But then again, the block can be an enlightened way to educate

Ok, so most of you know that I have been pretty vocal about my distaste of the block schedule. My main issue with the DeKalb system has to do with the fact that students are actually taking 32 credits over four years in high school, when they only need 24 to graduate. I think at some level, the block is offering unnecessary classes and keeping students in class when they should in fact, be working or attending college half-days or volunteering. Also, not all teachers are properly trained in utilizing the block schedule to it's fullest and intended potential. (It is not supposed to serve as a regular class with a short study hall at the end to do homework.)

That said, I was sent an interesting chart by one of our regular contributors that gave me pause. Click on the chart below to see an enlarged version, but basically the chart shows the size of classes in DCSS for the 2009-2010 school year. This is straight from the SACS web site.



The contributor shared the following concerns: "Let's look at 6 - 12 remedial with no para. On the 7 period schedule (5 teaching and 2 planning), one teacher could see max 5 * 20 = 100 students per day. Now let look at the same thing on the block (3 periods teaching and 1 planning): 3 * 20 = 60 students per day. Now, with only 60 students per day, the block teacher could tailor their lesson plans more to the student and could probably catch more problems with the student more than one could teaching 100."

"The workload is out of balance between the systems. Teachers see two more more classes per day on a regular schedule than a 4x4 block schedule. Yet, they are held to the same high standards as a block. Then when you get to PE and Chorus and Band - it appears that those teachers need help with crowd control. But for example, let's look at PE: 3 *42 = 126 (Block) 6 * 42 = 252 (Specials teachers only have 1 prep class per day so see 6 groups of students). They also have many extra duties that core teachers do not have, but they still have the same paper work."

George Cassutto, middle school civics teacher in another state has written some interesting essays about the block schedule, which he very much favors. I would suggest reading his online essays, as he makes some very cogent arguments for the block. I was enlightened by much of what he has written. Below are some excerpts.

When a teacher makes the transition from teaching on the 45-minute period to the extended block, a transformation takes place. The entire atmosphere of the classroom upgrades itself toward one of cooperation, collegiality, and connectedness. The teacher knows that the extended time frame calls for new strategies, and the students usually respond in a positive manner if challenged appropriately. The primary shift involves a transition from teacher-centeredness to student-centered activities. The result of this shift is that students are more involved, more engaged, and they develop a greater stake in their own educational process.....

The block schedule leads the teacher to rely on all the resources at his or her disposal. The teacher will rely on traditional tools such as the textbook, audio-visual resources, and the computer, but a new dimension enters the mix as well. The teacher must set a positive tone for learning. The teacher must enunciate a reasonable rationale to the student for wanting to be engaged. And the teacher must model the desire for acquiring new skills and knowledge that will resonate within the student in the form of higher levels of inquisitiveness and motivation. Most importantly, the increased time in class will allow the teacher to build positive relationships with the students, even behaviorally and academically challenging ones. In fact, it is the at-risk population from which the renewed teacher-student relationship can most benefit.....

The world in which we teach is constantly experiencing accelerated change. The diversity of the population that we teach continues to grow, and teachers must help push the educational establishment along so the needs of that diverse population are being met. With longer class periods, the teacher can put a wider variety of approaches to work, allowing all students to succeed without regard to ethnic background or nationality or handicapping condition. The movement toward inclusion and English as a second language will find itself more at home within a school schedule that allows for greater one-on-one interaction between teachers and students. As my new school starts its service to the population of our county, so will its staff become aware of the value of the block schedule as well as its ancillary methodologies such as cooperative learning, multiple intelligences, and technology integration. These teachers are, for the most part, already veterans in their subject areas. It will be a refreshing and fascinating school year as we watch the staff coalesce and make learning a fascinating experience for the young people that will enter their doors.

And finally, the University of Pittsburg shares their succinct explanation for focusing on a new curriculum in the Chemical Engineering school as, “The shift in curriculum is from short, (primarily) disconnected courses with little "integrated" insight until late in the curriculum, to a more thoroughly integrated curriculum involving longer classes which take advantage of Block Scheduling.

So, it seems that the block can be highly effective, with proper teacher training and a deep, integrated curriculum. The block is not meant to offer time to do homework, or as simply a longer version of the same class, it is meant to offer time for teachers to gain more understanding of their (hopefully smaller) groups of students and to discover the best ways they each learn as individuals. With the proper focus, industrious use of time and inspired teaching techniques, the block schedule has the ability to greatly enhance learning.

There are pros and cons to the block and I know that each of our high schools, and specifically Dunwoody at their meeting Monday evening, will go with the system that will best suit their style.

Send in your suggestions!

