Commentary - Revision history

Tim: /* Question 2 Eliminating the MCAS Graduation Requirement */

2024-10-07T03:27:55Z

Question 2 Eliminating the MCAS Graduation Requirement

← Older revision		Revision as of 23:27, 6 October 2024
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	The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.		The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.

	On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids. I ask that you look closer at the ramifications that the test has wrought ~~on urban schools~~. ~~It never~~ has ~~raised~~ the ~~standards~~, ~~it likely never will. Perhaps there~~ is a ~~problem when~~ a ~~privileged majority mandates things for the under-privileged. They may ill understand the implications of what they mandate~~.		On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids.

			I can understand the perspective that no MCAS standard could be seen as ultimately letting down urban kids and letting teachers "off the hook". I ask that you look closer at the ramifications that the test has wrought as I and my students have experienced them. In the process of teaching to the test, resources are hijacked and the heart and value of a high school education has been compromised.

			Would the type of education I described be good enough for your kids? In fact, that is a pretty good standard. As for teachers, how will we develop good ones if mindlessly following a program is all we reward.

	===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===		===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===

Tim: /* Question 2 Eliminating the MCAS Graduation Requirement */

2024-10-07T03:00:13Z

Question 2 Eliminating the MCAS Graduation Requirement

← Older revision		Revision as of 23:00, 6 October 2024
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	Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.		Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.

	When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I would work hard to get them interested. I could ask them if they understood. They would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. While I tried to keep them interested, I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and ~~try again to do better~~ the next day. That's data- driven education. Where are the consultants to help with that.		When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I would work hard to get them interested. I could ask them if they understood. They would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. While I tried to keep them interested, I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and help me develop the plan for the next day. That's data-driven education. Where are the consultants and technology to help with that.

	None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in ~~and~~ "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.		None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in an "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.

	The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.		The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.

Tim: /* Question 2 Eliminating the MCAS Graduation Requirement */

2024-10-07T02:54:45Z

Question 2 Eliminating the MCAS Graduation Requirement

← Older revision		Revision as of 22:54, 6 October 2024
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	I liked the MCAS ELA and math tests, for the most part.		I liked the MCAS ELA and math tests, for the most part.

	The school moved from being an exciting experiment to a just another part of the BPS top-down system. The whole system was also changing. Department chairs, downtown, lost their power. Professional development that used to include being able to sit in on lectures by university experts in the various fields of study was brought in-house, directed by Consultants. They had packages to help improve the test scores of the "~~underprovided~~". Other Organizations like the Boston Foundation and The Boston Globe gained influence. Teachers were scapegoated, and union rights were blamed for poor school performance.		The school moved from being an exciting experiment to a just another part of the BPS top-down system. The whole system was also changing. Department chairs, downtown, lost their power. Professional development that used to include being able to sit in on lectures by university experts in the various fields of study was brought in-house, directed by Consultants. They had packages to help improve the test scores of the "underprivileged". Other Organizations like the Boston Foundation and The Boston Globe gained influence. Teachers were scapegoated, and union rights were blamed for poor school performance.

	The consultants started to run professional development until enough administrators were trained to show us all how to have the kids take these assessments that would help them take assessments. The data went straight to the consultants who then created more products to sell to the schools so the kids could do better on the assessment measures deemed important for raising test scores. Actual individual subject matter became less important. The consultants claimed that what they were peddling was subject neutral, good for every subject.		The consultants started to run professional development until enough administrators were trained to show us all how to have the kids take these assessments that would help them take assessments. The data went straight to the consultants who then created more products to sell to the schools so the kids could do better on the assessment measures deemed important for raising test scores. Actual individual subject matter became less important. The consultants claimed that what they were peddling was subject neutral, good for every subject.
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	Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.		Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.

	When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I could ask them if they understood~~, they~~ would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and try again to do better the next day. That's data driven education. ~~where~~ are the consultants to help with that.		When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I would work hard to get them interested. I could ask them if they understood. They would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. While I tried to keep them interested, I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and try again to do better the next day. That's data- driven education. Where are the consultants to help with that.

	None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in and "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.		None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in and "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.
Line 19:		Line 19:
	The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.		The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.

	On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids. I ask that you look closer at the ramifications that the test has wrought on urban schools. It never has raised the standards, it likely never will. Perhaps there is a problem when a ~~privledged~~ majority mandates things for the ~~underpriveledged~~. They may ill understand the implications of what they mandate.		On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids. I ask that you look closer at the ramifications that the test has wrought on urban schools. It never has raised the standards, it likely never will. Perhaps there is a problem when a privileged majority mandates things for the under-privileged. They may ill understand the implications of what they mandate.

