In a message dated 10/13/2004 7:38:57 PM Central Daylight Time, [EMAIL PROTECTED] writes:
But some high schools succeed in encouraging many MORE students to take challenging classes AND to continue to teach those tough courses in a challenging way - so that more and more students are well prepared for what comes next. I agree. I'd like to see the disaggregated trend data on not only the number of students taking challenge courses (IB, AP, Quest, etc.) but by number of courses being taken, one course v. full schedule, especially (perhaps only) core - math, science, social studies, English. It's one thing for a student to take one course (sampling) and another to sign up for the whole boatload. It seems to me the greatest disconnect is at secondary course selection, especially 7th and 9th. The system "requires" a parent signature by policy, but means little in practice; varies much school-to-school. The idea of a parent-student-teacher/counselor course selection conference in the spring might seem overwhelming, but perhaps we could find out how each school does it and encourage best practices. Another great disconnect seems to be the elementary teachers have little knowledge of courses, curriculum at various 7th grade sites and 8th grade teachers have little knowledge of courses, curriculum at various 9th grade sites. This is especially frustrating re: math. Would appreciate tracking from SAT10, 6th grade to 7th grade math and another standardized 8th (not the BST's, thank you!) Math has been a muddle with all four of ours at transitions. Know much effort has gone into curriculum alignment past few years. Perhaps making the 7th grade information available to 6th grade teachers; and 9th grade information available to 8th grade teachers would help much. Know that when I've tried to ask 6th classroom and 8th math for help in the past they've had little to go on. The same is true when asking the secondary guidance counselors - they don't know what the prior year teachers covered, especially with respect to how far they got with the IMP/CMP curriculum. Even clear communication around "this is what we're supposed to cover" (full sequence) and "this is what we actually got done" is lacking. Know there's some flexibility in design. Another thing that bugs me is when a student opts out of a credit course into a study hall after first week or so. Have one now that I thought had a full load but learned tonight he has a second period study hall. May affect graduation date. Yes, it's true he's the instigator, but whoever said teenagers always make good choices? How is it counselors let them get away with thing like this without informing the parents (or checking graduation status/credit requirements)? Would like to also point out that MN has one of the WORST student/secondary guidance counselor ratios in the nation. Horrendous caseload is not their fault. Perhaps technology would help. Auto- e-mail to parents registered at Parent Portal whenever a course change implemented. KNOW that wouldn't reach many, especially most vulnerable; but perhaps a start at relieving burden to free time for direct contact with parents not registered. At least require a parent contact (phone or email) or enforce the signature. Just brainstorming. --Jennifer Armstrong Payne/Phalen _____________________________________________ To Join: St. Paul Issues Forum Rules Discussion Email: [EMAIL PROTECTED] _____________________________________________ NEW ADDRESS FOR LIST: [EMAIL PROTECTED] To subscribe, modify subscription, or get your password - visit: http://www.mnforum.org/mailman/listinfo/stpaul Archive Address: http://www.mnforum.org/mailman/private/stpaul/
