From the BCCT
Cost meeting delayed
By JOAN HELLYER
A review of how much it costs the Bucks County Technical High School to educate each of its estimated 1,500 students won’t take place until at least September, a school official said.
Members of the school’s joint board committee had agreed before the summer break to meet with business managers from the six sending districts during July to look at all student-related costs.
But tech school officials were unable to arrange the meeting this month because of summer scheduling conflicts, said Sharon Rendeiro, the tech school’s business administrator.
The joint board committee, made up of Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school board members, initially asked the business managers in 2007 to examine the comprehensive technical high school’s operating expenses.
They suggested special education costs be paid based on the services each district’s students receive. Special education costs, which vary depending on a student’s disability, are now split among the six sending districts.
If districts had been required to pay for the special education services their own students used in the 2007-08 school year, Bristol Township would have paid about $500,000 less to the tech school and Neshaminy would have paid about $450,000 more, officials said.
Neshaminy representatives protested the proposed changes, asking that the joint board consider actual costs for all students before revising the funding formula.
Rendeiro said she’s trying to set up a meeting with the joint board members and business managers once the new academic year begins at the tech school on Wistar Road in Bristol Township.
Thursday, July 31, 2008
Downtown Improvements
Here's coverage from the BCCT on the DJTRB funded improvements in Morrisville
Ground breaks on Morrisville project
Posted in News on Wednesday, July 30th, 2008 at 12:09 pm by Courier Times staff writer Danny Adler
Morrisville and Delaware River Joint Toll Bridge Commission officials broke ground this morning on roughly $1.5 million worth of transportation improvements.
The Morrisville improvements are part of 58 projects in Pennsylvania and New Jersey accounting for about $40 million from the bridge commission, the bulk of which goes to reinvest in communities with bridge commission bridges.
The project, paid for by the bridge commission, will bring new curbs, sidewalks and crosswalks on West Bridge Street from Pennsylvania to Harding avenues and on South Pennsylvania Avenue from Bridge Street to Philadelphia Avenue, officials said.
New traffic signals will be installed at the intersections of Delmorr Avenue and Bridge Street, and Pennsylvania Avenue and Bridge Street. A landscaped median island is planned for East Bridge Street from the Lower Trenton Toll Supported Bridge - the “Trenton Makes The World Takes” bridge - to Delmorr Avenue.
Morrisville improvements
Posted in News on Wednesday, July 30th, 2008 at 12:51 pm by staff photographer Bill Fraser
Tom Morton finishes framing around a water drain before concrete is to be poured for new curbs and sidewalks along Pennsylvania Avenue in Morrisville. Assisting him are Dan Williams (left) and Joe Gruber, owner of Gruber Construction, the company in charge of the job. $1.5 million is being funded by the Delaware River Joint Toll Bridge Commission to be spent on various projects to revitalize Morrisville Borough.
Ground breaks on Morrisville project
Posted in News on Wednesday, July 30th, 2008 at 12:09 pm by Courier Times staff writer Danny Adler
Morrisville and Delaware River Joint Toll Bridge Commission officials broke ground this morning on roughly $1.5 million worth of transportation improvements.
The Morrisville improvements are part of 58 projects in Pennsylvania and New Jersey accounting for about $40 million from the bridge commission, the bulk of which goes to reinvest in communities with bridge commission bridges.
The project, paid for by the bridge commission, will bring new curbs, sidewalks and crosswalks on West Bridge Street from Pennsylvania to Harding avenues and on South Pennsylvania Avenue from Bridge Street to Philadelphia Avenue, officials said.
New traffic signals will be installed at the intersections of Delmorr Avenue and Bridge Street, and Pennsylvania Avenue and Bridge Street. A landscaped median island is planned for East Bridge Street from the Lower Trenton Toll Supported Bridge - the “Trenton Makes The World Takes” bridge - to Delmorr Avenue.
Morrisville improvements
Posted in News on Wednesday, July 30th, 2008 at 12:51 pm by staff photographer Bill Fraser
Tom Morton finishes framing around a water drain before concrete is to be poured for new curbs and sidewalks along Pennsylvania Avenue in Morrisville. Assisting him are Dan Williams (left) and Joe Gruber, owner of Gruber Construction, the company in charge of the job. $1.5 million is being funded by the Delaware River Joint Toll Bridge Commission to be spent on various projects to revitalize Morrisville Borough.
School Board HR and Policy Committee Meetings
School Board Committee Meeting
Notice is hereby given that the School District of Borough of Morrisville, Morrisville, PA, will hold a Human Resource Policy Committee meeting followed by a Policy Committee meeting in the G-Hall conference room of the Morrisville Middle/Senior High School, 550 W. Palmer St., Morrisville, PA on Thursday, August 7, 2008 at 6:30 pm.
Marlys Mihok, Secretary
Notice is hereby given that the School District of Borough of Morrisville, Morrisville, PA, will hold a Human Resource Policy Committee meeting followed by a Policy Committee meeting in the G-Hall conference room of the Morrisville Middle/Senior High School, 550 W. Palmer St., Morrisville, PA on Thursday, August 7, 2008 at 6:30 pm.
Marlys Mihok, Secretary
Wednesday, July 30, 2008
FERPA
FERPA is the federal Family Educational Rights and Privacy Act
Should non-district personnel (read: volunteers) be conducting the re-registration? Tune in for the next edition of "Ask Mike: Tales from the Trenches of Education" on WMVSB, your education channel.
GENERAL
Family Educational Rights and Privacy Act (FERPA)
Family Policy Compliance Office (FPCO) Home
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
o School officials with legitimate educational interest;
o Other schools to which a student is transferring;
o Specified officials for audit or evaluation purposes;
o Appropriate parties in connection with financial aid to a student;
o Organizations conducting certain studies for or on behalf of the school;
o Accrediting organizations;
o To comply with a judicial order or lawfully issued subpoena;
o Appropriate officials in cases of health and safety emergencies; and
o State and local authorities, within a juvenile justice system, pursuant to specific State law.
Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877-8339.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-5920
Should non-district personnel (read: volunteers) be conducting the re-registration? Tune in for the next edition of "Ask Mike: Tales from the Trenches of Education" on WMVSB, your education channel.
GENERAL
Family Educational Rights and Privacy Act (FERPA)
Family Policy Compliance Office (FPCO) Home
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
o School officials with legitimate educational interest;
o Other schools to which a student is transferring;
o Specified officials for audit or evaluation purposes;
o Appropriate parties in connection with financial aid to a student;
o Organizations conducting certain studies for or on behalf of the school;
o Accrediting organizations;
o To comply with a judicial order or lawfully issued subpoena;
o Appropriate officials in cases of health and safety emergencies; and
o State and local authorities, within a juvenile justice system, pursuant to specific State law.
Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877-8339.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-5920
Should PA Statewide Tests Still be on the Table?
From the Allentown Morning Call
... And new graduation tests are needed, too
July 27, 2008
Pennsylvania's Independent Regulatory Review Commission is charged with examining all new state regulations before they take effect. Usually, it asks technical, arcane questions about minor details within a new set of rules. However, when it looked at plans for a new school district-specific ''graduation test,'' the Graduation Competency Assessments, the commission's question was very fundamental: Why does Pennsylvania need this test at all?
High school students in the Lehigh Valley and all over Pennsylvania are familiar with the Pennsylvania System of School Assessment, or PSSAs. This test, taken in the junior year, measures math and verbal abilities. A student must be scored proficient or better to graduate.
However, Pennsylvania's ''graduation test'' would be tailored to fit individual school districts, instead of being mandated statewide, like the PSSA. The State Board of Education suggested creating 10 subject-specific final exams that a student would take in the senior year. Three exams would be in mathematics, two in English and language arts, three in social studies and two in science. These ''final exams'' may even replace the traditional final exams that the student would normally take at the end of senior year. Starting with the class of 2014, students would have to pass six of the final exams in order to graduate.
Twenty-two other states already use this kind of ''graduation test.''
The Independent Review Commission directed several questions toward the Board about the graduation tests. The commission wanted to know the rationale behind them, how the tests would be implemented, and how much it would cost the school districts throughout Pennsylvania to give, grade and report them.
The State Board and Gov. Ed Rendell, who supports the tests, can make a strong case for them. Unlike the PSSAs, which rate schools and school districts, the graduation tests would rate individual students. Each school will receive individual student scores, which will allow administrators to determine whether a student is ready for higher education, a job, or whatever the student chooses to do after graduation.
The schools already try to do this, but along with the new tests there would be support for counseling, tutoring and other remedial work, as needed. Of course, if the state orders use of the graduation tests, then state dollars to fund the program must follow. So, the tests can help those students who otherwise might fall through a crack. And, it gives the Pennsylvanians who help to pay for the schools one more way to hold them accountable.
... And new graduation tests are needed, too
July 27, 2008
Pennsylvania's Independent Regulatory Review Commission is charged with examining all new state regulations before they take effect. Usually, it asks technical, arcane questions about minor details within a new set of rules. However, when it looked at plans for a new school district-specific ''graduation test,'' the Graduation Competency Assessments, the commission's question was very fundamental: Why does Pennsylvania need this test at all?
High school students in the Lehigh Valley and all over Pennsylvania are familiar with the Pennsylvania System of School Assessment, or PSSAs. This test, taken in the junior year, measures math and verbal abilities. A student must be scored proficient or better to graduate.
However, Pennsylvania's ''graduation test'' would be tailored to fit individual school districts, instead of being mandated statewide, like the PSSA. The State Board of Education suggested creating 10 subject-specific final exams that a student would take in the senior year. Three exams would be in mathematics, two in English and language arts, three in social studies and two in science. These ''final exams'' may even replace the traditional final exams that the student would normally take at the end of senior year. Starting with the class of 2014, students would have to pass six of the final exams in order to graduate.
Twenty-two other states already use this kind of ''graduation test.''
The Independent Review Commission directed several questions toward the Board about the graduation tests. The commission wanted to know the rationale behind them, how the tests would be implemented, and how much it would cost the school districts throughout Pennsylvania to give, grade and report them.
The State Board and Gov. Ed Rendell, who supports the tests, can make a strong case for them. Unlike the PSSAs, which rate schools and school districts, the graduation tests would rate individual students. Each school will receive individual student scores, which will allow administrators to determine whether a student is ready for higher education, a job, or whatever the student chooses to do after graduation.
The schools already try to do this, but along with the new tests there would be support for counseling, tutoring and other remedial work, as needed. Of course, if the state orders use of the graduation tests, then state dollars to fund the program must follow. So, the tests can help those students who otherwise might fall through a crack. And, it gives the Pennsylvanians who help to pay for the schools one more way to hold them accountable.
Center Area and Monaca Merger Update
Merger date could be sooner than first thought
By Michael Pound, Times Staff Published: Tuesday, July 29, 2008 10:10 PM EDT
CENTER TWP. — When officials from the Center Area and Monaca school districts traveled to Harrisburg earlier this month, they were told that the effective date of a long-discussed merger between the two districts is actually much closer than they believed.
State education officials told Daniel Matsook and Michael Thomas that the merger would take effect upon the approval of the state education Secretary Gerald Zahorchak — an OK that would likely come in September, after the next meeting of the Pennsylvania Board of Education.
At a meeting of the two districts’ merger committees Tuesday night, Matsook, Center’s superintendent, said that announcement gives the two school boards the ability to prepare a joint budget, work on a governance plan and address all the other details of the merger.
And there’s plenty of work to do. Thomas, Monaca’s superintendent, outlined 10 broad tasks that require involvement of board members. Some — like determining how a combined board would be composed — must be done quickly; others — such as preparing a transition plan — would likely continue for the full three years it will take to fully combine the districts.
The others include determining a high school schedule, writing operating procedures for the merged boards, preparing a new policy manual and hiring procedures, standardizing union contracts and addressing the new district’s name, colors and mascot.
“There is other work to be done, but these are the tasks that require immediate attention,” Thomas said. “I would think that governance, staffing and budget are the things that we will spend the most time on in the near future.”
By Michael Pound, Times Staff Published: Tuesday, July 29, 2008 10:10 PM EDT
CENTER TWP. — When officials from the Center Area and Monaca school districts traveled to Harrisburg earlier this month, they were told that the effective date of a long-discussed merger between the two districts is actually much closer than they believed.
State education officials told Daniel Matsook and Michael Thomas that the merger would take effect upon the approval of the state education Secretary Gerald Zahorchak — an OK that would likely come in September, after the next meeting of the Pennsylvania Board of Education.
At a meeting of the two districts’ merger committees Tuesday night, Matsook, Center’s superintendent, said that announcement gives the two school boards the ability to prepare a joint budget, work on a governance plan and address all the other details of the merger.
And there’s plenty of work to do. Thomas, Monaca’s superintendent, outlined 10 broad tasks that require involvement of board members. Some — like determining how a combined board would be composed — must be done quickly; others — such as preparing a transition plan — would likely continue for the full three years it will take to fully combine the districts.
The others include determining a high school schedule, writing operating procedures for the merged boards, preparing a new policy manual and hiring procedures, standardizing union contracts and addressing the new district’s name, colors and mascot.
“There is other work to be done, but these are the tasks that require immediate attention,” Thomas said. “I would think that governance, staffing and budget are the things that we will spend the most time on in the near future.”
Tuesday, July 29, 2008
Project increases $7M in two months
What a novel idea: A plan! "We need to think before we start cutting this and cutting that...If you look at it closely, 1,000 square feet is a classroom and that's $250,000. We're not getting back a lot of money by cutting out space and look at what we would be cutting. You got to look at this in the long term."
Allan Schappert, school board president, warned the board not to focus on the project by building to cost. He said keeping the educational needs and requirements in mind also is important.
"How much can we shave off before we're making significant impacts in our ability to deliver education to our children?"
Published July 23, 2008 12:15 am - With rising construction costs and the inclusion of more space, the price tag for Danville's elementary school renovation project has risen $7 million in two months.
Project increases $7M in two months
School board must refine plans
By Jaime North
The Daily Item
DANVILLE -- With rising construction costs and the inclusion of more space, the price tag for Danville's elementary school renovation project has risen $7 million in two months.
The plan to upgrade the Danville, Mahoning-Cooper and Riverside elementary schools will now cost an estimated $47 million after the architect, L. Robert Kimball Associates, recently incorporated the building principals' requests for educational needs and made adjustments for the increasing costs of construction, according to Richard Snodgrass, the district's business administrator.
"We need to get a refinement of what the board wants as a scope of work for these schools," Snodgrass told the school board Tuesday night. "The architect is kind of at a standstill."
In May, the district received an estimate of $40 million to renovate and make additions to the three neighborhood schools, totaling 167,000 square feet. Among the added features were multipurpose rooms, music and art rooms and storage space at each school.
Adding in the principals' list of needs, such as computer labs, the project grew to 176,000 square feet.
It's the extra square feet that needs to be addressed next by the school board, Snodgrass said.
"Obviously, the costs of this project are driven by the square footage," he said. "In order to get the costs down, we need to cut square footage out of the project."
Kellie Krum, a school board member, suggested the board set a limit on the square footage and have the architect work with the elementary principals to determine what needs to be cut or adjusted to reduce the size of the project. Krum was shocked at the size of the overall project, specifically the projected growth at Mahoning-Cooper, which is designed to double in size from 24,000 square feet to more than 60,000 square feet.
"If you could've seen what we were dealing with when we first started talking about this project three years ago to what I see now, it's unbelievable," she said. "The amount of square footage that has grown is incredulous. Somehow, we've been able to limp along with 23,000 square feet at Riverside and 24,000 square feet at Mahoning-Cooper and still been able to educate children."
Simply cutting out space is not the answer, according to Steve Schooley, another board member.
"We need to think before we start cutting this and cutting that," he said. "If you look at it closely, 1,000 square feet is a classroom and that's $250,000. We're not getting back a lot of money by cutting out space and look at what we would be cutting. You got to look at this in the long term."
Allan Schappert, school board president, warned the board not to focus on the project by building to cost. He said keeping the educational needs and requirements in mind also is important.
