tag:blogger.com,1999:blog-5961215159419443702.post8329056882864442782..comments2023-05-05T03:15:17.710-05:00Comments on D181 Parents for Accountability and Transparency: Greatest Hits at 400,000! Keep 'Em Coming....Unknownnoreply@blogger.comBlogger62125tag:blogger.com,1999:blog-5961215159419443702.post-58357443831095194272015-03-08T10:10:20.040-05:002015-03-08T10:10:20.040-05:00this makes no sense. why is the board allowing the...this makes no sense. why is the board allowing the administration to thumb their nose at them again? they asked for a clear plan in writing. the exact roadmap of where d181 was going and how they were going to take our children there. but now, they decided to ignore parents' wishes again, and tell us that they are the ones driving the bus so they can take our children wherever they want. they said they were going to a better place, but decided to take a detour and camp out until their next revelation comes to them. meanwhile our kids are stitting on their bus (that we pay for) waiting for some direction.<br /><br />a plan cannot be a process. a plan that a governmental entity creates, supposedly for the benefit of our children, should noty constantly change - especially when it is supposed to be in writing. we were told we'd get a map. all we are getting is the finger. <br /><br />Stop the BusAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-60591940819095991692015-03-08T08:28:22.503-05:002015-03-08T08:28:22.503-05:00I'm reading the Learning for All document post...I'm reading the Learning for All document posted on Board Docs this morning. I'm constantly stunned at what the administration puts out although I probably shouldn't be after 3 years of this nonsense. <br /><br />In the same document, Kurt Schneider and crew say that the Learning for All Plan is a process and it is also a collection of effective strategies. How can a plan be a process? How can a plan be a collection of strategies? <br /><br />Another failing grade for Dr. White, Dr. Schneider, Dawn Benaitis, and Sean Walsh! Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-86121838806684159532015-03-07T23:09:11.039-06:002015-03-07T23:09:11.039-06:00Dear Ms. Quinones,
You are not the first to notic...Dear Ms. Quinones,<br /><br />You are not the first to notice the questionable methods that our current administration uses to support its experimental theories. I completley agree with you in that they make things up. To the trained eye, their reports bear a striking lack of support. It's truly a disgrace. Not only are their recommendations not best practices, their experimental theories are harmful. This is not only due to Dr. Schneiders lack of knowledge in curriculum, but in my opinion, is also tied to his lack of integrity. <br /><br />Since the time of Dr. Stutz, the adminstration has been getting away with pretending that they knew what they are talking about. Dr. Schneider probably walked into a terrible situation to begin with. But the fact that he still doesn't look to real data and evidence to support what he is forcing our schools to buy into is taking D181 into an even worse position. Because the administration hasn't been held to high standards for years, the administration knows that no one on the BOE will ever make them. What is very frightening is that instead of delving deeper into their problems and attempting to solve them, they choose to extend themselves into new arenas of the unknown. For example, technology with Ian Jukes and questionable new math curricula which I believe you pointed out, are not recommmended by Ed Week at all. <br /><br />I think that its safe to assume that you and I both agree that the research methods that D181 uses are lacking in integrity and data. They cite to many respectable sources and so many different theories, but few on the board ever bother to check them. If they ever did check sources , though, they would wonder why specific page numbers are never noted, or which specific parts of the author's beliefs they subscribe to. When the questionable theories come into play, no one generally points it out. And when someone does point out inconsistencies, the other board members usually become insensed at what they call disrespectful behavior. Interesting that the shoddy reports and work products that the administration produces week after week is never pointed out as being disrespectful to our community. <br /><br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-75780247274291077212015-03-07T23:00:13.604-06:002015-03-07T23:00:13.604-06:00At the debate Marty said our advanced learners are...At the debate Marty said our advanced learners are waiting to learn - and we need to fix that in the next two to four years!!!!!! So is he going to support that "seminole" document on Monday and give pats on the back? After all it does not address the needs of advanced learners. In 2-4 years we will have lost a whole generation and d86 will pay the price.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-82825503849661194312015-03-07T22:42:08.880-06:002015-03-07T22:42:08.880-06:00Back to the debate, I just watched it on YouTube a...Back to the debate, I just watched it on YouTube and encourage everyone who reads this blog and who couldn't make it last week to watch all of it. Here's my take away:<br /><br />Leslie was fabulous and the most knowledgeable and sympathetic to the parents in the district. She was the only one who discussed at length the impending state budget cuts. <br /><br />John was great. I didn't think he sounded like a loose cannon as someone had mentioned above. Very knowledgable about the issues and committed to serving the community.