All,
Due to the unprecedented positive response, we are posting this dress standards video for your additional review. We have been pleasantly surprised with the positive feedback that we have received from all constituency groups, particularly our teachers. It has been overwhelming. We have had teachers call and ask us to recognize the GEA for having the courage to promote professional dress. We thank everyone for helping us “raise the bar,” in Granite School District.
Question – Why do we allows kids to keep moving up a grade if they are failing in reading or math just because they are of that age? If it is okay for them to move up for that reason then all adults should be enrolled in calculus and nuclear engineering for the same reason, they are old enough. To me that is rather ridiculous. This reason has nothing to do with their level of success or understanding. Why as a district won’t we allow to group kids according to their ability and understanding? In other words why are we keeping kids in a class or level just because of age and not considering ability to do that level? Music groups do this all the time in Jr. High and on. That is what they do in college. They do this in sports as well. You can’t just take classes because you are old enough – you have to pass the prerequisite’s first. Why can’t we group kids so that they have a chance to succeed by being in a class based on their ability only? India has done this, and some charter schools in Utah are doing this. These groups are not static either in that once the students have mastered that level they are moved out and upward to the next level immediately. I hear a lot about the U.S. failing, and I believe this is a common sense way to help the kids especially younger to get a better grasp on subjects and not feel like school is worthless and that they are failures and should drop out etc.
Additionally, we received another question dealing with the similar topic of “ability grouping.” Since my first year as an elementary teacher, I have wondered why classes in the district are directed to have approximately even numbers of high, medium, and low children. Differentiating instruction in all areas every day, so that each individual child learns at his or her own pace is an extremely daunting and difficult task, and you can only do so much with small groups. I understand that there are pros and cons to each side of the argument, and having a more homogenous class certainly doesn’t mean we would only have to teach each concept one way, but it seems that if students were grouped according to their abilities, the teaching would be much more effective, since most kids would grasp a concept in a more unified manner (instead of some “getting it” in five seconds and others in five days). Even now that the district is pushing that each grade level have at least one gifted-endorsed teacher, and with so-called “gifted” classes, those classes still have the same wide range of abilities as any other. That just doesn’t make sense to me. Some may argue that student self-esteem is a factor—which it certainly is—but I would think that even if a student is in the “low” class, once he sees that he is not the only one struggling, and that they can all overcome that challenge together, that issue would be diminished. The definition of “fair” isn’t that everyone gets the same thing—it’s that everyone gets what they need. Students need to learn with a group closer to their own level, be it high or low. Some teachers may not want to be stuck with the “low” class, but if it meant I could teach a whole class at the same level (or at least closer to the same level), I would happily take them. Could you please explain the rationale of having even ability distribution in all classes, instead of grouping by ability?
Response – Grade retention is a serious process requiring, first, parental request and, second, a school level committee decision based on a wide variety of criteria beyond math and reading scores. We believe that all students can learn and be academically successful and that it is our job to provide the differentiated instruction and academic supports to help them realize that potential, regardless of their background, socio-economic status, etc. It has been asked why we don’t do what is done in India, where “once the students have mastered that level they area moved out and upward”. We do – we expect teachers to differentiate for students who, when they master an academic concept, are moved on to other concepts, exposed to more depth and complexity, provided enrichment. This (linked) district memo addresses these questions in detail.
Research has repeatedly shown that as a whole, heterogeneously grouped students perform better than a collective group dispersed into homogeneous groups. Our focus will be to continue to provide differentiated instruction specific to each individual child’s needs.
Thank you to the Instruction and Learning Department for their assistance in responding to these questions.
Question – Are Reading Specialists ever going to go back to working with the lowest students in the lower grades? When they started they were there to lower first grade classes during Lang. Arts time. Then they started
working with K, 2nd, and 3rd. Now they are coaches and don’t pull the low kids. I feel we really need them working with the low students and to help lower class sizes during reading time. This would help all students. Thanks for listening.
Answer – When we first instituted reading specialists the funding was restricted to use in first grade and targeted the lowest scoring first graders who were served in a pull-out program. Our reading specialists were very successful at intervening with the most struggling readers in first grade, and we broadened their services to other grades hoping to intervene with older students who still struggled with reading.
Over time and after detailed analysis of reading data, it became apparent that individual students working directly with the reading specialists improved their skills while with the specialist, but were not necessarily able to sustain that learning into the next grades. It also became apparent that, while we were serving the lowest of the low in terms of reading ability with the specialist, many other students remaining in the classroom were also struggling mightily and below level in reading. What we found was that many teachers struggled differentiating reading instruction during “reading time.” In the context of limited resources, it is clear that the interventionist model is much more resource intensive than the coaching model. The solution to difficulty with differentiation is not to homogenize learners but to empower educators. In other words, it is a better use of resources to address best practice in reading instruction for ALL students in ALL grades rather than serve only a limited number of the most at-risk readers. This coaching model impacts more students individually while also building the expertise of our teachers throughout the district who ultimately must be able to differentiate reading instruction for every student in their classes.
