How to turn a remarkable success into something else...

As this should be nothing other than a success story, a feel good event, let me begin by congratulating the T.C. Williams Odyssey of the Mind Team and their coach on their remarkable achievement.  The team, made up of 

Sydney Schaedel

Stephanie Slaven

Brendan Kerwin

Christian Contreras

Rosa Procaccino

Emily Schulman

Te Ann Seidorf

and their coach, Carol Schaedel excelled, taking first place in one of the Odyssey of the Mind competitions, last weekend.    They are to be congratulated, emulated and exalted. 

But leave it to our illustrious leader to turn the moment of glory into personal grandstanding and crowing along the lines of, "My kid can whip your kid, any day!"  Sure enough, heard on WAMU-FM today was Mort "I never met a microphone I didn't like" Sherman, who rushed to the airwaves to proclaim:

"Our kids beat the number one high school in the state...and we have the number two science scholar in the country," 

Maybe, just maybe Mort could have gone on air and mentioned a couple of names.  Perhaps he could have used the moment to reach out to some corporate sponsors who were listening, securing funds for future endeavors like this.  Maybe he could have talked of how fortunate we are to hang on to a coach like Ms Schaedel, give her a little attention...naah.

Never mind the fact that the complete results, listed below show the full picture of the competition's results.  Never mind the fact that Thomas Jefferson took two first places and two second places...or that they did nothing less than a good sport would do, congratulating TC repeatedly on its showing.  Forget the fact that West Potomac (our Alexandria neighbor) took a first and a second place (look at the quotes by their administration...very classy).  

How about the next time that Alexandria does something remarkable, we put those who accomplished the remarkable feat in front of the camera, or the microphone or the reporter?

"It is difficult to free fools from the chains they revere."
— Voltaire

Problem	Division	1st	2nd	3rd
Extreme Mouse Mobiles	I	Long Branch Elementary	Westminster Elementary	Stratford Landing Elementary
Extreme Mouse Mobiles	II	Carl Sandburg Middle	St. Mary's Catholic School	N/A
Extreme Mouse Mobiles	III	Thomas Jefferson High	N/A	N/A
As Good as Gold...berg	IA	Mary Ellen Henderson Middle	Claremont Immersion	Canterbury Woods Elementary A
As Good as Gold...berg	IB	Stratford Landing Elementary	Canterbury Woods Elementary B	Belvedere Elementary
As Good as Gold...berg	II	Carl Sandburg Middle School	Silverbrook Elementary	Swanson Middle
As Good as Gold...berg	III	T.C. Williams High	Thomas Jefferson High	N/A
Le Tour Guide	IA	Westridge Elementary	Wakefield Forest Elementary	Tuckahoe Elementary
Le Tour Guide	IB	Stratford Landing Elementary	St. Ambrose Homeschool	Nottingham Elementary
Le Tour Guide	II	Wakefield Forest Elementary	Immanuel Christian	Gunston Middle
Le Tour Guide	III	Thomas Jefferson High	West Potomac High	N/A
Unhinged Structure	I	St. Louis Catholic	McKinley Elementary	Blessed Sacrament Catholic
Unhinged Structure	II	St. Louis Catholic	Carl Sandburg Middle	N/A
Full Circle	IA	Canterbury Woods Elementary B	Maury Elementary	Francis Scott Key Elementary
Full Circle	IB	William Halley Elementary	Fort Hunt Elementary	Belvedere Elementary
Full Circle	II	Skye Ridge Homeschool	Stratford Landing Elementary	Clermont Elementary
Full Circle	III	West Potomac High	Thomas Jefferson High	N/A

You Could Clean This Up If You Wanted To, Mort!

The adage "Sunlight is the best disinfectant," has been applied to government, big business and...household cleaning, I think.  Its application to the Alexandria City Public Schools is an apt one, as well.  So much that is wrong with ACPS can be traced to back door deals, secret contracts, no-bid contracts, sweetheart contracts, conehead contracts (just checking to see if you are reading carefully), fudging of numbers, obfuscating test scores and results, manipulating data and changing grades.  Bringing to light the way in which our superintendent and his "people" operate is not only a good idea, it's something that the city's taxpayers should demand.  Borrowing unapologetically from the Center for American Progress study last month, let's examine how their general recommendations should be applied to ACPS

 INEFFICIENT SCHOOL SYSTEMS REPRESENT A SIGNIFICANT REFORM OPPORTUNITY. IF SCHOOL SYSTEMS SPENT THEIR DOLLARS MORE PRODUCTIVELY, MANY WOULD SEE LARGE GAINS IN STUDENT ACHIEVEMENT….OUR DATA SHOW THAT 41 STATES SHOW THE POTENTIAL FOR DOUBLE-DIGIT PERCENTAGE INCREASES IN ACHIEVEMENT WITHOUT NECESSARILY SPENDING ADDITIONAL FUNDS.  

