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As you know, Discovery and Jason Lee middle schools recently were designated Tier II schools. This designation makes the schools eligible for federally funded competitive School Improvement Grants (SIGs). Grants are being made available for 2010-2011 and beyond with funding through the American Recovery and Reinvestment Act (ARRA). These schools qualify because: 1) they are eligible for, but do not receive, Title I, Part A funds (eligibility is based on the percentage of students from low-income families); and 2) they are in the state's lowest five percent of “persistently lowest-achieving secondary schools that are eligible for, but do not receive Title 1, Part A funds.”
Principals Chris Olsen and Susan Cone have offered graciously to move to other schools to allow Discovery and Jason Lee to receive this additional funding, as required by federal guidelines. Their actions are about putting the needs of students first. Poverty, student mobility, and second language learners significantly impact both Discovery and Jason Lee. These principals recognize that additional resources could improve student achievement at these two schools. They are demonstrating value-based leadership, and I want to honor and recognize their contributions. I also want to acknowledge the “can-do” spirit and flexibility of Marianne Thompson and Curtis Smith, who have accepted this new challenge. They are eager to get started.
I was pleased to see The Columbian highlight the assets and recent improvement efforts at Discovery and Jason Lee. Over the past three years, Discovery has implemented whole school reform through the Middle Years Programme, an internationally recognized academic program similar to the International Baccalaureate program for high school students. Discovery also has a Challenge/Honors program. Jason Lee is the middle school magnet site for English Language Learners and a Challenge/Honors program and recently implemented Advancement via Individual Determination (AVID), a College Board program designed to develop student college readiness skills. The strategies identified as part of the grant application extend the improvement efforts currently underway and are aligned with the district's Design II Strategic Plan (e.g., extended school day, tiered interventions, and increased family and community engagement).
Faculty and staff at both schools have wondered, “So what does this Tier II designation mean?” As Chriss Burgess, associate superintendent, was quoted in The Columbian, “It means high accountability for everyone.” If the grant is awarded, additional resources will be provided to assist those schools and their communities. Staff members who choose to remain at those schools will have more support to make a difference with students impacted by poverty. Resources are crucial. Striking the right balance between accountability and support can lead to transformative results. Teamwork, collaboration and tenacity are essential ingredients, too. This work is not just Discovery’s or Jason Lee’s “heavy lifting” to do alone. This work is not just the responsibility of core instructional staff within the two schools. This work will require us collectively to roll up our sleeves and do whatever it takes to get the job done, regardless of our roles. I have a great deal of confidence in our principals, faculty, staff, and district leadership team to ensure that our students in both schools cross the finish line.
I was struck recently by an op-ed piece in the Los Angeles Times. Diane Ravitch, the former assistant secretary of education for President George H.W. Bush, wrote the article. Ms. Ravitch was once an outspoken proponent of the education reforms codified by No Child Left Behind (NCLB). Not any more. She writes, “I find myself sounding the alarm that the latest vision of education reform is deeply flawed. But this time my warning carries a personal rebuke. For much of the last two decades, I was among those who jumped aboard the choice and accountability bandwagon. Choice and accountability, I believed, would offer a chance for poor children to escape failing schools. Testing and accountability, I thought, would cast sunshine on low performing schools and lead to improvement. It all seemed to make sense, even if there was little empirical evidence, just promise and hope. Today, there is empirical evidence, and it shows clearly that choice, competition and accountability as education reform levers are not working.”
That’s a stark transformation in perspective. What has become increasingly clear under the standards-based, single-event high stakes testing and accountability framework is that bottom-line, market-driven-strategies by themselves will not produce the results they intend. Why? Simple solutions won’t solve complex problems. Education is a slow, arduous, and dynamic process that requires the work of willing students, dedicated staff, and supportive families. A 21st century education system also requires the resources necessary to meet the needs of an increasingly diverse and poverty-impacted student population. Attacking the “achievement gap” by focusing on one piece of the system is an incomplete strategy. This approach fails to recognize and address the whole system that affects a child’s learning. Common sense and decades of experience tell us that it won’t produce transformative results.
Interestingly, researchers who have built their academic careers on studying transformative business models also reach the same conclusion. John Collins, author of Good to Great, writes, “The good to great transformations never happened in one full swoop. There was no single action, no grand program, no solitary break, no miracle moment. Rather, the process resembled relentlessly pushing a giant heavy flywheel in one direction, turn upon turn, building momentum until a point of breakthrough….” And yet, we enter a new era of accountability with market-driven incentives that intend to drive outcomes. Will it work? I am confident that the learning gains we seek can be achieved, but only if schools are resourced adequately to address the social and cultural conditions affecting our students. Transformational change can occur only as a whole system. This responsibility lies not just at the local level, but also at the state and the federal levels. To achieve the changes envisioned by the current administration, we must have shared and reciprocal accountability.
Thanks again for all you do.
Take care,
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