Mister "is this a gossip column" and Mark Stageman, did you miss the part where sedgewick said that she mentioned her position so that the manager would know she had a large facebook following? Clearly both parties involved were interviewed.
Frances Perkins - your evil/devil comment is appreciated. Because it is so easy to batter down than it is to make better. Solutions require effort and thought. Despite occasional issues my family has had good results from TUSD. But for the knee-jerks there is never mention of goodness or decency or great kids or effective programs or dedicated professionals. Just people on the outside spewing toxic, obnoxious Twitter-type political insults.
Magnet schools were supposed to have been given top priority in hiring teachers, not just because it was the right thing to do given the number of vacancies that schools have had, but also because TUSD stipulated to this in last years magnet stipulation. Instead, many of us who work at central administration or at schools as administrators have continued to see the Districts HR Chief continuously fill positions at east side schools, long before the magnet schools even got a glimpse of a teacher applicant. The services that are provided by the HR Chief, Anna Maiden, and her crew are lop-sided and it is very intentional. The pattern is obvious to many of us and it leaves us with one- and only one- reason for the lop-sided attention that is given to schools which preside in wealthier neighborhoods than schools such as Utterback and Ochoa; institutionalized racism. It is not a nice word. Everyone hates it. But TUSDs policies and practices remain to be permeated with bias.
Everyone seems to make comment about the student demographics which have changed since the onset of the desegregation court order. However, what is not mentioned is that TUSD, as an institution has not changed all that much. More than sixty percent of teachers are non-minority and recruitment efforts to hire teachers of color is pathetic. Less experienced teachers are systematically placed at west side and south side schools. West side and south side schools have the largest number of substitutes. Many of the substitutes are NOT certified as teachers. Additionally, good teachers (white and non-white) are leaving TUSD very rapidly. TUSD is one of Tucsons largest employers, yet their HR Chief has no knowledge of the turn-over rate. Yet, it is clear via separation documents that teachers are leaving at a very high rate.
Of course, it does not help to have white superiority thinkers such as "Postimpressionist"
blatantly state that the darker the US gets, the stupider it becomes. Arizona is ranked almost at the bottom of states in its support of public education. We are where Mississippi used to be years ago. The US, and especially states like Arizona, are not investing in public education. Our public school infrastructure is aging with little maintenance and repair invested into our school buildings. With little respect for the profession, many teachers are leaving to more lucrative careers. Kids arent losing IQ points; they are being deprived of a quality education. TUSD needs drastic reform and Tucson needs to call out folks such as Postimpressionist on their racism.
The community gets what it demands. We all need to demand more from TUSD. ALL of us!
The author's use of "Terror" in regards to a legally elected President is disgraceful and demeaning to all that have fought the "War On Terror."
Please change the words you are using to try to make your point. Not withstanding the fact that these teachers don't own these illegal immigrants. It is odd they would not first act to protect the citizen students from law breakers.
But that seems to be your vision of America.
MaryE2 The flaw in your thinking is that a group of armed citizens would even NEED to fire at him. Amazing how well people behave when there are immediate consequences.
21,000 of those mentioned per year are Suicides by people who take their own lives. That reduces the number to 12,000 and just think if you removed Chicago from that equation it would be another minus 762. I really liked Gabby voted for her 2 times but not after Pelosi and Wasserman-Schultz corrupted her. Facts can be easily distorted.
It will be much better for the educators to look for a job outside Tucson because once the flood of illegals is shutoff at the border there's going to be a lot of empty seats in the Grijalva Chicano Indoctrination Center known as TUSD.
Not a Trump fan, but very tired of hearing terms like "regime of terror" used in connections with what we can expect his administration to be.
Do the people who throw phrases like this around know what the "reign of terror" was? And how unworthy of respect they make themselves when they connect phrases like this with what is happening in our country right now? Hysteria and exaggeration will not solve the problems, which need to be calmly identified and accurately named.
Plutocracy? Yes. Oligarchy? Yes.
"Regime of Terror?" No.
Taking a picture of yourself with a sign and posting it on social media.
Much easier than tracking what is going on with application of desegregation funds and quality service delivery in the Tucson schools that serve vulnerable families.
Which action would help immigrants more? Draw your own conclusions.
Fact Checker 13: Thanks, interesting information.