Perhaps the most  damning comment, because it is on all fours with ACPS and its spending.  Simply put, we are literally throwing money at people and products with no notion of whether they are worthwhile.  Many of the programs in ACPS are either at odds with one another or are not in synch with one another.  Many are redundant, untested, and are siphoning off the twin resources of money and classroom time.  If Mort really cares, if we would all like to see a double digit increase in achievement, let's open the books and start examining which, if any, of the current programs and initiatives are productive.

 LOW PRODUCTIVITY IS COSTING THE NATION’S SCHOOL SYSTEM AS MUCH AS $175 BILLION A YEAR.   AFTER ADJUSTMENTS, DISTRICTS WITH BELOW AVERAGE PRODUCTIVITY SPENT OVER $950 MORE PER STUDENT THAN DID ABOVE-AVERAGE DISTRICTS.

ACPS is as guilty as any, here.  While there is not so much of a particular recommendation to be gleaned from this finding, we are spending more than most and getting little in return.

WITHOUT CLEAR CONTROLS ON HOW ADDITIONAL SCHOOL DOLLARS ARE SPENT, MORE EDUCATION SPENDING WILL NOT AUTOMATICALLY IMPROVE STUDENT OUTCOMES: MONEY MATTERS ONLY IF IT’S SPENT IN EFFECTIVE WAYS, AT LEAST ABOVE SOME THRESHOLD LEVEL, AND THAT WITHOUT A SYSTEMIC APPROACH TO SPENDING, UNFOCUSED INCREASES IN EXPENDITURES ARE NOT LIKELY TO HAVE ANY IMPACT ON STUDENT OUTCOMES.

ACPS has no clear controls on spending.  The glut of dollars at TC has only exacerbated the problem.  The subject area experts should be the ones who determine what is a worthwhile expenditure and they should submit their needs to the administration.  It makes no sense to let a group of empty suits and pant suits determine what is best for our classrooms!

STUDENTS FROM DISADVANTAGED BACKGROUNDS ARE MORE LIKELY TO BE ENROLLED IN INEFFICIENT DISTRICTS: OUR DATA SHOWED THAT STUDENTS WHO PARTICIPATED IN THE SUBSIDIZED-LUNCH PROGRAM WERE 12 PERCENTAGE POINTS MORE LIKELY TO BE ENROLLED IN THE NATION’S LEAST-PRODUCTIVE DISTRICTS THAN THE MOST PRODUCTIVE.

ACPS is the very population cited, here.  And it's, in large part, why Sherman and his minions are allowed to run ACPS the way they do.  Does anyone think, for one minute, that St. Stephen's/St. Agnes or Bishop Ireton would allow spending to go unchecked as it does in our public schools?

HIGHLY PRODUCTIVE DISTRICTS ARE FOCUSED ON IMPROVING STUDENT OUTCOMES: THEY SHARED A NUMBER OF ATTRIBUTES, SUCH AS BUILDING SUPPORT WITHIN THEIR COMMUNITIES FOR PRODUCTIVITY REFORMS AND USING DATA-MINING PRACTICES TO REDUCE INEFFICIENCIES.

ACPS has abandoned the notion of data-mining, of late.  Some say the reason is that the results would not support the many initiatives that have been forced upon the teachers.  Some say the data would not point us to the costly consultant-peddled programs--Lucy Caulkins, anyone?  Let's see some real data, not the type designed to reach a desired outcome.

STATES AND DISTRICTS FAIL TO EVALUATE THE PRODUCTIVITY OF SCHOOLS AND DISTRICTS:. ONLY TWO STATES, FLORIDA AND TEXAS, CURRENTLY PROVIDE ANNUAL SCHOOL-LEVEL PRODUCTIVITY EVALUATIONS.

