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By Mary Jo Scalzo, Ph.D.
The Oakwood School District
is fortunate to have two excellent elementary schools
and has established attendance areas for each of them.
A family’s home address determines the
elementary school to which children in the family
are assigned.
The Board of Education recognizes,
however, that families may encounter circumstances
that result in their request to enroll children in
the elementary school outside of their attendance
area. As a result, the Board adopted an Intra-District
School Enrollment Policy
in the early 1990’s, which established criteria
and procedures whereby students could attend their
school of choice rather than their school of residence.
Key components include:
Criteria cannot be used to
create racial imbalance.
Students living in the specific
attendance area have priority.
Projected enrollment figures
may not exceed 19 per class in Gr. 1-2, and 21 per
class in Gr. 3-6. Intra-district transfer requests
are likely to be denied once these specific numbers
are reached.
Students are assigned to a
school of choice on a year-by-year basis. Parents
must reapply for intra-district placement each year
and receive approval or the student will return to
his/her school of residence.
A copy of the criteria and
procedures are attached
to each intra-district enrollment application.
Annually, a notice about the
district’s Intra-District Enrollment Policy
is published in the Oakwood City and School Scene
and the elementary school newsletters. Upon
request, principals provide parents with the application
and a copy of the procedures. Parents return the application
to building principals.
The application period is
from April 15-June 1. By Aug. 1, principals notify
the parents or guardians in writing of the superintendent’s
decision to approve or not approve requests. The procedures
also call for principals to maintain a waiting list
in the event it becomes possible to approve some or
all of the applicants who were previously not approved.
This past summer, six intra-district
requests were not approved
and the students were assigned to their schools of
residence. Parents of students in Smith’s
incoming first grade and Harman’s rising fourth
grade were notified on July 1 that the enrollment
numbers might restrict approval of intra-district
transfer requests. In a letter dated August 1, these
intra-district transfer requests were not approved,
followed by telephone contacts on Aug. 17.
This decision was based on
the enrollment figures contained in the criteria and
the prospect of new students moving into the attendance
area. In our district, a few students entering or
withdrawing in a grade level can make all the difference
in the number of teachers required. At an expense
of $44,000 - $70,000 for a teacher’s salary
and benefits (depending upon years experience and
degrees earned), the prudent decision is to balance
class size numbers by returning students to their
schools of residence.
As Dr. Scalzo and the principals
meet with staff and community groups during the school
year, we will welcome your thoughts and perspectives
about the Intra-district School Enrollment Policy
and Procedures.
By Jim Uphoff, Ed. D.
For thirty seven years the
international professional association of educators,
Phi Delta Kappa, has sponsored the massive annual
PDK/Gallup Poll of Public’s Attitudes Toward
the Public Schools. The 2005 Poll results have just
been released and the entire document is available
on the web at www.pdkintl.org
.
This most recent survey reports that an increasing
number of Americans say they know a fair amount about
the No Child Left Behind (NCLB) Act. But the
more
they know about it, the less
they like it. According to the study the public
likes NCLB’s goals but rejects the strategies
used to implement those goals. The concern rises to
the level where, if a large number of schools fail
to make the mandated adequate yearly progress, the
public is at least as likely to blame the law as it
is to blame the school. “These results
tell us that the public hasn’t turned its back
on NCLB but is likely to do so if the law’s
strategies are not tailored to commonsense approaches,”
reports Lowell Rose, the former executive director
of PDK International and co-author of the poll. “Policy
makers would be well advised to listen.”
Our American public speaks
very clearly. When asked about NCLB’s
strategies, 68 percent of the public do not think
that a single test provides a fair
picture of how well a school is doing, and 80 percent
do not think testing students on only English and
math provides a fair picture of whether a school
needs improvement. And when it comes to the option
of transferring a child from a school identified
as “in need of improvement,” 79 percent
say that they would rather see additional efforts
made in their child’s present school.
Our nation’s public
is of a single mind about the importance of closing
the “achievement gap” between white
and Asian students and black and Latino students.
