This blog was originally created to support the no on the recall campaign.
It served its purpose. We got some truth out there in the midst of the poisonous pool of information that permeated this community for too long.
I do want to apologize for casting any aspersions on Mr. Bray, my question was more about the idea that the district had issues with content on computers. It is not my issue, nor my concern. Mr. Bray is a competent and solid technology expert who has provided much support to the teachers and students of this district.
However, my time is done now.
I do not want to degrade down to the level of the lebanon truth blog that seeks out issues just to hurt people.
Not to sound to X-filesish... but the truth is still out there, someone else needs to pick up the baton and keep looking... hopefully they will be powerful enough to bring those who have done such great damage to light in such a manner that vindication will be had for the victims of the Robinson regime.
A personal message to LT... you certainly can keep on with your venomous attacks and continue to move for the disintegration of a healthy community... or you can decide to let the community work towards resolution and closure on a very painful time in our history and sign off as well.
I acknowledge my part in the hard times we have had. I accept that I allowed myself to justify continued blogging because I thought "someone has to counteract that other blog" because I truly believe in everything I have said here. But to continue now, would be total selfish desire to hurt people who have hurt people I care about and I end up no better than LT.
I will trust in the new strength found in the board leadership and I wish Lebanon the best and hope for a positive future.
Saturday, November 15, 2008
Responding to more comments...
My goodness. I spend a couple of days out of state and things sure do pile up. I apologize for the delay in responding to some of the comments out there...
1. I appreciate Mr. Bray's response. I have always found him to be a reliable source. So, the rumor, that I posted as a rumor has been dispelled. I do appreciate truth.
2. It is never libelous to state that you have had heard a rumor.... semantics are important.
3. I have reported rumors in the past.
4. I find it interesting how adamantly defensive the commentors have become about this blog. I have found significantly more evidence to the inappropriate things happening in this district over the past decade, than proof of positive things coming out of what we were doing in the past.
If you ascribe to the belief that we were on the "cutting edge of school reform" in my opinion you were blinded by a charasmatic leader who got you to drink some metaphorical kool-aid that caused you to be incapable of ever seeing anything but the truth he led you to believe which makes you an unreliable witness.
If you were deeply damaged and publicly maligned by powerful employees of this district there seemed to be a revenge aspect or a simple, "you are not one of us, therefore we must discredit you" sort of "put people in their place" mentality of those in power.
The chicken's head has been cut off, but the body is still writhing and causing damage as it tramples through the barnyard....
1. I appreciate Mr. Bray's response. I have always found him to be a reliable source. So, the rumor, that I posted as a rumor has been dispelled. I do appreciate truth.
2. It is never libelous to state that you have had heard a rumor.... semantics are important.
3. I have reported rumors in the past.
4. I find it interesting how adamantly defensive the commentors have become about this blog. I have found significantly more evidence to the inappropriate things happening in this district over the past decade, than proof of positive things coming out of what we were doing in the past.
If you ascribe to the belief that we were on the "cutting edge of school reform" in my opinion you were blinded by a charasmatic leader who got you to drink some metaphorical kool-aid that caused you to be incapable of ever seeing anything but the truth he led you to believe which makes you an unreliable witness.
If you were deeply damaged and publicly maligned by powerful employees of this district there seemed to be a revenge aspect or a simple, "you are not one of us, therefore we must discredit you" sort of "put people in their place" mentality of those in power.
The chicken's head has been cut off, but the body is still writhing and causing damage as it tramples through the barnyard....
Wednesday, November 12, 2008
Welcome new super...
Don't forget to come to the board meeting at 6:00pm to meet the new super.
It is important for the community give their input and support.
It is important for the community give their input and support.
Monday, November 10, 2008
Rumors...
A few new rumors...
1. Rumor has it that the new super will be in charge immediately after confirmation...who will that most effect?
2. Rumor has it that the director of technology erased a lot of files relative to the high school from a middle school teacher's computer.... what was that about?
3. Rumor has it that there is a million dollar grant for agriculture programs at seven oak, but there is some friction with the high school agriculture teacher... what is going on?
1. Rumor has it that the new super will be in charge immediately after confirmation...who will that most effect?
2. Rumor has it that the director of technology erased a lot of files relative to the high school from a middle school teacher's computer.... what was that about?
3. Rumor has it that there is a million dollar grant for agriculture programs at seven oak, but there is some friction with the high school agriculture teacher... what is going on?
Saturday, November 8, 2008
What do we know about the new Interim?
Oh to be fly on the wall as the Board deliberated. I truly wonder what was it about this man that got their attention? His bargaining ability? His experience with budgets? His experience with personnel?
If anyone knows anything about him...Please feel free to let the rest of us in on it!
If anyone knows anything about him...Please feel free to let the rest of us in on it!
Friday, November 7, 2008
More about the schedule...
One of my commentors made a comment that leads me to believe that I have not addressed their issue. I am sorry you felt that way.
I have tried to make sure I don't make the same mistakes that the other blogger has in printing things that there is little or no proof of without labeling it clearly as rumor... so I verify and ask questions.
Here is what I found out yesterday:
1. Kim Fandino asked to discuss with administration before the board meeting to be able to mitigate the problem because she did not want the schedule to be a board action and wanted to present a united response to the board. As of yesterday, no building principals have ever discussed the issue with her. She also did apologize at the board meeting for any contention that had come from this.
2. She has asked people to look at the schedule, or has asked people to just be willing to look at it in departments and view it with objective eyes... your comment today leads me to believe there might be a misunderstanding around this.
3. She stated clearly at the board meeting that it was supposed to go to the teachers in departments as a draft and that the teacher assignments were designed to lessen the number of types of courses each teacher had in any given day. She also said that the departments should look at who should teach what, she actually said that who teaches what wasn't the important thing other than that teachers should teach what they love.
Before I make my next statement, I do not want to be a hypocrite, I have indeed called people out on this blog. However, there have been facts attached, or I have clarified them as rumors with sufficient circumstantial evidence. I have never made up a fact to try to sway my readers to my perspective and get people to hate others like the other blogger has done.
People need to stop hating each other. "Let him who has not sinned cast the first stone..."
