Posts
I am now a proud parent of a KIPPster and straight-A student. I am more involved in my daughter’s school than I ever have been before. KIPP, which stands for Knowledge is Power Program, understands how to truly work together as a team, and the program emphasizes the capabilities of our children.
[snip]I knew right away that KIPP was right for us. Within 3 weeks, I saw a difference in my daughter, Sylvia. Prior to KIPP, she’d been an average student. She was a slow in understanding math concepts and not a great test-taker. I was forever frustrated by her old school’s fast pace and was told that Sylvia needed to learn much more quickly. Although she would score 100% on reading comprehension, the number of words Sylvia could read per minute was below average. I had a difficult time prioritizing the speed over understanding. Sylvia found relief from her difficulties with fractions only when the class moved on to another subject. The schools were so focused on end-of-the-year standardized testing that my sensitive daughter began losing sleep with worry. She was tired, stressed, and felt inadequate.
KIPP has changed how Sylvia feels about school and her ability to succeed by using a variety of learning methods including:
Longer school days. KIPP students begin school at 7:25 AM, and are released at 5 PM Monday through Thursday, with a half-day on Friday. Although that may seem like a long day, the additional time is a benefit to all. The teachers have more time to spend teaching their subjects, the students do not lose lunch or recess, and the extra-curricular activities, such as P.E., Technology, Art, and Music, are built into the curriculum.
Longer school year. KIPP students have 3 weeks of summer school. The teachers use that time to assess the students and divide them into classes according to their skill level.
It had never occurred to me that part of the reason for the long day wasn't (always) to catch kids up, but to give kids more time to learn --- !
And note: homogeneous grouping.
10 comments:
More time to learn as well as time for down time without the need to shortchange the arts. It makes all the sense in the world to me.
The 3 weeks of summer school are used wisely to evaluate the children as to where their skill level is- score another one for homogeneous grouping.
No wonder KIPPsters make such huge leaps. They are set up to succeed. What a concept!
The trouble, for me, is the attempts by public school systems to adapt KIPP's methods. KIPP has a longer school day, and a longer school year, but they use the time well. The proposed pilot programs in the public schools seem to amount to more time in school, but the time's not used for academics. There's more time for teacher planning (which does not require more student time in school, to a reasonable person.) There's more time for extracurriculars. Homogeneous grouping, and targeted one-on-one tutoring are either anathema, or not on the radar screen. The proposals for how to use the time shows that they just don't get it.
Under the previous superintendent here in San Francisco, we had a KIPP like program called "Dream Schools" which incorporated a number of aspects of the KIPP program.
Unfortunately the compromises required to institute it in the public schools diluted and discredited the initiative. The schools did not have the control of the student body you have in KIPP. So students who were disruptive or did not do the work could not be dropped.
The requirement that staff needed to reapply for their positions, as well as the extra hours required made it unpopular with teachers.
The unfortunate result is that now the public school folks can claim that the KIPP model has been tried and shown not to work in public schools.
More time to learn as well as time for down time without the need to shortchange the arts.
That was a complete revelation to me!
The proposed pilot programs in the public schools seem to amount to more time in school, but the time's not used for academics.
OH, YEAH - you're preaching to the choir here!
A couple of years ago Ed came home and innocently reported to me that the YWCA guy, who teaches during the week, had said the school year isn't long enough.
I almost bit his head off.
My district is well down the path of redefining enrichment as academics.
Afterschool-type programs are being incorporated into the school day, kids are required to enroll, and their participation is being graded.
Funny story.
One of our "academic" friends ("academic" meaning parents who are intensely focused on academics) walked into his son's room one night and found him up late studying.
His dad said, "What are you reading?"
His son said, "My Health assignment."
His dad started yelling at him. "What are you doing? Put that away! Get to sleep!"
I keep wondering how much longer this situation can go on.
When you've got a school aggressively increasing the number of "courses" the "academic parents" would pay money to get their kids out of --- and aggressively raising taxes year in and year out to pay for afterschool enrichment activities in place of academics, and sending out press releases to the local papers to ensure full coverage of this agenda -----
Ben
I've now gone through a many-phased course of adjustment to the fact that there is nothing the public school world can't undermine and discredit through lousy IMPLEMENTATION.
IMPLEMENTATION!
Implementation is the ENTIRE name of the game in the edu-world!
We're administrators!
We implement stuff!
Post a Comment