Category Archives: charter schools

THE LANGUAGE OF THEIR FATHERS

My students speak the language of their fathers and their fathers don’t all speak English.  California is a tough place to live and go to school if you don’t speak English. dsc_0125

We have a long and inglorious history in this state of lining up groups of people in our collective sights, and then stripping them of their fundamental rights through public elections (Remember Prop 8?).  So in 1998 Californians passed a state proposition that effectively banned bilingual education.

calImagine that.  While the rest of the world continues to require two and three languages for children, our state made bilingual education all but illegal.  I wondered:  is that really what Californian’s want for their children?  And if that is what Californians really want for their kids, why is a foreign language still a requirement for the vaunted University of California system?

And just in case any schools had ideas about ignoring the law (like, of course, we did at El Milagro), along comes NCLB  to squeeze every existing bilingual program that might still be operating in the state.

Because in California, the state board of education determined that children must take the state assessments in English. No exceptions.

parkingjpeg1So like all of their native US-born, monolingual, English-Only counterparts, our English learners have to demonstrate mastery of such things as reading comprehension, word analysis, mathematical operations, number sense, algebra and writing conventions.  They have to demonstrate that they know and can do what any child at their grade level should be able to do according to grade level standards.  And they have to do it in a foreign language called English. 

And of course the results matter.  Their school could fail to achieve the AYP goals for English language learners if they don’t get enough right answers on their test.  Their school could become a “Program Improvement School.”  There could be sanctions.  There could be consequences for their teachers and their principals. 

But that’s not all.

Schools with a high percentage of students struggling to learn English typically end up with a lower Academic Performance Index…

Results are published in the local media and the API of each school is compared and contrasted… 

calif-dist-schoolReal estate companies utilize sites like greatschools.net to market properties and neighborhoods with the highest scores…

Prospective new families then move to areas where they perceive there are the best schools…

…While communities with disproportionately large numbers of  English language learners  continue to experience declining enrollment, de facto racial and ethnic segregation, and high mobility.   

It’s a tough cycle to reverse. So schools, out of necessity, abandon their bilingual programs and opt for full English immersion and the bigoted doctrine of  “English-Only” wins. 

But isn’t there a better way? If you really want to assess what a child has learned , do so in the language with which they have the greatest degree of literacy– like the 14 other states (including Texas and New York) already do. 

If you are still unconvinced, please take the simple quiz below.  There are only three questions and if you are an educator or a parent or a concerned citizen—you have the answers!  Just imagine that your school’s reputation, your future, the entire social/cultural/economic fabric of your community depends on your score.  No pressure.  Relax and do your best—even if the quiz is in a foreign language:

Question Number 1:

quiz

 

Если ваша профессиональная репутация, ваша школа рейтинга, и будущее ваших учеников были все зависит от детей, каким образом осуществляется на стандартизированных испытаний, которые приведены в иностранном языке, вы должны:

А. выступаем за то, чтобы дети предоставили оценки на их родном языке ,

B. энтузиазмом участвовать в вашей государства осуществлять в учебных злоупотреблений;

C. вид, что исход отметив делать с языком, или

D. привести ненасильственного протеста

Question Number 2:

كاليفورنيا يطالب بأن تتخذ جميع الأطفال أنصبتها المقررة باللغة الانكليزية للأسباب التالية :

أ. انها حقا جيدة للأطفال

ب. لأنها أكثر موثوقية وسيلة لتحديد ما تعلمه الأطفال

C. لأنها ستوفر معلومات قيمة والمعلمين حول ما يعرف الطلاب

د. وسوف نتأكد من الطلاب لا يملكون غير عادلة رئيس جامعة كاليفورنيا تبدأ اللغة الأجنبية

Question Number 3

Λαμβάνοντας αυτό το παιχνίδι δεν είναι ένα έγκυρο κριτήριο της τη νοημοσύνη μου, διότι:

Α. Δεν μιλούν καμία από αυτές τις γλώσσες

Β. Είναι απλά μια προσομοίωση

C. Είμαι πραγματικά πολύ έξυπνη και μόλις πήρε suckered σε αυτό το κουίζ

D. Αν όλοι μιλούσαν αγγλικά δεν θα είναι απαραίτητα αυτό το κουίζ

checkjpeg1So how did you do?  Are you in Program Improvement?  You can check your answer and the translation here  on Sunday, January 4.

