Breakfast at Meade - Inside a Renaissance Alert School
by Ron Whitehorne on Feb 04 2010
All students are making ceramic masks to be mounted on the school's wall of respect.
Dennis Barnebey, education specialist at Public Citizens for Children and Youth (PCCY), asked me if I want to join him in going to look at the breakfast program at the Meade Elementary School at 18th and Oxford in North Philly. The school has been doing breakfast in the classroom for a while now, and Dennis thought it might make a good blog post.
Part of what made may say yes this week was that Meade showed up on the recently announced Renaissance Alert list, a circle up from the dreaded Renaissance Eligible list. Besides breakfast, I wanted to see what a school on the list looked like.
We visited a dozen classrooms on all three floors of the K-8 schools. Principal Frank Murphy showed us around and then had to deal with a maintenance issue. He encouraged us to look around and talk to students and staff, and so we did, staying well beyond breakfast. In fact, lunch was beginning by the time we left.
Meade’s breakfast program is not just about making sure kids get something to eat to start their school day. According to Murphy, it's about building the right kind of school climate and culture.
“The older students come and help supervise the younger children and organize the cleanup,” he said. They also see that everything is properly sorted and recycled.
In all the classrooms, breakfast was orderly as students sat at their desks or tables, quietly talking or, in some cases, reading or completing an assignment.
Teachers all expressed support for the program. “It has really helped build a sense of community in my classroom,” one teacher said. The transition from breakfast to instruction was generally seamless.
But Meade is not just doing breakfast well. Evidence of a positive and nurturing school climate is everywhere.
The halls are warm and inviting - filled with end tables, lamps, rocking chairs, fish tanks, lots of plants, and interesting student work. A "wall of respect" is being constructed, featuring ceramic masks of historical notables like the school’s namesake, General George Meade, the hero of Gettysburg, and will eventually feature masks made by every student in the school.
We visited the mask “factory” where artist Leroy Johnson and a cohort of three other artists from the Clay Studio work along with students and their teachers in creating the masks and mounting them. “This is about conflict resolution and building cooperation,” Johnson explained. He and his team worked first with the older children to develop both their social skills and their understanding of the medium so that they could the help the younger children.
We observed 6th graders seriously engaged in helping the 1st graders. The room was a beehive of activity, with a large group of students, teachers, and the visiting artists. Virtually everyone was working. Students talked to us about their masks. One 1st grader’s mask looked more like a meteorite than a face. “It’s modern art,” he explained.
We also visited several math and reading classes, all of which were characterized by skillful teaching and students on task. The standardized curriculum was very much in evidence.
A 4th grade music class blew me away. As we entered, the teacher was humming a sequence of notes, while on the floor were a series of laminated green circles labeled alternately tonic and dominant. Students had to jump on the one corresponding to the note. Volunteers hop-scotched on the circles, getting applause for successful efforts. Then came a lesson on meter in which the teacher used chanting, drumming, and musical notation to differentiate patterns. Pretty sophisticated stuff. Students not only enjoyed the lesson, but demonstrated remarkable mastery.
There were important things I didn’t see, but heard about:
- An eighth-period elective program for the upper grades that included working with Young Playwrights, participating in a jazz ensemble, or working out in the well-equipped exercise room – a school response to after-lunch disengagement, a big problem with middle-school-aged students.
- A seventh period for small-group instruction in which a ten-to-one student-teacher ratio is achieved.
- A school-designed afterschool program focused on guided reading.
I’m sorry, but this is not a failing school.
They are doing schooling right – targeted professional development, differentiated instruction…all the things that schools are supposed to be doing. The staff is energetic and skilled with seasoned leadership
So how do does Meade end up on the Alert list?
The school recently made AYP in successive years and so it is not a school where restructuring is mandated under No Child Left Behind. Last year it narrowly missed it, meeting 12 of 13 targets, and putting it in "Warning" status. Fifth-grade scores dropped. In small elementary schools where some grades have only one class, this is not unusual – a veteran teacher goes out on maternity leave or illness, someone who turns out to be subpar comes in on special assignment, and down go the scores. A problem, sure, but not the basis for making a sober judgment about school progress.
Meade may well escape the Renaissance treatment but as a result of being on the Alert list it is now an Empowerment School. That means Corrective Reading and Math and the Empowerment version of an after school program. It means say good bye to much of what the school on its own has designed and implemented. From talking to teachers it is clear that morale is taking a big hit
Maybe we all need to take a closer look at the District’s performance index if this is the result. Or maybe, while data shouldn’t be ignored, we need to use some common sense, too.
