Learning at ARPS
January 20, 2006

colored chalk

Dear Everyone Learning at ARPS:

The following is a question I wrote to our director of English Language Learning recently:

"Since we "made" AYP with our ELL population per the MEPA R/W and MELA-O, how does that relate to the schools that did NOT make AYP in ELL subgroups? Does the ELL testing supercede the MCAS testing for proficiency in AYP determinations?"

I couldn't believe the words I was typing. Fortunately, she understands all the acronymns and regulations behind the questions - and she knows that our students are learning!

This era of mandates, regulations, compliance audits, and excessive testing reminds me of an editorial cartoon published years ago. Sitting behind his desk, the administrator is talking to a parent. The bubble above the administrator reads something like: "We are collaboratively envisioning the protocols for optimum learning experiences maximizing double-blind research methodology on cognition connected to the alignment of a research-based, multifaceted, interdisciplinary curriculum derived from participant-observer ethnographic case studies of pedagogy of novice and expert certificated and non-certificated personnel..."

And the parent, leaning over the desk, is shouting "Just teach my kid!"

Now don't get me wrong. I love research on learning and school development processes. I can churn out a form and seek data with the best of them. It's all about balance! However, as we enter this new era of accountability, I wonder if we are asking (or being asked) simply: "Can the students read and write?" or are the powers that be so caught up in the regulations and compliance game that we devote more energy to filling out forms than to focusing on teaching and learning?

We have always tested students. How else do we know if each is learning, if all are learning, and if our curriculum and instruction is effective? But the pendulum is swinging quickly toward an unprecedented quantity of testing and an unprecedented level of "high stakes" testing.

We have always focused on compliance to ensure quality and fairness in our efforts. How else do we protect the rights of children and integrity in our programs? But that pendulum, too, is swinging quickly toward an unprecedented quantity of paperwork and employee time consumption.

Quality teaching, effective organization, and accountability are not mutually exclusive. It's not an either-or proposition. While we strive for (and fight for) that balance, we will focus on teaching your kids!

Oh well. Thanks for listening.

One note on budget development. In December, we published background information on "Data and Direction" of our schools and "Revenue and Expenditure Budget Assumptions." Now that it is January, the School Committees are reviewing the working drafts of the 2006-2007 budgets. As noted, we are working on three types of budgets: one that maintains the current "level of service," one that identifies additional needs for continuous improvement and recovery of what has been cut in recent years, and one that is capped at a 2.7% increase.

The Amherst School Committee reviewed this first round of budget work this week. The Amherst School Committee will meet again on Wednesday, February 1. The Regional School Committee will review the budget for the first time this Tuesday, January 24. The Pelham School Committee's next meeting is Thursday, February 2.

As we learn more about state funding and funds to the towns, we will be able to gauge where our budgets will land. We will keep you posted on legislative activity that would necessitate your voices being heard.

Thank you!

Jere Hochman

Superintendent

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