Monica and Lisa, do you all keep minutes of these meetings?  Is there
      any way the minutes or a summary of the meeting could be posted on
      this site?  That would be extremely helpful for those of us who cannot
      attend the meetings. Thanks.

      Faroll Hamer on Holly Ave.


______________________________ Reply Separator _________________________________
Subject: [TPES] Reminder Notice - TPES PTA Meeting
Author:  <TPES@yahoogroups.com> at inet
Date:    3/6/2001 5:18 PM



Reminder Notice:

TPES PTA Meeting tonight at 7:30pm

Among other light discussion, there will be an open discussion  on
the transition to Piney Branch Elementary School (The school that
our children matriculate to for 3rd - 5th grades)

Past Co-Presidents Sara Lynch and Karen McPherson, in addition to a
couple of other experienced parents, will offer information and try to
answer questons related to the transition in an attempt to ease the
natural anxiety that accompanies these types of transitions.

See You There!!

From your current Co-Presidents:  Monica Jenkins
                                    and
                                   Lisa Schnall


To unsubscribe from this group, send an email to:
TPES-unsubscribe@egroups.com



Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/

Reminder Notice:

TPES PTA Meeting tonight at 7:30pm

Free Babysitting available at every meeting!

Among other light discussion, there will be an open discussion  on
the
transition to Piney Branch Elementary School (The school that our
children matriculate to for 3rd - 5th grades)

Past Co-Presidents Sara Lynch and Karen McPherson, in addition to a
couple of other experienced parents, will offer information and try
to
answer questons related to the transition in an attempt to ease the
natural anxiety that accompanies these types of transitions.

See You There!!

From your Co-President's:  Monica Jenkins
                             and
                            Lisa Schnall

Reminder Notice:

TPES PTA Meeting tonight at 7:30pm

Among other light discussion, there will be an open discussion  on
the transition to Piney Branch Elementary School (The school that
our children matriculate to for 3rd - 5th grades)

Past Co-Presidents Sara Lynch and Karen McPherson, in addition to a
couple of other experienced parents, will offer information and try to
answer questons related to the transition in an attempt to ease the
natural anxiety that accompanies these types of transitions.

See You There!!

From your current Co-Presidents:  Monica Jenkins
                                    and
                                   Lisa Schnall

I'm sorry for the name confusion to both of you. Janet-you must have
thought I was completely out of my mind welcoming you! Sorry for the
misunderstanding to both. Lisa

Sorry-Janet Dunn this was not addressed to you it was addressed to the new
Janet that wrote in at egroups!

I think I can clear this up. The response that Lisa sent addressed to
"Janet" should have been addressed to me, "Susie." I'm the one who sent the
message about missing the meetings and I have the form still sitting on my
desk. (But I promise I will send it in.)

I would be happy to help brainstorm ideas for parent cyberspace
participation to complement the existing PTA activities/meetings.

-----Original Message-----
From: Janet L. Dunn [mailto:Janet_L_Dunn@...]
Sent: Wednesday, February 14, 2001 4:04 PM
To: TPES@yahoogroups.com
Subject: Re: [TPES] maybe more parents can meet in cyberspace


TPES@yahoogroups.com writes:
>Janet-nice to at least see you here if not at the meetings.
Have I missed some meetings?
>We have
>been racking our brains about ways to connect to more parents who are
>unable to attend the meetings. One way for you to let us know you
>support usis to send in that membership form.
What form?  We did put a First Class Application in Nicholas' backpack.  I
joined the PTA as did all staff at the beginning of the year.  Is there a
form I missed?
>Maybe the internet is
>going to be the way for more parents to communicate. Maybe there are
>issues at the PTA that we have not been talking about that keep
>people away. Monica and I both felt that to continue the dialogue
>from last year on the acievement gap and all issues related were
>really important for our school-considering the magnet program, the
>racial and cultural diversity of our population and how our county
>seems to reflect what is happening around the country in terms of
>racial and cultural disparities. Maybe the PTA is not the place to
>talk about these issues. Can't quite figure it out. But maybe if more
>people start coming to this site we can have more dialogue. Glad you
>are here Janet.
   Thanks Lisa.
>
>
>
>
>To unsubscribe from this group, send an email to:
>TPES-unsubscribe@egroups.com
>
>
>



Janet L. Dunn
Principal
Takoma Park Elementary
7511 Holly Ave.
Takoma Park, MD 20912
301-650-6414
Fax 301-650-6526



To unsubscribe from this group, send an email to:
TPES-unsubscribe@egroups.com

TPES@yahoogroups.com writes:
>Janet-nice to at least see you here if not at the meetings.
Have I missed some meetings?
>We have
>been racking our brains about ways to connect to more parents who are
>unable to attend the meetings. One way for you to let us know you
>support usis to send in that membership form.
What form?  We did put a First Class Application in Nicholas' backpack.  I
joined the PTA as did all staff at the beginning of the year.  Is there a
form I missed?
>Maybe the internet is
>going to be the way for more parents to communicate. Maybe there are
>issues at the PTA that we have not been talking about that keep
>people away. Monica and I both felt that to continue the dialogue
>from last year on the acievement gap and all issues related were
>really important for our school-considering the magnet program, the
>racial and cultural diversity of our population and how our county
>seems to reflect what is happening around the country in terms of
>racial and cultural disparities. Maybe the PTA is not the place to
>talk about these issues. Can't quite figure it out. But maybe if more
>people start coming to this site we can have more dialogue. Glad you
>are here Janet.
   Thanks Lisa.
>
>
>
>
>To unsubscribe from this group, send an email to:
>TPES-unsubscribe@egroups.com
>
>
>



Janet L. Dunn
Principal
Takoma Park Elementary
7511 Holly Ave.
Takoma Park, MD 20912
301-650-6414
Fax 301-650-6526

Janet-nice to at least see you here if not at the meetings. We have
been racking our brains about ways to connect to more parents who are
unable to attend the meetings. One way for you to let us know you
support usis to send in that membership form. Maybe the internet is
going to be the way for more parents to communicate. Maybe there are
issues at the PTA that we have not been talking about that keep
people away. Monica and I both felt that to continue the dialogue
from last year on the acievement gap and all issues related were
really important for our school-considering the magnet program, the
racial and cultural diversity of our population and how our county
seems to reflect what is happening around the country in terms of
racial and cultural disparities. Maybe the PTA is not the place to
talk about these issues. Can't quite figure it out. But maybe if more
people start coming to this site we can have more dialogue. Glad you
are here Janet.

As a parent of a kindergartner, I have been trying to make it to the PTA
meetings. I'm not sure if my evening challenges are the same as other
parents' but I imagine there are some basic similarities. Evenings in
general are just difficult.

Besides a five-year-old, I have an infant. Both of them are very routine
oriented so basically our weekday evenings are already "booked." My husband
is often at work in the evening. After the kids are asleep, I spend a few
hours every night working as a volunteer for an international humanitarian
aid organization.

I've had the membership form for the PTA on my desk at work since September
with every intention to send it in. Sound pathetic? Welcome to my world.
Every time there has been a PTA meeting, I have intended to go, but
completely forgot between the metro and home, even when I've written it on
my hand.

I care about my kids and their education and I am an advocate for my
daughter in her school -- but I just can't seem to get it together to attend
a meeting. I would be interested in exploring other ways to be involved with
PTA and my daughter's school. Perhaps other parents are in the same boat.

-----Original Message-----
From: LisaS42@... [mailto:LisaS42@...]
Sent: Sunday, February 11, 2001 8:48 PM
To: TPES@yahoogroups.com
Subject: [TPES] communication needs to change



I agree with both of you parents who wrote about wanting more
information about testing and about enjoying the differences that the
children can experience at school. I think that even though the door
to the school is always open to parents advocating for their
children, it  may not really be known by all the parents. So how do
we reach them and let them know? This has been the struggle of the
PTA all year-how do we get more parents involved inb their children's
school? And why aren't they? It's always the same parents at the PTA
meetings and we really are not sure why. Is it too hard to come out
at night for most of our parents? Do parents think that the PTA is
not really a parent organization but just another part of the school
heirarchy that really doesn't represent them?  Is there a larger
language issue than we realize? Is our community so culturally
diverse that we have not recognized that many cultures view
participation in the schools very differently? I think many of these
questions could be applied to the issue of parents perhaps not
advocating enough for their children but also that the teachers and
administration might think about addressing these questions if they
haven't already. Have they reached out in different ways
acknowledging the diversity of our community?  These questions posed
about testing are part of this questionnaire that I am STILL trying
to post here and I STILL need help figuring out how to post!!!!

















-- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> I think the teachers/school just needs to let us know when the kids
are
> being tested.  It must be nice to have a kid who loves to be
> tested/challenged, etc.  I don't know too many kids like that.
> ----- Original Message -----
> From: <ahirsh@c...>
> To: <TPES@y...>
> Sent: Thursday, February 08, 2001 2:13 PM
> Subject: Re(2): [TPES] Re: FINALLY JOINING YOU ALL
>
>
> > Though I can understand a parent wanting to be notified when their
> > child is given special tests, I hope this will not discourage the
> > school from continuing to do testing.  As a father of a G&T first
> > grader, I know how difficult it is to accomodate EACH childs needs
> > and learning style.  My son loves the extra work and gets
> > somewhat6 "bored" when he is not given some extra work.  SO  ALL
> > NEEDS must be accounted for and that (to be fair) is quite
difficult
> > for any teacher.  My sister has taught at Banks Street School for
> > over 20 years.  She teaches teachers who are stressed out by
having
> > to deal with so much class variation.  I hpe we can accomodate all
> > students and be careful not to throw stones to quickly.
> > --- In TPES@y..., "Janet L. Dunn" <Janet_L_Dunn@f...> wrote:
> > > TPES@y... writes:
> > > >I will relay the information to the parent--I already did tell
her
> > to talk
> > > >to Janet.  I think she decided to talk directly to the reading
> > teacher.
> > > >Janet--If any of the information is false please let us know
what
> > is going
> > > >on with the different reading groups and how it's decided who
goes
> > in what
> > > >group.
> > > >
> > > >
> > > >----- Original Message -----
> > > >From: <LisaS42@a...>
> > > >To: <TPES@y...>
> > > >Sent: Wednesday, February 07, 2001 9:05 AM
> > > >Subject: [TPES] Re: FINALLY JOINING YOU ALL
> > > >
> > > >
> > > >> I don't know if I'm doing this right-I'll try responding and
if
> > it
> > > >> doesn't work, try again.  Julia-I actually spoke to Janet
Dunn
> > > >> (principal of TPES for those of you who don't know) about
this
> > > >> posting this morning. She was concerned and surprised to read
> > this
> > > >> posting. Surprised because she never heard from any parent
about
> > > >> these types of problems  and concerned because she believes
alot
> > of
> > > >> this information is false. I know she is interested in
speaking
> > with
> > > >> you more on this subject.  I personally had not heard
anything
> > about
> > > >> this.  I don't know if you know this parent but if you do I
would
> > > >> most certainly encourage her to speak with Dunn if she has
any
> > > >> concerns about her child being stressed out or any concerns
> > period.
> > > >> One thing I have found to be true of this school is that the
> > > >> administration is open to parent advocacy and I would
strongly
> > urge
> > > >> this and every parent to do so for their child. Hope this
goes
> > > >> through!
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >> --- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> > > >> > I agree Lisa--it was a pain to get on the site but it's
doable!
> > > >> Thanks Lisa
> > > >> > for all that you and Monica do.  One thought about
> > the "special"
> > > >> groups at
> > > >> > TPES.  I ran into a woman at the grocery store the other
day.
> > She
> > > >> told me
> > > >> > her child is in the GT program at TPES but they've also
been
> > > >> pulling her
> > > >> > into some other special groups--reading and math where they
> > kids are
> > > >> > timed/tested, etc.  The reading program is based on a
William
> > and
> > > >> Mary
> > > >> > program for 5th graders.  The mother told me her child is
being
> > > >> totally
> > > >> > stressed out--the child comes home crying, etc..  The
mother
> > hadn't
> > > >> even
> > > >> > been told her child was in this "special" group (for the
> > > >> especially\ gifted
> > > >> > and talented kids).  And when she confronted the reading
> > teacher,
> > > >> the
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >> I don
> > > >> > teacher stated that they didn't want to tell the parents
> > because
> > > >> other
> > > >> > parents would get wind of it and would want to know why
their
> > kids
> > > >> weren't
> > > >> > in the group.  I'm furious that TPESwould not tell parents
when
> > > >> their kids
> > > >> > are put in other classes to focus on more difficult
subjects.
> > Do
> > > >> you know
> > > >> > anything about this Lisa?
> > > >> > Yours,
> > > >> > Julia Jarvis
> > > >> > ----- Original Message -----
> > > >> > From: <LisaS42@a...>
> > > >> > To: <TPES@y...>
> > > >> > Sent: Tuesday, February 06, 2001 11:41 AM
> > > >> > Subject: [TPES] FINALLY JOINING YOU ALL
> > > >> >
> > > >> >
> > > >> > > I wish there was an easier way to join this site. I have
> > received
> > > >> > > about seventy papers back from parents saying they would
be
> > > >> > > interested in internet communication and yet I have not
seen
> > them
> > > >> > > here. I found the process to getting here slightly
> > irritating, I
> > > >> > > don't know about the rest of you. Anyway, I have a
> > questionnaire
> > > >> that
> > > >> > > the parents put together at the last PTA meeting and I
would
> > like
> > > >> to
> > > >> > > post it here. Any cyberspace brainiacs out there can
help me
> > > >> figure
> > > >> > > out how to do that? Thanks, Lisa Schnall
> > > >> > >
> > > >> > >
> > > >> > >
> > > >> > > To unsubscribe from this group, send an email to:
> > > >> > > TPES-unsubscribe@egroups.com
> > > >> > >
> > > >> > >
> > > >> > >
> > > >> > >
> > > >>
> > > >>
> > > >>
> > > >> To unsubscribe from this group, send an email to:
> > > >> TPES-unsubscribe@egroups.com
> > > >>
> > > >>
> > > >>
> > > >>
> > > >
> > > >
> > > >
> > > >To unsubscribe from this group, send an email to:
> > > >TPES-unsubscribe@egroups.com
> > > >
> > > Julia--Regarding your original message and follow up message:
> > > >
> > > 1.  We do not have a 5th grade William and Mary program in
second
> > grade.
> > > We DO have a second grade William and Mary Primary Language Unit
> > which is
> > > a poetry unit.  We are one of a few schools in the county
piloting
> > this
> > > program this year.  One of the questions raised in previous PTA
> > meetings
> > > is "How does the magnet program benefit students not in the
> > magnet?"  This
> > > program is an example.  Training monies provided through our
magnet
> > budget
> > > were used to train all second grade teachers in this program.
All
> > second
> > > grade students will receive this program.  We were especially
> > pleased that
> > > the PTA funded the Artist in Residence, Roseanne Singer, at
second
> > grade
> > > to do a poet residency.  This also will enhance the William and
> > Mary Unit
> > > which is a poetry unit.  All children will receive instruction
from
> > the
> > > poet.
> > >
> > > 2.  Another parent question was in regard to individualization
of
> > > instruction:  "How are individual needs addressed?"  We are
> > currently
> > > implementing small pull out groups in math in both first and
second
> > grade.
> > >  These groups are not restricted to students in the magnet but
are
> > based
> > > on current achievement levels of students.  These groups meet
twice
> > a week
> > > for 30-40 minutes.  The classroom teacher is still the teacher
> > responsible
> > > for assessing and grading the student.  We do not give timed
> > tests.  The
> > > only exception I can think of are some basic facts tests that
are
> > timed.
> > >
> > > 3.  Regarding reading groups.  As I have explained in previous
PTA
> > > discussions, students are gouped for reading into smaller (12-
13)
> > > heterogeneous groups with the exception of one second grade
group of
> > > students who are reading 2 or more years above grade level and
have
> > > demonstrated the ability to express their reading comprehension
> > through
> > > writing at a commensurate level.  The rationale:  The purpose
of the
> > > reading initiative is to bring students to a fluent level by the
> > end of
> > > second grade.  If students are already well beyond that level,
their
> > > program needs to be adjusted to meet their needs.  Once any
group is
> > > formed it, of course, becomes heterogeneous because there will
be a
> > range
> > > of abilities even if the range is narrower and, in the case of
this
> > group,
> > > starting at a higher level.
> > >
> > > 4.  Parents are informed at the beginning of the year regarding
> > their
> > > child's teacher for reading.  They are encouraged to call the
> > teacher or
> > > myself if they have questions.  The reading teacher referenced
in
> > this
> > > message did not tell any parent that we "didn't want to tell
> > parents."
> > >
> > > I am concerned about students feeling stressed.  I was not
aware of
> > this
> > > situation until your message.  I hope you will encourage the
parent
> > to
> > > come and talk to me so that I can address the concerns.  Please
> > know that
> > > I encourage open dialogue and hope that parents will feel free
to
> > approach
> > > me with any concern they have regarding the school or their
child.
> > > >
> > >
> > >
> > >
> > > Janet L. Dunn
> > > Principal
> > > Takoma Park Elementary
> > > 7511 Holly Ave.
> > > Takoma Park, MD 20912
> > > 301-650-6414
> > > Fax 301-650-6526
> >
> >
> >
> > To unsubscribe from this group, send an email to:
> > TPES-unsubscribe@egroups.com
> >
> >
> >



To unsubscribe from this group, send an email to:
TPES-unsubscribe@egroups.com

I agree with both of you parents who wrote about wanting more
information about testing and about enjoying the differences that the
children can experience at school. I think that even though the door
to the school is always open to parents advocating for their
children, it  may not really be known by all the parents. So how do
we reach them and let them know? This has been the struggle of the
PTA all year-how do we get more parents involved inb their children's
school? And why aren't they? It's always the same parents at the PTA
meetings and we really are not sure why. Is it too hard to come out
at night for most of our parents? Do parents think that the PTA is
not really a parent organization but just another part of the school
heirarchy that really doesn't represent them?  Is there a larger
language issue than we realize? Is our community so culturally
diverse that we have not recognized that many cultures view
participation in the schools very differently? I think many of these
questions could be applied to the issue of parents perhaps not
advocating enough for their children but also that the teachers and
administration might think about addressing these questions if they
haven't already. Have they reached out in different ways
acknowledging the diversity of our community?  These questions posed
about testing are part of this questionnaire that I am STILL trying
to post here and I STILL need help figuring out how to post!!!!

















-- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> I think the teachers/school just needs to let us know when the kids
are
> being tested.  It must be nice to have a kid who loves to be
> tested/challenged, etc.  I don't know too many kids like that.
> ----- Original Message -----
> From: <ahirsh@c...>
> To: <TPES@y...>
> Sent: Thursday, February 08, 2001 2:13 PM
> Subject: Re(2): [TPES] Re: FINALLY JOINING YOU ALL
>
>
> > Though I can understand a parent wanting to be notified when their
> > child is given special tests, I hope this will not discourage the
> > school from continuing to do testing.  As a father of a G&T first
> > grader, I know how difficult it is to accomodate EACH childs needs
> > and learning style.  My son loves the extra work and gets
> > somewhat6 "bored" when he is not given some extra work.  SO  ALL
> > NEEDS must be accounted for and that (to be fair) is quite
difficult
> > for any teacher.  My sister has taught at Banks Street School for
> > over 20 years.  She teaches teachers who are stressed out by
having
> > to deal with so much class variation.  I hpe we can accomodate all
> > students and be careful not to throw stones to quickly.
> > --- In TPES@y..., "Janet L. Dunn" <Janet_L_Dunn@f...> wrote:
> > > TPES@y... writes:
> > > >I will relay the information to the parent--I already did tell
her
> > to talk
> > > >to Janet.  I think she decided to talk directly to the reading
> > teacher.
> > > >Janet--If any of the information is false please let us know
what
> > is going
> > > >on with the different reading groups and how it's decided who
goes
> > in what
> > > >group.
> > > >
> > > >
> > > >----- Original Message -----
> > > >From: <LisaS42@a...>
> > > >To: <TPES@y...>
> > > >Sent: Wednesday, February 07, 2001 9:05 AM
> > > >Subject: [TPES] Re: FINALLY JOINING YOU ALL
> > > >
> > > >
> > > >> I don't know if I'm doing this right-I'll try responding and
if
> > it
> > > >> doesn't work, try again.  Julia-I actually spoke to Janet
Dunn
> > > >> (principal of TPES for those of you who don't know) about
this
> > > >> posting this morning. She was concerned and surprised to read
> > this
> > > >> posting. Surprised because she never heard from any parent
about
> > > >> these types of problems  and concerned because she believes
alot
> > of
> > > >> this information is false. I know she is interested in
speaking
> > with
> > > >> you more on this subject.  I personally had not heard
anything
> > about
> > > >> this.  I don't know if you know this parent but if you do I
would
> > > >> most certainly encourage her to speak with Dunn if she has
any
> > > >> concerns about her child being stressed out or any concerns
> > period.
> > > >> One thing I have found to be true of this school is that the
> > > >> administration is open to parent advocacy and I would
strongly
> > urge
> > > >> this and every parent to do so for their child. Hope this
goes
> > > >> through!
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >> --- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> > > >> > I agree Lisa--it was a pain to get on the site but it's
doable!
> > > >> Thanks Lisa
> > > >> > for all that you and Monica do.  One thought about
> > the "special"
> > > >> groups at
> > > >> > TPES.  I ran into a woman at the grocery store the other
day.
> > She
> > > >> told me
> > > >> > her child is in the GT program at TPES but they've also
been
> > > >> pulling her
> > > >> > into some other special groups--reading and math where they
> > kids are
> > > >> > timed/tested, etc.  The reading program is based on a
William
> > and
> > > >> Mary
> > > >> > program for 5th graders.  The mother told me her child is
being
> > > >> totally
> > > >> > stressed out--the child comes home crying, etc..  The
mother
> > hadn't
> > > >> even
> > > >> > been told her child was in this "special" group (for the
> > > >> especially\ gifted
> > > >> > and talented kids).  And when she confronted the reading
> > teacher,
> > > >> the
> > > >>
> > > >>
> > > >>
> > > >>
> > > >>
> > > >> I don
> > > >> > teacher stated that they didn't want to tell the parents
> > because
> > > >> other
> > > >> > parents would get wind of it and would want to know why
their
> > kids
> > > >> weren't
> > > >> > in the group.  I'm furious that TPESwould not tell parents
when
> > > >> their kids
> > > >> > are put in other classes to focus on more difficult
subjects.
> > Do
> > > >> you know
> > > >> > anything about this Lisa?
> > > >> > Yours,
> > > >> > Julia Jarvis
> > > >> > ----- Original Message -----
> > > >> > From: <LisaS42@a...>
> > > >> > To: <TPES@y...>
> > > >> > Sent: Tuesday, February 06, 2001 11:41 AM
> > > >> > Subject: [TPES] FINALLY JOINING YOU ALL
> > > >> >
> > > >> >
> > > >> > > I wish there was an easier way to join this site. I have
> > received
> > > >> > > about seventy papers back from parents saying they would
be
> > > >> > > interested in internet communication and yet I have not
seen
> > them
> > > >> > > here. I found the process to getting here slightly
> > irritating, I
> > > >> > > don't know about the rest of you. Anyway, I have a
> > questionnaire
> > > >> that
> > > >> > > the parents put together at the last PTA meeting and I
would
> > like
> > > >> to
> > > >> > > post it here. Any cyberspace brainiacs out there can
help me
> > > >> figure
> > > >> > > out how to do that? Thanks, Lisa Schnall
> > > >> > >
> > > >> > >
> > > >> > >
> > > >> > > To unsubscribe from this group, send an email to:
> > > >> > > TPES-unsubscribe@egroups.com
> > > >> > >
> > > >> > >
> > > >> > >
> > > >> > >
> > > >>
> > > >>
> > > >>
> > > >> To unsubscribe from this group, send an email to:
> > > >> TPES-unsubscribe@egroups.com
> > > >>
> > > >>
> > > >>
> > > >>
> > > >
> > > >
> > > >
> > > >To unsubscribe from this group, send an email to:
> > > >TPES-unsubscribe@egroups.com
> > > >
> > > Julia--Regarding your original message and follow up message:
> > > >
> > > 1.  We do not have a 5th grade William and Mary program in
second
> > grade.
> > > We DO have a second grade William and Mary Primary Language Unit
> > which is
> > > a poetry unit.  We are one of a few schools in the county
piloting
> > this
> > > program this year.  One of the questions raised in previous PTA
> > meetings
> > > is "How does the magnet program benefit students not in the
> > magnet?"  This
> > > program is an example.  Training monies provided through our
magnet
> > budget
> > > were used to train all second grade teachers in this program.
All
> > second
> > > grade students will receive this program.  We were especially
> > pleased that
> > > the PTA funded the Artist in Residence, Roseanne Singer, at
second
> > grade
> > > to do a poet residency.  This also will enhance the William and
> > Mary Unit
> > > which is a poetry unit.  All children will receive instruction
from
> > the
> > > poet.
> > >
> > > 2.  Another parent question was in regard to individualization
of
> > > instruction:  "How are individual needs addressed?"  We are
> > currently
> > > implementing small pull out groups in math in both first and
second
> > grade.
> > >  These groups are not restricted to students in the magnet but
are
> > based
> > > on current achievement levels of students.  These groups meet
twice
> > a week
> > > for 30-40 minutes.  The classroom teacher is still the teacher
> > responsible
> > > for assessing and grading the student.  We do not give timed
> > tests.  The
> > > only exception I can think of are some basic facts tests that
are
> > timed.
> > >
> > > 3.  Regarding reading groups.  As I have explained in previous
PTA
> > > discussions, students are gouped for reading into smaller (12-
13)
> > > heterogeneous groups with the exception of one second grade
group of
> > > students who are reading 2 or more years above grade level and
have
> > > demonstrated the ability to express their reading comprehension
> > through
> > > writing at a commensurate level.  The rationale:  The purpose
of the
> > > reading initiative is to bring students to a fluent level by the
> > end of
> > > second grade.  If students are already well beyond that level,
their
> > > program needs to be adjusted to meet their needs.  Once any
group is
> > > formed it, of course, becomes heterogeneous because there will
be a
> > range
> > > of abilities even if the range is narrower and, in the case of
this
> > group,
> > > starting at a higher level.
> > >
> > > 4.  Parents are informed at the beginning of the year regarding
> > their
> > > child's teacher for reading.  They are encouraged to call the
> > teacher or
> > > myself if they have questions.  The reading teacher referenced
in
> > this
> > > message did not tell any parent that we "didn't want to tell
> > parents."
> > >
> > > I am concerned about students feeling stressed.  I was not
aware of
> > this
> > > situation until your message.  I hope you will encourage the
parent
> > to
> > > come and talk to me so that I can address the concerns.  Please
> > know that
> > > I encourage open dialogue and hope that parents will feel free
to
> > approach
> > > me with any concern they have regarding the school or their
child.
> > > >
> > >
> > >
> > >
> > > Janet L. Dunn
> > > Principal
> > > Takoma Park Elementary
> > > 7511 Holly Ave.
> > > Takoma Park, MD 20912
> > > 301-650-6414
> > > Fax 301-650-6526
> >
> >
> >
> > To unsubscribe from this group, send an email to:
> > TPES-unsubscribe@egroups.com
> >
> >
> >

I think the teachers/school just needs to let us know when the kids are
being tested.  It must be nice to have a kid who loves to be
tested/challenged, etc.  I don't know too many kids like that.
----- Original Message -----
From: <ahirsh@...>
To: <TPES@yahoogroups.com>
Sent: Thursday, February 08, 2001 2:13 PM
Subject: Re(2): [TPES] Re: FINALLY JOINING YOU ALL


