Why or why not?
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I have attended the
same in-service presentation two times with Dr. Villa. So instead of extending
what I learned during the second in-service I received identical
training. He is a very nice man and he did observe me and another
teacher co-teaching and offered suggestions on how we can improve.
However it would be difficult to implement some of his recommendation because
the person I co-teach with is not scheduled in my classroom for the
entire math lesson
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The advice we have
gotten is we are "doing a good job". He is being paid far too much
for what is being done.
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Waste of funds
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He gives you no
actually information to improve your teaching but special education teachers
and principals get pulled from their schedules to cover classes so he can
talk.
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The information he
presents does not change. He does not seem to understand Elementary.
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He presents a great
program it is not the right fit for CASD schools.
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He has given me
absolutely no help in growing as a co-teacher. I have not learned a single
thing from him and he has not provided me with any new strategies to
implement. Why would you pay for someone that has done absolutely nothing for
the teachers in this district? I’m sure the money can be of better use.
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We are not utilizing
what Dr. Villa is training us on properly. We are unable to properly
execute his approach because of the lack of resources and time.
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He doesn’t teach
anything and only talks about himself. Always repeating himself
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We do not have the
resources to properly execute this co-teaching model.
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I attended several
of Dr Villa’s trainings and watched the same videos and heard him say the
same things although the trainings were not meant to be the same. Also every
time he says the same exact things for my feedback. It’s like hearing an
exact recording of his feedback year to year each time he meets with me. Also
CASD does not even truly implement or allow for the implementation that Dr
Villa suggest because we are over scheduled One year I co taught both
ELA and Math with 8 different teachers across two grade levels. Another year
I co-taught 3 different classes. It’s not at all how Dr Villa describes or
presents Co-teaching to look like.
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Waste of money.
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I have been at
several of Dr. Villa's trainings. His program is not suited for our
school district... we do not implement it the way it was
intended. Our current practice of pushing all learning support students
into gen. ed. Classes has proven to be an exercise in frustration for
the teachers, the learning support students, and the general ed.
students... I do not want to be trained in a program that does not work
for our students...
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It’s not benefiting
teachers when two co-teachers aren’t able to do the training together. He
even said it in his presentation if both co-teachers are taught the
likelihood of it working are slim. Also there needs to be more hands on
practical examples and time to practice co-teaching in the professional
development. A few videos and some slides don’t help enough to teach you how
to be a better co-teacher.
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Enough! Same
info. You get and over.
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The one training I
attended was in large group room and he spoke the whole time. That’s not a
training where someone just reads off a presentation.
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Have not had the
experience.
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We have the
personnel and the capability to create professional development that will
benefit OUR staff and OUR student population.
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Teachers don’t feel
it’s been a benefit to them.
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Didn’t find it
helpful or worthwhile co soldering we do not follow a true co-teaching model
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I have no personal
experience with Dr. Villa, however, based on discussions with my colleagues
it does not appear to be beneficial.
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Dr. Villa is meant
to assist teachers who are truly co-teaching. As the special education
side of a co-teaching pair I am entirely unreliable due to the nature of my
job. I frequently have 3-4 meeting per week. If I am holding a
meeting during one grade levels prep I am missing the other grade levels
co-teaching time. If I am needed to deal with a student behavior I am
now missing a co-teaching time. I will never have a substitute
when I am out because of a lack of substitutes. We simply cannot plan
actual co-teaching lessons because I cannot count on being in the classroom
for a consistent basis. In addition, we simply do not have enough
staff. How can I possibly be expected to co-teach in 3 rooms that all
have math at the same time? Coming in and out during the middle of a
lesson is not at all cohesive for the students. We simply are not
set up to actually co-teaching. When I saw the amount of money we are
spending on Dr. Villa it made me sick to my stomach. We have so many
needs and here we are spending money for Dr. Villa to tell me the same things
repeatedly, such as the need for a common co-planning time, suggest using
manipulatives that the math program does not allow, or ask why two
co-teachers have to keep passing the microphone needed for a hearing impaired
student back and forth. It breaks my heart on a daily basis that the
district claims we are doing what is right for these students by co-teaching when
it really just leaves students floundering in general education classrooms
sometimes with material 3-4 levels above their head many days with a special
education teacher that is not in the room long enough or is in meetings so
frequently that they are repeatedly failing to learn day in and day
out.
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He's been of no use
to me. Maybe others find him beneficial to their craft, I don't.
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No relevant to my
subject
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I’ve had at least
3-4 debriefings with Dr. Villa and the conversations/recommendations have not
differed.
Also why would we continue to hire him when there’s no data to support that anything is changing for the positive? |
I believe that the
district could spend the money that is being set aside for him for more
beneficial professional development opportunities. Because of coverages, lack
of common plan time, high percentage of special education students per class,
the co-teaching model that is taught by Dr. Villa is not being utilized to
the highest extent anyway.
|
While Dr. Villa has
a wealth of knowledge and resources, his feedback has been the same for our
co-teaching team for 2 years in a row.
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As a teacher who
participated in a co-teaching classroom the model of co-teaching was not
followed as presented by Dr. Villa. The learning support children were
only seen an hour and 45 minutes each day (if the LS teacher wasn't pulled to
cover a class or have an IEP meeting).
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Every other year
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Because the data
shows it is not making a difference and teachers are leaving the district
because of this model
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Way too expensive
for the same information and training time after time.
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Spending thousands
of dollars on yet another initiative that goes nowhere
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I have not
participated but have hear that Dr. Villa himself has stated that our system
is not set up to support his co-teaching model.
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The ‘co-teaching’
approach, as it is presented within the CASD, is not following the
recommendations and insight being provided by Dr. Villa.
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The consultants have
not provided programs that are able to be implemented.
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Every in-service he
says the same things from the previous in-service and nothing gets done in
our development!
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We heard the same
information from Dr. Villa three times. Also, the district is not doing
co-teaching how it is supposed to be done. It has been a complete nightmare
all year!!!!!!!
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We cannot implement
Dr. Villa’s program with any level of fidelity. At one training Dr
Villa said we have a “system problem- our system is broken”, direct statement
from Dr Villa, that our current class structure is not set up to be
successful.
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Repetitive,
learned nothing
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I saw the same
presentation twice! I have learned nothing helpful since 2nd
observation. Every time he ask Dr. D what we can do about the problems
such as the number of Ieps or leveling he is told it is just the make up of
our district. What works well in my room villa considers reverse
inclusion, leveling. It has not helped our test scores in co taught
algebra, we are only projected to have 12 students pass the algebra keystone
exam, according to pvaas.
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Dr Villa told
us there is a systemic failure in casd sped. Teachers have been put in
a no win situation as casd identities 2x the national average of sped
students. Sped teachers only last a year or two and move
on. For portions of the last several years I have not had a sped
co-teacher hired and have taught portions of the year without a co-teacher.
Co-teaching in cv is a death sentence for teachers. Whole pairs of
teachers have left the district after their experience (Heller and
Stevenson. Ashe and Coates. Divirgillio and
Lemma.....). All of these are from one building! Why bring him back?
For who? For what?
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I feel as though the
information we learned initially is useful but it is repetitive and seemingly
scripted.
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We are not following
his model. Our students won’t benefit from any further expense of his
services.
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I had training with
Dr. Villa and found it helpful. However, our district chooses not to listen
to the recommendations Dr. Villa provides. Like # of IEP students per class,
etc. Also, many of Dr. Villa’s scenarios and case studies deal with
classrooms that are mostly regular education students with one student being
included. If his case studies demonstrated a better view of our district’s
needs it might be worthwhile, but if we aren’t listening to his
recommendations and he doesn’t understand the severity of our students’ needs,
this isn’t worthwhile training.
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Not worth the money
and doesn’t fit our student needs.
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We should not
continue because basically all the same info is being given each time Villa
comes...
Also, with some classes having more than the 1/3 "the appropriate number of special education students" it is difficult to truly "co-teach." Also, there are not enough special education teachers to go with the gen ed teachers, so "co-teaching" is not really happening to its fullest potential. NOT a good use of our PD funds. |
Don’t think it is
effective for our learning environment
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Dr Villa provides
good PD. But the district needs to provide adequate time for co planning and
preparation. The classes are over loaded with IEP students. And the
special ed teachers, at the high school specifically, are constantly being
pulled out of the classes to do IEP meetings. Which goes against his model!
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It is not offered to
everyone
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N/A
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I think we should
implement, improve, and refine what was taught. Once that’s been done
then we should revisit having him return. It doesn’t seem that teachers
are actually implementing what they’ve/we’ve learned.
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I believe it is a
waste of our money. Not training thoroughly. He repeats the same presentation
constantly and he seems to boast about himself.
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Repetitive training
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He methods do not
work for our district. Our special population is too high. Those are his
words. His visits are not helpful. The work the building admin wants us to do
for his visits make the time he's there a waste. He's a nice enough guy, but
his ideas are stagnate and haven't changed. He and Dar need to go!