Sorry, but I refuse to jump on the anti-fandino wagon. I have seen how she cares about teachers and kids and I know that anyone who has actually worked with her on something that is good for kids has found her to be a passionate advocate whose bottom line is kids. Sometimes I may disagree with some points, but never her motives. Anyone who is willing to face all of her detractors and answer all questions is a braver person than most and the cowards who would attack her with lies deserve no credibility.
There are plenty of people out there for themselves, and I think they are the ones attacking people like Ms. Fandino.
I have tried to make sure I don't make the same mistakes that the other blogger has in printing things that there is little or no proof of without labeling it clearly as rumor... so I verify and ask questions.
Here is what I found out yesterday:
1. Kim Fandino asked to discuss with administration before the board meeting to be able to mitigate the problem because she did not want the schedule to be a board action and wanted to present a united response to the board. As of yesterday, no building principals have ever discussed the issue with her. She also did apologize at the board meeting for any contention that had come from this.
2. She has asked people to look at the schedule, or has asked people to just be willing to look at it in departments and view it with objective eyes... your comment today leads me to believe there might be a misunderstanding around this.
3. She stated clearly at the board meeting that it was supposed to go to the teachers in departments as a draft and that the teacher assignments were designed to lessen the number of types of courses each teacher had in any given day. She also said that the departments should look at who should teach what, she actually said that who teaches what wasn't the important thing other than that teachers should teach what they love.
4. Rumor: I heard that she would like the opportunity to address the staff and answer all questions and concerns about what happened. (Opinion: they probably won't let her because they might come off not so well once the faculty hear the whole story.)
5. She may have made a mistake in giving a parent group a copy of the schedule, but how could she know it was a mistake up front? Who would ever believe that the a high school schedule would be such a big deal. The only reason this was a problem was because the administration appear to have no intentions of fixing the problem or they simply could have nipped everything in the bud by saying, "we are taking this to the faculty for input and if it has merit, we will try to do it." No harm, no foul. But, apparently, they were so mad at Fandino (without ever talking to her) that they decided to make her an example.Before I make my next statement, I do not want to be a hypocrite, I have indeed called people out on this blog. However, there have been facts attached, or I have clarified them as rumors with sufficient circumstantial evidence. I have never made up a fact to try to sway my readers to my perspective and get people to hate others like the other blogger has done.
People need to stop hating each other. "Let him who has not sinned cast the first stone..."
Sorry, but I refuse to jump on the anti-fandino wagon. I have seen how she cares about teachers and kids and I know that anyone who has actually worked with her on something that is good for kids has found her to be a passionate advocate whose bottom line is kids. Sometimes I may disagree with some points, but never her motives. Anyone who is willing to face all of her detractors and answer all questions is a braver person than most and the cowards who would attack her with lies deserve no credibility.
There are plenty of people out there for themselves, and I think they are the ones attacking people like Ms. Fandino.
Thursday, November 6, 2008
If the interim superintendent reads this blog...
It was recently discovered that some of the LHS counselors told students that they could get credit for taking the same required class twice and it would count as taking "both" of the half credits required in that area.... a specific example.... taking Health 1 twice and pretending that it counts as Health 1 and Health 2. (Since a prominent citizen's son is one of the vicitims who just found out that the Health class he has been taking all trimester long will not count (as he was told by his counselor apparently) he now has basically forfeited the opportunity that he could have had during this trimester to take something he needed or wanted, he now, as a senior must give up something he had planned.
I blame the grown ups for that one... but he will be the one that pays.
I have heard rumors (and I repeat, these are second hand rumors, not first hand, albeit from reliable sources) that credit has been given to kids who needed things to graduate by secretaries and counselors who did not want the kids to be banned from graduating. The hitch is that no class was apparently taken...and in other cases apparently grades were changed on transcripts without the teacher's knowledge.
It seems to me that we need several audits:
1. An audit of courses and transcripts for the issues listed above.
2. A special ed audit.
3. A forensic audit of all the books... (unless the audit we just did meets that level of investigation).
4. A testing audit.
And we need some surveys:
1. A survey about administration (from the teacher and staff perspective).
2. A survey about teaching and effectiveness (from the kids perspective).
3. A survey about the morale and climate of each building.
4. A survey of the community needs relative to the district.
Welcome Mr. Interim, we really need you, we just hope we got it right!
I blame the grown ups for that one... but he will be the one that pays.
I have heard rumors (and I repeat, these are second hand rumors, not first hand, albeit from reliable sources) that credit has been given to kids who needed things to graduate by secretaries and counselors who did not want the kids to be banned from graduating. The hitch is that no class was apparently taken...and in other cases apparently grades were changed on transcripts without the teacher's knowledge.
It seems to me that we need several audits:
1. An audit of courses and transcripts for the issues listed above.
2. A special ed audit.
3. A forensic audit of all the books... (unless the audit we just did meets that level of investigation).
4. A testing audit.
And we need some surveys:
1. A survey about administration (from the teacher and staff perspective).
2. A survey about teaching and effectiveness (from the kids perspective).
3. A survey about the morale and climate of each building.
4. A survey of the community needs relative to the district.
Welcome Mr. Interim, we really need you, we just hope we got it right!
The rest of the story...
After writing my last posting, I read the articles in the paper and then I was contacted by someone who made a comment that interested me and peaked my interest so I contacted someone who was present at the Board meeting and a couple of teachers at the high school.... It would seem that the pattern of harassment toward Ms. Fandino did not stop with Mr. Robinson's departure...
Here are some facts:
1. The administration was going to be changing the schedule anyway.
2. She approached administration and asked permission to work on the schedule, she was given the blessing and data by the administration.
3. She took used a math formula to calculate how many classes are needed based on how many kids there are that wanted or needed each class.
3. She stated at the board meeting that the intent was for departments to decide who taught what and in fact actually was quoted by one listener as saying, "I could care less who teaches each class, but we all know that if someone loves what they are teaching they do a better job than if they are teaching a class they don't like."
She mentioned that the intent of the draft was to create a place for each class and then you can swap the classes in any given period between teachers. Which, by the way, is how it was done for years and generated very positive relations with the teachers.