Comments (65)
Submitted by Anonymous (not verified) on Thu, 02/04/2010 - 20:25.
This is Meade's demographics https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/. This The Notebook's typical Renaissance School profile https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/
While we have seen the SPIs, how much is this profile driving selection? There are schools that finished last in their group of 10 but are not even on alert (Spruance is the first that comes to mind). I think an important question to ask is, can a school where children are not getting free-lunch and the school has an ethnic diversity not being doing a good job?
Submitted by Mr.Boyle (not verified) on Thu, 02/04/2010 - 23:06.
sorry, the demographics page link isn't working. if you go to philasd.org/schools, you can find Meade under elementary/middle. The demographics can be found on Data link. The typical Renaissance School profile can be found here, http://www.thenotebook.org/blog/102139/profiles-renaissance-pool
Submitted by Bobbie Cratchet (not verified) on Fri, 02/05/2010 - 08:51.
The School District has released the School Performance Index for all schools within the district. When I saw this posted on the Notebook, I was interested since my school was on the “Alert” list. Now I would better understand our ranking and Dr. Ackerman’s Office would be providing important information that in their words would be “a clear and transparent process”. However, the released rankings were more befuddling than an AYP school being on “Alert”. Now, I am no statistician, but I do understand statistical concepts and formulas. There is no “Clear or Transparent” process here. What I found were inaccuracies based on a narrow set of criteria that at times seemed arbitrary. For example: According to Dr. Ackerman’s Office the SPI is based on a “variety” of data, however 90% of a school’s score was based solely on PSSA data. Achievement Gap data compared schools in low resource neighborhoods with ALL district schools, which is not a clear picture representing a gap in an INDIVIDUAL school. More accurately it highlights the Gap across the district that exists when comparing a school like Greenburg in the Far Northeast with schools in North Philadelphia. Of course schools in low resource neighborhoods received very low “points” on the PSI. That is a travesty of partiality in my opinion. The Growth on PSSA category was not statistically sound, as the district could not use the actual formula from the PVASS Site to measure student growth because it would have cost more money. Therefore the solution was to take individual student performance and apply a formula developed by the SDP Office of Accountability in order to measure a school’s growth. That is a perversion of data. Fifty percent of every school’s score was based on this inaccurate data. In addition, the Growth Data only measured ONE year in a school. This is not recommended or regularly done when looking at growth trends. Many years of data are needed for accurate measurement. I guess that it really didn’t matter since the formula was skewed anyway. I also reviewed the school’s ranking when compared to similar schools. I had only my school’s data to review, however it was riddled with basic mathematical mistakes. Unless, the district just picked a new formula instead of using basic math concepts (ranking from 1 to 10), then someone should review the Similar School Rankings. They are inaccurate at best. After reviewing all of this data (and I am using that term loosely) one can no longer be confident in the process. Murky data creates distrust of Dr. Ackerman and her office. When you say that the process is clear and transparent, a person, like me, with two Master’s degrees in Education, should be able to understand the process. This is supposed to inform the public. Without really looking closely, most of the public would assume that the District is being wise and thoughtful about selecting schools. However, the process perpetuates the rumor that the district is trying to sell-off schools (Dunbar, Meade, Wilson) to local Universities or creates Charter schools in high-income neighborhoods (Mifflin). So it begs the question “What are your intentions Ms. Ackerman? Is your agenda clear and transparent or arbitrary and capricious? Is it really about improving failing schools or improving the coffers of other organizations?”
Submitted by Meg McGettigan (not verified) on Fri, 02/05/2010 - 18:09.
I am no statics major, but I know the data being used is incomplete and gathered to reach whatever the goal is. Too many standard things were discounted and new pieces thrown in. I just wish I understood what the goal was... it is not the improvement of the educational future of my children.
Thank you Bobbie for your explanation.
Submitted by Lori L. (not verified) on Wed, 02/10/2010 - 21:39.