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It is the same
information each time he presents. Also, I haven’t seen anything change
or improve in regards to our “Co teaching / push-in model”.
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I gained absolutely
nothing from having Dr. Villa come. Not only were both trainings I attended
IDENTICAL to each other, I even had him come observe my “coteacher” and I
working together. Gained nothing from his post-observation other than him
repeating what I said to him.
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Our district does
not have us set up for co teaching ( time the Special Education Teacher is in
the room with both the General Ed Teacher AND the IEP students)
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He didn’t teach me
anything I didn’t already know
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Have not experienced
this PD so it has no effect on my students
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This model doesn't
work for our children.
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The Co-teaching
model must be done correctly. Why have Dr. Villa if we don't follow the
guidelines of Co-teaching. Some special education students need direct
instruction in math and ELA, but we choose to ignore this.
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Our current
staffing/time/services do not lend itself to the ideal co-teaching plan.
However, if there were other things in place, I could see the plan being
successful.
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Once initial
training was complete, additional training was not helpful. Same
conversations and trainings numerous times
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The training models
are not reflected in the classroom due to lack of resources and staffing
support.
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Too much money
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Because it's not
helping.
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We don’t implement
the type of Co-teaching that he recommends.
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I have gone to about
5 trainings with Dr. Villa. All of them were pretty much the same, unhelpful
content. He has taught us the 4 types of co-teaching a million times. I need
help learning how to work with my co-teacher, not practice naming the type of
co-teacher being used in the same videos I’ve already seen 3 times.
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It's far too
expensive considering some of our other needs that are currently not being
met.
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The district doesn’t
follow his directions. We pay a lot of fees for his services when more local
professionals can be used.
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Our co-taught
classrooms aren't set up with the correct percentage of regular education
students to have success. Every time we meet with Dr. Villa, he points this
out. Why pay this expert thousands of dollars a day to observe us and tell us
what a cotaught class should look like if we the district had made no effort
to follow the best practice suggestions. The co-taught classrooms are special
Ed rooms with a few regular Ed students thrown in.
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Our schools are not
following his model with fidelity.
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In context
professional learning is vital to teachers growing their knowledge.
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Discipline has
become worse with the coaching model. When he can't solve a problem question,
he doesn't get back to you. His fees are outrageous and he wants a hotel with
a restaurant inside it. He makes $ 20,000 more in four days than what I make
as a teacher in one year. RIDICULOUS!
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His training is not
beneficial.
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Our district is not
currently set up in a way that can effectively use Dr. Villa's training.
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This is not
something that has been impactful in my classroom. Being a teacher that
is not considered to be co-teaching I have not received any training and have
only heard veiled comments from Dr. Villa when my instruction indirectly
overlapped with another colleague that was involved in the co-teaching
model.
I have been referred to access his instructional materials on his website, but these are so redacted that I am unable to use them. |
I believe we can
find a local provider with equal credentials that we would get more “teacher
time” with because we will not be spending the exorbitant amount on transportation
and lodging accommodations. I also do not believe that we implementing
his plan with fidelity at all, so why spend this amount of money to not
follow through.
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Teachers don't feel
that they or their students are seeing benefits for students that justify
such expenditures.
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Waste of time since
a new co teacher every year. No consistency for the practices to work.
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Has not offered
anything useful.
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The current
co-teaching implementation is limiting choices available for students.
Students who are not in need of being in a co-taught class a included and
their academic development is hampered.
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We do not have
the resources to offer of the inclusion model that Dr. Villa supports.
It does not make sense to continue this partnership.
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His program has not
been successful in our district.
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From what I
understand it is very expensive & our district needs to watch how we
spend our taxpayer’s money.
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Too expensive and I
do not feel that it is addressing the problems that have occurred since we
have implemented full inclusion.
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While I have not met
with him personally, watching my colleagues go through it I have not yet seen
anything get better or have heard good feedback.
|
Every time that he
has presented, it is the same song and dance. I received three identical
handouts for three separate “trainings.” How is that helping me? I do not
believe he is an asset with the understanding that a TRUE co-teaching model
is not what our building is currently practicing.
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According to Dr.
Villa, we are not using him as a resource properly.
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His program is
relevant and he motivates staff-
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Seems extremely
expensive when we need funds.
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Repetitive
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We have had several
in-services with Dr. Villa since 2016. The information is the same every
time. His co- teaching model is not what we have implemented nor should
we have.
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I have had this
“training” twice And it was the exact same presentation both times there was
no training involved . He simply lectured about what co- teaching was- which
any of us can look up online. There is no training! Co-teaching is NOT
dumping all special ed kids in a regular Ed classroom with a special ed
teacher that rolls in and out of the room daily for less than an hour and a
half. These kids are falling farther behind and we don’t even have
reading specialists or ESL working with these kids anymore- so sad.
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While inclusion
works for some, not for all. The amount of time co teachers are in the
room is not enough based on the student’s needs. I believe many
students are not having their needs meet and this is leading to great
disruptions in the class.
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We can spend less
money by not having him
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Dr. Villa is very
knowledgeable about best practices in the realm of special education and
inclusion.
Personally, I learned a great deal from his visits to the district. |
Not proven Effective
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A lot of money for
the PD
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Because they DO NOT
follow anything he says or trains us with. I am currently a Co-teaching
classroom where I have WAY more than 50% of students with IEPs....78% to be
exact. My special Ed partner is constantly pulled without having a sub
so I have been left alone most of the day every day. On top of that he
isn’t even scheduled to be with me for all of my reading or math and is also
pulled to cover another classroom while that teacher eats lunch. He
also has been given many other students from other grades which means he has
been pulled out of working with my students to hold those IEP mtgs.
Only 1 hr of reading and 35 minutes of math is given to my students.
Not to mention having to lie to parents at IEP mtgs about how long he is with
me and wasting hours of planning with him just for him last minute not be able
to come. This has been the worst year of teaching out of my 18 years
here in Coatesville.
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We have enough
experts within our own staff.
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We have already
heard his presentation. This has been no new information
presented. Therefore, future in-services with him are not necessary.
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The training is not
productive. It doesn't match with what we are doing in coatesville. Each
successive training was exactly the same as the previous one. Same
materials, same lecture.
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repetitive training
and limited application within our district
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The Coatesville Area
School District does not adhere to student accountability standards as
recommended by professional development coordinators.
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Dr. Villa stated
that a co-taught classroom should have no more than 20% of students with
IEPs. We have co-taught classes with over 50% students with IEPs in one room.
There are social studies and science classes with 50% of students with IEPs
and no support. Most of these classes do have classroom aides. These classes
have disruptive students.
Dr. Villa observes co-taught classes and offers feedback after the lesson. There are two additional administrators in the room during his observation so he doesn’t see an accurate picture of the disruptive behaviors. Speaking of feedback, Dr. Villa often gives the same feedback during each debriefing session. It felt like he stated the same thing during all four meetings. |
We don’t follow his
recommendations. Therefore, the program can’t be effective.
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The district has not
provided guidelines for what they expect of co-teaching and They do not
provide the necessary time/planning for us to do/try ideas Dr Villa supports.
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I have had one
in-service from him. I thought it was okay, however, our district is not
following his suggestions in regards to inclusion. I have also heard he has
stated that. I have also heard from several teachers that he gives the same
in-service every time. What is the point, if we’re not going to utilize his
training?
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I don’t feel it is
as effective as it should be.
|
From what I hear
from others/special ed. - He presents the same thing all the
time. Sounds like a waste of money to me!
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His services are not
worth the cost. I had him in my room and there are so many problems with his
lofty ideals that don’t fit with our students. Our co teaching program needs
to be reevaluated!
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Because the district
is not putting the teachers in a position to help the students who are not
getting what they need.
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He is not helpful at
all. His suggestion to my co teacher and me was to use the word “we” in place
of **** and I.
I have seen the same video/handouts, heard the same one liners at least 4 times. The students with needs in his videos have nothing in common with the needs of 97% if our students. |
Professional
development is repetitive, not all classes have fully been supported because
they do not know how to handle the co-teaching needs and we did not roll it
out correctly.
|
His ongoing in
services have virtually been identical. I think I have 5 copies of the
exact same power point. While the idea of the co teaching model he
presents is good for some students, it is not appropriate for all students
given the current staffing restraints. His on sight visits have proved
to be less than helpful given our current issues with schedules and
staff. Also, his suggestions are similar if not exactly the same each
visit. He can also be condescending and pompous in his delivery, making
it difficult to give his suggestions much merit.
|
We heard the same
presentation over and over and he gives us no feedback.
|
It is the same
message and model that is not adhered to.
Just because you add more co- teaching planning time, doesn’t make it co- teaching or giving the students what they need! We have too many IEP students that are being placed in a few rooms per grade level and loading up that teacher with all these needs that need to be met BUT no supports and the special ed teacher in the room to give support for 20 minutes. Discipline is out of control. This expert has the same paperwork every time he visits and asks what went well and what didn’t. That’s all!! We are in a money crisis, money should not be spent on this expert. |
I don't have direct
contact with Dr. Villa. However, I hear quite a bit of negative feedback
concerning the professional development where he is concerned is useless as
it is not implemented as intended by the district. So, it stands to
reason, it is a waste of his expertise, our time and money.
