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| Name: | Collier County Sunshine Review creator, Flcertifiedteacher |
| Town or district: | re: Colllier County, Naples, Florida |
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| Name: | Collier County Sunshine Review |
| Town or district: | Collier County, Naples, FL |
| Comments: | Hello Rockford folks,
I have previously written to you under my Naples Daily News screen name, flcertifiedteacher. As you know, Collier County, Naples, FL is the place where your former Rockford superintendent Dennis Thompson is the Collier superintendent of schools (he was not renewed in Collier in August 2010). I am writing now to let you know I have created a new website, to document 101 violations of FLorida Public Records Law (Sunshine Laws) and other acts of public corruption. Here is my new web site: http://www.colliercountysunshinereview.blogspot.com One of the first and most popular posts concerned Dennis THompson. You can read that post and another article I wrote about him in the links below: Public Corruption Crime #2: Collier Schools Superintendent Dennis Thompson and His Fake Public Record http://colliercountysunshinereview.blogspot.com/2011/01/public-corruption-crime-2-collier.html And here below is a different article I wrote and published on the Sunshine Review.org a national website concerned with SUnshine Law violations -- Collier School Board Cites "Dark Cloud" In Not Renewing Superintendent Dennis Thompson http://sunshinereview.org/index.php/Collier_School Enjoy. |
| Name: | Bailey |
| Town or district: | Wheaton |
| Comments: | "Progressive practices" are mind numbing and useless. "Individual learning styles" are applicable for children with learning disabilities and/or developmental delays. A blind child is not a visual learner. A deaf child is not an auditory learner. An autistic child, needs visuals. Therefore, accomodations are made. Our dear "educators" have taken the concept and applied it to every child. I found that most of the "progressive" educators imagine that they are far superior to those that still teach the fundamentals of grammar, spelling, computation, etc. These grand wizards are wasting students time and taxpayers money. I challenge everyone to visit a private school. Review the curriculum and you will find that your public school pales in comparison. |
| Name: | Exploited |
| Town or district: | NepotismCenter |
| Comments: | I have worked as a sub in a HS district. I only wanted a little part-time job, but I could get a call every day because so many teachers take time off. They have meeting after meeting, seminars, etc. plus their usual personal and sick days. I get no benefits and little pay, and have said nothing until I found out that some of those teachers are getting upwards of $125,000 a year, and the school is failing! One English teacher (ready for retirement) left no lesson plans for 3 days for her class with behavioral isues. I finally showed a movie so that they would behave somewhat. When she returned to work, she showed them the rest of the movie! You would have thought they would have had work to make up. No wonder "Johnny can't read". |
| Name: | Experienced Teachers |
| Town or district: | Everywhere |
| Comments: | Your website is full of incorrect, misleading information. This website gives me hope that the truly intelligent people of the world are actually teaching kids in classrooms - and doing portfolios, using progressive practices, integrating subjects across the curriculum, differentiating instruction, teaching kids to communicate and work together, and using a variety of teaching methodologies. We know developmental theory and how it applies to best practice in teaching, which helps children learn based on their individual learning styles. We are proud of having a positive impact. We make a difference. While you smear facts with your narrow minds, we are working hard to make the world a better place. We are teachers! |
| Name: | Elsie |
| Town or district: | Streamwood |
| Comments: | Are you still updating this website? A lot of the references are from materials 10 years old that aren't being used anymore. Perhaps you need to take donations to continue keeping it updated. |
| Name: | Sarah |
| Town or district: | Maywood District 89 |
| Comments: | I came across a link where you equated 'independent reading' with 'SSR or DEAR' time. The two are not one and the same. During SSR/DEAR students simply spend 15 minutes reading.