4. She did check with people in most of the core subjects to see what preferences there were and tried to reflect that.
5. Now here is the crux of the issue. She gave administration the schedule proposal BEFORE anyone else saw it. Apparently she had asked administration to stop by to talk about it, but when they never showed, she emailed it.
She was contacted by the math mom later that evening who requested that Ms. Fandino help her understand the scheduling issue because that group had been talking about it already, and wanted to have a clear perspective on what can and cannot be done. According to the math mom, Ms. Fandino was clear that she had given the schedule to the administration and that it was simply a draft that she had created and wanted to get in the hands of teachers.
Also, it should be noted that the math mom showed it to others, what happened from there was not Ms. Fandino's doing.
6. BUT here is what was really upsetting to the administration... she actually talked to students, teachers and parents as she worked on the schedule. She stated at the board meeting that these were drafts and that in fact she had adjusted the first draft after hearing from the parents in the math group.
She purposefully tried to get input from those who had been left out of the schedule creation to get what she referred to as a "fresh perspective."
That makes sense. According to Mr. Kelley, the current schedule was created by 8 people who took several weeks to make something that is full of flaws and problems. According to Ms. Fandino she started the process last Wednesday and worked about 6 hours.
Also, she stated that not one of the administrators came to her to discuss the proposal ever.
It would seem that the administration got showed up by Ms. Fandino and rather than work with her, they decided to use their favorite play from the Jim Robinson playbook, discredit those who have upset you and make them look bad.
- - - -
In short... Ms. Fandino tried to work with those who had been disenfranchised in order to do what is best for kids, administration didn't like it, they went after Ms. Fandino, history repeats itself.
Here are some facts:
1. The administration was going to be changing the schedule anyway.
2. She approached administration and asked permission to work on the schedule, she was given the blessing and data by the administration.
3. She took used a math formula to calculate how many classes are needed based on how many kids there are that wanted or needed each class.
3. She stated at the board meeting that the intent was for departments to decide who taught what and in fact actually was quoted by one listener as saying, "I could care less who teaches each class, but we all know that if someone loves what they are teaching they do a better job than if they are teaching a class they don't like."
She mentioned that the intent of the draft was to create a place for each class and then you can swap the classes in any given period between teachers. Which, by the way, is how it was done for years and generated very positive relations with the teachers.
4. She did check with people in most of the core subjects to see what preferences there were and tried to reflect that.
5. Now here is the crux of the issue. She gave administration the schedule proposal BEFORE anyone else saw it. Apparently she had asked administration to stop by to talk about it, but when they never showed, she emailed it.
She was contacted by the math mom later that evening who requested that Ms. Fandino help her understand the scheduling issue because that group had been talking about it already, and wanted to have a clear perspective on what can and cannot be done. According to the math mom, Ms. Fandino was clear that she had given the schedule to the administration and that it was simply a draft that she had created and wanted to get in the hands of teachers.
Also, it should be noted that the math mom showed it to others, what happened from there was not Ms. Fandino's doing.
6. BUT here is what was really upsetting to the administration... she actually talked to students, teachers and parents as she worked on the schedule. She stated at the board meeting that these were drafts and that in fact she had adjusted the first draft after hearing from the parents in the math group.
She purposefully tried to get input from those who had been left out of the schedule creation to get what she referred to as a "fresh perspective."
That makes sense. According to Mr. Kelley, the current schedule was created by 8 people who took several weeks to make something that is full of flaws and problems. According to Ms. Fandino she started the process last Wednesday and worked about 6 hours.
Also, she stated that not one of the administrators came to her to discuss the proposal ever.
It would seem that the administration got showed up by Ms. Fandino and rather than work with her, they decided to use their favorite play from the Jim Robinson playbook, discredit those who have upset you and make them look bad.
- - - -
In short... Ms. Fandino tried to work with those who had been disenfranchised in order to do what is best for kids, administration didn't like it, they went after Ms. Fandino, history repeats itself.
Wednesday, November 5, 2008
What's up with the LHS schedule?
So apparently Kim Fandino, former union leader, made a schedule for the high school. It was brought to the board and there will be a board work session discussion about it on the 17th.
I have discussed the scheduling issues before, but the interactions at the board meeting seem to beg further questions...
1. According to Ms. Fandino, the administration knew that there was a problem and they were going to work on it. If they knew there were issues because staff brought them up last year, why did they wait until there were only a few weeks left to address the issue?
2. Who made the current schedule? If it is as bad as I hear, they probably should not be the ones working on things like this. According to a former registrar, the administration set the schedule before there was a decent percent of matches for the students. According to at least three unhappy teachers at the high school Mr. Finch made it very clear that there would not be any changes when the schedule first came out, and held to that for most of the teachers until there were apparently legal issues with who had what license.
3. Why did the administration let Ms. Fandino work on the schedule and then leave her hanging out to dry in front of the public? She stated that they had not contacted her at all about the schedule. Maybe they could have worked together? Or are they so unprofessional that they would snub her just because her schedule was better received?
4. Ms. Fandino also stated that she viewed the schedule as a draft for the departments to discuss. I hope that happens. It seems like the people who are doing the work are often left out of the conversation.
Bottom line.... do we need a new schedule? If so, why not work together openly to make it happen? Isn't about the kids needs anyway? Why are the grown ups making it so hard?
I have discussed the scheduling issues before, but the interactions at the board meeting seem to beg further questions...
1. According to Ms. Fandino, the administration knew that there was a problem and they were going to work on it. If they knew there were issues because staff brought them up last year, why did they wait until there were only a few weeks left to address the issue?
2. Who made the current schedule? If it is as bad as I hear, they probably should not be the ones working on things like this. According to a former registrar, the administration set the schedule before there was a decent percent of matches for the students. According to at least three unhappy teachers at the high school Mr. Finch made it very clear that there would not be any changes when the schedule first came out, and held to that for most of the teachers until there were apparently legal issues with who had what license.
3. Why did the administration let Ms. Fandino work on the schedule and then leave her hanging out to dry in front of the public? She stated that they had not contacted her at all about the schedule. Maybe they could have worked together? Or are they so unprofessional that they would snub her just because her schedule was better received?