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First, we are not
following his model. He has made it clear at these trainings that his
version of co-teaching is NOT what CASD is doing (where one spec ed teacher
is “co-teaching” with multiple teachers...some in multiple buildings
even). Also, we seemed to have maxed out his offerings. I
attended THE SAME presentation from Dr. Villa FOUR times during in-service
days.
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Money better spent
in other areas
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The building
administration is unable to support the program as presented
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I am sure that Dr.
Villa's techniques are wonderful. However, he is training more in specific
areas and not all departments are receiving the training even though we are
being asked to utilize his methods. I feel as though the district got out of
what they could and do not need to continue.
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I have no
information on this.
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NO NO NO!!! I
have seen the same video and received the same packet 3 times already.
I can NAME and DESCRIBE the 4 co-teaching models- heck, I know them well
enough to teach them myself. I've gotten nothing else out of it.
Co-teaching absolutely can work but it depends SO much on the relationship
between the two teachers and the needs of the kids each year. I think if the
special education teachers were listened to, we could build something that
makes sense for our students. Also, regardless of what Dr. Villa
suggests, it is what it is what it is here, so why pay him to talk if no one
listens?
|
Same presentation
with same handout for the last 3 trainings
Plus we don’t co-teach in elementary |
It’s not beneficial.
Co-teaching is not run how it should simply because it can’t be. It’s a
waste of money and time.
|
Dr. Villa has been
quoted in meeting with teachers that his program is ineffective because
Coatesville has a systemic problem
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There has been very
little take away from his teachings. One training was beneficial, but more
than one is not; unless being followed through with and monitored.
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We should get rid of
that because administration doesn’t listen to his suggestions. He called this
district a systematic failure!
|
Does support a
co-teaching model which the district may be continuing to implement next
year. If this company is not hired back, what other co-teaching professional
development will be provided for teachers?
|
He said the same
thing every time that we had a meeting. Didn’t actually help give
strategies for a co-teaching classroom.
|
I heard the same
speech 3 times. He repeated himself 3 times.
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Inclusion does not
take place in our district the way it is presented by him. Special education
teachers are working with TOO MANY TEACHERS to meet the needs of the
students.
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The sessions were
helpful but are now repetitive and we lack support to implement.
|
He does the same
canned presentation every time he comes. We aren’t following his suggestions
anyway
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I have no experience
with Dr villa to answer this question
|
It has been the same
presentation each time. I don’t feel as though being observed by him for 15
minutes then “debriefing” aka him telling us how we are or aren’t
co-teaching, is professional development.
|
I never went through
any training with him about co-teaching due to the fact that I was required
to be at CPM trainings and then I had him coming to my room with other
supervisors monitoring my progression on the co-teaching that I was never
trained in. There are too many initiatives trying to be rolled out at once
|
Not suitable for our
set-up
|
Many of these
contracted programs are wasting money that would be better suited to
supporting programs that the teachers already run that develop students into
lifelong learners. Bringing in outsiders to consult on programs that we
already have in place is only pouring money down the drain.
|
Does. It affects me.
|
It’s not effective
for CASD
|
Not cost effective
with results we are seeing.
|
Based off of what
I've heard from my colleagues, it is not beneficial to our students
|
We need to improve
the educational environment before any of their ideas can be used in the
everyday classroom
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Our district is not
in a place that we are ready to implement co-teaching in the way that Dr.
Villa suggests.
|
Not appropriate for
our school. He makes a lot of the same recommendations..... need more
specific training on co-teaching
|
Dr. Villa costs too
much for too little benefit
|
We are not currently
fully implementing co-teaching across the district in the way he recommends.
If the school district decides to implement co-teaching fully and in a
uniform way across the district then they should continue to work with him.
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Waste of money
|
It is the same
presentation every time! I have been told to attend 3 times! It’s the same-
down to the little quips and anecdotes!!
It is a waste of time and money! |
While the content is
good, it is not being implemented properly. We don’t have the resources
|
If he is the expert
on Team teaching let’s say goodbye and move on from his ideas- team teaching
is not the answer nor is any expert in the field with good ideas - smaller classes
that cater to all levels especially to IEP students. And forget latest trends
in education lets focus on what will bring the low kids up and the high level
kids motivated to work
|
After the first
meeting, Dr. Villa had nothing new to say. His debriefings were
very repetitive in nature, with not just one set of co-teachers, but with all
of our “cast of characters”. All teachers seemingly heard the same
thing from him.
Additionally, debriefing meetings were really of what he saw, and no real coaching or training in the 10 minute review of the “snapshot” he was able to see. |
We do not
effectively follow his mother – why would we continue to pay him to show us
something we don’t do? When I asked about the ratio of special ed to
non-special ed, and shared mine, he laughed and said he would like to see my
test scores at the end of the year, because they were going to be good.
|
Same information was
shared each time he visited. Didn’t actually offer useful advice on dealing
with specific behavior. Told me to come up with strategies.
|
We are not actually
implementing the program meaningfully to best support our students.
|
I have never been to
any professional development facilitated by Dr. Villa so I cannot answer this
question.
|
The last four
trainings we were required to attend over the last couple of years were the
same presentation each time...down to the jokes. I did not feel that there
was a functional or concrete plan of action to follow in order to put
his theories into practice
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I would rather the
money, effort, time, and resources be dedicated to helping our students and
teachers by putting the proper supports in place. Or maybe use the money to
send upper admin to professional dev on how not to screw over your teachers .
Teachers can’t teach and students can’t learn if behaviors prevent it.
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We are not really co
teaching. The district has spent a ton of money for him to be here and we are
not even really doing what he said correctly.
|
Too much money
always the same message
|
We absolutely DO NOT
have the necessary resources (aka enough special ed teachers) at each school
to co-teach properly. At least at the elementary level. The current learning
support teachers have huge caseloads spanning several grade levels and several
teachers making it impossible to push in to each class. Which leaves us
regular Ed teachers with classes that have many students with special needs,
but no one to help support them. He also says that planning time is critical
to this working. Most weeks all or most of my planning periods are either
cancelled due to special area teachers subbing or filled with an IEP meeting,
leaving no time to plan with a co-teacher.
|
Waste of money and
we are truly Co-teaching
|
Although Dr. Villa’s
practice are great, our school district is not designed for what he would
like to implement.
|
We don’t co-teach
the way he presents. He is condescending and does the same thing
over and over.
|
We are not
co-teaching correctly.
|
His presentation
does not change. His support has not taken us step by step through the
process.
|
The way that
Coatesville is implementing the co-teaching model simply doesn’t work.
Placing all or 1/2 of special ed students in 1 or 2 classrooms is unfair to
those teachers. Speaking on behalf of the elementary level, these teachers
are burnt out, frustrated, & on the brink of mental breakdowns. Because
let’s be honest, in this district, a large majority of educational students
with IEPs are also behavior issues. Coupled with the fact that students in
non-special Ed co-teaching classrooms who get identified throughout the year
have to have their schedules/environments drastically changed. It truly makes
you wonder if the higher up administrators truly thought about this issue
before deciding to implement it. Plus let’s face it, the money could be spent
elsewhere to combat the droves of great families that are leaving the
district.
|
Waste of money
because over 95 % of employees have already been trained multiple times by
him.
|
No, It is
repetitive. I have seen the same presentation multiple times and the feedback
they provide we cannot implement because we are not following "his"
model of inclusion.
|
We are not following
his recommendations regarding co-teaching.
|
Not effective
|
We do not have
enough special education teachers to co-teach, so his services really aren’t
being used. He is VERY expensive and if we don’t use most of his
suggestions, it is throwing away money.
|
Not helping
|
Dr. Villas model is
meant for a co taught classroom with around 20% special education students.
