Once Again, Mr. AP and I Disagree

Once again, Mr. AP is telling us our regents grades must be in line with our class grades and that kids who don't pass the regents should not pass the class. He just sent out a memo berating teachers who passed geometry students that failed the regents. I know I am at the top of his hit list.

Here are my thoughts about having the correlation he would like.

The regents is an easy exam. The kids that don't pass it, for the most part, are the kids who don't belong in a regents math class, the kids who years ago would have taken all the pre-algebra and non regents classes. They just don't have the ability to learn higher level math. But, by sitting in our classes and passing the exams we give, they are learning something, more than what they would be learning if they were in some other class. Although I haven't checked all the data, I believe that kids that repeat because of the regents end up in a cycle of constant repetition and never get to move ahead. I see no benefit in making the kids I taught last year repeat geometry. By moving into trig or into some other math class, they are being exposed to other math that might help them in college. If they fail an easy exam like that one, they probably are not headed towards an advanced diploma and will probably need remedial math in college anyway.

Then again, there are kids that cannot master geometry but will do very well in intermediate algebra and trigonometry. I've spoken to quite a few from last year and the ones I pushed ahead seem to be doing fine. There really is no crystal ball to predict success or failure.

We've been told to assess our students on a daily basis and that is what we do every day with exams, with homework and with classroom observations. I believe I've done that and that I've done a good job of it. By making the regents omnipotent, we are being told that our assessments are valueless.

The regents is one exam. It is an exam some students find extremely stressful. Some are studying for four exams at the same time. Most high schools do not hold to these standards and it is not right to treat our students differently. The regents standards are so low anyway, what difference can a couple of points possibly make?

(Picture in honor those colleagues too chicken say anything that might be deemed controversial. A "friend" told me today that I can say whatever is on my mind because of my proximity to retirement. A real "friend" would know that my mouth never stayed closed, even when I was many years from retirement.)

Something is Missing

What the F*** is wrong with the people in my night class?

Wednesday night was a major exam. Monday, I handed out a sheet with almost identical problems. I stopped the class 45 minutes early to give them time to work on the problems and get extra help. All, except for two left.

One girl showed up tonight after missing the last three classes and leaving early on the one she attended. She spent the first 45 minutes trying to teach herself the material and then requested extra credit or a chance to take the exam tomorrow. She couldn't understand why I said no.

Another girl left her calculator home.

One boy tried to go to the lab an hour before the exam but found it crowded with no one available to help him.

Another guy told me he is too tired to study.

Only two came in with the review sheet completed.

The list goes on and on.

These people have no business in school. Not everyone is meant for college. Now, I'm not saying they aren't bright enough because they very well might be intelligent. They lack a work commitments and study skills.

Open enrollment (started int he 70's) was one of the worst things that ever happened to education. Now, NCLB is compounding the problem. A nation of incompetents is being created.

In Suit's Own Words

September 12, 2008

Re: Updated grading policy [from Mr. AP]

For students who have a passing average in your class, the grading policy issued in August stands. For students in Integrated Algebra and Geometry classes who do not have a passing average, the following modifications to our grading policy should be followed and I quote the principal:

“Students who pass the Regents and who have met the state standard in class, and who have met attendance, class work and homework standards should not fail based on the arbitrary and unauthorized department standards. Rather they should pass and move on to a transitional class beyond Math A or Integrated I which prepares them for math B (or Integrated 2)”. [It doesn't matter if the student never passed a test and has a 40 average. As long as a 34% can be gotten on the regents, pass them along. We don't want any child left behind.]

“An alternative would be movement into the next sequence B or integrated 2 class which includes the A or integrated 1 topics not yet mastered, and compensatory support as new topics are taught. (Those students who pass the regents with a higher grade should be placed directly into the next course in the sequence).” [Too bad this is only followed as long as there is room in a class. Right now, kids are being placed anywhere there is an empty seat.]

We must effectively “deal with the high failure rates with proactive intervention and not by programming students into repeater classes which feature the same unsuccessful instructional strategies over and over again.” If we pass students who pass the Regents exam even though they have failing averages (the arbitrary and unauthorized department standards we have been using), we will greatly reduce the high failing rate in the Algebra class and in the Geometry course in June 2009, provided the Regents exam has a generous curve. [No kidding, passing more kids will reduce the failing rate. I bet this was taught in Administrator School.]

Some students who failed MA44 and ME22 in June 2008 were moved into Geometry. They were promoted because they passed the Regents exams. “They will not have extra time to pass Integrated 2 and 3, both of which are required for the Advanced Regents Diploma. Their success in these courses is critical.” Teacher of MG21R and MG21D must monitor your juniors carefully. You are to slow down and make sure the overwhelming majority of your students understand what is going on before moving on to the next topic. Bear in mind that only 30% of the contents will be on the Regents exam. [That's right, pass them if they know less than 30% of the material and help them get an advanced diploma. This is a good way to insure the value of the advanced regents diploma.]

“We must accept this inability of some students to make the right choices for academic success as a given and par of the challenge under which we work. Their inability to learn or parents effectively (ineffectiveness) requires that our classrooms become laboratories for new initiatives and strategies. The large number of students who are behind in meeting diploma requirements in math may be a result of teachers in the department failing to implement the differentiated instructional techniques which have become a part of every other academic department at Lewis, as well as in other similar schools. On the most basic level, we have even opposed varying classroom seating arrangements, a simple initiative which has shown itself to be effective in promoting active engagement and learning.” [Make the right choice and you too can grow up to be a world renowned surgeon.]

We have our work cut off for us. As we discussed during the Department meeting on 8/29/08, we will engage in pair-and-share, incorporate more technology into the lessons (Smart board or Geometer Sketchpad), differentiate instruction both in terms of ability and learning styles and find the most effective way to get every student involved in each and every lesson. Please see me for clarifications. [And now, on top of all our other jobs, we are expected to become magicians. I think I'll see if I can pick up a magic wand with my $150 teacher choice check.]

I don't believe after reading this note that Principal Suit is really going to retire, no matter what he says and no matter how large a party he is being given.