LOWERING STANDARDS?: My thoughts... And then some...

I was met by some staff members yesterday who alerted me to the LA Times article that the district is planning to lower it standards by lowering the number of credits needed to graduate from 230 to 170 credits.  From what I read, the LA Times focused on the credit minutia of the proposal and didn't focus on what else was being proposed which sounds like it would be even harder to get a diploma.  The times didn't get it all right... figures...

:-/

I researched more into the proposed plan.  From what I read, the requirements might become even more stricter and more aligned to A-Gs.
1) The district's passing grade is already a D.  The times was flat out wrong on this one.  The district's proposal instead plans to eliminate Ds because they are not accepted by the CSUs and UCs.  Something which NOW Academy's Mr. Deligencia and the Math department has already adopted.
2) The district plans to raise the minimum Math years From two years to three years making Algebra 2 a mandatory class something we already aim to program students into.
3) The district plans to add 2 years of Foreign Langauge as a requirement rather than being an "elective" for LAUSD.  Currently, Foreign Language is not a district requirement but it is an A-G requirement.
4) The district wants to do away with Applied Technology and Health out of the requirements.  Hhmmmm...  I son't know how I feel about this.
5) The district wants to lower the 70 unit elective to 10 college preparatory elective.
6) The district wants to lower the number of credits required from 230 to 180 so that students can focus on passing the core-classes.
7) PE and the extra year of social studies remain because they are state requirements.

===MY THOUGHTS===
If these new curricular standards are adopted, this will definitely change our schools' master schedule even more which we are already hard at work.  why can't the district ever put a policy out that isn't at the end of a school year.

It sounds like the district wants to align its requirements to the A-G requirements which is indeed raising the requirements which sounds reasonably like it is raising the standards.  I'm not quite sure about Lowering the number of credits though.

If we do adopt these standards, I wonder if it will create a "gentrification effect" of sorts in which a number of students would be pushed off into the adults school's 170  diploma track.  While I am all for the tougher requirements, I really won't if this will mean that LAUSD will become more college-elitist rather than college-preparatory.

I wonder if by doing this, Adult Ed will also raise its standards to align to the new District proposal.  As it stands right now, Adult Ed has a diploma track that allows its students to graduate with 170 credits.  Will this force students to be tracked into either adult Ed or regular school even further.  Is this new rigor simply going to split Los Angeles' students to the haves and have-nots.

I also wonder if this change is not somehow monetarily tied.  Less credits means leass classes needed means less teachers means saving money. Hmmm... Yes, I'm jaded as to how altruistic the district is really being...  This talk has gone on for years, but with the budget crisis, this seems the most convenient time to implement this new requirement.  This will save them a lot of money.

While I support raising standards, I wish the conversation would instead turn to meaningful standards, adopting curricular practices that are relevant, enriching and actualizing for our students.  It's not just about outcomes, it's about processes.  It's about the journey and not just funneling our students to college.  The high school experience does matter.  It's not just a stepping stone to college.

I wish that the district would have more relevant requirement than just the A-Gs.  What if they had diversity or social justice requirement much like the UCs have on their campuses, a college/career requirement, an outdoor education requirement, an internship requirement, a project-based requirement, and an exhibition requirement.  I wish that the conversation would turn more into holistic, inquiry-based and integrative curriculum instead of just changing the requirements to match the A-Gs (which, yes, I support).

I should start a school... anyone interested?

LA Times

http://www.latimes.com/news/local/la-me-lausd-college-20120418,0,1437173.story

CBS Article

http://losangeles.cbslocal.com/2012/04/18/lausd-looks-to-raise-the-bar-for-graduating-seniors/

Daily News

http://www.dailynews.com/education/ci_20420056/lausd-plan-calls-raising-graduation-standards

InvestmentWatchBlog

http://investmentwatchblog.com/la-schools-may-lower-graduation-standards-to-curb-dropouts/#.T5Dy2BB5mSM

MATRIX: Course Selection Sheets Ready

Course Selection Sheets will be placed in your boxes by tomorrow along with instructions and a PowerPoint Presentation to help guide the High School Students with course selection.

Please collect by Monday.