Last year my co taught classroom had 51% special education students with
multiple disabilities. I was expected to teach life skills, autistic support,
emotional support, and learning support all within the regular education
classroom. The students do not receive the supports they need. This year, I
am co-teaching with 5 teachers. There is only time in my schedule to push in
for about 30 minutes for each subject per teacher. This does not make for a successful
co taught model. I want to be clear that I am not completely against
co-teaching, it really works for some students. We just don't have the
resources to do it with fidelity. It's also not a one size fits all solution
for special education.
|
Waste of time and
money. Let’s put that money towards something more beneficial!
|
CASD’s special
education programming/co-teaching is not structured in a way that allows us
to receive any continued support from Dr. Villa. At this point, his meetings
are redundant and unless scheduling is done differently there is no sense in
continuing.
|
We don’t implement
it
|
The co teaching
model has merit, but needs to be done with fidelity. Our spec ed model is
broken. Until it is fixed, we are wasting taxpayer dollars. Even Villa
agrees.
|
Not worth the time
or money unless the community changes which isn’t likely.
|
While this may be a
good program .. it does not address the issues of our students and we do not
have the staff to implement this program with true fidelity
|
Because his ideas
are unsustainable due to the high number of IEP students as well as the lack
of consistent effort that is put in you grow and develop teachers.
|
$$$$ both trainings
I attended were exactly the same, he seemed embarrassed that so many of us
had already attended his training. When observing and debriefing, the
feedback given was limited and repetitive and an already employed and trained
administrator could give the same feedback.
|
Our district doesn’t
have the funds to support the program in the proper way.
|
don't have enough
info about it
|
|
Why or why not?
|
|
Ellin Oliver Keen is
enthusiastic about reading and is always very pleasant when you talk to
her. I am not sure if I truly have learned anything about our reading
program from Miss Keen.
|
|
Again, Ellin is
getting paid over 3,000 dollars per visit and we are getting nothing out of
it. She actually doesn't even believe in Lucy Calkins and she teaches an hour
and a half reading lesson while we are only told to teach for ten minutes.
|
|
Special education
teachers cover classes they don’t work in for an entire day so teachers can
listen to a picture book. She consistently goes over her scheduled times and
promises to provide info and resources after she leaves and never actually
does.
|
|
Not familiar with
her for that reason. Who is this?
|
|
While I feel that
Ellin Oliver Keene was better than Dr. Villa, unfortunately, we as teachers
in CASD would never be able to implement any of the lessons she has modeled
for us due to our curriculum that is in place. We are required to teach the
Units of Study lessons and her lessons never followed anything related.
While it would be nice to branch out from our everyday curriculum, we are
unfortunately not allowed nor is there any extra time in our busy schedules.
Again, Ellin Oliver Keene was nice to watch, however, why pay the money
for someone to show us ideas that we will never be able to use?
|
|
The observation and
meeting time with Ellen Oliver Keene does not seem to be worth the money that
we are putting out.
|
|
Her approach is not
realistic for the population we serve. We need a solid concrete curriculum.
|
|
CASD is not
ready for her.... at some point hopefully we will be, but right now we just
are not ready for her expertise. Too many other things to do to get to the
level we need to be at before we implement what she has to offer.
|
|
Waste of taxpayers’
money.
|
|
While the program
focuses on reading, there is no mastery of skills. There are no
tangible assessments with her program... teachers follow the guidelines
of a scripted lesson... and while students do quite a bit of reading in
a variety of books, there is no focus on comprehension, vocabulary
development, etc. It has been suggested that struggling readers use low
level books, graphic novels, and higher level picture books. The
program is an exercise in Whole Language "with strategies".
And as it is a reading program, with a lack of emphasis on comprehension skills, vocabulary development, or even improving decoding strategies, it is hard to understand how it is being used as the English Language Arts curriculum. |
|
I didn’t learn much
|
|
Ideas and support
for new programs needed.
|
|
Have not had the
experience.
|
|
Once again, we know
OUR student population. We know OUR NEEDS as a staff. We need professional
development that is beneficial to OUR students...not cookie cutter, one size
fits all, and this is what studies show mumbo jumbo!
|
|
She’s only here
briefly. She has a wealth of knowledge and is very nice, but she hasn’t
changed anything for us. I don’t feel any of these people make an impact on
my teaching, or getting our kids to read better. It’s good stuff, but there’s
not enough substance. It’s one more interruption of our planning periods.
|
|
I have not witnessed
any strategies Ms. Keene offers that justify the excessive cost as presented
in her contract.
|
|
Ellin was great to
watch teach. I did get some good ideas. The same ideas I could
have gotten from a video however. She is very knowledgeable in the
field and is far more beneficial than Dr. Villa. However, she does not
teach in accordance with the structure of units of study. So even
though I enjoyed her model lesson I am not even allowed to replicate it and
re-teach it. I’m addition, when she comes entire schedules for classes
are changed. I now have special education students I as a special ed
teacher was unable to see that day. I have students whose flow of
learning was interrupted and behaviors increase because they are comforted by
routine. I can’t understand disrupting the educational day for a
training that does not match the curriculum I am required to
teach.
|
|
No relevant to my
subject
|
|
I don’t know which
pd is ran by EOK.
|
|
I have never been
part of a professional development with her so please disregard this answer.
|
|
WASTE OF TIME!
WASTE OF MONEY! These lessons were an insult to the educators.
Keene should be The only thing I got from this was two new book titles that I
might use in my class in the future. She herself said she has nothing
to do with Units of Study.
|
|
Show a whole mini
lesson, not read aloud
|
|
It is not effective
|
|
What curriculum is
she training on?
|
|
Spending thousands
of dollars on yet another initiative that goes nowhere
|
|
Middle school
learners do not learn from sitting on a rug and being read to.
|
|
A state certified
Reading Specialist is completely capable of providing similar training.
|
|
We do not have the
money. Your teachers know how to teach!!!
|
|
I wrote her a lesson
plan of what our team wanted to see taught, sent by her, and when she
arrived, she did a read aloud which is so far away from the lesson we wanted
to see. The only thing i agree with her on is that Lucy Caulkins is not
a curriculum!
|
|
Absolutely not worth
the money the district put into it. She came in and did a read aloud, nothing
more. Totally not necessary!
|
|
Too much $$$$
|
|
Another waste of
time
|
|
I have learned
nothing new from Ellin. She does not relate to our students and her
curriculum does not line up with the given school district
resources/curriculum. Waste of money!
|
|
I know nothing of
Keene.
|
|
The 2 times I
"observed" EOK do a lesson, all she did was read a book to the
class. Definitely not the best use of our PD funds.
|
|
I don’t even know
who this is
|
|
I have no idea who
that is.
|
|
It is only for
specific departments
|
|
N/A
|
|
Only if there’s
accountability for teachers to implement.
|
|
I’ve never received
any training/information about her.
|
|
She doesn’t match
our curriculum
|
|
N/a
|
|
While Ellin is a
lovely person the two PDs I have had with her this year have been her
modeling a Read Aloud. This is not an area I feel I need support in. I
do however need support in finding ways to increase the reading levels of my
students while teaching Units of Study. With 80% of my students reading
a grade or a grade and a half below grade level I would like support with how
to accelerate their growth when the only reading instruction they receive is
on grade level and if done correctly a conference with me once a week.
I need more support with how to continue and increase student engagement
during independent reading time when they are not working with me and
managing LLI groups while trying to hold student conferences and
strategy groups not how to do an effective read aloud.
|
|
Too expensive.
This program isn't meeting the needs of our children. The series prior
was excellent.
|
|
Our ELA program is a
joke. The students do not even have a textbook. Their textbook is
any book they choose to read. It doesn't even focus on the real skills
that students need to be good readers (decoding, comprehension, and
fluency). Nothing is graded so everyone passes.
|
|
I think the kids
enjoyed a new face in the classroom. However, I would rather have additional
training on how to make UOS work successfully with such a wide range of
learners.
|
|
Very helpful but
needs to align more with curriculum
|
|
Because we already
know what she's teaching. She's delightful but it's been a waste of
time.
|
|
While this is great
practice, it does not service the types of students we often come in contact
with.
|
|
Not sure, I’ve never
worked with her
|
|
While I'm sure she's
great at what she does, I'm not sure how CASD can continue to justify her
insanely high price. Her consultations are not going to make or break our
students academically, and our current financial situation does not afford us
the luxury of paying for things that aren't absolutely necessary. Take
the money you're paying her and invest it back into the much needed
behavioral supports/more teachers/more counselors.
|
|
N/a not sure what
this one is
|
|
She contradicts
practices from the Teachers’ College Units of Study which we are to be
implementing fully next year both in reading and writing.
|
|
In context
professional learning is vital to our success as a district.
|
|
Not worth the
taxpayers money! I am a taxpayer!
|
|
What she presented
doesn’t mesh with what they are asking us to use.
|
|
This curriculum is
not accurately research based. Research based academia states the most
effective way to boost reading scores. Ellin Oliver Keene does not
utilize any aspect of true vocabulary study skills within her curriculum.
|
|
I do enjoy listening
to Ellin share information, supports, and ideas on how to innovatively
present reading skills, but it is only cursory information that does not
relate directly to help me to better serve my students in the administration
of Units of Study.
|
|
I believe we can
find a local provider with equal credentials that we would get more “teacher
time” with because we will not be spending the exorbitant amount on
transportation and lodging accommodations. I also do not believe that
Ellin Oliver Keen has a background in Units of Study which we have spent so
much money on, it does not make sense to have professional development that
at times goes against or at least does not align with the curriculum.
When in a meeting with Keen, she voiced that the DRA was not an adequate
evaluation and that we should not be using it, and our upper administration
agreed, yet we have a teacher who may lose her job over DRA
administration.
|
|
I'm unfamiliar with
this instructor.
|
|
No idea who she is
|
|
Never any feedback
as to what we should be doing .
|
|
While I am not aware
of what specific professional development E.O. Keene is providing for the
district, I am aware of the exorbitant cost involved in bringing her for
professional development. That cost would be better suited in hiring teachers
to be in the classroom.
|
|
Ellin Oliver Keene
has not offered new or different teaching practices.