3 Comments

Filed under charter schools, El Milagro

ONE RAINY CHRISTMAS DAY WE MAY DISCOVER OUR GIFT

dsc_chessjpg

It is a rainy Christmas Day in San Diego and I am not thinking about gifts as much as I am thinking about how children are gifted…

And how we have tried so hard for so long to defy NCLB’s gravitational pull toward the homogenization of our curriculum by stubbornly celebrating the multiple intelligences…

And how we might be even more effective when we return to school in January if we can continue to recognize the many ways that children can be gifted. Or intelligent.

And how we so casually recite the 7 intelligences as if we were naming the days of the week or Disney’s dwarfs: verbal, mathematical, spatial, musical, interpersonal, Saturday, intrapersonal, kinesthetic, Grumpy, Sneezy, Dopey… 

guitarAnd how we have come to accept Gardner’s word as Gospel when it comes to intelligence and how we weave his word into our work– or we do not…

And how the newest “intelligence” that Howard Gardner identifies—the one that we haven’t quite figured out how to recognize (let alone celebrate)– is the one he simply calls the spiritual intelligence…

And how sometimes I think that the spiritual intelligence is the strongest of my intelligences, and sometimes I can hardly find it at all…

And then on this rainy Christmas Day when I should be playing with my daughter’s new PSP I am instead reflecting on my students and my colleagues and my family and what a collective gift they are to me….

And so, for the moment, I resolve to seek the gifts we find in others and continue the journey to wherever the spiritual intelligence might take me…

And I wonder where your gifts have taken you. 

journey

Leave a comment

Filed under charter schools

7 HEISMANS AND THAT PICTURE FROM UCLA

dsc_ucla2

 

 

It’s not a great picture.  At least artistically speaking. There are eight of our students and only Brandon even looked at the camera.  The lighting, such as it is, is purely accidental. If you didn’t know the subject you would click past it and move on. 

But we can’t.  We know the subject.  And we know how they came to be sitting in the courtyard there in the shadows of those majestic buildings.  For us there is tremendous symbolism in that picture from UCLA.

So let me ask you, as an educator, when did you first know you were going to college? 

As the youngest of three wayward boys, I was the first in my family to even graduate from high school, let alone go to college—or get a degree.  When I was the age of the students in the picture, I could not have predicted a doctorate.  Or running a school.  Or reading the blogs of colleagues on Saturday morning. I went to college by accident and only to play football.  For many of you I know the story is the same.  Our students have their stories too.  And for most, the journey to a university campus is too often one of pure luck, or providence, or childhood fantasy, or accident. 

Unless we put them in the picture!

busjpgWe took all sixty of our 8th graders to Los Angeles last Spring and spent three days touring colleges and universities there.  We went to Cal State LA, UC Irvine, Long Beach State University, UCLA, and of course, the University of Southern California.  We stayed in a hotel in Santa Monica and I have ever been so proud of a group of students—or so inspired.

As close as we were to Hollywood and Universal Studios and Knotts Berry Farm and Disneyland–  we didn’t see any of those places.  Our only side trip was to the Museum of Tolerance.  The real attraction– the power– was in spending time on those campuses;  feeling the energy, shopping in the bookstores, walking through classrooms… and seeing so many college students who looked just like our kids.  57 of our 60 students are Latino.  2 are African American.  We are a low income, Title I school. Every one of those students knew how unlikely it was for them to be sitting on the wall at UCLA on a Spring afternoon when they would otherwise be back at school struggling through their algebra.