I'm confused. What is Dr. Ackerman's goal, again? You know, when I was a little girl my grandmother told me that when the rules are changed while the game is being played, it's called CHEATING. How can a school be on an alert list that has made AYP more than once? I wonder if Dr. Ackerman has ever been to Meade School. I don't think so, because she would have seen the truth. Seeing is believing. We don't have robotic teachers in the classes reading from a script not allowing our students to think. Instead, she would see a hard-working, dedicated teaching staff encouraging the students to become great thinkers, readers and problem solvers. No script could do that. What's the goal, again? And she would see a super support staff that nurtures our students. Alliteration. Would I be able to point that out when we're reading with a new scripted program? Hmmm? She would see how teachers go above and beyond. She would see students working hard to become better readers, writers, and mathletes. She'd see that students don't want to go home because of the after-school activities that go on at Meade. She'd see teachers staying late to make the next day better than the day before. She'd bump into high school students in the hall after school who want to visit with a former teacher or get help in a certain subject because they need it and they know their former teachers will help them. What's the goal, again? She'd see a college student visiting with Principal Murphy or a former teacher to let them know how they are doing in their first year of college. I guess you have to see it to believe it. Meade School is more than a school to many of our students. It is a home away from home. The students feel safe and they are proud of it. There is no way that Meade School should be on an alert list. Give me a break! I'm still confused.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 09:33.
I was shocked when I saw Meade's name on the list. I have worked there and it is a great neighborhood school. The staff and principal work together and they do their best for kids. Since I have personal knowledge of Meade and knew that they have made AYP I asked the same question, why is Meade on the list? The above post is an interesting explanation. Did the district really do their homework on this stuff? Anyway, this is a nice profile of Meade and I can say, a true picture of it as well.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 12:03.
It appears this is one of the few, North Philly, schools that is engaging the students. Please do not take away the Teachers ability to engage the students and classes as they see fit. Each class cannot have a cut and dry method for teaching as each student does learn through the same methods. This is a very enlightening article.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 12:51.
I have visited Meade on a number of occasions. Each time I leave thinking, "it doesn't get much better than this." No one visiting this school could call it "failing". It is a remarkable success story the District should be PROUD of and showing off to visitors. The team there has created a wonderful climate for learning that any of us would be happy to have our children in. Test scores have been on the rise, generally, for a number of years. It is shameful that the School District can make these lists without considering unusual circumstances that might have impacted one or two factors negatively. There are schools that need major turn-around. Some may need mandated interventions. But Meade is a model for thoughtful, collegial and effective teaching and learning in the heart of North Philadelphia. Putting them on "alert" status would mean forcing corrective reading and math scripts on a teaching team that has found tremendous success without them. How do we get this changed?
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 15:12.
I have visited this school and know first hand that there is something very special going on there. The teachers and the principal are some of the most passionate and effective educators I have ever come across and are truly making a difference for these children. This school is up against so many external challenges it is even more extraordinary what they are getting accomplished there. Someone definitely needs to take a closer look at the schools on this list and realize that the criteria may need some revision or flexibility or it is the children in the community that are going to ultimately suffer.
Submitted by Meg McGettigan (not verified) on Fri, 02/05/2010 - 15:16.
I have had the honor of working at Meade for the last several years. It has been an honor to help this school, these families reach this level. Although I have no doubt in the district's dream, they are not looking at what we can and have done here. As the writer stated, it is a mistake to judge us on one set of numbers instead of the growth we have made and the obvious love we all have for our school, our home. This place is a wonderfully vibrant school full of understanding and drive. Our morale has not just taken a hit - it is shattering under the judgement, the condemnation being sent our way.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 16:06.
It is great to hear what is going on this school. I know one of the teachers at this school and she works very hard to be the best teacher possible and to make this a very positive environment for learning. Keep up the great work.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 16:41.
I know a teacher at this school, as well - she works tirelessly to ensure that her class not only excels academically, but are polite, well-behaved children as well. It would be a shame if she had to change her methods that are working so well.
Submitted by Temple Student (not verified) on Fri, 02/05/2010 - 17:21.
When I first stepped inside Meade as a practicum student from Temple University, I was astonished. Meade was not at all the stereotype we had learned in school. While it may seem from the outside to be struggling, inside is a different story. Quiet halls with vast amounts of student work adorning them met me and I immediately felt welcomed. Other decoration made me wonder if my mother had been there before. It felt like a home, but most importantly it ran like one. Students and teachers were fulfilling their responsibilities as learners and educators. Students were holding open doors. Most importantly, serious instruction was going on in the classroom. My eyes were opened to what great teaching could do and not just the aspects in the classroom. I met wonderful students and think that my experiences at Meade have molded me to hopefully be a great teacher. I worry about going to work for a district that doesn't seem to be able to realize a good thing when it sees it. Maybe the problem is that the district doesn't see it. It seems from what I read in the news that they are only seeing numbers.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 17:34.
