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Change . . . Of Sorts
By Anonymous
by Peter Downs
April 24, 2006 -- Last week the board of education of the city of St. Louis approved three initiatives to reorganize schools in St. Louis Public Schools. It was either a bold move to increase student achievement or a shell game to hide continuing problems. The answer will depend on whether on not the school district can hire enough good new teachers.
The three initiatives consisted of turning four middle schools into junior high schools, opening up two more ninth grade centers, and transitioning almost half the kindergarten-thru-fifth grade elementary schools, 27 in total, into kindergarten-thru-sixth grade or kindergarten-thru-eighth grade schools. Despite my requests for data or research that could lead us to think that any of these moves could be effective in improving student achievement, none was presented to the board in support of the middle school or elementary school changes, and the data for the ninth grade centers was very thin. Hopefully, however, the approved moves will boost student achievement.
Four middle schools, Northwest, Stowe, Webster, and Yeatman, have to be restructured under the No Child Left Behind law because they have failed to make adequate yearly progress for five years. Under the law, the school district can reconfigure the schools, replace the principals and staff, turn the schools into charter schools, or turn them over to private management. Superintendent Creg Williams proposed reconfiguring the schools: turning Northwest and Webster into small high schools and turning Stowe and Yeatman into junior high schools.
Reconfiguring the schools offers an opportunity to change curriculum at those schools and offer new programs such as Spanish and vocational education, but it ignores the main reason the schools failed: a lack of qualified teachers. According to Williams, 24% of the teachers at Northwest were substitutes this year, 26% at Yeatman, 33% at Webster, and 40% at Stowe. Another 10% to 25% of the teachers at each of the schools are new this year.
The key to improving the schools is going to be attracting qualified teachers. Although several board members emphasized that point, there was no discussion as to how to actually do it.
Blow and Gateway Middle also will be transitioned into junior high schools under the plan. Williams said the students at the four schools will get a "double dose" of reading and math. Each school also will have two academic tracks: a "Skill Builder" track, which will use a remedial curriculum called Voyager, and an "advanced" track for students who are on grade level.
Beginning the 2007-2008 academic year, admission will be through an application process, the details of which have not been worked out.
Turner and Lafayette Schools will be turned into 9th grade center for 2006-2007. Turner will serve Sumner High School and Lafayette will serve Roosevelt. Williams is most enthusiastic about ninth grade centers, but said the district can't do more than three (Williams, Turner, and Lafayette) because there are no other schools suitable for that program.
According to Williams, the ninth grade center at Williams School has brought about a very small improvement in the performance of the ninth grade students from Vashon. The attendance rate increased to 81% from 78% and the percent of students with failing grades fell from 31% to 29%. The big change was in the number of suspensions, which fell from 659 to 264, but administration sources said that was mostly because the ninth grade center did not suspend students for the same reasons as Vashon did.
When it comes to elementary schools, the amount of empty space available seems to be the main factor in determining whether grades will be added. Bryan Hill, Lexington, Gateway, Cote Brilliante, Ashland, and Mullanphy will add a sixth grade next year and then stay K-6.
Adams, Dunbar, Farragut, Sherman, Simmons, Ford, Monroe, Oak Hill, Columbia, Gundlach, Hamilton, Henry, Mark Twain, Mason, Shepard, Walbridge, Wyman, Cole, Jefferson, Peabody, and Herzog, all will add one grade a year until they become K-8 schools.
Half of Students Don't Feel Safe
By Anonymous
by Tina Rutherford, Sarah Hyduke, Paige Kuske, and Heather Roll
A group of Washington University graduate social work students surveyed students from Vashon High School and the ninth grade center at Williams to establish whether or not they felt safe walking to and from school. They got responses from 164 students.
Forty-eight percent of students said they did not feel safe walking to school; 37% said they did not feel safe in the school neighborhood.
The six main reasons those students did not feel safe were: stray dogs; "crackheads" and drug dealers; gangs; fighting, shootings, or violence; kidnappers and rapists; and that it was still dark out.
"The neighborhood I have to walk through doesn't like my neighborhood, so I sometimes don't even come to school," one student said. "The walk from my school is long [and] I don't have many people to walk home with," said another.
Those who said they felt safe walking to school either said it was because they lived close to the school or they just didn't fear trouble. Some of the comments were:
"I have a lot of protection."
"I fear no one."
"I don't have any static with anyone."
"I got a gun called a 45."
Ethel H. Lyle Academy
By Anonymous
by John DeGuire
April 25, 2006 -- The newly established E.H.Lyle Middle and High school has many problems that its managers actively work to keep hidden from the taxpayers and parents of St. Louis. I worked there as a 6th grade teacher to start this school year. By December, I resigned due to the awful working and learning conditions there.