> Though I can understand a parent wanting to be notified when their
> child is given special tests, I hope this will not discourage the
> school from continuing to do testing.  As a father of a G&T first
> grader, I know how difficult it is to accomodate EACH childs needs
> and learning style.  My son loves the extra work and gets
> somewhat6 "bored" when he is not given some extra work.  SO  ALL
> NEEDS must be accounted for and that (to be fair) is quite difficult
> for any teacher.  My sister has taught at Banks Street School for
> over 20 years.  She teaches teachers who are stressed out by having
> to deal with so much class variation.  I hpe we can accomodate all
> students and be careful not to throw stones to quickly.
> --- In TPES@y..., "Janet L. Dunn" <Janet_L_Dunn@f...> wrote:
> > TPES@y... writes:
> > >I will relay the information to the parent--I already did tell her
> to talk
> > >to Janet.  I think she decided to talk directly to the reading
> teacher.
> > >Janet--If any of the information is false please let us know what
> is going
> > >on with the different reading groups and how it's decided who goes
> in what
> > >group.
> > >
> > >
> > >----- Original Message -----
> > >From: <LisaS42@a...>
> > >To: <TPES@y...>
> > >Sent: Wednesday, February 07, 2001 9:05 AM
> > >Subject: [TPES] Re: FINALLY JOINING YOU ALL
> > >
> > >
> > >> I don't know if I'm doing this right-I'll try responding and if
> it
> > >> doesn't work, try again.  Julia-I actually spoke to Janet Dunn
> > >> (principal of TPES for those of you who don't know) about this
> > >> posting this morning. She was concerned and surprised to read
> this
> > >> posting. Surprised because she never heard from any parent about
> > >> these types of problems  and concerned because she believes alot
> of
> > >> this information is false. I know she is interested in speaking
> with
> > >> you more on this subject.  I personally had not heard anything
> about
> > >> this.  I don't know if you know this parent but if you do I would
> > >> most certainly encourage her to speak with Dunn if she has any
> > >> concerns about her child being stressed out or any concerns
> period.
> > >> One thing I have found to be true of this school is that the
> > >> administration is open to parent advocacy and I would strongly
> urge
> > >> this and every parent to do so for their child. Hope this goes
> > >> through!
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >>
> > >> --- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> > >> > I agree Lisa--it was a pain to get on the site but it's doable!
> > >> Thanks Lisa
> > >> > for all that you and Monica do.  One thought about
> the "special"
> > >> groups at
> > >> > TPES.  I ran into a woman at the grocery store the other day.
> She
> > >> told me
> > >> > her child is in the GT program at TPES but they've also been
> > >> pulling her
> > >> > into some other special groups--reading and math where they
> kids are
> > >> > timed/tested, etc.  The reading program is based on a William
> and
> > >> Mary
> > >> > program for 5th graders.  The mother told me her child is being
> > >> totally
> > >> > stressed out--the child comes home crying, etc..  The mother
> hadn't
> > >> even
> > >> > been told her child was in this "special" group (for the
> > >> especially\ gifted
> > >> > and talented kids).  And when she confronted the reading
> teacher,
> > >> the
> > >>
> > >>
> > >>
> > >>
> > >>
> > >> I don
> > >> > teacher stated that they didn't want to tell the parents
> because
> > >> other
> > >> > parents would get wind of it and would want to know why their
> kids
> > >> weren't
> > >> > in the group.  I'm furious that TPESwould not tell parents when
> > >> their kids
> > >> > are put in other classes to focus on more difficult subjects.
> Do
> > >> you know
> > >> > anything about this Lisa?
> > >> > Yours,
> > >> > Julia Jarvis
> > >> > ----- Original Message -----
> > >> > From: <LisaS42@a...>
> > >> > To: <TPES@y...>
> > >> > Sent: Tuesday, February 06, 2001 11:41 AM
> > >> > Subject: [TPES] FINALLY JOINING YOU ALL
> > >> >
> > >> >
> > >> > > I wish there was an easier way to join this site. I have
> received
> > >> > > about seventy papers back from parents saying they would be
> > >> > > interested in internet communication and yet I have not seen
> them
> > >> > > here. I found the process to getting here slightly
> irritating, I
> > >> > > don't know about the rest of you. Anyway, I have a
> questionnaire
> > >> that
> > >> > > the parents put together at the last PTA meeting and I would
> like
> > >> to
> > >> > > post it here. Any cyberspace brainiacs out there can help me
> > >> figure
> > >> > > out how to do that? Thanks, Lisa Schnall
> > >> > >
> > >> > >
> > >> > >
> > >> > > To unsubscribe from this group, send an email to:
> > >> > > TPES-unsubscribe@egroups.com
> > >> > >
> > >> > >
> > >> > >
> > >> > >
> > >>
> > >>
> > >>
> > >> To unsubscribe from this group, send an email to:
> > >> TPES-unsubscribe@egroups.com
> > >>
> > >>
> > >>
> > >>
> > >
> > >
> > >
> > >To unsubscribe from this group, send an email to:
> > >TPES-unsubscribe@egroups.com
> > >
> > Julia--Regarding your original message and follow up message:
> > >
> > 1.  We do not have a 5th grade William and Mary program in second
> grade.
> > We DO have a second grade William and Mary Primary Language Unit
> which is
> > a poetry unit.  We are one of a few schools in the county piloting
> this
> > program this year.  One of the questions raised in previous PTA
> meetings
> > is "How does the magnet program benefit students not in the
> magnet?"  This
> > program is an example.  Training monies provided through our magnet
> budget
> > were used to train all second grade teachers in this program.  All
> second
> > grade students will receive this program.  We were especially
> pleased that
> > the PTA funded the Artist in Residence, Roseanne Singer, at second
> grade
> > to do a poet residency.  This also will enhance the William and
> Mary Unit
> > which is a poetry unit.  All children will receive instruction from
> the
> > poet.
> >
> > 2.  Another parent question was in regard to individualization of
> > instruction:  "How are individual needs addressed?"  We are
> currently
> > implementing small pull out groups in math in both first and second
> grade.
> >  These groups are not restricted to students in the magnet but are
> based
> > on current achievement levels of students.  These groups meet twice
> a week
> > for 30-40 minutes.  The classroom teacher is still the teacher
> responsible
> > for assessing and grading the student.  We do not give timed
> tests.  The
> > only exception I can think of are some basic facts tests that are
> timed.
> >
> > 3.  Regarding reading groups.  As I have explained in previous PTA
> > discussions, students are gouped for reading into smaller (12-13)
> > heterogeneous groups with the exception of one second grade group of
> > students who are reading 2 or more years above grade level and have
> > demonstrated the ability to express their reading comprehension
> through
> > writing at a commensurate level.  The rationale:  The purpose of the
> > reading initiative is to bring students to a fluent level by the
> end of
> > second grade.  If students are already well beyond that level, their
> > program needs to be adjusted to meet their needs.  Once any group is
> > formed it, of course, becomes heterogeneous because there will be a
> range
> > of abilities even if the range is narrower and, in the case of this
> group,
> > starting at a higher level.
> >
> > 4.  Parents are informed at the beginning of the year regarding
> their
> > child's teacher for reading.  They are encouraged to call the
> teacher or
> > myself if they have questions.  The reading teacher referenced in
> this
> > message did not tell any parent that we "didn't want to tell
> parents."
> >
> > I am concerned about students feeling stressed.  I was not aware of
> this
> > situation until your message.  I hope you will encourage the parent
> to
> > come and talk to me so that I can address the concerns.  Please
> know that
> > I encourage open dialogue and hope that parents will feel free to
> approach
> > me with any concern they have regarding the school or their child.
> > >
> >
> >
> >
> > Janet L. Dunn
> > Principal
> > Takoma Park Elementary
> > 7511 Holly Ave.
> > Takoma Park, MD 20912
> > 301-650-6414
> > Fax 301-650-6526
>
>
>
> To unsubscribe from this group, send an email to:
> TPES-unsubscribe@egroups.com
>
>
>

Though I can understand a parent wanting to be notified when their
child is given special tests, I hope this will not discourage the
school from continuing to do testing.  As a father of a G&T first
grader, I know how difficult it is to accomodate EACH childs needs
and learning style.  My son loves the extra work and gets
somewhat6 "bored" when he is not given some extra work.  SO  ALL
NEEDS must be accounted for and that (to be fair) is quite difficult
for any teacher.  My sister has taught at Banks Street School for
over 20 years.  She teaches teachers who are stressed out by having
to deal with so much class variation.  I hpe we can accomodate all
students and be careful not to throw stones to quickly.
--- In TPES@y..., "Janet L. Dunn" <Janet_L_Dunn@f...> wrote:
> TPES@y... writes:
> >I will relay the information to the parent--I already did tell her
to talk
> >to Janet.  I think she decided to talk directly to the reading
teacher.
> >Janet--If any of the information is false please let us know what
is going
> >on with the different reading groups and how it's decided who goes
in what
> >group.
> >
> >
> >----- Original Message -----
> >From: <LisaS42@a...>
> >To: <TPES@y...>
> >Sent: Wednesday, February 07, 2001 9:05 AM
> >Subject: [TPES] Re: FINALLY JOINING YOU ALL
> >
> >
> >> I don't know if I'm doing this right-I'll try responding and if
it
> >> doesn't work, try again.  Julia-I actually spoke to Janet Dunn
> >> (principal of TPES for those of you who don't know) about this
> >> posting this morning. She was concerned and surprised to read
this
> >> posting. Surprised because she never heard from any parent about
> >> these types of problems  and concerned because she believes alot
of
> >> this information is false. I know she is interested in speaking
with
> >> you more on this subject.  I personally had not heard anything
about
> >> this.  I don't know if you know this parent but if you do I would
> >> most certainly encourage her to speak with Dunn if she has any
> >> concerns about her child being stressed out or any concerns
period.
> >> One thing I have found to be true of this school is that the
> >> administration is open to parent advocacy and I would strongly
urge
> >> this and every parent to do so for their child. Hope this goes
> >> through!
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >> --- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> >> > I agree Lisa--it was a pain to get on the site but it's doable!
> >> Thanks Lisa
> >> > for all that you and Monica do.  One thought about
the "special"
> >> groups at
> >> > TPES.  I ran into a woman at the grocery store the other day.
She
> >> told me
> >> > her child is in the GT program at TPES but they've also been
> >> pulling her
> >> > into some other special groups--reading and math where they
kids are
> >> > timed/tested, etc.  The reading program is based on a William
and
> >> Mary
> >> > program for 5th graders.  The mother told me her child is being
> >> totally
> >> > stressed out--the child comes home crying, etc..  The mother
hadn't
> >> even
> >> > been told her child was in this "special" group (for the
> >> especially\ gifted
> >> > and talented kids).  And when she confronted the reading
teacher,
> >> the
> >>
> >>
> >>
> >>
> >>
> >> I don
> >> > teacher stated that they didn't want to tell the parents
because
> >> other
> >> > parents would get wind of it and would want to know why their
kids
> >> weren't
> >> > in the group.  I'm furious that TPESwould not tell parents when
> >> their kids
> >> > are put in other classes to focus on more difficult subjects.
Do
> >> you know
> >> > anything about this Lisa?
> >> > Yours,
> >> > Julia Jarvis
> >> > ----- Original Message -----
> >> > From: <LisaS42@a...>
> >> > To: <TPES@y...>
> >> > Sent: Tuesday, February 06, 2001 11:41 AM
> >> > Subject: [TPES] FINALLY JOINING YOU ALL
> >> >
> >> >
> >> > > I wish there was an easier way to join this site. I have
received
> >> > > about seventy papers back from parents saying they would be
> >> > > interested in internet communication and yet I have not seen
them
> >> > > here. I found the process to getting here slightly
irritating, I
> >> > > don't know about the rest of you. Anyway, I have a
questionnaire
> >> that
> >> > > the parents put together at the last PTA meeting and I would
like
> >> to
> >> > > post it here. Any cyberspace brainiacs out there can help me
> >> figure
> >> > > out how to do that? Thanks, Lisa Schnall
> >> > >
> >> > >
> >> > >
> >> > > To unsubscribe from this group, send an email to:
> >> > > TPES-unsubscribe@egroups.com
> >> > >
> >> > >
> >> > >
> >> > >
> >>
> >>
> >>
> >> To unsubscribe from this group, send an email to:
> >> TPES-unsubscribe@egroups.com
> >>
> >>
> >>
> >>
> >
> >
> >
> >To unsubscribe from this group, send an email to:
> >TPES-unsubscribe@egroups.com
> >
> Julia--Regarding your original message and follow up message:
> >
> 1.  We do not have a 5th grade William and Mary program in second
grade.
> We DO have a second grade William and Mary Primary Language Unit
which is
> a poetry unit.  We are one of a few schools in the county piloting
this
> program this year.  One of the questions raised in previous PTA
meetings
> is "How does the magnet program benefit students not in the
magnet?"  This
> program is an example.  Training monies provided through our magnet
budget
> were used to train all second grade teachers in this program.  All
second
> grade students will receive this program.  We were especially
pleased that
> the PTA funded the Artist in Residence, Roseanne Singer, at second
grade
> to do a poet residency.  This also will enhance the William and
Mary Unit
> which is a poetry unit.  All children will receive instruction from
the
> poet.
>
> 2.  Another parent question was in regard to individualization of
> instruction:  "How are individual needs addressed?"  We are
currently
> implementing small pull out groups in math in both first and second
grade.
>  These groups are not restricted to students in the magnet but are
based
> on current achievement levels of students.  These groups meet twice
a week
> for 30-40 minutes.  The classroom teacher is still the teacher
responsible
> for assessing and grading the student.  We do not give timed
tests.  The
> only exception I can think of are some basic facts tests that are
timed.
>
> 3.  Regarding reading groups.  As I have explained in previous PTA
> discussions, students are gouped for reading into smaller (12-13)
> heterogeneous groups with the exception of one second grade group of
> students who are reading 2 or more years above grade level and have
> demonstrated the ability to express their reading comprehension
through
> writing at a commensurate level.  The rationale:  The purpose of the
> reading initiative is to bring students to a fluent level by the
end of
> second grade.  If students are already well beyond that level, their
> program needs to be adjusted to meet their needs.  Once any group is
> formed it, of course, becomes heterogeneous because there will be a
range
> of abilities even if the range is narrower and, in the case of this
group,
> starting at a higher level.
>
> 4.  Parents are informed at the beginning of the year regarding
their
> child's teacher for reading.  They are encouraged to call the
teacher or
> myself if they have questions.  The reading teacher referenced in
this
> message did not tell any parent that we "didn't want to tell
parents."
>
> I am concerned about students feeling stressed.  I was not aware of
this
> situation until your message.  I hope you will encourage the parent
to
> come and talk to me so that I can address the concerns.  Please
know that
> I encourage open dialogue and hope that parents will feel free to
approach
> me with any concern they have regarding the school or their child.
> >
>
>
>
> Janet L. Dunn
> Principal
> Takoma Park Elementary
> 7511 Holly Ave.
> Takoma Park, MD 20912
> 301-650-6414
> Fax 301-650-6526