It would be more beneficial to have experts in behavior modification or the Units of Study programs support us. Or perhaps these funds could be used to directly support struggling readers? |
|
The amount of money
she receives ($87,000) is not worth the services she gives. She teaches
a mini lesson and tries to tell us how to teach the lesson. We already
do all the things she suggests. We are experienced teachers.
Waste of money!!!
|
|
Elen Oliver Keen is
not familiar with the programs we are using. The teachers are tired of
people being in their classrooms.
|
|
Because I have never
heard of her.
|
|
She has come to our
school 3 times and each time we had the same lesson. In addition, her
skill set doesn't correlate with Units of Study. She continuously reminds us
that she is not trained in it. If we are paying 84,000 for trainings
wouldn't you think it would make sense that they correlate with the program
we are working with?
|
|
I do not know who
she is, nor had any interaction with her. However, if discontinuing a
contract saves our district money to put where our greater needs are, then
I’m all for it!
|
|
We have many
valuable resources within the district that we would not have to pay
for. We should not pay top dollar for something that we get for
much less money, if not for free.
|
|
Not beeded.
|
|
I cannot comment as
I have never attended one of her sessions.
|
|
We also need to say
goodbye to Dr. Shonely (Dar). Nice lady but does nothing that is
helpful especially for $5000.00 a month.
|
|
Well.... I have not
had any training by her- so I wonder who is she actually training???
|
|
I have found these
to be confusing. Sometimes it seems like she agrees with the Lucy Caulking
ideas and at other times it is as if she does not. While it is nice to
observe a lesson, they usually last about a half hour. While we are
told the mini lessons should never take longer than 10 minutes and the
students should reading for at least 30. It is confusing as to which
philosophy we are to follow!
|
|
Never saw this
person
|
|
Elin Oliver Keene is
one of the best researchers in the country. A great expert in the field of
reading comprehension she is adept at working with our teachers and our students.
She has had a positive effect the last few years. |
|
She was very helpful
in methods of conferring and executing Units of Study
|
|
All that I saw her
do the 2 times she visited us was do an interactive read aloud....which I’ve
already been doing for the past 18 years. What a waste of $4,000 a
day!!!!
|
|
I am not familiar
with this presenter.
|
|
I have never had an
opportunity to meet her. Don't really know what she does.
|
|
I haven't had nor
have been offered this training.
|
|
Not familiar with
this provider.
|
|
Ellin Oliver Keene
meets with teachers before and after the lesson. She teaches one lesson to
one class. It would more beneficial to meet for an entire day. It felt very
rushed to only meet during one part of a school day. We then retuned back to
our classes so there wasn’t a lot of time to reflect on the lesson.
|
|
Why use so much
money to fly someone to us. Use the PAWLP RESOURCES IN our backyard.
|
|
Not sure what she
does.
|
|
We need to have
consistency across the district. Why are some of us receiving Teacher’s
College training, and others different training? It doesn’t make sense to do
both.
|
|
Simply because I’m
not sure who that is.
|
|
Too much money!
|
|
I do not have
firsthand knowledge of her practices, but this is not where I believe our
in-service $$ should be spent.
|
|
She has not
enlighten me in any way.
For the $ she is paid- not cost effective. Title I Teachers could do more for the students |
|
She is outdated.
|
|
I have had no
contact with particular trainer.
|
|
She gave great
lessons on how to incorporate reading strategies into read aloud books.
|
|
Again, we are in a
money crisis and having the same PD repeated over and over is not effective.
We have already had this PD and they keep bringing in the same person / company and we are getting the SAME PD just repeated over several times per year. |
|
Again, I hear the
same feedback after her visits, as with Dr. Villa. The district does
not implement strategies correctly, therefore time and money are wasted.
|
|
Her costs are
ridiculously high. I don’t care what “funds” the district says are
covering this. Such spending is IRRESPONSIBLE. Why was her
December training not approved by the school board in advance?
|
|
For the most part
her presentations demonstrate lack of understanding of our students and the
community. A fanciful approach that doesn't warrant serious
consideration.
|
|
I had no involvement
with this person
|
|
She is a rip off
|
|
Once is enough
|
|
Waste of money
|
|
Not even sure who
she is and what she does
|
|
....
|
|
She is only here for
her own benefit. Brings a photographer with her so she can write a book but
use our student’s pictures. I’ve never seen anything so fake in my life with
her pointing to things in a book to look good in pictures for her book. She
comes in and does sample lessons but refuses to work with our low level kids.
We asked for sample questions for conferences with our kids to get a
conversation started, I’m still waiting to see those samples and it’s been
two years. She is a waste of money, $74,000 can go for something better.
Maybe a new ELA curriculum cause units of study is a waste of money also!
|
|
Doesn’t help with
units of study.
|
|
I haven’t seen her
at all
|
|
We have many
seasoned professionals within our district who could mentor the staff at each
building.
|
|
Don’t know who that
is.
|
|
Waste of time
|
|
No experience to
answer properly
|
|
I don’t feel as
though being observed by him for 15 minutes then “debriefing” and her telling
us how we are or aren’t co-teaching, is professional development.
Additionally, she is not teaching us or showing us the program that was
purchased by the district.
|
|
I don't even know
who this is.
|
|
Not suitable for our
set up
|
|
Many of these
contracted programs are wasting money that would be better suited to
supporting programs that the teachers already run that develop students into
lifelong learners. Bringing in outsiders to consult on programs that we
already have in place is only pouring money down the drain.
|
|
Does not help me.
|
|
It’s not effective
for CASD
|
|
Not sure who this
is??
|
|
Based off of what
I've heard from my colleagues, it is not beneficial to our students or
faculty
|
|
I don’t know who she
is so I can’t comment
|
|
I have not been
through any professional development with her, so I am unable to answer this
question.
|
|
Don’t know him
|
|
The cost is not
justified for what we are getting out of it
|
|
She is not
affiliated with Lucy Calkins. I believe more ongoing professional development
with teacher's college would be more beneficial.
|
|
All of the money
spent on outside consultants should be spent on hiring Supervisors of ELA
& Math who will be vested in the district. They can provide PD and
support and will know the teachers and students. We’re wasting money on
people who give general PD that is not meaningful
|
|
Waste of money
|
|
I have not had any.
PD with this woman.
|
|
In middle school, I
saw her once. I can’t even remember any key items she gave to improve
me professionally.
|
|
Again why are paying
for these experts?
|
|
Not appropriate for
the needs of our learners
|
|
Who?
|
|
I cannot answer this
question because I have not attended any professional development facilitated
by Ellie Oliver Keene.
|
|
While I am not sure,
I believe this person is involved with LLI resources? I so, the LLI books
seem to be a good resource and work well with struggling students
|
|
Same as above. The
admin could also take a course on leadership.
|
|
I felt her so called
training was a waste of my time. When I should have been in my classroom with
my students they put a sub in my room so I could watch her read a book to
another class. Also the debriefings were a waste as well. All she did was
talk about herself. I got nothing out of her bring here.
|
|
We had that same
training years ago and it was ineffective.
|
|
There are cheaper
resources that are as effective if not more.
|
|
Modeling a read
aloud or talking text is something we know how to do. And her visits take
away the reading coaches’ time in our room.
|
|
Who is she
|
|
After seeing board
minutes for the amount that Keene gets per visit, I almost vomited in my
mouth. She is a glorified read aloud specialist. I honestly sat through one
of her visits and wondered what she was doing that I don’t. Coupled with the
fact that she is helping with one of the WORST reading programs I've ever
been a part of, it again begs the question as to what Taschner was thinking.
Besides the reading specialists and Taschner/Donahue/Perez & a few of
their teacher cronies, I think a majority of elementary teachers HATE this
program. And Keene is a VASTLY overpriced consultant that presents lessons
that most of the teachers do anyway.
|
|
I don’t know who she
is.
|
|
Who?
|
|
Not effective
|
|
Too expensive for
what can be considered “best practices” and teaching strategies.
|
|
Do not know this
person
|
|
While I really enjoy
Ellen and feel like she is a wealth of knowledge, his expertise does not help
with our student dynamic. Most of our students are 2 or more grade levels
behind which makes it difficult to use her model when we are still working on
basic decoding skills.
|
|
Waste of time and
money. Let’s put that money towards something more beneficial!
|
|
Her supports are not
available to all teacher/students and, therefore, not worth the amount of
money spent to support it. Programming/professional development should be
beneficial to the majority of teacher/students not only a select group.
|
|
It is insult to our
taxpayers and our teaching professionals to have an $86,000 consultant come
to "gather children around" on the floor. She has used our district
to help market her new book. She has said that children cannot learn to read
in middle school via phonics instruction. That is simply untrue and research
supports the opposite.
|
|
Not always pertinent
to practical use.
|
|
Same with Rich Villa
we have too many observers and a lack of reading specialists who don’t prove
instruction to struggling readers
|
|
We don’t have the
funding to support the program.
|
|
it's not working
|
|
Why or why not?
|
|
In the beginning our
children's behaviors had improved. However not all teachers have bought
into the programs presented and so behaviors are again returning. Also
there is a core of our students who have the most severe behaviors.