"How much can we shave off before we're making significant impacts in our ability to deliver education to our children?" Schappert said.
"You've grown significantly in square footage, because you're educating kids in inappropriate spaces," Snodgrass said. "Time is passing, and like I've said, time is money."
Allan Schappert, school board president, warned the board not to focus on the project by building to cost. He said keeping the educational needs and requirements in mind also is important.
"How much can we shave off before we're making significant impacts in our ability to deliver education to our children?"
Published July 23, 2008 12:15 am - With rising construction costs and the inclusion of more space, the price tag for Danville's elementary school renovation project has risen $7 million in two months.
Project increases $7M in two months
School board must refine plans
By Jaime North
The Daily Item
DANVILLE -- With rising construction costs and the inclusion of more space, the price tag for Danville's elementary school renovation project has risen $7 million in two months.
The plan to upgrade the Danville, Mahoning-Cooper and Riverside elementary schools will now cost an estimated $47 million after the architect, L. Robert Kimball Associates, recently incorporated the building principals' requests for educational needs and made adjustments for the increasing costs of construction, according to Richard Snodgrass, the district's business administrator.
"We need to get a refinement of what the board wants as a scope of work for these schools," Snodgrass told the school board Tuesday night. "The architect is kind of at a standstill."
In May, the district received an estimate of $40 million to renovate and make additions to the three neighborhood schools, totaling 167,000 square feet. Among the added features were multipurpose rooms, music and art rooms and storage space at each school.
Adding in the principals' list of needs, such as computer labs, the project grew to 176,000 square feet.
It's the extra square feet that needs to be addressed next by the school board, Snodgrass said.
"Obviously, the costs of this project are driven by the square footage," he said. "In order to get the costs down, we need to cut square footage out of the project."
Kellie Krum, a school board member, suggested the board set a limit on the square footage and have the architect work with the elementary principals to determine what needs to be cut or adjusted to reduce the size of the project. Krum was shocked at the size of the overall project, specifically the projected growth at Mahoning-Cooper, which is designed to double in size from 24,000 square feet to more than 60,000 square feet.
"If you could've seen what we were dealing with when we first started talking about this project three years ago to what I see now, it's unbelievable," she said. "The amount of square footage that has grown is incredulous. Somehow, we've been able to limp along with 23,000 square feet at Riverside and 24,000 square feet at Mahoning-Cooper and still been able to educate children."
Simply cutting out space is not the answer, according to Steve Schooley, another board member.
"We need to think before we start cutting this and cutting that," he said. "If you look at it closely, 1,000 square feet is a classroom and that's $250,000. We're not getting back a lot of money by cutting out space and look at what we would be cutting. You got to look at this in the long term."
Allan Schappert, school board president, warned the board not to focus on the project by building to cost. He said keeping the educational needs and requirements in mind also is important.
"How much can we shave off before we're making significant impacts in our ability to deliver education to our children?" Schappert said.
"You've grown significantly in square footage, because you're educating kids in inappropriate spaces," Snodgrass said. "Time is passing, and like I've said, time is money."
Community Plays a Role in Education
From the Inquirer
Beyond the Spin: Don't underestimate the role community plays in education
By George Curry Posted on Thu, Jul. 24, 2008
Inquirer Columnist
Just mentioning the term school reform will open a floodgate of familiar suggestions: Reduce class sizes, end social promotions, raise graduation standards, reform curricula, expand preschool programs, create charter schools, upgrade the caliber of teachers - and the list goes on.
But Hugh B. Price, former president of the National Urban League, says that while those ideas might be good, we are overlooking perhaps the most effective component of school reform: more community involvement. And he doesn't just make that pitch - he shows us how to do it.
I covered Price's tenure at the National Urban League in the 1990s, and I was always impressed that while other civil-rights leaders grabbed for headlines, Price preferred difficult issues unlikely to put him in the spotlight.
One such issue was education. After leaving the Urban League, Price has continued as an education reform advocate and recently wrote a book titled Mobilizing the Community to Help Students Succeed. In an insightful and readable book equally useful for educators and community organizers, he provides the right mix of examples and research studies to bolster his arguments.
His central argument is: "Communities should motivate youngsters to take school seriously and strive to achieve, and should celebrate them when they do. This culture of achievement augments the efforts of engaged parents and helps fill the void created by parents who are not involved."
Price launched a Campaign for African American Achievement at the National Urban League and allowed local affiliates to devise their own ways of rewarding achievement.
Most affiliates celebrated September as Achievement Month, sending a message early in the school year that success was important. Enlisting other groups, they organized back-to-school parades, dinners, county fairs, block parties, and other events to celebrate academic achievement. Students were presented with certificates, legislative proclamations and, in some cases, money.
In Mount Vernon, N.Y., Superintendent Ronal Ross wanted to improve reading in every elementary school. So he announced that every student who read at least 50 books a year would get a free bicycle. The students had to submit a book report on each book.
"Ross originally figured that the number of winners would be modest enough that if he and and members of his cabinet bought several bikes, that would be sufficient," Price recalled. " . . . To his surprise, nearly 170 students completed at least 50 books. Another 520 read between 40 and 49 books. The top scorer was a black boy in the 5th grade who had read 82 books. The runner-up was another 5th-grade black boy who had read 81 books. All totaled, over 1,600 youngsters read 25 or more books that year."
Ross relied on the business community to help him purchase more bikes.
"All of us want positive reinforcement," Ross explained. "These kids are going to be reading long after they stop riding a bike."
It is also important to encourage students who may never be at the top of the class.
"In K-12 education, schools typically recognize and reward the top achievers in any given category, whether for academic accomplishment or community service. This tradition is perfectly understandable," Price observes. "The trouble is that students who are struggling academically or disenchanted with school may perceive those traditional forms of recognition as utterly out of reach.
"Recognizing this, some schools opt to celebrate a broader array of accomplishments. As one Florida principal whose school follows this practice puts it, 'I believe that all students need to be motivated, and when you only recognize the A students, you have lost a group of students who think they can never be recognized. . . . We have students set individual goals for reading, math and writing. When they meet their goals, they are rewarded for their work.' "
A California principal said such an approach is "a way to reward individual students for reaching their potential, not surpassing others."
The role the community plays in education should never be underestimated.
"Children do indeed pay attention to values and norms transmitted by others," Price writes. " . . . Because young children aren't yet adept at self-appraisal, they tend to rely on others' opinions to create their own judgments of confidence and self-worth."
Communities can play a powerful role in helping students reach their potential.
Beyond the Spin: Don't underestimate the role community plays in education
By George Curry Posted on Thu, Jul. 24, 2008
Inquirer Columnist
Just mentioning the term school reform will open a floodgate of familiar suggestions: Reduce class sizes, end social promotions, raise graduation standards, reform curricula, expand preschool programs, create charter schools, upgrade the caliber of teachers - and the list goes on.
But Hugh B. Price, former president of the National Urban League, says that while those ideas might be good, we are overlooking perhaps the most effective component of school reform: more community involvement. And he doesn't just make that pitch - he shows us how to do it.
I covered Price's tenure at the National Urban League in the 1990s, and I was always impressed that while other civil-rights leaders grabbed for headlines, Price preferred difficult issues unlikely to put him in the spotlight.
One such issue was education. After leaving the Urban League, Price has continued as an education reform advocate and recently wrote a book titled Mobilizing the Community to Help Students Succeed. In an insightful and readable book equally useful for educators and community organizers, he provides the right mix of examples and research studies to bolster his arguments.
His central argument is: "Communities should motivate youngsters to take school seriously and strive to achieve, and should celebrate them when they do. This culture of achievement augments the efforts of engaged parents and helps fill the void created by parents who are not involved."
Price launched a Campaign for African American Achievement at the National Urban League and allowed local affiliates to devise their own ways of rewarding achievement.
Most affiliates celebrated September as Achievement Month, sending a message early in the school year that success was important. Enlisting other groups, they organized back-to-school parades, dinners, county fairs, block parties, and other events to celebrate academic achievement. Students were presented with certificates, legislative proclamations and, in some cases, money.
In Mount Vernon, N.Y., Superintendent Ronal Ross wanted to improve reading in every elementary school. So he announced that every student who read at least 50 books a year would get a free bicycle. The students had to submit a book report on each book.
"Ross originally figured that the number of winners would be modest enough that if he and and members of his cabinet bought several bikes, that would be sufficient," Price recalled. " . . . To his surprise, nearly 170 students completed at least 50 books. Another 520 read between 40 and 49 books. The top scorer was a black boy in the 5th grade who had read 82 books. The runner-up was another 5th-grade black boy who had read 81 books. All totaled, over 1,600 youngsters read 25 or more books that year."
Ross relied on the business community to help him purchase more bikes.
"All of us want positive reinforcement," Ross explained. "These kids are going to be reading long after they stop riding a bike."
It is also important to encourage students who may never be at the top of the class.
"In K-12 education, schools typically recognize and reward the top achievers in any given category, whether for academic accomplishment or community service. This tradition is perfectly understandable," Price observes. "The trouble is that students who are struggling academically or disenchanted with school may perceive those traditional forms of recognition as utterly out of reach.
"Recognizing this, some schools opt to celebrate a broader array of accomplishments. As one Florida principal whose school follows this practice puts it, 'I believe that all students need to be motivated, and when you only recognize the A students, you have lost a group of students who think they can never be recognized. . . . We have students set individual goals for reading, math and writing. When they meet their goals, they are rewarded for their work.' "
A California principal said such an approach is "a way to reward individual students for reaching their potential, not surpassing others."
The role the community plays in education should never be underestimated.
"Children do indeed pay attention to values and norms transmitted by others," Price writes. " . . . Because young children aren't yet adept at self-appraisal, they tend to rely on others' opinions to create their own judgments of confidence and self-worth."
Communities can play a powerful role in helping students reach their potential.
Quis custodiet ipsos custodes?
Relax. Your eyes are not going bad and you don't need to wait for the coffee to kick in. That's a Latin phrase meaning generally "Who watches the watchers?"
I received an email asking an interesting question: Who is physically doing the Morrisville re-registrations? Only Morrisville School District employees can perform this function for confidentiality reasons. The email I received suggested that community volunteers were going to be assisting. Does anyone have the facts?
UPDATED July 31:
VOLUNTEER REQUEST - STUDENT RE-REGISTRATION
The Morrisville School District is requesting volunteers to assist with re-registration of ALL district students. Re-registrations will take place at the Morrisville M/S High School on Tuesday, Wednesday, Thursday 8:30 to noon and 1:00 to 3:00 during the day as well as in the evening from 6:30 pm to 8:30 pm on the following dates -- August 5, 6, 7, 12, 13, 14, 19, 20, 21 -- also on Saturdays August 9 and 16 from 10 am to 3 pm.
Please call the Office of the Superintendent 215-736-5930 if you can offer assistance in this process. As always, thank you for your support.
I received an email asking an interesting question: Who is physically doing the Morrisville re-registrations? Only Morrisville School District employees can perform this function for confidentiality reasons. The email I received suggested that community volunteers were going to be assisting. Does anyone have the facts?
UPDATED July 31:
VOLUNTEER REQUEST - STUDENT RE-REGISTRATION
The Morrisville School District is requesting volunteers to assist with re-registration of ALL district students. Re-registrations will take place at the Morrisville M/S High School on Tuesday, Wednesday, Thursday 8:30 to noon and 1:00 to 3:00 during the day as well as in the evening from 6:30 pm to 8:30 pm on the following dates -- August 5, 6, 7, 12, 13, 14, 19, 20, 21 -- also on Saturdays August 9 and 16 from 10 am to 3 pm.
Please call the Office of the Superintendent 215-736-5930 if you can offer assistance in this process. As always, thank you for your support.
Monday, July 28, 2008
Green Building Standards
From the BCCT. " 'Builders are finding that a green-certified building is no more expensive than a conventional one as long as it starts from the beginning with design,' Bray said. 'Retrofitting a building to be green can be expensive. Also, down the road, maintenance on these [green] buildings is considerably less expensive and that is where the economic benefits really start coming into play.' ”
Plan would encourage green building standards
By CHRIS ENGLISH
Bucks County Courier Times
LOWER MAKEFIELD -- Next on the list of environmental initiatives in Lower Makefield is a set of green building standards for new construction or renovations on township-owned properties.
Supervisors Chairman Greg Caiola said the Environmental Advisory Council has submitted a rough draft of the standards to the supervisors and solicitor David Truelove. The draft is being reviewed and could be voted on next month or in September, Caiola said.
Sometime before the end of the year, the board hopes to enact a green building ordinance covering new development and renovations, both commercial and residential, on private properties, he said.
“We started with the township itself because we wanted to be setting the example and doing as we say,” said Caiola. “We wanted to be sure we took the lead on the township level before we asked anyone else to do it.”
Building green means using construction techniques and materials designed to protect the environment. They include everything from using renewable energy sources like the sun and wind instead of gas and oil to utilizing non-wood building materials to cut down on tree depletion.
Township officials said they aren't sure if the ordinance governing private development will have strict requirements or just incentives — similar to those adopted in Doylestown — designed to encourage green building but not demand it. Strict requirements might contradict the uniform building code and thus be illegal, said Jim Bray, chairman of the township EAC.
However, green standards for township-owned properties can be strict and the draft guidelines reflect that, Bray said. They require that new construction or renovations on township-owned properties conform to standards of the U.S. Green Building Council, he said.
That includes things like building in a way to take maximum advantage of natural light, recycling waste building materials and using high-efficiency heating and cooling systems.
Some in Lower Makefield already have taken the initiative on their own. An office building on Township Line Road constructed by Liberty Property Trust was built to green standards, and a planned renovation by the Pennsbury School District of its Makefield Elementary School will have many green features.
“Builders are finding that a green-certified building is no more expensive than a conventional one as long as it starts from the beginning with design,” Bray said. “Retrofitting a building to be green can be expensive. Also, down the road, maintenance on these [green] buildings is considerably less expensive and that is where the economic benefits really start coming into play.”
Bray said the township's green building initiatives are being led by EAC member Rick Ewing. The newspaper was unsuccessful in its attempts to reach him for comment.
In Doylestown, a green building incentive system put together by planning director and assistant borough manager Phil Ehlinger can save developers up to 50 percent on their building permit fees.
Points are awarded up to a maximum of 50 for each green building feature. Each point means a 1 percent reduction in the building permit fee, he said. For example, one point is awarded for something as simple as including a clothes line in the plan for a residential project, Ehlinger said. That saves dryer time and thus electricity, he explained.
Plan would encourage green building standards
By CHRIS ENGLISH
Bucks County Courier Times
LOWER MAKEFIELD -- Next on the list of environmental initiatives in Lower Makefield is a set of green building standards for new construction or renovations on township-owned properties.
Supervisors Chairman Greg Caiola said the Environmental Advisory Council has submitted a rough draft of the standards to the supervisors and solicitor David Truelove. The draft is being reviewed and could be voted on next month or in September, Caiola said.
Sometime before the end of the year, the board hopes to enact a green building ordinance covering new development and renovations, both commercial and residential, on private properties, he said.
“We started with the township itself because we wanted to be setting the example and doing as we say,” said Caiola. “We wanted to be sure we took the lead on the township level before we asked anyone else to do it.”
Building green means using construction techniques and materials designed to protect the environment. They include everything from using renewable energy sources like the sun and wind instead of gas and oil to utilizing non-wood building materials to cut down on tree depletion.
Township officials said they aren't sure if the ordinance governing private development will have strict requirements or just incentives — similar to those adopted in Doylestown — designed to encourage green building but not demand it. Strict requirements might contradict the uniform building code and thus be illegal, said Jim Bray, chairman of the township EAC.
However, green standards for township-owned properties can be strict and the draft guidelines reflect that, Bray said. They require that new construction or renovations on township-owned properties conform to standards of the U.S. Green Building Council, he said.
That includes things like building in a way to take maximum advantage of natural light, recycling waste building materials and using high-efficiency heating and cooling systems.
Some in Lower Makefield already have taken the initiative on their own. An office building on Township Line Road constructed by Liberty Property Trust was built to green standards, and a planned renovation by the Pennsbury School District of its Makefield Elementary School will have many green features.