'Independent Reading' is actually much different--at least in my class it is. We (the students and I) spend a lot of time working on choosing books that are at the instructional level (called 'just right') books. I conference with the students during their independent reading time to make sure that the students comprehend the material they are reading. There is a lot of instruction that goes before it and the students are held accountable for their thinking and reactions during independent reading. It is not simply 'Here's a book, go read for a few minutes' as SSR and DEAR time were. |
| Name: | Jean |
| Town or district: | Batavia Illinois |
| Comments: | I think Chandra from Rockfalls is missing the obvious. Taxpayers are sick of the snow job. The fact is that most teachers DO NOT work 50-60 hours a week. Most teachers are typical union members that imagine their "work" more important than all others. You rattle off the time you had to spend getting a masters in 4 weeks. Did you mention that your district paid for those classes? Did you mention that you will "earn" an additional $5000 - $7000 a year because you attended class for a few hours one summer? Furthermore, I think a few courses in grammar would have better suited your needs. Taxpayers understand that your salary, benefits and pensions are unsustainable. Public education is a farce. NO NEW TAXES!!! We want vouchers!!!! |
| Name: | chandra |
| Town or district: | rockfalls |
| Comments: | of course, i'm sure that you will acknowledge your misinformation from your prior page when you are informed of the following:
1) The listed "salary" includes wages, health insurance, and pension funding-you know that thing that many people think we shouldn't receive even though we are paying into it and not social security--that's 10-11% of my yearly wage-- 2) Most teachers I know routinely work 50-60 hours a week between teaching/grading papers/planning lessons/tutoring students/etc-during the school year. Even 50 hours a week *40 weeks is 2000 hours. a worker in any other field who works 40 hours a week and gets 2 weeks vacation works 2000 hours. So what's your point? Plus, many workers, if they go over 40 hours, get overtime--not a teacher. The average cost per student in my school district is roughly $9000. You must understand, though, that it costs almost three times as much to educate special education students. (That figure embraces those that can be included in regular education classrooms at various times throughout the day. Many with much more severe disabilities are being serviced in public schools at a much greater than 3X cost.) However, the cost is distributed over the entire student body, which falsely inflates the cost per student. Now, I am not stating that special ed students do not belong in the classroom; I have a son with moderate learning disabilities myself. But you must fairly and accurately represent the cost per student. In addition, you are figuring in high income areas where people intentionally move even though they know they will pay high property taxes simply because they know that the school systems are so good. (Look up New Trier schools in Illinois.) People with that money want their children to go to good public schools and are willing to pay for it. They spend 17,817 per student. Intentionally. Are you figuring that into your "appalling average" spent per student? 3) those figures also include extra activities that teachers take on, like coaching or being the National Honor Society Sponsor. I know football, volley ball coaches that will put in an extra 20-25 hours a week. Honor Society is 7-10 hours a week. Should they do it for free? Don't get me wrong, I think when we don't have money, it should be a pay to play system. I'm not a coach, so . . . But it extracurricular activities cost a lot of money. Those could definitely go right now. I'm with you on that. But I could also see a lot more kids getting in trouble, not finishing school, etc. So we as a society might end up paying for more than the cost of extracurriculars if we cut them?! I hope that you know I understand your frustration. But I'm in there everyday, fighting just as hard for your kids as you are. There is this false perception fed by a few that say teachers are lazy. Ask my husband and kids. I spend most of my own "free" time working on things for my students. This summer was not a vacation for me. I had to take a class. I chose a class in the teaching of reading. A master's level class in 4 weeks. But the last I heard, we take classes we don't need!! Now, i'll spend my last four weeks putting my classroom back together, then working on my curriculum, working on plans and incorporating all the new things I learned this summer. Oh yeah, I'm still waiting for those three months you said I get off! When do they start? |
| Name: | Jean |
| Town or district: | Batavia Illinois |
| Comments: | To: BrandyP - Have your daughter take an online pre-algebra test. This way you can be certain her skills are proficient. These days schools do rely almost entirely on standardized test results for placement. Our kids are being classified by test results these days. The lower percent (20th percentile) qualify for RTI -Right to Intervention. The top percentiles are allowed to enter honors classes. The middle percentile are left to "learn on their own". The principal at your school may allow your daughter into honors math if there is enough room. However, they usually fill the class until they reach their pre-determined cut off. If they do not grant your request, have her take an online course in addition to her regular math class this year. Perhaps, she will then be able to pass the ISAT & qualify for next year's honor class. MathUsee.com has affordable algebra & beyond programs. Hope this helps. Your daughter can progress at her level without the help of a public school. Give the mathusee a try. By time she reaches high school she will test out of algebra & qualify to enter trig. as a freshman! |
| Name: | BRANDYP |
| Town or district: | Belv |
| Comments: | Thank you for your comments! Jean, I agree with your comment on grade inflation (there have been times that I haven't been sure that my son has received a grade that he actually deserves), however, this would not be the case with my daughter. She deserves the good grades she gets because she works her butt off! She is focused and driven, enjoys the challenge, she will start studying for Friday's test on Monday, etc. She has always done above average work and scored high on the ISATs. I think that there is so much emphasis put on this testing that it creates anxiety in some students, and my daughter would definately be one of them. I would never push to have my children put in classes that they weren't ready for just for the "status". But I also agree with Michelle, and parents know their children best, and I KNOW my daughter should be moved ahead. It would not be in her best interest to hold her back from the challenge of honors classes. I am considering the testing, but am wondering if the tutoring facility would be a good place to go. Aren't they in the business to make money; would they give me a fair assessment? Has anyone ever experience resistance with their school when trying to move their children ahead? If so, how did you handle it? I'm just trying to plan ahead! I won't be able to talk to anyone at the school until the first week in August. Thanks! |