There needs to be a plan on how to deal with these students.
|
|
The discipline
committees are trying but the behaviors are just the most extreme. I was
actually sent to urgent care this year because of a student. We need more
help!
|
|
Worst discipline
procedures in 10 years
|
|
There isn’t enough
time or resources to actually implement useful strategies
|
|
Lunch and recess are
challenging. The class stars are rarely given out. Behaviors in the hallway
have gotten worse.
|
|
Yes, they do have an
impact. They are addressing the issues at hand.
|
|
Our discipline
committee has come up with some great ideas, however, certain students will
act how they want to act with or without the ideas they have put in place.
There comes a time when discipline has to come from further up (and I am not
referring to our principals as they do as they are told).
|
|
They have great
ideas and should implement them
|
|
The administration
and district do not listen to teacher input.
|
|
The behavior is more
out of control than I've ever seen it in 20 years. Students need discipline
and real consequences.
|
|
Compared to the PD
scripted speeches, I know for a fact that our schools PBIS plan happens in
our school, wasn’t scripted but rather well thought out by members of the
team, and is truly having a positive effect in our building
|
|
Discipline has not
improved. I believe it has gotten worse.
|
|
When teachers voice
their concerns, the administrators will then push those concerns on the
discipline committee to work on. Several times throughout this school
year, the discipline committee would come up with an idea, present it to the
teachers, teachers would implement it, only to have things fall apart when it
came back to administration doing their part to back up the teachers.
|
|
They’re trying to, I
just don’t think there is enough resources and follow through to make a
significant impact.
|
|
What impact? There's
no support and any kind of behavior plan put in place.
|
|
Don’t see any
results.
|
|
The suggestions the
committee try to implement are not followed through with
consistency It has to gs s whole school training and involvement.
The administration need to consistently reinforce with consequences and or
reward
|
|
Hard to tell
|
|
Facts are stated,
refuted, and scripts are written to satisfy the upper administration.
|
|
No because there
aren’t concrete consequences for the kids. It’s like we’re on our own.
Students don’t care about rewards anymore because they have too much fun
breaking the rules and getting away with everything they do. Things ran
much better years ago when students were afraid to go to the principal’s office.
The recess is so short, they don’t care about losing recess with the teacher
either.
|
|
Discipline is
absolutely NO better in my building. Without consequences and proper display
of leadership it won’t change
|
|
need more
professional support
|
|
The targeted
students are impacted in a positive way. The remainder of the students,
however, are not.
|
|
I feel that they are
trying strategies to implement behaviors. Things take time to improve
and I think we are still in the figuring out stages. I do not think
they will be able to be successful in the future if the more challenging
behaviors are not addressed. How can we improve behavior when there are
no consequences for students eloping from classrooms/the building, hitting
teachers/classmates, punching out glass panes in doors? We need to make
sure kids and staff are safe before we can even begin to make drastic
behavioral changes.
|
|
I see no difference
in discipline. The notion that teachers "adopt" a student and
work with student to help them be more successful hasn't done anything.
I have students who've been 'adopted' and there is no change. In
addition, it seems that teachers need training to know how to work with some
of these kids and their issues. It's not just a gab session. Some
of these kids have real and deep issues.
|
|
The principals need
to be in-serviced on appropriately disciplining students. They simply
ignore discipline issues.
|
|
Hasn’t changed
|
|
I do not believe the
discipline committees are being utilized properly.
I believe the teachers involved have the very best intentions but are having their hands tired by disorganization/ lack of competence of higher administration |
|
I haven't seen very
much improvement with regards to behavior in our building. Ultimately, our
administration has final say with discipline and I think their hands are tied
with what they can say/do.
|
|
Nothing has
changed. Same ole' day, week, month, and year. The children rule
the school.
|
|
Because their ideas
are not being followed by administration
|
|
Because the number
of students who do not respond to our requests - such as “ please take a
seat” “go back to your classroom “ “please walk, don’t run”, “stop the
horseplay “ ... is getting to be a much larger number. They see that others
get away with inappropriate behaviors and now they do it as well.
|
|
Being told what to
do and what to say. No real changes being implemented.
|
|
The same kids are
still exhibiting the same behaviors
|
|
The ideas are great
however, the way that they are being implemented are rushed and not followed
through with. The teachers on our committee are hardworking and have done A
LOT of the items on their own with not a lot of support from our
administrators.
|
|
If there isn’t
consistent, structured supports in place from administration, teachers will
continue to struggle managing behavior that has no consequences.
|
|
Students are not
being disciplined they can curse at a teacher and get no consequence. WE HAVW
DESCENDED INTO CHAOS.
|
|
What discipline
committee? There are no consequences at all for these kids. We
are developing a culture of future inmates at this district.
|
|
What discipline
committees??? The teachers work very hard to control discipline in our
building, but there is no follow through.
|
|
As a member of the
committee- ours was a farce and central office administrators were made
aware- very clearly aware.
|
|
I didn’t even know
we have a committees
|
|
There are no rules
or consequences?
|
|
They seemed to have
great ideas but it seems like nothing became of it.
|
|
A committee was
established but nothing was followed through. Behavior is a huge concern. As
a teacher, I don’t feel safety is a top concern for the school district. I
feel scared for students, teachers, and staff.
|
|
Yes. The committee
came up with the check in program which has helped many students.
|
|
I believe
administrators hands are tied in trying to do discipline.
|
|
NOT AT
ALL! There are so many inappropriate behaviors at our
schools, that are not being addressed...i.e. consequences, parents being held
responsible, etc...
WE NEED THE SPECIAL CLASSES BACK FOR SOME, i.e. life-skills; emotional support; sensory classrooms, etc... |
|
The mentoring
program has helped
|
|
They are trying
their hardest to create successful intervention programs - they just don't
have the support from administration that they need.
|
|
Again timing is so
limited Disciple Committees have very little time to discuss, let alone
turnaround information. We need this to be a daily duty, in order to
provide the time that the disciple committee truly deserves.
|
|
The mentoring
program has positively impacted student behavior by lowering the write ups of
those identified students
|
|
Same behaviors.
Little or no consequences
|
|
The things that were
suggested were not implemented far enough
|
|
When teachers talk
to students about their behavior I think it makes them more
accountable. The consequences aren't always enough so I think talking
to them about what they did is a good additional step to make sure they know
it is not acceptable.
|
|
Not necessarily on
student behavior (yet) but there is a positive impact on discussions whereas
there wasn’t before.
|
|
It is not being
supported by admin
|
|
These committees are
only doing what admin wants. The presentations are pre-made for them by
admin. No actual improvements are being made in the building. The
changes being offered are only what the admin wanted to change and by the
using these committees, it gives admin an easy out by saying these ideas
where teacher ideas rather more of their owe failed ideas.
I believe these committees were formed to farther divide the teachers. The teachers on these committees believe they are working because they are only seeing data for a few select students and not the student body as whole. These teachers become frustrated with their peers when we do not see everything with same rose colored glasses. |
|
Student behavior and
discipline is a major concern across the district.
|
|
Behavior gets worse
and worse and consequences are inconsistent and wishy-washy. Kids pick
up on this.
|
|
I haven’t noticed a
difference there’s even more students in the hall now than before
|
|
Yes... but
much more has to be done... it’s a start
|
|
Changing special ed
and putting in supports would
|
|
Absolutely not. I’ve
given countless ideas to be discussed, and although my colleagues will bring
up my ideas the principals don’t use them.
|
|
Not at all; it's
ironic that we didn't need discipline committees until after July 1, 2014, as
discipline was handled properly and effectively by building principals. These
committees are simply "smoke and mirrors" to make it look as if
something is being accomplished when in reality the current administration
doesn't want it's numbers to look bad.
|
|
The discipline
committee in my school is creating a positive behavior plan for next year in
hopes of improving behavior throughout the whole school with a consistent
message and terminology.
|
|
The lack of true
consequences and parent involvement are missing.
|
|
I think that the
teachers that are on our discipline committee try, but you can't change or
make things better when there are no behavioral expectations. Why have
a Code of Conduct in Coatesville if you are not going to follow
it.
|
|
Although having
teachers in discussions, it is not changing how discipline is handled.
Most discipline decisions seem to be controlled by upper administration
|
|
The programs and
incentives are not used by all faculty/administration. Positive
incentives are not immediate or progressive. Consequences are not
explored for behavior that is contrary to school rules and expectations.
|
|
There are too many
severe discipline problems that need mental help/ therapy.
|
|
I don’t even know
what the discipline committee is doing at my school.
|
|
They have put a
tremendous amount of work into the committees and for that, I'm extremely
thankful. However, no amount of staff level initiatives can help when
discipline is so inconsistent and the same kids are causing disruptions every
single day. There is nowhere for them to go, and no help to be found.