“Builders are finding that a green-certified building is no more expensive than a conventional one as long as it starts from the beginning with design,” Bray said. “Retrofitting a building to be green can be expensive. Also, down the road, maintenance on these [green] buildings is considerably less expensive and that is where the economic benefits really start coming into play.”
Bray said the township's green building initiatives are being led by EAC member Rick Ewing. The newspaper was unsuccessful in its attempts to reach him for comment.
In Doylestown, a green building incentive system put together by planning director and assistant borough manager Phil Ehlinger can save developers up to 50 percent on their building permit fees.
Points are awarded up to a maximum of 50 for each green building feature. Each point means a 1 percent reduction in the building permit fee, he said. For example, one point is awarded for something as simple as including a clothes line in the plan for a residential project, Ehlinger said. That saves dryer time and thus electricity, he explained.
PA State Code: Handicapped Students
Thanks to the emailer who sent in this link to Pennsylvania State Code Chapter 15: Protected Handicapped Students
Parents:
If you have requested the district review or modify your child's existing IEP, or consider evaluation of your child for special needs, you might be interested in the following information (pasted directly from Pennsylvania School Code):
§ 15.6. Parent initiated evaluation and provision of services.
(a) Parents shall request in writing that their child be evaluated and provided services if they believe their child meets one or more of the following conditions:
(1) Should be identified as a protected handicapped student.
(2) Should no longer be identified as a protected handicapped student.
(3) Requires a change in or modification of the child’s current service agreement.
(b) The parents should include available relevant medical records along with their written request for the provision of services.
(c) Whenever possible the parents’ request for the provision of services shall state the following:
(1) The specific reasons the parents believe the student is or is no longer a protected handicapped student.
(2) The specific related aids, services or accommodations the parents believe the student needs.
(3) The specific modifications the parents would like the school district to make in the student’s current service agreement, if the parents are requesting modification of the student’s current service agreement.
(d) Within 25 school days of receipt of the parents’ written request for the provision of services the school district shall evaluate the information submitted by the parents and send a written response to the parents’ request.
(e) The school district’s response to the parents shall be in the parents’ native language or mode of communication and shall state the following:
(1) Whether the parents’ request or a portion of the parents’ request is being granted or denied.
(2) The parents’ right to meet with the appropriate school officials to discuss the issues associated with accommodating the student.
(3) The procedural safeguards available to students and their parents under § 15.8 (relating to procedural safeguards).
(4) Parents using the procedural safeguards in this chapter may also file suit in Federal court under Section 504.
(f) If upon evaluation of the information submitted by the parents, the school district determines that it needs additional information before it can make a specific recommendation concerning the parents’ request, the district shall ask the parents to provide additional medical records and grant the district permission to evaluate the student.
(g) The school district initiated request to evaluate a student under subsection (f) shall be in writing and specifically identify the procedures and types of tests which it proposes to use to evaluate the student and inform the parents that they have the right to give or withhold their written consent to these evaluations.
§ 15.7. Service agreement.
(a) If the parents and the school district agree as to what related aids, services or accommodations should or should no longer be provided to the protected handicapped student, the district and parents shall enter into or modify a service agreement. The service agreement shall be written and executed by a representative of the school district and one or both parents. Oral agreements may not be relied upon. The agreement shall set forth the specific related aids, services or accommodations the student shall receive, or if an agreement is being modified, the modified services the student shall receive. The agreement shall also specify the date the services shall begin, the date the services shall be discontinued, and, when appropriate, the procedures to be followed in the event of a medical emergency.
(b) If the parents and the school district cannot agree as to the related aids, services and accommodations that should or should no longer be provided to the protected handicapped student, either party may use the procedural safeguard system under § 15.8 (relating to procedural safeguards) to resolve the dispute, and the school district shall notify parents in writing of their rights in this regard.
(c) In implementing the service agreement, school entities shall address relevant factors, such as educational resources, physical plant and personnel capabilities.
Cross References
This section cited in 55 Pa. Code § 3270.4 (relating to definitions); 55 Pa. Code § 3280.4 (relating to definitions); and 55 Pa. Code § 3290.4 (relating to definitions).
§ 15.8. Procedural safeguards.
(a) Parental request for assistance. Parents may file a written request for assistance with the Department if one or both of the following apply:
(1) The school district is not providing the related aids, services and accommodations specified in the student’s service agreement.
(2) The school district has failed to comply with the procedures in this chapter.
(b) Request resolution. The Department will investigate and respond to requests for assistance and, unless exceptional circumstances exist, will, within 60 calendar days of receipt of the request, send to the parents and school district a written response to the request. The response to the parents’ request shall be in the parents’ native language or mode of communication.
(c) Informal conference. At any time parents may file a written request with the school district for an informal conference with respect to the identification or evaluation of a student, or the student’s need for related aid, service or accommodation. Within 10 school days of receipt of the request, the school district shall convene an informal conference. At the conference, every effort shall be made to reach an amicable agreement.
(d) Formal due process hearing. If the matters raised by the school district or parents are not resolved at the informal conference, the district or parents may submit a request for a hearing. The hearing shall be held before an impartial hearing officer and shall be governed by § 14.64(a)—(l), (n) and (o) (relating to impartial due process hearings) if no issues under Chapter 14 (relating to special education services and programs) are raised for decision in the hearing by the parents, school district or hearing officer. If issues under Chapter 14 are raised for decision in the hearing by the parents, school district or hearing officer, an appeal from the hearing officer’s decision shall be governed also by § 14.64(m).
(e) Stay pending judicial appeals. If, within 60 calendar days of the completion of the administrative due process proceedings under this chapter, an appeal or original jurisdiction action is filed in State or Federal Court, the administrative order shall be stayed pending the completion of the judicial proceedings, unless the parents and school district agree otherwise.
Cross References
This section cited in 22 Pa. Code § 15.5 (relating to school district initiated evaluation and provision of services); 22 Pa. Code § 15.6 (relating to parent initiated evaluation and provision of services); 22 Pa. Code § 15.7 (relating to service agreement); and 22 Pa. Code § 15.10 (relating to discrimination claims).
§ 15.9. Confidentiality.
A school district shall do the following:
(1) Protect the confidentiality of personally identifiable information regarding a protected handicapped student.
(2) Require parental consent before releasing personally identifiable information to unauthorized persons.
(3) Provide access to educational records of the student to the parents or a representative of the parents.
(4) Comply with section 513(a) of the Family Educational Rights and Privacy Act of 1974 (20 U.S.C.A. § 1232g) and 34 CFR Part 99 (relating to family education rights and privacy).
§ 15.10. Discrimination claims.
Notwithstanding other provisions of this chapter, an eligible or noneligible student under Chapter 14 (relating to special education services and programs) may use the procedures for requesting assistance under § 15.8(a) (relating to procedural safeguards) to raise claims regarding denial of access, equal treatment or discrimination based on handicap. A student filing a claim of discrimination need not exhaust the procedures in this chapter prior to initiating a court action under Section 504.
Cross References
This section cited in 22 Pa. Code § 15.2 (relating to definitions); and 22 Pa. Code § 15.11 (relating to rules of construction).
§ 15.11. Rules of construction.
(a) The full description of substantive responsibilities of school entities is set forth in Section 504 and the Section 504 regulations at 34 CFR Part 104 (relating to nondiscrimination on the basis of handicap in programs and activities receiving or benefitting from federal financial assistance) and not in this chapter.
(b) Eligible and thought to be eligible students continue to be governed by Chapter 14 (relating to special education services and programs), except for the provisions of § 15.10 (relating to discrimination claims).
(c) It is not the purpose of this chapter to preempt, create, supplant, expand or restrict the rights or liabilities of protected handicapped students or school entities beyond what is contemplated by Section 504, the Section 504 regulations at 34 CFR Part 104 or another law. This chapter does not restrict or limit a parent, protected handicapped student, school entity or the Commonwealth from pursuing claims or defenses available, whether constitutional, statutory, regulatory or common law. This chapter does not restrict or limit a protected handicapped student or school entity from filing a cognizable action, appellate or original in nature, to resolve a dispute under Section 504 or the Federal Section 504 regulations. This chapter does not increase or diminish the jurisdiction of any court.
(d) It is not the intent of the Board that this chapter be interpreted as influencing, in either the plaintiff’s or defendant’s favor, the disposition of a particular civil action. However, this chapter is intended to have the force of law and to be so interpreted by the courts.
Parents:
If you have requested the district review or modify your child's existing IEP, or consider evaluation of your child for special needs, you might be interested in the following information (pasted directly from Pennsylvania School Code):
§ 15.6. Parent initiated evaluation and provision of services.
(a) Parents shall request in writing that their child be evaluated and provided services if they believe their child meets one or more of the following conditions:
(1) Should be identified as a protected handicapped student.
(2) Should no longer be identified as a protected handicapped student.
(3) Requires a change in or modification of the child’s current service agreement.
(b) The parents should include available relevant medical records along with their written request for the provision of services.
(c) Whenever possible the parents’ request for the provision of services shall state the following:
(1) The specific reasons the parents believe the student is or is no longer a protected handicapped student.
(2) The specific related aids, services or accommodations the parents believe the student needs.
(3) The specific modifications the parents would like the school district to make in the student’s current service agreement, if the parents are requesting modification of the student’s current service agreement.
(d) Within 25 school days of receipt of the parents’ written request for the provision of services the school district shall evaluate the information submitted by the parents and send a written response to the parents’ request.
(e) The school district’s response to the parents shall be in the parents’ native language or mode of communication and shall state the following:
(1) Whether the parents’ request or a portion of the parents’ request is being granted or denied.
(2) The parents’ right to meet with the appropriate school officials to discuss the issues associated with accommodating the student.
(3) The procedural safeguards available to students and their parents under § 15.8 (relating to procedural safeguards).
(4) Parents using the procedural safeguards in this chapter may also file suit in Federal court under Section 504.
(f) If upon evaluation of the information submitted by the parents, the school district determines that it needs additional information before it can make a specific recommendation concerning the parents’ request, the district shall ask the parents to provide additional medical records and grant the district permission to evaluate the student.
(g) The school district initiated request to evaluate a student under subsection (f) shall be in writing and specifically identify the procedures and types of tests which it proposes to use to evaluate the student and inform the parents that they have the right to give or withhold their written consent to these evaluations.
§ 15.7. Service agreement.
(a) If the parents and the school district agree as to what related aids, services or accommodations should or should no longer be provided to the protected handicapped student, the district and parents shall enter into or modify a service agreement. The service agreement shall be written and executed by a representative of the school district and one or both parents. Oral agreements may not be relied upon. The agreement shall set forth the specific related aids, services or accommodations the student shall receive, or if an agreement is being modified, the modified services the student shall receive. The agreement shall also specify the date the services shall begin, the date the services shall be discontinued, and, when appropriate, the procedures to be followed in the event of a medical emergency.
(b) If the parents and the school district cannot agree as to the related aids, services and accommodations that should or should no longer be provided to the protected handicapped student, either party may use the procedural safeguard system under § 15.8 (relating to procedural safeguards) to resolve the dispute, and the school district shall notify parents in writing of their rights in this regard.
(c) In implementing the service agreement, school entities shall address relevant factors, such as educational resources, physical plant and personnel capabilities.
Cross References
This section cited in 55 Pa. Code § 3270.4 (relating to definitions); 55 Pa. Code § 3280.4 (relating to definitions); and 55 Pa. Code § 3290.4 (relating to definitions).
§ 15.8. Procedural safeguards.
(a) Parental request for assistance. Parents may file a written request for assistance with the Department if one or both of the following apply:
(1) The school district is not providing the related aids, services and accommodations specified in the student’s service agreement.
(2) The school district has failed to comply with the procedures in this chapter.
(b) Request resolution. The Department will investigate and respond to requests for assistance and, unless exceptional circumstances exist, will, within 60 calendar days of receipt of the request, send to the parents and school district a written response to the request. The response to the parents’ request shall be in the parents’ native language or mode of communication.
(c) Informal conference. At any time parents may file a written request with the school district for an informal conference with respect to the identification or evaluation of a student, or the student’s need for related aid, service or accommodation. Within 10 school days of receipt of the request, the school district shall convene an informal conference. At the conference, every effort shall be made to reach an amicable agreement.
(d) Formal due process hearing. If the matters raised by the school district or parents are not resolved at the informal conference, the district or parents may submit a request for a hearing. The hearing shall be held before an impartial hearing officer and shall be governed by § 14.64(a)—(l), (n) and (o) (relating to impartial due process hearings) if no issues under Chapter 14 (relating to special education services and programs) are raised for decision in the hearing by the parents, school district or hearing officer. If issues under Chapter 14 are raised for decision in the hearing by the parents, school district or hearing officer, an appeal from the hearing officer’s decision shall be governed also by § 14.64(m).
(e) Stay pending judicial appeals. If, within 60 calendar days of the completion of the administrative due process proceedings under this chapter, an appeal or original jurisdiction action is filed in State or Federal Court, the administrative order shall be stayed pending the completion of the judicial proceedings, unless the parents and school district agree otherwise.
Cross References
This section cited in 22 Pa. Code § 15.5 (relating to school district initiated evaluation and provision of services); 22 Pa. Code § 15.6 (relating to parent initiated evaluation and provision of services); 22 Pa. Code § 15.7 (relating to service agreement); and 22 Pa. Code § 15.10 (relating to discrimination claims).
§ 15.9. Confidentiality.
A school district shall do the following:
(1) Protect the confidentiality of personally identifiable information regarding a protected handicapped student.
(2) Require parental consent before releasing personally identifiable information to unauthorized persons.
(3) Provide access to educational records of the student to the parents or a representative of the parents.
(4) Comply with section 513(a) of the Family Educational Rights and Privacy Act of 1974 (20 U.S.C.A. § 1232g) and 34 CFR Part 99 (relating to family education rights and privacy).
§ 15.10. Discrimination claims.
Notwithstanding other provisions of this chapter, an eligible or noneligible student under Chapter 14 (relating to special education services and programs) may use the procedures for requesting assistance under § 15.8(a) (relating to procedural safeguards) to raise claims regarding denial of access, equal treatment or discrimination based on handicap. A student filing a claim of discrimination need not exhaust the procedures in this chapter prior to initiating a court action under Section 504.
Cross References
This section cited in 22 Pa. Code § 15.2 (relating to definitions); and 22 Pa. Code § 15.11 (relating to rules of construction).
§ 15.11. Rules of construction.
(a) The full description of substantive responsibilities of school entities is set forth in Section 504 and the Section 504 regulations at 34 CFR Part 104 (relating to nondiscrimination on the basis of handicap in programs and activities receiving or benefitting from federal financial assistance) and not in this chapter.
(b) Eligible and thought to be eligible students continue to be governed by Chapter 14 (relating to special education services and programs), except for the provisions of § 15.10 (relating to discrimination claims).
(c) It is not the purpose of this chapter to preempt, create, supplant, expand or restrict the rights or liabilities of protected handicapped students or school entities beyond what is contemplated by Section 504, the Section 504 regulations at 34 CFR Part 104 or another law. This chapter does not restrict or limit a parent, protected handicapped student, school entity or the Commonwealth from pursuing claims or defenses available, whether constitutional, statutory, regulatory or common law. This chapter does not restrict or limit a protected handicapped student or school entity from filing a cognizable action, appellate or original in nature, to resolve a dispute under Section 504 or the Federal Section 504 regulations. This chapter does not increase or diminish the jurisdiction of any court.
(d) It is not the intent of the Board that this chapter be interpreted as influencing, in either the plaintiff’s or defendant’s favor, the disposition of a particular civil action. However, this chapter is intended to have the force of law and to be so interpreted by the courts.
National Center for Learning Disabilities
Thanks to the emailer who sent this in.
Welcome to NCLD's Legislative Action Center. Here is where you'll find the latest information and essential tools you need to be an effective LD Advocate.
Learn about critical legislation affecting those with learning disabilities. Keep up to date on what's happening in Washington, and find out how you can take action and improve education public policy by contacting your elected officials.