Since it is a charter school, the administration there has no oversight and no clear accountability. The school building is still not complete. When I was there it was not uncommon to have construction workers and materials in the hallways while students were passing through the hallways. To board the buses students must pass through construction areas cluttered with materials and debris.
Violence at the school can be daily occurrence. Violence against teachers has become common with little consequences for the violating students. Students are seldom expelled due to the money received by the state for having students in the building. Office staff has also been violent towards teachers, with the teachers being dismissed and the office staff suffering no consequences. The administration "leads" in secrecy without informing the teaching staff of decisions regarding daily procedures, testing and scheduling, and building safety.
I had never worked in such a disorganized and poorly run school. I have made efforts to encourage someone in a place of authority to investigate this, but with no real affect. The administrators take a lot of effort to keep all negative information out of the eyes of the public.
After teaching in two charter schools, I am convinced that charter schools are not the answer to the educational issues in St. Louis city. E.H. Lyle is the perfect example of why corporations should not be allowed to run our public schools.
Q & A from April 18 School Board Meeting
By Anonymous
Below are answers from school district administrators to questions from St. Louis Board of Education member Peter Downs regarding items on the administration's consent agenda for April 18, 2006.
Textbook items: (Numbers 4, 5, 11, 12, 13, 14, 15, 16, 17, and 18): Why do we need these textbooks now? Was this selection approved by a textbook selection committee? For those books that are not math books, are they coordinated with the reading goals for the grades they serve? Do or will we have any effort to coordinate with local resources?
Answers supplied by Paula Knight, Director of Curriculum
04-18-06-04
ß Last adoption was 2001
ß Brings continuity; eliminates the use of the same textbook in 8th and 9th grades
ß Revisions to the Kaplan math, beginning in 8th grade; thus the need for back mapping in 6th-8th grade mathematics
ß MathThematics was developed by STEM (Science, Technology, Engineering, Math), funded by the National Science Foundation. The NSF endorsement of both INVESTIGATIONS and MathThematics provides the continuity in pedagogy and foundational content of both programs
ß Aligned to the Missouri GLEs, NCTM Principles, and Standards for School Mathematics
ß A committee of teachers, administrators, parents, and university professors participated in the selection process
ß A matrix, evaluation sheet, and tally sheets were used in the selection process
ß Recommendation was given based on the committees 1st choice, lowest bid was also given by the publishing company
04-18-06-05
ß Last adoption was 2001.
ß Developed by TERC (Technical Education Research Centers) and funded by the National Science Foundation.
ß Activity-based, rigorous program that encourages creativity, articulation of problem-solving strategies, and cooperative interactions among all students.
ß INVESTIGATIONS is the K-5 component of a K-8 mathematics curriculum.
ß Aligned to the Missouri GLEs, NCTM Principles, and Standards for School Mathematics.
ß Explicit support of Algebraic connections within the Units.
ß More emphasis on Number and Operations – a component of the MAP that is most extensive (grades 3-5).
ß Greater attention to Time and Measurement content strands.
ß A committee of teachers, administrators, parents, and university professors participated in the selection process.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice; lowest bid was also given by the publishing company.
04-18-06-11 & 12
ß Last adoption was 1993.
ß Art will be infused into the CLEAR curriculum for the 2006-2007 year, thus the need for a textbook that will support the curriculum as an additional resource for teachers.
ß According to DESE, a committee of teachers and administrators are reviewing the prior Fine Arts assessment in an effort to revise the video to be used for the 2008-2009 year. To date, there are no released items from the Fine Arts video.
ß Textbook is aligned to the National Art standards.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice; lowest bid was also given by the publishing company.
04-18-06-13
ß Currently no textbook for vocal music
ß Eliminates the need to purchase individual sheet music for students and teachers
ß Program is organized according to ability levels of students; however, the levels can be adjusted according to the schools’ needs.
ß 24 choral selections: ideal for the novice teacher.
ß Assessment tools are included
ß Inclusive of reading and writing lessons across the curriculum
ß Foreign language pronunciation given phonetically with English translations
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice.
04-18-06-14
ß Last adoption was 1992.
ß Increased cross-curricula/related arts reference, along with technological connections.
ß Piano accompaniments are teacher-friendly for novice teachers.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice.
04-18-06-15
ß Last adoption was 1997.
ß 7th grade textbook does not align with the Missouri GLEs.
ß Electronic version of the text is free and available to all.