TPES@yahoogroups.com writes:
>I will relay the information to the parent--I already did tell her to talk
>to Janet.  I think she decided to talk directly to the reading teacher.
>Janet--If any of the information is false please let us know what is going
>on with the different reading groups and how it's decided who goes in what
>group.
>
>
>----- Original Message -----
>From: <LisaS42@...>
>To: <TPES@yahoogroups.com>
>Sent: Wednesday, February 07, 2001 9:05 AM
>Subject: [TPES] Re: FINALLY JOINING YOU ALL
>
>
>> I don't know if I'm doing this right-I'll try responding and if it
>> doesn't work, try again.  Julia-I actually spoke to Janet Dunn
>> (principal of TPES for those of you who don't know) about this
>> posting this morning. She was concerned and surprised to read this
>> posting. Surprised because she never heard from any parent about
>> these types of problems  and concerned because she believes alot of
>> this information is false. I know she is interested in speaking with
>> you more on this subject.  I personally had not heard anything about
>> this.  I don't know if you know this parent but if you do I would
>> most certainly encourage her to speak with Dunn if she has any
>> concerns about her child being stressed out or any concerns period.
>> One thing I have found to be true of this school is that the
>> administration is open to parent advocacy and I would strongly urge
>> this and every parent to do so for their child. Hope this goes
>> through!
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> --- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
>> > I agree Lisa--it was a pain to get on the site but it's doable!
>> Thanks Lisa
>> > for all that you and Monica do.  One thought about the "special"
>> groups at
>> > TPES.  I ran into a woman at the grocery store the other day.  She
>> told me
>> > her child is in the GT program at TPES but they've also been
>> pulling her
>> > into some other special groups--reading and math where they kids are
>> > timed/tested, etc.  The reading program is based on a William and
>> Mary
>> > program for 5th graders.  The mother told me her child is being
>> totally
>> > stressed out--the child comes home crying, etc..  The mother hadn't
>> even
>> > been told her child was in this "special" group (for the
>> especially\ gifted
>> > and talented kids).  And when she confronted the reading teacher,
>> the
>>
>>
>>
>>
>>
>> I don
>> > teacher stated that they didn't want to tell the parents because
>> other
>> > parents would get wind of it and would want to know why their kids
>> weren't
>> > in the group.  I'm furious that TPESwould not tell parents when
>> their kids
>> > are put in other classes to focus on more difficult subjects.  Do
>> you know
>> > anything about this Lisa?
>> > Yours,
>> > Julia Jarvis
>> > ----- Original Message -----
>> > From: <LisaS42@a...>
>> > To: <TPES@y...>
>> > Sent: Tuesday, February 06, 2001 11:41 AM
>> > Subject: [TPES] FINALLY JOINING YOU ALL
>> >
>> >
>> > > I wish there was an easier way to join this site. I have received
>> > > about seventy papers back from parents saying they would be
>> > > interested in internet communication and yet I have not seen them
>> > > here. I found the process to getting here slightly irritating, I
>> > > don't know about the rest of you. Anyway, I have a questionnaire
>> that
>> > > the parents put together at the last PTA meeting and I would like
>> to
>> > > post it here. Any cyberspace brainiacs out there can help me
>> figure
>> > > out how to do that? Thanks, Lisa Schnall
>> > >
>> > >
>> > >
>> > > To unsubscribe from this group, send an email to:
>> > > TPES-unsubscribe@egroups.com
>> > >
>> > >
>> > >
>> > >
>>
>>
>>
>> To unsubscribe from this group, send an email to:
>> TPES-unsubscribe@egroups.com
>>
>>
>>
>>
>
>
>
>To unsubscribe from this group, send an email to:
>TPES-unsubscribe@egroups.com
>
Julia--Regarding your original message and follow up message:
>
1.  We do not have a 5th grade William and Mary program in second grade.
We DO have a second grade William and Mary Primary Language Unit which is
a poetry unit.  We are one of a few schools in the county piloting this
program this year.  One of the questions raised in previous PTA meetings
is "How does the magnet program benefit students not in the magnet?"  This
program is an example.  Training monies provided through our magnet budget
were used to train all second grade teachers in this program.  All second
grade students will receive this program.  We were especially pleased that
the PTA funded the Artist in Residence, Roseanne Singer, at second grade
to do a poet residency.  This also will enhance the William and Mary Unit
which is a poetry unit.  All children will receive instruction from the
poet.

2.  Another parent question was in regard to individualization of
instruction:  "How are individual needs addressed?"  We are currently
implementing small pull out groups in math in both first and second grade.
  These groups are not restricted to students in the magnet but are based
on current achievement levels of students.  These groups meet twice a week
for 30-40 minutes.  The classroom teacher is still the teacher responsible
for assessing and grading the student.  We do not give timed tests.  The
only exception I can think of are some basic facts tests that are timed.

3.  Regarding reading groups.  As I have explained in previous PTA
discussions, students are gouped for reading into smaller (12-13)
heterogeneous groups with the exception of one second grade group of
students who are reading 2 or more years above grade level and have
demonstrated the ability to express their reading comprehension through
writing at a commensurate level.  The rationale:  The purpose of the
reading initiative is to bring students to a fluent level by the end of
second grade.  If students are already well beyond that level, their
program needs to be adjusted to meet their needs.  Once any group is
formed it, of course, becomes heterogeneous because there will be a range
of abilities even if the range is narrower and, in the case of this group,
starting at a higher level.

4.  Parents are informed at the beginning of the year regarding their
child's teacher for reading.  They are encouraged to call the teacher or
myself if they have questions.  The reading teacher referenced in this
message did not tell any parent that we "didn't want to tell parents."

I am concerned about students feeling stressed.  I was not aware of this
situation until your message.  I hope you will encourage the parent to
come and talk to me so that I can address the concerns.  Please know that
I encourage open dialogue and hope that parents will feel free to approach
me with any concern they have regarding the school or their child.
>



Janet L. Dunn
Principal
Takoma Park Elementary
7511 Holly Ave.
Takoma Park, MD 20912
301-650-6414
Fax 301-650-6526

I will relay the information to the parent--I already did tell her to talk
to Janet.  I think she decided to talk directly to the reading teacher.
Janet--If any of the information is false please let us know what is going
on with the different reading groups and how it's decided who goes in what
group.