<br /><br />Rich also seemed very well informed and confident. I loved his point about how D181 wants all students to be in the same math level, but then somehow branch into three (or four) levels when they get to high school. <br /><br />Jennifer did very well, and her main contribution was stressing the importance of a strategic plan so the board and administration are not all over the place like they are now. She is very well versed on the issues.<br /><br />Marty seemed very insecure and didn't back up any of his claims about the fabulous direction the district is heading in. <br /><br />And Amy--if I had been blindfolded, I would have thought it was Dawn. Complete gibberish. <br /><br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-9824142703464871092015-03-07T21:40:43.612-06:002015-03-07T21:40:43.612-06:00Thanks for the Hattie infomation. I espcecially l...Thanks for the Hattie infomation. I espcecially liked this part fromt the Gerry Miller summary:<br /><br />How to invoke higher expectations seems critical, and this may require more in-school discussion of appropriate benchmarks across grades, and seeing evidence of performance before starting the year (Nuthall, 2005, shows half of all material taught in any class is already known by the students). So much of the early part of the year with a different teacher involves trial and error as teachers find out about proficiencies of students. As we have already seen, teacher-student relationships are crucial (d = 0.72) but they take time to develop. Hattie argues that the greatest single issue facing the further enhancement of students is the need for teachers to have a common perception of progress. When a student moves from one teacher to another, there is no guarantee that he or she will experience increasingly challenging tasks, have a teacher with similar (hopefully high) expectations of progress up the curricula, or work with a teacher who will grow the student from where he or she is, as opposed to where the teacher believes he or she should be at the start of the year.<br />To have high expectations and to share a common conception of progress requires teachers to be concerned about the nature of their relationships with their students, as the power of these is critical for learning to occur. Russell Bishop moves around classes in New Zealand, asking students “Does your teacher like you?” He found that most white students said yes, but many ethnic minority students said no. The powerful effect of this work is that, after seeing these results, the teachers are quick to change their practices.<br />Developing a warmer socio-emotional climate in the classroom, fostering effort and thus engagement for all students, requires teachers to enter the classroom with certain conceptions about progress, relationships and students. It requires them to believe that their role is that of a change agent – that all students can learn and progress, that achievement for all is changeable and not fixed, and that demonstrating to all students that they care about their learning is both powerful and effective.<br /> Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-33235684034481358202015-03-07T21:35:47.620-06:002015-03-07T21:35:47.620-06:00Although I give them credit for writing a nice, de...Although I give them credit for writing a nice, descriptive report, the district still appears to be lacking the district data to support anything. We know research can only be applied to similar groups; we know very little research has been done on populations with mostly high-performing students such as ours; we know there is NO research to support differentiated learning on its own to support high achievers; therefore, we must use our own data to support our decisions. Why is that so hard to do? Our children seem to constantly take tests, why can't we see the data that shows us what is or is not working?<br /><br />It is also interesting to me that in their last slide with Hattie's effect sizes, even if you ignore the Google comments that his statistics are wrong, he has acceleration with the third highest effect size, yet ability grouping for gifted students is near the bottom, not that it does not work but not as well apparently as acceleration. Since the old gifted program used ability grouping with acceleration, how does that fit into these data? What population are they referring to in these studies of acceleration and ability grouping? Are we still going back to high poverty schools and students unrelated to our own, again, making all of this irrelevant for our district?<br /><br />At some point, we just have to stop collecting all of these pages of information and instead focus on how our students are actually performing. Give us the data from our teachers that they feel they can appropriately challenge each and every child in their inclusive classrooms; give us the data from the parents that show they are happy with our schools and the high taxes they pay to support them; give us the data from all of these assessments our children suffer through that show they are more then meeting standards, but they are exceeding standards as we expect in our community. After all these years of listening to all of this back and forth and constant changing, how much more do we have to take before common sense comes back into the picture. <br /><br />I believe in supporting the professionals, but not blindly. Why does this seem so obvious but yet seems so hard for all these different highly-paid administrators to do?<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-62928549185563460862015-03-07T21:26:18.819-06:002015-03-07T21:26:18.819-06:00Dear Not A Hater of Hattie,
