To drive my point home, I have attached a link created by my superintendent, Connie Calloway Ph.D that showcase some of the “good news” from Detroit Public Schools.  Enjoy!

       http://www.detroit.k12.mi.us/docs/2008.06.25_Detroits_Success_Points.pdf

1. “the negative relationship between enrolling in such classes and graduating from college”

2.  “59% of the students surveyed said that they felt high school was too easy and not challenging for them “

3.  “the student costs for remediation for community colleges is $2,000 and $2,500 at a four-year institution.

The report also list some recommendations that included collecting better data to do another updated report and creating better standards and goals between K-12 schools and post-secondary institutions.  The “Diploma to Nowhere” report also states “by 2014, more than half of all new job openings will require at least some college, and a quarter of the new position will demand at least a bachelor’s degree.”

I like this lesson plan and I thought I would share it with all of you.  Again, I found this from the “Read, Write, Think” website.  The lesson plan involves students investigating, writing, and debating their personal views on music downloading.  I’ve had some of my students to debate this topic earlier, but I like the way this assignment involves more writing.  I can have my whole class to participate in this activity instead of a selective few.  You’ll discover that high school students are very knowledgeable about where to find “free” music.  Even though there are network blocks within my district, students have found ways to navigate through our server and get to the free downloading sites.  I’m not sure if I should be happy that they have great Internet navigation skills or be concerned that they can hack a computer system!

I found this link on “Read, Write, Think” website.  This is an assignment that I have my beginning and advanced students do.  Writing resumes helps students to put their education, work experiences, and skills into a written form.  This is usually a week-long assignment for my students and several revisions will need to occur before the final product is finished.  My suggestion is to provide an outline for your students where they can put their thoughts out on paper first.  Usually, I will have my students to list their education first then work experience and skills.  What I’ve found that this project does is helps students to put their career objectives in perspective.  Since I work with sophomores, juniors, and high school seniors many of them have either worked or participated in extra-curricular activities.  Recently, after realizing that her resume’ was half empty, I overheard my student say:  ”Gee, I need to stop being lazy and start doing more stuff.”  Once students complete a resume, you can also have them to complete a reference sheet and a cover letter.

According to Monday’s Detroit Free Press, Detroit Public Schools has submitted a proposal to eliminate over $300 million in cuts.  Where has the money gone?  As a DPS employee, I can’t really answer that question.  I have been employed with the district since 2001.  Unfortunately, there has been several CEO’s and superintendents that have loosely spent the money.  The problem with DPS is years and years of mishandling state money.  Here’s what they plan to do:

DPS will consider:

• 18 school closures in summer 2009

• Consolidating technical schools into full high schools 

• Combining elementary and middle schools into K-8 schools

I know this is a desperate attempt to fix the budget, I just wish they would speak to teachers and find out from us what they should do next!

In today’s U.S. News Today, there is a story on a San Diego high school teacher who was told that his classroom budget will be cut.  So in order to pay for his copying needs (test, assignments, etc.),  the teacher decided to sale ads between $10-$30 on his quizzes, test, and final exams.  His intentions are to recoup the monies he spends, outside of the classroom allowance, on copying needs and supplies.  As I read the article I kept thinking to myself, “are you kidding…why didn’t I think of that.”  I have spent around $200 of my personal money on photo copying and supplies for my classroom.  The staff at Staples have gotten to know me pretty well.  Unfortunately, with the depletion of funds within the Detroit School District, very little money is left for teachers to have the basic needs for their classrooms.  In fact, we were without paper and any working copying machines at my school until mid-late November.  This is why I’m pushing to create a paperless environment in my classroom.  As educators, we have to find ways to maneuver through the “bs” and still maintain a functioning classroom.

#1 – Let students choose an artist/entertainer/actor/musician that they would like to become their personal Public Relations Agent.  Tell students that they will be preparing their press info for an upcoming event.

#2 – Give students the opportunity to research everything they can about their person.  The research must include some background information – (birthdate, place of birth, history of their career, discography, etc.), some personal information – (relationships, career with record companies/producers, goals, accomplishments, etc), and some recent information – (what is the artist currently doing now).  

I always have students to use a combination of the internet, newspapers, books, and magazines as sources.  Be sure to tell students to keep track and log every source that they’re using.

After this information is compiled, the students will begin their first writing draft.  Their papers should include a biography, chronological events of their life, what’s currently going on in their career, and a press release statement (that will mention the artist hosting an upcoming event).  You can assign extra credit for students who submit photos and create a personal binder for their artist. 

#3 – Assign a due date for the rough draft and final Media Kit.  The kit, not including, the press release sheet, should be at least 2-3 pages.  All of the sources should be listed as a bibliography page.  