----- Original Message -----
From: <LisaS42@...>
To: <TPES@yahoogroups.com>
Sent: Wednesday, February 07, 2001 9:05 AM
Subject: [TPES] Re: FINALLY JOINING YOU ALL


> I don't know if I'm doing this right-I'll try responding and if it
> doesn't work, try again.  Julia-I actually spoke to Janet Dunn
> (principal of TPES for those of you who don't know) about this
> posting this morning. She was concerned and surprised to read this
> posting. Surprised because she never heard from any parent about
> these types of problems  and concerned because she believes alot of
> this information is false. I know she is interested in speaking with
> you more on this subject.  I personally had not heard anything about
> this.  I don't know if you know this parent but if you do I would
> most certainly encourage her to speak with Dunn if she has any
> concerns about her child being stressed out or any concerns period.
> One thing I have found to be true of this school is that the
> administration is open to parent advocacy and I would strongly urge
> this and every parent to do so for their child. Hope this goes
> through!
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> --- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> > I agree Lisa--it was a pain to get on the site but it's doable!
> Thanks Lisa
> > for all that you and Monica do.  One thought about the "special"
> groups at
> > TPES.  I ran into a woman at the grocery store the other day.  She
> told me
> > her child is in the GT program at TPES but they've also been
> pulling her
> > into some other special groups--reading and math where they kids are
> > timed/tested, etc.  The reading program is based on a William and
> Mary
> > program for 5th graders.  The mother told me her child is being
> totally
> > stressed out--the child comes home crying, etc..  The mother hadn't
> even
> > been told her child was in this "special" group (for the
> especially\ gifted
> > and talented kids).  And when she confronted the reading teacher,
> the
>
>
>
>
>
> I don
> > teacher stated that they didn't want to tell the parents because
> other
> > parents would get wind of it and would want to know why their kids
> weren't
> > in the group.  I'm furious that TPESwould not tell parents when
> their kids
> > are put in other classes to focus on more difficult subjects.  Do
> you know
> > anything about this Lisa?
> > Yours,
> > Julia Jarvis
> > ----- Original Message -----
> > From: <LisaS42@a...>
> > To: <TPES@y...>
> > Sent: Tuesday, February 06, 2001 11:41 AM
> > Subject: [TPES] FINALLY JOINING YOU ALL
> >
> >
> > > I wish there was an easier way to join this site. I have received
> > > about seventy papers back from parents saying they would be
> > > interested in internet communication and yet I have not seen them
> > > here. I found the process to getting here slightly irritating, I
> > > don't know about the rest of you. Anyway, I have a questionnaire
> that
> > > the parents put together at the last PTA meeting and I would like
> to
> > > post it here. Any cyberspace brainiacs out there can help me
> figure
> > > out how to do that? Thanks, Lisa Schnall
> > >
> > >
> > >
> > > To unsubscribe from this group, send an email to:
> > > TPES-unsubscribe@egroups.com
> > >
> > >
> > >
> > >
>
>
>
> To unsubscribe from this group, send an email to:
> TPES-unsubscribe@egroups.com
>
>
>
>

I don't know if I'm doing this right-I'll try responding and if it
doesn't work, try again.  Julia-I actually spoke to Janet Dunn
(principal of TPES for those of you who don't know) about this
posting this morning. She was concerned and surprised to read this
posting. Surprised because she never heard from any parent about
these types of problems  and concerned because she believes alot of
this information is false. I know she is interested in speaking with
you more on this subject.  I personally had not heard anything about
this.  I don't know if you know this parent but if you do I would
most certainly encourage her to speak with Dunn if she has any
concerns about her child being stressed out or any concerns period.
One thing I have found to be true of this school is that the
administration is open to parent advocacy and I would strongly urge
this and every parent to do so for their child. Hope this goes
through!















--- In TPES@y..., "Julia Jarvis" <juliajar@e...> wrote:
> I agree Lisa--it was a pain to get on the site but it's doable!
Thanks Lisa
> for all that you and Monica do.  One thought about the "special"
groups at
> TPES.  I ran into a woman at the grocery store the other day.  She
told me
> her child is in the GT program at TPES but they've also been
pulling her
> into some other special groups--reading and math where they kids are
> timed/tested, etc.  The reading program is based on a William and
Mary
> program for 5th graders.  The mother told me her child is being
totally
> stressed out--the child comes home crying, etc..  The mother hadn't
even
> been told her child was in this "special" group (for the
especially\ gifted
> and talented kids).  And when she confronted the reading teacher,
the





I don
> teacher stated that they didn't want to tell the parents because
other
> parents would get wind of it and would want to know why their kids
weren't
> in the group.  I'm furious that TPESwould not tell parents when
their kids
> are put in other classes to focus on more difficult subjects.  Do
you know
> anything about this Lisa?
> Yours,
> Julia Jarvis
> ----- Original Message -----
> From: <LisaS42@a...>
> To: <TPES@y...>
> Sent: Tuesday, February 06, 2001 11:41 AM
> Subject: [TPES] FINALLY JOINING YOU ALL
>
>
> > I wish there was an easier way to join this site. I have received
> > about seventy papers back from parents saying they would be
> > interested in internet communication and yet I have not seen them
> > here. I found the process to getting here slightly irritating, I
> > don't know about the rest of you. Anyway, I have a questionnaire
that
> > the parents put together at the last PTA meeting and I would like
to
> > post it here. Any cyberspace brainiacs out there can help me
figure
> > out how to do that? Thanks, Lisa Schnall
> >
> >
> >
> > To unsubscribe from this group, send an email to:
> > TPES-unsubscribe@egroups.com
> >
> >
> >
> >

I agree Lisa--it was a pain to get on the site but it's doable!  Thanks Lisa
for all that you and Monica do.  One thought about the "special" groups at
TPES.  I ran into a woman at the grocery store the other day.  She told me
her child is in the GT program at TPES but they've also been pulling her
into some other special groups--reading and math where they kids are
timed/tested, etc.  The reading program is based on a William and Mary
program for 5th graders.  The mother told me her child is being totally
stressed out--the child comes home crying, etc..  The mother hadn't even
been told her child was in this "special" group (for the especially\ gifted
and talented kids).  And when she confronted the reading teacher, the
teacher stated that they didn't want to tell the parents because other
parents would get wind of it and would want to know why their kids weren't
in the group.  I'm furious that TPESwould not tell parents when their kids
are put in other classes to focus on more difficult subjects.  Do you know
anything about this Lisa?
Yours,
Julia Jarvis
----- Original Message -----
From: <LisaS42@...>
To: <TPES@yahoogroups.com>
Sent: Tuesday, February 06, 2001 11:41 AM
Subject: [TPES] FINALLY JOINING YOU ALL


> I wish there was an easier way to join this site. I have received
> about seventy papers back from parents saying they would be
> interested in internet communication and yet I have not seen them
> here. I found the process to getting here slightly irritating, I
> don't know about the rest of you. Anyway, I have a questionnaire that
> the parents put together at the last PTA meeting and I would like to
> post it here. Any cyberspace brainiacs out there can help me figure
> out how to do that? Thanks, Lisa Schnall
>
>
>
> To unsubscribe from this group, send an email to:
> TPES-unsubscribe@egroups.com
>
>
>
>

I wish there was an easier way to join this site. I have received
about seventy papers back from parents saying they would be
interested in internet communication and yet I have not seen them
here. I found the process to getting here slightly irritating, I
don't know about the rest of you. Anyway, I have a questionnaire that
the parents put together at the last PTA meeting and I would like to
post it here. Any cyberspace brainiacs out there can help me figure
out how to do that? Thanks, Lisa Schnall

To unsubscribe from this group, send an email to:
PBESPTA-unsubscribe@yahoogroups.com.

Send suggestions or requests for help to:
John Lafferty at lafferty@....

You also may modify your subscription, and access other features
at the Yahoo! Groups web site: http://groups.yahoo.com/mygroups







------------------------------------------------------------------------

There is 1 message in this issue.

Topics in this digest:

       1. Please Post - Consortium Planning
            From: catherinemcook@...


________________________________________________________________________
________________________________________________________________________

Message: 1
    Date: Mon, 05 Feb 2001 10:06:17 -0500
    From: catherinemcook@...
Subject: Please Post - Consortium Planning

I posted an e-mail to the list serve this weekend about two upcoming planning
meetings.  I am writing again now to ask for your help.

Up until now, parents and community members involved in the consortium planning
process have not fully reflected the diversity of our community.  Those involved
have largely been white, like myself.  Although those involved so far care about
all of the children in our community, we know that the process would be a better
one if people of diverse viewpoints and experiences are involved.

I suspect that the list serve audience receiving this e-mail is not as diverse
as our school community is.  For that reason, I am asking you to get the word
out to other parents who are not on the list serve, that all are welcome to
participate.  The schools will make better decisions if they hear from more of
us!

I plan to attend the February 7th meeting at Blair, even though it conflicts
with our PBES PTA meeting.  Tell people to call me if they need a ride to the
2/7 meeting at Blair.  If more need rides than I can transport, I'll ask for
other volunteer drivers and organize a carpool.

Thanks for your help in getting the word out.

-Kate Cook 301/588-3142






________________________________________________________________________
________________________________________________________________________

Have you wondered if your child has an attention deficit problem,
wondered whether your child can receive services or what services you
should expect from MCPS?

Parents and Staff of TPES and PBES are invited to attend the February
6 TPES PTA meeting.

At 7:30 P.M., the TPES PTA will hear presentations by two speakers,
Dr. Rose Ellen Halper, an education consultant, and Diana Thompson, a
special educator with the Parent Information Training Center.  Dr.
Halper will present some information on Attention Deficit Disorder,
and Diana Thompson will explain the Special Education Process in
MCPS.  A question and answer period will follow their presentations.
Baby sitting services will be available.

Erica I appreciate your needing to know what your child does everyday.  If
you happen to have the luxury to take off a couple of hours a month to
volunteer in your child's class it is one way to really get an inside look.

One thing which has occurred to me as I've been helping my kids do homework
is that the teachers are often teaching math in a different way then the way
we learned 30/40 years ago.  My daughter will say to me, "That's not the way
my teacher taught me."  This is frustrating to me and confusing to her when
I'm trying to help her work out a math problem.  Seems like teachers could
send home a memo letting parents know the different techniques to teaching
about money, addition, etc.