For special education students, the special education teacher is limited
because he/she is expected to be co-teaching.
|
|
The top admins
continue to push a directive of not disciplining and pushing kids through. Lack
of special ed services increase the problems
|
|
I haven't seen any
influence of the discipline committee in my school. In fact, I see very
little discipline in my building besides the efforts of teachers within their
own classrooms. There are little are no consequences for many behaviors which
should be unacceptable in a normal school setting. As a result, students
continue with the same behaviors: fighting, disrespectful to staff and fellow
students, skipping classes, profanity in halls and classrooms, etc.
|
|
PBIS should be
implemented in every school. Support needs to be given by Pattan.
|
|
Any conversation
that transpires among principals and teachers in regards to
how to help children cope and be strategic in problem solving is a step in the right direction. |
|
The discipline
committee has put a lot of work into providing a program that can work.
Teachers have tried the program. It is frustrating that many principals are
tied up in IEP meetings as LEA's and other meetings like evaluations too most
of the day. They don't have time to support the teachers in their efforts. We
need LEA's for these meetings, so principals can do their jobs and support
the programs put in place. Behaviors are not addressed in a timely manner due
to added responsibilities. Suspensions are needed for fighting and hitting
teachers, not 15 min. Recess detention. Try after school detentions!
|
|
Nothing has changed
as far as discipline in my building.
|
|
There has been zero
change. In fact, it's probably gotten worse.
|
|
The staff members of
the discipline committees are dedicated and present several solutions s for
our building's discipline problems. Lack of administrative support and
skewing of discipline data reports at the building a d district level are
only hurting our students. Stating that a student has only 2 referrals
when in fact they had 11 during that specific time frame is not helping
anyone solve the discipline issues we are facing.
|
|
No changes or
improvements have occurred since committees were formed.
|
|
Yes, I believe that
these committees are putting us on the road to support our students, but the
data is skewed. The identified children in the data are students that
stand out, but there needs to be a more timely method to provide them the
support that they need. School-based social work and behavioral
specialists are needed to help support these students, as well as removing
guidance counselors from a secretarial and babysitting role and have them
instruct skills and strategies along with coping mechanisms to support the
other 98% of students in the classrooms.
|
|
I do not believe
that incidents are being coded correctly in the system and therefore are not
being adequately and honestly addressed by the committee. I also do not
think the team members feel they are able to express concerns to upper
administration, nor can building level administration share team concerns
with upper administration without repercussions on the team or building
administration.
|
|
I can't see any
improvement in students' behavior; it seems like every other year or maybe
that it's getting worse.
|
|
Students are out if
control.
|
|
No. One student does
something and it's ok , another student does the same thing and it's not ok
|
|
The discipline
committees - while good intentioned - are a means to sugar-coat minimal to no
action be administration in the realm of providing consequences to improper
student behavior.
|
|
Yes, because these
groups are opening the dialogue for discussion. However, I do not believe
these groups are able to address problem behaviors.
We need more support to hold children accountable for their actions and promote positive behaviors in order to make greater change. Classroom teachers simply cannot productively teach and handle problem behaviors simultaneously. |
|
Nothing has
changed. The problematic students do what they want all day long.
The Discipline Committee is only positive (rewards) for our students who
follow the rules and they do not need discipline.
|
|
We have seen no
changes. Go to lunch time cafeteria and you will shocked at what goes
on.
|
|
Although ideas are
discussed, & tried (or not) I feel the best solution (more administrative
presence in the hallways) is ignored. It is rare to see administration
in the halls. So overall all the work the discipline committee is doing
right now is all fluff. It also is not comparing “apples to apples”
data. Some “heavy hitters” have been placed so our #s seem better but
I’m not sure they are.
|
|
Student behavior is
poor at the moment. I am not sure why. I'm sure that the Discipline committee
is trying but I am not seeing the results. Perhaps the district should try to
work with parents about behavior expectations. Also, there are many mental
health issues in our student body that we are not prepared to address.
|
|
Our building isn't
even following through with any of the topics discussed. NOTHING has
changed. It is just lip service. The members have tried to move
forward with their ideas but they are consistently shut down.
|
|
The red/green cup at
lunch is not effective.
|
|
The mentor program
at the high school is having a positive impact. It is small but real.
|
|
Every rep council
mtg I attend, I am hearing of horrible things happening in the various
buildings. I had to file workmen’s for the first time in my thirty years of
teaching. I was punched by a student. I know of at least three other teachers
having to file from getting hurt by a student. Most not even suspended and
some parents not even informed. One friend on a discipline committee was told
he could not say what he wanted at the meeting. The only problem with our old
discipline plan was that it was not followed. Parents do need to be held
accountable. We can't feel bad for suspensions. They need to go back to
demanding parent conferences before a child may return. I hear the f
word every day. If a teacher said it, they would be fired. Enough is enough.
|
|
Discipline issues
are still extreme.
|
|
The teachers on the
committees bring ideas and solutions but then the administration has to take
it all back to Dr. Taschner for approval. She crosses out what she
doesn’t want and then we have to read the script we are given to the
board. The "cool down" rooms were a great idea, but never put
into practice. After they were presented to the board, the next day
they were ended in the buildings. If the committees actually could put their
ideas into practice , we may have a positive impact
|
|
The committee has
voiced concerns to administration and given suggestions but still nothing
happens or changes.
|
|
Discipline is a
disgrace. It is not happening in a timely manner and sometimes not at
all. Students are hitting, pushing, cursing, walking out, refusing to
do classwork and nothing is done. They get called to the office to have
“restorative” conversations that last no more than a minute for an event that
was written up weeks ago. Parents are getting letters about behaviors
weeks after an incident happens and teachers never get immediate feedback
about the consequences students receive- the students will return to the
classroom laughing or smiling about being sent to the office.
|
|
While in some cases
it helpful, it is not handling all the issues. We have students who
have social and emotional needs not being met in the regular educational classrooms.
This is causing frustration for these students and causing more behavior
issues. Again this goes back to the idea of inclusion. One size does
not fit all.
|
|
I feel as if our
suggestions are just that -- suggestions -- and nothing is changing
|
|
Many new behavior
practices are being initiated that hopefully will begin to shape student
behavior.
|
|
If Behaviors have no
consequences what is the incentive to stop them.
|
|
Things are crazy.
|
|
Not one thing has
changed at my school since the first day of school.
|
|
They have created
positive posters and started a breakfast program for at-risk students.
|
|
They try but do not
have the ability to really affect change. The reports to school boards are
not really reflective of what's going on.
|
|
The discipline codes
that are being used aren't actually reflecting the true nature of the violent
and unsafe acts taking place in our school.
|
|
Based on evidence
eye witnessed daily the discipline committees have no effectiveness.
|
|
Many of the
statistics that have been shared with the board have been talked about for
years.
|
|
Nothing is changing.
|
|
We need stronger
support from the top not more for us to do
|
|
The students are out
of control. Many students who need mental health services are not receiving
them. I have been told that they need to have an IEP to receive services.
Having an IEP and needing mental health do not go hand in hand. Also,
discipline is inconsistent between students and administrators.
|
|
Things are a little
better.
|
|
Because kids walk the
hallways throughout the day and don’t attend class
|
|
They are trying -
but are not getting any support from administration. The behavior plan
we initiated in our building worked at first - but not enough consequences -
not enough consistency - didn't seem like everyone bought into it!
|
|
I am a part of one
and it’s a complete farce!
|
|
No because what they
say they are doing is not having an impact. And what they present is
scripted. There is not alt ed for those that need it.
|
|
Students are still
roaming the halls, cutting class and being disrespectful.
|
|
Although the
committee has given time and created lovely behavior incentives for
improving/tracking/rewarding behaviors- the behaviors have not improved.
Humans in sight with expectations and consequences appear to have the most positive outcomes. |
|
Our committee works
so hard and came up with so many ideas but the district still does not hold
parents accountable or students accountable. There are no suspensions or
clear protocols of how kids can be suspended. We also have behavior
specialists who have now become assistant principals instead of supporting
teachers with fbas, choice boards or visuals for students.
|
|
The team did
implement several things that provided some positive impact, breakfast
buddies, peer mentors, posting positive art around the building.
However, as the year progressed thing kind of dwindled out.
|
|
I have not witnessed
any difference.
It has gotten worse actually. |
|
Discipline
committees are just a few people, in the midst of a very busy, extremely
short staffed environment, where very little is being done effectively.
We have nothing to show for their efforts, or even feedback on what their
efforts are. Discipline in the schools is inconsistent and a constant
issue. The issues stem from administrative decisions to cut necessary
staff, refusal to approve proper placements, and just hiding the truth,
making things seem like issues don't exist or aren't happening.
|
|
The rest of us in
our building have no clue what the discipline committee is even doing.