Here's your chance, people. The DCSS leadership is asking for budget-cutting suggestions from teachers and staff. We think our bloggers can also offer a plethora of suggestions of ways to save. Please send your very best idea to your board rep - send them real, helpful, valid ideas. We've had some great discussions on the subject here so you should be able to do this easily, thoughtfully and respectfully!


SOME FACTS -- From Marcus Turk

Managing a shrinking budget in DeKalb Schools is a challenging task. We have diligently worked to endure the funding shortages and maintain an excellent quality of education for our students. We have not laid-off any classroom teachers and have not increased the millage rate in seven years.

The General Fund makes up the largest portion of the budget and is made up of a mix of state and local funds.

State revenue is actually decreasing. For every $1 DCSS earns in state revenue, the state keeps 33 cents in the forms of the Local Five Mill Share and Austerity Reductions.

Local revenue, or property tax revenue is decreasing in DeKalb also. Foreclosures, fewer home sales, and high rates of unemployment have caused the value of the property tax digest to decrease from last year to this year.

Our student population has risen this year. With an increase in FTE and a decrease in state and local revenue, we have to do more with less.


Readers, DCSS leadership is looking for ways to trim the budget even further in this tough economy. If you would like to share innovative suggestions or ideas you may have regarding the budget, email your suggestions to your board rep - their info can be found at this link.

iPods coming to DeKalb?

As reported in today's AJC, in an article entitled, Grants launch algebra by iPod, three DeKalb schools are poised to receive handheld devices for use by students in some AP classrooms.

"As envisioned by state officials, these devices would be the primary, everyday learning tool of students in class and at home. Class projects, homework and research reports will all go digital."

"'Do you know the Jetsons? This is George and [Jane’s] world,' said Mindy DiSalvo, assistant director of grants and community programs for the DeKalb County school system. DeKalb is one of 47 systems awarded grants in the first round of funding approved last week by state school board members. The system, which won $193,740, will hand out iPods and netbooks (mini laptops) to about 300 students at three high schools; Cross Keys, Stone Mountain and MLK Jr., next semester.

"The DeKalb students are enrolled in Advanced Placement biology or chemistry classes, where rote textbook lessons and experiments can be expanded and enlivened. “We’re going to say to them, ‘You’ve got the iPods and netbooks. Now find six research institutions across the country doing cell division,” said DiSalvo, who wrote DeKalb’s winning grant proposal. DeKalb will insure the devices against loss or damage, and teachers will be able to monitor how the devices are used."

"State officials expect a second round of grants to be recommended for at least 10 more systems, probably in January. The devices must be given to students no later than March 1, with pilot programs at each school expected to run at least through the 2010-11 school year."

Visit this link at the AJC to read the rest of the article.

Dr. Walker's follow-up to the racial comments at the Oct 5 meeting

OTHER\BOARD COMMENTS from the October 12, 2009 Business Meeting

Dr. Eugene Walker, Board Member, District 9, made the following comments:

I ask your indulgence as I offer some response to many of the unflattering comments made at the last Board Meeting.

I am appalled and offended by the provocative, demeaning and degrading words spoken at the last Board Meeting. The speakers’ pseudo egalitarian attempt at being unbiased was unmasked when they wantonly and without provocation used derogatory and inflammatory descriptive terms to defame persons of the past who stood up for equal justice.

Remember, dinosaurs have been extinct and nonexistent for millions of years. However, the fight for equality in America, whether it be for race, sex, religion or creed is and will continue to be an ongoing battle. A color blind society we are not. The mere fact that we have engaged in this dialogue and debate reflects this. At the same time, though, the racial and ethnic insensitivity of those board members who claimed the “race card” was being played is both baffling and void of logic.

Let’s be clear here. It was not an imagined agenda when the Board, without any research or assessment, broke ranks with a practice that had been in place from the Weekes & Candler days as school system attorney and made the unprecedented move to request the proposal for a sole vendor. Historically, Weekes and Candler served as General Counsel to the Board. The Board allowed the firm to hire other law firms to handle matters in various specialty areas of the law. When Ms. Alexander became Co-General Counsel and subsequently General Counsel, this practice of hiring law firms that specialized in certain areas continued. In fact, this practice continued under several different Superintendents – Dr. Freeman, Dr. Hallford, Dr. Brown and Dr. Lewis. Again, in my opinion, when the Board made this arbitrary move to seek a large firm as sole vendor this automatically meant Alexander & Associates could not qualify. When this crystal clear situation occurred I did not have to play the “race card” because the actions of my fellow board members is what made race the central issue. If this was not an act of discrimination I don’t know what is.

I was also accused of questioning the ethics and making scurrilous and irresponsible statements about our new General Counsel. Just a few weeks ago, this Board allowed the majority law firm to submit a bid for all of the legal work of the School District without asking the minority law firm to submit a bid for the same work. This was after the Board officially voted and specifically carved out the areas it wanted Sutherland to negotiate with the Superintendent and the areas Alexander & Associates was to negotiate with the Superintendent. The Board awarded General Counsel Services to Sutherland, and Human Resources, Fair Dismissal Hearings and Workers’ Compensation to Alexander & Associates. The Board then directed each firm to negotiate a flat fee according to the areas allocated to each firm.