----- Original Message -----
From: eburman <eburman@...>
To: TPES egroup <tpes@egroups.com>
Sent: Thursday, January 18, 2001 11:29 AM
Subject: [TPES] Washington Post Article and thoughts on communication


> I don't know if others out there eagerly await the education articles in
> the first section of the Tuesday Washington Post, but I have found that
> there is always something of interest.  Over the past few months, they
> have been running an occasional series of articles on what essentially
> are "best practices" for schools.  This week the article focused on
> parental involvement.  Given the discussions the PTA has been having, I
> thought this article was pertinant.
>
> The link for is is:
> http://washingtonpost.com/wp-dyn/education/A63397-2001Jan15.html
>
> There also seems to be other good information on the Post's Education
> webpage, but I haven't had a chance to look around yet.
>
> In ruminating a bit over the last PTA meeting, one of the things that
> strikes me is the issue of communication.  I think part of the
> difficulty may be as direct as presentation and document design.  (As
> one parent noted, those various flyers that come home in backpacks, the
> "educationalese" in some of the county publications).  I created a
> school folder where I put all my school papers, but looking through it,
> it is plain that there is no coherence to the information and the way it
> is presented is often distracting (ie. fuzzy type that has been
> re-photocopied for years).  I almost think that what could be useful is
> finding out if there are any graphic designers/information architects in
> the school community who could be pulled in to revamp the school's
> communications tools.  Ditto for beefing up the school's webpage.  I
> even like the idea of a binder that each family would receive into which
> they could file the relevant information...
>
> Then there is the "what" of communication.  As a new parent to the
> school I eagerly awaited a packet of information before the start of
> school.  I patiently waited, only to feel disappointed when it finally
> arrived.  There were schedules, emergency procedures, regulations but
> nothing telling me what my child's day would look like, what they would
> learn, what the school was "like."  On Open House night we got some more
> information, but the schedule was very rushed and then it was all dumped
> at one time.  It would have been useful to have that information in the
> hands of parents before Open House night so that hopefully they could
> read it and come with questions and comments based on that information.
>
> Call me obsessive, lol, but I want to know *what* is my child doing?
> (We won't even get into the question *how* is my child doing.)  Short of
> volunteering in the classroom once a week, hounding my child to
> distraction or divining it from the papers she brings home, how can I
> find out what she is doing and what lies ahead?  I don't know what is
> reasonable to expect from the instruction staff as far as updates, but I
> would love to know what teachers think is reasonable, and find ways to
> "beef up" this line of communication.
>
> Anyway, I look forward to hearing from others here.
>
> Cheers, Erica Burman (parent of a 1st grader)
>
>
> To unsubscribe from this group, send an email to:
> TPES-unsubscribe@egroups.com
>
>
>

I don't know if others out there eagerly await the education articles in
the first section of the Tuesday Washington Post, but I have found that
there is always something of interest.  Over the past few months, they
have been running an occasional series of articles on what essentially
are "best practices" for schools.  This week the article focused on
parental involvement.  Given the discussions the PTA has been having, I
thought this article was pertinant.

The link for is is:
http://washingtonpost.com/wp-dyn/education/A63397-2001Jan15.html

There also seems to be other good information on the Post's Education
webpage, but I haven't had a chance to look around yet.

In ruminating a bit over the last PTA meeting, one of the things that
strikes me is the issue of communication.  I think part of the
difficulty may be as direct as presentation and document design.  (As
one parent noted, those various flyers that come home in backpacks, the
"educationalese" in some of the county publications).  I created a
school folder where I put all my school papers, but looking through it,
it is plain that there is no coherence to the information and the way it
is presented is often distracting (ie. fuzzy type that has been
re-photocopied for years).  I almost think that what could be useful is
finding out if there are any graphic designers/information architects in
the school community who could be pulled in to revamp the school's
communications tools.  Ditto for beefing up the school's webpage.  I
even like the idea of a binder that each family would receive into which
they could file the relevant information...

Then there is the "what" of communication.  As a new parent to the
school I eagerly awaited a packet of information before the start of
school.  I patiently waited, only to feel disappointed when it finally
arrived.  There were schedules, emergency procedures, regulations but
nothing telling me what my child's day would look like, what they would
learn, what the school was "like."  On Open House night we got some more
information, but the schedule was very rushed and then it was all dumped
at one time.  It would have been useful to have that information in the
hands of parents before Open House night so that hopefully they could
read it and come with questions and comments based on that information.

Call me obsessive, lol, but I want to know *what* is my child doing?
(We won't even get into the question *how* is my child doing.)  Short of
volunteering in the classroom once a week, hounding my child to
distraction or divining it from the papers she brings home, how can I
find out what she is doing and what lies ahead?  I don't know what is
reasonable to expect from the instruction staff as far as updates, but I
would love to know what teachers think is reasonable, and find ways to
"beef up" this line of communication.

Anyway, I look forward to hearing from others here.

Cheers, Erica Burman (parent of a 1st grader)

--- In TPES@egroups.com, ahirsh@c... wrote:
> I agree with your concerns.  Any interesting info yet?
>
Hello.  Yes, the PTA held a promising meeting about a week ago.
Small groups of parents discussed five separate areas of concern
which parents would likely want to know more about, including:
homework, curriculum, groupings (GT,PADI,ability), individualized
attention, and not sure of the last one.

Some excellent and in-depth questions were raised and reported to the
full group, like,"How much guidance to give on homework?" and "Why
isn't the GT program offered to all students?"  I believe the PTA
will try to move these and other questions forward to get some
answers/action.  I do hope it is soon, since the school year will be
over before we know it.  I also hope some momentum on raising and
answering these questions will be carried over to Piney Branch.

Next steps?  Encourage the PTA to act on the input received (maybe
post the questions on this site?).  Get other parents involved (on-
line and at meetings).

I agree with your concerns.  Any interesting info yet?




--- In TPES@egroups.com, rgibson@o... wrote:
> I'm grateful for the opportunity to use this site to help develop
or
> expand the "Learning Community" of TPES.  Thanks also to the key
role
> played by the local PTA leaders.
>
> I am interested in two inter-related issues:
> 1) how to practically address the "Achievement Gap" and
> 2) a desire for more information on just what is taking place in
the
> classroom (testing, ability grouping, curriclum, etc).
>
> What do others think?

Things have been quiet here...Thought I would forward this from the
Piney Branch list, as it touchs on some issues raised at TPES...

To unsubscribe from this group, send an email to:
PBESPTA-unsubscribe@egroups.com.

If you need help or have a suggestion regarding
pbespta e-mail, contact:
John Lafferty at lafferty@....

To change settings on your e-mail options,
view links to other websites, or to view a
calendar of school events.
Visit www.egroups.com/group/pbespta


------------------------------------------------------------------------

There is 1 message in this issue.

Topics in this digest:

       1. Blair PTSA - Affrican American and Hispanic Issues Committee
            From: catherinemcook@...


________________________________________________________________________
________________________________________________________________________

Message: 1
    Date: Sun, 17 Dec 2000 12:53:31 EST
    From: catherinemcook@...
Subject: Blair PTSA - Affrican American and Hispanic Issues Committee

I set out below the text of a report of a symposium sponsored by the African
American and Hispanic Issues Committee (the AAHI Committee) of the Blair
PTSA.  There was a follow up meeting last week -- I am interested in hearing
from anyone who attended.
I will also post a copy of the report on the PTA bulletin board in the
office.
-Kate Cook h. 301/588-3142

Uniting for Empowerment in the Blair Community-A Coalition for Educational
Excellence


On Saturday, November 4, 2000, a group of parents, teachers, school
administrators, and community activists within the Blair Cluster met at
Montgomery Blair High School to discuss issues that have a great impact on
academic achievement of African American and Hispanic students in elementary
schools through high school.  The African American and Hispanic Issues
Committee (the AAHI Committee) of the Blair PTSA sponsored this symposium.

The purpose of this report is to present the major concerns of the AAHI
Committee and specific issues that were raised during the symposium by the
participants.  The main issues of concern to the majority of the participants
were tallied. This information represents only a start at addressing the
academic achievement issues of our African American and Hispanic students. It
will be circulated to the participants and eventually to PTSA officers and
school administrators.

Vanita Taylor-Owens (member of the AAHI Committee and vice president of
Academic Achievement Committee, Blair PTSA) greeted the participants and
provided the focus for the symposium.  Ms. Owens explained that special
programs exist at Blair for the 276 students in the Communication Arts
Program (CAP), the 400 students in the Math and Science Magnet, and
approximately 100 students each in ESOL and in special education, but the
majority of Blair students-2,000-are in the regular program, and they need
the most academic assistance and access to program resources.  She stated
that "the kids in the middle are in a crisis."

Ms. Owens also emphasized the need for parents to participate in the Blair
High School consortium development process, conducted by MCPS and outside
consultants. The consortium proposal is to be submitted to MCPS by
mid-December.  It is a work in progress.  Parent participation is also needed
in the Accreditation for Growth Committee.  Representatives for this program
will be at Blair High School to interview students at every level, parents,
teachers, and administrators.


The Data

Annette Dunzo, Ph.D. (member of the AAHI Committee and an NAACP parent
representative for Blair High School) provided poignant 1999 data revealing
the 0.0 MSPAP reading test scores among some groups of African American and
Hispanic males in 8th grade in 1999, a cohort that is now among the 9th
graders at Blair High School. Dr. Dunzo provided three essential action
plans, which will have an impact on the Blair Cluster:

· Restructuring - the numbers are increasing; boundaries are changing
· Resources - systemic programs are needed because resources are being
       restructured; follow-up and accountability are needed
· Resentment - persons are ostracized for trying to fight for equality;
resources

On a lighter note, Dr. Dunzo pointed to improvements in the reading scores of
African American and Hispanic males who attended Eastern Middle School in
1999 and 1998. Their increased scores, according to Mr. Edgar, assistant
principal of Eastern Middle school are attributed to several academic
programs now in place.  For example, Eastern has instituted a Saturday Help
program, identified the academic potential of students in the middle (who
needed extra help to lift their grades), created a step team, developed a
mentoring program to teach discipline and respect (Horizon Project), and
began a monitoring system for children who had been suspended more than twice.

Low reading and writing test scores among African American and Hispanic males
were cited as far back as 3rd and 5th grades.  It is evident that this
problem has a snow ball effect, such that by high school, these students are
academically in deep trouble and are in dire need of help.

Demographic data on students in the honors program and magnet programs were
also provided. The data show very small shares of Hispanic and African
American students in the Honors, CAP, and the Math and Science Magnet
programs. (Handouts that were distributed to conference participants and
other background information are included in an appendix at the end of this
report.)

  Who Attended?