Seems like the problem we are still trying to address in this district is the lack of uniformity in quality of services from one school to the next.
When you have some schools where fully qualified, experienced teachers line up to fill positions (UHS, Fruchthendler, etc.) and other schools where classrooms are filled with rotating casts of long-term subs with no teaching credentials, and when the racial make-up of the schools with higher quality services is more white and the racial make-up of schools with poorly qualified staff and poor service delivery is more Hispanic / African American, how can the district expect to achieve "Unitary Status," which I believe has something to do with delivering good services in a uniform manner throughout the district's schools, to schools enrolling primarily Hispanic and African-American students as well as to schools enrolling higher percentages of white students?
Can anyone answer this question: Why have some of the more than $60 million a year in desegregation funds the district receives not been used to attach permanent, renewable stipends to hard-to-fill teaching positions in magnet schools? Why have the stipends not been raised to the point where the positions are actually filled? Why have funds allocated for a "family liaison" position and to provide teachers with behavior management training at schools like Utterback not actually been used for those purposes? These are the kind of use of the funds (higher teacher salaries, more support for teachers) that will eliminate some of the problems with "vestiges of discrimination" and improve services to students in schools with high Hispanic and African-American enrollment.
What will NOT help eliminate the "vestiges of discrimination"? Paying Sanchez $500K a year. Giving $10K bonuses to his low functioning central administrative cabinet. Adding an expensive "daycare" program to a K-12 public district that struggles to make its funds stretch to deliver quality services in K-12. Paying for expensive single-occupancy hotel rooms (against district policy, which requires double occupancy) for Board members and Superintendent traveling to out of town conferences on the district's dime.
In matters large and small, from top to bottom, this district's priorities in the allocation of funds have been extremely distorted and counter-productive for the past four years and it desperately needs to correct its course.
David Safier has been and continues to be an irresponsible apologist for poor management. He is living in a fantasy land that has NOTHING to do with the realities of what has been going on in the Board Room at Duffy or in the administrative offices at 1010. His politically motivated, corrupt commentary is damaging schools serving almost 50,000 students and it is damaging the community where many of us (unlike Safier) are trying to raise and educate our children.
GCB1 -- thanks for the back story on the creation of Holladay magnet. Very interesting, and your story highlights just how damaging the district's current inability to recruit fully qualified teaching faculty for magnets (or former magnets) like Utterback is. In a context where the kind of planning and evaluation you describe was done by the faculty and not by central administrators, how can these programs function without proactive, professional teachers like those you describe?
NB, Holladay is still a magnet.
It was one of the schools on the list for possible loss of magnet status in 2015, as reported by the AZ Star in a side bar on this article...
"Magnet schools at risk The following schools failed to meet integration or academic achievement requirements for magnet schools: Bonillas, Borton, Holladay, Ochoa, and Robison elementary schools; Booth-Fickett and Safford K-8 schools, Mansfeld and Utterback middle schools; Cholla and Pueblo high schools
...but it was not one of the six schools that just lost its magnet status:
"The schools losing their status are: Ochoa Elementary, Robison Elementary, Safford K-6, Utterback 6-7, and Cholla and Pueblo high schools."
When unitary status was revoked and the TUSD deseg case was reopened, it was supposed to address the "vestiges" of segregation (Much of the overt discrimination was addressed fairly early on). In 30+ years, the district had gone from 1/3 to >3/4 minority, and the "Green" factors, including student achievement, had been added as criteria. So:
a) Are 20 magnet schools too many given that TUSD now has ~88 schools (the special master has always maintained the answer was yes)?
b) Is 24% of the deseg budget the right amount to spend on magnet schools (including magnet transportation) to address integration, when desegregation/integration is no longer the only goal?
Notice that "demagnetizing" these six schools, while "good" in the long run (freeing up more money for the other magnet schools or other deseg priorities), is "bad" in the short run, since the programs AFAIK will be phased out gradually--that is, the magnet programs for years to come still need most of their magnet staff (and filling these positions has been problematic) while serving fewer and fewer students.
The daily enrollment on TUSDStats was produced and maintained by the Accountability & Research department using Mojave SIS data. With the switch to Synergy SIS six months ago, an alternate procedure would have to be put in place to transfer and format the Synergy data for display on the existing pages, and this has not happened.