It is getting harder and harder for families to send their children to college.  It is getting harder to finish, too.  In fact, the US is 15th out of 29 nations in college completion rates– just ahead of Mexico and Turkey.  Moreover, Latinos like the students from our school that we call El Milagro, are least represented on our college campuses. Even though they are the fastest growing ethnic group in the US, they make up only 11% of college enrollment.   This of course explains why only 12 percent of Latinos age 25 and older have received a bachelor’s degree or higher compared to 30.5 percent of non-Latino White students. 

flags

Despite such odds, there is still is a well-lit path to college if we are willing to show our students where it is.  In fact, when we piled off the buses by the bookstore at USC, we were greeted by a Pre-med student who was hand picked to be our campus tour guide. He knew our students and the challenges they faced.  He was one of our alumni, a past graduate of El Milagro with a little brother now in our 7th grade. ( Just one more surprise—one more piece of diligent and intentional  planning by our counselors Ryan and Marisol!) He wasn’t a regular tour guide and to tell you the truth he didn’t know the campus all that well.  He pretty much knew where his classrooms were and the bookstore and the library.  But that too was telling.  He was not there to play.  He knew the sacrifices that others had to make so that he could attend this extraordinary institution; to live his dream and some day return to serve his community as a doctor. 

hesiman-trophy

He did know where the athletic department was though– where all 7 of the Heisman Trophies are displayed. There was the one from Mike Garrett and Charles White and Marcus Allen and Matt Leinart and Carson Palmer and Reggie Bush and yes, OJ’s is there too.  We passed by and looked at each one and kids like Fernando knew exactly what that trophy represented and what it means to have so many in one room.

The next day, just before lunch, Ryan and Marisol lead their daily groups in the main courtyard at UCLA.  The tours were structured so our students had some time to reflect.  In the groups they could ask questions and share pictures and write in their travel journals.  The group sessions challenged them to share their dreams and their personal epiphanies.

“So what have you learned in your visit today?”journals1

“As you sit here on these steps and look around this campus, what do you think you have to do right now—in preparation to go to school here?”

“What image has created the most powerful impression on you so far?’

They all shared and listened. 

“It’s not just the goals we set for ourselves,” Maria said.  “We have to stay close to each other and surround ourselves with people who have the same goals that we have.”

“High school seems different to me right,” Miguel said.  “I think if I want to go to UCLA, I need to start preparing today.  I need to approach school in a whole different way.  I need to get serious…because I can do this.” 

Fernando was still thinking about those Heisman Trophies he saw the day before on the other side of town. Everybody knows that Fernando is a great football player.  He has unlimited potential.  As an athlete.   He started to articulate what the past three days had meant to him and how no one in his family had even set foot on a college campus like this before.  Something clicked, sitting there in the hallowed air of UCLA.  “Those Heisman Trophies were sick,” Fernando said.  “But I know, I can’t count on football to get me to college.”  

Fernando and his classmates finally figured out why we wanted to load them on to buses and spend three days looking at universities when they were only in the 8th grade.

He looked at Ryan and Marisol and tried to say thank you but he just put his head in his hands and started to sob.  He wasn’t alone.  For Fernando and all of his classmates from El Milagro, the road to college will not be an easy one.  And for some it will be improbable.

But then… there they are sitting in the courtyard in that picture from UCLA.

group

PS

On June 20, 2011,  I will be posting an announcement on my blog declaring where each of these 60 students are going to college.  I can’t wait.  In the meantime, this Spring, we are taking 60 more students to UCLA.

(Soon to be Posted on Leadertalk.)

3 Comments

Filed under charter schools, El Milagro

A POEM FOR BARACK OBAMA UPON THE INAUGURATION OF AMERICA

A flurry of blogs—including Scott McLeod’s Dangerously Irrelevant” have invited their readers to write an open letter to President-Elect Obama.  It is a cool idea so I decided to write one.  If you scroll down to the next post you will find it.  But then I saw Larry King interview Maya Angelou about her poem “On The Pulse of Morning” which was written for Bill Clinton on the occasion of his first inauguration.  Dr. Angelou said she has not yet been asked to write an Inaugural Poem for President Obama but said she would write one for him anyway– which is also a cool idea.  So I wrote one of those too. 