#4 – Once the project is completed, it should look like this:  Bio, Artist Profile, Bibliography Page, Press Release, and *photos (optional)

I like this project because students really get into supporting their favorite artist.  They’re more interested in this then telling them to write a term paper on “blah, blah, blah.”  I have saved several past projects and share those with students so that they can gather ideas for theirs.  When the Media Kits are completed each student is asked to share their client’s (artist) kit with the entire class in a verbal presentation. 

Feel free to modify the project to your liking.

So, being the animated teacher I am, I decided it would be fun to have my students take the personality test.  I kind of figured that for the most part, we would have some similarities in behaviors and maybe even in some of the personality traits.  OMG, when the results concluded that all of us were ”orange,” the first thing that came to my mind was “uh oh.”  I know that I am a orange, then blue, followed by green, and last yellow.  Being “orange” means that I hate paperwork, consistency, I am a performer who likes to entertain, often fly-by-the-seat-of-my-pants, outgoing, humorous, somewhat unorganized, and likes a challenge.  I know what my weaknesses are and I try very hard as an educator to bleed a little orange into the everyday realm of teaching.  When I found out that ALL of my students were orange, the challenge was then to create a learning environment that is best suitable for them.  Let me tell you about “Orange” children, they LOVE to talk, often lose their homework assignments, are very good with the “hands-on” learning environment, and can be very creative with their writing and speaking skills.  To keep my sanity, I have to limit my lectures to thirty minutes and allow the other hour-and-a-half to studio work in the production labs.  Boring lectures are a torcher for myself and them.  I never teach my lesson plans in the same manner, nor do I teach the same way every year.”  To be sane in orange, means offering variety for your students.  Give them assignments that will let their imagination run.  Warning, you will have to remind them consistently about due dates and leaving classwork around the room; but believe me, orange students are so much fun.  I can guarantee that you will at least go home with one good laugh a day!    http://www.truecolorstest.com/

It’s the end of the semester; you’re administering final exams, completing progress reports, meeting with parents for conferences, and because you’re an English teacher, reading, revising, and grading papers.  With so many educators trying to bustle between work, home, and even educational courses, getting the proper sleep can be a serious issue.  According to the reasearches from Ball State University, they report that “43% of teachers say they sleep six hours or less” and “one fourth of educators said that their lack of sleep has effected their teaching skills.”  I have my reasons, (I’m averaging roughly about five-six hours per night), what’s yours?  Am I tired and sluggish the next workday in my classroom…sometimes!  For me, I’m trying to find balance in work and taking Master’s courses at Wayne State University.  It is not intentional that I cannot go to bed before twelve midnight; after an eight hour workday plus an additional two-three hour course, homework doesn’t begin until eight or nine o’clock at night.  The last thing I care to be is another statistic, but until I’m finished with my State Certification and Master’s degree, I guess I have no choice.

I also discovered some other flaws that relate to the Brown v. Board of Education ruling; for starters, as long as the U.S. national goals are changing so will the structure of public education. There’s no better example than President Bush’s education act that he calls “No Child Left Behind.” In theory, I too believe that every child should be able to read, write, and speak English by the third grade. What bothers me about the No Child Act is that President Bush is holding schools accountable that do not meet the No Child achievement bar. How can he or the government punish schools that fail to meet this criterion when the playing field for each school was “unequal” to begin with? If certain districts are lacking in funds, resources, and adequate teachers, and another school is affluent within their district, the children from the better school will always have a higher achievement record. Because individual states can govern the policies of public education, the law on what’s considered “equal education” is always being challenged!

There are states who are trying to return to segregated schools by eliminating “School of Choice.” The idea isn’t as blatant as saying “segregated” but the current terminology says “smaller community schools,” “specialized schools,” “magnate schools,” clearly meaning that these are schools for the “elite” or “gifted” children. It wasn’t long ago that Michigan returned to the “School of Choice” option throughout the state. Parents have the option to choose whether or not they want their child to attend the local public schools in their neighborhoods. Depending on the individual’s socio-economic status, and if the community is viable, will usually determine if the child attends the local public schools. In some cases, a better community equals better public schools; if the community is struggling financially, so will the public school in its district.

The disbursing of public dollars to the various public schools in the state of Michigan is also “unequal.” Why is it that the upscale cities, (Birmingham, Berkley, Plymouth-Canton, Bloomfield Hills, Novi, etc.), receive higher dollars for each of their students, unlike Detroit schools who are the largest district in the state of Michigan and the Midwest?

The Brown v. Board of Education indicates that it is “unconstitutional” to practice segregation laws and policies; however, as U.S. citizens, we have to take a more active role to holding the state accountable for making sure education is “equal” for all children! The governance of schools has changed as well as the beliefs and attitudes of the “people.” Not only do we have to stay involved but the new 21st century teachers have to be willing to provide equal education to all children without letting language barriers, citizenship, and socio-economic status become an issue of educating the new generation of baby boomers.

