tag:blogger.com,1999:blog-151096942903989101.post6446753555470632223..comments2024-01-08T03:21:35.616-05:00Comments on DeKalb County School Watch: ESEA Tutoring OptionsCerebrationhttp://www.blogger.com/profile/11161868015604029471noreply@blogger.comBlogger82125tag:blogger.com,1999:blog-151096942903989101.post-26278083842949570632010-11-23T17:46:34.041-05:002010-11-23T17:46:34.041-05:00Maureen has a great post on the subject called &qu...Maureen has a great post on the subject called "Economic and social failures blamed on schools"<br /><br /><a href="http://blogs.ajc.com/get-schooled-blog/2010/11/21/economic-and-social-failures-blamed-on-schools/" rel="nofollow">Economic and social failures blamed on schools</a><br /><br />Written by Walt Gardner, who has written for the AJC before on education topics. A teacher for 28 years in Los Angeles, he writes the Reality Check blog for Education Week.<br /><br />It begins, <br /><br /><i>In the debate over education reform, the charge guaranteed to get the attention of the media is that the U.S. is losing its economic hegemony. The evidence is rankings on tests of international competition, which are offered as proof that the U.S. will not be able to compete globally. Yet a closer look leads to a far more nuanced conclusion.<br /><br />The first question that should raise eyebrows is who takes the tests. The Trends in International Mathematics and Science Study (TIMSS), for example, tests students who are in their “final year of school.” But the ages of students range from 17 in the U.S. to 21 in other countries. Clearly, the differences are significant, but curiously are not noted in reportage.<br /><br />Then there is the matter of selecting which students from these age groups actually sit down for the test. The U.S. engages in actual sampling, while other countries are highly selective. Russia and Israel, for example, administer TIMSS to native speakers only. Switzerland gives the test to students in only 15 of the highest performing regions of the country.<br /><br />Moreover, little attention has been paid to how the tests are constructed. Items that appear on the test are negotiated by the participating countries. It comes as no surprise, therefore, that countries push hard for items that will mesh closely with their curricula in order to look good in the rankings. Asian countries tend to prevail in the test preparation process, giving them a built-in advantage.<br /><br />Finally, there is the role that poverty plays in the results. Among the industrialized countries of the world, the U.S. has the highest rate of childhood poverty, according to UNICEF. Research has shown time and again that the single most powerful predictor of student performance is poverty. And it is increasing. The Census Bureau reported in September that the share of residents in poverty climbed to 14.3 percent in 2009, the highest level since 1994. The rise was steepest for children, with one in five now affected.</i>Cerebrationhttps://www.blogger.com/profile/11161868015604029471noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-87878525487570073312010-11-23T13:11:24.769-05:002010-11-23T13:11:24.769-05:00If you live in Gwinnett, it means you are not depe...If you live in Gwinnett, it means you are not dependent on MARTA.<br /><br />There is poor and then there is poooor.<br /><br />DeKalb has more real poverty than Gwinnett.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-82891381702692843712010-11-23T12:49:09.984-05:002010-11-23T12:49:09.984-05:00@ Anonymous 9:30 am
"you will see that 3rd a...@ Anonymous 9:30 am<br /><br />"you will see that 3rd and 5th grade title one students have improved their reading, english language arts, and science scores since 2006."