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Archive for the ‘Greenwich High School’ Category

Board Will Again Recognize GHS Unified Sports Program

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Greenwich High School’s Unified Sports program will be honored for the second straight year at tonight’s Board of Education meeting at 7 p.m. at Town Hall.

The board’s first public acknowledgement came in June of 2011 when the program had completed its first year at the high school. Since then, Unified Sports has expanded to three seasons – soccer in the fall, basketball in the winter, and track and field in the spring.

Erin Randall, a special education reading teacher at the school, is the program’s coordinator.

Unified Sports is a school-based, registered program of Special Olympics that combines approximately equal numbers of athletes with and without disabilities on sports teams for training and competition. The program started in Connecticut in 1992 under a partnership between the Connecticut Special Olympics and the Connecticut Interscholastic Athletic Conference to expand athletic opportunities for students of all abilities. Over 1,300 students and 120 schools throughout the state take part in the program.

With approximately 80 participants, Greenwich High School is the largest team in the state.

The New Honor Roll

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Monday’s Greenwich Time provided one example of how out of control the problem of weighted grades is at Greenwich High School.

On Page A4, right there for everyone in the town to see, the third marking period honor roll appeared. It took up the entire page (minus an add for Connecticut’s Tax-Free Week).

By my count, there were 1,253 students on the list, achieving either high honors or honors. On the district’s website, it lists the (I’m assuming current) student population at the school to be 2,687. Like I’ve been saying, with numbers like that, isn’t it an honor not to be on the list? Thinking even more progressively, in an effort to save space, maybe we should just print the names of students who don’t make the honor roll.

Now, I realize Greenwich High School is a high-performing school. We have some remarkably smart, hard-working kids who are pushed by excellent teachers in a school that has great resources. The number of students who make the honor roll should be high. But not this high.

Thanks to teachers and a supportive headmaster, changes are on the way. As I’ve previously reported, beginning this year, grades will be unweighted when determining eligibility for the honor roll and high honor roll, selections for valedictorian and salutatorian, and in competitions for other school awards.

Now that’s news that should take up a full page.

Op-Ed Misrepresents High School Forum

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Almost 40 days have passed since an op-ed piece appeared in the Greenwich Time that attacked organizers of Greenwich High School’s Junior Class Forum as well as the speaker who appeared that day.

The speaker was Rula Jebreal, a Palestinian author, journalist, and screenwriter. Along with the forum’s organizers, Ms. Jebreal made the mistake of thinking that Greenwich High School was a place where all stories could be shared, all views heard, and that respectful dialogue and understanding would follow. Apparently, it’s not.

Two students proceeded to write an opinion piece in the local paper criticizing the forum for, among other things, featuring a portion of the movie “Miral,” which was based on Ms. Jebreal’s book. Here’s what they said:

Our discontent stems from the bias shown in the movie. The movie depicts scenes of what could be described as Israeli oppression during the First Intifada, an uprising against the Israeli government following the failure of peace negotiations. It was never explained to the students why a friend of Ms. Jebreal was fatally wounded by a stray bullet during a demonstration. It was never explained why the house of one of Ms. Jebreal’s neighbors was bulldozed. If issues are presented it is important that they are given a just portrayal. It is likely that some of the demonstrators were armed and aggressive towards the Israeli Defense Forces. According to the policy of the Israeli Defense Force, a house would be bulldozed if it had been proven that it belonged to a terrorist.

Additionally, the leaders of the First Intifada were portrayed as heroes in the movie. In reality, these leaders planned and carried out acts of aggression that targeted civilians and tourists in addition to military personnel, actions that should not be glorified.

They went on to call the presentation biased, arguing that “the dialogue was monopolized by one side,” and insisted that students received “a skewed perspective on the conflict.”

The students who wrote the piece are identified as co-presidents of the Israel Club at Greenwich High School. It’s an outstanding organization – run by a good friend of mine I might add – that does some amazing work.

