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Title : Advanced Learning Task Force Updates
link : Advanced Learning Task Force Updates

Advanced Learning Task Force Updates

(Editor's note: as with other discussions of Advanced Learning, I will monitor comments closely.  No attacks or name-calling; you can make a point without being unkind.)

The Advanced Learning Task Force Meeting will be meeting this week on Tues., May 7, 4 - 7 p.m. at JSCEE.

The particular Task Force seems to make headway on real change that I haven't seen from other committees.  (And unlike head of Student Services, Wyeth Jesse, I won't dismiss previous committees' work because "they didn't use a racial equity lens."  Speaking as a member of one of those committee/taskforces, we DID talk about racial equity but no, the district's "tool" for doing so did not exist then.  Very poor form for Jesse to minimize the long hours and work of the volunteers.  Again, this is why I think the district doesn't get more people to volunteer - their work is dismissed or shelved.)

Minutes from April meeting.  These minutes both pleased and disappointed me. 

One interesting question posed:

What is something that continues to stay with you from the Principal and Teacher panel that will be useful to keep in mind as we develop recommendations? 


These partial answers are where I am disappointed.  Because it shows that the district has empowered principals so much to go their own way.  But that autonomy has created a district of schools that run incredibly differently from each other so there is no district baseline for each school.

• Ensuring equity in neighborhood high schools opportunities, wished the topic had been talked about in discussions, we need “that” before we can achieve anything here.

• Appreciation for the principals and their passions for meeting the students there at their neighborhood schools, but some of the principals acknowledged that they do not really see the “outliers” or that they do not have any at their school. This is troubling because there is no doubt about the principals’ passion or abilities, but if “outliers” don’t exist in their frame of existence, how can they provide services for the outliers who go unseen with their needs unmet. These students have a very usual need, which is to have and interact with peers.

• A principal stated that “MTSS only works when the funding is there” What is the funding situation, and what is the correlation between the funding and what is happening in the schools. The different philosophies between the principals based on the schools in which they work, and how those differences affect how they run their school, and how that affects the students who live in that area will be affected, as are the services and opportunities that are available and sought after. This is an equity problem because if all students cannot receive the same services, why recommend it?

• What does it mean when we give principals the level of discretion that they have [to provide or to not provide AL/HC services at their school]?

Fantastic questions and ones that should be directed to CAO DeBacker (and previously to Michael Tolley who was the Godfather of MTSS).

Here's where I am pleased; these are the right questions about serving ALL students.

• “Services are currently delivered comprehensively, including mathematics and ELA. Services should be delivered in single domain: mathematics, or ELA, or comprehensive.” Tara sked the group if they wanted to talk about a proposing that the service model should be eligibility based on mathematics, or ELA, or both. The taskforce broke into groups, based on the gradience of agreements, to show their perspective of their interpretation of the statement.

• Need to understand and unpack the notion of dilution – what does [dilution] mean?

• Is dilution about race, or is a coded language for the representation of [racial] segregation?

• Single domain is already happening, not officially/formally; missed out on the concept of this being about basic education or even human decency, or providing an education to kids, meeting them where there is need.

Oddly, the Taskforce is still considering Spectrum! What?! It's dead in the water so why it's somehow being brought back to life is a mystery to me.

Really interesting questions in the minutes about the data they want to look at. See pages 3-4.

Page 4 - Asking questions about what other districts are doing down to what they call their programs.

I have long wondered why those who seem to loath the Highly Capable program - especially around the lack of diversity in it save Asian students. I found one answer at a Facebook page where the discussion was around how white parents want to save "their" program by getting a few students of color in it. 

 

For me, the real issue is finding and serving as many students of color as possible with services that may expand their academic growth.  Silly me. 

 

As well, there is the perennial thought that students should just stay in their neighborhood schools to get their needs met.  I've said over and over this would be fine but until the class sizes are smaller and teachers get PD on differentiation AND resources to support that, I support HCC for ALL students who would benefit from it.

I'll be looking forward to this Taskforce's recommendations.  They are asking great questions and bringing forth good insights.

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