| Name: | Jean |
| Town or district: | batavia Illinois |
| Comments: | To: Brandi P -If your daughter did not do well on the ISAT, she probably should not move to honor courses for the 8th grade. Grade inflation on the part of her teachers is probably why she has a 3.7 grade point average. The ISAT is a "dumbed down" test. In another words, your daughter's math abilities are not as proficient as her grades suggest. You may want to have your daughter tested at a private tutoring company -Huntington or Sylvan - or even check possible online testing. MathUsee.com has a pre-algebra/algebra test available. There will be another shock when she moves on to high school. She will most likely NOT test out of pre -algebra again. This is commonplace for many students who "get A's" in middle school math. The school system is broke. The curriculum is lacking. The grading system is deceptive. |
| Name: | michelle |
| Town or district: | Pine Richland near Pittsburgh PA |
| Comments: | to BrandyP - I would push to get into the higher class. AimsWeb is an assessment tool, by Pearson, that in my experience simply tests to see how well a child will do on the state tests, here the PSSAs for NCLB. I lobbied to get my kid moved up to pre-AP English in 8th grade when she was a bit low on one test, and the school made me sign a waiver but allowed it without a hassle. I regretted not moving her to pre-Algebra from Math 6, but I did not realize what the tests meant (or didnt mean). Now my 5th grader scored low in one test to qualify for pre-Algebra for 6th grade and I am calling our Guidance dept to move him up. Parents know best, and I wish I had looked ahead at HS courses back before 6th grade to see how my decisions would affect the future. Good luck! |
| Name: | BrandyP |
| Town or district: | Belvidere |
| Comments: | I am posting to see if anyone has had this experience and what they did about it. My daughter was in 7th grade Honors math (pre-algebra) and honors Language Arts. She received A's and B's in pre-algebra, and a 96% or better in Language Arts for her 7th grade year, and a 3.7 or better GPA for the year. However, she apparently did not do well on the ISAT and a placement test call AIMSweb, which I understand is only a 5 minute test. Now I am fighting with the school to keep her in the honors classes for 8th grade. They expect her to retake pre-algebra as an 8th grader, which would be at a slower pace than she did in 7th grade. Do all schools weigh this testing so heavily, and not take into consideration the student, attendance, grades, etc? |
| Name: | BrandyP |
| Town or district: | Belvidere |
| Comments: | I am posting to see if anyone has had this experience and what they did about it. My daughter was in 7th grade Honors math (pre-algebra) and honors Language Arts. She received A's and B's in pre-algebra, and a 96% or better in Language Arts for her 7th grade year, and a 3.7 or better GPA for the year. However, she apparently did not do well on the ISAT and a placement test call AIMSweb, which I understand is only a 5 minute test. Now I am fighting with the school to keep her in the honors classes for 8th grade. They expect her to retake pre-algebra as an 8th grader, which would be at a slower pace than she did in 7th grade. Do all schools weigh this testing so heavily, and not take into consideration the student, attendance, grades, etc? |
| Name: | Belen Sanchez Leos |
| Town or district: | Inverness Illinois |
| Comments: | My second grade daughter was subjected to a bullying incident that required her to go to the hospital in Febuary of this year. Two fifth grade girls told a fifth grade boy to beat up my daughter and he followed through during an after school talent show practice session where parents and children were present. A police report was filed and the fifth grade boy was suspended for one day and the two fifth grade girls were halted from recess for three days. The principal was very reluctant with acknowledging the incident, until the police report was made. Holy Family solution is to draw an apology card with crayon and the situation will go away. Today, another incident has occurred, where a fifth grade girl has struck a fourth grade student and the fifth grade student was suspended. The parents of the fourth grade student were NOT NOTIFIED! Please advise as to how to file a complaint against Holy Family Catholic Academy in Inverness, Illinois. We pay full tuition without financial assistance for two children. Sincerely, Belen Sanchez Leos , belen.sanchezleos@gmail.com |
| Name: | flcertifiedteacher |
| Town or district: | formerly of Collier County, FL |
| Comments: | PS Here is a live link to my site explained in my comment below:
The Naples Daily Ruse |
| Name: | flcertifiedteacher |
| Town or district: | formerly of Collier County, Naples, FL |
| Comments: | Hi Rockford folks,
I am a FL certified teacher who resided in Collier County, FL when your former superintendent, Dennis Thompson, was hired there. I had made a parody blog about it ("Linda Abbott says Visit ROckford") and she was then voted out of school board office (she had voted for Thompson). One other board member, Richard Calabrese, decided not to run for a 2nd term due to medical reasons and quit, and the 3rd jerk who voted for Thompson is still on the board but says he won't seek another term. There are now a number of upcoming elections on that school board (three contested seats out of five). And I am writing now to let you know of my new parody blog about Thompson -- as I now seriously believe he is a high school drop-out: http://www.naplesruse.blogspot.com Enjoy. PS Feel free to post comments on the above site. It has no ads. No registration required, either. flcertifiedteacher, now living in another state |
| Name: | board member |
| Town or district: | oregon |
| Comments: | Thank you for the invaluable information to help combat the pervasive ideologies that dominate education! Not that we win--because they can't let facts stop fuzzy math--but knowing others are going through this helps keep me sane!