I have been trained i...Dear Not A Hater of Hattie,<br /><br />I have been trained in Hattie's Visible Learning in the District where I work. I have relied on it in the past. I am not, however, an expert statistician. When expert statisticians indicate there is something wrong with his statistical analysis, and Hattie himself confirms this, then I tend to rely less on the statistics. See https://ollieorange2.wordpress.com/2014/09/24/half-of-the-statistics-in-visible-learning-are-wrong-part-2/<br /><br />My point in my earlier post was that even if Hattie's Influences (these are what are cited by D181 Dept of Learning in its presentation) are valid, the one at the top of D181's list (Collective Efficacy) is not even on Hattie's list - they made it up. They also did some pickin' and choosin' of which Influences to include and which ones not to depending, of course, on whether they supported their L4A vision. <br /><br />The only thing worse than bad statistics is someone cherry picking bad statistics. Jill Quinonesnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-68868592720042128172015-03-07T20:20:54.201-06:002015-03-07T20:20:54.201-06:00Part 2 - Hattie and Dweck ....
Dr. Schneider need...Part 2 - Hattie and Dweck ....<br /><br />Dr. Schneider needs to take this into consideration when he eliminates grade level learning next year and forces struggling children to suddenly be required to do work that is too hard for them. Now these unprepared children will be able to see that compared to their new peers, they can't keep up. This is a blow that many elementary school and middle school children cannot tolerate. Sure, some children may rise to the occasion, but others will committ suicide or turn to drugs by 9th grade. I am not sure why the district keeps blaming parents and what they call our children's "priveliged lives" for this. Dr. Schneider and LFA, not the other parents and I, eliminated grade level learning. I want my child in grade level. If some parents are in a huge rush to get their child out of middle school math by 5th grade, that's their problem, not my issue. It shouldn't be forced on all children. if they want to stress their children out, fine. But those vocal and perhaps misguided parents have no business forcing all of my children into accelerated math. Carol Dweck points to the importance of regularly promoting movement between sets, or else that studentss will quickly decide that they have been labelled and will not be motivated to improve their performance. So children who are not challenged enough, like "gifted" children, will suffer. And, children who simply cannot keep up with the rigor will lose motivation and give up when they see children wiz through and easily complete their work.<br /><br />Dr. Hattie points out "What is needed is quality feedback and where that feedback has the greatest effect is when teachers receive more and better feedback about their teaching." In essence, stop testing the kids only, because if you really want kids to learn more, someone has to assess TEACHERS about how they are teaching and what kind of materials they are using. How are they motivating students? Are they explicitly teaching children how and what they need to to do in order to improve. If you study Hattie, look for his pie charts on how important teaching quality is to our children. It far surpasses the importance of contributions from the home, the school, or from the student himself. We need to spend less time on "resources" and "materials" as Mrs. McCurry advocates, and much more time on making sure that are teachers have the necessary skills, materials, and feedback to make sure their students know how to learn. Computers are not the answer - teachers are.<br /><br />Not a Hater of HattieAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-68250599994669582682015-03-07T20:08:38.694-06:002015-03-07T20:08:38.694-06:00Part 1 - Hattie and Dweck Are Better Than Anythin...Part 1 - Hattie and Dweck Are Better Than Anything D181 Has Ever Provided For Us<br /><br />Because I have a background and experience in education, I am not sure why people are bashing Dr. Hattie. I think that Mrs. Olsen made a great point. If you read his 2009 Work, "Visible Learning by John Hattie", you will see that it is the result of 15 years of research and synethesises of over 50,000 studies. It presents the largest ever collection of evidence based research into what actually works in schools to improve learning. Even if you don't like the results of all of the analyises, you can't throw out 15 years of work based on over 800 meta-analyses. We can't even get our district to clearly and concisely clarify the results of our most recent math pilots, yet decisions have been made about which books to purchase. <br /><br />I read a summary of this work by Gerry Miller, and I suggest you do, too. It is available on the internet so look it up. The fact that Hattie is from New Zealand is indeed important. Important in that New Zealand ranks in the top 6 nations in reading , mathematics, and science and has a high proportion of excellent teachers who are always seeking to improve and constantly monitor their performances to make a difference to what they do. I have heard