<br /><br />I disagree with your premise. Looking at the data, I can see why DCSS schools have not made Adequate Yearly Progress (AYP) over time. <br /><br />I took the time to compare the data over time since that's what AYP is based on. In particular, I looked to see what has happened since Dr. Lewis took over in 2004 as superintendent and Dr. Berry took over as at first Director of Title 1 and then as Director of School Improvement. <br /><br />I haven't looked at 5th grade yet, but will share that when I have the time to crunch the numbers. Meanwhile, posters can look at these scores themselves. <br /><br />I compared Economically Disadvantaged students from 2003-2009 in all subjects for 3rd grade. Title 1 funding for America's Choice and non-teaching Instructional Coaches occurs in Title 1 schools. <br /><br />The DCSS Economically Disadvantaged subgroup is what is causing DCSS to NOT MAKE AYP in the Title 1 schools. It's actually more appropriate to look at this group since that's the group Title 1 targets. That's what disaggregation is all about - no more hiding subgroups scores within the larger groups' scores. <br /><br />In six years DCSS's 3rd grade Economically Disadvantaged students increased in achievement scores by 6% in Reading, 2% in English/language Arts, and 1% in Science. In six years DCSS 3rd grade Economically Disadvantaged students declined in achievement scores by 11% in math and 11% in Social Studies.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-91083108879372772972010-11-23T12:48:07.947-05:002010-11-23T12:48:07.947-05:00Part 2 of post
Economically Disadvantaged - Meets...Part 2 of post<br />Economically Disadvantaged - Meets Standards<br />3rd grade<br /><br />Reading <br />2003-04 - 84%<br />2004-05 – 84%<br />2005-06 – 70%<br />2006-07 – 78%<br />2007-08 – 89%<br />2008-09 – 90%<br /><br />English/Language Arts <br />2003-04 – 79%<br />2004-05 – 76%<br />2005-06 – 68%<br />2006-07 - 79%<br />2007-08 – 81 %<br />2008-09 – 81 %<br /><br />Mathematics <br />2003-04 – 81%<br />2004-05 – 79%<br />2005 -06 – 83%<br />2006-07 - 86%<br />2007-08 – 60%<br />2008-09 – 70%<br /><br />Social Studies <br />2003-04 – 78%<br />2004-05 – 81%<br />2005-06 – 78%<br />2006-07 – 83%<br />2007-08 – 84%<br />2008-09 – 67%<br /><br />Science<br />2003-04 – 70%<br />2004-05 – 69%<br />2005 -06 – 69%<br />2006-07 – 57%<br />2007-08 – 64%<br />2008-09 – 71%<br /><br />Posters let me know if you see any errors.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-61330219354157057062010-11-23T12:47:43.466-05:002010-11-23T12:47:43.466-05:00Part 1 of post
@ Anonymous 9:30 am
"you wil...Part 1 of post<br />@ Anonymous 9:30 am<br /><br /><br />"you will see that 3rd and 5th grade title one students have improved their reading, english language arts, and science scores since 2006."<br /><br />I disagree with your premise. Looking at the data, I can see why DCSS schools have not made Adequate Yearly Progress (AYP) over time. <br /><br />I took the time to compare the data over time since that's what AYP is based on. In particular, I looked to see what has happened since Dr. Lewis took over in 2004 as superintendent and Dr. Berry took over as at first Director of Title 1 and then as Director of School Improvement. <br /><br />I haven't looked at 5th grade yet, but will share that when I have the time to crunch the numbers. Meanwhile, posters can look at these scores themselves. <br /><br />I compared Economically Disadvantaged students from 2003-2009 in all subjects for 3rd grade. Title 1 funding for America's Choice and non-teaching Instructional Coaches occurs in Title 1 schools. <br /><br />The DCSS Economically Disadvantaged subgroup is what is causing DCSS to NOT MAKE AYP in the Title 1 schools. It's actually more appropriate to look at this group since that's the group Title 1 targets. That's what disaggregation is all about - no more hiding subgroups scores within the larger groups' scores. <br /><br />In six years DCSS's 3rd grade Economically Disadvantaged students increased in achievement scores by 6% in Reading, 2% in English/language Arts, and 1% in Science. In six years DCSS 3rd grade Economically Disadvantaged students declined in achievement scores by 11% in math and 11% in Social Studies.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-67123998942784065872010-11-23T12:44:06.144-05:002010-11-23T12:44:06.144-05:00@ Anonymous 9:30