One thing you could add to your arsenal in the Mathematics section is a new study done by What Works Clearinghouse that is actually a well-done, randomized study of 4 math curricula. No surprise--Investigations was the worst! The link: http://ies.ed.gov/ncee/pubs/20094052/summ_2.asp |
| Name: | Parent |
| Town or district: | Batavia Illinois |
| Comments: | Our district is also missing the mark by a mile. Parents are not familiar with curriculum and therefore assume their children are in a great school. Sorry to say, the Batavia Public Schools do not have a solid curriculum. Lots of fluff. No official grammar or spelling instruction. The district uses Everyday Math - just horrendous. History is NOT taught and science instruction is minimal. If parents took the time to get informed, they would demand better for their children. Keep in mind the administration & teachers will insist they do in fact teach grammar, spelling, science etc... However, no such official instruction exists. Ask to see the textbooks, workbooks etc. No such books exist. They may touch on a subject, but does not mean the child is receiving quality instruction. The "impressive" test scores are deceptive. A child that "meets the standard" on the ISAT test, means they scored at least 48% correct. The schools are then able to brag that 95% of their students are "proficient". Really? Since when is scoring 48% considered "proficient"? There is a good chance a monkey could score 48% correct. The only thing that will stop this madness is an awakening on the part of the parents. |
| Name: | Robert F |
| Town or district: | Seattle |
| Comments: | Dear "Teacher" from New Hampshire,
If you happen to read this, please write me at neoreadteach@yahoo.com. I am interested in hearing more about your experience and about your thoughts on education. Like-minded teachers need to get together--our adversaries certainly do. |
| Name: | Jim Lawrence |
| Town or district: | all schools on NICOR |
| Comments: | Public schools on Nicor's system who belong to non-profit natural gas coops pay more for natural gas than a regular Nicor customer. Over $8,000,000 was wasted from 2006 to July 2008 by less than 100 schools. In 2008/09 non-profit member schools paid over 20% more than Nicor's cost. I will pay anyone $2000 if they can find one member school that saved a total of one penny from July 06 through Dec 09. I will furnish the list of 62 schools on Nicor. Phone # 480 907 6078. Your for Better Schools, Jim |
| Name: | Nathan Trent |
| Town or district: | Australia |
| Comments: | What you describe has been done with the Illinois education system has been repeated around the world. It has been done to get women into the work force so that they can pay tax etc, without having to educate more people. This process has been to the detriment to boys.
The thing to do now however is to get education systems changed to so that boys are no longer disadvantaged. More details can be seen in my blog: http://boyseducationaustralia.blogspot.com/2009/10/boys-are-discriminated-against-in.html |
| Name: | Mason |
| Town or district: | Schaumburg |
| Comments: | championnews.net has a list of all the teachers' salaries in the Chicagoland area. There is also a pension report. |
| Name: | turner |
| Town or district: | vvsd |
| Comments: | Is there any law that provides for students to stay in their own home school. We are possibley being moved to a school within our district, but in another town |
| Name: | MARY |
| Town or district: | CHICAGO |
| Comments: | iT IS WRONG THAT CHICAGO PUBLIC SCHOOLS SYSTEM IS ALL ABOUT CLOSING MORE AND MORE SCHOOLS WHILE EXISTING SCHOOLS ARE OVERCROWDED.
WHAT KIND OF EDUCATION WOULD TEACHERS PROVIDE TO OVERCROWDED CLASS? AS WE CLAIM SO MUCH FROM TEACHERS WHY WE DO NOT TAKE ACTION TO DEMAND FROM CITY TO SAVE SCHOOLS. GO TO ANOTHER COUNTRIES.IN FRANCE THERE IS A MAXIMUM SIZE OF CLASS UP TO 22 STUDENTS IN HIGHSCHOOL AND 18 IN ELEMENTARY. ALSO ANOTHER COUNTIES DO NOT HAVE CRAZY TESTING SYSTEM DURING SCHOOL YEAR LIKE US. HERE WE TRY TO PUT ALL BURDEN ON TEACHERS,WHILE THEY HAVE ENOUGH BY DEALING WITH 30 OR MORE STUDENTS ,THEIR PARENTS, AND SCHOOL EVIRONMENT ISSUES. WE PARENTS DO NOT SEE REAL PROBLEMS.WE SOMETIMES DO NOT CHECK OUR CHILDREN SCHOOL SUPLIES,NOT MENTION HOMEWORK.WE JUST SEND OUR CHILDREN TO SCHOOLS THINKING THAT FREE EDUCATION SHOULD BE THE BEST EVER.IN ORDER TO BE US TEACHER YOU HAVE TO PASS FEW DIFFICULT TESTS, NOW EVEN MORE DIFFICULT THAN LAWERS AND ENGEENIERS TAKE. ALSO YOU HAVE TO COMPLETE HIGHER EDUCATION COURSES,WHICH COST ABOUT $30.000 -60.000.AND AFTER THAT THEY HAVE TO DEAL WITH BUNCH OF OUR KIDS IN SCHOOLS BUILDINGS WITH LACK OF BASIC MODERNIZATION. I DISAGREE WITH SOME OF OPINIONS THAT ALL IS TEACHERS FAULT. IT IS OUR ISSUE TO FIND MORE MONEY FOR EDUCATION. AND WHY HUBERMAN,WHO HAS NOTHING TO DO WITH EDUCATION IS A HEAD OF IT? WHY,BECAUSE HE IS ONE OF DALEY'S FRIENDS? I WONDER WHAT EDUCATION RON HUBERMAN DID POSSES? MARY |
| Name: | Teacher |
| Town or district: | New Hampshire |
| Comments: | I'm a 35-year teacher who speaks all over my state about this nonsense. I am going to do an interview on someone else's radio show on Monday and thought I'd come here and refresh my memory about the pure hell my last 10 years of teaching were. Frankly I have a headache reading about this stuff and remembering how hard it was to be a good teacher while rejecting most of this nonsense.