ACPS should be all about this one!

THE QUALITY OF EDUCATION DATA IS OFTEN POOR, WHICH IMPEDES THE STUDY OF EDUCATIONAL PRODUCTIVITY. IN FAR TOO MANY CASES, CRUCIAL DATA ON SCHOOL FINANCE, OPERATIONS, AND OUTCOMES ARE UNAVAILABLE, MAKING IT DIFFICULT TO ACCURATELY MEASURE THE ACHIEVEMENT THAT A SCHOOL DISTRICT PRODUCES RELATIVE TO ITS EXPENDITURES.

ACPS should be making this information easily accessible and digestible.  Additionally, it's this very kind of data that should be used to determine current and future programs and their efficacy.

THE NATION’S LEAST-PRODUCTIVE DISTRICTS SPEND MORE ON ADMINISTRATION  THE MOST INEFFICIENT DISTRICTS IN THE COUNTRY DEVOTE AN EXTRA 3 PERCENTAGE POINTS OF THEIR BUDGETS ON AVERAGE TO ADMINISTRATION, OPERATIONS, AND OTHER NONINSTRUCTIONAL EXPENDITURES.

Anyone notice the bloat and waste in ACPS administration. Honestly, how often is administration ever helpful to you in your teaching practices?  Let's eliminate positions and let's reduce salaries, tying them to performance.

"It is dangerous to be right in matters on which the established authorities are wrong."
— Voltaire

Here it is Mitzi...you have the comment of the week!

	Answers to Anonymous: 1. You have to use the new math to see the percentage increase of success on previous poor performing students in a more rigorous. 2. & 2.4 Yes they will attend schools in their neighborhood because there may not be a McDonald's close by as there is at T.C. where you see them going in the morning 3. Yes because with more opportunities to attend class that makes their current absentee rate look good, and even if they attend only 2 or 3 more classes their attendance ratio has improved. 4. (OK being serious now..)The AP passing rate isn't what made us PLA, those students are the ones who made our graduation rate acceptable. Most of the students who take AP classes are prepared for the exams and take them very seriously. 5. The students who take AP exams pass the SOL tests and usually with very high scores. 6. Good question and one that is asked almost daily in the teacher workrooms. Counselors are busy doing IAP's on every student (3.00 and above) instead of monitoring the lower performing students academic progress. 7. Another good question. Teachers are given a task i.e. IAP's then there's a workshop on it. You start to do it then the rules change, then they change again. You're always playing catch up because the rules change. It makes you confused, defeated and depressed. Sometimes the frustration makes you want to scream. By Mitzi on Compromise, Capitulate, Carry On?? on 3/11/11    Spam   |   Delete   |   Remove Content

Compromise, Capitulate, Carry On??

At first blush, Joel Fortner’s piece this week “Will The Underground Surface?  A case study in dealing with online movements,” http://joelfortner.wordpress.com/2011/03/07/will-the-underground-surface-a-case-study-in-dealing-with-online-movements/appears to urge a reasonable compromise to what seem to be two diametrically opposed camps—administration on the one hand and a pretty representative group of teachers on the other. In paraphrasing Mr. Fortner’s colleague, Matt Lacasse,the answer is rather obvious.  He writes, ”The first thing Superintendent Morton needs to do is to stop insulting the teachers behind the blog. Whether or not he agrees with their methods of airing their grievances, calling them cowards in a roundabout way paints him as unwilling to listen to his employees. I’d recommend assuring Voltaire (who appears ready to reveal his identity) he won’t lose his job due to his beliefs, and encourage an open and honest dialogue in a public forum; perhaps even a debate.”

This is an imminently rational approach to the current impasse (more on Voltaire coming forward, later).  Or at least it would be, if all actors were reasonable people.  There is no shortage of teachers who have made sincere attempts to communicate with the Superintendent using his committee structure, through his working groups and via informal one on one and small group meetings (both realized and not responded to).  As part of this posting, I’m inviting teachers to share the frustrations that they have encountered when making good faith efforts to engage Mort on issues of importance to us educators.  In short, it’s not for lack of trying.

