Monthly Archives: May 2013
With the school year ending, many Innovations for Learning tutors are visiting the classrooms to meet in person the children whose progress in reading they’ve been guiding long distance, via telephone and computer.
Jacqui Howze, an administrative assistant at the law firm DLA Piper LLP in Chicago’s Loop, remotely tutored a young boy at Fiske Elementary on the city’s South Side. Her office is in a gleaming office tower created by famous architects. At Fiske, 95 percent of the children are classified as low-income.
She visited the classroom the other day for the first time — and loved it so much that she sent this note to the teacher:
Good morning Mrs. House,
I would like to thank you for allowing me and the Innovations For Learning tutors to visit your classroom yesterday. It was the highlight of my day!
I enjoyed meeting Kavin and the other children. You have a wonderful group of students who display a passion for learning and who have respect for you, their fellow students and their school. I am very proud to be a part of it all.
I would like to say Kudos to you for the way you handle your class and for all that you do for those lovely little minds. You too are wonderful!
I look forward to tutoring next year and I would like nothing more than to continue to tutor Kavin, but in the event that I cannot, I know that whomever I tutor will be just as bright and eager as Kavin. Thank you again Mrs. House for having us and I hope to visit your classroom again next year.
Have a wonderful Summer!
The teacher replied:
What a beautiful note! I was very enthusiastic, as were my little ones, to meet you guys as well! With your support, my kindergartners have skyrocketed in their levels of reading and writing. I know because all of the skills that you worked on were revisited by me and I saw the major jumps.
It feels so great to know that all of the hard work is seen because I am working constantly to keep the kindergartners at a higher level than the norms. I am so grateful to TeacherMate/Innovations for Learning and my students were eagerly waiting for your calls/sessions. I watched them go from dependent, curious minds to independent, conscientious thinkers, still curious (smiles).
I, too, agree that you should stick with Kavin and the other tutors should stay with their little ones. You can definitely track the growth by following. Thanks so much and talk to you soon…
— photos of Fiske Elementary by Brian Jackson/Chicago Sun-Times
In this series, “Staff Reflections,” we introduce the members of the Innovations for Learning team, who will tell us what brought them to our organization and why they’re excited to do this work.
Today: Seth Weinberger, founder and CEO. A good account of Seth’s background and history with IFL can be found here.
He wrote the following a few days ago, as an email to the rest of the staff. It stands so well as a statement of IFL’s potential and purpose, we wanted to share it with everyone:
Today I observed a Chicago south side first grade classroom in a school that is 97% African American, 75%+ low income, and on academic probation. The teacher is a first year novice. Two-thirds of the students entered her classroom below grade level literacy.
Against these enormous odds, here is what this teacher achieved: the LOWEST group is near Level I (grade level). The middle group is reading second and third grade chapter books, and the highest group is independently reading Charlotte’s Web, a classic TEACHER read-aloud book.
This teacher has enthusiastically embraced the TeacherMate System from the start of the school year, and credits it for much of her success. She is also a natural teacher, and will be a star if she stays in the profession.
Not every teacher is a natural, and not everyone will embrace our system, but this teacher has demonstrated what is possible. And what is possible ought to be what our goal is.
Every student reading, most students flying.
— Seth Weinberger
Some 100 volunteers from 10 Seattle corporations and the Port of Seattle are helping impoverished children learn to read through Innovations for Learning’s TutorMate program — and the Puget Sound Business Journal has the story:
To read the entire story requires a subscription.
It gives a good background on IFL’s programs (“the brainchild of Seth Weinberger, a former Chicago attorney. Two decades ago he decided to do something about illiteracy among children in disadvantaged communities. His idea: use technology that makes computer games so vivid and enticing to help young children read well from the get-go.”)
And it shows the enthusiasm with which volunteers embrace the tutor experience.
Introduced in Seattle this fall, TutorMate opens a door to community involvement for busy professionals who can carve out 30 minutes a week to tutor a student online but not the additional time needed to travel to a school.
“It’s very hard to break away from the desk and the building,” said Martin, a senior business analyst with Federal Way-based Weyerhaeuser. “This really fits the bill for me.”
Thanks to writer Brad Broberg, for capturing the program so well.
At most Innovation for Learning end-of-the-year get-togethers, tutors travel to schools to finally meet the students they’ve been helping each week over the Internet.
Denver did it differently.
On Wednesday, buses delivered children from two elementary schools to the city’s Janus Capital Group headquarters for a rooftop party.