I wonder how so many supposedly intelligent people could fall for this nonsense. Please do not ever take this site down! |
| Name: | Nathn Trent |
| Town or district: | Australia |
| Comments: | Your website has a lot of interesting information and confirms what I have stated in my blog. I have also proposed solutions to some of the problems that you outline. A lot of the issues that you describe can be overcome by single sex boy’s schools where the teachers are judged on performance, i.e. how many boys get through heir exams. That way you will have boy friendly teaching methods. Also the curriculum needs to be boy friendly. The Cambridge education system as mentioned in my blog is used around the world and is gender neutral in terms of the relative success of both sexes.
http://boyseducationaustralia.blogspot.com/2009/10/boys-are-discriminated-against-in.html |
| Name: | chicago parent |
| Town or district: | city of chicago |
| Comments: | This is probably a bit off topic, but I think that this colors performance across the board including performance in math. I was surprised to learn how much more time students in other countries spend in school. Students in China spend 250 days, in India 225, in Europe, 200. In the US 180 days, in Chicago 176. Now factor in the fact that we test 3 times a year, have such a short school day, have frequent subs (which are always a waste of student time), and such a short school day. We need at least one more month in school. I don't think that students in the US will be at par unless this gap is fixed. |
| Name: | Susan Kelly |
| Town or district: | Northbrook, IL |
| Comments: | If you need a laugh, track down the DVD "People like Us" by the BBC and watch the episode on the "Headteacher." where the interview subject tries to explain the advantage of pupil-centered teaching vs. teacher centered learning and how teachers must stand aside and let students, who don't really know the subject muddle along and make collages, while the teacher's main task is now to distribute glue for collages. |
| Name: | Sharon |
| Town or district: | A town in MA |
| Comments: | Any experience with Glencoe Advanced Mathematical Concepts: Precalculus with Applications? Would appreciate some teacher or parent (well versed with this level of math) opinions. |
| Name: | Robert F |
| Town or district: | Seattle |
| Comments: | If anyone reading this is interested in working on a way out of the mess described on this site, please contact me at neoreadteach@yahoo.com. I fully disagree with the progressive approach. I think the criticisms of the mainstream here are accurate and important. The question is "What is do be done?" How do teachers get out if this trap? As I've said below, I don't need to read any more articles. Reading assignments aren't a solution. If anyone is hearing what I am saying, please write. |
| Name: | Rolf Goehler |
| Town or district: | District 211 |
| Comments: | The school funding system needs urgent control because the spending and budgting, like in all government operations, is exceeding the rational cost benefit crteria. In 211 the per pupil cost is 33% higher and teacher compensation is 25% not to mention the exorbitant pension system than similar suburban districts and the overall performance is mediocre. This represents bad management and a pre-disposition to union demands that are not in the interest of the students and a better education. Massive reform is needed and a reduction in the allowed taxation on local property bills in order of 20% is necessary immediately as a start. |
| Name: | Frank |
| Town or district: | California |
| Comments: | After 15 years of looking at Kumon Math, I continue to believe it is the best curriculum for K-5th grade. It's a great addition to existing school programs though it may be expensive. |
| Name: | Tina |
| Town or district: | Carlsbad, CA |
| Comments: | Our district just adopted SFAW fuzzy math this year. That means we are stuck with the SFAW program for seven years. Apparently, California is willing to experiment with fuzzy math also. From the beginning of this program, my son has been frustrated and confused by lengthy politically correct word problems and confusing instruction on how to do basic computation. Why are they making simple computation so complicated? I'm shocked that this program was picked up. After discussing my concern with a politically correct teacher, she suggested that it was my resistance to the program that was the problem, and not the program itself. I had to laugh out loud! Stop the insanity!
In the meantime, I continue to teach a straight forward math program at home. |
| Name: | Evan |
| Town or district: | Northern Illinois |
| Comments: | Does anyone know if there is a website that breaks down benefits paid in a school district? My wife is a teacher and I hear how teachers make so much and have such great benefits. My wife makes $48,000/year but has $402.00 taken out of her check for family healthcare and $205.00 taken out of her check to contribute to her pension and she is paid every twice a month. I can’t help but think she could move to another school district where the school district picks up some of the benefits and be better off.
Thanks |
| Name: | Jason |
| Town or district: | Illinois |
| Comments: | I just wanted to say your science section is dead on. I'm a chemistry teacher in Illinois with an actual Masters degree in my content area and the nonsense that the "education elites" is pushing is disgusting. We are creating a generation of science idiots thanks to hands-on, touchy feely way of teaching these people are pushing. Nothing is more frustrating when you have a principal, who's a former gym teacher, telling you the best way to teach chemistry just because she has a masters she somehow passed an administrator's exam. |
| Name: | Ann |
| Town or district: | Florida |
| Comments: | Thank you, thank you, thank you, thank you, thank you, for your Eduspeak article! I literally thought I was the only one who noticed this lingo in my search for a school for my son!!!! I can't tell you how relieved I am. I won't need a straight jacket after all, whew!!! After deciding on a private Catholic school, they have now introduced IB this year. I knew something was wrong when I went to the IB site and saw "that strange language" all over the place. I could hear the fuses pop in my head as I navigated the site. Now though, I see my battle has only begun---- |
| Name: | Cubs Fan |
| Comments: | Just wanting some information on Imagine Charter Schools. A friend in Florida has children in one of these schools. They are using what sounds like the Project CHILD method at this school. I'm a little concerned about how they are learning.