Acheiving a successful and happy life isn't attained only from facts learned through academic subjects. It is attained through concepts such as awareness of self and others, through bonding, honesty and sharing and cooperating and responsibility. It is attained through expanding a students mind and stretching and encouraging full self-expression. From what I've seen, this is what happens at Meade. So, what.......are they thinking? It doesn't make any sense to me!
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 18:05.
The changes they are sending into Meade without any real knowledge of the people, their strengths and their work are a horribly marrow minded attempt for something ... I just have no idea what. They are an amazing group of people, working, growing and respecting each other. THis is a home full of all the touches. These children know they are loved and supported. They also know their teachers are the best they will ever know. I hear frequently how early the teachers arrive and how late they stay. They are here for their children and the school district has no idea what they are throwing away. This is a haven and should be copied in other places, not trashed. This is what education should love and feel like.
Has Ms. Ackerman even bothered to visit this school? Can she risk seeing what it is she is throwing away? Is she afraid that whatever her agenda is will not match what these people are doing day in and day out without any of her "supports"? They have found so many ways to reach these kids. She needs to see what they can do and THANK them for it.
Submitted by Christina (not verified) on Fri, 02/05/2010 - 18:47.
This was a great start to what could be a book about the deeply reflective school community culture at Meade. My heart goes out EVERYONE in that community during this time that must be filled with incredible angst. Corrective Reading and Math? Please, the intelligence and teacher made knowledge about reading and math at that school could fill volumes and volumes. No scripted curriculum could EVER replace what teachers and students at Meade know about good teaching and learning.
Submitted by Stacy S. (not verified) on Fri, 02/05/2010 - 18:53.
When I think about my years in grade school, I think little about tests I took or the grade I got on standardized tests. Although important, it is the actual classroom experiences that made me the person I am today. Teachers that were passionate about not only teaching but also the students they taught stick out the most. I still enjoy reading books because of my 6th grade teacher, Mrs. Smickley who made reading fun with workshops allowing you to read out loud and act out the characters. I see the hard work being put daily into Meade. The dedication of the teachers and faculty is overwhelming. They are making a difference in these students lives that go way beyond the pen and paper. If "No Child Left Behind" means they want children to get a proper education to take into their daily life, then maybe the standards for a successful school should be measured by the education given to them beyond a grade on a math test.
Submitted by Michael (not verified) on Fri, 02/05/2010 - 21:10.
I have spent a good deal of time at Meade, most recently at a wonderful awards assembly last week that was designed to build community and to celebrate students' achievement. I think so much of the school that I am delighted that the preservice teachers with whom I work spend time there as the practicum experience associated with their methods classes. My students get to see dedicated teachers and administrators working their hardest to help students develop both intellectually and emotionally. It's an invaluable experience for my students, one that often results in their commitment to work in city schools upon their graduation. Meade is a tremendous resource for us.
Submitted by Anonymous (not verified) on Fri, 02/05/2010 - 22:28.
Making AYP is no guarantee that you won't be put on the Renaissance Schools list. It depends on what your score is when you start. If you're a 10 and then jump 12 points one year and another 12 the next you will make AYP, but that doesn't mean you are off the hook. You have to pass that 50% mark to get the district off your back.
Submitted by Anonymous (not verified) on Sat, 02/06/2010 - 10:14.
My comment
I teach in a school that is not a Renaissance school and is not on the Renaissance Alert list, but I have the feeling that if Meade is such a school, although we have made some progress over time, our school and many many more others in the district, should be on that list as well.
I do not understand how the district functions and rates schools, but it seems that Dr. Ackerman and her staff should spend more time in schools and less in front of computers and around conference tables. Let them go visit Meade and similar schools on Alert with Ron and his colleagues, and let them explain to them (and us) what they feel is not working in that school.
In our school, since the beginning of the school year, we are on our fourth major schedule change. Teachers, mostly demoralized, are constantly scrambling to adapt. Students are confused and angry. telling teachers that "we are not dumb!", as they as placed in a corrective program that should not be used in an entire school.
Empowerment schools are expected to show progress and make AYP or at least Safe Arbor while about half of instructional time is spent teaching something other that the Core program... How will students be ready for the all mighty PSSA if teachers have not been able to teach all the eligible content?
I believe that if the performance of our new district leadership were to be evaluated as well, they too would be placed in corrective action.