ß A set of novels is included for every classroom.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice, lowest bid given by the publishing company.
04-18-06-16
ß Last adoption was 1995-2001, each grade level is different.
ß Currently using a 1995 Geography textbook. The 9th grade textbook is specific to Civics and World Geography.
ß Electronic version of the text is free and available to all.
ß Additional resource to assist struggling readers in the content-area.
ß Additional resource to assist with specific study skills, while connecting the literary components.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice, lowest bid given by the publishing company.
ß MSIP citation during the 2004 review indicating an inconsistency in administering the MO & US Constitution – schools were creating their own exams with little to no preparation.
04-18-06-17
ß Center for Civic Education is known for the amount of information on the U.S. Constitution.
ß The 8th grade books are not extensive enough for students to prepare for mastery of the U.S. Constitution at the end of 8th grade. Several local districts have implemented the textbook at the middle and secondary levels.
ß This book will provide extensive teaching tools and preparatory material for mastery of the U.S. Constitution at the 8th grade.
ß The only publishing company to provide this resource.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice.
04-18-06-18
ß Pebble publishing is recommended within the state of Missouri for the comprehensive book which provides an overview of Missouri government, introduction to the governance system, chapters on the three branches of government, and political science.
ß Meets middle and secondary GLEs for Missouri
ß Teacher’s Edition includes: vocabulary references, mock exams on the US and MO Constitutions, and how to retrieve multiple copies of the MO Constitution.
ß A matrix, evaluation sheet, and tally sheets were used in the selection process.
ß Recommendation was given based on the committee’s 1st choice.
#21: The amount per student is really low. What will the students be doing?
How will we measure how effectively it teaches "workplace readiness skills...life, and leadership skills?"
Answer supplied by Lolita Hardiman, Director of Career and Technical Education
The student/teacher ratio for the program is proposed at 25/1. Students will earn $6.00 per hour (vs. the federal minimum wage of $5.15) and work 20 hours per week
The Department of Career and Technical Education received over 50 proposals for job programs. Students will engage in experiences including:
ß fashion design program with an entrepreneurship component
ß jazz dance program with educational performances and instruction at various schools and SLPS functions over the summer
ß photography and art program which will assist with fundraising at a local women's/family shelter
ß internship programs at over 150 businesses in the area
ß school garden beautification
ß tutoring and mentoring at the elementary and high school levels
Some students will serve as Team Leaders so that coordinators have assistance with their programs.
Students will also receive two 1/2 days of soft skills training in which they will address financial literacy. The online application process was designed to give students training in current employment processes.
Students, supervisors, and sponsors will evaluate the effectiveness of the program and the students will be evaluated by employers via a form generated by the program.
#22: I believe the presentation at the administrative meeting described the program as a 2-year program leading to EMT certification. The supporting documents describe it as a 4-year program (two years of high school plus two year of college). Are all four years required to get the certification?
Answer supplied by Lolita Hardiman, Director of Career and Technical Education
This is a two year program on the part of the St. Louis Public Schools. Students will receive their EMT credentialing during their senior year. Employment in the first summer (following junior year) will be with SLPS Works! If students elect to participate in the second year of employment (following senior year), work study opportunities will be arranged with Forest Park Community College.
Students will spend the final two years of the program enrolled at Forest Park Community College where they will complete an Associate’s degree and become eligible for entrance into the Police and Fire Academies.
There does not appear to be any testing lined up for admission or to measure educational progress within the program. Is that correct? How about using Work Keys to measure readiness and progress? That is a test widely used by employers throughout the area.
Answer supplied by Lolita Hardiman, Director of Career and Technical Education
Every student will receive the entrance exam given to all Community College students upon entrance to the program. Teachers will use this tool to determine students’ baseline level of proficiency. Each student will be required to take the reading course which is attached to the first Public Safety or Fire Science class.
The Department of Career and Technical Education is investigating the feasibility of utilizing the Work Keys test district-wide. Currently, we do not administer it to students, but could partner with SLATE which administers the test at its site so as to use it as a pre- and post-test.
#23: What kind of follow-up is there to the Career Awareness Fair to determine if it does actually help students decide what courses to take in high school? How do we measure readiness or educational requirements students need for a career in a way they can understand. Are we using Work Keys?
Answer supplied by Lolita Hardiman, Director of Career and Technical Education
Each student who participates in the Career Awareness Fair will receive a booklet that contains a series of activities: those that prepare students for the day (pages 1 – 5); those that guide them through the actual fair; and those that help them to reflect upon and process the day (page 26). Teachers also receive a booklet that contains activities to help them work with students to address workplace skills and career selection.
