Listening and Learning Forum

On Wednesday, Feb. 8,  we held our first Listening and Learning Forum with our parents. We framed the evening with four goals: to listen, to learn, to share, and to celebrate. In our listening activity, we identified the themes and ideas that we would like to think about as we plan for the future. Discussion focused on:

• High School Course Offerings and Selections
• Ability Grouping
• Parent Support Programs
• Special Education
• Gifted and Talented
• Access to higher level classes
• Quality teaching
• Variability between classrooms and schools

We talked about the things that we are most proud of- the things that we celebrate. They include:

• Dedicated staff
• Transportation system
• New math program
• Before and after care
• Parent Portal
• PTO’s-PTA’s-Boosters

Parents had an opportunity to ask questions as well. Some of them are posted here with responses. 

What is the status of full day kindergarten?

There are no discussions at this time for a full day kindergarten. A full day kindergarten program requires classroom space, facilities upgrades, extensive professional development, curriculum development, and increased staff. In these challenging economic times, we are using all of our available resources to support the mandated programs we must provide to our students. 

Are we continuing to adopt new math curriculum after grade 2?

This year, the district implemented enVisions Math for our kindergarten to second grade students. Plans are underway to develop curriculum and expand the adoption to grades 3-6. 

Will the gifted and talented program support our current curriculum as basic skills and special education programs do?

Many have inquired about our gifted and program and want to advocate for it. I am learning that there is a growing interest in having conversations about our program and to that end, to ensure that we can provide more opportunities for students.  

There are many gifted and talented as well as enrichment models to help guide our program review and development. When we embark on our work, it will be comprehensive. We will need to identify how we define giftedness, talents, intelligence, and potential. We will want to be sure that there are opportunities for all high ability students and that there are resources available to our teachers to meet the needs of their students and for parents as well.

Is it possible to not have to study classic works in English? I think Romeo and Juliet is hard for the students to relate to now if not taught in an updated way, plus suicide is not a good ending for kids.

This question is a good one as it opens up the door for some debate. I have referred this question back to the high school English department teachers for their response, but for now, I will provide my thoughts on this topic. As a former English student myself, I can relate to the idea that Shakespeare ‘s works are challenging to understand and that they may need some ‘instructional’ support with the language of the time given that Romeo and Juliet was written in the sixteenth century. One might even argue that the themes in this classic are timeless and universal: love and conflict in particular. It is the role of the teacher to ensure that the students are connecting to the literature and that they are understanding what they are reading. Students should be exposed to all types of literature. Talking about suicide can be extremely difficult for students and adults alike. But, it is a topic that should not be avoided in our schools and one that cannot be avoided in young adult literature – classic or contemporary.   

Can we develop education and support programs for parents of children with ADHD?

Yes, we can and we will.

There seems to be a rising drug problem in the schools with drug use starting at younger ages. Please comment.

I continue to hear people talk about their feelings that there is an increase in drug use and abuse. If we lose one child to the world of drugs, we lose. We lose our dreams, our future, and our children. I am cautious to concur that there is an increase. I do not know that to be true because it is not that simple. It may be much more than that. We need to determine what drugs are available to our children. We need to determine how easily accessible they are for our children: to buy, to find, to get. We need to better identify children under the influence of drugs. Policing does not work in isolation. Combating drugs in a community requires a multi-prong, coordinated approach that includes involving our kids, our parents,  our community --  in prevention, in education  and in intervention.