Submitted by FDU (not verified) on Sat, 02/06/2010 - 11:38.
I read with interest the description of Meade School in the Breakfast at Meade blog post. It is exactly as I recall, having visited there with other educators several times. The commitment of the staff, the shared vision and leadership, the calm, orderly and nurturing environment, the friendliness and articulateness of the students, the permeation of literacy events throughout all aspects of the school day, the integration of the arts into the academic programs, were all remarkably evident. One thing that stood out for me was the attention to professional development that was purposefully incorporated into the school schedule. The principal and itinerant teachers hosted bi-weekly literacy assemblies for the students so that grade level teachers could have additional shared time for collaboration and goal setting. All of these strategies are indicators of effective schools that have been noted in research for the last twenty years as having the greatest impact on overall student achievement.
Given the high stakes of being identified as a school in need of improvement (major instructional changes, replacement of principal and staff), careful consideration should be given to deciding which schools are in such a dire state of being to warrant drastic changes in personnel and program. It goes without saying that using data from any single high stakes assessment tool is obviously not an appropriate or effective strategy. Using one school year’s test scores to determine a school’s success is inaccurate at best and statistically unsound at worse. One wonders if the leaders of Philadelphia’s current central office administration have ever visited Meade.
Submitted by hmann (not verified) on Sat, 02/06/2010 - 12:28.
As a professional educator, I take exception to the notion that a child’s education is reduced to mere numbers of one annual test. Let’s ask some questions. The Philadelphia School District is data driven. Data can take shape in many forms. Has anyone bothered to truly track data? Has anyone looked at the years of progress and the success stories of the students at Meade? Has anyone bothered to ask former students how well they are doing in high school now? Has anyone bothered to track data that shows the number of students getting into college from Meade? Has anyone bothered to look at the number of teachers who have chosen to teach at Meade through the site selection process? Has anyone bothered to look at the Arts programs at Meade? Has anyone bothered to examine the community partners that seek Meade School as their chosen community partner? Has anyone bothered to ask the student teachers, the future of our profession, why they have chosen Meade to complete their practicum? Has anyone asked the parents about their child’s education at Meade? Has anyone asked any of these questions? Has anyone bothered to investigate the quality, texture, and fabric of the education at Meade? Apparently not.
Submitted by Ron Whitehorne on Sat, 02/06/2010 - 12:57.
It is heartening to see the passionate and knowledgeable response to this post. Let's hope that someone in a position to do something about it is listening. It gives those of us who are tryinng to organize opposition to Renaissance Schools in their present form some important ammunition.
Submitted by Anonymous (not verified) on Sat, 02/06/2010 - 13:12.
Meade School feels like home. You walk into it and immediately feel comfortable and can feel the sense of community. Students and staff members greet you as the walk through the hallways. Hallways are filled with benches, lamps giving a soft glow, stuffed animals and murals. This immediately makes the kids feel loved and comfortable. And that's only the start of it. Step into a classroom and you will experience great deals of learning, exploration, and experiences. The music program is simply one of the best in the city. Come to a concert or a literacy assembly and see for your self! This is NOT a school that requires any scripted programs to make progress- we simply need to let the teachers do their job and watch the success come!
Submitted by Luke Bilger (not verified) on Sat, 02/06/2010 - 15:36.
I could not have a better place to be beginning my career. As a first year teacher I feel as though I have 20 mentors at Meade. I have never been turned down for advice and everyone has been willing to allow me to observe their class. I could see myself at Meade for a long time. Everyone from Principal to SSA has shown me what it looks like to strive for excellence. The school is fast becoming family so when we were placed on the alert list, I was shocked. It does worry me that certain changes could negatively affect the students who, through all Meade offers, are becoming well-rounded critical thinkers.
Submitted by Meg McGettigan (not verified) on Sun, 02/07/2010 - 13:19.
You are part of our family here, Luke and a very welcome addition.
Submitted by Luke Bilger (not verified) on Sun, 02/07/2010 - 13:27.
Thank you. That means a lot.
Submitted by Anonymous (not verified) on Sat, 02/06/2010 - 16:55.
Starting from my high school days, I spent many summers working as an assistant in the Meade Summer Literacy program, and have had the pleasure of remaining in touch with this school community and Principal Murphy. Walking into Meade certainly means walking into a warm, inviting learning community. There are rocking chairs in the hallway and shelves of books, tanks full of fish, murals, student work proudly displayed on the walls, and a special book room for students. I remember when the book room was created - a special place where students excitedly select books to take home for their own personal libraries (as a reward for meeting their 100 book challenge goals).