This is my Poem on the Inauguration of America. It was written moments after CNN announced Barack Obama as the 44th President of the United States. It gives voice— at least for me— to the deep emotions, the catharsis, and the extraordinary pride I feel in him. And in America.  And the very long road we have walked.

 

“Here on the pulse of this new day, you may have the grace to look up and out and into your sister’s eyes, into your brother’s face, your country and say simply, very simply, with hope, good morning.”

–Maya Angelou “On The Pulse of Morning” 

flags1

“I AM HOPE”

A POEM UPON THE INAUGURATION OF AMERICA
January 20, 2009
Written for Barack Obama,  the 44th President of the United States
By Kevin W. Riley

 

Hope.

I  am.

Hope has, even for America’s moment,
Brought more than this moment of redemption.

Hope.
Though I am shackled and thrown upon the swollen deck,
Seaborne and riding the stench of slavery to some new world- lost to life.

Hope. Though I am asleep in Lincoln’s apocalypse.
I am Gettysburg and Manassas and Shiloh.
The dead stacked and shoveled into history’s silent pocket.
In the atrocities a war wrought, even the birds were lost for song;
their throats clutched
In witness of humans who could be so calloused and so cruel.
All in the name of Freedom.

Hope.
I am innocence: Emmit Till and Little Linda Brown
and Addie Mae Collins and her three young friends.

Hope.
I am the blessed martyrs. I am Medgar Evers.
I trust Malcom X with my fury.
I marched from Selma to a Birmingham Jail.
I ripped away the judge’s hood that silenced Bobby Seale
and enjoined the Freedom Riders to endure the flames at Anniston.
I heard the chilling voice of Bull Connor and the sting of riot dogs.
The fire hose.
I saw school buses ignite Roxbury and trigger decades of white flight.
And still I stand.

Hope…
I am the preacher-prophet who foretold that we would reside one day
in a promised land.
He must be with us now.
Though the years have kept his visage young…
His eternal voice is crisp as fire
As he sings from the mountain top.
This morning I heard the sky rejoice-
like the deafening wail of 10,000 hurricanes.

I am Lazarus.
I have redeemed the blood of a beloved brother, gone 40 years.
(Bobby’s picture is still among a shrine of holy cards
in a little house in San Antonio
Where Abuelita says her morning rosary
To Cesar Chavez and a wall of popes whose names she cannot pronounce).

I am JFK for whom Ireland still weeps.

I am redemption for centuries of sorrow;
For a word so foul it sticks in civil throats like drying cactus–
Thistle and rust, decapacitating…
A poison elixir that not all our years combined can exorcise.

I am first Hope. Jackie Robinson and Thurgood Mashall.
I am the first black pilot, the first black principal,
the first black business owner, the first pioneer.
I am first to serve, first to play, first in science,
and first to sail deep into space. 
And yet I am last.

I am Hope.
I ride a mighty wave.
I stand on shouldered giants, most for whom history has not reserved a name.
I am beneficiary of the wishes and the words and the blood of legions.

I rise by the toil of Chisholm and Jordon;
on the scaffold stairs built by Jackson and Charles Houston
and Andrew Young.

I am
Hope– tempered, with no guarantee.
But if ever He loved a people
Surely now He has heard our prayers…
Whispered through days and years and generations–
Through all America’s time
To let us be who we must be;
To even once know what it means to be ONE nation.

Alas…
I am only Hope.
My arms are thin.
I speak as if all of God’s angels have somehow filled my lungs
with righteous air.
I am your mouth. His voice.
Our hands–
That the promise of humankind might at last be realized.

But I cannot be who YOU will not be…

So now my name is nailed above Katrina’s door,
Above the Wall Street debacle and the house of cards.
My name is nailed to Iraq and Jerusalem, to all ancient Persia–
And to the suffering of Darfur.

And as I go, so go a hundred nations.

Freedom shines,
A loud bell tolls the moment.
We are astride a wondrous day.
History will remember us as giants…
Or it will not.