That does not excuse the fact that what they wrote distorts what actually took place at the forum and what the true purpose of it was.

I also think it was a great insult to the person who organized the event, who, yet again, fell victim to the old saying, “No good deed goes unpunished.” (I won’t name him here because he wasn’t named in the piece.) From Friday, June 22 – the day it appeared in the paper – to today, not one person has come out to defend this person or the forum. Except for me, of course.

Furthermore, I think it’s unfair to the speaker, who didn’t come to the high school to create conflict, just to shed light on one of the world’s biggest.

Believe me, I’m not taking sides here, just pointing out that all sides should have a right to tell their stories and share their thoughts.

Finally, you should know that the Israel Club, on occasion, brings Israeli soldiers to Greenwich High School to speak to students. While I don’t have a problem with this, I’m wondering how that promotes the “unbiased dialogue” the op-ed writers demand from everyone else.

School Reform That Starts at Home

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Good job by the Greenwich Time in an editorial Sunday pointing out the elementary truth that is so often ignored – that real school reform starts at home. Yesterday’s topic was attendance, an area where Connecticut has some pretty poor numbers. And as bad as the attendance figures are for the state, they’re even worse in Greenwich. From yesterday’s editorial:

During state Board of Education sessions this week it was revealed that at least one-third of the state’s public school students missed 10 or more days of school in 2010-11. Nearly nine percent of students missed 21 or more days of school.

For readers who think those numbers are driven by inner city districts, and don’t apply here, think again. They are even worse in Greenwich.

Statewide, 42 percent of students were absent up to five days in 2011-12. No cause for alarm there. But more than 23 percent were absent from six to nine days. The state this week determined that students can miss up to nine days before they have to have absences excused. But nine days is a lot. It is foolish to think a student can miss that much school and not have it affect his or her performance.

And an even greater number of kids — more than 25 percent — missed from 10 to 20 days in 2011-12. Even worse, 8.9 percent missed 21 days or more.

According to statistics provided by the public school system, nearly 29 percent of Greenwich students were absent from 10 to 20 days in 2010-11. Nearly 12 percent of kids were absent at least 21 times.

When you consider that the teacher reform legislation that recently passed in Connecticut placed the blame for the state’s education failures almost solely on teachers, these numbers take on added importance. Back to the editorial to explain:

More simply put, we are judging teachers based on how their students perform on standardized tests and other measures, but a shocking proportion of those kids aren’t showing up for huge chunks of the school year. Teachers can’t teach if the kids aren’t there. But teachers will now pay when those no-show students don’t do well.

This isn’t to say that greater teacher accountability has no place in school reforms; but the current reform equation is seriously off kilter. To hold teachers to greater accountability and ignore the problem of rampant absenteeism is wrong.

If we say to teachers: Do a better job; we must also say to parents: Get your kids to school.

How do we hold a teacher responsible for a student’s poor performance if that kid has missed more than 21 days of school?

Like weighted grades, the problem is worse in Greenwich, though the attendance policy put in place this past school year certainly helped. The Greenwich Time gets the last word:

Our schools, in the town, in the state, in the country, need to improve. But if we focus all of our attention on teachers, we’re ignoring a big part of the problem. Parents have a big role to play in their kids’ education. It starts with making sure their kids are getting to school. Too many are not doing that much. Until that changes, the state and country can adopt all manner of reforms, but don’t expect significant improvement.

Year in Review: Patriotism at Greenwich High School

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Three things happened this year that made me proud to be a part of Greenwich High School. In a particular order:

No. 1: September 12, 2011 – Greenwich High School at Its Best

At 10:28 that Monday morning, all of GHS gathered in the school’s Student Center to pay tribute to those who lost their lives in the terrorist attacks of September 11, 2001. With the Honor Guard on hand, Amazing Grace was played on the bagpipes and speeches were made honoring this great country. It was the most remarkable display of patriotism that I’ve witnessed since I started working at the school.

