- "walk zone" in the proposed models is not clearly explained and many of us have heard that there will be changes to what constitutes the walk zones once a new model is put in place
- "grandfathering" of students in current schools is still up for discussion, so in effect, all of our students could be changing schools once a model is accepted!
- We need to define quality first.
- We need a commitment, in writing, that BPS and the City of Boston will commit to working with families to ensure that every school becomes a quality school. That means committing money, resources, possibly more personnel and working with groups who have already achieved some success with a project like this (like the RPAG with the Roslindale Pathway).
- WE, as parents and partners, need to commit time and energy, to ensure that every school becomes a quality school. We also need to commit to seeing the process through to the end.
- Radio, TV, Newspapers, Web announcements, billboards, etc;
- Fliers sent to every school in Boston; if possible, even the charter and parochial schools as well as hospitals/health centers, community centers and groups and other organizations that serve children in Boston;
- ConnectEDs every week to all Boston residents (with several language translations) about taking part in either a meeting or the online survey;
- Utilize the SPC/SSC groups of each of our schools to get the word out; have Team BPS Ambassadors get the word out; and
- schedule more meetings if necessary!
- Participants spoke in terms of “equality” and “democracy”: A quality education “builds character” and helps children become “productive and good citizens”;
- Participants see a quality education as: “preparing students” to “reach their full potential” and “succeed as an adult” in the world after his or her K-12 education. “serving the needs of all learners”;
- Participants see a quality education as:“more than academics”, as “holistic, creative and hands-on”, promoting “critical thinking”; “child/student-centered” focused on the “whole child”;
- Participants believe that a quality education is: when “caring and excellent teachers” (who have “high expectations” for all learners) work with “strong school leaders” to form “relationships” with “involved parents” to foster a strong sense of “community” both “within and outside” of the school. Source: School Choice Report Spring 2012 updated August 2012
The EAC DRAFT Quality Definition, per meeting materials on August 20, 2012
Revised Definition of QualitySpecial thanks to Megan for pointing this out to me, my brain must have been numb when I first went through that document, so am glad you saw it!
Acknowledging that quality varies for each individual, the EAC Defining Quality and Equitable Access Subcommittee - with its members’ expertise, community feedback, and BPS research on quality - has drafted the following preliminary definition of a quality school to include:
- Academic excellence and student academic growth in all grades, across all subgroups of race, ethnicity, English Language Learners and students with disabilities
- Principal effectiveness and teacher excellence with caring teachers and school staff
- Parent engagement and a sense of community within and outside of the school
- Effective community partnerships
- Focus on the development of the whole child and the needs of all learners, through arts, music, athletics, and program and course offerings
- Safe and positive school climate including social and emotional support
- Adequate and appropriate facilities
- As close to home as possible
I am still trying to get clarification on whether this definition of quality has been voted on and passed yet. So far, from other documents I have found to date it is still being referred to as a "draft" definition, but If I hear differently I will update this post.