The sad thing here is that even if the county went ahead and approved adding funding for a trainer it doesn't mean that amount won't be cut elsewhere in the athletic budget. Since the county only funds the high schools roughly 50% of a schools athletic expenditures I am sure that cost will come out elsewhere...like reducing if not eliminating JV sports...again. But I do hope someday the county will see the light. I am sure it will take a tragedy to take place, as it usually does, in a situation where a trainer could have helped, before anything is done.
Dr. Starr began by explaining that the purpose of the Community Day forums is to allow him to get a gut feeling for the chief concerns in different parts of the county, both from the school teachers and administrators and from parents and community members. He asked that parents refrain from describing individual students’ problems or repeating questions already asked by another participant, and apologized on behalf of the BOE, which was not represented due to a hearing that ran late.
District Update:
Dr. Starr is completing his second year as superintendent. (Time flies!) It is a “privilege and a joy†to have his job. The development of the Strategic Plan is ongoing – he asked for a show of hands of participants in one of the SP Networks, and several people raised their hands. He continues to believe that MCPS is doing great work; the schools are attracting businesses and new residents, the teachers and staff are hard-working and productive, many students are doing extremely well. Therefore, his question is, where do we go from here? He begins by asking, what’s next for the kids?
He feels the academics of MCPS are strong. (Not perfect – there are still gaps – but strong.) Nevertheless, the definition of “academic success†is changing and MCPS has to change with the times. The Common Core State Standards require a new and more rigorous curriculum. Advanced Placement standards and exams are being revamped and will be more rigorous. Students need to learn creative problem solving and critical thinking skills, and social and emotional competencies. He believes the curriculum must incorporate all of these into every day at school.
MCPS is strong enough to meet this new set of challenges. He analogizes to a marathoner becoming an iron man (elite athlete, new challenge) or of the US going from the moon to Mars. Takeaway message: to get to Mars, we need new Tang.
Q&A
(Note: participants gave their names, but I am omitting them here and noting only the school(s). I have also summarized both the questions and the answers; this is not a verbatim transcript. I left out two questions that were about individual student problems, as they were not publicly answered.)
Q Bradley Hills ES/Pyle MS: Now that economic news is getting better, will class sizes and/or staff/student ratios get smaller?
A: 30 teachers have been added in “focus†(high need) schools, but class sizes will not be reduced across the board any time soon. It is very expensive, and not the most effective way to improve school experience.
Q North Chevy Chase ES/Westland MS: What is unique to this quad cluster and how do you manage it?
A: Stamford is similar to MCPS, but 1/10 the size. Biggest challenge in this quad cluster is making the case for a compelling need for change. Many in this QC don’t see need for change as 95-98% of students are on or above grade level already.
By comparison, 22 percent of MCPS students are ESOL students, and we have more poor students than DCPS has total students.
Q Wyngate ES/N. Bethesda MS: Is there any local plan to look at later start times?
A: Later start times did not pass the state legislature, but a local working group is looking at it now. All of the pertinent documents are on the MCPS website. The problem is very complicated. Many families rely in economic terms on teens being available to watch younger kids so that parents can work. The BOE will consider this question in June.
Q Luxmanor ES/Tilden MS/Walter Johnson HS: How will cluster testimony to the BOE/County Council work in the new structure?
A: Currently, 6 community superintendents oversee about 35 schools each; this is not as efficient as needed. Having a former HS principal as the HS CS is more effective for improvement across the county, etc. Nevertheless, this does not mean that the cluster system will be changed and they are looking at MCPS/PTA interaction to preserve the good aspects of cluster relationships with Carver and the BOE.
Q Walter Johnson/Walt Whitman HS: How does he plan to deal with increase in autism spectrum students in light of cuts to Special Ed staff?
A: Budget for SpEd has actually increased; what appear to be cuts in staff is actually realignment driven by changes in locations of affected students. Autism spectrum diagnoses are on the rise nationwide, but the needs of individual students can be very different. The trend nationally is away from program-based to services-based SpEd delivery to keep students mainstreamed and as close to home school area as possible.