that Japan requires their teachers to be supervised for 5 years until they are ever allowed to take control of a classroom themselves. This is in great contrast to what happens in the United States. Private school teachers don't often have any teaching credentials and credentialled teachers can earn Masters and Phds, yet are never consistently supervised or given feedback about the way they teach. Rather, they are only graded on their thesis, the tests they take, and the classes they attend. One or 2 observations a year by a principal is not the same as consistent training, feedback, and improvent. <br /><br />New Zealand's educational system ranks significantly better than the United States and definitely better than the below average results that Illinois constantly earns in comparison to all of our other states. It is important to study schools and countries that are more successful than we are. Hattie attributes this to the higher quality to the teaching methods, not resources, that those children receive. <br /><br />His work is supported by Stanford's highly respected Dr. Carol Dweck. In fact she and Hattie disagree with Jo Boaler's ideas. This summary says,: "Carol Dweck does not advocate mixed ability, but, like John Hattie, warns of the dangers of setting on motivation and self -concept. In her research she has found that high achieving girls can suffer badly if they have a Fixed Mindset , due to the blow to their fragile self-esteem caused by suddently finding themselves sttuggling in a top set, whereas previously they have seen themselves as achieving well in relation to their peers."<br />Challenge is good, but if these children are not consistenly challenged at an appropriate level from a young age, waiting until high school or college to give these children challenging materials is a mistake. <br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-50513349088303595752015-03-07T15:58:32.576-06:002015-03-07T15:58:32.576-06:00Whether or not you believe in Hattie's statist...Whether or not you believe in Hattie's statistics, D181 is playing fast and loose with them. I am sitting here right now with my 2009 copy of Visible Learning as cited in the D181 document and the #1 ranked Influence is Self-Reported Grades with a 1.44. There is nothing called Collective Efficacy by Hattie nor is there any influence above 1.44 so how the D181 chart can show a 1.57 is beyond me! In addition to seemingly making up an influence, they leave out quite a few as well. For example, small group learning is .49 and socioeconomic status is .57. Finally, Hattie also indicates below a .4 is not a no effect - just needs further study in context. What a Spin! Jill Quinonesnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-11297096132376031132015-03-07T15:16:56.508-06:002015-03-07T15:16:56.508-06:00Why would Dr. Schneider try to convince people tha...Why would Dr. Schneider try to convince people that he is not responsible for LFA? If he doesn't want it, and neither do the parents, then who is keeping it here?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-91028975032614824522015-03-07T13:13:20.949-06:002015-03-07T13:13:20.949-06:00Ms Olsen:
Take some time to Google Hattie research...Ms Olsen:<br />Take some time to Google Hattie research problems and see what hits you get. It's all right there for you to review. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-1358250934146750532015-03-07T12:19:47.523-06:002015-03-07T12:19:47.523-06:0010:16 - would love to see the critiques of Hattie...10:16 - would love to see the critiques of Hattie's work - do you have any links?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-30381744741876144982015-03-07T10:16:04.982-06:002015-03-07T10:16:04.982-06:00Regarding the previous comment: The "meta ana...Regarding the previous comment: The "meta analysis" conducted by Hattie is essentially worthless because of questionable statistics. Hattie even admits half his statistics are wrong. Google it. There are many other US (Hattie is Australian) researchers who are more credible and whose results are not subject to question. These are the types of scholars that should be referenced in our district, not someone who is cooking the books and is clearly in line with the flawed ideologies of White and Schneider.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-49357412180603505792015-03-07T10:04:35.772-06:002015-03-07T10:04:35.772-06:00I attended the debate Thursday night and felt it w...I attended the debate Thursday night and felt it was very informational. I appreciate the fact that all of these people have stepped up to the plate. However we need 4 new board members who satisfy the following criteria:<br /><br />1. Someone who is not intimidated by experts or uses it as an excuse since they are not interested in educational matters.<br /><br />2. someone who believes in accountability for fiscal spending and program implementation.<br /><br />3. willing to ask meaningful questions.<br /><br />4. who is willing to delve into the data being presented.<br /><br />5.Willing to listen to and take into consideration opposing views, engage the community and come up with some way to restore sanity to this district. Yes taxpayers, all tax payers matter. You can't pick and choose your neighbors. Learn to live with them! Come up with some meaningful surveys that will be used.<br /><br />6. Lets get the teacher input, from all teachers. Please share it and use it.