4. Ms. Fandino also stated that she viewed the schedule as a draft for the departments to discuss. I hope that happens. It seems like the people who are doing the work are often left out of the conversation.
Bottom line.... do we need a new schedule? If so, why not work together openly to make it happen? Isn't about the kids needs anyway? Why are the grown ups making it so hard?
Sunday, November 2, 2008
Okay, so you want to debate...
The last few commentors assume that I have not spoken with people from the opposite view point.... Actually, I have discussed these issues with several teachers who disagree with one or the other of the points I have made, but not one of those people has disagreed with everything...the debate rages around the "water cooler" on most of these issues, but there are more things that make sense from my perspective that seem to resonate with more people.
What is frustrating is having community members who have not spoken with any teachers besides the one that has been theorized to be the other blogger and others who only think like her and they honestly believe that they are getting an objective view.
I have actually had conversations with that particular teacher and her like-minded friends. None of them were employed when much of what was done well was going on here. They do not know what 15 years ago looked like. I walked the halls of LHS when things were different in a good way.
Just a note about the graduation requirements that we are not offering.... the loss of the advanced programs makes it difficult for people to graduate with honors, and it is a shame that people would be okay about decreasing the opportunities of our advanced students and not just have them graduate with the lowest common denominator education that they have been forced to embrace by the current administration.
About the seniors and "leaving them alone." I am not advocating any changes other than a schedule fix that would allow them to get all the classes they need to graduate because according to several advisors at LHS there were very limited offerings of some important classes, like Algebra 2 etc. students were not able to find classes they needed or wanted to complete the second half of a course because they are scheduled against each other. How does rearranging the schedule with the SAME classes offered, just more available, hurt the seniors? Leaving the schedule alone will cause them more trouble.
What is frustrating is having community members who have not spoken with any teachers besides the one that has been theorized to be the other blogger and others who only think like her and they honestly believe that they are getting an objective view.
I have actually had conversations with that particular teacher and her like-minded friends. None of them were employed when much of what was done well was going on here. They do not know what 15 years ago looked like. I walked the halls of LHS when things were different in a good way.
Just a note about the graduation requirements that we are not offering.... the loss of the advanced programs makes it difficult for people to graduate with honors, and it is a shame that people would be okay about decreasing the opportunities of our advanced students and not just have them graduate with the lowest common denominator education that they have been forced to embrace by the current administration.
About the seniors and "leaving them alone." I am not advocating any changes other than a schedule fix that would allow them to get all the classes they need to graduate because according to several advisors at LHS there were very limited offerings of some important classes, like Algebra 2 etc. students were not able to find classes they needed or wanted to complete the second half of a course because they are scheduled against each other. How does rearranging the schedule with the SAME classes offered, just more available, hurt the seniors? Leaving the schedule alone will cause them more trouble.
More answers to comments...
1. Do I check my facts with people in the trenches? Absolutely! I only post what I know to be fact, or I state that it is rumor. I usually hear from two or more sources before I do my own investigation, calling people involved and asking questions. Then, and only then, do I post.
2. The comment "leave the seniors alone" was made. They are the ones who are clamoring for a schedule that will meet their needs.
2. The comment "leave the seniors alone" was made. They are the ones who are clamoring for a schedule that will meet their needs.
Answering reader comments...
1. The Special Ed issues. It is a fact that some students IEPs are changed by the district after having been approved. IEPs are not always followed, teachers are not given information about IEPs in some cases, and the law that requires that they not be displaced more than 2 years from their peers are violated.
2. The testing issue... this is a question that has never been answered by the district...
Do we test by age (if we are an ungraded system) or by grade (if we "have grades") according to several teachers we do not have grades (which means we should test by age), and yet, we test by grade (which means some students will never be tested and makes it look like our test score percentages are not accurate.)
3. The Green Acres Principal's actions are related to calling out staff members publicly when they don't sign up for voluntary activities, talking about them with other staff and parents, and in general creating an atmosphere of intimidation. He is actually remarkably similar to Jim Robinson...the philosophy is interesting, but the implementation alienates everyone you need to succeed and dooms things to failure.
4. Missing classes at LHS.... If you want, you can look at some of my earlier posts for more, but here is a short list....
On the advanced end....AP Chemistry, Advanced LA 9, Advanced LA 10, Advanced Global Studies, Advanced Freshman Science, Advanced Government, Advanced Economics, Advanced Personal Finance...
On other fronts, Freshman Core, the reluctant learner program, the credit recovery program, an entire alternative high school program.
All of the family and child classes are gone.
We now have 1 art teacher for the entire school.
The auto shop is gone, the welding program is half time and the architecture and other vocational programs are decimated.
Please keep asking your questions. I will continue to seek out answers.
2. The testing issue... this is a question that has never been answered by the district...
Do we test by age (if we are an ungraded system) or by grade (if we "have grades") according to several teachers we do not have grades (which means we should test by age), and yet, we test by grade (which means some students will never be tested and makes it look like our test score percentages are not accurate.)
3. The Green Acres Principal's actions are related to calling out staff members publicly when they don't sign up for voluntary activities, talking about them with other staff and parents, and in general creating an atmosphere of intimidation. He is actually remarkably similar to Jim Robinson...the philosophy is interesting, but the implementation alienates everyone you need to succeed and dooms things to failure.
4. Missing classes at LHS.... If you want, you can look at some of my earlier posts for more, but here is a short list....
On the advanced end....AP Chemistry, Advanced LA 9, Advanced LA 10, Advanced Global Studies, Advanced Freshman Science, Advanced Government, Advanced Economics, Advanced Personal Finance...
On other fronts, Freshman Core, the reluctant learner program, the credit recovery program, an entire alternative high school program.
All of the family and child classes are gone.
We now have 1 art teacher for the entire school.
The auto shop is gone, the welding program is half time and the architecture and other vocational programs are decimated.
Please keep asking your questions. I will continue to seek out answers.
Saturday, November 1, 2008
For those of you with short memories...