Redemption has a name.
I am Obama. And mine is a holy song.

wave2

16 Comments

Filed under charter schools, El Milagro

BOX SCORE

(NOTE: As the Annual Yearly Progress (AYP)  goals continue to accelerate, more and more US schools will be categorized by the pejorative brand: “Program Improvement School”.  NCLB’s kiss of death.  By 2014 as many as 90% of America’s schools could be categorized as underperforming “Program Improvement” schools.  Perhaps it provides a handy label for politicians to rail on public education in general… but inside our schools, where we know our children’s names and faces, it is a different story.

This is the FIRST POST IN A SERIES as Mueller Charter School awaits its test results from the 2007-08 school year.)  

 

I watched Sport Center last night and the announcer declared that the Yankees beat the Red Sox with  5 runs, on 8 hits and 1 error.  The Red Sox had 4 runs on 7 hits and 1 error.  Game over.  Just like that.  Spectacular drama reduced to a box score.

All of the human emotion and energy was drained from the page and forever deposited into the timeless vaults of Major League Baseball.  All that was left behind were shelled peanuts and Bronx beer cups and a lost binocular case: the predictable debris of 55,000 spectators and a national television audience.   Soon all that would be swept away too.  But not the box score.  

 So where in this infinite compression of events does the box score reflect that an  outfielder played the game of his young career or that an old veteran pinch-hit in the  8th and struck out—leaving two runners stranded and causing management to question his future in the game.   Or that a maple bat shattered on a foul ball and flew into the stands just missing an eight year old girl who had turned to look for the vendor selling cotton candy. Or that the pitchers in the bullpen spit sunflower seeds on each other and flirted with the girls in Section 107 and that one of them got a date. Or that an umpire made an embarrassingly bad call on a routine play at second only to stumble as he jogged back out to his position beyond the infield grass.  The fans who were jeering him hesitated long enough to laugh as he nearly face planted within view of a momentarily hostile world. 

55,000 fans left with new memories forever fixed.  “Remember that game we saw at Yankee Stadium just before they tore it down?  When was that… 2007?… 08”    Lives were enriched,  But not the box scores. 

And yes there is a point here.

At Mueller Charter School we await the return of our students’ test scores– now just weeks away. A year’s worth of collaboration, energy, focused effort, commitment, heartbreak, tears, momentary triumphs, wins and losses—will all be reduced to a few lines. A box score. 

“Did you meet your AYP goals?”   

“Did you make significant gains on the Academic Performance Index?”

“Did you go into Program Improvement?”

“Did you prove your worth on the planet as a charter school?”

And we will answer:  “But what about the lives we touched?  The lives we SAVED?  The families we successfully linked with health care insurance… the kids that climbed out of the basement referred to as Far Below Basic… the kids who we sheltered while their father was sent to prison in Central California… the teacher who was ready to quit until she found salvation in her extraordinary students… the strides we made in utilizing formative data to make strategic adjustments…  the hundreds of students who now have enough of a foundation in English to compete academically—even if it wasn’t soon enough to benefit this year’s box score…”

“What about the community of teachers and learners and families who will declare last year a tremendous success, who will return from summer vacation energized regardless of what shows up in the box scores?  What about our indomitable spirit– the “this is our year”, the no quit, no excuses, no turning back– the community invested in the success of their kids?”

Who knows.  When we get our results back at the end of July we may conclude that we have finally overcome the adverse effects of poverty and the economy and family mobility and the challenges of learning English as a second language and that we actually met the AYP and API and PI expectations.  The data may authenticate the most productive year in the 15-year history of Mueller as a charter school.  The Board and media and world community may then suddenly sit up and take notice:  “Wow.  How about that Mueller Charter School.  How did they do it?”  Or not.

In either case we know for certain that a single box score out of context cannot predict whether the Yankees or the Red Sox will win the American League East.  Just as we know that the complex drama of teaching and learning and human relationships and keeping children whole– cannot be meaningfully reduced to a box score. 


3 Comments

Filed under charter schools, El Milagro, gifted children, public education, standardized testing