Q Westland MS: What are you doing to close the achievement gap? The current grading system isn’t accurately capturing it.
A: MCPS African American/Latino/FARMS students do better than their counterparts nationally, but not as well as White/Asian students nationally or within MCPS. The gap will change as the measures change, as well. What we are doing includes: n Strengthening curriculum and professional development, especially in the form of adults learning from each other; n Equity: all kids have to have access to high level courses; n Community engagement: interaction with other agencies supporting disadvantaged students (because we can’t do it all alone); n Interventions in schools with the greatest need; reassignment of central positions to focus on needy schools; n Money in his budget for specific curriculum supports; n MCEA has developed an “equity certificate†program for teachers to understand the role of race in the classroom.
Q Westland staff/ES mother: Why do we need homework in elementary school?
A: There are strong feelings on both sides of that question. Dr. Starr described effort at Gaithersburg ES (83% FARMS, 60% ESOL) to refocus HW time onto family reading efforts, but the MS principal in that cluster is concerned about transition to MS with class-based HW. Dr. Starr will not be eliminating HW despite his own children’s efforts to convince him, but he does believe that quantity of HW does not equal rigor. He will take that issue on next year.
Q BHES 3rd grade student: She loves the group projects built into Curriculum 2.0 but the math curriculum is very repetitive and never challenges her. As an example, her class spent 12 weeks on fractions. Why was the curriculum rolled out before it was ready?
A: It was ready! Curriculum is never “done,†it is always under revision. There are 132 ES’s; some love C2.0, some don’t get it, more positive responses than negative one. Math standards have changed dramatically. Speed of computation is not the key anymore. The Common Core State Standards are trying to align with international standards, which spend more time going deeper on fewer problems. The Math Working Group found that too many kids were accelerated and arrived at higher math without number sense. Acceleration works for some kids but not for all. A recalibration is going on. Compacting is introduced in 4th grade to create acceleration opportunity for those who need it. He’s been in a lot of classrooms seeing groups doing fun math projects and achieving depth. Maybe BHES is struggling with math implementation, but the Whitman Cluster is working on sharing implementation tactics. C2.0 is aligned with the CCSS; it is better than traditional instruction. Parents can see the difference in assessments on the C2.0 page on MCPS website.
Q KPES/Carderock Springs ES: Parent has a SpEd son and advanced learner daughter. His previous district supplied iPads for SpEd students who need touch devices like his son. When he tried to have son bring iPad to school in MCPS, was told we’re not Apple, we’re Dell.
A: That’s a bad answer even though it’s true. Three issues: (1) Money issue; technology competes with HVAC and other capital infrastructure needs; (2) PARCC (CCSS) assessments will be computer based but we don’t yet know the specs, so can’t invest in new technology yet; (3) We’ve been focusing until now on Promethean boards and universal wireless access. Next year, that will be all done and we’ll move on to something else. Also, maintaining network structure and integrity is an issue, even for family-provided technology for SpEd students. Apple is hard to work with b/c everything about their technology is proprietary. We are using some tablets and similar in SpEd contexts. MCPS’s tech plan will be out next week.
Q Burning Tree ES: Lots of talk about equity issues. To her, equity is removing artificial barriers, not guarantee of equal outcome. What about removing artificial barriers for gifted students?
A: We have good programs across the spectrum. 39.3% of MCPS students are id’d as GT. This can’t be right even though we have a lot of really smart kids. In the past [budget] times, we could meet the high needs of needy schools without taking away from schools without those needs, but now budget times are different. He believes in C2.0 and believes it is rich and can meet all needs across the spectrum; at the same time, it can’t be all things to all people. He has “no plans to change the GT structure right now.â€
Q Whitman HS: What about athletic trainers at HS? Athletics are great social/emotional learning opportunity but without AT’s, very dangerous. $500K would pay for them across the county. DC and Fairfax have them.
A: We are doing what we can but there is no plan to reallocate $500K for this purpose.
In what alternate universe is a request for funding for athletic trainers "not related to the budget?"