I know we are all fixing our eyes on this Tuesday and the bigger, nation-wide, situation, but we need to remember that we are looking for an interim superintendent this week and the reason is because the community (as proven by the other recent vote) wants us to stop the educational nonsense that has been pushed on our kids for years and bring some semblance of normalcy... unfortunately, even though this has been fast, there is still a need to get some things fixed faster than may be possible...
The principal of Green Acres has been using heavy handed tactics with his staff and wonders why the morale in the building is so low.
The LHS schedule needs to be fixed by second trimester so that kids at the high school might actually be able to take classes they need to be on track for graduation.
The financial situation needs to be resolved.
The Special Ed. situation needs to be resolved.
The testing issues need to be resolved.
Whoever is selected will have a lot to do right away if we are to help the kids we have right now and not make them wait while we get our collective acts together.
The principal of Green Acres has been using heavy handed tactics with his staff and wonders why the morale in the building is so low.
The LHS schedule needs to be fixed by second trimester so that kids at the high school might actually be able to take classes they need to be on track for graduation.
The financial situation needs to be resolved.
The Special Ed. situation needs to be resolved.
The testing issues need to be resolved.
Whoever is selected will have a lot to do right away if we are to help the kids we have right now and not make them wait while we get our collective acts together.
Thursday, October 30, 2008
The OSBA agenda...are they friends of the CARES group?
Things that make you go hmmmmmm.....
Knowing that there is a strong push from the community for an interim candidate from the inside, why would Betsy (the OSBA representative), promote a qualification on the list for the screening committee that would negate any candidate that has any history or agenda with the Lebanon Schools?
We desperately need someone who already knows what the problems are here so they can resolve them quickly.
With a broad interpretation, this means that no one who has ever heard or spoken to anybody who knows anything about what has been going on here would be eligible because that technically is history.
Also, (and just because this had made me feel a bit facetious) any decent administrator would have a plan (otherwise known as an agenda) for Lebanon.
Thank goodness our board was wise enough to see through her veiled attempt to keep people from within out and strike that line from the document before they approved it.
Knowing that there is a strong push from the community for an interim candidate from the inside, why would Betsy (the OSBA representative), promote a qualification on the list for the screening committee that would negate any candidate that has any history or agenda with the Lebanon Schools?
We desperately need someone who already knows what the problems are here so they can resolve them quickly.
With a broad interpretation, this means that no one who has ever heard or spoken to anybody who knows anything about what has been going on here would be eligible because that technically is history.
Also, (and just because this had made me feel a bit facetious) any decent administrator would have a plan (otherwise known as an agenda) for Lebanon.
Thank goodness our board was wise enough to see through her veiled attempt to keep people from within out and strike that line from the document before they approved it.
Wednesday, October 29, 2008
Philosophical Differences....
Here are the main philosophical questions that this community needs to address in order to find unity and be able to repair the damage that has been done....
1. Do we believe in discipline and consequences for inappropriate behavior? (If so, we need to hire administrators who also believe that, not people who enable and excuse behaviors and feel that discipline is primarily punitive.)
2. Do we believe that social development of students is as important, if not more important, than academic development? (If so, we need to stop "moving kids" based on test scores and find ways to provide what kids need where they are and help nourish and support their interpersonal relations.)
[Things that make you go hmmmm...: Why force the academies on high school kids because "the small group of student with the same teachers for four years is best" when at the elementary they are dividing by ability? Which group do you think could better handle the separation from their friends? The 7 year old, or the 17 year old?]
3. Do we believe elementary kids should have PE every day? Obesity and childhood diabetes are on the rise, physical activity helps with ADHD and other attention issues, students think better when they have had physical exercise, there are statistical correlations between physical activity and student achievement, etc.... (If so, maybe we should have full time PE teachers in each elementary school building rather than TOSAs at the district office.)
4. Do we believe every student should have MUSIC? (If so, maybe we should have full time MUSIC teachers in every elementary school building.)
[Things that make you go hmmmmm.....: I have heard that there are like 14 teachers on the TOSA list, if you traded 10 of them for PE and Music specialists you would still have 4 to invent programs and run programs that were invented to give them jobs. Didn't there just used to be two? There were two who ran the testing and were the Math and Language Arts specialists at the DO and did an exceptional job, why aren't they there any more??? Maybe they weren't in favor any more, or others who stood out more in their allegiance to Mr. Robinson usurped them?]
5. Do we believe in "advanced" classes? (If so, we need administration that does too, not people who say, "if it's good enough for one student, every student should have to take it.")
6. Do we believe that disruptive students should be removed from classrooms so that the rest of the students can learn and the teacher doesn't have to spend most of their time managing behavior rather than teaching? (If so, we need administration that believes in alternative programs and we need to return some here.)
7. Do we believe that LHS is just a basic lower-level school designed to feed kids to LBCC as soon as possible and only offer lower level classes and let LBCC teach the upper-level stuff no matter how old the kid is? (If so, we need to schedule enough advanced classes that we can accommodate our students needs at the upper-level and we need to have students take courses from LHS teachers until they are eligible to graduate, and have them go to LBCC for the continuing ed offered afterwards.)
[Things that make you go hmmmm...: According to some of the LBCC teachers the LHS kids do not have the study skills, the academic skills, nor the social skills to truly make it in college...shouldn't we make sure they are ready at LHS before we get a really bad reputation?]
8. Do we believe in quality teaching? (If so, we need administrators who know how to evaluate, not intimidate and can evaluate people based on their actual teaching ability rather than their support of administration.)
9. Do we believe kids should be able to get the classes they need? (If so, we need someone who knows how to create master schedules to do it, not people who schedule required classes against each other so students have to choose one subject over another and only offer one section of needed classes in an entire trimester. Apparently, current administration relies to heavily on the computer program to do it and they set the schedule with the lowest percentage of good matches in the history of LHS scheduling.)
10. Do we believe that students need to be in small focused groups with the same teachers so that they can build a strong academic foundation? (If so, we need to bring back freshman Core.)
(Things that make you go hmmmm...: Do the academies still "exist"? I mean the names are still there, but students take any classes they want, administration has directed all teachers to coordinate the curriculum so there are no differences across academies, all students will have the same requirements, Mr. Finch makes all the decisions... only in dress and behavior (cliques) do we really have them any more, and those are the two most damaging aspects of the academies.)