MATRIX: Fit and Polish... wrapping up the semester switch...

1.  LOCKED IN SCHEDULE
2.  RETROACTIVE HONORS CREDIT
3.  LOOKING AHEAD
4.  LAST DAY TO CHANGE CLASSES
5.  APPRECIATIONS
6.  DATA IS COMING!
7.  COLLEGE CLASSES GOOD TO GO
8.  WE'RE DOING PRETTY GOOD

===1.  LOCKED IN SCHEDULE===
Some teachers have raised concerns regarding why I had to change certain schedules from 1 period to the next.  Please know that it is deliberate and that I am not having the students period-shop.

For example, particular students who have Trigonometry, Spanish Speakers 3, Physics and the like are all locked into a schedule.  That is the case for a lot of students across grade levels.  I know that some classes may become inbalanced where a teacher has 20 in period and 25 in another.  I understand the ideal is 23 in eacher class but let's keep it in perspective that some teachers have close to 40 in their classes.  I have to balance their class so that may mean imbalancing your classes by a few students.  Some teachers have to have multi-level rosters in their classes and they have acquiesed in order to ensure that student schedules were not disrupted.

I wish I didn't have to change the whole master but unfortunately we lost 2 teachers and that impacted everyone's scheudle in some way.


===2.  RETROACTIVE HONORS CREDIT===
I will be putting a couple of forms in teacher's boxes regarding Honors credits.

I want to make sure that the students receiving honors are in the right placement as well as students who shouldn't be receiving honors credit be in the right placement.

In addition, I want to give you guys the opportunity to retroactively give students honors credits or to not give them honors credit if they didn't fulfill some project they were supposed to do for honors credit.


===3.  LOOKING AHEAD - MASTERING A NEW SCHEDULE=== 
So... now that we are slowing down with schedule changes, let's be proactive and look ahead to creating a master schedule.  Here are things that need to be done in order to make a master schedule by the end of the semester:
1. Have students choose classes for the Fall by end of first week in March.
2. Teachers fill out preference sheets
3. Counselor and a team create a tentative master schedule
4. Teachers see the new master schedule
5. We start plugging in as a collective where teachers are needed and can shine


===4.  LAST DAY TO CHANGE CLASSES===
Please note that the last day for students to request changes is Friday, February 10, 2012.

Of course, teachers will still be able to recommend schedule changes for students.

===5.  APPRECIATIONS
Thank you to Ms. Nunez (our parent liaison) and Ms. Grissom for regulating the front office space on Monday.  That really helped out with the drop-ins and ensuring that as much students as possible were following protocols.

Thank you everyone who has wished me Happy National School Counselor's Week!

Thank you to my new TA, Norman Sevilla and Yesenia Ramos, who are very quick and efficient.  When I asked them to do something, they were very much on-task.

===6.  DATA IS COMING!===
When the grading period closes, please be on the lookout for the following data.

• All grades: Report Cards, Honors Roll Data
• 8th Grade: Copies of Culmination Letter
• 9th: LAUSD Requirement and College Application Transcripts
• 10th: LASUD Requirement and College Application Transcripts
• 11th: Personalized Credit Appraisal, LAUSD  Requirements and College Application Transcripts
• 12th: Copy of Senior Letter, Personal Credit Appraisal, LAUSD Requirements and College Application Transcripts

===7.  COLLEGE CLASSES GOOD TO GO===

Huzzah!!! Both college classes are good to go.  The Community Orchestra class is off to a great start with 56 enrollees.  We have 11 out of our allotted 7 spaces.  LAHSA came through with a whopping 20 students as they should because they are a performing arts high school.  IT more than made up for the high school that did not recruit.  All but 1 of our students showed up! :-(

The Music Appreciation class filled up with a whopping 43 students.  We had 15 out of our allotted 7 spots filled.  And all of our student showed for the class.

WAY TO GO NOW STUDENTS!!!

===8.  WE'RE DOING PRETTY GOOD===
So... I'm talking to the other schools and I think that in comparison, we are in a much better state than some of the other schools.

We had our rollover earlier than some other schools who had easy rollover and some of the other schools are inundated with changes while we are stabilizing changes.

