| Measuring the LI | |
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| Tweet Topic Started: Nov 13 2006, 02:44 PM (340 Views) | |
| f11 | Nov 13 2006, 02:44 PM Post #1 |
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LPS, transportation for all
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So, here are the items LPS will use for measuring the success or failure of the LI with. Is this enough and are these things happening? 1)Were we able to create more balanced class sizes and maintain class size ratios? 2)Were we able to limit the number of combination classes in the district? 3)Were we able to reduce the number of kindergarten overflow students? 4)Were we able to create new experiences for 5th and 6th grade students? 5)Are classroom teachers taking advantage of having more grade level teachers working together in a school? and how is that benefiting instruction? 6)Will our changes generate short-term and long-term cost savings for the school district? |
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| ILIkeLI | Nov 13 2006, 03:30 PM Post #2 |
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Principal
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4)Were we able to create new experiences for 5th and 6th grade students? Some of them may be new but are they really worth all of the upheaval involved in reorganizing grade configuration? Did we really have to move from neighborhood schools to implement these "experiences?" Are these new experiences merely superficial? More "fun" and "fluff" than substance? Will these new experiences actually have a positive impact on student achievement? In my mind, that would be the ONLY way they would be worth the dispruption caused by the LI. I know that many will be carefully examining this year's MEAP's as an indicator of how the LI has impacted student achievement. To simply add "new experiences" isn't enough. The experiences must be worth something. |
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| Zeke | Nov 13 2006, 03:32 PM Post #3 |
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Principal
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They can change #3 to "Were we able to reduce the number of students". And then they can claim it to be successful! |
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| 49chevy | Nov 13 2006, 03:34 PM Post #4 |
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Answers questioned
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Bet our wonderful BOE could find a way to answer yes to that one... <_< |
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| fyi | Nov 13 2006, 03:40 PM Post #5 |
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Principal
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It depends on what you consider "savings"
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| my_kids_mom | Nov 13 2006, 04:44 PM Post #6 |
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Principal
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7) We were able to lose all LI savings (1.9 million) AND actually go in the hole an additional $2,400,000! |
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| ILIkeLI | Nov 14 2006, 08:32 AM Post #7 |
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Principal
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2)Were we able to limit the number of combination classes in the district? A friend has a child in a split this year at Randolph. Pre-LI, they hadn't seen a split class in at least 3-4 years. It seems illogical to believe that a grade configuration could have any impact on reducing split classes. The need to split a class would exist with either higher or lower student numbers. Maybe a supporter can explain how that works. How does the 5/6 configuration reduce the need for splits any better or differently than k-6? In any case, are splits really such a problem? They are used routinely at Webster. My friend loves the split class and feels that her child is being challenged beyond her grade level (her child is in the lower grade of the split). She thinks it's great. |
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| NFarquharson | Nov 14 2006, 09:47 AM Post #8 |
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Principal
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What about the impact on STUDENT LEARNING? Don't they want to measure that????? |
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| ILIkeLI | Nov 14 2006, 10:15 AM Post #9 |
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Principal
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Mr. Whitehead, are you going to raise this question? You gave the community the distinct impression that the LI, for you, was all about STUDENT LEARNING. Shouldn't a measure of student achievement pre/post LI be included in measuring it's success? |
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| ILIkeLI | Nov 14 2006, 01:56 PM Post #10 |
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Principal
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