There are 31948 comments on the Dayton Daily News story from Feb 5, 2008, titled Our recommendation: Springboro voters should say 'yes' the first time to school levies. In it, Dayton Daily News reports that:
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#23692 Feb 28, 2013
So, when will you bums vote for a levy? That's original topic, duh!
#23693 Feb 28, 2013
When we need one
#23694 Feb 28, 2013
Somebody better start caring about the 2000 plus kids who are not getting the education they deserve.
Do you notice that no one provides an alternative reading of the data?
What are they going to say in refutation, 42% is good enough to pass?
Spare us the snarky comments and tell us how you would reallocate our existing resources to apply them where they are needed most urgently.
Our junior high school, in math and reading, is in a horrid state according to the scores on the OAA tests. While some children are doing very well, an unacceptably large percentage is performing abysmally below the 63% mark.
The snide and dismissive comments will not save these 2000 plus children's futures.
#23695 Feb 28, 2013
When I was a child, the junior high school I attended had 6 periods of 55 minutes each, 5 minutes between classes, and half hour for lunch.
It got me 170 hours of instruction per year in each subject.
The junior high in Springboro has 8 periods of 42 minutes each. 130 hours of instruction per year in each subject.
Over the course of 185 days in a school year that amounts to 40 plus more hours of instruction that I received in english, math, science, social studies, music, and 20 more hours of industrial arts, and PE.
We had no study halls until we got to high school.
To make up that forty hours the kids today in Springboro would need to attend 48 weeks of school rather than the 37 they currently enjoy.
Given the state of our reading and math scores in the Junior High, we should probably forgo the fun electives and concentrate once again on the core classes and return to 6 periods of instruction.
#23696 Mar 1, 2013
I'm curious, the test scores have not changed that much over the past decade per your comparison of school funding and test scores so where are all of those Springboro graduates that were only proficient? How many went on to college anyways even though you would have called them failures. How many are successful adults?
How about, instead of constantly complaining how bad we are doing YOU come up with some ideas that can help this district.
#23697 Mar 1, 2013
Bestowing the label of excellence on districts that do little to provide for students beyond basic proficiency helps no one. Even in elite, affluent suburbs, communities are lulled into complacent acceptance of the status quo even as their children perform at a level nowhere near excellent. This phenomenon is nicely explained by Jay Greene, coauthor of
When the Best Is Mediocre:
State accountability systems and the desire to rationalize the lack of quality options have encouraged the elites to compare their affluent suburban districts to the large urban ones in their state. These inappropriate comparisons have falsely reassured them that their own school districts are doing well. This false reassurance has also perhaps undermined the desire among the elites to engage in dramatic education reform. As long as the elites hold onto the belief that their own school districts are excellent, they have little desire to push for the kinds of significant systemic reforms that might improve their districts as well as the large urban districts. They may wish the urban districts well and hope matters improve, but their taste for bold reform is limited by a false contentment with their own situation.
Radio audiences laugh at the imaginary Lake Wobegon, where ALL students are above average, but Ohio has taken things to a level that some have described as Lake Wobegon on steroids, and the damage to the educational system is becoming evident. It is Time to take an honest look at state standards and to see how these excellent districts are truly performing. Parents, policymakers, and the general public no longer can afford to pretend that the emperor is clothed. It is time to take a look at the ugly, naked truth about the accountability system in Ohio. www.oagc.com
#23698 Mar 1, 2013
Perhaps you could leaf back through the pages of this forum and find more than a few of the suggestions I have passed forward.
The ones that I personally know that have been rated as Proficient have had a hard time getting a foot hold in college and in life. They tend to expect more than what they are actually earning and discourage rather easily. None that I know have gotten out in four years from college and are frustrated by their lack of progress and the pace at which they are pursuing a better life.
I have been hiring these kids for the past 20 years and these are merely my observations, your mileage may vary.
The young men and women I have talked to knew the score and what the easy classes were that prepared them not a whit for life. They took them because they were easy and got good scores in them. Hindsight from a kid who graduated three or four years ago is illuminating to listen to if you have the time.
#23699 Mar 1, 2013
If he or she was capable of doing something they would have to change their tag to "Just Doing" it's much easier to be "Just Watching"
#23700 Mar 2, 2013
Top-down federalized "Common Core" standards are now sweeping the country. It's important to remember that while teachers-union control freaks are on board with the Common Core regime, untold numbers of rank-and-file educators are just as angered and frustrated as parents about the Big Ed power grab. The program was concocted not at the grassroots level, but by a bipartisan cabal of nonprofits (led by lobbyists for the liberal Bill Gates Foundation), statist business groups and hoodwinked Republican governors. As I've reported previously, this scheme, enabled by the Obama administration's "Race to the Top" funding mechanism, usurps local autonomy in favor of lesson content and pedagogical methods.