11. Do we believe in our kids? (If so, we need to get into the buildings to support our schools... have you volunteered lately?)
12. Do we believe in this community? (If so, we need to address the philosophical differences and fix the problem immediately.)
1. Do we believe in discipline and consequences for inappropriate behavior? (If so, we need to hire administrators who also believe that, not people who enable and excuse behaviors and feel that discipline is primarily punitive.)
2. Do we believe that social development of students is as important, if not more important, than academic development? (If so, we need to stop "moving kids" based on test scores and find ways to provide what kids need where they are and help nourish and support their interpersonal relations.)
[Things that make you go hmmmm...: Why force the academies on high school kids because "the small group of student with the same teachers for four years is best" when at the elementary they are dividing by ability? Which group do you think could better handle the separation from their friends? The 7 year old, or the 17 year old?]
3. Do we believe elementary kids should have PE every day? Obesity and childhood diabetes are on the rise, physical activity helps with ADHD and other attention issues, students think better when they have had physical exercise, there are statistical correlations between physical activity and student achievement, etc.... (If so, maybe we should have full time PE teachers in each elementary school building rather than TOSAs at the district office.)
4. Do we believe every student should have MUSIC? (If so, maybe we should have full time MUSIC teachers in every elementary school building.)
[Things that make you go hmmmmm.....: I have heard that there are like 14 teachers on the TOSA list, if you traded 10 of them for PE and Music specialists you would still have 4 to invent programs and run programs that were invented to give them jobs. Didn't there just used to be two? There were two who ran the testing and were the Math and Language Arts specialists at the DO and did an exceptional job, why aren't they there any more??? Maybe they weren't in favor any more, or others who stood out more in their allegiance to Mr. Robinson usurped them?]
5. Do we believe in "advanced" classes? (If so, we need administration that does too, not people who say, "if it's good enough for one student, every student should have to take it.")
6. Do we believe that disruptive students should be removed from classrooms so that the rest of the students can learn and the teacher doesn't have to spend most of their time managing behavior rather than teaching? (If so, we need administration that believes in alternative programs and we need to return some here.)
7. Do we believe that LHS is just a basic lower-level school designed to feed kids to LBCC as soon as possible and only offer lower level classes and let LBCC teach the upper-level stuff no matter how old the kid is? (If so, we need to schedule enough advanced classes that we can accommodate our students needs at the upper-level and we need to have students take courses from LHS teachers until they are eligible to graduate, and have them go to LBCC for the continuing ed offered afterwards.)
[Things that make you go hmmmm...: According to some of the LBCC teachers the LHS kids do not have the study skills, the academic skills, nor the social skills to truly make it in college...shouldn't we make sure they are ready at LHS before we get a really bad reputation?]
8. Do we believe in quality teaching? (If so, we need administrators who know how to evaluate, not intimidate and can evaluate people based on their actual teaching ability rather than their support of administration.)
9. Do we believe kids should be able to get the classes they need? (If so, we need someone who knows how to create master schedules to do it, not people who schedule required classes against each other so students have to choose one subject over another and only offer one section of needed classes in an entire trimester. Apparently, current administration relies to heavily on the computer program to do it and they set the schedule with the lowest percentage of good matches in the history of LHS scheduling.)
10. Do we believe that students need to be in small focused groups with the same teachers so that they can build a strong academic foundation? (If so, we need to bring back freshman Core.)
(Things that make you go hmmmm...: Do the academies still "exist"? I mean the names are still there, but students take any classes they want, administration has directed all teachers to coordinate the curriculum so there are no differences across academies, all students will have the same requirements, Mr. Finch makes all the decisions... only in dress and behavior (cliques) do we really have them any more, and those are the two most damaging aspects of the academies.)
11. Do we believe in our kids? (If so, we need to get into the buildings to support our schools... have you volunteered lately?)
12. Do we believe in this community? (If so, we need to address the philosophical differences and fix the problem immediately.)
Tuesday, October 28, 2008
More comment dialog...
To the student of the teacher who helped you with your subject while the fight happened, there were other teachers standing in their doorways, also, the violence and swearing should have caused kids to respond and call teachers out to help, but they tend to just watch anymore as well....
As far as "attacking" teachers... It is a fact that some teachers are not just allowing liability, they are causing it. They are the minority, but their reputation is what is damaging teachers' reputations here. They have been allowed to do this for years by the administration and therefore I hold the administration primarily responsible. I believe that most of those teachers are simply not aware that their actions are not acceptable in schools because they have never been taught otherwise.... that again is the fault of the administration.
I will just say that there are some teachers who need to be called to a higher level of professionalism, and that starts with the rules being laid out and enforced at every level because apparently altruistic professionalism is not present very much any more... it seems that it is pretty much every person for themselves unless there is a negative consequence...
As far as "attacking" teachers... It is a fact that some teachers are not just allowing liability, they are causing it. They are the minority, but their reputation is what is damaging teachers' reputations here. They have been allowed to do this for years by the administration and therefore I hold the administration primarily responsible. I believe that most of those teachers are simply not aware that their actions are not acceptable in schools because they have never been taught otherwise.... that again is the fault of the administration.
I will just say that there are some teachers who need to be called to a higher level of professionalism, and that starts with the rules being laid out and enforced at every level because apparently altruistic professionalism is not present very much any more... it seems that it is pretty much every person for themselves unless there is a negative consequence...
Monday, October 27, 2008
More responses to comments...
I thank the former student who was here ten years ago for writing, I hope they will write again, but I would like to address the distinction between a couple of our statements...
1. You stated that kids went to Seven Eleven with permission.... it has always been true that some students leave campus without permission.... I seem to remberer that one supposed "Senior Skip Day" the administration showed up at Sheri's during first period to catch some of the "skippers."
Some teachers have allowed kids to go get food and drink as well... (for the record, I do not think that is professional and boy that is a lawsuit waiting to happen.)
However, I stated that some teachers now SEND kids and forgive tardies in exchange for drinks.
That is a pretty big difference.
