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Pupils practice cursive writing. Credit: AFP/Getty Images
navigio November 16, 2013 at 07:37 am
Well, standardized spelling is only a recent phenomenon anyway, but forget about spell check, voiceRead More recognition will make learning even typing unnecessary. What we need to do is decide how we make the decisions about what is important to learn, and why.
Credit unknown. If you know the source of this image, please email Catherine.Crawford@patch.com
christine parker November 10, 2013 at 09:53 am
Kate is right. I taught for 20 years, and know that a mile wide and an inch deep is veryRead More frustrating. The Japanese are exactly the opposite - few concepts, much depth. In between, there is politics. I think we need to remember that public education is free, and not become confused about the difference between what is necessary to be able to function, and what nice if you can afford it.
navigio November 12, 2013 at 08:35 am
'A mile wide and an inch deep'. Really? If there is anything that defines the last decade and a halfRead More of educational policy in this country it's been a narrowing of the curriculum in an attempt to raise the core achievement of historically underserved students. I also sincerely doubt that one of the primary goals of common core is to foster national continuity for students who move around. While it makes sense to be able to assess different states similarly if one wants to compare them, that's really the only reason we would do something like that. I also think it's humorous that we somehow think this will bring more efficiency in our testing regime. Testing companies or staunchly behind common core, and I seriously doubt the reason is to lower their profit margin. Anyway, we should realize common core is actually not that much different from our current standards. What is changing will be things like how we teach, how students collaborate, and how technology is integrated into our more traditional core curriculum. Along those lines, I think a much more important question can be seen in looking at how we plan to modify our sequence of high school math courses. Historically, we have compartmentalized our math instruction in the form of separate classes for algebra or geometry or statistics or calculus. But there is a lot of overlap in each of these fields, especially in how they can be used to solve real-world problems. As a result, one of the changes that will be coming is a more integrated approach to mathematics. This is a change that initially will be up to districts to decide upon. Pasadena unified had a meeting about a month ago to discuss exactly this transition and whether they plan to do it. If it happens it will mean doing away with separate algebra and geometry classes, replacing them with an integrated sequence of math courses, and most importantly pushing those classes back pretty much exclusively to high school. Currently, some students can take algebra as early as seventh-grade. With this change, it will be much more difficult for such an accelerated path. There will be a similar decision to be made for science, though the change will not likely be as significant. One other change that some people will be very concerned about is the virtual loss of all test-based accountability. We will likely not get any reliable test scores for 4 to 5 years, and as a result the state has been authorized to do away with the API. That could end up being a significant change.
Credit: Roseville Patch
navigio October 20, 2013 at 08:11 am
Any 'policy development' would come at the expense of economics and competition. In other words itRead More will never happen; those are out priorities. Not children flourishing.
PUSD Credit: Dan Abendschein
richrod October 17, 2013 at 10:55 am
Hmm...who reviews the data before it is sent to the state????
richrod October 17, 2013 at 10:56 am
why didn't PUSD correct the faulty data during the correction period???
navigio October 18, 2013 at 12:35 pm
Truancy data has always been highly variable. Even if someone looked at the data, seeing differencesRead More would not necessarily raise a flag immediately, especially given there are dozens of other types of data that has to be reported to the state. Note that PUSD used to have a kind of data research team, but it was done away with a number of years ago as a cost-saving measure. My guess is data reporting is a low priority.
Martin Beck September 15, 2013 at 10:23 am
so what does this guy do , teaches porn ? I wasn't aware that there is a " school for pornRead More " it sounds like one of those stupid , jack black or Chris Farley movies . If his students want to have sex with him , Its their fucking business ( pun intended)
navigio August 31, 2013 at 08:16 am
I would point out that in some grades it is theoretically possible to have an 800 API with only 35%Read More of students scoring proficient. The 800 number is an arbitrary one, and something we probably should not be 'striving' for. I would encourage people to look at neighboring districts. The drop in API was pretty common, especially in elementary schools. I also would encourage people to look at the AYP reports. For example, John Muir shows a drop in API of 17 points here, but it increased its proficiency rate in ELA for every subgroup and held essentially flat for Math (with a large increase in math for African American students). API does not always tell the story we want to know.
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