Please compare Gwinnett scores o...@ Anonymous 9:30<br /><br />Please compare Gwinnett scores over time for Economically Disadvantaged students with DCSS scores. Granted they are larger in size, but they have about the same number of Economically Disadvantaged students as a subgroup.<br /><br />Their scores are comparable and somewhat better than DCSS.<br /><br />Look at how they use their Title 1 funds. I just randomly chose to look at 3 Title 1 Gwinnett schools. <br /><br />Randomly looking at DCSS schools, I kept seeing that $255 per pupil is being spent on those students and most of that money is going to 1 non-teaching Instructional Coach.<br /><br />It appears that Gwinnett used Title 1 money for Instructional Coaches one year and then discontinued using Title 1 funding for those positions. They do however fund a lot of Title 1 teachers. Whether they work directly with small groups of struggling students, that I don't know. Maybe a Gwinnett county poster could tell us that.<br /><br />Look at the data from the Title 1 pages I looked at:<br />Gwinnett Couonty Schools<br /><br />Benefield ES<br />A. Title 1 funds<br />Per Pupil Amount (Average) $409.00<br />School Allocation $357,875.00<br />Number of Title I Funded Teachers 6<br />Number of Title I Funded Paraprofessionals 1<br />Number of Title I Funded Others( e.g. Coaches, Nurses, etc) 0<br />Resident Children 1287 <br />Number of Poverty Children 875 <br />Poverty Percent 67.99%<br /><br />B. Ayp status<br />2003-04 Made AYP<br />2005-06 Did Not Make AYP<br />2006-07 Made AYP<br />2007-08 Made AYP<br />2008-09 Made AYP<br />2009-10 Made AYP <br />Benfield was using Title 1 funding in 2006-07 to fund an Instructional coach, but not by 2007-08<br /><br /><br />Cedar Hill<br />A. Title 1 funds<br /> Per Pupil Amount (Average) $402.00<br />School Allocation $332,052.00<br />Number of Title I Funded Teachers 6<br />Number of Title I Funded Paraprofessionals 0<br />Number of Title I Funded Others( e.g. Coaches, Nurses, etc) 0<br />Resident Children 1402<br />Number of Poverty Children 826<br />Poverty Percent 58.92%<br />Cedar Hill was using Title 1 funding in 2005 06 and 2006-07 to fund an Instructional coach, but not by 2007-08<br /><br />B. AYP status<br />2004-05 Made AYP<br />2005-06 Made AYP<br />2006-07 Made AYP<br />2007-08 Made AYP<br />2008-09 Made AYP<br />2009-10 Made AYP <br /><br />Meadowcreek High School<br />A. Title 1 funds<br />Per Pupil Amount (Average) $368.00<br />School Allocation $582,912.00<br />Number of Title I Funded Teachers 7<br />Number of Title I Funded Paraprofessionals 0<br />Number of Title I Funded Others( e.g. Coaches, Nurses, etc) 0<br />Resident Children 2469<br />Number of Poverty Children 1584<br />Poverty Percent 64.16%<br /><br />B. AYP status<br />2004-05 Did Not Make AYP<br />2005-06 Made AYP<br />2006-07 Did Not Make AYP<br />2007-08 Did Not Make AYP<br />2008-09 Made AYP<br />2009-10 Made AYP<br />Meadowcreek was using Title 1 funding in 2006-07 to fund an Instructional coach, but not by 2007-08Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-26352724441330798982010-11-23T12:29:28.133-05:002010-11-23T12:29:28.133-05:00@ Anonymous 9:30 am
"you will see that 3rd a...@ Anonymous 9:30 am<br /><br />"you will see that 3rd and 5th grade title one students have improved their reading, english language arts, and science scores since 2006."<br /><br />I disagree with your premise. Looking at the data, I can see why DCSS schools have not made Adequate Yearly Progress (AYP) over time. <br /><br />I took the time to compare the data over time since that's what AYP is based on. In particular, I looked to see what has happened since Dr. Lewis took over in 2004 as superintendent and Dr. Berry took over as at first Director of Title 1 and then as Director of School Improvement. <br /><br />I haven't looked at 5th grade yet, but will share that when I have the time to crunch the numbers. Meanwhile, posters can look at these scores themselves. <br /><br />I compared Economically Disadvantaged students from 2003-2009 in all subjects for 3rd grade. Title 1 funding for America's Choice and non-teaching Instructional Coaches occurs in Title 1 schools. <br /><br />The DCSS Economically Disadvantaged subgroup is what is causing DCSS to NOT MAKE AYP in the Title 1 schools. It's actually more appropriate to look at this group since that's the group Title 1 targets. That's what disaggregation is all about - no more hiding subgroups scores within the larger groups' scores. <br /><br />In six years DCSS's 3rd grade Economically Disadvantaged