Active Legislative Action Alert
Tell Secretary Spellings that Due Process Hearing Rights Must be Protected
*Action Required by July 28, 2008 at 5 p.m.**
The U.S. Department of Education (USED) has released proposed regulations for Part B of the Individuals with Disabilities Education ACT (IDEA). The most important change in these regulations is to limit the use of lay advocates in due process hearings, if this regulation goes through, parents will have limited options for representation of their child's case. The public has until July 28, 2008 to submit comments — now is the time for you to let the Bush Administration know how this regulation will negatively affect students with disabilities and that more time is needed to construct a better alternative. We must act together and let our voices be heard or changes will be implemented that will make it more difficult for parents to have their cases heard in court.
The Administration must hear that this proposed regulation to limit the use of non-attorney advocates as counsel for parents has two potentially negative consequences on future court cases. Because of the limited pool of attorneys qualified to serve as experts in this area, this change will mean for many parents that their choice will be either to represent themselves (which puts them at a disadvantage) or foregoing a due process hearing altogether because they cannot afford attorney fees. Consequently, it is premature for USED, without adequate review and consideration of available research data, to propose, through regulatory amendment, such a potentially disruptive change. Also, given the pending Congressional reauthorization of IDEA, it is inappropriate for USED to move forward with this proposed language at this time. More time needs to be given to this issue before regulatory changes are made.
Please endorse NCLD's recommendation to withdraw this proposed change and let the Secretary of Education know this regulation will have deep negative consequences for parents in their fight to advocate for their child's educational rights. Please follow the directions below to submit the draft letter provided or chose to edit the letter with your personal comments.
Thank you for your continued support on behalf of those with learning disabilities. Your voice always makes a difference!
Sincerely,
Laura Kaloi
Director of Public Policy
National Center for Learning Disabilities
DIRECTIONS FOR SUBMITTING COMMENTS
Please complete all steps to ensure your comments are submitted
**Comments are due by July 28, 2008 by 5 p.m. **
1. Go to: www.regulations.gov;
2. Go to: "Comments and Submission" and type into the box ED-2008-OSERS-0005-0001;
3. On the next screen, under "Commenter Title I" click on "Send a Comment or Submission" (check to make sure ED-2008-OSERS-0005-0001 is listed);
4. On the next screen, fill in your personal information;
5. Once you get to the section for comments, cut and paste your comments into the text box provided.
6. Then click on the "Next Step" button;
7. Review your comments and then click on the "Submit" button;
8. Wait for your "Comment Verification Note and Tracking Number;
9. Click on the "Next" button;
10. Your comments have been submitted.
SUGGESTED LETTER TEXT:
Dear Secretary Spellings:
I respectfully submit my comments and recommendations on 300.512 HEARING RIGHTS
of the proposed regulations of: PART B OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT ED-2008-OSERS-0005-0001.
The Administration must hear that this proposed regulation to limit the use of non-attorney advocates as counsel for parents has two potentially negative consequences on future court cases. Because of the limited pool of attorneys qualified to serve as experts in this area, this change will mean for many parents that their choice will be either to represent themselves (which puts them at a disadvantage) or foregoing a due process hearing altogether because they cannot afford attorney fees. Consequently, it is premature for USED, without adequate review and consideration of available research data, to propose, through regulatory amendment, such a potentially disruptive change. In addition, given the pending Congressional reauthorization of IDEA, I believe it would be prudent to give additional time to debate this issue before regulatory changes are made.
Thank you for allowing me to submit my comments today.
Welcome to NCLD's Legislative Action Center. Here is where you'll find the latest information and essential tools you need to be an effective LD Advocate.
Learn about critical legislation affecting those with learning disabilities. Keep up to date on what's happening in Washington, and find out how you can take action and improve education public policy by contacting your elected officials.
Active Legislative Action Alert
Tell Secretary Spellings that Due Process Hearing Rights Must be Protected
*Action Required by July 28, 2008 at 5 p.m.**
The U.S. Department of Education (USED) has released proposed regulations for Part B of the Individuals with Disabilities Education ACT (IDEA). The most important change in these regulations is to limit the use of lay advocates in due process hearings, if this regulation goes through, parents will have limited options for representation of their child's case. The public has until July 28, 2008 to submit comments — now is the time for you to let the Bush Administration know how this regulation will negatively affect students with disabilities and that more time is needed to construct a better alternative. We must act together and let our voices be heard or changes will be implemented that will make it more difficult for parents to have their cases heard in court.
The Administration must hear that this proposed regulation to limit the use of non-attorney advocates as counsel for parents has two potentially negative consequences on future court cases. Because of the limited pool of attorneys qualified to serve as experts in this area, this change will mean for many parents that their choice will be either to represent themselves (which puts them at a disadvantage) or foregoing a due process hearing altogether because they cannot afford attorney fees. Consequently, it is premature for USED, without adequate review and consideration of available research data, to propose, through regulatory amendment, such a potentially disruptive change. Also, given the pending Congressional reauthorization of IDEA, it is inappropriate for USED to move forward with this proposed language at this time. More time needs to be given to this issue before regulatory changes are made.
Please endorse NCLD's recommendation to withdraw this proposed change and let the Secretary of Education know this regulation will have deep negative consequences for parents in their fight to advocate for their child's educational rights. Please follow the directions below to submit the draft letter provided or chose to edit the letter with your personal comments.
Thank you for your continued support on behalf of those with learning disabilities. Your voice always makes a difference!
Sincerely,
Laura Kaloi
Director of Public Policy
National Center for Learning Disabilities
DIRECTIONS FOR SUBMITTING COMMENTS
Please complete all steps to ensure your comments are submitted
**Comments are due by July 28, 2008 by 5 p.m. **
1. Go to: www.regulations.gov;
2. Go to: "Comments and Submission" and type into the box ED-2008-OSERS-0005-0001;
3. On the next screen, under "Commenter Title I" click on "Send a Comment or Submission" (check to make sure ED-2008-OSERS-0005-0001 is listed);
4. On the next screen, fill in your personal information;
5. Once you get to the section for comments, cut and paste your comments into the text box provided.
6. Then click on the "Next Step" button;
7. Review your comments and then click on the "Submit" button;
8. Wait for your "Comment Verification Note and Tracking Number;
9. Click on the "Next" button;
10. Your comments have been submitted.
SUGGESTED LETTER TEXT:
Dear Secretary Spellings:
I respectfully submit my comments and recommendations on 300.512 HEARING RIGHTS
of the proposed regulations of: PART B OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT ED-2008-OSERS-0005-0001.
The Administration must hear that this proposed regulation to limit the use of non-attorney advocates as counsel for parents has two potentially negative consequences on future court cases. Because of the limited pool of attorneys qualified to serve as experts in this area, this change will mean for many parents that their choice will be either to represent themselves (which puts them at a disadvantage) or foregoing a due process hearing altogether because they cannot afford attorney fees. Consequently, it is premature for USED, without adequate review and consideration of available research data, to propose, through regulatory amendment, such a potentially disruptive change. In addition, given the pending Congressional reauthorization of IDEA, I believe it would be prudent to give additional time to debate this issue before regulatory changes are made.
Thank you for allowing me to submit my comments today.
Sunday, July 27, 2008
Math DOESN’T suck!
That's the message provided by Danica McKellar, the erstwhile Winnie Cooper from "The Wonder Years".
That’s right: Math DOESN’T suck!
In Math Doesn’t Suck, internationally known actress and bonafide math genius Danica McKellar — called a “math superstar” by The New York Times — rips the lid off the myth that math “sucks,” helping to show that math can be easy, relevant, and even glamorous—while providing the tools needed to ace the next big math test!
With Danica as a personal tutor and coach, even the most frustrated student will finally “get” fractions, decimals, rates, ratios, proportions, “solving for x,” and more — the very concepts that, if not fully understood in middle school, have been proven to cause continued problems throughout high school and beyond.
Check out the official Math Doesn’t Suck Web site for more info including a full solution guide for the book, a forum and why you shouldn’t hide your smarts from the boys!
And while you’re at it … you can pre-order Danica’s new book Kiss My Math: Showing Pre-Algebra Who’s Boss today!
That’s right: Math DOESN’T suck!
In Math Doesn’t Suck, internationally known actress and bonafide math genius Danica McKellar — called a “math superstar” by The New York Times — rips the lid off the myth that math “sucks,” helping to show that math can be easy, relevant, and even glamorous—while providing the tools needed to ace the next big math test!
With Danica as a personal tutor and coach, even the most frustrated student will finally “get” fractions, decimals, rates, ratios, proportions, “solving for x,” and more — the very concepts that, if not fully understood in middle school, have been proven to cause continued problems throughout high school and beyond.
Check out the official Math Doesn’t Suck Web site for more info including a full solution guide for the book, a forum and why you shouldn’t hide your smarts from the boys!
And while you’re at it … you can pre-order Danica’s new book Kiss My Math: Showing Pre-Algebra Who’s Boss today!
SAT and ACT Prep Course
From the BCCT
SAT and ACT Prep Course to be offered in Morrisville
Posted in News on Saturday, July 26th, 2008 at 2:13 pm by Courier Times reporter Manasee Wagh
The Morrisville School District 21st Century Grant Community Learning Centers is sponsoring a SAT and ACT Prep Course. It is open to students who live in Morrisville Borough and will graduate in 2009 and 2010.
Christianson Educators will present the course, which will include practice SAT and ACT tests, tutoring and individual evaluations. Parents and students should attend an orientation on Friday, Aug. 15. Classes start on Friday, Aug. 22 and end on Oct. 30 in preparation for the Nov. 1 SAT test.
For further information or to register, please call Lori at 215-428-0500 ext. 203.
SAT and ACT Prep Course to be offered in Morrisville
Posted in News on Saturday, July 26th, 2008 at 2:13 pm by Courier Times reporter Manasee Wagh
The Morrisville School District 21st Century Grant Community Learning Centers is sponsoring a SAT and ACT Prep Course. It is open to students who live in Morrisville Borough and will graduate in 2009 and 2010.
Christianson Educators will present the course, which will include practice SAT and ACT tests, tutoring and individual evaluations. Parents and students should attend an orientation on Friday, Aug. 15. Classes start on Friday, Aug. 22 and end on Oct. 30 in preparation for the Nov. 1 SAT test.
For further information or to register, please call Lori at 215-428-0500 ext. 203.
Saturday, July 26, 2008
"Hair Spray" at the Pool Tonight
Thanks to the emailer who sent in this reminder...
The Morrisville Community Pool & Morrisville Borough Arts & Events Committee will be hosting a Free Family Movie - "Hair Spray" this Saturday July 26 8-11pm at the Morrisville Community Pool Parking Lot. The movie will be shown "Drive-In" style. Stay in your car or relax outside.
The Morrisville Community Pool & Morrisville Borough Arts & Events Committee will be hosting a Free Family Movie - "Hair Spray" this Saturday July 26 8-11pm at the Morrisville Community Pool Parking Lot. The movie will be shown "Drive-In" style. Stay in your car or relax outside.
Schools News Around the Blogosphere
Summer School for Parents: Rights & Responsibilities; Academic Standards; Tactics & Strategy
Don't Rely on the School to Explain Your IDEA Rights & Responsibilities
Learn how to use IDEA 2004 and the No Child Left Behind Act.
Sizing Up State Academic Standards
Advanced Tactics and Strategies
How NOT to be a Yappy Parent
Submit Written Requests and Reports
Students pass state test, but at what cost to their education?
Cleveland Plain Dealer
For all of those accomplishments, Principal David Root has only one thing to say to the students, staff and citizens of Rocky River: He's sorry. "We don't teach kids anymore," he said. "We teach test-taking skills. We all teach to the test. I long for the days when we used to teach kids."
Strip Search of Middle School Student Violated Fourth Amendment, 9th Circuit Rules
A strip search of an 8th grader by school authorities looking for Ibuprofen pills violated the student's rights under the Fourth Amendment, a federal appeals court has ruled. The U.S. Court of Appeals for the 9th Circuit ruled 8-3 on July 11 that officials at an Arizona middle school "acted contrary to all reason and common sense as they trampled over" the privacy interests of the student.
Seven Things All Adults Should Know About MySpace
What's a teacher to do? Stay informed about student uses of technology. Build student trust by maintaining an open mind about new social phenomena. Teach students about potential hazards of all online environments.
A School Where One Size Doesn't Fit All
Washington Post
Teacher is recruiting students for a new private school like none the Washington area has ever seen. "The model is inspired by the success of home-schoolers," he said. Students will set their class schedules, enabling them to learn at their pace and in their styles. Teachers will act as advisers, not taskmasters.
The genius of American education
by Michael J. Petrilli
Even if education isn't at the top of the list for Senators Obama or McCain during this election season, it remains a major concern for governors and CEOs. That's because they see a direct link between educational achievement and economic growth. And this spring, Education Next published research by Hoover Institution scholar Eric Hanushek and colleagues that illustrated this link. The analysts found that, in general, the higher a country scored on international tests of math and science, the faster its economy grew from 1960 to 2000.
Summer schools run low on funds
Washington Times
Budget woes hit enrichment
From coast to coast, tough financial conditions are forcing school districts and nonprofit groups to cut back on summer programs that are widely viewed as invaluable to both struggling and superior students.
Don't Rely on the School to Explain Your IDEA Rights & Responsibilities
Learn how to use IDEA 2004 and the No Child Left Behind Act.
Sizing Up State Academic Standards
Advanced Tactics and Strategies
How NOT to be a Yappy Parent
Submit Written Requests and Reports
Students pass state test, but at what cost to their education?
Cleveland Plain Dealer
For all of those accomplishments, Principal David Root has only one thing to say to the students, staff and citizens of Rocky River: He's sorry. "We don't teach kids anymore," he said. "We teach test-taking skills. We all teach to the test. I long for the days when we used to teach kids."
Strip Search of Middle School Student Violated Fourth Amendment, 9th Circuit Rules
A strip search of an 8th grader by school authorities looking for Ibuprofen pills violated the student's rights under the Fourth Amendment, a federal appeals court has ruled. The U.S. Court of Appeals for the 9th Circuit ruled 8-3 on July 11 that officials at an Arizona middle school "acted contrary to all reason and common sense as they trampled over" the privacy interests of the student.
Seven Things All Adults Should Know About MySpace
What's a teacher to do? Stay informed about student uses of technology. Build student trust by maintaining an open mind about new social phenomena. Teach students about potential hazards of all online environments.
A School Where One Size Doesn't Fit All
Washington Post
Teacher is recruiting students for a new private school like none the Washington area has ever seen. "The model is inspired by the success of home-schoolers," he said. Students will set their class schedules, enabling them to learn at their pace and in their styles. Teachers will act as advisers, not taskmasters.
The genius of American education
by Michael J. Petrilli
Even if education isn't at the top of the list for Senators Obama or McCain during this election season, it remains a major concern for governors and CEOs. That's because they see a direct link between educational achievement and economic growth. And this spring, Education Next published research by Hoover Institution scholar Eric Hanushek and colleagues that illustrated this link. The analysts found that, in general, the higher a country scored on international tests of math and science, the faster its economy grew from 1960 to 2000.
Summer schools run low on funds
Washington Times
Budget woes hit enrichment
From coast to coast, tough financial conditions are forcing school districts and nonprofit groups to cut back on summer programs that are widely viewed as invaluable to both struggling and superior students.
PSBoE President Resigns
From the Inquirer.
Chairman of Pa. education board resigns
MARTHA RAFFAELE The Associated Press Posted on Wed, Jul. 23, 2008
HARRISBURG, Pa. - The chairman of the State Board of Education said Wednesday he is leaving the board after being asked by Gov. Ed Rendell to give up his leadership post.
Karl Girton's resignation, effective Aug. 1, follows months of criticism of a board proposal that Pennsylvania students pass a series of tests before they can graduate high school. The 22-member board sets state education policy and regulations for K-12 public schools and higher education.
But Girton and a Rendell spokesman said the resignation was unrelated to controversy over the testing proposal, an initiative championed by Girton and the administration.
