Hi Renee,
This is rough news. And eight of 'em in ten years? Now your email address
makes sense to me!
I'm don't doubt that you'll be back on your feet soon. In the mean time,
I'm sending you a song -- or at least the reference. I'm sure you know it:
Johnny Nash's "I can see clearly now." Hum a few bars. Is has gotten me
through a lot.
Nothing but blue skies!
- Dave
Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org | Please share this site with your colleagues!
USA: (609) 771-1781
[email protected]
----- Original Message -----
From: "Renee" <[email protected]>
To: <[email protected]>; "Mosaic: A Reading Comprehension Strategies
Email Group" <[email protected]>
Sent: Saturday, March 20, 2010 5:31 PM
Subject: Re: [MOSAIC] Fluency
Twenty-five teachers received RIF notices in my district. All but two of
them were permanent staff. I am not even included in that twenty- five
because my art program was a temporary position, and yes, I received a
"pink slip" letter also, as did the four other people in the district who
were in temporary positions. That makes thirty. This is in a district
with only four schools, total: three elementary schools and one middle
school.
This is my eight pink slip in ten years (one of those years I did not
have a teaching position at all). I could wallpaper the bathroom with
them. I keep asking for them to be actually pink, but they are all
official on ivory-colored paper with the district logo on the corner.
My biggest beef at the moment is the specific wording of my pink slip,
which I dislike; I am going to ask the superintendent to issue another
one to me with kinder wording. I've known him for enough years (he was
actually my principal for three years in the district next door) that I
feel comfortable doing so.
California is an utter, disastrous mess. The state could save millions of
dollars a year by just eliminating the high school exit exam, a fact
which Stephen Krashen has been very eloquently submitting to newspapers
all over the state, and probably more millions by eliminating second
grade testing, which is not even required by NCLB.
Yes, I got a pink slip.
Renee
On Mar 20, 2010, at 1:11 PM, [email protected] wrote:
Oh no! Renee, I thought you were talking about a figurative pink slip!!
You didn't really get a. pink slip, did you? Please say no.
Sent from my BlackBerry Smartphone provided by Alltel
-----Original Message-----
From: Renee <[email protected]>
Date: Sat, 20 Mar 2010 12:06:42
To: Mosaic: A Reading Comprehension Strategies Email
Group<[email protected]>
Subject: Re: [MOSAIC] Fluency
Yes, I am in Northern California.
On Mar 20, 2010, at 10:55 AM, Mary Ann Walker wrote:
Oh Renee, I'm really sorry to hear about your pink slip.
Are you in California?
Mary Ann
Cy-Fair ISD
Houston, TX
----- Original Message ----- From: "Renee" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Sunday, March 14, 2010 4:49 PM
Subject: Re: [MOSAIC] Fluency
If I had tenure, I would do a lot of things.
Renee .... waving another pink slip in the air.....
On Mar 14, 2010, at 11:17 AM, jan sanders wrote:
Renee, if you had the tenure, you could send back an email
stating the fact about the lack of problem solving and that you
were wondering what was going to be used to fill in that void.
For anyone not familiar with Saxon -they literally tell the
student what to do. I piloted in 4th grade and the directions
would tell the student what to do -no thinking there... One day
(long division) the directions said use the LSD method on this
problem. I had to laugh! LSD!!!!!! Of course LSD was an
acronym for procedures used in the algorithm. Anyone remember
Daddy, Mother, Sister, Brother? Divide, Multiply, Subtract,
Bring down.
Saxon is a very rote program.
Jan
"Life is not about waiting for the storms to pass...it's about
learning how to dance in the rain." BJ Gallagher
From: [email protected]
Date: Sat, 13 Mar 2010 07:17:40 -0800
To: [email protected]
Subject: Re: [MOSAIC] Fluency
I agree with Nancy. I am so sick and tired of the "supported by
research" claim that I could scream. One of my principals sent
out an
email a few weeks ago with a link and an article that showed
research
about student achievement with Saxon math. ick. So I read it,
and it
referred basically to test scores AND also mentioned that Saxon
math
did not do well in problem-solving, which was better addressed
with a
different program that was studied. I think it was three or four
math
programs that were compared, and maybe it was Everyday Math that
was
better at problem-solving, but please don't quote me. Anyway, the
point is that it truly is like a game of telephone. Perfect
analogy,
Nancy.
Renee
On Mar 13, 2010, at 3:22 AM, [email protected] wrote:
In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time,
[email protected] writes:
Could you give me a reference for that research?
So I'm behind on email, but don't see a response. I find often
that
something that is supposedly "supported by lots of research," is
kind of like the
telephone game. Everyone has heard that there is, but no one
quite can
pinpoint it. Just the fact that people say there is research makes
it so? I
agree with Maureen. I have seen a lot of evidence that often
students who read
slowly and methodically with prosidy, rereading and thinking
carefully,
are way better at comprehension than those who are trying to beat
the egg
timer.
Nancy
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"If you choose the quick and easy path, you will become an agent
of evil."
~Yoda
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mosaic_literacyworkshop.org.
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"Every child is an artist. The problem is how to remain an artist
once he grows up."
Pablo Picasso
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"The cure for boredom is curiosity. There is no cure for curiosity."
Dorothy Parker
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