While it blames the gap on factors other than schooling,
the public holds the public schools responsible
for closing it. This seemingly contradictory
conclusion is consistent with the high marks the
public assigns its local schools and
its reliance on the public schools to bring about
change. These views also represent a rather
significant “vote of confidence” in
the local public school system of our country.
When asked about ways to
improve the public schools, the public consistently
prefers change that comes through the existing school
system as compared to seeking an alternative system.
The public continues to oppose attendance
at private schools at public expense and, while
about half support the concept of charter schools,
65 percent stipulate that they not be created at
the expense of the regular public schools, and 80
perrcent think that they should be held accountable
in the same way as other schools. Neither of these
views are a part of the laws here in Ohio!
The poll also finds that
the public supports the use of growth assessments,
believing that schools should be judged on how much
students improve in a given year, not on the percentage
of students passing single state-mandated tests.
Another message for policy
makers to heed is that the public makes a distinction
between the “nation’s schools”
and “schools in the community,” giving
low grades to the former and higher grades to the
latter. The strongest support comes from the 69
percent of parents who give an A or a B to the schools
their own children attend.
I am proud to have been
a member of Phi Delta Kappa for over 40 years. This
Annual Poll continues to be a positive contribution
to the field of education providing very solid data
for use by those making educational policy and those
researching education.
The Sam Andrews Educational
Hall of Honor luncheon and induction ceremony will be
held on Friday, September 16, 2005 The following
person will be inducted:
Mrs. Janet Clark, who
from 1968 to 1996 was a fifth grade teacher at Harman
Elementary School.
A luncheon will be held at Neil’s
Heritage House at 11:30 a.m. on Friday, Sept. 16, 2005,
where the new inductee, as well as previous recipients
of the award, will be honored. The public is invited
to attend the luncheon (cost
is $15.50). To make reservations for the luncheon,
please call the Board Office at 297-5332 by Wednesday,
September 14.
Friday evening, (Sept. 16) at
6:45 p.m., prior to the game, the recipients will be
available to meet with you in the Alumni Terrace on
the southwest corner of the Mack Hummon Stadium. Prior
to the start of the home football game with Madison,
a plaque is presented to the new member of the Sam Andrews
Educational Hall of Honor in a brief awards ceremony.
At the
start of any new school year, it is only natural to
wonder about the new school staff who will become
influential in your child’s next year of life.
You may likely think or ask questions such as:,
“Who is this person who will spend the
next 10 months with my child?” or “Why
did someone think this person has what it takes to
be a great teacher?” or even “What
kind of scrutiny was applied as this person was selected?”
Hopefully,
you have had some of these questions answered by now.
You have likely learned about the number of years
they have been teaching, other career experiences
they may have had prior to entering education, or
even something about their families, degrees, hobbies,
or interests.
What
you may not know is what each of our new staff members
had to do to earn their position in Oakwood. Each
applicant had to first “get noticed”.
An electronic application is a must for teaching positions,
along with essay questions, copies of resumes, letters
of reference, and the correct credentials proving
the candidate is highly qualified for the
job. Something about their application or other
submitted work had to stand out from the crowd. After
“passing” this “paperwork screen”,
an initial interview was conducted by one or
several administrators. Those who met specific
criteria and made us think “wow!” were
moved on to the next level of inquiry - a team interview
with faculty and administrative representatives. At
different points in the process, various references
were contacted by multiple administrators. Comments
from these references were shared and discussed. In
many cases, additional one-on-one interviews were
conducted, performances were arranged, or observations
were made of the candidate teaching. The final
test was a conversation with the Superintendent –
nothing to be taken lightly!
Together,
our eleven new staff members have 76 years of experience
in their current fields. They come from all
corners of the country, yet some are Dayton “lifers”.