	===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===		===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===

Tim: /* Question 2 Eliminating the MCAS Graduation Requirement */

2024-10-07T02:45:23Z

Question 2 Eliminating the MCAS Graduation Requirement

← Older revision		Revision as of 22:45, 6 October 2024
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	Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.		Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.

	When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I could ask them if they understood, they would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and try again to do better.		When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I could ask them if they understood, they would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and try again to do better the next day. That's data driven education. where are the consultants to help with that.

	None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in and "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.		None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in and "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.
Line 19:		Line 19:
	The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.		The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.

	On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids. ~~And~~ I ~~am not comfortable having those people~~		On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids. I ask that you look closer at the ramifications that the test has wrought on urban schools. It never has raised the standards, it likely never will. Perhaps there is a problem when a privledged majority mandates things for the underpriveledged. They may ill understand the implications of what they mandate.



	===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===		===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===

Tim: /* commentary */

2024-10-07T02:34:06Z

commentary

← Older revision		Revision as of 22:34, 6 October 2024
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	==commentary==		==commentary==
	===Question 2 Eliminating the MCAS Graduation Requirement		===Question 2 Eliminating the MCAS Graduation Requirement===

	In deciding how I am going to vote on question 2, I have been looking back on 2005-2012 when I taught in a Boston district (not exam) high school. It was a small school, one of 4 created when West Roxbury High was broken up.		In deciding how I am going to vote on question 2, I have been looking back on 2005-2012 when I taught in a Boston district (not exam) high school. It was a small school, one of four created when West Roxbury High was broken up.

	I liked the MCAS ELA and math tests, for the most part.		I liked the MCAS ELA and math tests, for the most part.

	The school moved from being an exciting experiment to a just another part of the BPS top-down system. The whole system was also changing. Department chairs, downtown, lost their power. Professional development that used to include being able to sit in on lectures by university experts in the various fields of study was brought in-house, directed by Consultants. They had packages to help improve the test scores of the underprovided. Other Organizations like the Boston Foundation and The Boston Globe gained influence. Teachers were scapegoated, and union rights were blamed for poor school performance.		The school moved from being an exciting experiment to a just another part of the BPS top-down system. The whole system was also changing. Department chairs, downtown, lost their power. Professional development that used to include being able to sit in on lectures by university experts in the various fields of study was brought in-house, directed by Consultants. They had packages to help improve the test scores of the "underprovided". Other Organizations like the Boston Foundation and The Boston Globe gained influence. Teachers were scapegoated, and union rights were blamed for poor school performance.

	The consultants started to run professional development until enough administrators were trained to show us all how to have the kids take these assessments that would help them take assessments. The data went straight to the consultants who then created more products to sell to the schools so the kids could do better on the assessment measures deemed important for raising test scores. Actual individual subject matter became less important. The consultants claimed that what they were peddling was subject neutral, good for every subject.		The consultants started to run professional development until enough administrators were trained to show us all how to have the kids take these assessments that would help them take assessments. The data went straight to the consultants who then created more products to sell to the schools so the kids could do better on the assessment measures deemed important for raising test scores. Actual individual subject matter became less important. The consultants claimed that what they were peddling was subject neutral, good for every subject.

	Teachers and students got none of the data. For me that was already a problem. By the time MCAS data came out, the kids were gone to the ne		Teachers and students got none of the data. For me, that was already a problem. By the time MCAS data came out, the kids were gone to the next grade. The improve-the-test-scores consultants never shared their data, in fact, it was proprietary.

			When I would have my students (mostly I taught seniors) read a source that was part of, say, World History and Literature from 1500 to the Present, I could ask them if they understood, they would all say yes. They could find the "main idea" in the title, and repeat back to me anything I had told them. But many of the students struggled to actually read. I struggled to develop questions that would help them parse the meaning, to get the character or follow the argument. I would ask them the questions and use their answers to tell me how I was doing and try again to do better.

			None of that process was helped by any of the testing or related assessments and bogus professional development that overwhelms the school day in and "underperforming urban school". Students end up with little appreciation of the various areas of study that a high school should offer since they realize that, to the adults in the room, the subjects don't really matter.

			The teachers that closely adhere to the consultants program are labeled the "good" teachers and the kids who follow the program are the "good" kids, even though they often still cannot read.