I would love to hear from someone who has had some kind of experience with this type of charter school. There are numerous ones throughout the U.S. Any kind of feedback would be extremely helpful. |
| Name: | sarah hochschwender |
| Town or district: | st joseph MO |
| Comments: | i am looking for opinions on unicom-arc. i see an excellent article here...."spinmeisters...." . some in this city are inferring that this is old news, and possibly a single crank.
i was dismayed at the slick and packaged presentation our district got last night. what is your collective experience? |
| Name: | D. Brady |
| Town or district: | Warren Township Dist 50 |
| Comments: | I found the article "Should a District Superintendent Be Paid Like a CEO?"
by Dave Ziffer to be a joke. Obviously Dave hasn't spent much time in Corporate America. CEO's in most cases are overpaid and are very rarely blamed for the failure's that they cause. When they are blamed and fired, it's usually for something the previous CEO did (and was given a bonus for). Most business books & schools will tell you that a CEO's primary function is to make sure that the company's most important assets (manpower) is operating at peak efficiency. There are many other people in the company chain of command that deal with strategy and marketing and the CEO isn't the guy. Look to Marketing for that. Sales implements the vision and ops will make sure the tools are available to get the job done. The CEO makes sure that it all works smoothly. Dave, let me ask, what 2nd level manager do you know that manages HUNDREDS of employees, and THOUSANDS of customers (students)? Get real.... |
| Name: | Kellyn |
| Town or district: | LA |
| Comments: | THECHAMPION.ORG has a database that lists the salaries for all Illinois state teachers & administrators. From the home page, scroll down the right side, click, and your eyes will pop!
So the problems we have with government education is not just flaky curricula and failing schools, it's financially irresponsible politicians who have mismanaged taxpayer dollars by contracting with the unions, terms that are unsustainable going forward. The City of Vallejo filed bankruptcy and put the blame squarely on public employee (gilt-edge pensions) entitlements, San Diego has been teetering for years, and the State of California is headed for a train wreck. But the state employee unions, as adults, can see the sky falling; but in juvenile mode, still want more and more money! But first and foremost I blame the politicians for mismanaging our money, when they should have taken a stand and protected their taxpaying constituents against the childish and irrational demands of the unions. Honestly, Mary from Bolingbrook, I don't know one starving teacher who still buys school supplies for her students. Didn't that go the way of the redbrick schoolhouse? |
| Name: | Mary |
| Town or district: | Bolingbrook |
| Comments: | For those of you who like to trash education, I'd like to see you get right in there and actually practice what you preach. For those of us in poorer districts, we spend our own salaries to purchase supplies for the classroom, because our parents cannot afford to buy things like pencils and crayons, but the student owns a cell phone and a nintendo DS. Because we receive a pension, we are ineligible for social security, even though I work a second job to make ends meet, and spent 10 years in the private sector, so 10 years of my work and 10K a year currently will go to pad YOUR retirement. Sadly, most teachers work a second job, because 40K isn't enough in this economic climate. Lastly, you look to the higher paid superintendents of the IL school districts - most of whom represent the competitive school districts like New Trier. The superintendent's salary is voted on by your school board, people YOU elected to represent you, and now you're calling sour grapes because you have to pay for it. Superintendents work a full year, and spend 12 hours a day most of those days. I don't think anyone on this board got woken with a phone call in the middle of the night telling you that the building where you work lost electricity or heat, and have to make a multi-million dollar decision at the drop of a hat. Most of you never once considered the state of the roof at your office, wondering if it needed replacement or could it hold for another year, because other items were needed, and then when you didn't sleep all night, got up the next morning, and attended the school plays at three different schools, all the while never showing the strain of worry on your face. Spend a year in the school system with parents who say things like, "I can't get her to do her homework," and then when you respond with things like "Take away the DS, turn off the TV, and make her sit there," the parent says, "Oh I can't do that, I want her to like me." Kids are coming into kindergarten and first grade not knowing the alphabet. So don't tell me about my salary, and the salary of my boss. Because I don't tell you how to do your job, but I bet I could, if I had the time. |
| Name: | Vivian Alden |
| Town or district: | Chicago |
| Comments: | I found your site disturbing. The home page lists obscure examples of Illinois education, and when I scrolled down to find some explanation, all I found was that you reviews, apparently to taut your own laurels. I lost any interest there. |
| Name: | Concerned Parent |
| Town or district: | Schaumburg |
| Comments: | This website is great, but it would just be great if you also had a separate list of the school districts and private schools that don't use a fuzzy math program. It would be helpful especially when planning to move. |
| Name: | Wendy |
| Town or district: | Davis Junction |
| Comments: | we should have a cap on all state jobs. there is no good reason to pay more than 80,000 dollars a year for administrators or superintendents. look at the saleries we are paying, who said that was ok. when a super intendent is making over 300,000 dollars a year and those that they are in charge of can't afford new shoes it is truely a disgrace. cut thier saleries!!! |
| Name: | Bruce Deitrick Price |
| Town or district: | Norfolk, Virginia |
| Comments: | I've got about 150 articles on the internet, and recently collected the best excerpts into a book titled "THE EDUCATION ENIGMA--What Happened To American Education." Some of you have visited my site Improve-Education.org and know that my perspective is pro-facts and knowledge, and anti-educators (i.e., the people at the top who caused most of the problems). This book is short, lively, and accessible. It will help people understand that the schools were deliberately dumbed down, and must be smartened up the same way. On Amazon. Or ask your local library to carry it. |
| Name: | Lisa |
| Comments: | Here's a great homeschooling activity.. Learn about other cities, states, countries:
http://groups.yahoo.com/group/Traveling_Tony/ |
| Name: | Buckeye Girl |
| Town or district: | Naperville 203 |
| Comments: | You described Naperville 203's horrid math program to a T. In our personal experience (and in the opinion of hundreds of parents we know who are so angry that they literally are swearing and crying about how bad it is and the negative effect it is having on their kids' confidence/ability to do math), the program should be trashed IMMEDIATELY!!