Also, there has been no improvement in behavior.
|
|
Students need more
concrete, consistent discipline.
|
|
To date there are no
consequences for a student’s poor choices or bad behavior like running out of
class, throwing a temper tantrum, breaking or defacing or destroying school
property, cursing, back talk, disrespecting any one of authority, etc. As
such, the behavior issues lead to the destruction of a safe educational
environment. The poor behavior of some students, and it’s the same handful of
offenders each day and each week that are sucking the life out of good
teachers and good students!
|
|
The discipline team
seems to have good ideas however they are not being implemented and/or
executed to their fullest capacity. It has seemed to fallen flat. Things are
being discussed within the committee however they are not informing the
staff. We all need to help to contribute in the change of discipline.
|
|
As evident, the evidence
is the constant fighting in the halls, students wandering in the building,
sleeping in the stairwells, lack of respect and failure to follow directives
that are in the students’ best interest.
|
|
Discipline is
deteriorated over the last five years consistently.
|
|
I have seen no
changes whatsoever. Who's our discipline committee? Do we have
one?
|
|
Not consistent-
admin not following through with consequences.
|
|
Nothing has changed.
The hallways are still filled everyday with students. No discipline is
implemented and there is no consequences for students actions
|
|
Come visit south and
you will see
|
|
They are scripted
just like everything else around this place. Discipline is only getting worse
cause of no consequences!
|
|
They are doing a
great job but outside of that, no one listens to them outside of the
building.
|
|
If the committees
have things in place it is not evident in the buildings. There are TOO
MANY behavior issues in the schools that are not being addresses.
|
|
Yes but sufficient
to change major behaviors. It's a good piece but isn’t enough. I am on the
committee at my site.
|
|
At my school they
only addressed lunch and hallways. The people who worked on cafeteria have
never worked in there
|
|
Lack of support and
follow through from admin...focus appears to be on statistics of infractions
and not on learning environment of other students. There are many
behaviors that are tolerated due to pressure to keep referrals down and lack
of change action
|
|
The hallway
initiative was great, but the other plan that was rolled out was never
followed through on cafeteria behavior. I also feel as though my special
education teacher that is on the discipline committee is too often pulled
from servicing my students to deal with discipline.
|
|
The students are
still wandering the halls, speaking disrespectfully to teachers and staff,
and continuing to do as they please with little to no repercussions. The
cycle just continues day to day with no clear consequences if the students
don't change their behavior.
|
|
All talk, no follow
through. Habitual offenders need a more comprehensive behavior plan,
structure, consistency, consequences. We need to bring back Alt Ed!! We
need to reign in phone use!!
|
|
When teachers help
with the dispersal of discipline it is more redirection to learning focused
instead of punishment focused.
|
|
No changes
|
|
We are not meeting
the needs of all our students. Students are not getting the help they
need.. it seems to me that the discipline committees were
formed by central administration to be nothing more than a
way to give a “dog and pony show” at the school board meetings and give
a false impression that there really isn’t a severe problem.
|
|
I am seeing same
behaviors and issues still.
|
|
I feel like our
discipline committee has really good ideas, however, our administration has
hindered their progress
|
|
Nothing has
improved, it is continually getting worse
|
|
The Discipline
Committees are giving an honest effort in attempting to provide ways for
students to be more successful.
|
|
Discipline is not
improving its getting worse.
|
|
I believe the
discipline committees are trying to make a change but we don't have higher
admin support to fully support any changes (I am not speaking about our principals
necessarily). Also any changes we try fall flat because there is no in school
support due to never having prep/special
|
|
Too little too late
|
|
Unsure, I do not
currently have a student with discipline concerns in my classroom.
|
|
The behaviors are
beyond their control.
|
|
Nothing has changed
|
|
And I’m involved.
What we say is really not considered. What is being presented is what admin
thinks taschner wants to hear. We suggest- it’s ignored. We get told
what to present.
Until admin actually takes a stand against the behaviors -without worrying about upsetting the parents- nothing will change. |
|
Not really sure what
has been implemented other than a mentoring "sign up"
|
|
No it seems to be a
pr stunt so that it looks like the faculty has a say in the way things are
handled. They created a mentor program but the same students on their list
are the ones misbehaving. Teachers are now getting injured by breaking up
fights while the students that injured them return to school a few days later
with no other consequence. They need to suspend and fined /charged for
creating a dangerous environment for students and staff......... Bring back
discipline that works. Students need consequences for poor choices at any age
- high school students need this enforced so they can enter the real world as
respectful citizens that follow the rules aka laws - the focus on college is
great but they first need to know to behave at school work and within their
community
|
|
They started things
they never finished, and discipline has gotten worse
|
|
Now have PBIS at our
school. However the main “players” are still a problem. Need more support
than a committee
|
|
What discipline
committees?!?!
|
|
If implemented
correctly, yes. We still need to address the discipline issues.
|
|
I feel like the
committees have very little authority to effect change. The climate has been
allowed to deteriorate to such an extent that change will only be effected
with a new start and a new messengers.
|
|
Sometimes
|
|
It's upper
administrations lack of support!
|
|
While I think this
is a good idea, I do not see evidence of their work in action
|
|
Kids are still
acting up. Kids are still cursing and flipping desks. I WOULD NOT SEND ANY OF
MY CHILDREN TO CASD.
|
|
We continue to have
discipline issues in our school. They seem to get worse every school year.
|
|
The ideas presented
are good and well thought out and it’s nice to have a place to voice
concerns. However, as is with everything else, we need more staff. The
student behaviors are not going to change unless their basic needs are met. A
lot of them need counseling services or other mental health supports.
Full-day “inclusion” (what we are doing is not inclusion, but that’s another
story) is often overwhelming for some of these students and again special ed
teachers are often not able to be in the gen ed rooms for any significant
amount of time because there are too many kids per caseload. Training us
teachers on all these different things (Freeing Freddie, MindUp, etc.) is NOT
what we or they need.
|
|
The data presented
isn’t reflective of what is really happening
|
|
They just collect
data and do nothing with it.
|
|
Because they have
good ideals but micromanaged and don’t get to implement them. They put a lot
of work into collecting data, etc. but admin does seem interested in their
efforts.
|
|
Students need
structure, not to be placated. There is absolutely no control given to
teachers or administration with this current plan. The kids have all the
control.
|
|
Students have little
to no consequences for serious behavior.
|
|
Nothing changes. The
kids do whatever they want and there are no consequences
|
|
Implemented a
positive behavior plan.
|
|
I've been in the
district for more than 10 years. Discipline is the worse this year. I'm not
sure what the discipline committee is in our building.
|
|
Hahahahaha, what
discipline??????????
|
|
They are working
hard along with principals to find alternative ways to discipline students;
it’s a great start.
|
|
NO!!! I am on one
and our data is not accurate at all and our principal does not have time to
help the teachers implement PBIS. If teachers/principals were allowed to say
whats really going on in front of the board then it would be better.
The MAJORITY of the behaviors are special education students that do not have the proper services therefore they are acting out. |
|
The PBIS is having a
positive effect where implemented consistently.
|
|
Relationships are
very important bit we need to teach behaviors, establish expectations, and
practice those expectations consistently. Forgiveness is vital but
there are valuable lessons in natural consequences.
|
|
There are too many
discipline things going on that have not been addressed that the discipline
committees discussions can’t fix them.
|
|
Behavior has
continued
|
|
We have rolled out a
PBIS that has really helped with some of the behaviors. I feel like we need
to continue holding students accountable for their actions
|
|
In my 21 years of
teaching in CASD, discipline has never been worse!!!
|
|
There is no positive
change in student behavior. Discipline, in order to be effective must
be immediate and meaningful and neither is taking place and the students know
it. When students are afraid to go to the bathrooms between classes
because of the amount of students gaping in there is so many, there is a huge
problem.
|
|
I feel that
behaviors/discipline are still a large issue in the buildings, however, I
also feel that the discipline committee provided new ideas and solutions to
teachers. I think that it helps to have a teacher group meeting with the
principals to share building behavioral concerns.
|
|
There is absolutely
no behavioral standard or expectation in our district. The students
disregard, mock and ignore authority. The environment in our building is
nearing anarchy. It feels dangerous. The students cannot be controlled.
Education cannot take place or even have a chance of thriving in many, many
classrooms. We must have alternative options. Nine children are responsible
for nearly half our referrals. Removing them is critical. There are no
advocates for our regular education students - or for education at all. No
regard for the common good.
|
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Sometimes, but
mostly the students need emotional support, more guidance or other similar
professionals that we no longer have in the district. Their problems go
deeper than we can accurately handle.
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Discipline as a
whole is inconsistent and the message we are sending is not helping our
students, our schools or our community
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There is a clear
inconsistency im applying discipline to students depending on the school
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The discipline
committee in our building had great ideas that never came to fruition.
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Our superintendent
puts on facade of the truth. Our numbers and data on discipline are not true
indicators of how bad things are in our school.
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Only to some
extent. A more comprehensive approach that holds students and parents
accountable is necessary.
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There is no change
in students’ behavior. The students run the building not the admin.
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They do not have the
resources and programs needed.
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