores as a measure for school success. While test scores are important, they fall far short of providing a complete picture.
What do you as a parent really want in a school? Obviously, you want your child to feel safe in school. You want your child to enjoy going to school. You hope that they make friends with other students who share your same interests and values. You want them to like their teachers and administrators. You want them to be successful both academically and socially.
If you are the type of parent who actively researches schools prior to enrolling your child, I submit that test scores should not be your main concern. Because your family places a priority on education, your child is already a very strong academic student. Am I right?
So, you need more information than just test scores...and the best way to obtain that information is to physically visit your targeted school. I guarantee that within 5 minutes you will get a "feel" for the school climate. Contact the school beforehand to set up a tour.
How are you greeted when you enter the Main Office? Do you feel welcome? Observe interactions between the Principal and his staff, staff and students, staff and staff, and students and students. This will tell you a great deal.
You want your child to attend a school that is student-centered. Ask questions about extracurricular activities, clubs, and other opportunities. Make sure that your child has course options that fit his/her interests. Schools with strong band, chorus, art, physical education, gifted, and technology programs are are a plus. Ensure that your child can be challenged through enrollment in advanced and honors courses, if ready.
Finally, ask for a chance to speak with the Principal. If the Principal is not available at that moment, ask to schedule a time to meet. Effective principals enjoy meeting with new parents and understand the importance of establishing a positive working relationship from the very start. If you find that the Principal is uneasy about meeting with you, that should be a big red flag!
What do you as a parent really want in a school? Obviously, you want your child to feel safe in school. You want your child to enjoy going to school. You hope that they make friends with other students who share your same interests and values. You want them to like their teachers and administrators. You want them to be successful both academically and socially.
If you are the type of parent who actively researches schools prior to enrolling your child, I submit that test scores should not be your main concern. Because your family places a priority on education, your child is already a very strong academic student. Am I right?
So, you need more information than just test scores...and the best way to obtain that information is to physically visit your targeted school. I guarantee that within 5 minutes you will get a "feel" for the school climate. Contact the school beforehand to set up a tour.
How are you greeted when you enter the Main Office? Do you feel welcome? Observe interactions between the Principal and his staff, staff and students, staff and staff, and students and students. This will tell you a great deal.
You want your child to attend a school that is student-centered. Ask questions about extracurricular activities, clubs, and other opportunities. Make sure that your child has course options that fit his/her interests. Schools with strong band, chorus, art, physical education, gifted, and technology programs are are a plus. Ensure that your child can be challenged through enrollment in advanced and honors courses, if ready.
Finally, ask for a chance to speak with the Principal. If the Principal is not available at that moment, ask to schedule a time to meet. Effective principals enjoy meeting with new parents and understand the importance of establishing a positive working relationship from the very start. If you find that the Principal is uneasy about meeting with you, that should be a big red flag!
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