students increased in achievement scores by 6% in Reading, 2% in English/language Arts, and 1% in Science. In six years DCSS 3rd grade Economically Disadvantaged students declined in achievement scores by 11% in math and 11% in Social Studies. <br /><br />Economically Disadvantaged <br />3rd grade<br /><br />Reading – Meets Standards<br />2003-04 - 84%<br />2004-05 – 84%<br />2005-06 – 70%<br />2006-07 – 78%<br />2007-08 – 89%<br />2008-09 – 90%<br /><br />English/Language Arts – Meets Standards<br />2003-04 – 79%<br />2004-05 – 76%<br />2005-06 – 68%<br />2006-07 - 79%<br />2007-08 – 81 %<br />2008-09 – 81 %<br /><br />Mathematics – Meets Standards<br />2003-04 – 81%<br />2004-05 – 79%<br />2005 -06 – 83%<br />2006-07 - 86%<br />2007-08 – 60%<br />2008-09 – 70%<br /><br />Social Studies <br />2003-04 – 78%<br />2004-05 – 81%<br />2005-06 – 78%<br />2006-07 – 83%<br />2007-08 – 84%<br />2008-09 – 67%<br /><br />Science<br />2003-04 – 70%<br />2004-05 – 69%<br />2005 -06 – 69%<br />2006-07 – 57%<br />2007-08 – 64%<br />2008-09 – 71%<br /><br />Posters let me know if you see any errors.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-86599459603035230792010-11-23T09:30:27.861-05:002010-11-23T09:30:27.861-05:00Go to the sate web site and look at the report car...Go to the sate web site and look at the report card at http://www.doe.k12.ga.us/ReportingFW.aspx?PageReq=102&CountyId=644&T=1&FY=2009<br />and you will see that 3rd and 5th grade title one students have improved their reading, endlish language arts, and science scores since 2006. No data for last year yet. Math scores also improved for Title I 5th graders. Title I being equated with economically disadvantaged. Most large scale research on America's Choice (see for instance Rowan, B., Coreenti, R., Miller, R., & .Camburn, E. (2009). School improvement by design: lessons from a study of comprehensive school reform programs. Center for Policy Research in Education) show that America's Choice when followed faithfully improves the academic performance of disadvantaged and minority students and does "no harm" to middle class students. This is based on large urban districts whose teachers are training in America's Choice and have the support of their community in emplementation.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-79403579357426435712010-11-22T23:50:32.010-05:002010-11-22T23:50:32.010-05:00BOE member Pam Speaks was a former DCSS Title One ...BOE member Pam Speaks was a former DCSS Title One administrator (not sure her title). Why do we never hear her speak about Title I or ask for an investigation into its abuse in DCSS? She has to know where the bodies are buried.<br /><br />Come on Pam stand for SOMETHING, please! I do like that you are quiet and thoughtful (seemingly at the meetings), but what are you passionate about?<br /><br />Stemming TITLE I abuse would be a logical thing for Pam Speaks to champion for the BOE.<br /><br />Also, is anyone else sick an tired of questioning spending (say for America's Choice) only to have DCSS administrators pooh-pooh us because "that's just Title One money." As if Title One funds aren't our hard earned tax dollars, as well as local and state taxes (and SPLOST money)?No Duhhttps://www.blogger.com/profile/14462063673391668451noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-74307900416442547012010-11-22T20:57:48.572-05:002010-11-22T20:57:48.572-05:00Good night Kim and what you are saying is the prem...Good night Kim and what you are saying is the premise of NCLB.<br /><br />However, so far, there isn't much documentation to show that things are changing very much for kids on the lower end of the economic spectrum. <br /><br />Even with all the focus and testing, the answer doesn't seem particularly clear as to what is the path to take to improve student achievement among the neediest students.<br /><br />Depressing.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-32331898327182005522010-11-22T20:39:27.601-05:002010-11-22T20:39:27.601-05:00"past" ... ugh. nite-nite!"past" ... ugh. nite-nite!Kim Gokcehttps://www.blogger.com/profile/01855554437157990110noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-70303250798545807622010-11-22T20:38:57.007-05:002010-11-22T20:38:57.007-05:00"Hey Kim,