Why, then, have these attempts at reaching out and reaching accord failed?  First, Sherman will not listen.  I was there when the now infamous “Let me give you a quarter to go to Fairfax County” dripped from his lips.  I have been in several meetings where those voicing dissenting views are derided or ignored.   Second, and more importantly, Sherman’s actions demonstrate contempt for teacher input.  This is evidenced by the rapid fire imposition of policies, personnel and initiatives without a whit of consideration for what those of us “in the trenches” think.  The experience, the vision and the practical know how of ACPS teachers is routinely ignored. 

After reading Mr. Fortner’s piece, we went back and forth a bit…a smart guy.  One part of the conversation was, at once, disturbing and reassuring.  Here it is…first my comment, in purple, then his response in red.

In response to Voltaire on March 8, 2011 at 10:00 am:

This is an excellent case study and the contributor’s comments are both articulate and germane. What is missing in their heartfelt advice is the recognition that we did attempt an open and honest dialogue with Sherman. His direct response was, “If you don’t like it here, here’s a quarter for a bus ride to Fairfax [...]

It’s good to know that was attempted. Sounds like it didn’t go so well to say the least. As outsiders, Matt, Lisa and I are limited in knowledge on what’s happened to date. That said, I chose to do this post to primarily highlight Sherman’s response in the Alexandria Times and get my fellow PR pros’ thoughts about how they would advice him, again, based on what we know. I think it’s safe to say we’d all advice him differently than how he’s doing things. Best of luck in trying to improve ACPS. And thanks for sharing your thoughts!

Again, here’s an opportunity to show the readers of this post just how reasonable we, as teachers, have been.  Take time to think of the ways in which you’ve tried to work with this administration.  It’s always more instructive (and interesting) to hear your voice.

"Every man is guilty of all the good he did not do."

— Voltaire

Differentiate This!!

It is impossible to explain to the uninitiated the state of affairs that is ACPS, these days.  As a veteran teacher, I am dumbfounded at what passes for best practices and stupefied by the senseless coaching sessions designed to implement those same practices.  Not only has teacher training become a tortuous ritual where successful, veteran teachers are forced to endure absurdist discourse, but the interminable meetings pull teachers out of the classroom and away from students.  During conversations with teachers from other school districts, I am frequently reduced to foaming at the mouth as I relate the latest Mortification masquerading as staff development.

Thank God for YouTube!  Under the category, funny but on the mark, I give you...differentiation, Alexandria style.  Would that I could express the inanity, the frustration, the Twilight Zone nature of it as well!

"In de ene helft van ons leven offeren we ons leven op om geld te verdienen. In de andere helft offeren we ons geld om weer gezond te worden" 
— Voltaire

Efficiency Study...Part II

Earlier in the week we took a preliminary look at the study by the Center for American Progress (CAP) that took a comprehensive look at the Return on Investment (ROI) of major school districts across the country.  The sad, sad truth is that no matter how one views the data, Alexandria is among the very worst when it comes to producing  positive results borne of its monetary investment in our children.  To the readers of this blog who sent the profanity-laden comments (deleted) after reading Part I making the point that, of course, Alexandria spends a great deal due to a 'challenging' population, I ask you to read the definition of the Adjusted ROI below:

Adjusted Return on Investment index: Measure that uses the same approach as the Basic Return on Investment index or Basic ROI (see entry below), but applies a statistical method called a state-level regression analysis to adjust each district’s spending for the different costs associated with serving larger concentrations of low-income, non-English-speaking, and special education students in its state. The adjustments or weights used in the Basic ROI are often not sensitive enough to account for spending differences within states.

Bearing this in mind, and returning to the interactive map on CAP's study, Alexandria comes in next to last in efficiency rating of the commonwealth's one hundred twenty-six school districts!   

The data compiled by the CAP shows Alexandria City Public Schools ranked 125th of 126 districts, "bested" only by Northampton County...a district with a far greater percentage of low income families and a rural population of some 1,900.

 Perhaps most shocking of all is not what the study reveals, but what it portends.  Under the Sherman regime, spending has increased at a great rate.  Forecasts are that adjusted per pupil spending of $10, 225 (at the time of the study) is now approaching $12,000 with no measurable improvement in results! Couple this nightmarish scenario with the administration's propensity to obfuscate, manipulate and spin what little data it has compiled, and the feeling of disbelief among so many teachers and parents is more than justified.

"I don’t know where I am going, but I am on my way."
— Voltaire