ETHS Community Conversation About Access to Rigorous Course

Upon hearing all the comments at the District 202 school board meeting of Monday, February 11, I was struck by the passion, eloquence and genuine concern expressed by parents and community members from all over Evanston.  What was underscored in the meeting was the desire of many residents to see a change in the high school's system to better serve all students.  I don't think anyone can disagree with this desire, but the question remains: What is the best way to accomplish the "rising tide" that we all seek?
 
After hearing the passion from all parents of the community, I would call upon the board of District 202 to reconsider its timetable for implementation.  What became apparent to me in the board meeting was the need for dialogue between all interested parties.  More ideas than simply the detracking of freshman Humanities classes were raised.  Issues concerning inclusion of texts reflecting the African-American cultural heritage, year-round schooling, and support systems were also raised.  In addition, it appears that teacher input in this process has been negligible so far, and so teachers need to be solicited for their ideas as well.  The school seems far from ready to implement this plan.
 
In addition, the threat of No Child Left Behind (NCLB) was raised as the rationale to act quickly, but no immediate threat from NCLB actually exists.  Schools that have failed AYP for years more than ETHS have not been restructured, or dismantled by the state.  Why?  Because the state only wants to see that these schools, ETHS included, have a plan to address our achievement scores, and that the school is making a good faith effort to improve our school.  If we entered into a community discussion phase about the plan this spring, and announced a year-long teacher training phase for next year to culminate in a new model, the state, I am certain, would not object.  To suggest that the school will be taken over or all the teachers fired is simply not credible.
 
In addition, despite reassurances that teachers are ready to go, there is much evidence to suggest that they are not.  The fact that the Teacher's Council representative said there had been little teacher input is not a good sign.  In addition, the school's own research report into its mixed level classes called for more staff development two years ago, and there is no evidence to suggest it has happened since then.  To run differentiated classrooms, teachers will need this training, and they will need time to practice and incorporate it into their classrooms.  Also, teachers in the school are currently working at maximum capacity.  Many are now dedicated to 7 rather than 5 periods a day due to the new S.O.S. plan.  If they are Humanities teachers, they also must meet to plan with their partner, and so are committed 8 out of 10 periods a day.  With 2 periods left to plan, return calls, attend meetings, meet with students, and eat, it is difficult to see when the training of our teachers is going to take place in this small 4 month window that remains.  In addition, you must be concerned about overwhelming your staff.  It is not hard to break even a talented and committed staff by asking too much.
 
Finally, I would ask all my fellow community members to put aside the temptation to find fault, or hurl epithets against those who raise questions about this plan.  In our democracy, it is our birthright and our duty to speak truth to power, and to ask tough questions of those who lead us.  We want high expectations for our kids, and we should have high expectations of each other.  As an educator, I have seen school initiatives like this fail, school initiatives with tremendous merit and promise.  But, they fail often because they are hurriedly and poorly implemented.  If I were a parent of any child in 8th grade between the 40-94th percentile, I would want to see all the elements of the plan presented at the February 25 board meeting and would attend the later meetings to ask questions.

I would encourage all parents to attend this meeting, and the discussion meetings to follow and to ask for the following specifics: a time table for community input, a time table for teacher training, the plans for new assessments, the plan for support systems, the suggestions for curricular changes and the plan for balancing the students in sections to maintain critical mass.  I think that is the least the school can offer to reassure parents that a well conceived plan is underway.
 
I encourage the school to continue the work begun on Monday, February 11, and bring together a representative group of community members for input, and simultaneously to involve teachers.  Our teachers must deliver this program, and their input and voice is vital to its success.
 
While much of the research calls for a three year planning and training process, it is possible that with some hard work, sleepless nights, and dedication, that time frame could be compressed.  However, the first, most vital step is to capture the commitment and enthusiasm of community, teachers and students.  Without that first vital step, I fear that this plan will not succeed, and the consequences for failure, we can simply no longer afford.
 
Ed Zwirner
Evanston Resident and teacher