I think this is due to the team who came out to help with the scheduling.  Thank you very much again to Velia, Kim, Sookyoung and Chuck.

TECHNOLOGY: What does it mean to be a technology school?

When I think of a technology school, I like to think we as a "technology school" is really defined not  by the way we deliver curriculum or the way our students express gained knowledge through technology.  I like to think that we are more a school that sees technology through the "Critical Studies" lens.  When I think back at how The School of The Future delivers curriculum, I like to think that is the direction we are headed eventually as a "technology."  As we talk about the direction of our school as being technology-driven, we often talk only about using technology but sometimes I think media literacy and critical studies about technology is not discussed.

CONSUMING TECHNOLOGY

I think that it is very important to gain the knowledge needed to use emerging technology such as PowerPoint, Google Docs, Web Design, Film Production and the like, but is that what makes us a technology school.  Does the use of technology make us a "technology school."  Is having a computer in every classroom define us as a "technology" school.  For me, that is only an appetizer to being a "technology school."  After all, you can make the most beautiful PowerPoint presentation and still say nothing.

versus

TECHNOLOGY AS A MEDIUM

It's a natural step that when you learn to use technology, you would use it to express one's thoughts and create new and innovative way to express ideas.  But does the delivery of ideas through new medium really define us as a "technology."  If a student critically expressed themselves in "old media" such as skits, poster boards and the like, would that not be equally valid?  I'm not sold that ethnology just means emerging new media.  I think technology is also about the old school technology that worked.  I understand that as we send students to the workforce, they need "new media" skills in order to function in college and in the working world.  Let's face it, computer knowledge is truly a must in the 21st Century.

versus

CRITIQUING TECHNOLOGY

I think a lens that we often don't discuss when we talk about technology is the "Critical Studies" aspect.  I think that a part of being a "technology" school is to help students critically look at how they consume technology, how technology plays a part in their world, how they shape the direction of technology and how they can use technology to further the goals of social justice and environmental stewardship.  I don't think it is enough to simple consume technology or express oneself through emerging technologies, I think as a "technology" school, we have to help students understand technology from a critical standpoint.

To learn more about the School of the Future, check out their website:

http://www.sof.edu/

MATRIX: The Finish Line In The Horizon...

1. I CAN SEE THE HORIZON

2. MY DEADLINE

3. DON'T TRUST ISIS

4. THANK YOU FOR YOUR PATIENCE

5. PROTOCOLS FOR SWITCHING COURSES

6. SCHEDULING IS EXHAUSTING
7. GRATITUDES AND APPRECIATIONS

===1. I CAN SEE THE HORIZON==================

I am almost done scheduling, I am doubling checking as much as I can in terms of making sure that students have the classes that they need.

There are a few students left who have a few holes in their schedules and I am trying to figure it out with Dr. Flores.

===2. MY DEADLINE==========================

My deadline is to start printing the schedules tomorrow and to have them in your boxes at the end of tomorrow to be given out at period 6 on Thursday.  That way, they have a day to mull over their schedules.

===3. DON'T TRUST ISIS=======================

Please do not trust the rosters on ISIS to be up-to-date.  Sometimes it takes a while for changes in SIS to rollover to ISIS.  What you may be seeing as a 46 student roster on ISIS may be 23 in SIS on my side.  ISIS usually takes about a day to roll-over so what you may seeing is already out-of-date.

I will get you all rosters on along with the student's schedules.

===4. THANK YOU FOR YOUR PATIENCE=========

Thank you for being patient on what is a very difficult situation for all of us.

===5. PROTOCOLS FOR SWITCHING COURSES====

Please note that we are going to using the same protocols for switching schedules.  I would like you to approve the schedule as much as possible by signing off on their switch.

Please note however that for some electives, I may put them in there for graduation purposes.  If they need the class to graduate, I am more inclined to let them switch.

There really is no switch necessary for Grades 6, 7, and 8.

===6. SCHEDULING IS EXHAUSTING=============

It has been an exhausting endeavor to have to do this work all over again in less time.  However, I just spoke to Kathy Torres upstairs and they have not rolled over any of their classes yet.  That's an easier task and they are starting to just now roll it over.