Why it hasn't happened--the short answer is TUSD hasn't prioritized it. Longer answers might note the disbanding of the Accountability & Research department in 2014 (under the auspices of the Efficiency Audit), and the "nerfing" of most of the TUSDStats functionality in 2015, as well as the lack of the word "transparency" (except in the finance sections) in the strategic plan.
Dear Soul Searching: RE: So gun laws prevented passengers from protecting each other. There are always unintended consequences of most legislation. And nobody wants that to happen.
The flaw in your thinking is that armed citizens could safely make a difference -- even police would hesitate to fire where there is a crowd. And they have the training to manage this.
The history of magnets in TUSD has shown several things. In 1980 when we began the magnet process at Holladay Intermediate Magnet School, we, the teaching faculty who designed the actual instructional program that delivered the magnet focus, planned how to provide every child in the school with fine arts, performing arts, and physical education. The district didn't. What they provided was a 2 week paid inservice time to create the program. We did the work and created a working schedule for daily instruction. We expected a lot of high performing kids with interested parents would enroll. We got a few of that category. On the whole, what we enrolled from the magnet population was the lowest reader or behavioral problem from a lot of east side and central schools. We received students who were performing poorly in their home schools, or whose parents had conflicts with teachers/principals at the home school, or parents who were seeking free before and after school free child care programs and free transportation. We asked the district how they would evaluate the success of the program; there was no response. All they were interested in was student movement between schools. So we, the teaching faculty, designed a three part evaluation program in which we investigated parent, and student, attitudes and test scores, which we disaggregated by ethnic group, magnet status, and grade. We learned as a result that the majority of magnet parents came for child care, small class size, teacher aides, and finally the magnet focus. That trend remained true for the 10 years I worked there. We worked very hard to develop the academic learning of ALL students and had great success, as indicated by 2 stanine upward movement on standardized testing in the course of a single year. When you move from 2 to a 4, it's real progress. We also had movement from a 6 to an 8. This is major growth also. Now Holladay is no longer a magnet and no longer provides those opportunities, thanks to central administration neglect over years. The same is most likely true of the current soon to be lost magnets. What a pity!
Tommy's legion of losers is out in force.
POSTIMPRESSIONIST: IMHO, the IQs and GPAs we should be concerned with are those of TUSD Board members, TUSD administrators, office staff and teachers. We have no data on these. Glib and smug are not indicators of intelligence.
What is the academic standing of the 6 schools that were defunded?
1st purpose of Magnet Schools:
"Magnet schools have a focused theme and aligned curricula in Science, Technology, Engineering, and Mathematics (STEM), Fine and Performing Arts, International Baccalaureate, International Studies, MicroSociety, Career and Technical Education (CTE), World Languages (immersion and non-immersion) and many others." http://www.magnet.edu/about/what-are-magne…
You can not teach someone with an IQ in the 80s Trigonometry! You can not put a student with an IQ below 80 in a technical class with a student who has an IQ of 110 and expect them to respond the same to the lesson plan. "Interest" is not enough to craft an academic path!
Affirmative Action has only narrowed minority graduation gap by less than 1% in 10 years. http://www.usnews.com/news/blogs/data-mine…
If college professors can't do it what makes you think KP-12 teachers can do it?
This article says eventually you will have to choose between Academics or Integration.
"Achievement was lower for BOTH black and white students in schools where black students accounted for more than 40% of the student body, compared to schools where black students accounted for less than 20 percent of the student body." https://majorityrights.com/weblog/news_com…
This is what Diversity has done to the US:
13 years ago the US IQ was 103 NOW it's 98. When we sink to 97 we will slip into the 3rd world category:
The IQ Breaking Point How Civilized Society is Maintained or Lost.
It seems like there is a point, somewhere around 97, above which a modern civilization can be maintained and below which things abruptly begin to fall apart.
Thank You For Your Courage
Put The Guns To Sleep.com
Ah yes, the conservative white male Christian - the rarest of breeds. You poor, poor unicorn. I hope the last of your kind gets put into an exhibit at the Smithsonian so we can never forget.
Gabby's a remarkable woman of strength, wisdom and insight. I'm proud to have been able to count her as a friend. She has every right to advocate for ways to reduce and prevent gun violence.
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