I'm in no way challenging your ..."Hey Kim,<br />I'm in no way challenging your statement."<br /><br />Didn't take it that way at all ... thanks for caring enough to post!<br /><br />There are many, many services targeting the poor and what I am left wondering is this: what would be the state of our public school student performance without all this support?<br /><br />I know that some of pointed out that the "Title I" stats are intentionally inflated by DCSS personal. Even so, we have a relatively large population at the low end of the economic status spectrum in DeKalb and there is no denying that reality.<br /><br />I think using our demographics as an excuse for performance is just that - an excuse. Time we insist that our BoE move passed that ...Kim Gokcehttps://www.blogger.com/profile/01855554437157990110noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-5734576997115829182010-11-22T12:42:09.572-05:002010-11-22T12:42:09.572-05:00Simple, the schools did not go down, soem actually...<i>Simple, the schools did not go down, soem actually improved-however under the law the score required to make AYP goes up each year until it reaches 100% of all students passing. Schools like Clarkston have made small gains but fal further behind as the score required for AYP goes up. </i><br /><br />I would like to see some analysis on this myself. It's one thing to keep harping on schools "not making AYP", but there are schools that are making progress in their test scores, while we have schools that continue to make AYP and have falling test scores. Do we have any analysis on this?Paula Caldarellahttps://www.blogger.com/profile/05515215184962897541noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-90030853967874387452010-11-22T12:39:59.338-05:002010-11-22T12:39:59.338-05:00@ Anonymous 12:15
Could you please cite your data...@ Anonymous 12:15<br /><br />Could you please cite your data source? As you can see I cited mine in the above post.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-28476916357840970862010-11-22T12:38:03.897-05:002010-11-22T12:38:03.897-05:00@ Anonymous 5:59 am
"Data can tell many stor...@ Anonymous 5:59 am<br /><br />"Data can tell many stories. When I looked at the America's Choice schools I saw that many had improved their pass rates in LA and Reading but not math. "<br /><br />Could you provide a link to your source of information?<br /><br />When I go to the DCSS Title 1 page on the state website, I only see data through the 2008 school year. <br /><br />The data available shows that the gap is wider overall between Title 1 and non-Title 1 schools. Title 1 funds are meant to narrow the gap between students in Title 1 and non-Title 1 schools as funds are supposed to directly improve student achievement in the schools where they are used (i.e. Title 1 schools).<br /><br />Below are the percentage GAPS as measured by CRCT scores (standardized measurement of student achievement) between Title 1 and non-Title 1 schools:<br /><br />2005-06: <br />Math - 14%<br />Reading - 14%<br />English/Language Arts: 16%<br />Science: 17%<br />Social Studies: 10%<br /><br />2006-07:<br />Math - 17%<br />Reading - 14%<br />English/Language Arts - 14%<br />Science - 26%<br />Social Studies - 14%<br /><br />2007-08:<br />Math - 19%<br />Reading - 10%<br />English/Language Arts - 13%<br />Science - 26%<br />Social Studies - 15%<br /><br />I can see why a greater reliance on scripted learning programs such as America's Choice and Springboard would produce these results in science and social studies since the extra time in reading and math must necessitate less time in science and social studies. This point of view has long been controversial since students can develop reading skills by reading science and social studies content. It's called cross curricular learning - i.e. if you are reading science and social studies content, you are learning content and reading skills - more bang for the veritable time on task buck. <br /><br />I would like to see the more recent data you have access to see if the gaps have widened further in the last two years. <br /><br />Here is my source:<br />http://public.doe.k12.ga.us/ReportingFW.aspx?PageReq=104&CountyId=644&T=1&FY=2008Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-79097340018465732832010-11-22T12:19:55.355-05:002010-11-22T12:19:55.355-05:00Just so yo know there are somewhere between 2000 a...Just so yo know there are somewhere between 2000 and 3000 homeless students identified in DeKalb County Schools.