Some have studied at universities all over the
world, and some have earned both undergraduate and
graduate degrees right here at UD.As
you have met some of our new staff, you may have learned
that Kathy Kash, Pam Morrow, and Joshua Dear proved
themselves with us last year, as extraordinary substitutes
and volunteers; that Pat Lafferty and Ron Nelson had
to perform to win their spots; that Mitch Miller did
the same by teaching summer school for us before securing
his position; that Terri Blommel and Judy Ward proved
themselves by working with our children in a parallel
positions, long before earning their current jobs;
and that Melinda Wargacki, Crystal Melchor,
and Keri Hayes had exactly the combination of experiences
and skills we were searching for in their particular
fields. They are each unique in the wealth they
bring to our community and to our children, and we
are pleased to welcome them to Oakwood. Look
for them at Lange (Kathy Kash), Harman (Joshua Dear,
Pat Lafferty, Pam Morrow, Terri Blommel, Kerri Hayes,
Judy Ward), Oakwood High School (Mitch Miller, Melinda
Wargacki, Crystal Melchor), and in all schools, Ron
Nelson!
The Senior High PTO Open House is scheduled for Wednesday,
Sept. 14 at 7:30 p.m.; The Junior High PTO Open House
is scheduled for Monday, Sept. 19 at 7:30 p.m. Come
and meet your student’s teachers and hear about
course content, grading, expectations, etc. You will
also be able to purchase a directory if available
and the opportunity to join or
donate to the PTO. The PTO’s main source of funding
is your annual donation. The PTO serves as the “academic
booster” for the schools and all the funds are
used for academic programs. The PTO would appreciate
greatly your donations and support.
On Wednesday, Sept. 14, Oakwood
High School will have its Open House starting at 7:30
p.m.; The Oakwood Jr. High School will be holding
its Open House on Monday, Sept. 19 at 7:30 p.m. Teachers
and staff will be on hand to answer questions. Parents
and the public are welcome to attend.
Creative
teachers in need of classroom funding have until Oct.
7 to submit their application for the Bright Ideas grant
program. Bright Ideas, a classroom enrichment grant
program sponsored by Vectren, offers up to $500 to individual
teachers to implement innovative programs in their classrooms.
$25,000 will again be available
for the 2005-2006 school year as part of the four-year,
$100,000 program. Bright Ideas grants are available
to Kindergarten through grade 12 teachers in public,
private, or parochial schools which are located within
the Vectren Energy Delivery
of Ohio service territory.
To obtain the two-page application
or learn more about the program, visit www.vectren.com
or contact Vectren’s Mark Miller at (812) 491-4176
or by e-mail at mmiller@vectren.com.
Can you build a bridge out of
balsa wood and glue that can hold over 300 pounds? Can
you write a script for a radio show and design sound
effects to make the story come alive? Can you
create a moving vehicle that can hold two people and
has two forms of power? Can you improvise a humorous
skit on the spot?
These are among the challenges
that Oakwood City Schools’ Destination Imagination
teams embraced last year.
And this year’s teams are forming soon! If
you think that you might be interested in participating
on a Destination Imagination team (teams are available
for all age groups, grades 1-12), then complete an application
and submit it to the Oakwood Board of Education (25
Rubicon Road, Oakwood, OH 45409) by Sept. 22.
Call Renee Griffith at 297-5338 for an application.
For more information
about Destination Imagination, go to http://www.idodi.org.
Oakwood City Schools is looking
for volunteers to serve as team managers. Team managers
are vital to Oakwood’s Destination Imagination
program. While the time commitment is extensive, so
are the rewards! Call Renee Griffith at 297-5338
for more information about becoming a team manager.
Meredith
Turner-Woolley, an Earlham College junior and daughter
of Cheryl Turner of Oakwood, and Michael Woolley of
Oakwood, is studying in Mexico as a member of one of
Earlham’s off-campus programs. The Mexico program
is based in Cuautla, Mexico, with an introduction in
Mexico City. Already, students have completed excursions
to archaeological sites of Teotihuacan and Xochicalco
near Cuernavaca.
Courses for the first half of
the program, which focuses on language and culture, include
grammar, vocabulary, reading, conversation, cultural history
and field study preparations.
Field studies are developed from individual interests.