			On the face of it, kids should be able to pass the MCAS to graduate and if they cannot their opportunities are going to be pretty limited. Kids in suburban schools can. But suburban school families would never accept the crap that urban kids are getting for their own kids. And I am not comfortable having those people



	===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===		===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===

Tim: /* commentary */

2024-10-07T01:53:31Z

commentary

← Older revision		Revision as of 21:53, 6 October 2024
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	==commentary==		==commentary==
			===Question 2 Eliminating the MCAS Graduation Requirement

			In deciding how I am going to vote on question 2, I have been looking back on 2005-2012 when I taught in a Boston district (not exam) high school. It was a small school, one of 4 created when West Roxbury High was broken up.

			I liked the MCAS ELA and math tests, for the most part.

			The school moved from being an exciting experiment to a just another part of the BPS top-down system. The whole system was also changing. Department chairs, downtown, lost their power. Professional development that used to include being able to sit in on lectures by university experts in the various fields of study was brought in-house, directed by Consultants. They had packages to help improve the test scores of the underprovided. Other Organizations like the Boston Foundation and The Boston Globe gained influence. Teachers were scapegoated, and union rights were blamed for poor school performance.

			The consultants started to run professional development until enough administrators were trained to show us all how to have the kids take these assessments that would help them take assessments. The data went straight to the consultants who then created more products to sell to the schools so the kids could do better on the assessment measures deemed important for raising test scores. Actual individual subject matter became less important. The consultants claimed that what they were peddling was subject neutral, good for every subject.

			Teachers and students got none of the data. For me that was already a problem. By the time MCAS data came out, the kids were gone to the ne

	===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===		===[https://www.energyvanguard.com/blog/the-achilles-heel-of-heat-pumps/ The Achilles’ Heel of Heat Pumps]===

Tim: /* quotes on Israel/Palestine */

2024-08-20T14:51:18Z

quotes on Israel/Palestine

← Older revision		Revision as of 10:51, 20 August 2024
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	===quotes on Israel/Palestine ===		===quotes on Israel/Palestine ===
	Your speech ~~sucked~~ Joe. Biden 8/19/24:		Your speech wasn't good enough Joe. Biden 8/19/24:
	<blockquote>"		<blockquote>"
	Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.		Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.
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	Is the democratic party doing any better? Will they do better? I watched them march out a 20 year old college kid who couldn't put a sentence together on Gaza. Democrats don't seem to get what we have done in support of war crimes.		Is the democratic party doing any better? Will they do better? I watched them march out a 20 year old college kid who couldn't put a sentence together on Gaza. Democrats don't seem to get what we have done in support of war crimes.
	They are our war crimes. The democrats don't seem to notice and are not listening.		They are our war crimes. The democrats don't seem to notice and are not listening.

	====By Yuval Noah Harar WP May 13, 2024: [https://www.washingtonpost.com/opinions/2024/05/13/israel-independence-day-zionism-future/ will zionism survive the war?] ====		====By Yuval Noah Harar WP May 13, 2024: [https://www.washingtonpost.com/opinions/2024/05/13/israel-independence-day-zionism-future/ will zionism survive the war?] ====

Tim: /* quotes on Israel/Palestine */

2024-08-20T13:59:13Z

quotes on Israel/Palestine

← Older revision		Revision as of 09:59, 20 August 2024
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	===quotes on Israel/Palestine ===		===quotes on Israel/Palestine ===
	Your speech sucked Joe. Biden 8/20/24:		Your speech sucked Joe. Biden 8/19/24:
	<blockquote>"		<blockquote>"
	Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.		Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.

Tim: /* quotes on Israel/Palestine */

2024-08-20T13:48:06Z

quotes on Israel/Palestine

← Older revision		Revision as of 09:48, 20 August 2024
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	<blockquote>"		<blockquote>"
	Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.		Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.

	"		"
	</blockquote>		</blockquote>

Tim: /* quotes on Israel/Palestine */

2024-08-20T13:47:54Z

quotes on Israel/Palestine

← Older revision		Revision as of 09:47, 20 August 2024
Line 21:		Line 21:
	===quotes on Israel/Palestine ===		===quotes on Israel/Palestine ===
	Your speech sucked Joe. Biden 8/20/24:		Your speech sucked Joe. Biden 8/20/24:
	<blockquote>		<blockquote>"
	Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.		Hate was on the march in America....Trump said, and I quote, “There are very fine people on both sides.” My God, that’s what he said. That is what he said and what he meant... As you know, I wrote a peace treaty for Gaza...Those protesters out in the street, they have a point. A lot of innocent people are being killed on both sides.
			"
	</blockquote>		</blockquote>