We have hard data to prove that it failed our oldest. She jumped from 50 to 97th percentile after 4 months basic tutoring at Sylvan Learning Center in Woodridge. 203 administrators said it was impossible for our daughter to post such large leaps, yet we saw this on multiple standardized tests and in A's (vs. C's - F's) immediately upon Sylvan topics showing up in math class and that improvement continues now that we've pulled her from the clutches of the sub-par curriculum 203 forces on our unsuspecting children. This is the tip of the iceberg. The spelling/vocabulary curriculum is even worse. We are livid that we are paying such high taxes and in return getting such poor curriculum, and that District 203 administrators continue their pattern of denial, obfuscation and retaliation against kids whose parents have the temerity to complain. Someone should band us all together to file a class action lawsuit and demand change! |
| Name: | Buckeye Girl |
| Town or district: | Naperville 203 |
| Comments: | Kudos!! You absolutely NAILED your description of District 203's failed math program. It was uncanny how dead on you were - totally consistent with our current experience.
Specifically, we have a very bright (gifted) daughter who was struggling in math in District 203, supposedly one of the best districts in the state. After only 4 mos tutoring at Sylvan Learning Center in Woodridge IL (a decent program which incidentally District administrators trash), she jumped from 50th percentile to 97th percentile on all her standardized tests. We could tell the exact week when the Sylvan curriculum kicked in - it was the week when she all of a sudden started getting A's - because the sylvan curriculum actually taught her how to do math rather than the mumbo-jumbo senseless garbage District 203's curriculum has been spewing (not the fault of the teachers, but the administrators who selected this horrid curriculum). District 203's curriculum actually destroyed her confidence. She literally thought she was "stupid". Even worse is District 203 administrator arrogance denying that there's a problem. We complained (and I know hundreds of other District parents, including some teachers who are rabid to the point of swearing/crying about how bad the math program is), and 203's response has been denial ("nobody else is complaining"). Then there was retaliation against our daughter because we had the temerity to complain. I finally got our principal to admit District 203 knew there was a problem, but that it's a "7 year cycle to fix the program." Well, the bottom line is that won't do my kids any good. they will be out of 203 before this failed program is drop kicked as it should have been years ago. Shame on you District 203 administrators for denying the problem, blackballing concerned parents, and retaliating against students of parents who rightfully advocate for much needed curriculum change. And this is just the tip of the iceberg. If you think math is bad, you could write an expose about their even worse spelling/vocabulary curriculum. |
| Name: | Ann Duckworth |
| Town or district: | Jacksonville, FL |
| Comments: | Excerpt from - Why Males are Falling Behind Academically and Economically
Males are falling behind in greater numbers each year academically and economically. Our society is still using the nineteenth century belief Males should be strong and Females should be protected. This belief allows much aggression toward Males to make them tough. Any sign of weakness or displaying work that is considered more feminine is a negative in the eyes of society that will only react with more aggression toward such Males. Only Males who have been taught from a young age to not value those physical areas sufficiently and who are valued more so for so-called feminine qualities such as patience, understanding, ease of nature, kindness, mildness, and goodness will be able to also develop other information age skills society still feels is feminine such as mental, emotional, social, and academic skills. You see, all of those skills require more patience, ease of nature, and "low average stress along with proper pace and intensity in approaching those mental areas.” The nineteenth century belief Males should be strong very adversely affects Males from an early age onward in three large areas. The first area of concern: society's belief, Males should be strong allows much aggression toward Males (differences as early as nine months) “Psychology of Sex Differences”. From this aggression given them, Males are operating with much higher average stress that makes learning information age skills much more difficult. The increased aggression Males receive, creates four bad things for Males academically, mentally, emotionally, and socially: 1. It creates higher average layers of mental frictions (redefined from higher average stress) which inhibit thinking, learning, and motivation in mental areas. 2. These higher layers of mental frictions also create improper pace and intensity in approaching mental work (apply too much effort when approaching new material) and higher tension that hurts motivation to learn. 3. The aggression Males receive and less positive (nurturing) attention also create the higher average stress, which then creates the nervous energy or over activity. 