No. 2: December 21, 2011 – Thank You Letters to U.S. Soldiers

During a homeroom, students were given time to write thank you letters to the greatest heroes we have. At first I didn’t think that 20 minutes in that venue was appropriate given the magnitude of the task. I was wrong. Students wrote letters from the heart that included words of gratitude and tributes to their heroic service. The letters were mailed to military bases across the country.

No. 3: June 14, 2012 – Flag Day Celebration

I wasn’t there for this one, but once again the Student Center served as the venue. The Honor Guard was on hand to present the flag and the GHS Chorus sang the national anthem. Good job by the students, and Bella Housemaster Rich Alessi, for putting together this important celebration.

GHS Attendance: Year One in the Books

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This concludes year one of Greenwich High School’s attendance policy.

I know what you’re saying. ‘Come on, Costello, Greenwich High School must have had an attendance policy before this year.’ Wrong you are.

Despite research, drafts, proposals, pleads, and common sense, no such policy existed prior to the start of the 2011-12 school year. That changed thanks to the persistence of teachers, a supportive administration, and an informed school board.

Like I’ve said plenty of times before, the fact that we did not have one was mind boggling. I still challenge you to find me another school in the state where that’s the case.

It should go without saying that it’s good policy.

Calling Out Parents

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What would a high school tennis match be without parents nearly coming to blows?

It seems last Thursday’s Class L girls semifinal tennis match between Greenwich and Newtown, played at Greenwich High School, had a UFC feel to it.

“It was not pleasant,” Greenwich coach Betsy Underhill told the Greenwich Time. (Click here to read the article from the front page of the Sports section last Friday. Read today’s Greenwich Time editorial addressing the subject here.)

“It was heated on the court, but unfortunately also heated off the court,” Underhill continued. “We got to a point where we had to tell parents not to cheer. It makes the players uncomfortable and it is not fair to them. It was everything that is wrong with sportsmanship.”

Greenwich won, 4-3, advancing to Friday’s state championship at Yale where the Cardinals season ended with a 4-3 defeat. Unfortunately, the latest example of boorish behavior from parents overshadowed what happened on the court.

“The off court sideshow was punctuated by two fathers nearly coming to blows as Underhill stood between them,” the Greenwich Time reported. “According to Underhill, several parents were removed from courtside because of their inability to properly control themselves at a high school sporting event.”

Credit here has to go to Underhill. First, this was a staff report in the Greenwich Time, meaning the paper did not send a reporter to the event and relied on Underhill to call in the results. Therefore, the coach had control over what got into the article. Underhill could have easily talked about the win, and about advancing to the final, instead of focusing on the story that needed to be told. If she didn’t mention what took place in the stands, then it would never have been reported. Instead, she took the courageous route, calling out parents for their inappropriate behavior.

Hunger for ‘The Games’

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That remarkable book I was telling you about last week – the one that has captivated the reading interests of kids and adults across the country – continues to make headlines.

The Hunger Games, Suzanne Collins’ novel about real-world survival, is No. 1 on USA Today’s Best-Selling Books list. Catching Fire and Mockingjay, the other two books in Collins’ trilogy, occupy the No. 2 and 3 spots. The Hunger Games Trilogy is at No. 7. From Jan. 12 to April 5 – an entire quarter – the three books occupy the No. 1, 2, and 3 spots on USA Today’s list. The movie, which debuted on March 23, earned $302.8 million at the box office through last Sunday.

All the more reason to celebrate the decision that Erin Randall made at the beginning of this year to read the book with three of her classes at Greenwich High School. It has sparked school-wide interest in the novel, as The Hunger Games has become the book to read for students of all ages, interests, and levels.

As a culminating activity and reward for finishing the book, Randall organized a field trip for her students to go see the movie on the day it opened. Other classes joined. That, too, was a tremendous success.

Great teaching of a great book.