Girton, who has served on the board since 1992, said he spoke Friday by telephone with Rendell, who asked him to step down as chairman but stay on the board until the governor leaves office in 2011. After taking the weekend to think it over, Girton decided to leave the board altogether.
"There are no hard feelings," Girton said. "I just think it's in the best interest of the board that I decline his invitation to remain on the board. ... I don't think I would have been effective."
The governor felt the time was right to appoint a new chairman, given the recent turnover on the board, Rendell's spokesman Chuck Ardo said Wednesday.
"I don't think anybody is disappointed with his performance," Ardo said.
Seventeen of the board's members are nominated by the governor and confirmed by the state Senate. Eight new board members were confirmed to fill vacancies in April , the largest number of new members since Rendell took office, Ardo said.
Rendell waited to raise the issue of new board leadership with Girton because the administration was focused on completing the 2008-09 state budget and didn't have time to consider other issues, Ardo said.
Girton, a partner with a management services company in Millville, said in a letter he sent Tuesday to Rendell that his resignation "will clear the board for another nominee and the opportunity for the entire board to more effectively coalesce around the new chair."
The board's plan to adopt new graduation requirements stalled this year amid opposition from many lawmakers, school board members and educators who said the proposed rules would undermine the policymaking authority of local school boards.
The board envisioned creating 10 subject-specific final high school exams, and students would have to pass six in order to graduate, starting with the class of 2014. Failing students could be retested.
Among the most vocal opponents of the plan was the Pennsylvania State Education Association, the state's largest teachers' union. Association spokesman Wythe Keever said the union did not put any pressure on Rendell to remove Girton from his leadership post.
In an effort to win broader support for the idea, the state Education Department is planning to develop tests that school districts can administer voluntarily, starting in the 2009-10 school year.
Girton served as chairman of the board's council of basic education, which oversees K-12 regulations and policy, from 1999 until he was appointed chairman of the full board by then-Gov. Mark S. Schweiker in 2002.
During his tenure, Girton presided over updates of the state's academic standards and the adoption of new early-childhood education standards, among other policy changes.
Girton is a former Millville Area School Board member and former director of the Susquehanna Intermediate Unit, a regional education agency, in Snyder County.
Chairman of Pa. education board resigns
MARTHA RAFFAELE The Associated Press Posted on Wed, Jul. 23, 2008
HARRISBURG, Pa. - The chairman of the State Board of Education said Wednesday he is leaving the board after being asked by Gov. Ed Rendell to give up his leadership post.
Karl Girton's resignation, effective Aug. 1, follows months of criticism of a board proposal that Pennsylvania students pass a series of tests before they can graduate high school. The 22-member board sets state education policy and regulations for K-12 public schools and higher education.
But Girton and a Rendell spokesman said the resignation was unrelated to controversy over the testing proposal, an initiative championed by Girton and the administration.
Girton, who has served on the board since 1992, said he spoke Friday by telephone with Rendell, who asked him to step down as chairman but stay on the board until the governor leaves office in 2011. After taking the weekend to think it over, Girton decided to leave the board altogether.
"There are no hard feelings," Girton said. "I just think it's in the best interest of the board that I decline his invitation to remain on the board. ... I don't think I would have been effective."
The governor felt the time was right to appoint a new chairman, given the recent turnover on the board, Rendell's spokesman Chuck Ardo said Wednesday.
"I don't think anybody is disappointed with his performance," Ardo said.
Seventeen of the board's members are nominated by the governor and confirmed by the state Senate. Eight new board members were confirmed to fill vacancies in April , the largest number of new members since Rendell took office, Ardo said.
Rendell waited to raise the issue of new board leadership with Girton because the administration was focused on completing the 2008-09 state budget and didn't have time to consider other issues, Ardo said.
Girton, a partner with a management services company in Millville, said in a letter he sent Tuesday to Rendell that his resignation "will clear the board for another nominee and the opportunity for the entire board to more effectively coalesce around the new chair."
The board's plan to adopt new graduation requirements stalled this year amid opposition from many lawmakers, school board members and educators who said the proposed rules would undermine the policymaking authority of local school boards.
The board envisioned creating 10 subject-specific final high school exams, and students would have to pass six in order to graduate, starting with the class of 2014. Failing students could be retested.
Among the most vocal opponents of the plan was the Pennsylvania State Education Association, the state's largest teachers' union. Association spokesman Wythe Keever said the union did not put any pressure on Rendell to remove Girton from his leadership post.
In an effort to win broader support for the idea, the state Education Department is planning to develop tests that school districts can administer voluntarily, starting in the 2009-10 school year.
Girton served as chairman of the board's council of basic education, which oversees K-12 regulations and policy, from 1999 until he was appointed chairman of the full board by then-Gov. Mark S. Schweiker in 2002.
During his tenure, Girton presided over updates of the state's academic standards and the adoption of new early-childhood education standards, among other policy changes.
Girton is a former Millville Area School Board member and former director of the Susquehanna Intermediate Unit, a regional education agency, in Snyder County.
Friday, July 25, 2008
Math in Daily Life
Thanks for the email link from Captain Algebra...
Math in Daily Life
When you buy a car, follow a recipe, or decorate your home, you're using math principles. People have been using these same principles for thousands of years, across countries and continents. Whether you're sailing a boat off the coast of Japan or building a house in Peru, you're using math to get things done.
Try a hands-on activity whenever you see this icon.
How can math be so universal? First, human beings didn't invent math concepts; we discovered them. Also, the language of math is numbers, not English or German or Russian. If we are well versed in this language of numbers, it can help us make important decisions and perform everyday tasks. Math can help us to shop wisely, buy the right insurance, remodel a home within a budget, understand population growth, or even bet on the horse with the best chance of winning the race.
Join us as we explore how math can help us in our daily lives. In this exhibit, you'll look at the language of numbers through common situations, such as playing games or cooking. Put your decision-making skills to the test by deciding whether buying or leasing a new car is right for you, and predict how much money you can save for your retirement by using an interest calculator.
Math in Daily Life
When you buy a car, follow a recipe, or decorate your home, you're using math principles. People have been using these same principles for thousands of years, across countries and continents. Whether you're sailing a boat off the coast of Japan or building a house in Peru, you're using math to get things done.
Try a hands-on activity whenever you see this icon.
How can math be so universal? First, human beings didn't invent math concepts; we discovered them. Also, the language of math is numbers, not English or German or Russian. If we are well versed in this language of numbers, it can help us make important decisions and perform everyday tasks. Math can help us to shop wisely, buy the right insurance, remodel a home within a budget, understand population growth, or even bet on the horse with the best chance of winning the race.
Join us as we explore how math can help us in our daily lives. In this exhibit, you'll look at the language of numbers through common situations, such as playing games or cooking. Put your decision-making skills to the test by deciding whether buying or leasing a new car is right for you, and predict how much money you can save for your retirement by using an interest calculator.
Time for the Re-Registration Shuffle
Dig out your documentation. The Morrisville branch of the immigration service is checking to see who crossed the border into Pennsylvania.
Re-registration in Morrisville Schools
Posted in News on Thursday, July 24th, 2008 at 5:00 pm by Courier Times reporter Manasee Wagh
The Morrisville School District will be conducting re-registration this summer. All students who will be attending the Morrisville School District in the Fall and were in kindergarten to 11th grade during the 2007-2008 school year will be required to reregister. New students are not included in this re-registration.
CLASS SCHEDULES AND ASSIGNMENTS WILL NOT BE SENT UNTIL YOUR STUDENT IS RE-REGISTERED.
Re-registration will be held in all of the schools during the day on Tuesdays, Wednesdays, and Thursdays from 8:30 am to noon and from 1 pm to 3 pm throughout the month of August.
If you are unable to re-register during the day, you can do it on Tuesday, Wednesday, and Thursday evenings during the first three weeks in August from 6:30 pm to 8:30 pm in the LGI (Large Group Instruction) room of the middle/senior high school. There will be two Saturday re-registrations. They will be held August 9 and 16 from 10 am to 3 pm at the middle senior high school in the LGI.
Please bring proof of identification for yourself in the form of a PA state issued ID card or valid PA driver’s license, passport or military ID.
Also bring four proofs of residency. All must have the same address information.
One of the items must be a moving permit, deed, 2008 tax bill, mortgage payment bill/booklet, or lease.
The following will be accepted as proof of residency: deed or agreement of sale, per capita tax bill or paid receipt, moving permit, bank statement, automobile registration, lease verified by apartment superintendent, welfare identification, current cable or other utility statement, property tax bill or paid tax receipt, W-2 statement/IRS statement or tax return, automobile/homeowners/tenant insurance statement.
You do not need to bring any documents for your children.
Thursday, July 24, 2008
The Dumbest Generation?
Here's a pretty serious-minded video featuring Mark Bauerlein, the author of "The Dumbest Generation"
Any thoughts or comment?
Any thoughts or comment?
Community Action Team Update
Here's a letter I received about the Tuesday night Community Action Team meeting.
Once again, thank you VERY much to the people who provide updates on the meetings and goings on in town.
This letter was also copied to an employee of the BCCT. I am grateful for being copied when these letters go to board members, the media, or state and local officials. It's good to know that the word is getting out. People are beginning to understand that our educational system has been hijacked and is being dismantled piece by piece. I'm sure that many, many more letters are received by these people that are not provided to me. It's all good. We need everyone to get the word out: There are good, hardworking people in Morrisville who don't want to pay high taxes AND do not want to dismantle the system. They are ready and willing to work together for the common good, just like the Stop the School people pledged to do.
So much for that...another broken campaign promise.
17 members of the community and 3 members of the school board met last night with executive facilitator Ms. Perotti. The group's consensus reached in three independent smaller groups was that the school board needs a long-term engineering or facilities plan with short-term goals and a time-line. Three things struck me as important at this meeting. 1) people from the board and the spectators who normally disagree with their actions were in complete agreement that this was the highest priority from a list of 10 items under the heading of "Facilities". 2) That "Facilities" was the most important topic that needed to be addressed at this time and 3) that three separate sub-groups all working independently came to the exact same conclusion.
This seems to me to be a negative reaction to the last open school board meeting approval of the band-aid approach to fixing the heaters / boilers in the High School and Grandview. What this group agreed upon can be seen as a significant setback to the independent work of Mr. Hellmann who has made engineering decision based on a CPA's training.
This group believes that consensus is possible, that fixing the schools is a priority and that the children and their physical safety and education should come first in any discussions.
I would appreciate any publication of comments to let the community know that we can work together for the greater good of the schools and the children.
The public is welcome to our meetings. The next will be held in September. [Moderator Note: Does anyone have the specific date?]
Yours Truly,
John Ceneviva Jr.
Once again, thank you VERY much to the people who provide updates on the meetings and goings on in town.
This letter was also copied to an employee of the BCCT. I am grateful for being copied when these letters go to board members, the media, or state and local officials. It's good to know that the word is getting out. People are beginning to understand that our educational system has been hijacked and is being dismantled piece by piece. I'm sure that many, many more letters are received by these people that are not provided to me. It's all good. We need everyone to get the word out: There are good, hardworking people in Morrisville who don't want to pay high taxes AND do not want to dismantle the system. They are ready and willing to work together for the common good, just like the Stop the School people pledged to do.
So much for that...another broken campaign promise.
17 members of the community and 3 members of the school board met last night with executive facilitator Ms. Perotti. The group's consensus reached in three independent smaller groups was that the school board needs a long-term engineering or facilities plan with short-term goals and a time-line. Three things struck me as important at this meeting. 1) people from the board and the spectators who normally disagree with their actions were in complete agreement that this was the highest priority from a list of 10 items under the heading of "Facilities". 2) That "Facilities" was the most important topic that needed to be addressed at this time and 3) that three separate sub-groups all working independently came to the exact same conclusion.
This seems to me to be a negative reaction to the last open school board meeting approval of the band-aid approach to fixing the heaters / boilers in the High School and Grandview. What this group agreed upon can be seen as a significant setback to the independent work of Mr. Hellmann who has made engineering decision based on a CPA's training.
This group believes that consensus is possible, that fixing the schools is a priority and that the children and their physical safety and education should come first in any discussions.
I would appreciate any publication of comments to let the community know that we can work together for the greater good of the schools and the children.
The public is welcome to our meetings. The next will be held in September. [Moderator Note: Does anyone have the specific date?]
Yours Truly,
John Ceneviva Jr.
Wednesday, July 23, 2008
More From the Mailbag
This is one of those chain letters that you get from well meaning friends. Most times there's not a lot to commend passing it on, but when I got this one today, I was surprised to find it very meaningful and so well attributed and documented on the web.
It made me think about the garbage trucks right here in town. We're all guilty of it from time to time, but there are some who have raised sanitation engineering to an art.
Beware of Garbage Trucks
How often do you let other people's nonsense change your mood? Do you let a bad driver, rude waiter, curt boss, or an insensitive employee ruin your day? Unless you're the Terminator, for an instant you're probably set back on your heels. However, the mark of a successful person is how quickly she can get back her focus on what's important.
Sixteen years ago I learned this lesson. I learned it in the back of a New York City taxi cab. Here's what happened. I hopped in a taxi, and we took off for Grand Central Station. We were driving in the right lane when all of a sudden a black car jumped out of a parking space right in front of us. My taxi driver slammed on his brakes, skidded, and missed the other car's back end by just inches!
Here's what happened next. The driver of the other car, the guy who almost caused a big accident, whipped his head around and he started yelling bad words at us. How do I know? Ask any New Yorker, some words in New York come with a special face.
Now, here's what blew me away. My taxi driver just smiled and waved at the guy. And I mean, he was friendly. So, I said, "Why did you just do that? This guy almost ruined your car and sent us to the hospital!" And this is when my taxi driver told me what I now call, "The Law of the Garbage Truck™."
Many people are like garbage trucks. They run around full of garbage, full of frustration, full of anger, and full of disappointment. As their garbage piles up, they need a place to dump it. And if you let them, they'll dump it on you.
When someone wants to dump on you, don't take it personally. You just smile, wave, wish them well, and move on. You'll be happy you did. I guarantee it.
So this was it: The "Law of the Garbage Truck™." I started thinking, how often do I let Garbage Trucks run right over me? And how often do I take their garbage and spread it to other people: at work, at home, on the streets? It was that day I said, "I'm not going to do it anymore."
I began to see garbage trucks. Like in the movie "The Sixth Sense," the little boy said, "I see Dead People." Well now "I see Garbage Trucks." I see the load they're carrying. I see them coming to drop it off. And like my Taxi Driver, I don't make it a personal thing; I just smile, wave, wish them well, and I move on.
One of my favorite football players of all time, Walter Payton, did this every day on the football field. He would jump up as quickly as he hit the ground after being tackled. He never dwelled on a hit. Payton was ready to make the next play his best. Good leaders know they have to be ready for their next meeting. Good parents know that they have to welcome their children home from school with hugs and kisses. Leaders and parents know that they have to be fully present, and at their best for the people they care about.
The bottom line is that successful people do not let Garbage Trucks take over their day. What about you? What would happen in your life, starting today, if you let more garbage trucks pass you by?
Here's my bet. You'll be happier. I guarantee it.
Beware of Garbage Trucks ™
© David J. Pollay
HappyNews Columnist
Updated: 9/24/2007
It made me think about the garbage trucks right here in town. We're all guilty of it from time to time, but there are some who have raised sanitation engineering to an art.
Beware of Garbage Trucks
How often do you let other people's nonsense change your mood? Do you let a bad driver, rude waiter, curt boss, or an insensitive employee ruin your day? Unless you're the Terminator, for an instant you're probably set back on your heels. However, the mark of a successful person is how quickly she can get back her focus on what's important.
Sixteen years ago I learned this lesson. I learned it in the back of a New York City taxi cab. Here's what happened. I hopped in a taxi, and we took off for Grand Central Station. We were driving in the right lane when all of a sudden a black car jumped out of a parking space right in front of us. My taxi driver slammed on his brakes, skidded, and missed the other car's back end by just inches!