===7. GRATITUDES AND APPRECIATIONS========

Thank you to these individuals who came out to help this weekend.

Ms. Valle: for creating you roster folders nice and neat on Saturday.

Ms. Yang: for recreating, updating, printing and photocopying all the change forms on Saturday.

Dr. Flores: for scheduling students into their honors classes on Saturday.

and a big special thank you to

Ms. Harada: for balancing classes while I schedule, for telling me it will be okay when I freaked out, for getting nourishment to keep the work going and basically spending the weekend with me on Saturday and Sunday.

PBL: Main Course or Dessert Projects

In the discussion about Project-Based Learning (Inquiry-Based Learning) on Monday, one thing I wanted to note was the difference between "dessert style" projects and "main course" projects.

Dessert Style Projects are projects that comes after the learning of a concept.  The students would gain the skills through rudimentary instruction such as lecture, tests, homework, etc.  Then the instructors would do a project as almost an afterthought to the experience.

Main Course Style Projects are driven by an essential (driving) question.  The essential question drives the entire project which provides and overall learning experience for students.  The project is introduced at the beginning of the unit and uses an over-arching project as the culmination of a student's overall learning experience.  Along the way, they discover tools that help them in synthesizing  solutions to the problem posed by the essential question.

MATRIX: Re-mastering a Master Schedule

1) REFLECTION AND GRATITUDE
2) REMASTERING THE MASTERED SCHEDULE
3) PATIENCE
4) MATH MUSICAL CHAIRS
5) SO… WHERE'S MY NEW SCHEDULE?
6) SEQUESTERING
7) MID-YEAR CHANGES
8) CALLING FOR HELP!!!

===1) REFLECTION AND GRATITUDE

As I write this Matrix Journal, it is hard not to pause and take the time to just reflect on the terrible loss of staff that we will be facing.  And before it is too late and before things are left unsaid and we get buried underneath all the minutia of the upcoming changes, I want to say how sad I am that we are losing Mr. Aghevli and Ms. Grissom as part of our NOW family.  Both teachers have brought a vibrancy that our students gravitate towards and will deeply miss.  Mr. Aghevli will be missed by his seniors and I miss miss working with him to get our students to fulfill their service learning projects and to graduate.  Ms. Grissom brought a vibrancy to Math that was vacant with in our previous year and it is a loss for our students.  Most of all, I will miss them as people regardless of whether we didn't really get to know each other or whether we always agreed or not.  Thank you so much for everything.

Thank you to Ms. Harada who has been most helpful in helping me man Peer Tutoring after school.  It has been a great start albeit stressful in the midst of all the upcoming changes.

Thank you to Ms. Vickers, who when I turned for help regarding a student, came through and talked with the student.  I specially want to thank you because you are swamped as we all are but you didn't refuse to help me out.  It is in this tough times that I miss the work that you, me and Ms. Palencia has last year.  Thank you always.

===2) REMASTERING THE MASTERED SCHEDULE

As you know, I was at the point of having already completely rolled over the Fall schedule into the Spring schedule and at this point, I should be completely done with the Master Schedule and done with scheduling period.  In fact I was done.  Unfortunately, with the loss of 2 staff members, there are going to be changes in the Spring Master Schedule and surprisingly almost everyone is left unscathed.  We are facing the same dilemma that we faced last year, with the Math changes and the Spanish collapse.

This time, around the changes are happening in the following areas:

• The collapse of all 9th grade sections from 4 sections to 3 which includes the collapse of 4 Algebra 1B to 3 and 2 Algebra 1B2s to 1 and the collapse of New Media to 1 section. 
• The collapse of Geometry from 3 sections to 2.
• The collapse of a 9th grade advisory from 5 advisories to 4.
• The collapse of 4 sections to 3 sections.
• The movement around of certain classes as teachers assume English 7 and Algebra Readiness.

