Whatever it takes.
Recent reports have shown the Springfield public school system to be in a lot of trouble. Even though my youngest daughter is about to enter her last year of high school, this is an issue that is very near and dear to my heart.
One of the schools (the grade school my daughters and I went to) in our district is so bad, that parents are being given the option of pulling their kids out and putting them in a different school. What solution this will provide, I have no idea.
This past spring, the school board put a referendum on the ballot to increase the tax that is paid to the school district. They could have opted to do a 20 cent referendum and another 20 cent referendum next year, and so on, but they put forth the maximum increase allowed by law — $1.00 per $1,000 of assessment (real estate taxes). Needless to say, the voters voted it down big time.
To me, this says the voters don't trust the school board. To the school board, this was a signal to go on the attack. The next day the superintendent of schools could be heard on radio, television and the newspaper saying that there would have to be major cuts next school year, i.e., sports, music, art, teachers, number of classes, number of class hours, among other things. It was as if he was seething inside. It was as if he wanted to teach the voters and parents a lesson they would never forget. He was so sadly transparent. He retired about a month ago, having moved onto another educational venue.
The school board, as it's first order of business after the vote, issued lay-off notices to about 100 (I can't put my finger on the exact number right now) teachers and administrative staff, with a promise for more in the future.
One thing school reports like to point out is the poverty rate in the school district. Apparently, our school district has an excess of a 50 percent poverty rate. My old grade school has the highest at about 85 percent. I really have to question why these figures are brought into the issue. What valid point is there to be made here? How will knowing these figures help the problem? Maybe someone can explain it to me.
I think it's very interesting to note that while the school board is about to enter into contract negotiations with the teachers, they say they have a $1.2 million dollar surplus built into the fiscal 2003 school budget. The surplus is unofficially earmarked for teachers' raises once the district and the Springfield Education Association reach an agreement. That quote from the State Journal Register will disappear after this Tuesday, because, well, because it's the State Journal Register and they only keep articles on line for a week.
Anyway, this is the first I've heard of a surplus. School funding and teachers' contracts are apparently very complicated.
This article from the Washington Post, entitled Success for Some, makes me think that if a school system finds something that works, keep doing it and don't back down.
Within a couple months of my oldest daughter starting first grade, her teacher determined that my daughter had a reading problem. What this stemmed from, we never knew.
We moved to Springfield, Illinois, from Muskegon, Michigan, in April of her kindergarten year. In Muskegon she was in the Norton Shores School District. Norton Shores was touted as one of the best, if not the best, public school district in Muskegon County. Some people told me the Norton Shores high school was reputed to be a University of Michigan prep school. If this was actually true, I never saw any evidence of it.
Kindergarten at Norton Shores was half-day. But it wasn't really a full half day. Class started at 9:00 a.m. and ended at 11:30 a.m. Full-day kindergarten was not an option. The school day, for lack of a better word, was divided up into various activities. A main daily activity, such as music, arts and crafts, and physical education, was rotated throughout the week. I didn't realize it until we moved to Springfield, but teaching the children how to read was not on the kindergarten curriculum in Norton Shores at that time.
When we got to Springfield, kindergarten was a completely different experience. The most notable difference was that it was full-day kindergarten. And, the kids in her class were already reading.
To teach reading to the kindergartners, they used a thing called "sight words." As best as I can understand it, sight words entailed the child seeing a word on paper and visualizing what the word represents. For instance, seeing the word "dog," the child would visualize what a dog looks like.
On the last day of kindergarten my daughter brought home her report card. Inside was a note from the teacher and a list of 30 sight words. The note said that if I didn't teach my daughter these sight words over the summer, that she would be behind the other children when she got to first grade.
Immediately, I hightailed it over to the drug store and bought a pack index cards. On one side of each index card I printed one sight word. On the other side, I pasted a picture which I cut out from magazines. My daughter and I spent every day that summer studying her sight words. It didn't work.
By the time first grade started, I learned the school district had dropped the sight word form of teaching reading. They were now on to a thing called phonics.
Come parent/teacher conference time, her teacher made mention that my daughter was behind the class in reading. But, she indicated she was hopeful she could catch her up to the rest in short order. Silently, I hoped that with hard work and a positive attitude, my daughter would become a good reader. That's the attitude I tried to convey to my daughter.
Then one day in the middle of October, just before report cards were to come out, the teacher called me at work. She said my daughter was so distraught over her inability to read, that when daily reading time came around, my daughter would just sit at her desk and softly cry. My heart sunk as I pictured my precious little girl.
The teacher told me there might be a solution. She wanted to put my daughter in a special program called Reading First. She explained tht the program included daily one-on-one sessions between the student and a reading teacher. That sounded great to me, and I immediately agreed. She said it was a new program to the school district. She was concerned about my daughter's feelings for being singled out since she would have to leave the regular class for an hour a day. I told the teacher not to worry, that I would discuss it with my daughter so that she understood what was going on.
And so it happened. My daughter learned how to read. She loved her reading teacher. And she loved to read. By the end of the first week she was reading little stories to me and my other daughter at bedtime. By Christmas break, she was reading at a fourth grade level. In January, the reading teacher called me and said she wanted to take my daughter to the University of Illinois at Urbana for a meeting and demonstration. She said there were going to be some very important people there to evaluate the effectiveness of the Reading First program. She said my daughter was an outstanding example of how well the program worked. I agreed to the trip.
In March the reading teacher called me and said she thought my daughter was ready to graduate from the Reading First program. She said, originally my daughter was slated to remain in the class until the end of the school year, but since my daughter was now reading at a sixth grade level, she wanted to use the time for another child who needed special reading attention. I agreed.
When my daughter entered the second grade, the school district had expanded the Reading First program, and she was picked to be a student tutor in the reading program.
Not only did that remarkable program help my daughter to read, but it gave her a tremendous love for reading. To this day, she loves to read.
I don't know the current status of the Reading First program, but I suspect like a lot of the good programs that work, it's been reduced, if not cut. Granted, it would be a very expensive project to maintain because of the one-on-one situation, if nothing else. But, I can't imagine the nightmare my daughter's educational career would have been without it.