Here's what happened next. The driver of the other car, the guy who almost caused a big accident, whipped his head around and he started yelling bad words at us. How do I know? Ask any New Yorker, some words in New York come with a special face.
Now, here's what blew me away. My taxi driver just smiled and waved at the guy. And I mean, he was friendly. So, I said, "Why did you just do that? This guy almost ruined your car and sent us to the hospital!" And this is when my taxi driver told me what I now call, "The Law of the Garbage Truck™."
Many people are like garbage trucks. They run around full of garbage, full of frustration, full of anger, and full of disappointment. As their garbage piles up, they need a place to dump it. And if you let them, they'll dump it on you.
When someone wants to dump on you, don't take it personally. You just smile, wave, wish them well, and move on. You'll be happy you did. I guarantee it.
So this was it: The "Law of the Garbage Truck™." I started thinking, how often do I let Garbage Trucks run right over me? And how often do I take their garbage and spread it to other people: at work, at home, on the streets? It was that day I said, "I'm not going to do it anymore."
I began to see garbage trucks. Like in the movie "The Sixth Sense," the little boy said, "I see Dead People." Well now "I see Garbage Trucks." I see the load they're carrying. I see them coming to drop it off. And like my Taxi Driver, I don't make it a personal thing; I just smile, wave, wish them well, and I move on.
One of my favorite football players of all time, Walter Payton, did this every day on the football field. He would jump up as quickly as he hit the ground after being tackled. He never dwelled on a hit. Payton was ready to make the next play his best. Good leaders know they have to be ready for their next meeting. Good parents know that they have to welcome their children home from school with hugs and kisses. Leaders and parents know that they have to be fully present, and at their best for the people they care about.
The bottom line is that successful people do not let Garbage Trucks take over their day. What about you? What would happen in your life, starting today, if you let more garbage trucks pass you by?
Here's my bet. You'll be happier. I guarantee it.
Beware of Garbage Trucks ™
© David J. Pollay
HappyNews Columnist
Updated: 9/24/2007
Comics From the Mailbag
In consideration of your blog entry http://savethemorrisvilleschool.blogspot.com/2008/07/big-lie-and-budgets.html
And in response to the posters request of“I loved the idea of seeing the company prez with a swollen head”, I offer the attached.
And in response to the posters request of“I loved the idea of seeing the company prez with a swollen head”, I offer the attached.
Bridge Street Improvements
Upgrade to downtown coming...
New traffic signals, curbs, sidewalks included in $1.54 million project
By DANNY ADLER
New traffic signals, new curbs and sidewalks, and freshly painted crosswalks are coming to Bridge Street and South Pennsylvania Avenue as part of a $1.54 million improvement project in Morrisville, officials said.
The borough will hold a groundbreaking ceremony next week to mark the beginning of “this important community initiative,” which is being paid for by the Delaware River Joint Toll Bridge Commission. The bridge commission began awarding the borough money in 2005 to improve traffic conditions and “walkability” and foster downtown revitalization.
The funds are part of $40 million in grants going to towns along the Delaware River with bridge commission bridges stretching from Morrisville to the New York border, the bridge commission has said.
The project will bring new curbs, sidewalks and crosswalks on West Bridge Street from Pennsylvania to Cox avenues and on South Pennsylvania Avenue from Bridge Street to Philadelphia Avenue, officials said.
New traffic signals will be installed at the intersections of Delmorr Avenue and Bridge Street, and Pennsylvania Avenue and Bridge Street. A landscaped median island is planned for East Bridge Street from the Lower Trenton Toll Supported Bridge — the “Trenton Makes The World Takes” bridge — to Delmorr Avenue.
“It will make it much more pedestrian friendly and safer,” borough council President Nancy Sherlock said of the improvements. “It’s definitely a safety issue as well as a beautification issue.”
Work on curbs and sidewalks on South Pennsylvania Avenue under the railroad bridge already has begun, borough Manager George Mount said. Work on West Bridge Street will begin soon, and the project is expected to be completed by the end of August or early September, he said.
The groundbreaking takes place at 11 a.m. July 30 at the Mill Stone at the corner of East Bridge Street and North Delmorr Avenue.
New traffic signals, curbs, sidewalks included in $1.54 million project
By DANNY ADLER
New traffic signals, new curbs and sidewalks, and freshly painted crosswalks are coming to Bridge Street and South Pennsylvania Avenue as part of a $1.54 million improvement project in Morrisville, officials said.
The borough will hold a groundbreaking ceremony next week to mark the beginning of “this important community initiative,” which is being paid for by the Delaware River Joint Toll Bridge Commission. The bridge commission began awarding the borough money in 2005 to improve traffic conditions and “walkability” and foster downtown revitalization.
The funds are part of $40 million in grants going to towns along the Delaware River with bridge commission bridges stretching from Morrisville to the New York border, the bridge commission has said.
The project will bring new curbs, sidewalks and crosswalks on West Bridge Street from Pennsylvania to Cox avenues and on South Pennsylvania Avenue from Bridge Street to Philadelphia Avenue, officials said.
New traffic signals will be installed at the intersections of Delmorr Avenue and Bridge Street, and Pennsylvania Avenue and Bridge Street. A landscaped median island is planned for East Bridge Street from the Lower Trenton Toll Supported Bridge — the “Trenton Makes The World Takes” bridge — to Delmorr Avenue.
“It will make it much more pedestrian friendly and safer,” borough council President Nancy Sherlock said of the improvements. “It’s definitely a safety issue as well as a beautification issue.”
Work on curbs and sidewalks on South Pennsylvania Avenue under the railroad bridge already has begun, borough Manager George Mount said. Work on West Bridge Street will begin soon, and the project is expected to be completed by the end of August or early September, he said.
The groundbreaking takes place at 11 a.m. July 30 at the Mill Stone at the corner of East Bridge Street and North Delmorr Avenue.
Tuesday, July 22, 2008
Community Action Plan Meeting tonight/7P.M.
Reminder to come out if you want to help determine the future of the Morrisville School District.
The mv.org website does not list the time of the meeting. Anyone know that information?
UPDATE: 7 P.M. in the LGI.
CAP Meeting
The Community Action Plan committee will meet on July 22, 2008 in the LGI of the Morrisville Middle/Senior High School.
The mv.org website does not list the time of the meeting. Anyone know that information?
UPDATE: 7 P.M. in the LGI.
CAP Meeting
The Community Action Plan committee will meet on July 22, 2008 in the LGI of the Morrisville Middle/Senior High School.
Ambulance Company Tax Hike on Ballot
The Morrisville Borough Council wants you to decide to raise your own taxes. The November ballot will have a referendum where the people of Morrisville can approve a millage increase for the rescue squad.
The ambulance company is a great place to spend your money wisely and effectively. Staffed by dedicated volunteers, these people are literally life savers. This is a no-brainer decision.
I just wonder why this is a potentially "OK" tax rise. Is it because it's only a few mils and it's only $30 bucks a house? Is it because "everyone" needs the rescue squad and not just the "children"? Or is it something else?
Why wasn't the council able to find a revenue neutral way to provide the same funding? It leaves open the question of why the council members who voted against Gateway (read: new tax revenues) now want to tax you more. I'm all for funding the rescue squad at a higher level. Now cut at least the same amount out of the overall budget and make it a neutral impact to the taxpayer. According to the quote provided by the BCCT, it looks like one council member wants to pile the increase on top of what we already pay.
Here's the catch: You're taxing yourself and the paid council members evade the responsibility of accurately managing the budget. Imagine this line in the BCCT next year: "'I didn't raise your taxes,' said council member X, "you voted it in. It's your responsibility that your tax bill is higher.'"
If only...IF ONLY!...there was someone on the borough council who was aggressive in ferreting out corruption and malfeasance and could spot slackers wasting the taxpayer's dime. Where could we find someone like that?
Morrisville residents to vote on EMS fund
Voters in Morrisville will have their say on a millage increase to bulk up the EMS fund to support the Morrisville Ambulance Squad.
A resolution to place a referendum on the Nov. 4 ballot passed unanimously at Monday night’s council meeting. The referendum will ask voters whether they want the borough to increase the EMS fund to 2 mills, which is 1.5 mills more than permitted by the borough code without being approved through a successful referendum, solicitor James Downey said.
Councilman Stephen Worob noted that the millage increase translates to about $30 per household. The borough solicitor will submit the referendum to Bucks officials. If approved, it will appear on the November ballot.
The ambulance company is a great place to spend your money wisely and effectively. Staffed by dedicated volunteers, these people are literally life savers. This is a no-brainer decision.
I just wonder why this is a potentially "OK" tax rise. Is it because it's only a few mils and it's only $30 bucks a house? Is it because "everyone" needs the rescue squad and not just the "children"? Or is it something else?
Why wasn't the council able to find a revenue neutral way to provide the same funding? It leaves open the question of why the council members who voted against Gateway (read: new tax revenues) now want to tax you more. I'm all for funding the rescue squad at a higher level. Now cut at least the same amount out of the overall budget and make it a neutral impact to the taxpayer. According to the quote provided by the BCCT, it looks like one council member wants to pile the increase on top of what we already pay.
Here's the catch: You're taxing yourself and the paid council members evade the responsibility of accurately managing the budget. Imagine this line in the BCCT next year: "'I didn't raise your taxes,' said council member X, "you voted it in. It's your responsibility that your tax bill is higher.'"
If only...IF ONLY!...there was someone on the borough council who was aggressive in ferreting out corruption and malfeasance and could spot slackers wasting the taxpayer's dime. Where could we find someone like that?
Morrisville residents to vote on EMS fund
Voters in Morrisville will have their say on a millage increase to bulk up the EMS fund to support the Morrisville Ambulance Squad.
A resolution to place a referendum on the Nov. 4 ballot passed unanimously at Monday night’s council meeting. The referendum will ask voters whether they want the borough to increase the EMS fund to 2 mills, which is 1.5 mills more than permitted by the borough code without being approved through a successful referendum, solicitor James Downey said.
Councilman Stephen Worob noted that the millage increase translates to about $30 per household. The borough solicitor will submit the referendum to Bucks officials. If approved, it will appear on the November ballot.
Monday, July 21, 2008
Pennsbury taxpayers frustrated
When we're absorbed by Pennsbury, here's what's in store for us...
Board needs fresh blood
The Courier Times reported on Jan. 11 of this year that Pennsbury will raise taxes, on average, $401. J. D. Mullane wrote a column on Jan. 29 that stated “readers rage over fullday kindergarten.” Come on, who as an adult remembers school that far back? What benefit was it?
On May 9, the tax hike is $231. On June 4, they have suggestions including a hiring freeze and six other spending cuts. At least they’re going in the right direction. On June 13, the budget is OK’d with a $175 increase. On June 29, the increase is 4 percent. A letter writer on Jan. 31st said he was confused by the Pennsbury school board. I’ll give him an Amen!
Alas, my taxes have gone up again this year. And the year before, and the year before — you get the idea. What do I get from all these increases? Zero, Nothing, Nada, Zilch. Why can’t Pennsbury come up with new ideas so the residents don’t have to shoulder the burden for all these overpaid teachers?
Maybe Pennsbury needs to have fresh blood on the board, new ideas, people who are more competent than the present. For the good of the community Pennsbury needs to do something! Tax revolt!
Phil Denny Falls
Board needs fresh blood
The Courier Times reported on Jan. 11 of this year that Pennsbury will raise taxes, on average, $401. J. D. Mullane wrote a column on Jan. 29 that stated “readers rage over fullday kindergarten.” Come on, who as an adult remembers school that far back? What benefit was it?
On May 9, the tax hike is $231. On June 4, they have suggestions including a hiring freeze and six other spending cuts. At least they’re going in the right direction. On June 13, the budget is OK’d with a $175 increase. On June 29, the increase is 4 percent. A letter writer on Jan. 31st said he was confused by the Pennsbury school board. I’ll give him an Amen!
Alas, my taxes have gone up again this year. And the year before, and the year before — you get the idea. What do I get from all these increases? Zero, Nothing, Nada, Zilch. Why can’t Pennsbury come up with new ideas so the residents don’t have to shoulder the burden for all these overpaid teachers?
Maybe Pennsbury needs to have fresh blood on the board, new ideas, people who are more competent than the present. For the good of the community Pennsbury needs to do something! Tax revolt!
Phil Denny Falls
BCTHS Article
From the BCCT.
Turning kids on to a career path
The tech school offers almost 30 summer exploration courses for seventh- and eighth-graders who live in its sending districts.
By JOAN HELLYER
Students participating in a skateboard construction project at Bucks County Technical High School this summer will not only emerge with a new way to get around, they’re also getting a jumpstart on making a career choice, school officials said. “They’re learning without knowing it,” said Kevin Ody, who oversees the tech school’s threeweek summer program.
Almost 30 summer courses are being offered by the comprehensive technical high school that serves the Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school districts. The course offerings include culinary, forensic science, robotics, cosmetology, money management, plumbing, automotive, commercial art and computers.
Seventh- and eighthgraders from the sending districts are invited to participate in the classes to learn more about the career and trades training available at the school on Wistar Road in Bristol Township. David Ayres, a teacher’s assistant, said he knew doing something with skateboards would provide a good way to connect with the students. “I want them to open their minds to know they can do whatever they want to do. That’s what a tech school is all about,” said Ayres, a 2005 BCTHS grad. He precut seven layers of wood in the form of a skateboard for the 13 students in the class and then showed the kids how he did it.
The students spent last week gluing and sealing each layer together and sanding the board once all the layers were in place, Ayres said. This week they’ll paint the skateboards and attach wheels to the bottoms. In the process, the kids are getting a feel for various construction procedures.
“It makes me feel very accomplished,” said Angelica Mena, 13, an eighth-grader at St. Thomas Aquinas Catholic School in Bristol Township.
The kids said participating in the program has given them the chance to consider their options. Most said they would like to attend the school, where students are accepted based on a variety of criteria.
“I think it will be good for my career,” said Michael Arthur, 12, a seventh-grader at Pennsbury’s William Penn Middle School.
Many studies suggest that, too, according to the Association for Career and Technical Education.
The studies show that technical education graduates are 10 percent to 15 percent more likely to be in the labor force than are their peers from traditional high schools who don’t go on to college, according to ACTE. In addition, the tech graduates earn 8 percent to 9 percent more than academic program graduates, according to the association dedicated to providing students with the education needed to have successful careers.
BCTHS, one of 14 comprehensive technical high schools in the state, does not keep track of how many summer exploration students ultimately end up at the tech school, Ody said.
However, he knows quite a few have over the years, including 2008 graduate Brian Knecht, who recently won a silver medal in the welding division of the national SkillsUSA competition.
“Some of our best students are those who participate in the summer program. It turns them on [to a career path],” the administrator said.
Turning kids on to a career path
The tech school offers almost 30 summer exploration courses for seventh- and eighth-graders who live in its sending districts.
By JOAN HELLYER
Students participating in a skateboard construction project at Bucks County Technical High School this summer will not only emerge with a new way to get around, they’re also getting a jumpstart on making a career choice, school officials said. “They’re learning without knowing it,” said Kevin Ody, who oversees the tech school’s threeweek summer program.
Almost 30 summer courses are being offered by the comprehensive technical high school that serves the Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school districts. The course offerings include culinary, forensic science, robotics, cosmetology, money management, plumbing, automotive, commercial art and computers.
Seventh- and eighthgraders from the sending districts are invited to participate in the classes to learn more about the career and trades training available at the school on Wistar Road in Bristol Township. David Ayres, a teacher’s assistant, said he knew doing something with skateboards would provide a good way to connect with the students. “I want them to open their minds to know they can do whatever they want to do. That’s what a tech school is all about,” said Ayres, a 2005 BCTHS grad. He precut seven layers of wood in the form of a skateboard for the 13 students in the class and then showed the kids how he did it.
The students spent last week gluing and sealing each layer together and sanding the board once all the layers were in place, Ayres said. This week they’ll paint the skateboards and attach wheels to the bottoms. In the process, the kids are getting a feel for various construction procedures.