Some 40 first-graders from the two schools, College View Elementary and Cheltenham Elementary, lined up for fruit, cookies and a book — and then sat down with the Janus employee who’s been helping them learn their ABC’s. Together, they started the kids’ summer reading.
Denver Public Schools used IFL’s offerings in five classrooms this year as a pilot. Plans are to expand to 20 classrooms next year, said Dan Weisberg, national director for IFL’s TutorMate program.
All the volunteer tutors came from Janus. The Denver Public Schools Foundation provided invaluable help in setting everything up.
It’s clear from the pictures that a good time was had by all.
— photos by Dan Weisberg
Florida Virtual School is one of the oldest and largest online ventures for K-12 education, serving more than 150,000 students last year in full-time and part-time courses.
But a bill passed by the state legislature now threatens the program’s revenue stream, the Palm Beach Post reports:
Proponents say the bill, which is awaiting Gov. Rick Scott’s signature, is meant to level the playing field because the virtual school has an advantage over traditional school districts with the current funding formula.
But Florida Virtual, or FLVS, says the changes will hurt its bottom line, and is forcing it to look at increasing its virtual class sizes, cutting back on its offerings or laying off some instructional staff.
“This is a time when there’s (an additional) billion dollars going into education,” said Julie Young, chief executive officer of FLVS. She estimates that FLVS will lose $36 million next school year with the funding formula change — although it is still expected to get more money next year than this year.
The formula changes would also affect school districts, which have come to rely on online course providers to help manage class size restrictions, tight school budgets and other requirements affecting the classroom, as well as provide students more course offerings. Under the new funding formula, districts would take in less money for each student who is enrolled in one or more online classes.
Florida has passed a law requiring every public school student take at least one online class in order to graduate. And the state has also authorized the creation of virtual charter schools.
“We’re looking at a shifting time in education,” said Debra Johnson, principal of Palm Beach Virtual School, told the Post. Her school has 230 full-time students and thousands of others taking some online classes part-time. “There’s a move to give students a variety of options to serve their needs.”
Take a look here at the Post story, which provides a good picture of how Florida Virtual School operates.
Florida Virtual, which began in 1997 with a staff of seven, has grown to employ 1,155 full-time teachers and almost 500 adjuncts. All instructors are certified by the state, which recognizes Florida Virtual as an official school district — just like any other, except that it has no geographic boundaries. Most students take its courses to supplement their regular school work.
Here’s more from the Florida Virtual School site.
— photo by Palm Beach Post. View of Kim Bouchillon, a Florida Virtual School teacher (seen in lower right hand of computer screen), during a recent morning session.
Education takes the TV spotlight tomorrow night (Tuesday, May 7) when PBS broadcasts TED Talks Education, an hour-long special featuring an array of speakers who will hold forth on teaching and learning.
Hosted by singer John Legend, who has a foundation dedicated to alleviating poverty by focusing on education, the program is a collaboration between the Corporation for Public Broadcasting and TED, the nonprofit group behind TED Talks, an Internet phenomenon that puts thinkers in front of audiences to promote “ideas worth spreading.”
The lineup of eight speakers includes Bill Gates, whose philanthropy is sponsoring many education projects; Geoffrey Canada, longtime head of the Harlem Children’s Zone; Sir Ken Robinson, who calls for greater creativity in school have made him the most-watched speaker on TED, and Malcolm London, a young poet and activist dubbed the Gil Scott-Heron of his generation.
Check local listings for the time of broadcast.
For more on the program, here’s TED’s promotional material.
The United States is lagging far behind much of the developed world when it comes to enrolling children in preschool programs.
The U.S. ranks 24th and 26th among Organisation for Economic Cooperation and Development (OECD) countries in the enrollment and three- and four-year-olds, respectively, reports the Center for American Progress, a liberal think tank:
While the U.S. enrolls just just 69 percent of its four-year-olds and 51 percent of its three-year-olds, other countries enroll nearly all of their young children in preschool programs.
But it isn’t just enrollment where America falls behind — it also fails to keep up in other areas, such as when children begin school, how much it spends on preschool, and the teacher-to-child ratio in its early childhood education programs.
The gap between the U.S. and other countries leads to gaps in achievement later on in childrens’ lives:
Japan, for instance, enrolls nearly all of its four-year-olds in preschool programs and outscored the U.S. by 40 points on the latest international test of fourth-grade math, CAP notes.