Meade is home to a talented and committed group of teachers and staff dedicated to nurturing the individual education and growth of each Meade student. This school cares about its students, and about the community of which it is a part, and many students come back to visit long after they've graduated. Meade is a real family that values relationships between teachers, students, parents, staff and the community beyond.
Submitted by Joan Toenniessen, Ardmore Rotary (not verified) on Sat, 02/06/2010 - 23:40.
As a member of the committee which initiated the Rotary Literacy Partnership with Meade School 11 years ago, I am shocked that the district administration has misjudged Meade School. Has anyone on the review committee taken the time to spend any time at Meade and become acquaintedf with the staff and the programs as they are functioning?
I suspect not.
If the District wants to help improve the educational opportunities for the children in Philadelphia, give some of the other schools a taste of Meade School..Allow them to walk the halls and visit the classrooms and watch the programs and talk with staff and students and families.
Meade indeed needs better facilities as do most older school buildings but when it comes to the faculty and administration and programs, leave them to provide a shining example of how to meet the challenge with a challenged budget and uninformed central administration.
Someone needs to rethink what makes schools work in the district. Perhaps the administration downtown should get out and visit and learn what really is happening in the SUCCESSFUL SCHOOLS. I emphathize with the teaching staff and administration at Meade. How unimportant this "list" makles all the wonderful innovations that they have introduced in just the time we have been a part of the school programs.
It is time to rally support and challenge this misapplication of educational theory or whatever it is....
.
Submitted by Anonymous (not verified) on Sun, 02/07/2010 - 13:22.
A School where the teachers can ingage the students in the learning process should be considered a more effective school then one that is not. A effective school should not be on the Renaissance list.
Submitted by Anonymous (not verified) on Sun, 02/07/2010 - 19:30.
I agree that this method of "helping" schools though the Renaissance Alert list is clearly not effective. It does not actively engage students and if all classes are run by the same sort of curriculum with no creative planning or ideas presented by the teacher would make the whole school dull. I think it would be harder for the kids to understand the lessons from people who have never met the students before and who are not used to the school themselves. New teachers don't know where the students' strengths lie. This is not a failing school. The teachers at Meade are committed to actually helping the students learn.
Submitted by Anonymous (not verified) on Mon, 02/08/2010 - 11:14.
Sounds like Meade is doing a lot right. Doesn't seem like it should be a Renaiisance alert school!! Where's the problem?
Submitted by Anonymous (not verified) on Mon, 02/08/2010 - 11:14.
Sounds like Meade is doing a lot right. Doesn't seem like it should be a Renaiisance alert school!! Where's the problem?
Submitted by A Teacher's Friend (not verified) on Tue, 02/09/2010 - 11:58.
My best friend works at Meade. Every year since 2002, I have been there at the end of summer to help her set up her classroom. I remember the first time that I went with her. From the outside, the building looked like a typical city school. Then we entered into Meade school and I was amazed at how there was so much color on the walls from students’ work. It was tremendous! Then, I picked up on how close all the teachers, office workers, maintenance workers, and kids (who were actually there to help!) are as they caught up and helped one another.
Putting this school on Renaissance Alert is a big mistake. By doing this you will deplete the morale and individuality that are conveyed through the caring, creative actions of the students and teachers. Renaissance Alert is not the answer. This school has made such great strides! Do not hinder them now! They have grown so much and accomplished so much on their own, proving that they know what they are doing. Furthermore, they actually have concrete evidence of such!
If the vision is for Meade to become an even stronger school, then the plan that Meade has undertaken is the map to realizing this. Please do not stand in the way and make everything regress by making the mistake of keeping them on the Renaissance Alert list. Meade school does not belong on this list.
Submitted by Jessica (not verified) on Tue, 02/09/2010 - 15:13.
This school is a wonderful place. the kids have fun and learn a lot. The teachers work extra hours and spend their own money. The classrooms and halls are beautiful. They are full of lamps and fish. The whole building feels like a home. I wish my school was more like this one.
Submitted by Anonymous (not verified) on Tue, 02/09/2010 - 15:40.
-Instruction that focuses on writing throughout the curriculum and fostering accountable talk in classrooms not only helps students comprehend what is being taught, but it is teaching them skills they can use throughout their lives as critical thinkers and "life-long learners" .