“It makes me feel very accomplished,” said Angelica Mena, 13, an eighth-grader at St. Thomas Aquinas Catholic School in Bristol Township.
The kids said participating in the program has given them the chance to consider their options. Most said they would like to attend the school, where students are accepted based on a variety of criteria.
“I think it will be good for my career,” said Michael Arthur, 12, a seventh-grader at Pennsbury’s William Penn Middle School.
Many studies suggest that, too, according to the Association for Career and Technical Education.
The studies show that technical education graduates are 10 percent to 15 percent more likely to be in the labor force than are their peers from traditional high schools who don’t go on to college, according to ACTE. In addition, the tech graduates earn 8 percent to 9 percent more than academic program graduates, according to the association dedicated to providing students with the education needed to have successful careers.
BCTHS, one of 14 comprehensive technical high schools in the state, does not keep track of how many summer exploration students ultimately end up at the tech school, Ody said.
However, he knows quite a few have over the years, including 2008 graduate Brian Knecht, who recently won a silver medal in the welding division of the national SkillsUSA competition.
“Some of our best students are those who participate in the summer program. It turns them on [to a career path],” the administrator said.
Borough Council Meeting Tonight
Reminder of borough council meeting tonight. There's a referendum proposed to raise the millage supporting the Morrisville Ambulance Squad funding.
GOVERNMENT
Morrisville Council: 7:30 p.m., borough hall, 35 Union St. Agenda: public comment; regular reports; consider traffic ordinance amending Chapter 435 of the code of ordinances for vehicles and traffic; consider amendment to zoning ordinance for sign regulations; consider resolution to place a referendum on the Nov. 4 ballot to approve a millage increase in the EMS fund to support the Morrisville Ambulance Squad; consider advertising a public hearing for Aug. 12 on the use of the CDBG funds; consider two 3-year appointments to the Morrisville economic development corporation. 215-295-8181
___________________________________
Possible referendum in November for Morrisville voters
Posted in News on Sunday, July 20th, 2008 at 6:47 pm by Courier Times staff writer Danny Adler
MORRISVILLE — Voters in Morrisville may get their say on a millage increase to bulk up the borough’s EMS fund and support the Morrisville Ambulance Squad.
A resolution to place a referendum on the Nov. 4 ballot will be considered at Monday night’s council meeting, scheduled for 7:30 p.m. at borough hall, 35 Union St.
The referendum will ask voters whether they want the borough to increase the EMS fund to 2 mills, which is 1.5 mills more than permitted by the borough code without being approved through a successful referendum, officials have said.
GOVERNMENT
Morrisville Council: 7:30 p.m., borough hall, 35 Union St. Agenda: public comment; regular reports; consider traffic ordinance amending Chapter 435 of the code of ordinances for vehicles and traffic; consider amendment to zoning ordinance for sign regulations; consider resolution to place a referendum on the Nov. 4 ballot to approve a millage increase in the EMS fund to support the Morrisville Ambulance Squad; consider advertising a public hearing for Aug. 12 on the use of the CDBG funds; consider two 3-year appointments to the Morrisville economic development corporation. 215-295-8181
___________________________________
Possible referendum in November for Morrisville voters
Posted in News on Sunday, July 20th, 2008 at 6:47 pm by Courier Times staff writer Danny Adler
MORRISVILLE — Voters in Morrisville may get their say on a millage increase to bulk up the borough’s EMS fund and support the Morrisville Ambulance Squad.
A resolution to place a referendum on the Nov. 4 ballot will be considered at Monday night’s council meeting, scheduled for 7:30 p.m. at borough hall, 35 Union St.
The referendum will ask voters whether they want the borough to increase the EMS fund to 2 mills, which is 1.5 mills more than permitted by the borough code without being approved through a successful referendum, officials have said.
Sunday, July 20, 2008
Farm Update?
I received this comment. It did not have a lot of detail but I approved it. Does anyone have more information?
Anonymous has left a new comment on your post "Math Wars":
I heard Johnson and Johnson has been contacted! We need three years worth of band-aids,til we can farm out the kids!
Anonymous has left a new comment on your post "Math Wars":
I heard Johnson and Johnson has been contacted! We need three years worth of band-aids,til we can farm out the kids!
Jazz Fest at Willimason Park Today
Thanks to the emailer who wanted to remind us all about the Jazz Fest THIS AFTERNOON from 3-8 at Williamson Park.
Come on out and join the fun!
Annual jazz festival arrives in Morrisville
Friday, July 18, 2008
The fifth annual Morrisville Jazz Festival will take place 3 to 9 p.m. Sunday at Williamson Park on Route 32 in Morrisville, Pa.
The lineup will feature Ella Ganht, the Donna Antonow Trio, the Arpeggio Jazz Ensemble, Eric Mintel and the Midnight Sun Orchestra.
The Philadelphia-based Ganht is a singer and multi-instrumentalist who has been performing professionally since she was a teen. Among other things, she is vocalist for the Philadelphia Legends of Jazz Orchestra, which is directed by her husband, Leon Mitchell. Ganht's debut CD is "Immaculate Union."
The Arpeggio Jazz Ensemble has been playing around Philadelphia since its formation in 1979. It was founded by Warren Oree, an acoustic bassist, producer and composer who continued to lead the band in the late 1990s.
The group embraces a variety of acoustic and electric jazz styles -- often combining them with African and Middle Eastern music -- and has dabbled a bit in R&B.
New Jersey native Antonow began playing the piano at an early age and cites such influences as Bill Evans, Wynton Kelly, Jimmy Rowles and Red Garland.
She studied voice with Dita Delman, of the New York City Opera and, while studying at William Paterson College, played with such notables as drummer Carl Allen, and saxophonist Bill Evans. She notes Aretha Franklin, Stevie Wonder and Donnie Hathaway as vocal influences.
Local pianist Mintel formed the Eric Mintel Quartet in 1993 to perform original jazz compositions and new interpretations of the American song book.
Also a composer of orchestral music, Mintel performed his composition "Millennium Suite" for jazz quartet and orchestra with the Riverside Symphonia.
The quartet's most recent CD is "Times Change," which among other things includes interpretations of compositions made popular by famed pianist Dave Brubeck.
The Midnight Sun Orchestra is a 17-piece local band that plays monthly at the Havana nightclub in New Hope, Pa.
The festival is free.
In advance of the festival, there will be a concert 6 p.m. tomorrow by the Monday Blues Band, a 16-piece orchestra that specializes in big band music.
For information, call (215) 295-8181.
Come on out and join the fun!
Annual jazz festival arrives in Morrisville
Friday, July 18, 2008
The fifth annual Morrisville Jazz Festival will take place 3 to 9 p.m. Sunday at Williamson Park on Route 32 in Morrisville, Pa.
The lineup will feature Ella Ganht, the Donna Antonow Trio, the Arpeggio Jazz Ensemble, Eric Mintel and the Midnight Sun Orchestra.
The Philadelphia-based Ganht is a singer and multi-instrumentalist who has been performing professionally since she was a teen. Among other things, she is vocalist for the Philadelphia Legends of Jazz Orchestra, which is directed by her husband, Leon Mitchell. Ganht's debut CD is "Immaculate Union."
The Arpeggio Jazz Ensemble has been playing around Philadelphia since its formation in 1979. It was founded by Warren Oree, an acoustic bassist, producer and composer who continued to lead the band in the late 1990s.
The group embraces a variety of acoustic and electric jazz styles -- often combining them with African and Middle Eastern music -- and has dabbled a bit in R&B.
New Jersey native Antonow began playing the piano at an early age and cites such influences as Bill Evans, Wynton Kelly, Jimmy Rowles and Red Garland.
She studied voice with Dita Delman, of the New York City Opera and, while studying at William Paterson College, played with such notables as drummer Carl Allen, and saxophonist Bill Evans. She notes Aretha Franklin, Stevie Wonder and Donnie Hathaway as vocal influences.
Local pianist Mintel formed the Eric Mintel Quartet in 1993 to perform original jazz compositions and new interpretations of the American song book.
Also a composer of orchestral music, Mintel performed his composition "Millennium Suite" for jazz quartet and orchestra with the Riverside Symphonia.
The quartet's most recent CD is "Times Change," which among other things includes interpretations of compositions made popular by famed pianist Dave Brubeck.
The Midnight Sun Orchestra is a 17-piece local band that plays monthly at the Havana nightclub in New Hope, Pa.
The festival is free.
In advance of the festival, there will be a concert 6 p.m. tomorrow by the Monday Blues Band, a 16-piece orchestra that specializes in big band music.
For information, call (215) 295-8181.
Saturday, July 19, 2008
Math Wars
I know more than a few parents who have fought this battle
Frustrated parents sneak 'old math' to kids
NEW YORK (AP) -- On an occasional evening at the kitchen table in Brooklyn, New York, Victoria Morey has been known to sit down with her 9-year-old son and do something she's not supposed to.
Brigitta Stone struggles to help Gillian with homework but doesn't want to confuse her with old math methods.
"I am a rebel," confessed this mother of two.
And just what is this subversive act in which Morey engages -- with a child, yet?
Long division.
Yes, Morey teaches her son, who'll enter fifth grade in the fall, how to divide the old-fashioned way -- you know, with descending columns of numbers, subtracting all the way down. It's a formula that works, and she finds it quick, reliable, even soothing. So, she says, does her son.
But in his fourth-grade class, long division wasn't on the agenda. As many parents across the country know, this and some other familiar formulas have been supplanted in an increasing number of schools by concept-based curricula aiming to teach the ideas behind mathematics rather than rote procedures.
They call it the Math Wars: The debate, at times acrimonious, over which way is best to teach kids math. In its most black-and-white form, it pits schools hoping to prepare kids for a new world against reluctant parents who feel that the traditional way is best and that their kids are being shortchanged.
But there are lots of parents who fall into a grayer area: They're willing to accept that their kids are learning things differently. They just want to be able to help them with their homework. And very often, they can't.
"Sometimes I'll meet up with another parent, and we'll say, 'What WAS that homework last night?' " said Birgitta Stone, whose daughter, Gillian, is entering third grade in Ridgefield, Connecticut, next month. "Sometimes I can't even understand the instructions."
Funny, perhaps, but also a little sad. "It's frustrating," Stone said. "You want to help them. And sometimes I can't help her at all."
Still, Stone agrees that kids should be thinking differently about math. And so she doesn't interfere by teaching her kid the old ways. "I don't want to confuse her," she said.
Morey, on the other hand, feels no guilt. She says her son was relieved to learn long division. "He wants a quick and easy way to get the right answer," she said. "Luckily, he had a fabulous teacher who said long division wasn't in her plan, but we were free to do what we wanted at home."
And as for the concepts-before-procedure argument, she quipped: "Would you want to go to a doctor who's learned about the concepts but never done the surgery? Would you want your doctor to say, 'I had the right idea when I removed your appendix, though I took out the wrong one?' "
Such reasoning is not unfamiliar to Pat Cooney. As the math coordinator for six public schools in Ridgefield, which over the past two years have implemented the Growing in Math curriculum, she's seen a lot of angry parents.
"I had one parent who was probably as angry as a parent could be," Cooney said. "I've had irate phone calls. Some think we're giving the kids misinformation. They think we're not doing our jobs."
One problem, Cooney says, is that parents remember math as offering only one way to solve a problem.
"We're saying that there's more than one way," Cooney said. "The outcome will be the same, but how we get there will be different."
Thus, when a parent is asked to multiply 88 by 5, we'll do it with pen and paper, multiplying 8 by 5 and carrying over the 4, etc. But a child today might reason that 5 is half of 10, and 88 times 10 is 880, so 88 times 5 is half of that, 440 -- poof, no pen, no paper.
"The traditional way is really a shortcut," Cooney said. "We want kids to be so confident with numbers that it becomes intuitive."
As for parents, Cooney hopes that if they're teaching kids at home, at least it won't be "let me show you how you really do it," she said. She's spending the rest of her summer working on plans for more family nights at school, to better explain the system.
The "Math Wars" have been playing out since at least 1989, when the National Council of Teachers of Mathematics issued a document recommending concept-based teaching -- which was, the group says, distorted by critics and "exaggerated in every direction."
"Our position is that math ought to be reasonable and kids ought to be able to make sense of it," saidHank Kepner, president of the council and a teacher for the past 45 years.
The problem, he says, is that "a lot of adults view math as a cut-and-dried thing, not a method of reasoning." As for parents enforcing their own methods on kids, "You don't want a kid pitted between parent and teacher," he said. "I would hope there would be an open conversation, involving the teacher." But ultimately, "the more adults a kid sees talking about math, the better."
Sam Pennell, 10, of Brooklyn, hears about math a lot: His dad, Mark, is an architect, and father and son have been known to discuss the volumes of cylinders to be filled with concrete. "He understands the concept of pi," Mark Pennell said of his son. "He doesn't question it too much."
Since Sam is good at math, his father supplements his classroom work with, for example, the old way of multiplying 175 times 142. "I'm doing this to broaden his perspective, to keep him from getting bored," Pennell said. He thinks Sam could be challenged more at school but otherwise isn't hugely bothered by the concept-based curriculum.
His wife, though, finds it mystifying. A writer with degrees from Barnard and Stanford, she still finds herself flummoxed by her son's schoolwork.
"There never seems to be any explanation in the workbooks," Allison Pennell said. "And there's no textbook to refer to." Her son doesn't usually need her help, but when he does, she said, "I'm such a numbskull. I don't think I could pass fourth-grade math."
For teacher Melissa Hedges, a longtime elementary school teacher in Milwaukee, the key is to keep the lines of communication open.
"I'll ask parents to sit down and really have their child walk through what they're doing and why they're doing it," Hedges said. "Even if it's messy. The beauty in math comes from getting involved, knowing what you're doing and why, exploring big ideas."
Remember, Hedges said, "in the end, we're all after the same thing. Sometimes it's easy to lose that focus."
Frustrated parents sneak 'old math' to kids
NEW YORK (AP) -- On an occasional evening at the kitchen table in Brooklyn, New York, Victoria Morey has been known to sit down with her 9-year-old son and do something she's not supposed to.
Brigitta Stone struggles to help Gillian with homework but doesn't want to confuse her with old math methods.
"I am a rebel," confessed this mother of two.
And just what is this subversive act in which Morey engages -- with a child, yet?
Long division.
Yes, Morey teaches her son, who'll enter fifth grade in the fall, how to divide the old-fashioned way -- you know, with descending columns of numbers, subtracting all the way down. It's a formula that works, and she finds it quick, reliable, even soothing. So, she says, does her son.
But in his fourth-grade class, long division wasn't on the agenda. As many parents across the country know, this and some other familiar formulas have been supplanted in an increasing number of schools by concept-based curricula aiming to teach the ideas behind mathematics rather than rote procedures.
They call it the Math Wars: The debate, at times acrimonious, over which way is best to teach kids math. In its most black-and-white form, it pits schools hoping to prepare kids for a new world against reluctant parents who feel that the traditional way is best and that their kids are being shortchanged.
But there are lots of parents who fall into a grayer area: They're willing to accept that their kids are learning things differently. They just want to be able to help them with their homework. And very often, they can't.
"Sometimes I'll meet up with another parent, and we'll say, 'What WAS that homework last night?' " said Birgitta Stone, whose daughter, Gillian, is entering third grade in Ridgefield, Connecticut, next month. "Sometimes I can't even understand the instructions."
Funny, perhaps, but also a little sad. "It's frustrating," Stone said. "You want to help them. And sometimes I can't help her at all."
Still, Stone agrees that kids should be thinking differently about math. And so she doesn't interfere by teaching her kid the old ways. "I don't want to confuse her," she said.
Morey, on the other hand, feels no guilt. She says her son was relieved to learn long division. "He wants a quick and easy way to get the right answer," she said. "Luckily, he had a fabulous teacher who said long division wasn't in her plan, but we were free to do what we wanted at home."