Almost everyone is affected in some way and surprisingly the 6th grade cohort was the saving grade as a simple change there saved 10th grade, and 11th grade from a complete rewrite.  Tentative changes that are have been made are the following:

• 6th Grade - Periods 2 and 3 have been switched.  No student will be with another teacher, no one is moving anywhere.  Classes at period 3 will switch over to 2 and vice-versa.  This switch includes P.E.  This period switch was the savior of the other grade levels.  I was reluctant to have done but after seeing how it prevented changes of periods in 7th, 8th, 10th and 11th, I felt I had to do it so that the changes in schedule wasn't a complete rewrite.
• 7th Grade - Harada and Aceves will switch periods.  Students should stay with their teachers and their cohort.  As of now, Ms. Talleda will assume English 7.
• 8th Grade - No change other that Mr. Benavides will assume Algebra Readiness.  Someone will assume Ms. Vicker's advisory.
• 9th Grade - 1 cohort from English 9, Algebra 1, Health/Env. Sci and 1 New Media will be spread out among the 3 sections.  Ms. Yang will be assuming Algebra 1.  There will be a change in advisory.
• 10 Grade - No change of periods in the Core classes (English, World History and Biology) but changes in Math and in Spanish and Korean will mean changes of schedules for students.  This will affect P.E. as well.
• 11th Grade - No change of periods in English, Chemistry, and U.S. History but changes in Math and in Spanish and Korean will mean changes of schedules for students.
• 12th Grade - Mr. Mize and Ms. Talleda will switch period 1 and 2 to accommodate Ms. Talleda's assuming of English 7.  This will result in schedule changes for students.  Someone will assume Mr. Aghevli's advisory.

===3) PATIENCE

Right now, I have gone through about 6 different Master Schedules since last week looking at different scenarios if certain things were to happen.  (At one point, I was even making a Master Schedule based on what would happen if we had lost another teacher.)

Right now, there is a tentative Master.  I am perusing through to make sure that there are no conflicts.  I am perusing to make that if a student had Spanish 1 and Algebra 2, they would still be able to take it.

===4) MATH MUSICAL CHAIRS

The Math department and I met this morning to go over collapsing of some sections and who would assume Grissom's sections.  As per the decision of the Math Department in the 01.25.2012, the following changes were made to the Math teaching schedule:

• Mr. Benavides - 2 Geometry, 2 Algebra Readiness (previously 2 Algebra 1B, 2 Algebra 2B)
• Ms. Yang - 3 Algebra 1 (previously 3 Geometry)
• Mr. Wu - 2 Algebra 2, 1 Algebra 1B2

===5) SO… WHERE'S MY NEW SCHEDULE?

Because of the new changes that were decided during this morning's Math meeting, I had to come up with a new Master for what it seems like the 6th or 7th time.  I have not begin to reflect these changes into SIS and will begin to undo all my work from November and break in order to accommodate this new Master Schedule tomorrow.

So... I will be coming in this weekend to continue working on scheduling and to try and make sure that I get schedules to your boxes by Monday morning.  Yes, it will mean long hours and sacrificing my weekend.

By Friday, you should see your rosters on ISIS completely disappear.  And then on Saturday, see your classes start getting rearranged.  And rearranged some more and then some more.

So, when can you see the matrix?  I am waiting for Chuck and Brenda to speak to a few more people and then I will release the Matrix in full glory.

===6) SEQUESTERING

Please note that I would like to be left alone these next two days if not the next two weeks.  I am about to take the work of 2 months and dismantle it to reassemble it again.  If I am to get you guys rosters and schedule, please help me out and ensure that I am left alone to do this daunting task.

Please try to send students going to the restroom to Ms. Lucy downstairs.  I cannot deal with bathroom breaks in the middle of re-scheduling.

===7) MID-YEAR CHANGES

Please hold off on mid-semester changes.  In fact, if possible, dissuade students from changing.  If they are in a year-long class (if it has a B section), have them remain there.  If they are in an elective, please dissuade them from moving so that their schedules int heir core-classes don't go any more topsy-turvy.  With the loss of 2 teachers, I want to make sure that there is as little movement in periods as possible.

Mid-year changes are tough because someone else has to take them.

===8) CALLING FOR HELP

I will be in this weekend and if anyone would like to come in and help, i would be much appreciative.  I could use help in photocopying class-change request forms, making roster folders (like the ones I gave you in the summer), organizing schedules, etc.