Finally, given the successes children are having with the shift to a coaching approach, I do not see us returning to that old pull-out model with our reading specialists.
Thanks to the Teaching and Learning Department for their assistance in responding to this question.
Good morning!
I’ve had conversations with lots of you, and have heard from many more. I want to start by thanking our transportation folks, our custodians and maintenance folks, and everyone else who has pitched in to help with snow (teachers, secretaries, parents, volunteers, and on and on). I am struck again and again by what a powerful and amazing group of folks you are!
Many have asked what in the world I am thinking by not closing schools – I want to answer that question.
I came in from shoveling last night at about 11:00. I went out again this morning around 5:00. There on my driveway was my newspaper. My “newspaper boy” isn’t a kid on a bike or with the bag slung over his shoulders, it’s a guy who drives through the neighborhood delivering the papers. I wondered for a moment why he didn’t take the day off, but I know the answer – he knows we count on him.
Now, I’m not suggesting that we are newspaper carriers (although many of us have been!), but we are counted on at least as much as they are. There are some 68,000 students and more than twice that many parents, guardians and other interested folks, who count on us to be there – the same as we all count on mail carriers, police departments, municipal and county offices to do their parts. Not many years ago, we did cancel schools for snow. Perhaps you remember the backlash from those from all corners of the district whose children were left home without supervision (and for many in our district, breakfast and lunch). The backlash started up all over again a few months later when we reminded everyone in the spring that a make-up day would be held. I have reflected on that, and countless emails and telephone conversations the last couple of weeks – with many perspectives both critical and supportive. In that light, I’d like to share our protocol:
We receive reports both late and early about road conditions, transportation capability, and the status of our buildings. If the reports indicate that we can transport children safely, and our buildings can be opened and operated safely, then the public ought to be able to count on us. If reports are to the contrary, then we evaluate whether a late start would resolve the situation. If the answer is still no, then we will close the affected schools.
We clearly don’t control snow removal and road conditions in the neighborhoods our schools serve. Therefore we need to have (and we express) full confidence in parents to make the call whether conditions are such that their children can safely get to school through their neighborhoods, on sidewalks and across safe walking routes. I see this as quite similar to a parent deciding whether a child is too sick to attend school. We defer to their judgment. Consequently, if a parent believes conditions are not safe, then parents should not send their children at that time – and it is my expectation that schools will be understanding regarding tardiness and absences.
Some might say that a day with lots of snow, when many parents keep students home, will not be a very productive school day. I respectfully suggest from our experience that a make-up day in April will be neither particularly well attended nor educationally productive.
Again, I thank all of you for being who you are, and more specifically, for your amazing work and commitment to kids.
Martin
Question – I am sure you are overwhelmed with emails about the changing climate in our public schools. I have been a Special Education teacher in the district for 7 years. I am by no means a veteran teacher, but I can tell you that I love my job, love the kids, and am very grateful to work in such a supportive school district. I have chosen to work in challenging Title One schools, with challenging students. I have heard that we will now be given grades as schools, and soon be paid on the performance of our students. I really have just one question, what will that look like for Special Educators? This worries me because truly disabled kids make slower progress, beings why they are receiving special education. I really would hate to see a lot of amazing teachers go teach regular education on the east side, due to pay cuts to already sparse earnings. I really appreciate the opportunity to ask you this question. Thank you
Response – Great question! The USOE has a committee convened and meeting regularly to develop procedures. We absolutely expect that this committee to recognize circumstances of specific educational situations or students when developing performance measures. As we get additional information, we will be providing that to all of our employees. Thanks for the question.
Question – Is there a way to have a counter on our Canvas sites so that we can tell how much students or parents are using them?
Response – There is currently no dashboard for viewing granular data on Canvas. We have voiced our desire to have an easy way to see what is being used and not being used on a macro and micro level. Canvas is working on developing Course Analytics which will show things like page views, participations, etc. by student. We have been told this will be released in January.
Thanks to our Educational Technology Department for their help in responding to this question.
This first year teacher was pretty surprised when the superintendent walked into her classroom. She is one of MANY Great Granite Educators. A full description of her nomination as a “Great Granite Educator,” will appear in next Monday’s edition of Connections. Have a great short week and Happy Thanksgiving!