2. In terms of kids getting away with things... I guess I could be more clear... ten years ago, IF a teacher reported any of those things, they were addressed by administration. Now they are not. If the teachers let them get away with things back then, that was their own, individual, unprofessionalism, not a systematic lack of authority as there is now.
3. There have always been teachers who push the limits, or pick and choose which rules they will follow because they do not agree with them. The difference has to come from the expectations of leadership.
There are some teachers who have been here for that long and longer.... A few of them have fallen into some bad habits... however, with the right leadership they would remember having been under good direction and come back into the right manners in most cases.
I fear for those who have only ever known chaos and disorder. many of them have never known how wonderful it can be to work in an emotionally safe, positive working atmosphere with competent leadership and clear direction. They cling to the only thing they have known, like a child who doesn't want to remove a splinter out of fear of the pain.
Ask someone who worked here when Dale Koger was the principal about effective administration. The picture they have is very different...
PS. Former student, who were your freshman Core teachers and did Core help you?
1. You stated that kids went to Seven Eleven with permission.... it has always been true that some students leave campus without permission.... I seem to remberer that one supposed "Senior Skip Day" the administration showed up at Sheri's during first period to catch some of the "skippers."
Some teachers have allowed kids to go get food and drink as well... (for the record, I do not think that is professional and boy that is a lawsuit waiting to happen.)
However, I stated that some teachers now SEND kids and forgive tardies in exchange for drinks.
That is a pretty big difference.
2. In terms of kids getting away with things... I guess I could be more clear... ten years ago, IF a teacher reported any of those things, they were addressed by administration. Now they are not. If the teachers let them get away with things back then, that was their own, individual, unprofessionalism, not a systematic lack of authority as there is now.
3. There have always been teachers who push the limits, or pick and choose which rules they will follow because they do not agree with them. The difference has to come from the expectations of leadership.
There are some teachers who have been here for that long and longer.... A few of them have fallen into some bad habits... however, with the right leadership they would remember having been under good direction and come back into the right manners in most cases.
I fear for those who have only ever known chaos and disorder. many of them have never known how wonderful it can be to work in an emotionally safe, positive working atmosphere with competent leadership and clear direction. They cling to the only thing they have known, like a child who doesn't want to remove a splinter out of fear of the pain.
Ask someone who worked here when Dale Koger was the principal about effective administration. The picture they have is very different...
PS. Former student, who were your freshman Core teachers and did Core help you?
Responding to this and that...
Amidst the rants of the other blogger and the comment about the OSBA from one of the commentors it seemed important to get some facts straight before I made this posting....so here goes.
1. According to a Lebanon citizen, an OSBA representative explained that any eligible candidate with no negative evaluations is eligible for placement in any pools they might create, they could possibly set themselves up for litigation if they did not include his name in a pool for which he was eligible. Therefore, would they not have to include other names that might have similar negative possibilities?
2. The other bloggers rant about the changes to "10 years ago" for LHS begs the question, "how was education different then?" I asked a few people who were there then and either still work there or substitute there.
Here are some comparisons...
Ten years ago...alternative programs and credit make-up options were offered for students who struggled or made poor choices, or just plain didn't fit in a regular setting. Now...there is no where for these kids to go except drop out or if they are lucky get one of the spaces at the Community Services Consortium, or remain in the classes they act out in. (Apparently, once they figure out that they will not be removed, they can become very difficult, because they know nothing will happen to them.)
Ten years ago...administration removed disruptive students from classrooms with out the teachers having to jump through several hoops. Now...teachers are expected to keep students no matter how disruptive they are because there is "no where else to put them." (See loss of alternative programs above.) And on top of that they are marked down in their evaluations if they acknowledge a problem in their class.
Ten years ago...advanced classes for all grade levels in Language Arts and Social Studies, as well as several other subjects ON TOP OF the AP classes that were offered, some of which we no longer offer. Students specialized in subjects and received certificates in multiple areas for going all the way through an advanced sequence of classes and maintaining a 3.5 GPA in that area. Now...APLA, AP Calculus, AP Biology and a handful of College Now courses which are pretty much only for Seniors and maybe a few Juniors are all that are offered at LHS. Students have no lower grade advanced classes to provide scaffolding for advanced study and provide a program that is consistent with the needs of students heading to university (not just community college.)
Ten years ago...freshmen took "Freshman Core" which had every freshman taking Language Arts, Social Studies, Science and Core Skills (similar to study skills) ALL YEAR LONG for half the day in the SAME group of kids with the SAME three teachers. Now...in the academies, students might take 2 semesters of LA, 1 of Social Studies, 1 semester of Science, and there is no guarantee that they will have the same teacher.
Ten years ago...school would start with over 400 brand new students to LHS. Now...schools starts with less than 300.
Ten years ago...there were 8 secretaries and 4 counselors. Now...there are 13 or 14 secretaries (depending on who you ask) and 5 counselors.
Ten years ago...the teachers knew and respected each other and would jump in to help when there were problems. Now...teachers stand in their doorways and watch as others get injured trying to break up fights.
Ten years ago...teachers were regularly observed and supported and critiqued for their performance. Now...teachers are only observed when administration absolutely has to.
Ten years ago...teachers would never send kids to the Seven Eleven during class time and excuse tardies as long a the kids brought them a drink back, they would never encourage kids to miss class if there was going to be a substitute the next day, they would not ignore policies and directives. Now...there are no consequences if you are a friend of the administration, or they are not comfortable with confrontations. (Note: that is supposedly why admin gets paid more, their job in not supposed to be easy or fun all the time, and you have to be the grown-up and hold others accountable.)
Ten years ago...teachers knew what to do during fire drills, pep assemblies, duty, fights, etc. Now...they don't.
Ten years ago...students didn't get away with swearing, dress code violations, breaking rules, violent behavior, vandalism, insubordination, defiance, intimidation and harassment. Now...they do.
Ten years ago...the administration respected the teachers and staff.... enough said.
1. According to a Lebanon citizen, an OSBA representative explained that any eligible candidate with no negative evaluations is eligible for placement in any pools they might create, they could possibly set themselves up for litigation if they did not include his name in a pool for which he was eligible. Therefore, would they not have to include other names that might have similar negative possibilities?