Sutherland, without solicitation from the Board submitted two bids, one of which included the work awarded to Alexander & Associates. Alexander & Associates did not get the opportunity to bid on all legal work. Therefore, how could any Board Member say that they wanted to save the School District money, when we don’t know how much money the School District would have saved because Alexander & Associates was not allowed to bid on all of the work. Sutherland’s action was, in my opinion, not only unethical; it was unfair and placed Alexander & Associates at a huge disadvantage.

Fellow Board Members, I am not offended about your rights to say what you said. I am offended about the way you attacked those who feel and speak differently from your thoughts and feelings. I am offended that you espouse a culture of color blindness, yet your rhetoric reveals the deep resentment you have for African American inclusion. I am offended that your accusatory diatribe was aimed specifically at those African-American Board Members who spoke out for a black law firm on the grounds of diversity and inclusion. While at the same time, there were Board Members who fought just as hard and spoke just as forcefully for the white law firm. Equality is a term that does not lend itself to what is convenient or expeditious. It requires balance and fairness.

Nov. 9 board mtg - did anyone go?

I couldn't get to the meeting yesterday, don't know if there was anything worth noting. Did anyone attend? Anything worth noting? was Pope on the agenda of the "called" meeting about personnel?

The top-five reasons to avoid a high school

Reprinted from Great Schools

High schools don't post banners announcing when they are failing. So how are parents supposed to know which ones aren't doing their job?

By GreatSchools Staff

In its first months, the Obama administration declared that it wanted the nation's 1,000 lowest-performing schools to close and reopen under new management each year for the next five years. Many education reformers welcomed the announcement, but some parents were left with a basic question in the meantime: How do we know whether our school is one of the really bad ones?

Evaluating a school is a complex undertaking — perhaps no more so than with a high school, where student performance reflects not just the efficacy of that school but the effectiveness of every other school students have attended. Nevertheless, we've put together a list of the top-five reasons to avoid a high school, even if your son or daughter is begging to be enrolled there:

1. It's not safe. Bored teachers, uncreative lesson plans, a swim team without a pool — there are ways of working with shortcomings like these in a high school. But if the place isn't safe, that's a nonstarter. This isn't just for parents' peace of mind. Study after study has shown children's brains to be incapable of learning when kids are actively concerned about their physical well-being. If your local high school is rife with violence — or even bullying — there's no bigger warning sign. After all, if the principal can't ensure basic safety, it's likely that other priorities are going unmet too.

2. Bad teaching. Nobody sets out to be a bad teacher, but it can happen over time. Some years back, Guy Strickland published the handbook Bad Teachers: The Essential Guide for Concerned Parents. The book had its critics, but many parents found Strickland's breakdown useful. Education magazine came out with a handy summary of bad teachers' characteristics:

• They lack subject knowledge.
• They have poor classroom control.
• They act unprofessionally.
• They can't diagnose learning problems.
• They are obsessive about method (particularly about whole language, although Strickland is obsessive about phonics and an avid opponent of Madeline Hunter's work).
• They focus on the wrong goals.
• They have no goals at all.

3. The kids aren't graduating. Or at least a lot of them aren't. If the dropout rate is alarmingly high at the school you're considering, ask why. Are the teachers fully engaged? Are the students? Are they allowed to advance to the next grade level without meeting basic reading and math competencies? There are certainly examples of great schools that still struggle with a core of underachieving students (these kids are failing despite the schools’ best efforts, not because of them). But when underachievement is the norm, it can be hard for anyone — kids or teachers — to swim against the current for long.

4. Terrible teacher-to-student ratio. There's evidence suggesting that class size isn't the holy grail it's sometimes billed to be. But there's a caveat to that evidence: within reason. This year represents the first on record that the United States has seen education jobs decline while enrollment rose, according to BusinessWeek. This is a general trend, of course, and individual schools will weather it differently. Nevertheless, it serves to highlight the crisis of overcrowded classes and overworked teachers in some schools. When considering a high school, make sure there's space for your child — figuratively and literally.

5. It's not a good school. In a sense, identifying a bad high school isn't rocket science — as long as you know what the signs of a good one are. Harvard Graduate School of Education professor Sara Lawrence-Lightfoot outlined those very signs in her book The Good High School. "In good high schools students are treated with fearless and empathetic attention by adults," she writes. "Teachers know individual students well and are knowledgeable about adolescence as a developmental period." Visit the school you're considering. If the teachers don't fit that description, it could be a signal that you should look elsewhere.