Question – When I did my student teaching in Davis School District the superintendent visited our school and attended our faculty meeting. He also came up and talked with me and asked how my experience was going? He wanted to know if there was anything he could do to make my student teaching experience a positive one. This experience really made a difference to me. I felt cared about and really felt this man knew what was happening in his schools. I am sure he was told I was there but he still took the time to talk to me in person.
I have been in the Granite School District for 22 years now and I have never attended a faculty meeting where the superintendent took the time to attend and find out for himself how his teachers are doing. I find that truly amazing to say the least. I believe that the superintendent could take the time to attend one faculty meeting at each school each school year. I would appreciate knowing why this could or could not be a possible.
Response – It sounds like that superintendent was a very personable man – and a good example! As teachers and principals know, faculty meetings are the principal’s meetings and that time is precious. I have attended numerous faculty meetings, but always at the principal’s invitation. I do visit all 92 of our schools annually and make time to talk with teachers when I’m there. I’ll make it a point to come to your classroom the next time I’m at Granite Park. In the meantime, I frequently have meetings with individual teachers and with groups of teachers. For people who don’t want to schedule an appointment, I clear my schedule on the first Wednesday of every month for “Walk-in Wednesdays.” I’ve found that folks seem more prepared to talk about their experience and specifically how things are going when they have some advance notice – frankly, I like advance notice myself. If you’re inviting me over for a chat, I’ll be more than happy to come by, or you’re welcome to come my way as well.
Sincerely,
Superintendent Bates
We have received many questions regarding the new Gradebook system. Some common questions have been posted here along with responses.
I have been trying to pull up a simple missing work report for my class…
There is currently no single report for elementary schools that will print a single page of missing assignments for an entire class of students. There is a report that can be run for each student individually, but as was pointed out, this is a lot of work. This type of report is the single most requested item we have received for the new Gradebook. Our plan is to modify the report for single students and make it so that teachers can run it for an entire class list.
We know that in the old Gradebook, teachers would frequently print off a report and send it home with their students each week. While we think this should still be an option for teachers, we would encourage them to move towards using some of the other tools built into the Gradebook system. For example, a parent can opt in to receive email notification whenever their student misses an assignment. In the new system, teachers also have the ability to send attendance and assignment information to parents directly by email.
There is NOTHING simple about it…
The program does require some initial setup up front. Teachers need to create their own grade scales (or choose a district grade scale). They need to setup their own categories (or choose a district category). They need to select their preferences (or use the defaults). These items are one-time things that you can continue to use year-after-year. Once the one-time setup is done, a teacher needs to assign a category/grade scale to a course (this is no different from the old Gradebook) and elementary teachers need to setup their concepts (this is no different from the old Gradebook). The vendor has been very receptive to ideas on how to make the system easier to use, but in order to make improvements we need specific examples of how things could be done better from the people who use it.
I have yet to find even one thing that is positive about it…
· The old Gradebook did not provide teachers with a way to communicate directly with parents; everything had to be printed off and sent home with the student. Parent email accounts will become available as parents sign up for parent accounts in the new system.
· The old Gradebook had a one day time delay between when a student entered a class and when a student would show up in the teacher’s Gradebook.
· All reports in the old Gradebook were PDF’s. The new Gradebook allows a teacher to export any report to Excel, Word, PDF, etc.
· The old Gradebook did not integrate well with other systems in the district and was difficult to improve.
· The old Gradebook was unable to maintain information from one school year to the next. The new Gradebook does.
· The old Gradebook was limited to less-than-adequate hardware resulting in frequent system outages. The new Gradebook is compatible with newer server technology and can more easily be expanded to accommodate more users on the system.
Can we have the old program back? I don’t feel the move to a new Gradebook program was optional.
Here are some of the reasons why the old Gradebook was not an option for this school year:
· Elementary schools have moved to four quarters from three trimesters. The old Gradebook was designed specifically for three trimesters on the elementary level. Making this change would have required many changes to the old Gradebook, many of which would not fully be tested by the start of school.
· We would not be able to make the transition to a new Discovery system this year.
· Over the past couple of years, there has been a significant increase in the number of teachers, parents and students accessing information from the Gradebook. The old system was already having issues accommodating the increased load from last year.
While we understand that there is a lot of frustration involved with moving to a new Gradebook system, please remember that we are several weeks into a very significant change affecting thousands of teachers and tens of thousands of students and parents. We are still working on making the system really great for all users and we appreciate your patience.
Thanks to Information Systems for their assistance in responding to these questions.
Great question from a teacher regarding the expanding of P.E., music and art education in the vision for quality education in Granite School District. Have a question? Submit it here! Have a great day.