4. This extra aggression Males receive creates the Male ego or defensive cushion that the Male develops from an early age to protect them from the aggressions they receive from society. This Male ego or defensive cushion has the negative consequences of further alienating the Male from “any” various mental, emotional, social, and academic supports they “might just” receive from society. When Males hear firm or hard words from others like teachers or others their minds are thinking defense and not thinking about learning and enjoying the learning process. The combination of high layers of mental frictions and defensive cushion are working to create an impediment to learning that accumulates in harm over time for men. The Second area of concern: In society today, men are given love, honor, respect, and support or the essentials of their self-worth only on the “condition of sufficient” achievement, money, power, status or image. Again, this is all a part of the nineteenth century belief Males should be strong. This is what makes Males so competitive. Males are continually vying or competing for the essentials of feelings of self-worth from society. They must fight through the still present, nineteenth century confrontations allowed by society upon them from an early age to achieve those benefits and feelings of self-worth. Those Males who do not achieve in school or other like areas will not only not receive sufficient love, honor, and respect from teacher, parents, and others for this lacking, they may receive more neglect and even more aggression from those persons. Again, society allows this window of aggression upon Males to make them tough. Males who can achieve in the classroom will do so. He will receive sufficient love, honor, respect, and support for academics and will continue to put forth more effort. When a Male Child is not showing a measure of achievement in school, he will tend to receive more neglect, abuse, and ridicule from parents and “teachers” than the Female child. This signals to the Male Child that he will not receive the essentials of self-worth in academics. He will then push himself in areas such as games, sports, and other pursuits to receive love, honor and respect (self-worth) from his peers. Over a period of years, this leaves Males far behind Females in mental, emotional, social, and academic knowledge and skills. Third area of concern: In addition, Males are not given positive mental, emotional, social, and academic support, knowledge and skills (unless by accident). Society in its ignorance from the nineteenth century belief Males should be strong considers such attention and support as coddling the Male child. Society still holds that Males should pull themselves up by their own bootstraps. As a result, Males are not given the tools to develop many mental, emotional, social, and academic skills. This greatly cuts down on their motivation to develop those skills. The combined effect of society only rewarding strength and power to face aggression; neglect in many social and academic areas; not rewarding but acting with more aggression toward Males who attempt to develop mildness, kindness, goodness, and care for others are hurting many Males. Over a period of years, this is leaving many Males grossly unable to compete in the information age, which requires a slow accumulation of many complex mental, emotional, social, academic skills and talents. This is creating the ever growing international Male Crisis that will only get worse for Males and then get much worse for Females when Males begin to take back with interest, their power and status. I feel society will continue maintaining this mistreatment of Males until a critical point is reached. The truth is, little boys need just as much coddling as the girls and just as much mental, emotional, social, and academic support as the girls. While neglect of Male children and boys may have proved useful in the more physical nineteenth century, it is working opposite of need in the information age where it requires much more accumulated mental, emotional, social and academic skills acquired over time. In these areas, Males are being seriously shortchanged. It is incorrect to view the Male Crisis on role models. The lack of role models is the result of the problem, not the cause. If you had a bag full of sand with a hole in the bottom, you would “not” say there is less sand in the bag; you would say there is a hole in the bottom of the bag. Indeed, we should fix the hole in the bag by providing Males with tools to develop long-term, mental/emotional stability so they can better compete mentally and emotionally in the information age. One professional was attempting to find more role models for Male children. He boasted that a Male child’s esteem goes up when they have one positive role model. What he was unknowingly saying was that Males have such little attention that when they do receive that attention, they are very grateful. This creates the large rise in esteem. The fight for attention could be creating misbehavior in Male children. 1. I also fear the use of Male classrooms with more discipline and more time on task will only lead to more stern and even more harsh treatment and stereotyping of Males to perform more physical or menial labor to match the growing caste system being portrayed in the media against Males today. We must learn to realize our current, single/multiple intelligence models were simply accepted out of hand years ago and held on to by many who were in control and apparently felt satisfied enough with their own life. Such ones could not see the tremendous disadvantage and damage such narrow, short-sighted beliefs would have on others, even among some persons who are closely related to them. “Newest Version” by e-mail to everyone. mayfieldga@bellsouth.net |
| Name: | Kellyn |
| Town or district: | Los Angeles |
| Comments: | Re teacher pay. I don't think the problem is what teachers make, too little, or too much. The issue is CAN WE AFFORD IT? Most politicians and union leaders never say WE CAN'T AFFORD THIS. They just throw temper tantrums and through intimidation usually get what they want. Make no mistake about it, big unions are the rulers and winners here! Their racket is secured. |