A copy of this booklet will be provided for members of the Board.
#24: There are no supporting documents (you may have given the information to the board before I came on). How do we know that junior high schools improve retention and reduce discipline issues with ninth graders? What is the data/research?
A presentation will be made at this evening’s meeting.
#25: Same as 24, but for ninth grade academies. Which is better: junior highs or 9th grade academies? Why don't we do all of one or the other?
A presentation will be made at this evening’s meeting.
#26: Again, there are no supporting documents. Why do we believe it is good to have schools with different configurations of grades K-8 if the curriculum is the same in all of them? What data shows that having these multiple configurations in a school district improves the academic achievement of students?
A presentation will be made at this evening’s meeting.
#29: The contractor selected had a bid that was 20% higher than the low bid.
Why were they picked?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
The lowest bid did not include the costs of storing the carpet. Additionally, the fees associated with moving (and subsequently replacing) existing furniture and equipment is lower with Elite contracting company (the proposed vendor).
#30: There was no bidding on this contract. When was elevator maintenance and repair last bid?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
This is an extension of an existing contract that was bid in May 2005 and approved at the June 14, 2005 board meeting.
#32: There was only one bidder on this roughly $5 million HVAC contract, and one of the partners in the joint venture lost bids for smaller HVAC contracts with the district because those smaller contracts exceeded their bonding capacity. So how did they have the bonding capacity for this one?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
The company has a $10 million bonding capacity; it is currently installing air conditioning at two schools for a total of approximately $5 million. Awarding this company another $5 million will put it at its $10 million capacity. Therefore we will not award the company any other contracts until they complete current work.
This is one of several contracts (including # 35, 36, 37, 38, 39, 40, 42,
46, and 47) where there was only one or two bidders. Have we looked into why we have so many noncompetitive bids? What can we do to increase responses to our bid opportunities?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner and Terrence Bullock, Director of Purchasing
The SLPS Purchasing Department has expanded the placement of construction RFP / Bid announcements to placement in the following construction industry services periodicals/websites and the weekly publication – "City Journal":
Construction Industry Services:
Dodge Reports (free advertisement) SLPS Construction projects RFP / Bid announcements placed in their trade periodicals & website
Reed Construction Data (free advertisement) SLPS Construction projects RFP / Bid announcements placed in their trade periodicals & website
Mokan Construction Assistance (free advertisement) SLPS Construction projects RFP / Bid announcements placed in their trade periodicals & website (minority network)
Periodical
City Journal – Saint Louis City Government (free advertisement) SLPS Construction projects RFP / Bid announcements placed in their weekly periodicals
Also, starting with the latest construction mgmt (RFP 032-0506), all construction RFP / Bid announcements will be posted on www.slps.org. Our intent is to train or encourage small contractors to frequently review our website for potential contracts.
#33, 35, 36, 37, 39, 40, 44, 46, 47, 48: Look like basic maintenance repair work. Why isn't it covered by the facilities contract with Sodexho?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
These projects are beyond the scope of the Sodexho maintenance contract, voted on in 2003. Therefore these capital improvement items must be contracted to outside vendors.
#34: How much are we currently paying Sodexho for this work?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
Sodexho receives approximately $1 million per year based on a time and material contract. However, this is a limited operation capable of effectively managing the construction phase at only three schools simultaneously. The strategic plan requires an accelerated program under which we will be simultaneously managing planning and construction of as many as 11 schools.
The HVAC contracts are design/build contracts, so why add a layer of construction management? Normally those are seen as competing project delivery methods, not complementary ones. Given that the HVAC contracts are design/build, the fees quoted for what is essentially construction administration or program management (not construction management) why are the fees so high?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
Industry standards for these services range between 4% and 6%. Kwame construction is at approximately 5.5%, well within industry average.
#38: Is the installation of the exhaust hood and duct work the only renovation work planned for the conversion of Lafayette Elementary School into a 9th grade academy?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
This will not be the only work. The installation of the exhaust hood is required to remedy a code violation received by the Fire Marshal.
#48: It appears that we will be buying a truck so that Sodexho can do its work. Is that right, will the truck be owned by us but used by Sodexho? Will the work they do with the truck be work that is currently contracted out or work they already are doing?
Answer supplied by Roosevelt Brown, Deputy Building Commissioner
They currently do the work, but SLPS pays to rent the vehicles. SLPS rents a truck 4 - 5 times per year at a cost of approximately $3,000 per rental or $12,000-$15,000 per year.
On Tuesday, Vote for Peter Downs and Donna Jones for School Board
By Antonio D. French
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