<br /><br />7. Someone who understands that parents do want to know how their school is doing compared to other schools in the district and yes we may be interested in mundane matters such as building maintenance if it's going to keep our kids out of school for two weeks. No thanks to the only board member who voted against the split schedule. Please do look out for all schools and kids.<br /><br />It was my understanding that the board had staggered terms to allow for continuity. We need fresh sets of eyes. Yes they are all nice people but who can contribute and be productive on behalf of the taxpayers most effectively. I felt Burns, Czerwick, Giltner and Gray would be good representatives who will put our students first and are willing to listen to teachers and parents. They also seem like critical thinkers who would be willing to ask the tough questions. Not knowing the history behind the HVAC at HMS, I also felt Mr. Czerwick displayed his commitment to transparency by sharing his previous involvement within the district. Whoever is elected I hope they will move us past this fixation on inclusion and social justice since we just want our children to be well educated and have the opportunities they deserve based on the high taxes we pay. If the goal of the administration is to not provide a rigorous program for all children, they need to start telling realtors in the area and stop the double talk. We are charged a premium for every service just because we live in Hinsdale including the assessments for the same house on a smaller lot that you may find in neighboring suburbs. Why are our home assessments so high if the village is not even comparable to LaGrange or Downers Grove and now the schools are going to focus on social justice and inclusion. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-69604115642587138502015-03-07T08:51:58.997-06:002015-03-07T08:51:58.997-06:00The agenda and attachments are up for Monday's...The agenda and attachments are up for Monday's board meeting. The last page of the Learning for All Master Document Appendix is bar chart referencing a meta analysis of data from studies on raising student achievement. A good summary of the meta analysis, including an definition of each of the line items and an explanation what the numbers are actually "measuring" can be found through http://growthmindseteaz.org/johnhattie.html - scroll to the bottom of the page, click on the link for "Visible Learning Summary by Gerry Miller" for the Word document.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-36758935676860321642015-03-06T22:23:24.365-06:002015-03-06T22:23:24.365-06:00Jay Wick "Do these sound like the recollectio...Jay Wick "Do these sound like the recollections of a loose cannon?"<br /><br />I understand what your were trying to do. I am just suggesting that in the sound bite world of politics, you might want to avoid mentioning that you were considering suing the BOE unless someone asks you about it.<br /><br />You have my vote.<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-5840551908275104882015-03-06T20:02:15.820-06:002015-03-06T20:02:15.820-06:00Let me clarify why I once gave consideration to bl...Let me clarify why I once gave consideration to blocking the actions of the prior BOE who to spent millions with an "energy performance contractor".<br /><br />That third-party added nothing to the HMS project and was for all practical intents merely a way to sidestep normal bidding procedures -- Chevron acted as a middleman, hiring subcontractors without forwarding their qualifications on to the BOE for approval. For this they collected a handsome premium on a project that time has proven to be other than high quality. <br /><br />Further, the portion the of Illinois Code that allows such contracts has been called into question before -- the use of such a the third party allows one big contract that otherwise would be split into smaller components. Instead of one huge number, the individual contracts would have revealed whether or not the work was in-line with industry norms. I believe such "all in one" contracts are designed specifically to avoid the scrutiny of the public. The public was kept in the dark about the type and amount of insulation added (if any), what kind of replacement windows were used, or even the expected lifespan of the primary HVAC systems. Adding insult to injury, Chevron came back to the BOE with change orders/add-ons that demonstrated their incompetence.<br /><br />Decisions to pour more concrete on the roof almost certainly worsened the conditions that led to ice dams experienced last year. When Chevron notified the BOE that they were going to allow the contractor to "abandon in place" the old heat ducts that previously prevented the fire-sprinklers in the storage area near the gym from freezing there was no architect or HVAC engineering report to say what implications this might have -- hindsight has shown that had these things not happened the "water intrusion event" at HMS would NOT have occurred. That storage area was, in fact, the origin of the damage.<br /><br />Had I been able to convince the BOE to bid out this work in a conventional manner or at least have the work more closely supervised by qualified a professional, the district would have been millions ahead.<br /><br />I have some regret choosing not to pursue the matter. Though I instead pushed the BOE to get a slightly longer 'warranty period' it was insufficient. Unfortunately the mild winters we had in the intervening years failed to expose the extent of the incompetent workmanship during the warranty period.