**I have attached the support text to this Blog. It is no longer available online!

Friday, July 20, 2007
Schools still segregated, unequal
Detroit students face educational challenges; many unprepared for college, lacking job skills.
Cindy Rodríguez / The Detroit News

BIRMINGHAM — At Birmingham Covington School, students begin the day watching video announcements on their classroom TVs. Science labs are filled with microscopes, dissecting tools — even a wind tunnel. Students begin Spanish in the third grade. They can learn every instrument imaginable — from the timpani to the viola. The average class has 19 students.

Twenty-five miles southeast, at Columbus Middle School on Detroit’s northeast side, classrooms are packed with students, an average of 30. There aren’t enough textbooks for the students to take home. Unlike Covington, there’s no air conditioning, no swimming pool, no showers, no school Web site, no TV studio, no team sports and no classes in art, music or foreign languages.
This is the real education gap, the one few people talk about.
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“We’ve rigged the school system against the poorest children,” said Kati Haycock, executive director of The Education Trust, a national nonprofit that advocates for school reform. “Instead of organizing the system to ameliorate the problem, we’ve organized it to exacerbate it.”
Fifty-three years after Brown v. Board of Education outlawed segregated schools, and 40 years after the 1967 civil unrest, schools in the Detroit area are still segregated and unequal. Parents today lament the same problem that existed for blacks in 1967: They have few options for their children.
For this and other reasons, working-class blacks continue to trail whites who come from higher-income homes. In 2005, one in five blacks in Michigan did not have a high school diploma, an improved rate over 1970, when two-thirds didn’t graduate. Whites fare better: One in nine adults don’t finish.

In Michigan, the statewide test score gap between black and white children is dramatically high, but blacks in wealthier schools fare much better.

In Birmingham, for example, black sixth-graders are only 5 percentage points behind their white peers in reading. For the state, that gap is 21 percentage points. Black Birmingham sixth-graders are 14 percentage points behind whites in math, compared to the 36 percentage point gap statewide.
Studies have documented the factors behind the gap: poverty and the education level of parents. Quality schools can make the difference among children from the poorest and most dysfunctional homes, specialists say.

But 78 percent of black children in the four-county area live in Detroit, where the number of parochial schools is declining, charter schools are capped and neighboring districts limit the number of Detroit children they accept.

Educators say funding disparities ensure that another generation of Detroit children will wind up behind their suburban counterparts, not ready for college and lacking the skills or education needed to compete for jobs.

Thirteen-year-old Deaira Robinson knows this. At Columbus Middle School, she has to share textbooks with other students. She wishes she could take art, music and Spanish classes.
“It’s unfair that suburban schools have more resources than we do,” Deaira said. “It makes me feel like I’m not as deserving as them. We should be treated equally.”

The numbers tell the story.

In Birmingham, one of the wealthiest districts in the region, public schools spend an average of $7,191 per pupil, about $1,320 more per child than Detroit. Birmingham teachers make an average of $68,736 a year, $8,667 more a year than Detroit teachers.

“I recruited a great French teacher. She was new to teaching, but she was terrific,” said Alvin Wood, principal of Columbus Middle School. “But she got a better opportunity in Grosse Pointe, so she left.”
Funding losses have forced Wood to eliminate all foreign-language classes. If he had the money, he’d restore art, music, woodshop and homemaking, offer computer technology and buy science equipment. As it is, students don’t have materials to dissect a frog.
“People put a lot of blame on the kids, but I say, let’s trade for a day. I take my kids to your school and you put your kids in my school and let’s see what happens,” Wood said.
Deaira said in social studies she became frustrated last school year because she had to share a book with five students in her group.

“I remember one day, early in the school year, it was really hot in the class and we were all sweaty,” she said. “I couldn’t see the book and I just couldn’t concentrate. I asked for a pass and went downstairs, crying. I called my mother and told her I couldn’t take it.”
Elexus Brown, a June graduate of Columbus, said she experienced similar problems.
Elexus, 13, said in science class, 32 students shared eight microscopes. Even then, students were never given slides of cells or organisms to view. Her mother, April Brown, who works for a Detroit school taking care of the children of teenage mothers who are students, said the problems at Columbus could be fixed if the district had more money.

“I would like to have more choices of where I could send my daughter,” she said. “It’s a shame because all children have potential. They’re like sponges and they soak up whatever you teach them. But if they’re in these (inferior) schools, they get stunted.”

National Education Association President Reg Weaver said few talk about funding inequities as they discuss the black-white gap in standardized test scores.

“Every recommendation relating to improving the gap that has come forth in the past 25 years has focused on standards, assessments and accountability,” he said. “But it never includes equitable funding.”

You can reach Cindy Rodríguez at (313) 222-2311 or cindy.rodriguez@detnews.com.