-Students are able to express themselves through an incredible music program and an assortment of after school activities. There is something for every student so that they can find their own niche and build a positive self image that will in turn keep them motivated to set and achieve goals (in and out of the classroom).
-Focused PD's where teachers can be critical thinkers, reflect on their "craft" and collaborate with each other.
-A caring, hard working staff (teachers, office workers, support staff, custodial staff) that fosters a "family" atmosphere/community in the school.
Meade is a model for schools across the district, not an Empowerment School.
Submitted by Beth (not verified) on Tue, 02/09/2010 - 18:38.
This is a school that puts their children first. This staff works together to support the growth of every child. The halls are welcoming and the classrooms are homey. The children read and write in every subject throughout their day. Why would anyone want to trash this program? Obviously, Ms. Ackerman has no sense of what a school should be. She should be trying to copy this atmosphere in all the city's schools, not destroy this one. Ms. Ackerman - spend some time here and see what you are throwing away. Spend some time here. See.
Submitted by Anonymous (not verified) on Wed, 02/10/2010 - 12:13.
Peggy Saeger and Frank Murphy (among many others!) have accomplished amazing things at Meade over the years, not just for their own students but for college students who want to become teachers. Unlike some schools, they welcome prospective teachers into the school with open arms, and the reports from the students are consistently glowing. Many request to go back.
When I am there visiting math classes, I hear students talk about various ways to solve difficult math problems. I hear them explain how they came up with their answers. I hear them helping each other understand. I hear great questioning from the teachers, who hold high expectations and do not let the kids give up. Every year I go into the school, I am in awe to see that things are even better than the last time. From the school environment to the instruction to the students' behaviors and skills - things are constantly improving at Meade! I have worked closely with three different school districts in three different states, and I have never seen this kind of energy replicated on a daily basis. It would be such a shame to lose this kind of resource for prospective teachers. Environments like Meade are desperately needed for them.
Submitted by Anonymous on Wed, 02/10/2010 - 12:20.
Meade School is a wonderful place. The children feel safe because they know they are safe. The cchildren and staff work together to make this so. They are improving in all areas and have been for years. It is a mistake to change this program. It is a mistake to discount all they have already achieved. Ms. Ackerman, you need to leave this school alone and spend time here. This group will show you what a Philadelphia school should look like, feel like and be like. They know what they are doing here in Meade.
Submitted by Anonymous (not verified) on Wed, 02/10/2010 - 12:29.
The teachers at Meade are creating thinkers. These children do not just give back answers - they explain their thoughts, model answers for classmates and listen to each others' thoughts. Math time is lively and full of ideas. Oh, they get to the answers and the right answers, but that is not the goal. These children are going far, thanks to the teachers who are going far beyond the curriculum. Math is energizing, not worksheets of 50 problems, like it was for us. These children get it and we must continue to support this growth.
Submitted by Anonymous (not verified) on Wed, 02/10/2010 - 18:13.
The teachers at Meade go above and beyond what is required. They cover more than the curriculum. Just look at the halls. The fishtanks, student work hung, the murals the rocking chairs and the sofas. This place is a home. A home for expansion of the minds. Join them. Help the future grow and be stronger.
Submitted by Carol (not verified) on Wed, 02/10/2010 - 20:47.
I have been an itinerant teacher at Meade for the past five years and am honored to work there. Over the years I have worked with many of the students and staff and have seen a school that 's priority is the development of students, both academically and personally. The principal has been able to develop trust between the faculty and staff (including office, custodial, and security) and students and their families, because there is a common goal of the best teaching possible for all Meade students. I have seen excellent teaching and learning in EACH of the Meade classrooms and have also seen much needed individual attention given to each student, through various means of tutuoring, "Big Brother/Sister-like" programs, music and art classes, afterschool programs, science clubs, play writing and other programs I am not even aware of! Any and all school district officials should visit Meade and experience a true learning community in action, highly qualified and effective teachers working with engaged and challenged students. Missing AYP by ONE point for ONE year is not a reason to threaten teachers and students with "corrective action". The Meade School is a shining example of excellence and heart for the whole school district.
Submitted by Anonymous (not verified) on Thu, 02/11/2010 - 14:31.
This school is a shing example of what is right with public education. It is wrong to change the programs they have initiated here and developed on thier own for thier kids. This school is working. Leave it alone ! Better yet, copy it for all our children.
Submitted by Amy (not verified) on Thu, 02/11/2010 - 14:35.