<br /><br />To borrow a quote, this incident "is seared into my memory". <br /><br />Do these sound like the recollections of a loose cannon? Or a concerned citizen appalled at how easily the BOE can be duped when it fails to listen to those with experience. I have sat through dozens of presentations of charlatans that claim to be able to "slash the costs of running the data center" and nearly all them fail to account for the kind of real-world issues that are unknown to salespeople. The reality is one week these people are hawking "cloud solutions" and the next "solar panels". When a sales person grabs the microphone and starts waltzing around the room like a gameshow host, experienced IT people know it is time to cancel the presentation...<br />For those that watch the video from last night this style will be evidence from just one candidate. Such a peacock is frankly incapable of true collaboration as their ego demands that they take center stage. Folks that have seen the D86 board well know how such personality-driven style doom a school board to wrong-headed action.<br /><br />I've diligently asked that decisions be based on hard evidence and not vague promises. Whether it has been in my employment in Information Technology, in front of the D181 BOE or Village meetings or even the often quiet work I have volunteered to other schools / churches / community groups, I have prefered to help move toward a shared goal and not needless obstruction.jay_wickhttps://www.blogger.com/profile/13432309250544319696noreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-27400335197256772032015-03-06T18:34:56.359-06:002015-03-06T18:34:56.359-06:00We have been following the series of comments invo...We have been following the series of comments involving the administrator who is allegedly bad-mouthing some of the BOE candidates and if this is true, it is abhorrent. More than that, however, it is also a violation of Board Policy 2:105(1) that states: <br /><br />"Prohibited Political Activity<br /> The following precepts govern political activities being conducted by District employees and Board of Education members:<br />1. No employee shall intentionally perform any “political activity” during any “compensated time,” as those terms are defined herein.<br />2. No Board member or employee shall intentionally use any District property or resources in connection with any political activity. "<br /><br />The only questions that need to be answered are:<br />a) Did this "administrator" do what people are alleging he did? Hopefully if he did this the parents who he actually spoke to will contact Dr. White and the BOE directly, or if questioned by Dr. White, will tell the truth. After all, at the end of the day, how dare any administrator who doesn't live in the district attack ANY of our D181 residents, taxpayers and parents. It certainly says alot about his bravado and arrogance! All parents need to rally around any candidate who is attacked by the employees in this manner.<br /><br />b) If the answer to a is yes, then what is the BOE or Dr. White going to do about it, because clearly there needs to be a consequence for this misconduct. Frankly, we believe this is a fireable offense.<br /><br />We know what would happen under the prior administration. Nothing. Will Dr. White demand accountability? He better!<br /><br />The Parentshttps://www.blogger.com/profile/06479785630757500730noreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-53100342133431434842015-03-06T18:33:21.099-06:002015-03-06T18:33:21.099-06:00I guess that is why Dr. Schneider hasn't had t...I guess that is why Dr. Schneider hasn't had time to return my phone calls to discuss my son's IEP. He has been too busy running around town and building alliances. Glad we pay him the big bucks. Very professional. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-11428901122871520322015-03-06T18:18:59.560-06:002015-03-06T18:18:59.560-06:006:07: How do you know this? Are you a teacher or...6:07: How do you know this? Are you a teacher or have you spoken to a teacher who was called by this administrator?The Parentshttps://www.blogger.com/profile/06479785630757500730noreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-4388080525369430982015-03-06T18:07:46.848-06:002015-03-06T18:07:46.848-06:00He has been visiting teachers also to try to convi...He has been visiting teachers also to try to convince them he is not the author of LFA. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-83445590160816657162015-03-06T16:36:09.630-06:002015-03-06T16:36:09.630-06:0012:09 said "I have heard from several parents...12:09 said "I have heard from several parents who have received phone-calls from a person in the Administration asking them to lobby for him. "<br /><br />What do you mean by "lobby for him?" He isn't running.<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5961215159419443702.post-50624550493861809992015-03-06T15:19:05.253-06:002015-03-06T15:19:05.253-06:00A confident and knowledgeable administrator would ...A confident and knowledgeable administrator would welcome a more critical eye because he is confident that in what he is doing, and knows that a more detailed assessment will highlight what a good job he is really doing. In contrast, a pretender, will be afraid of accountability and need yes men on the BOE to hide behind while the district falls apart.<br /><br />I am not too surprised to discover that we have the second type of administrator.Anonymousnoreply@blogger.com