In the U.S., state-level pre-kindergarten programs have led to substantial gains for children compared to those who don’t receive early childhood education. Children in Tennessee’s state-funded program, for instance, “saw a 75 percent improvement in letter-word identification, a 152 percent improvement in oral comprehension, a 176 percent improvement in picture vocabulary, and a 63 percent improvement in quantitative concepts.”
But the U.S. isn’t just lagging behind countries it traditionally competes with. Emerging industrialized countries are also setting loftier goals and standards for the enrollment of children in public preschool programs, while the U.S. hasn’t followed the same path:
Here are more details about pre-school in America and the Obama Administration’s $75 billion proposal to boost enrollments.
We at Innovations for Learning believe fervently in the importance of early education. We are impelled by the knowledge that too many children are starting school without the necessary foundations.
We’re working hard to bring our TeacherMate® and TutorMate® programs to school districts across America in hopes that every child can learn to read in the primary grades.Because we want to give every child the chance to succeed later on.
— Infographics from Center for American Progress
What’s wrong with public education in America? Is it the poor quality of teachers — or maybe the low pay offered to teachers? The inflexibility of unions? An insufficiency of charter schools?
We’ve heard all of these, time and again, to explain what is inevitably described as the crisis in U.S. education.
But a couple of recent essays argue that these usual explanations are entirely wrong.
Sean F. Reardon, a professor education and sociology at Stanford, rejects the notion that U.S. education as a whole is slipping. “In fact,” he writes in the New York Times, “average test scores on the National Assessment of Educational Progress, the so-called National Report Card have been rising — substantially in math and very slowly in reading — since the 1970s.”
But progress is not occurring in an equal fashion, Reardon says. There is a growing gulf in grades, test scores, graduation rates, college enrollment and completion.
It’s not a racial gap; the differences between whites and blacks have been narrowing slowly over the past 20 years.
The most dramatic disparities are between the rich … and everyone else.
“The most potent development over the past three decades is that the test scores of children from high-income families have increased very rapidly,” Reardon writes. “The rich now outperform the middle class by as much as the middle class outperform the poor.”
“The academic gap is widening because rich students are increasingly entering kindergarten much better prepared to succeed in school than middle-class students. This difference in preparation persists through elementary and high school,” Reardon writes. He continues:
High-income families are increasingly focusing their resources — their money, time and knowledge of what it takes to be successful in school — on their children’s cognitive development and educational success. They are doing this because educational success is much more important than it used to be, even for the rich.
With a college degree insufficient to ensure a high-income job, or even a job as a barista, parents are now investing more time and money in their children’s cognitive development from the earliest ages….
Meanwhile, not only are the children of the rich doing better in school than even the children of the middle class, but the changing economy means that school success is increasingly necessary to future economic success, a worrisome mutual reinforcement of trends that is making our society more socially and economically immobile.
Meantime, a former history professor and high-school teacher named John Tierney sees a revolution emerging in K-12 public education — a massive, grassroots rejection of the accountability-based reform movement of the last dozen years.
Writing in The Atlantic, he says the weaknesses of the reform movement are becoming increasingly obvious:
Education policies based on standardization and uniformity tend to fail…
Policies based on distrust of teachers tend to fail…
Judging teachers’ performance by students’ test scores is both substantively and procedurally flawed.
What, then, is to be done?
We don’t have an “education problem.” The notion that we are “a nation at risk” from underachieving public schools is, as David Berliner asserts, errant “nonsense” and a pack of lies.
Rather, we have a poverty problem. The fact is that kids in resource-rich public school systems perform near the top on international measures. However, as David Sirota has reported, “The reason America’s overall scores on such tests are far lower is because high poverty schools produce far worse results — and as the most economically unequal society in the industrialized world, we have far more poverty than our competitors, bringing down our overall scores accordingly.” Addressing poverty and inequality are the keys to serving America’s educational needs.
We at Innovations for Learning are acutely aware that too many poor children enter the school system unprepared to learn. That’s the very problem we were created to address.
But we disagree that we must first fix such monumental problems as poverty and inequality if we are to see gains in education.
The work we’re doing in primary grades all across America is showing that if we focus on improving teachers’ tools, content and teaching methods, and provide teachers with adequate training and support, they can help students achieve — even those from high-poverty communities.
“I don’t deny that kids from advantaged communities will have life long advantages,” says Seth Weinberger, IFL’s founder and CEO, “but a basic education should be achievable for everyone.”
— Howard Goodman