The internships have included education in private and
public elementary schools, rural health, pottery, theater,
alternative medicine, popular and ritual dance, and political
and environmental
organizations. Students often fulfill
major requirements in fields that require an internship
or field study. In addition, students participate in an
experiential seminar on the marketplace and food preparation
in Mexico. The group visits several nearby towns such
as Cuernavaca, Puebla, Tepoztlan and Tlayacapan. There
is a weeklong excursion to various towns in the state of Oaxaca.
“Will
someone please help me?” That is the perennial
cry of parents. There are so many situations that
demand decisions and quick responses from parents. What
are we supposed to teach our children? How do
we connect with our children emotionally, spiritually,
and personally? Well, here are a few practical
suggestions:
1. Develop
strong bonds with your children. Intimacy doesn’t
happen accidentally. You don’t become close
to children simply by sharing the same last name. Taking
intimacy for granted invites strained and difficult
relationships that will persist intoadulthood. Strong
bonds can be produced, however, through encouragement
and affection. While this sounds right and straight
forward, I am amazed at how many
adults complain of the appalling
lack of closeness and intimacy they experienced from
their parents growing up. “We were total strangers,”
one woman told me. “My parents didn’t
have a clue who I was or what wasimportant to me.”
Intimacy can be nurtured in special times spent with
your children. Stories at bedtime are a good way
to build intimacy. This will require effort and probably
some scheduling. Parents are always tired at the
end of the day. But the dividends from time spent
with children reading,
talking, laughing, and sharing together at bedtime will
be well worth the effort. Another good habit is
playing outdoors with your children and playing games
with your children and their imaginary friends. One
last hint: expressions of affection with your spouse
in the presence of your children are really important.
So hugs and kisses mom and dad. The children
will learn and experience the security that comes from
a loving and caring home.
2. Identify
and build on the strengths that your children demonstrate.
Rather than having strict assumptions about what you
want your child to do, take the time to find out what
his or her strengths or desires are. One child
may love football (a ticket to “happiness”
in Ohio) or tennis or golf. Another child may
enjoy art or dance. Still another child may be
an avid reader and in love with all the Harry Potter
books. Let the children show you where their passions
and strengths lie, and help them build mastery.
It’s best to give children the opportunity to
experience a variety of challenges and then have the
patience to see how they react. For example, your child
may detest physical exercise, but as the parent, you
know thatexercise
is essential. Therefore, I would insist that the child
take up an individual sport like tennis, running, swimming,
or biking. The child will mutter and pretend outrage
such as, “I hate you.” One day, however,
that same child will become an adult and thank you for
your persistence.
3. Communicate
your high expectations. Across the years of raising
children always maintain your expectations of their
behavior, their performance, and their character.
Nothing is more harmful for children than parents giving
in to failure and poor performance. Articulate
your expectations. I’m not asking you to
write a mission statement, have it framed, and hung
in the breakfast room. I am asking you to make
sure that your children are very clear about your positive
expectations. Remember that an expectation is
part of the definition of “hope”.
Hope means desire plus expectation. When I say,
“I hope my children do well in school and make
a high score on the SAT,” I mean that I have the
desire for them to do so and the expectation that they
will do well. Expectation gives voice and life
to the desires and dreams of parents. Your expectations
become the cornerstone of your children’s future
success. If your child has no big dreams, then
you must dream for your child. Children have a
better chance of being successful when their parents
have high expectations.
You are
the most important teacher in your child’s life.
Success of any kind in this area requires you to take
responsibility. Striving, working, praying, maintaining
the highest expectations, looking after the smallest
details, and going the extra mile – these are
values children need for their parents. You can
do it. It is up to you. You are the teacher.
“One
hundred years from now it won’t matter,
What
kind of car I drove,
What
kind of house I lived in, or what my stock portfolio contained,
What
my retirement fund made in interest, or
What
my position at the corporation was.
Nor
will it matter much how much I had in the bank account,
Or
what my clothes looked like,
Or
what my golf handicap was,
Or how many
awards I won.
But the
world will be a better place because I was important
in the life of a child.”
(Adapted
from Harry Wong, The First Days of School)
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