My school has had school wide reading mastery for 10 years --and we still
aren't testing in the upper half of the nation! We have a group of 10 third
graders in 5th grade RM, and 16 in 4th grade RM. Each time I suggest
those students should have time to read science and/or social studies (k-3
isn't tested in those subjects), literature circles, novels, etc., I get
treated as if I'm a "nut case." We have some students that just stay in
corrective reading--never progressing. Nevertheless, forget suggesting we
should try something else since RM isn't working. We have one elementary
school in 6th year program improvement. They can't/won't see any need for
change in this area.
We are probably going to have massive layoffs and the end of class size
reduction. "Groups" (small groups of students going to the "lab" or another
classroom for their daily dose) are regularly cancelled because the district
can't hire subs for the aides that implement groups. These students are
sent back to their classrooms to be housed while their teacher is conducting
her/his group lesson. It always happens at the last minute, the students
are usually at the lowest levels, and of course they aren't at the "level"
being taught in their classroom.
What has astounded me is the fervor of some teachers in their belief in this
program. It seems as if they have acquired a new religion. I've heard
teachers say that this is their favorite part of the day because they don't
have to do any lesson planning and often the students with the worst
behavior problems go out to a "group." I think principals love it because
they can hear a teacher start a sentence, then hear the same sentence
finished in the next room.
Our administration is bringing in the district's director of maintenance,
chief budget officer, and human resource director (she does not have a
degree in education) to observe our teaching. I was told that "a good
business has their managers on the floor," and that, "it is so important
for them (the directors) to understand our need for markers and white
boards."
Without sarcasm-- I truly feel for you, I know your pain.
----- Original Message -----
From: "Beverlee Paul" <[email protected]>
To: <[email protected]>
Sent: Saturday, February 14, 2009 9:28 AM
Subject: [MOSAIC] heartbreak
Dear Friends,
I guess this is a Dear John kind of post, in a way. Ironically, this list
is the only place I can actually "talk" about what just happened in our
school district. You probably understand at least as much about the depth
of despair our staff feels. The backstory: We are 2 and 1/2 years into a
strong, district-supported, balanced literacy movement, which follows on
the
heels of years of workshop, etcetera teaching, always reaching toward best
practice. We have what I consider an extraordinary staff. We won the
2008
International Reading Association Exemplary Program Award for our state.
I can't imagine why any of us would reach deep down to understand
effective
comprehension, or any other kind of effectiving instruction, given the
latest events in my district. Why would we want to know more and more
about
what is out there to make a better way?
Our superintendent just announced yesterday that, in addition to the
layoff
of 20% of our staff which was announced in December, we're about to commit
to an enormous outlay of funds -- to purchase Reading Mastery.
Our school has a 64% poverty rate (free and/or reduced lunches), a 25%
mobility rate, a 35% minority rate, 2400 square miles in our district
(think
something larger than two of our states--Rhode Island and somewhere else),
an extraordinary staff, and wonderful families.
But RM has guaranteed that all our children will TEST at least in the
upper
half of the nation (probably higher) by the end of third grade.
Anybody have any openings for 25 amazing teachers?
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_______________________________________________
Mosaic mailing list
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To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