One teacher described a thought-control training seminar in her school district titled "Making the Common Core Come Alive." A worksheet labeled "COMMON CORE MIND SHIFTS" included the following rhetorical muck:--The goal of curriculum should not be the coverage of content, but rather the discovery of content.... If done well, Common Core will elevate our teaching to new heights, and emphasize the construction of meaning, while deepening our understanding of our students."
--"In our classrooms, it is the students' voices, not the teachers', that are heard."
Blah, blah, blah. In practice, Common Core evades transparency by peddling shoddy curricular material authored by anonymous committees. It promotes faddish experiments masquerading as "world-class" math and reading goals. Instead of raising expectations, Common Core is a Trojan horse for lowering them. California, for example, is now citing Common Core as a rationale for abandoning algebra classes for 8th graders. Common Core's "constructivist" approach to reading is now the rationale for abandoning classic literature for "informational texts."
Claims that Common Core bubbled up from the states are bass-ackward. A shady nonprofit group called "Achieve Inc.," stocked with federal-standards advocates who've been around since the Clinton years, designed the materials. They were rubber-stamped by the National Governors Association and the Council of Chief State School Officers (CCSSO) and subsidized by the Gates Foundation.
In states like Texas, which " rejected
" Common Core, similar secretive alliances prevail. The Texas Education Service Center Curriculum Collaborative, a nonprofit group led by government officials, designed the "CSCOPE" curriculum now used in 80 percent of the state's schools. The state Board of Education, local schools and parents were denied access to the online CSCOPE curriculum database -- which was exempted from disclosure rules. In fact, dissemination of the lessons was considered a crime until earlier this month. Only after parents and teachers across the state blew the whistle on radical CSCOPE lesson plans (including designing a new flag for a socialist lesson) did the state take steps to rein in the CSCOPE zealots.
Grassroots activists in Indiana, Alabama, Utah and nearly a dozen other states are now educating themselves and their state legislatures about the centralized education racket, whether it's under the guise of Common Core or any other name. Last week, in response to a passionate parent-driven protest, the Indiana state Senate passed legislation to halt Common Core implementation. Anti-Common Core bills are moving through the Alabama state legislature, where lawmakers are especially concerned about how Common Core's intrusive database gathering would violate student privacy.
As Texas goes, so goes the nation. The fight against the federalization of academic standards is a national education Alamo.
Props to Michelle Malkin
We are not condemned to wallowing in the base of educational standards, regardless of who is doing the promotion, the state or the feds.
We can set our own level of expectations and devise ways of accomplishing them that raise the bar towards actual achievement.
Our children deserve as much.
#23701 Mar 2, 2013
Once again do the math, Students with no snow days are only in session 180 days max, and can be 179. The 185 is what the teachers get paid for. 5 days of no kids. GET OUT OF THE WARREN COUNTY ESC SERVICES AND LET US RUN OUR SCHOOL
#23702 Mar 2, 2013
Thank you for just watching, and DOING what's right for our school children and community; educating Springboro with a broader vision for our children's future. Our schools and community have only just begun as we review our 2012 Achievements of what our reform minded BOE majority has already done! We're on our way; and no way, will we not continue standing firm on our principles against our political opposition's agenda to reverse our children's future to status quo business as usual.
#23703 Mar 2, 2013
Springboro Board of Education Highlights from 2012
Investments in our classrooms
A renewed focus on individual student success is critical as we adopt higher standards required by Ohios Common Core Curriculum by 2014-15 ( www.corestandards.org ). Weve invested $350,000 in a highly acclaimed reading curriculum for first through fifth graders, added high school AP and math courses, and reduced some elementary class sizes. And this is just the beginning.
Keeping pace with technology in 2013
We are focused on preparing our students to be career and college ready, which includes encouraging digital learning. The district is working on its first comprehensive technology plan. Our five-year forecast includes $1,100,000 to bring our infrastructure up to date, go wireless in every classroom, build the technology backbone for our schools, and replace 1,100 of the districts aging computers. This is necessary in order to equip our classrooms for the new state tests in 2014.