And as for the concepts-before-procedure argument, she quipped: "Would you want to go to a doctor who's learned about the concepts but never done the surgery? Would you want your doctor to say, 'I had the right idea when I removed your appendix, though I took out the wrong one?' "
Such reasoning is not unfamiliar to Pat Cooney. As the math coordinator for six public schools in Ridgefield, which over the past two years have implemented the Growing in Math curriculum, she's seen a lot of angry parents.
"I had one parent who was probably as angry as a parent could be," Cooney said. "I've had irate phone calls. Some think we're giving the kids misinformation. They think we're not doing our jobs."
One problem, Cooney says, is that parents remember math as offering only one way to solve a problem.
"We're saying that there's more than one way," Cooney said. "The outcome will be the same, but how we get there will be different."
Thus, when a parent is asked to multiply 88 by 5, we'll do it with pen and paper, multiplying 8 by 5 and carrying over the 4, etc. But a child today might reason that 5 is half of 10, and 88 times 10 is 880, so 88 times 5 is half of that, 440 -- poof, no pen, no paper.
"The traditional way is really a shortcut," Cooney said. "We want kids to be so confident with numbers that it becomes intuitive."
As for parents, Cooney hopes that if they're teaching kids at home, at least it won't be "let me show you how you really do it," she said. She's spending the rest of her summer working on plans for more family nights at school, to better explain the system.
The "Math Wars" have been playing out since at least 1989, when the National Council of Teachers of Mathematics issued a document recommending concept-based teaching -- which was, the group says, distorted by critics and "exaggerated in every direction."
"Our position is that math ought to be reasonable and kids ought to be able to make sense of it," saidHank Kepner, president of the council and a teacher for the past 45 years.
The problem, he says, is that "a lot of adults view math as a cut-and-dried thing, not a method of reasoning." As for parents enforcing their own methods on kids, "You don't want a kid pitted between parent and teacher," he said. "I would hope there would be an open conversation, involving the teacher." But ultimately, "the more adults a kid sees talking about math, the better."
Sam Pennell, 10, of Brooklyn, hears about math a lot: His dad, Mark, is an architect, and father and son have been known to discuss the volumes of cylinders to be filled with concrete. "He understands the concept of pi," Mark Pennell said of his son. "He doesn't question it too much."
Since Sam is good at math, his father supplements his classroom work with, for example, the old way of multiplying 175 times 142. "I'm doing this to broaden his perspective, to keep him from getting bored," Pennell said. He thinks Sam could be challenged more at school but otherwise isn't hugely bothered by the concept-based curriculum.
His wife, though, finds it mystifying. A writer with degrees from Barnard and Stanford, she still finds herself flummoxed by her son's schoolwork.
"There never seems to be any explanation in the workbooks," Allison Pennell said. "And there's no textbook to refer to." Her son doesn't usually need her help, but when he does, she said, "I'm such a numbskull. I don't think I could pass fourth-grade math."
For teacher Melissa Hedges, a longtime elementary school teacher in Milwaukee, the key is to keep the lines of communication open.
"I'll ask parents to sit down and really have their child walk through what they're doing and why they're doing it," Hedges said. "Even if it's messy. The beauty in math comes from getting involved, knowing what you're doing and why, exploring big ideas."
Remember, Hedges said, "in the end, we're all after the same thing. Sometimes it's easy to lose that focus."
Special Meeting Recap
From the BCCT
District takes steps toward restoring schools
By MANASEE WAGH
After several decades, it’s time to initiate serious updates in Morrisville schools, say area residents.
The school board recently voted 7-1 to start preliminary work to replace the boilers in the high school building and Grandview Elementary.
Some school board members and residents call it the first step toward restoring the schools, which have been in need of repairs for years.
“This is the beginning of something. People should applaud this beginning,” said resident Sharon Hughes.
The district will use Vitetta, a Philadelphia-based architectural and engineering corporation, to begin assessing the work necessary to replace the boilers, as well as looking into two new burners for the elementary school.
Morrisville residents have been calling for a plan to get the deteriorating high school and both elementaries in better shape since the current board canceled plans to build a consolidated K-12 school.
But there’s a problem with taking action on the boilers now, the board minority said.
Evaluating the needs of two schools, designing a custom boiler for each and completing installation could take six months. That would put the project’s conclusion well into the heating season, according to Tim Lastichen, district facilities director.
The price tag for the boilers alone is more than $100,000, not counting the labor and any expenses that could crop up along the way, he said at the Tuesday board meeting.
Some residents and the board minority complained this is a poor time to start an expensive project without a long-term restoration plan that would take the schools’ many other problems into account.
In May, the board voted to hire Wick Fisher White, an engineering firm, to do a $30,000 study of the work needed at the high school and two elementaries. The next step was to advertise for several companies to do that work.
On June, 12 companies submitted proposals to work on all three school buildings. Bill Hellmann, the board president, later cut that down to five and removed M. R. Reiter from the equation without consulting the rest of the board, said board member Robin Reithmeyer at Tuesday’s board meeting.
She voted against going forward on the boiler replacements without a plan that included all three schools.
However, some board members and residents attending the meeting thought it was a bad idea to wait any longer.
“The reason for moving forward is to address an important item,” said board member Brenda Worob, referring to the boilers.
Plus, part of the original $30 million bond that the previous board borrowed to fund a consolidated school needs to be spent soon, Hellmann said.
Board member William Farrell suggested the district not delay the boiler project just because it would take a long time. Maybe the district wouldn’t complete it in time for this year’s cold season, but at least the preparation work would be done, he said.
As for the second elementary school, M. R. Reiter, Lastichen didn’t think it was worth investing in a new boiler, though residents complained that it was too cold for comfort there during the winter.
“Reiter’s so bad, I think it should be bulldozed. I wouldn’t spend money on it,” Lastichen said during the meeting.
M.R. Reiter’s future is still up in the air.
In May, Hellmann unveiled a tentative plan to save money by combining the schools somehow, but no clear action has been taken in that direction yet.
A temporary fix for providing heat in the winter may be to bring modular heaters into Reiter and the other schools, said board member John Buckman.
The district will hold a community action plan meeting at 7 p.m. July 22, in the LGI room of the high school to discuss the boilers and other issues. Residents are encouraged to participate.
District takes steps toward restoring schools
By MANASEE WAGH
After several decades, it’s time to initiate serious updates in Morrisville schools, say area residents.
The school board recently voted 7-1 to start preliminary work to replace the boilers in the high school building and Grandview Elementary.
Some school board members and residents call it the first step toward restoring the schools, which have been in need of repairs for years.
“This is the beginning of something. People should applaud this beginning,” said resident Sharon Hughes.
The district will use Vitetta, a Philadelphia-based architectural and engineering corporation, to begin assessing the work necessary to replace the boilers, as well as looking into two new burners for the elementary school.
Morrisville residents have been calling for a plan to get the deteriorating high school and both elementaries in better shape since the current board canceled plans to build a consolidated K-12 school.
But there’s a problem with taking action on the boilers now, the board minority said.
Evaluating the needs of two schools, designing a custom boiler for each and completing installation could take six months. That would put the project’s conclusion well into the heating season, according to Tim Lastichen, district facilities director.
The price tag for the boilers alone is more than $100,000, not counting the labor and any expenses that could crop up along the way, he said at the Tuesday board meeting.
Some residents and the board minority complained this is a poor time to start an expensive project without a long-term restoration plan that would take the schools’ many other problems into account.
In May, the board voted to hire Wick Fisher White, an engineering firm, to do a $30,000 study of the work needed at the high school and two elementaries. The next step was to advertise for several companies to do that work.
On June, 12 companies submitted proposals to work on all three school buildings. Bill Hellmann, the board president, later cut that down to five and removed M. R. Reiter from the equation without consulting the rest of the board, said board member Robin Reithmeyer at Tuesday’s board meeting.
She voted against going forward on the boiler replacements without a plan that included all three schools.
However, some board members and residents attending the meeting thought it was a bad idea to wait any longer.
“The reason for moving forward is to address an important item,” said board member Brenda Worob, referring to the boilers.
Plus, part of the original $30 million bond that the previous board borrowed to fund a consolidated school needs to be spent soon, Hellmann said.
Board member William Farrell suggested the district not delay the boiler project just because it would take a long time. Maybe the district wouldn’t complete it in time for this year’s cold season, but at least the preparation work would be done, he said.
As for the second elementary school, M. R. Reiter, Lastichen didn’t think it was worth investing in a new boiler, though residents complained that it was too cold for comfort there during the winter.
“Reiter’s so bad, I think it should be bulldozed. I wouldn’t spend money on it,” Lastichen said during the meeting.
M.R. Reiter’s future is still up in the air.
In May, Hellmann unveiled a tentative plan to save money by combining the schools somehow, but no clear action has been taken in that direction yet.
A temporary fix for providing heat in the winter may be to bring modular heaters into Reiter and the other schools, said board member John Buckman.
The district will hold a community action plan meeting at 7 p.m. July 22, in the LGI room of the high school to discuss the boilers and other issues. Residents are encouraged to participate.
Schools News Around the Blogosphere
Economy takes toll on education funding
National Public Radio
By Larry Abrahmson
Education budgets are getting hit by higher costs for fuel and food, and by lower tax revenues due to the real estate downturn. School budgets often take a slap when the economy sputters, as it's doing now. But some states are trying to protect schools from lousy economic conditions.
The Great Crisis in Workforce Skills Debate
Tom Sticht, Columnist EducationNews.org
In June 2008 a National Commission on Adult Literacy presented the final report of a two year study of the skills of the American workforce and the demands for skills in the workplace. Entitled "Reach Higher, America:
Overcoming Crisis in the U.S. Workforce", the report states "Almost a decade into the 21st Century, America faces a choice: We can invest in the basic education and skills of our workforce and remain competitive in today's global economy, or we can continue to overlook glaring evidence of a national crisis and move further down the path to decline."
Student Gains in Privately Managed Philadelphia Schools - Nearly Double Those in District Schools
State Tests Show Increases in Student Achievement at EdisonLearning Schools in both Reading & Math
School test scores recently released by the Pennsylvania System of School Assessment reveal that schools partnering with private education management organizations (EMO's) - including EdisonLearning - showed greater gains in student achievement than the schools operated by the Philadelphia School District.
"a warehouse for children of color."
HISD urged to reconsider alternative schools deal
Houston Chronicle
Ex-official blasts management of alternative schools
The Houston school board must decide next month whether to continue working with the private company that runs the district's two schools for students with serious discipline problems.
Disrupting Class may offer best hope for U.S. schools
Houston Chronicle
Surprise No. 1: America's public schools are actually improving, average scores inching upward despite increased numbers of immigrant and often poorly prepared children.
Teachers 'fear' smart students
The Age
An advocate says schools need special strategies for the gifted. TOO many teachers fear having very bright students in class because they feel ill-equipped to deal with them, according to a visiting campaigner on gifted children.
Calm Down or Else
New York Times
By BENEDICT CAREY
Unable to handle behavior disorders, many schools use forcible restraint. Is it abuse? The children return from school confused, scared and sometimes with bruises on their wrists, arms or face. Many won't talk about what happened, or simply can't, because they are unable to communicate easily, if at all.
National Public Radio
By Larry Abrahmson
Education budgets are getting hit by higher costs for fuel and food, and by lower tax revenues due to the real estate downturn. School budgets often take a slap when the economy sputters, as it's doing now. But some states are trying to protect schools from lousy economic conditions.
The Great Crisis in Workforce Skills Debate
Tom Sticht, Columnist EducationNews.org
In June 2008 a National Commission on Adult Literacy presented the final report of a two year study of the skills of the American workforce and the demands for skills in the workplace. Entitled "Reach Higher, America:
Overcoming Crisis in the U.S. Workforce", the report states "Almost a decade into the 21st Century, America faces a choice: We can invest in the basic education and skills of our workforce and remain competitive in today's global economy, or we can continue to overlook glaring evidence of a national crisis and move further down the path to decline."
Student Gains in Privately Managed Philadelphia Schools - Nearly Double Those in District Schools
State Tests Show Increases in Student Achievement at EdisonLearning Schools in both Reading & Math
School test scores recently released by the Pennsylvania System of School Assessment reveal that schools partnering with private education management organizations (EMO's) - including EdisonLearning - showed greater gains in student achievement than the schools operated by the Philadelphia School District.
"a warehouse for children of color."
HISD urged to reconsider alternative schools deal
Houston Chronicle
Ex-official blasts management of alternative schools
The Houston school board must decide next month whether to continue working with the private company that runs the district's two schools for students with serious discipline problems.
Disrupting Class may offer best hope for U.S. schools
Houston Chronicle
Surprise No. 1: America's public schools are actually improving, average scores inching upward despite increased numbers of immigrant and often poorly prepared children.
Teachers 'fear' smart students
The Age
An advocate says schools need special strategies for the gifted. TOO many teachers fear having very bright students in class because they feel ill-equipped to deal with them, according to a visiting campaigner on gifted children.
Calm Down or Else
New York Times
By BENEDICT CAREY
Unable to handle behavior disorders, many schools use forcible restraint. Is it abuse? The children return from school confused, scared and sometimes with bruises on their wrists, arms or face. Many won't talk about what happened, or simply can't, because they are unable to communicate easily, if at all.
Friday, July 18, 2008
BCCT Slams Bristol Twp Board
Editorial from the BCCT this morning. They make the rhetorical statement, "Board should have sought an authoritative opinion before writing a check."
The Emperor can spend as he pleases and the opinions are as authoritative as he deems at the time. He used a contractor-admitted cursory building review to authorize building repair work that wasn't even completely necessary.
Then there's the line, "Answering questions in a public forum tends to have a purifying effect." It does, and it works in both directions. The BOARD needs to respond to the same questions and have the same accountability to the public.
Burning tax money?
Board should have sought an authoritative opinion before writing a check.
Since when does the Bristol Township school board have money to burn?
Board members voted this week to spend $90,000 for a union contractor to paint various parts of three schools — and have it done before classes begin in September. The about face decision followed last month’s vote against outsourcing the painting work after a representative for the district’s in-house maintenance workers told select board members that the guys on the payroll could get the job done.
What happened?
Apparently, board members opposed to paying a contractor were convinced that the inhouse crew of 21 covering 13 schools couldn’t get the job done before September. That maintenance workers were unable to complete last year’s summer projects list offers some reason to question the behind-the scenes assurance and, perhaps, evidence that the board made the right decision. Still, a spokesman for the maintenance workers said the in-house crew could handle it.
In the interest of accuracy and full disclosure, the board should have required the maintenance boss to sit before the full board at a regular meeting attended by citizens and say definitively if the in-house workers could get the job done or not. Answering questions in a public forum tends to have a purifying effect.
That’s the least the board should have done before voting to spend 90 grand on work the district might have been able to do at no additional cost to taxpayers.
The Emperor can spend as he pleases and the opinions are as authoritative as he deems at the time. He used a contractor-admitted cursory building review to authorize building repair work that wasn't even completely necessary.
Then there's the line, "Answering questions in a public forum tends to have a purifying effect." It does, and it works in both directions. The BOARD needs to respond to the same questions and have the same accountability to the public.
Burning tax money?
Board should have sought an authoritative opinion before writing a check.
Since when does the Bristol Township school board have money to burn?
Board members voted this week to spend $90,000 for a union contractor to paint various parts of three schools — and have it done before classes begin in September. The about face decision followed last month’s vote against outsourcing the painting work after a representative for the district’s in-house maintenance workers told select board members that the guys on the payroll could get the job done.
What happened?
Apparently, board members opposed to paying a contractor were convinced that the inhouse crew of 21 covering 13 schools couldn’t get the job done before September. That maintenance workers were unable to complete last year’s summer projects list offers some reason to question the behind-the scenes assurance and, perhaps, evidence that the board made the right decision. Still, a spokesman for the maintenance workers said the in-house crew could handle it.
In the interest of accuracy and full disclosure, the board should have required the maintenance boss to sit before the full board at a regular meeting attended by citizens and say definitively if the in-house workers could get the job done or not. Answering questions in a public forum tends to have a purifying effect.
That’s the least the board should have done before voting to spend 90 grand on work the district might have been able to do at no additional cost to taxpayers.
Subscribe to:
Posts (Atom)