ReplyDeleteThe sad thing here is that even if the county went ahead and approved adding funding for a trainer it doesn't mean that amount won't be cut elsewhere in the athletic budget. Since the county only funds the high schools roughly 50% of a schools athletic expenditures I am sure that cost will come out elsewhere...like reducing if not eliminating JV sports...again. But I do hope someday the county will see the light. I am sure it will take a tragedy to take place, as it usually does, in a situation where a trainer could have helped, before anything is done.
ReplyDeleteTragedies have already happened. Here's one:
Deletehttp://parentscoalitionmc.blogspot.com/2012/07/parents-sue-montgomery-county-schools.html
April 8, 2013 Starr Community Meeting
ReplyDeleteDr. Starr began by explaining that the purpose of the Community Day forums is to allow him to get a gut feeling for the chief concerns in different parts of the county, both from the school teachers and administrators and from parents and community members. He asked that parents refrain from describing individual students’ problems or repeating questions already asked by another participant, and apologized on behalf of the BOE, which was not represented due to a hearing that ran late.
District Update:
Dr. Starr is completing his second year as superintendent. (Time flies!) It is a “privilege and a joy†to have his job. The development of the Strategic Plan is ongoing – he asked for a show of hands of participants in one of the SP Networks, and several people raised their hands. He continues to believe that MCPS is doing great work; the schools are attracting businesses and new residents, the teachers and staff are hard-working and productive, many students are doing extremely well. Therefore, his question is, where do we go from here? He begins by asking, what’s next for the kids?
He feels the academics of MCPS are strong. (Not perfect – there are still gaps – but strong.) Nevertheless, the definition of “academic success†is changing and MCPS has to change with the times. The Common Core State Standards require a new and more rigorous curriculum. Advanced Placement standards and exams are being revamped and will be more rigorous. Students need to learn creative problem solving and critical thinking skills, and social and emotional competencies. He believes the curriculum must incorporate all of these into every day at school.
MCPS is strong enough to meet this new set of challenges. He analogizes to a marathoner becoming an iron man (elite athlete, new challenge) or of the US going from the moon to Mars. Takeaway message: to get to Mars, we need new Tang.
Q&A
(Note: participants gave their names, but I am omitting them here and noting only the school(s). I have also summarized both the questions and the answers; this is not a verbatim transcript. I left out two questions that were about individual student problems, as they were not publicly answered.)
Q Bradley Hills ES/Pyle MS: Now that economic news is getting better, will class sizes and/or staff/student ratios get smaller?
A: 30 teachers have been added in “focus†(high need) schools, but class sizes will not be reduced across the board any time soon. It is very expensive, and not the most effective way to improve school experience.
Q North Chevy Chase ES/Westland MS: What is unique to this quad cluster and how do you manage it?
A: Stamford is similar to MCPS, but 1/10 the size. Biggest challenge in this quad cluster is making the case for a compelling need for change. Many in this QC don’t see need for change as 95-98% of students are on or above grade level already.
By comparison, 22 percent of MCPS students are ESOL students, and we have more poor students than DCPS has total students.
Q Wyngate ES/N. Bethesda MS: Is there any local plan to look at later start times?
DeleteA: Later start times did not pass the state legislature, but a local working group is looking at it now. All of the pertinent documents are on the MCPS website. The problem is very complicated. Many families rely in economic terms on teens being available to watch younger kids so that parents can work. The BOE will consider this question in June.
Q Luxmanor ES/Tilden MS/Walter Johnson HS: How will cluster testimony to the BOE/County Council work in the new structure?
A: Currently, 6 community superintendents oversee about 35 schools each; this is not as efficient as needed. Having a former HS principal as the HS CS is more effective for improvement across the county, etc. Nevertheless, this does not mean that the cluster system will be changed and they are looking at MCPS/PTA interaction to preserve the good aspects of cluster relationships with Carver and the BOE.
Q Walter Johnson/Walt Whitman HS: How does he plan to deal with increase in autism spectrum students in light of cuts to Special Ed staff?
A: Budget for SpEd has actually increased; what appear to be cuts in staff is actually realignment driven by changes in locations of affected students. Autism spectrum diagnoses are on the rise nationwide, but the needs of individual students can be very different. The trend nationally is away from program-based to services-based SpEd delivery to keep students mainstreamed and as close to home school area as possible.