Innovative problem solving
Our district purchased 20 buses in 2006; however, we have not purchased any since. With no prior plan for bus purchases, we learned that our optimum fleet is 70 buses, and 20 buses will age out of our fleet in the next two to four years. With the administration, we worked to find an affordable solution that will bring 21 new buses to the district over the next five years without placing a disproportionate burden on our budget. And the district is working to revise bus routes for 2013-2014 to be more efficient and cost-effective.
Connecting the community to our schools
A Board of Educations role is to represent the community within the school district, and transparency with our community is a priority. Our board created three committees in 2012budget and finance, policy, and compensation and evaluation. These committees meetings follow Ohios Sunshine Laws: they are open to the public with announced meeting times and published minutes. The bridge with the community has been broadened online and on television as well. Board meeting documents are all available through the district website www.Springboro.org , and board meetings are broadcast on EATV Channel 21 through the Miami Valley Communications Council. Visit www.MVCC.net for the broadcast schedule.
#23704 Mar 2, 2013
How fortunate are we Springboro families and taxpaying homeowners to be represented by reform minded board members and school district leaders,
proudly DOING what's right for our strong schools and strong community; Reforming budgets assuring all Springboro students a quality education while living within our financial means, with no increase in taxes! How Absolutely Amazingly Awesome is that Achievement for Our Children's Future!
Now that's DOING it right-- the Boro Proud Way --deserving of community wide applause and continued support for children first budgeting during the ongoing challenges of 2013!
#23705 Mar 2, 2013
The kids are screwed even more, they now only receive 129 hours of instruction. Thanks for the correct info.
#23706 Mar 3, 2013
Do not let all the post that reference DOING trick you, they are all from Just Watching trying to legitimize the nonsenses and fear mongering that they thrive off of. We all know that its one of two BOE members posting this nonsense. If not Just A Lapdog of theirs.
#23707 Mar 3, 2013
Once again, refute my statements on the school district's actual performance. Show the reading public where my analysis is wrong.
Provide the concerned parents why they should rejoice that their child is labeled "Proficient".
Tell those parents how getting less than half of the material is really okay for their children.
Twelve years of "Proficient" education will prepare these 2000+ children well for their future.
Let them also know the address of the Unemployment Office, they will need that in the future as well.
#23708 Mar 3, 2013
We all know that Don Miller is the only one of our BOE members doing NOTHING for our school children first. Don't be fooled by the fearful and failed tunnel vision no-leadership of long time "sitting on the board" member Don Miller.
Don Miller is the only one of our BOE members, who for seven years now, has proven himself to be JUST A LAPDOG for the SEA union masters; protecting the public schools teachers union "adults first" old status quo philosophy; and voting against our school districts' new winning philosophy of children first budgeting.
We only have one "business as usual" board member, Don Miller, who is JUST A LAPDOG for the SEA's "union thugs" politics of "taking out" reform-minded elected officials, in the 2013 Miller vs Kids First campaign.
Don't be fooled by this long-running, ongoing-campaign of BOE member Don Miller vs Kids First, being promoted throughout our schools and community by the Springboro Education Association's "union thugs" politics of personal destruction to
"take out" and vote for revenge against common sense reform minded children first budgeting BOE elected officials.
#23709 Mar 3, 2013
So, Where were you on January 10?
Our reform-minded school board members brought to Boro parents' attention a proposed study to "Do something" to come up with some ideas that can help this district.
Our status quo board member, Don Miller, who is the only board member still sitting on the board as "JUST A LAPDOG" protecting the teachers union "business as usual" empowerment over our children's future, joined with the bad babb for boro babblers and the bitter bowman bloggers, in opposition to our school district pursuing goals of higher academic achievement for all our students.
#23710 Mar 3, 2013
#23711 Mar 3, 2013
I disputed the nonsense when it was proposed to the BOE that the teachers were the primary and most important component of a child's education. The teacher's in the audience were in full throated agreement when that statement was made by a young man during the public participation portion of the evening's affairs.
If one is going to claim all the credit for the success of certain students, one should also be prepared to claim all the credit for the students who aren't doing so well.
The truth of the matter is that education is a cooperative affair that depends on everyone doing their part in the program. Parents hold the high position because they have more influence over a child than anyone else. That position comes with both duty and responsibility to foster a sense of value for education in their child.
The taxpayers provide the funds for everything, without them we have nothing.
The teachers can only do so much, without the support of the community, and most importantly the parents, the teachers job becomes much more difficult.
It is in the best interest of everyone to realize the times in which we live, the sacrifices all are making, and how ultimately we all have the same goal in mind, that of a well educated, productive citizen at the end of the journey.
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