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-5652034282942689492010-11-22T12:15:16.117-05:002010-11-22T12:15:16.117-05:00"Can someone (Ms. Tyson or the Dr. Beasley or..."Can someone (Ms. Tyson or the Dr. Beasley or the BOE members) explain why Dr. Berry is still in charge of the Office of School Improvement when the schools have not only not improved, they have gone down dramatically?"<br /><br />Simple, the schools did not go down, soem actually improved-however under the law the score required to make AYP goes up each year until it reaches 100% of all students passing. Schools like Clarkston have made small gains but fal further behind as the score required for AYP goes up.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-45998931870289156552010-11-22T12:13:29.338-05:002010-11-22T12:13:29.338-05:00Homeless families must share their status with som...Homeless families must share their status with someone at the school to receive services. We have a great school secretary who is very kind and compassionate and can generally figure it out.<br /><br />But she says, even when she is certain, some families are to proud to ask for help. She gives them the brochure that describes what is available and then hopes they will ask for help.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-22590968288402021632010-11-22T12:04:29.768-05:002010-11-22T12:04:29.768-05:00"Actually principals are being held accountab..."Actually principals are being held accountable. Haven't you noticed the principal moves in schools that have not made AYP. They are the ones that chose the America's Choice program."<br /><br />Principals have not been given control of Title 1 funds that their schools earned by virtue of having students at poverty level. Dr. Berry has gained and retained that control. Of course, principals will choose America's Choice when that is the only choice they have. <br /><br />As far as accountability, it needs to begin with Dr. Berry and her management of the Office of School Improvement. She has been making the funding, program and personnel decisions with Title 1 funds meant to increase student achievement in Title 1 schools. When we have a decline in school improvement, she must be held responsible and accountable. <br /><br />Dr. Beasley and Ms. Tyson have in truth not been in their positions long enough to judge their effectiveness. However, Dr. Berry has held the job of Executive director of the Office of School Improvement (and before that Director of Title 1) for many years. <br /><br />School achievement has declined under her auspices. She made the decisions, and principals and teachers have done as she directed them. I don't think there is a principal in DCSS who would have crossed her the years she has held this position. <br /><br />When taxpayers talk about accountability, we need to determine who is really responsible. We cannot place all of the responsibility on the part of the schoolhouse and give those who rule the schoolhouse with an iron fist a pass on accountability.<br /><br />Ms. Tyson needs to find someone else to head up the Office of School Improvement who will improve student achievement in our schools. Dr. Berry has had many years to use Title 1 funds effectively to improve student achievement. The fact that student achievement has declined under her should drive the bottom line decision.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-13780128289977941862010-11-22T12:03:05.821-05:002010-11-22T12:03:05.821-05:00The Homeless Liaison is a Mr. Alvarez and there ar...The Homeless Liaison is a Mr. Alvarez and there are two social workers. Identification of homeless usually happens when residency is verified and folks reveal their living situation. A homeless student must be transported by the county to the shcool they attended when they became homeless...so Dekalb is transporting many of these students from other counties to a school in Dekalb. They use the regular school bus, but often the homeless student is the only one on board. Counselors and any staff member or the family can refer the student. The GA DOE has a website which shows the amount of funding for each county. GA Doe homeless should get you there.