The following list represents an array of the participants who are parents,
students, teacher, administrators, community activists, alumni, and mentors
in the Blair Cluster community.
Barbara Acosta
Dr. Gregory Bell, MCPS Deputy Superintendent's Office
Joe Bellino, ESOL, Montgomery Blair H.S.
Edward Bontempo
Eloise Nancy Burgess
Debbie Caro
Kory Vargas-Caro
Lola Crawford
Ana Curtis
Dr. Annette Dunzo
Geoff Edgar, Assistant Principal, Eastern Middle School
Valerie Ervin
Angelique Forrester
Evie Frankl
Gwen Harris Gale, NAACP-Parents' Council
Monroe Galloway
James Garrant
Sylvia Garrett Henderson
Leslie Joyner
Judith Nestor
Caron Niba
Debbie Sanger
Betsy Scroggs
Jeanette Simmons, Teacher, Eastern Middle School
Charles W. Sye
Vanita Taylor-Owens
Joanne Vanderhort
Denise Young


The issues

After the data presentation, Ed Bontempo (member of the AAHI Committee)
facilitated the brainstorming part of the conference.  Mr. Bontempo provided
a mind map, which was used to identify issues and subcategories of issues
relating to academic achievement among African American and Hispanic students
and parent involvement in the Blair cluster. The following outline lists the
various issues raised by the participants. After providing at least one
issue, the participants were given five stickers. They were asked to place a
sticker on the issue that they felt was important to them. The numbers in
parenthesis represent the number of times each participant "voted" for that
main issue.

The following illustration is a sample of some of the issues that were
discussed during the symposium.

Barriers to higher Achievement

Major Theme:  Racism, Classicism, Educational Policies and Systems

Barriers of higher achievement:

I. Honors program and experiences of high academic achievers
A. Negativity-the type of publicity surrounding African American and Hispanic
achievement creates problems of self-esteem
1. Honors classes and college classes (U. Md.); people view you as if you
should not be there
B. Isolation (Hispanic student's testimony-called a "nerd" because he was in
honors classes and having mostly white friends)
C. Cultural identity issues for "high achievers" (the separation creates
issues of cultural identity)

II. Honors versus regular programs
A. Honors classes get more information

III.  Develop a better transitions between schools and after high school (2)
A. Transitions: elementary>middle school>high school>post secondary or work
force
B. Schools should know what's going on at all levels: 3rd grade - 4th grade,
middle school, high school
C. Develop bridges/continuity
D. Programs within Blair Cluster can be shared

IV. Community Liaison
A. Academic programs information sharing

V.  Academic Principal for regular program (2)
A. Program development for the students in the middle/average
B. Academic Coordinator (establish program objectives and goal setting)

VI. Student participation (14)
     A. Listen to kids
     B. Motivation
     C. Student advocacy
D. Empower students to help each other
E.  Survey students

VII. Involving guidance counselors with all students (3)
     A. Involving guidance counselors with African American/Hispanic honors
students
     B. Helping parents understand schedule
     C. Emotional support
     D. Cultural issues
     E. Negative expectations
     F.  Empower students
     G. Restructuring the guidance office
H. Need for social workers
I.  Staffing levels

VIII.  Review Educational Policies and Systems (This issue encompassed the
entire model.)
A. Review special programs
B. Follow up on students who participate in enrichment and remedial programs

IX. Racism (This issue encompassed the entire model.) (5)
A. Determinant
B. Need paradigm shift

X. Classicism (This issue encompassed the entire model.) (1)

XI. University Research and Think Tank Models (2)
     A. What works in other schools
     B. Expectations
     C. Context
         1. Cultural
     D. Home interactions

XII. Access to information through PTSA (1)
     A. Hispanics and African Americans not felt welcome

XIII. Professional development for teachers and staff (4)
     A. Attitudes
     B. Sensitivity training
     C. Diversity training

XIV. Lack of mentors for students (1)
A. Involve business and corporate community

XV. Community coordinators and liaisons (2)
A. Linkage to learning

XVI. Ways of involving parents (11)
     A. Target ways to support families
     B. Ways to address needs
     C. Latinos seen as coming with deficits
     D. African American and Hispanic parents seen as assets
E. Issue specific meetings
F. Grade-level meetings
G. Educational speakers
H. Language barriers

XVII. Cadre of community to speak to others about schools
     A. Feedback
     B. Purveyors of information

XVIII. Curriculum not geared to tests (4)
     A. Testing
     B. Alignment

XIX. School environment (1)
A. See themselves in studies
B. Role models
C. Create programs to make large schools smaller
D. Survey students

XX. Ability grouping (2)
     A. Perceptions
     B. Tracking

XXI. Parents as well as teachers not treated with respect (by staff) (2)
A. Create an inviting school atmosphere

XXII. Mentors for teachers (1)
     A. Master teachers
         1. Contact University about needs
     B. Learn about developmental stages of children
         1. Appreciate different learning styles
         2. Culture

XXIII. Lack of exposure to educational programs (5)
A. Exposure to resources in community
B. Continuity of "good" programs


XXIV. Need leadership in minority advocacy (8)
A. Learning the system
B. Other forms of advocacy
C. Mobilization

XXV. Quest for equality met with resentment; racism, obstacles


Discussions

Students.  During the discussion of some issues, notable information was
exchanged.  Two students (one from Blair, one from University of Maryland)
who attended the symposium provided a closer view of emotional problems
within the classrooms for Hispanic and African American students.  Feelings
of isolation and loss of cultural identity for these students in the Honors,
CAP, and Magnet programs were expressed. This brought emotional, cultural,
and psychological needs for students and their families to the mind map.
Also, one student felt that the guidance counselor that he had was not very
helpful. He said that they (counselors) just help you get your classes and
gear you toward college. He asked, "If there is no support from your guidance
counselor, who do you turn to?"

Other academic programs.  The participants shared information on mentoring
and SAT tutorial programs that are in place throughout Montgomery County.
Information on Government sponsors for certain academic programs (tutoring,
mentoring, science classes) was also shared.

Outreach.  To involve parents, PTSA officers might have to do more outreach
because of language barriers and cultural differences among parents.  These
parents would have to know that they have a right to ask for services and
they have assets that will be useful to the school. Hispanic parents need
more person-to-person contact.

Sensitivity and Respect.  Respect for each other should go full circle-from
the students to teachers, to the administrators, to office personnel, to
parents.
Encourage students who are in honors, gifted and talented, or advanced
placement classes. These students resent being labelled as "nerds."


Representation from MCPS

Dr. Gregory Bell, Director, Diversity Institutions, MCPS, spoke to the
participants after the mind map was created.  He stated that this forum was a
good initial start, but what he hears (all of the issues) are funding issues.
  What are we getting for out money? If teachers treat children a certain way,
what do they do to the parents?  He recommends "a check up from the neck up."
  He believes in fairness, understanding, and respect. Dr. Bell stated that
they are going to hold people accountable, they are going to look into the
curriculum, and noted that there are groups within our school system that are
not being served with respect. He stated that school administrators and staff
should say instead of "welcome to my home; welcome to my school." He
exclaimed, "Change is about here!" Dr. Bell then advised that the
participants keep presenting the issues; Dr. James Williams will be informed
of the participants' issues and that a strong group, advocating for children
exists in the Blair cluster.  He thanked the participants for their efforts,
and asked that they continue the work that they started at the present
symposium.  He stated that he wanted this group to meet again, possibly with
Dr. Williams.

Each participant was informed of the monthly AAHI Committee meetings on the
second Thursday of each month and was promised a copy of this report.




________________________________________________________________________
________________________________________________________________________

I just received in the mail notification of meeting date and time for
the Home School Initiative Meeting. Sorry for the late notice, but I
just got it myself. The meeting will be on Dec. 13th from 7-9:30 p.m.
in the Richard Montgomery High School Cafeteria.

I will attend the meeting. I will summarize my notes for this
media, write an article and the newsletter, and ask for some time
during the next PTA meeting to present key findings, etc.

The Home School Model is intended to provide opportunities for
students with disabilities to have equal access to the general
education curriculum in their home school and to increase the
opportunities for general and special educators to collaborate and
promote the success of all students.

Students served their this model require special education services
for learning needs that significantly impact academic achieivement
such as learning disabilities, speech/language disabilities and/or
mild mental retardation.

The agenda for the meeting will include thirty min. set aside for
Public comments from 7-7:30 followed by a panel presentation about the
Home School Initiative. Panelists will include representatives from
the Maryland Coalition for Inclusive Education (MCIE), MCPS Division
of programs and services, and the parent of a student with special
needs attending MCPS. A Q&A period will follow.

Pam Megna, Special Needs Chairperson

I hope that people find this a fruitful place to discuss a very
important subject--our kids and how we can ensure that these early years
of schooling lay a strong foundation for them in the future.  I also
hope that this list can provide an additional way for people connected
to TPES to get to know each other.  Of course one challenge will be to
put the screen names with the real life faces!

About me.  I have a daughter in the first grade.  I am new to the MCPS
system and TPES.  We are from outside of the TPES boundaries, so we are
just getting to know people.

My interests...

Learning more about everyday classroom practices, curriculum, testing
etc.  How, in a real sense, does differentiation and shifting groupings
function in the classroom so that each child is getting what he or she
needs?

Finding ways to increase communication between teachers and parents
beyond the very structured open house night, very brief parent/teacher
conference, and the occasional backpack note that describes in a very
general way, what the children are doing.  Coming from experience with a
cooperative preschool, where parental participation in the class is
mandatory and you see the teachers each day at pick up time, I have had
a hard time adjusting to not knowing to the same degree what is going
on.  ( I am sure my daughter is tired of the daily drilling from me...)
I volunteer once a month, which has helped me have more insight, but it
seems that few parents do (and of course, many can't).

While I too am interested in the gap issue, I am also very interested in
"raising the bar." It's great that TPES leads schools with similar
demographics, but what is stopping it from being on par with the "top"
schools in the county?

Finally, I am interested in finding out more about Piney Branch.  TPES
parents have a double burden, it seems.  Not only must we build a strong
school and community for the short but crucial time our children are
here, but we must take a very strong interest in what happens there.
One thing TPES parents should know is that  Piney Branch Elementary has
an egroups site (pbespta@egroups.com).  Interested TPES parents might do
well to subscribe and "listen in" on some of the issues at that school.

On a final note, this TPES egroup, is not an organ of the PTA (although
that could change if people wanted it to...) or in any way "official."
Consider it a "virtual street corner" where people can meet and get to
know each other.

Let's see where this takes us...

I'm grateful for the opportunity to use this site to help develop or
expand the "Learning Community" of TPES.  Thanks also to the key role
played by the local PTA leaders.

I am interested in two inter-related issues:
1) how to practically address the "Achievement Gap" and
2) a desire for more information on just what is taking place in the
classroom (testing, ability grouping, curriclum, etc).

What do others think?