2. The other bloggers rant about the changes to "10 years ago" for LHS begs the question, "how was education different then?" I asked a few people who were there then and either still work there or substitute there.
Here are some comparisons...
Ten years ago...alternative programs and credit make-up options were offered for students who struggled or made poor choices, or just plain didn't fit in a regular setting. Now...there is no where for these kids to go except drop out or if they are lucky get one of the spaces at the Community Services Consortium, or remain in the classes they act out in. (Apparently, once they figure out that they will not be removed, they can become very difficult, because they know nothing will happen to them.)
Ten years ago...administration removed disruptive students from classrooms with out the teachers having to jump through several hoops. Now...teachers are expected to keep students no matter how disruptive they are because there is "no where else to put them." (See loss of alternative programs above.) And on top of that they are marked down in their evaluations if they acknowledge a problem in their class.
Ten years ago...advanced classes for all grade levels in Language Arts and Social Studies, as well as several other subjects ON TOP OF the AP classes that were offered, some of which we no longer offer. Students specialized in subjects and received certificates in multiple areas for going all the way through an advanced sequence of classes and maintaining a 3.5 GPA in that area. Now...APLA, AP Calculus, AP Biology and a handful of College Now courses which are pretty much only for Seniors and maybe a few Juniors are all that are offered at LHS. Students have no lower grade advanced classes to provide scaffolding for advanced study and provide a program that is consistent with the needs of students heading to university (not just community college.)
Ten years ago...freshmen took "Freshman Core" which had every freshman taking Language Arts, Social Studies, Science and Core Skills (similar to study skills) ALL YEAR LONG for half the day in the SAME group of kids with the SAME three teachers. Now...in the academies, students might take 2 semesters of LA, 1 of Social Studies, 1 semester of Science, and there is no guarantee that they will have the same teacher.
Ten years ago...school would start with over 400 brand new students to LHS. Now...schools starts with less than 300.
Ten years ago...there were 8 secretaries and 4 counselors. Now...there are 13 or 14 secretaries (depending on who you ask) and 5 counselors.
Ten years ago...the teachers knew and respected each other and would jump in to help when there were problems. Now...teachers stand in their doorways and watch as others get injured trying to break up fights.
Ten years ago...teachers were regularly observed and supported and critiqued for their performance. Now...teachers are only observed when administration absolutely has to.
Ten years ago...teachers would never send kids to the Seven Eleven during class time and excuse tardies as long a the kids brought them a drink back, they would never encourage kids to miss class if there was going to be a substitute the next day, they would not ignore policies and directives. Now...there are no consequences if you are a friend of the administration, or they are not comfortable with confrontations. (Note: that is supposedly why admin gets paid more, their job in not supposed to be easy or fun all the time, and you have to be the grown-up and hold others accountable.)
Ten years ago...teachers knew what to do during fire drills, pep assemblies, duty, fights, etc. Now...they don't.
Ten years ago...students didn't get away with swearing, dress code violations, breaking rules, violent behavior, vandalism, insubordination, defiance, intimidation and harassment. Now...they do.
Ten years ago...the administration respected the teachers and staff.... enough said.
Friday, October 24, 2008
What a strange catch 22....
Isn't it ironic that Jim Robinson would make one of his resignation demands be that the Board must use the OSBA for their employee search when he himself would probably be a candidate that the OSBA will put forward in some other unsuspecting district?
I guess what I am saying is that there is nothing I can trust or believe about OSBA recommendations if they could ever, in good conscience, promote Jim Robinson as a candidate for any position after the things he did here.
I suggest the Board remember that and stick with candidates who they know they can trust and not blindly follow the OSBA's recommendations.
I guess what I am saying is that there is nothing I can trust or believe about OSBA recommendations if they could ever, in good conscience, promote Jim Robinson as a candidate for any position after the things he did here.
I suggest the Board remember that and stick with candidates who they know they can trust and not blindly follow the OSBA's recommendations.
Thursday, October 23, 2008
Things that make you go hmmmm.....
Why are the administrators in the district out of the buildings more than in?
Why are the TOSAs (teachers who are on special assignment rather than having regular assignments) pretending to be administrators when the administrators are out when they have no training?
Why did a student who attacked another student and a teacher who was trying to stop them get to come back a little while later and finish the job? (beating up the the other student)
Why are teachers being asked to do the same staff development activities that they have done over and over and over before?
What is the district going to do about the inexperienced and unprepared administrators?
Why does the high school need 13 secretaries to do what 8 used to?
If the high school teachers are being told to align all of the curriculum building-wide, the advisories are now grade level specific, and kids can take whatever classes they want, why do we still pretend that the academies aren't DOA?
Why is the district trying to cutting back on the social studies curriculum requirements?
Why don't we have an alternative program for the kids who don't do well in regular settings? (We used to...)
----
I guess what I am really asking is, why aren't we talking about what is going on within the buildings and not just on blogs and out in the community? When is the acting superintendent going to address anything that is on the minds of the parents, teachers and students in a manner that makes sense and can help to promote positive change?
Let's get this show on the road...
Why are the TOSAs (teachers who are on special assignment rather than having regular assignments) pretending to be administrators when the administrators are out when they have no training?
Why did a student who attacked another student and a teacher who was trying to stop them get to come back a little while later and finish the job? (beating up the the other student)
Why are teachers being asked to do the same staff development activities that they have done over and over and over before?
What is the district going to do about the inexperienced and unprepared administrators?
Why does the high school need 13 secretaries to do what 8 used to?
If the high school teachers are being told to align all of the curriculum building-wide, the advisories are now grade level specific, and kids can take whatever classes they want, why do we still pretend that the academies aren't DOA?
Why is the district trying to cutting back on the social studies curriculum requirements?
Why don't we have an alternative program for the kids who don't do well in regular settings? (We used to...)
----
I guess what I am really asking is, why aren't we talking about what is going on within the buildings and not just on blogs and out in the community? When is the acting superintendent going to address anything that is on the minds of the parents, teachers and students in a manner that makes sense and can help to promote positive change?
Let's get this show on the road...
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