Q Westland MS: What are you doing to close the achievement gap? The current grading system isn’t accurately capturing it.
A: MCPS African American/Latino/FARMS students do better than their counterparts nationally, but not as well as White/Asian students nationally or within MCPS. The gap will change as the measures change, as well. What we are doing includes:
n Strengthening curriculum and professional development, especially in the form of adults learning from each other;
n Equity: all kids have to have access to high level courses;
n Community engagement: interaction with other agencies supporting disadvantaged students (because we can’t do it all alone);
n Interventions in schools with the greatest need; reassignment of central positions to focus on needy schools;
n Money in his budget for specific curriculum supports;
n MCEA has developed an “equity certificate†program for teachers to understand the role of race in the classroom.
Q Westland staff/ES mother: Why do we need homework in elementary school?
A: There are strong feelings on both sides of that question. Dr. Starr described effort at Gaithersburg ES (83% FARMS, 60% ESOL) to refocus HW time onto family reading efforts, but the MS principal in that cluster is concerned about transition to MS with class-based HW. Dr. Starr will not be eliminating HW despite his own children’s efforts to convince him, but he does believe that quantity of HW does not equal rigor. He will take that issue on next year.
Q BHES 3rd grade student: She loves the group projects built into Curriculum 2.0 but the math curriculum is very repetitive and never challenges her. As an example, her class spent 12 weeks on fractions. Why was the curriculum rolled out before it was ready?
DeleteA: It was ready! Curriculum is never “done,†it is always under revision. There are 132 ES’s; some love C2.0, some don’t get it, more positive responses than negative one.
Math standards have changed dramatically. Speed of computation is not the key anymore. The Common Core State Standards are trying to align with international standards, which spend more time going deeper on fewer problems. The Math Working Group found that too many kids were accelerated and arrived at higher math without number sense. Acceleration works for some kids but not for all. A recalibration is going on. Compacting is introduced in 4th grade to create acceleration opportunity for those who need it. He’s been in a lot of classrooms seeing groups doing fun math projects and achieving depth.
Maybe BHES is struggling with math implementation, but the Whitman Cluster is working on sharing implementation tactics. C2.0 is aligned with the CCSS; it is better than traditional instruction. Parents can see the difference in assessments on the C2.0 page on MCPS website.
Q KPES/Carderock Springs ES: Parent has a SpEd son and advanced learner daughter. His previous district supplied iPads for SpEd students who need touch devices like his son. When he tried to have son bring iPad to school in MCPS, was told we’re not Apple, we’re Dell.
A: That’s a bad answer even though it’s true. Three issues:
(1) Money issue; technology competes with HVAC and other capital infrastructure needs;
(2) PARCC (CCSS) assessments will be computer based but we don’t yet know the specs, so can’t invest in new technology yet;
(3) We’ve been focusing until now on Promethean boards and universal wireless access. Next year, that will be all done and we’ll move on to something else.
Also, maintaining network structure and integrity is an issue, even for family-provided technology for SpEd students. Apple is hard to work with b/c everything about their technology is proprietary. We are using some tablets and similar in SpEd contexts. MCPS’s tech plan will be out next week.
Q Burning Tree ES: Lots of talk about equity issues. To her, equity is removing artificial barriers, not guarantee of equal outcome. What about removing artificial barriers for gifted students?
A: We have good programs across the spectrum. 39.3% of MCPS students are id’d as GT. This can’t be right even though we have a lot of really smart kids. In the past [budget] times, we could meet the high needs of needy schools without taking away from schools without those needs, but now budget times are different. He believes in C2.0 and believes it is rich and can meet all needs across the spectrum; at the same time, it can’t be all things to all people. He has “no plans to change the GT structure right now.â€
Q Whitman HS: What about athletic trainers at HS? Athletics are great social/emotional learning opportunity but without AT’s, very dangerous. $500K would pay for them across the county. DC and Fairfax have them.
A: We are doing what we can but there is no plan to reallocate $500K for this purpose.
"We are doing what we can." which is what, does anyone know?
ReplyDelete