Meade School is a place of respect, learning and growth. These people know what they are doing. They meet the needs of their children, on their own time and with their own money. This is a staff that could teach other teachers to reach the needs of all children. This growth needs to be copied into other places, not changed and messed up. This is a shame. This whole idea is created by people who know nothing about education.
Submitted by Amy (not verified) on Thu, 02/11/2010 - 14:41.
Meade School is meeting the needs of her community. These people work more hours than I can tell you, putting in their own time and money. They face challenges in each classroom that would scare away most teachers and do this successfully. They need to be allowed to continue the growth they have begun. These programs need to be expanded, not altered into some box program that has no basis in reality. Meade School is doing unbelievably well. Let them continue to grow.
Submitted by Anonymous (not verified) on Fri, 02/12/2010 - 13:17.
As a friend of Meade School, I have had the pleasure of knowing and working with the staff, the students, and the community surrounding the school. Most of us strive to rise above the station in life to which we've been born. Some of the children in poorer socioeconomic areas never even get to see what this might look like. The teachers of Meade dedicate themselves to providing the students they serve with that opportunity. That means going BEYOND simply what's taught in the curriculum, which they do quite effectively. It means being MORE than just a teacher, or secretary, or a principal. The teachers at Meade challenge themselves to give 100 percent of themselves to their charges, and are reflective practitioners who maintain the highest of expectations for their students, and themselves. Teachers at Meade say "our children" when other teachers faced with the same circumstances say "these" or "those" kids. They constantly participate in professional development, and even create their own based on needs that arise. The culture of professionalism, comraderie, and support is everywhere. I've also known teachers who've left Meade for other placements in the district, only to say, "You know, there really is no other place like it..." The students have developed a trust in these agents of hope, knowing that the teachers there only want them to be the best they can possibly be.
To place Meade into a "corrective" reading and math situation would be to tear down all for which both students and teachers have worked. Is it true that "corrective" reading TOOK OUT THE COMPREHENSION PORTION OF THE PROGRAM???? The UNDERSTANDING, the whole reason for reading?!?! That would relegate the teachers to lowering their standards and expectations, and, in fact (as someone stated earlier), treat the students as if they were indeed "dumb." To address the issues of schools such as Meade, one first needs to examine the socioeconomic issues outside the walls themselves. But, to do that would be political suicide, I'm guessing. The progress that Meade has been making, and the type of academic culture they have created, has insured that children do rise above the station to which they've been born. It is my belief, however, that programs such as "corrective" reading and math are politically motivated to keep the poorest of our society just that: the poorest of our society. These types of programs make sure that NO ONE rises above.
So, what kind of change is Ms. Ackerman hoping to achieve?? And, what are her ultimate political intentions? If they are truly to "aid" such schools, Ms. Ackerman would be applauding the teachers and administrators of Meade School, and doing everything in her power to copy their type of dedication and committment to children. I am sure, however, that she would never find enough people willing to do what "these" teachers do to staff even one more school. The kind of action that Ms. Ackerman and the School Reform Commission have taken would change the teachers at Meade from being agents of hope into professors of doom, therefore condemning an entire neighborhood of children to a volatile and extremely uncertain future. Is that what "Imagine 2014" REALLY means??
Submitted by Anonymous on Fri, 02/12/2010 - 14:23.
The comments being posted here are demonstative of the community Meade is fostering. We are a family protecting itself against outsiders attacking out very existence. This family needs help to continue to grow and thrive. Thank you for this support. Please keep it coming.
Submitted by Anonymous (not verified) on Fri, 02/12/2010 - 14:26.
Meade School needs this support. We need everyone to understand that we are a family, growing and changing together. We are learning together. We are fighting together, too.
Submitted by Kate (not verified) on Fri, 02/12/2010 - 19:38.
This is a perfect example of what's wrong with public education today. In what other business environment would it be acceptable to take one narrowly defined performance indicator and make sweeping changes to the product? That's bad business, and it's bad for the kids and teachers. It's a nonsensical decision, one that is motivated by politics, and greed. During my time in the District I've seen that a lot of schools get treatment based on their zip code. I stand strong with the Meade community against this attempt to undermine what makes it so good, just because that approach doesn't sell more copies of remedial curricula. Do not go gently into that mediocre night, friends at Meade! You are supported district-wide!
Submitted by Anonymous (not verified) on Fri, 02/12/2010 - 19:59.
In honor of President's Day, I'd like to paraphrase President Obama : The Meade School is the change we've been waiting for!
Post new comment