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-79952892202075446752010-11-22T11:26:16.654-05:002010-11-22T11:26:16.654-05:00Great info, November 22, 2010 9:50 AM. Do counsel...Great info, November 22, 2010 9:50 AM. Do counselors refer students to these services? How do they get the message out?Cerebrationhttps://www.blogger.com/profile/11161868015604029471noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-89965620460535043212010-11-22T11:26:04.651-05:002010-11-22T11:26:04.651-05:00"And with over 6500 teachers and another 7500..."And with over 6500 teachers and another 7500+ in other staff, surely we have some who should be replaced - or aren't really necessary in the first place."<br /><br />Sorry for the correction, but there are 6,500 teachers and 8,500+ in other staff. It's easy to forget that extra 1,000 in non-teaching staff.<br /><br />I agree with many of the posters here in that we need to see that 6,500 teacher number increase as the 8,500 non-teaching number decreases. <br /><br />This will be tough because BOE members may have family and friends in the non-teaching positions who are not qualified or licensed for the positions. <br /><br />Since the BOE is Ms. Tyson's supervisor, it will be extremely tough for her to let any supervisors' relatives and/or friends go if they are not qualified or licensed for the position or are not performing their job adequately. However, ensuring BOE friends and family members are qualified, properly licensed, and performing adequately is the most essential right sizing Ms. Tyson can do so that DCSS can regain the taxpayers trust.<br /><br />Supervising you supervisor's relative is the always problematic. That's why so many organizations and businesses have nepotism clauses.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-38423542781427775732010-11-22T11:10:50.835-05:002010-11-22T11:10:50.835-05:00It's not the BOE's job to deal with "...It's not the BOE's job to deal with "RIF".Paula Caldarellahttps://www.blogger.com/profile/05515215184962897541noreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-20113061312904434942010-11-22T11:00:56.079-05:002010-11-22T11:00:56.079-05:00I'll believe that the BOE is serious about a r...I'll believe that the BOE is serious about a reduction in force when the school police department loses unneeded administrators (two cheifs, nine detectives who do no detecting), MIS loses its unproductive staff (Where are you Jamal Edwards?), and Audria Berry and her no return on investment army are all made to go back to the classroom to teach, not to walk the halls, gossip in the teachers lounge, and to give teachers a hard time for our bulletin boards not meeting their standards, even though most of them couldn't make up an informative classroom bulletin board if asked to do so.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-151096942903989101.post-90561214696307312402010-11-22T10:14:12.077-05:002010-11-22T10:14:12.077-05:00I have to agree with Kim's assessment of some ...I have to agree with Kim's assessment of some of the "noncaring" parents. Some are working as hard as they can just to provide food, shelter, and clothing. Sad as it is, many are simply too overwhelmed to do more.<br /><br /> When I don't see parents on conference night, I try not to blame it on lack of concern but perhaps on the very real chance that the parent is working a second job (or has a primary job at night). <br /><br />Granted, some aren't educated and may not see the value in it for their kids. Some feel that it is the child's responsibility to figure it out, since they are "almost grown." <br /><br />But I have also had mothers, grandmothers, and even a few fathers sit in my classroom and cry because they feel so helpless. They want the best for their kids--as we all do--and are in despair because they can't get their kids to care.<br /><br />Sorry I don't have answers here--just another bit of defense for those parents who "don't care."Anonymousnoreply@blogger.com