PPS Doesn't Care About Black Students
A message from Byrd
To: Superintendent of Portland Public Schools, Vicki Phillips, Portland Public Schools Directors, David Wynde, Trudy Sargent, Bobbie Regan, Douglas Morgan, Dan Ryan, Dilafruz Williams, Sonja Henning and the Jefferson Design Team
For the past year, predominantly Black Jefferson cluster families have awaited the unveiling of course offerings for the newly re, re, re, reconfigured Jefferson High School. On Monday May 15th, 2006 Jefferson students received brochures containing course offerings for the 06/07 school year. The students were told to select their choice program, Arts Technology or Science Technology, and return a signed one year commitment contract by Wednesday May 17th, 2006.
With the exception of two added courses, one for each program, Jefferson High Schools course offerings remain the same. There is no room for academic growth and exploration, students are designated to one program without a cross-over option, course offerings per student are actually reduced, the curriculum is not comprehensive, remedial help is limited to 20 ninth graders and 20 tenth graders one semester each, only ONE foreign language is offered beginning the 11th year, there is an absence of college prep courses, etc...Compared to other high schools within the district, Jefferson's course offerings are dummied down and subscribe to the notion that Black students are incapable of achieving at higher academic levels.
The 2006/2007 Jefferson High School course offerings are attached. I am currently working on a 'comparison document' to be released within a week. I present the following questions to Vicki Phillips, the Board of Directors and the Jefferson Design Team. Again, the brochures are attached. It takes a few moments for the brochures to download, feel free to exercise a little patience. (Course offerings are printed below in this entry)
Vicki Phillips
Where is the "robustness" rigor and viability? Where is the competiveness, attraction and sustainability? Futhermore, where is the (Gates Foundation) money? Surely, it didn't cost 8.2 million dollars, a 'Design' Team, and cross- country trips, to add two classes to existing course offerings.
Board Members
Where is the objectivity, questioning, consideration, inclusion and critical thinking recently shown to White communities? Where is the parity? Where is the accountability, innovation and TRANSFORMATION? Where is intellectual capacity? Where is intellectual growth? Where is high achievement, internships and experiential learning? Where is the inspiration? Where is the closing of the so called achievement gap? Where is equity? Where is the demise of long standing color-coded inequalites?
Design Team
WAS IT WORTH IT $$
ARTS and Technology Academy Course offerings 2006-07
9th Grade
English 9
Algebra 1-2
Physical Science
Physical Education or Dance
Introduction to Digital Media (for non???students)
Electives
Choose 1 from Options
10th Grade
English 10
Geometry
Global Studeis
Biology
Health
1 Elective
11th Grade
English 11
Algebra 3-4 Pre Calculus
US History
Spanish 1-2
2 Electives
12th Grade
English 12
Government/Economics
Spanish 3-4
3 Electives
ELECTIVES
Dance
Level 1
Level 2
Level 3
Level 4
Troupe (After School)
Theater
Drama 1 ImprovComedy
Drama 2 Activity for Stage
Drama 3 Storytelling/Music Video
Music
Choir 1, Keyboarding 1, Band 1
Visual Arts
Art Studies 1-2
Photography 1-2
Ceramics 1-2
Digital Media Technology
Computer Graphics Animation
Digital Filmmaking
Other
Leadership
Literacy/Math
Workshop 9-10
PCC Dual Credit Courses
REQUIRED COURSES
(BEGINNING WITH CLASS OF 2010)
• Mathematics: 4 years; all reaching
calculus or statistics
• Science: 4 years; all reaching Seminar
in Research & Medicine or Advanced
Placement course
• English: 4 years
• Social Science: 3 years; all reaching
US History
• Digital Media & Technology: 1 year
• World Language: 2 years
• Physical Education: 1 year
• Electives: 6 courses
• Pathway Portfolio/Project
ACADEMY OF SCIENCE AND TECHNOLOGY
9th Grade
English 9
Global Studies
Algebra 1-2
Either Physical Science or Biology (To be decided0
Technology Foundations
Physical Education
Literacy/Math Workshop
Note:Literacy Math Workshops 10th Grade 1st Semester
9th Grade 2nd Semester for 20 students
Note: Students requiring addtional support in mathematics or literacy will have a workshop instead of PE or Technology Foundations
10th Grade
English 10
Globals Studies (2006-07 only)
Geometry
Either Biology or Chemistry (TBD)
HBST Health
Literacy/Math Workshop
Spanish 1-2
Note: Students requiring addtional support in mathematics or literacy will have a workshop instead of
Spanish 1-2
11th Grade
English 11
US History
Algebra 3-4/Pre Calculus
Anatomy and Physiology
Spanish 1-2 or 3-4
Electives
Leadership 11-12
Weight training 11-12
College prep elective 1 (To be decided)
PCC Courses for dual Credit
12th Grade
English 12
Government/Economics
Calculus/Pre Calculus
Seminar in Research and Medicine
Spanish 3-4
Electives
Pathways Internship
Leadership 11-12
Advanced Technology 11-12
Weight Training 11-12
College Prep elective 1 (To be decided)
PCC Courses Fro dual credit
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Jefferson Design Team a Dishonest Vehicle to Advance PPS Agenda
The Jefferson High School proposals are being falsely touted by Portland Public Schools and the media as the work of the Jefferson Design Team (JDT).
As evidenced by the documentation below, the lastest redesigned Jefferson High School academies and course offerings are reflective of the desires of Superintendent Phillips but dishonestly framed as that of the JDT.
Below are the recommendations of the JDT Curriculum subcommittee, designed as a result of feedback from students and families, along with a course comparison spreadsheet of PPS high schools. These recommended core programs and pathways are quoted directly from the JDT documentation submitted to Superintendent Phillips on 12/6/05.
Highlighted in italics are the ONLY JDT curriculum recommendations Superintendent Phillips implemented, based upon the Jefferson High School Course Brochures students received on 5/15/06.
Recommendations:
Core Programs: (recommended for a comprehensive 9-12 high school)
1. AP: increase number of course offerings in all core areas
Business: increase course offerings
2. Dual Credit: increase number of dual credit college courses with AP test not required; earn A or B in course to receive college credit.
3. English: increase course offerings; add literature, journalism (newspaper, yearbook)
4. Foreign Language: increase course offerings; i.e. Mandarin Chinese, Japanese, Latin
6. Health (Biotech): expand magnet program, i.e. additional occupations (partner with Emanuel Hospital) Note: unsure whether this has actually been expanded or if additional partners have been added
7. Information Technology: develop state-of-the-art computer and information technology program (Microsoft Portals partnership)
8. International Baccalaureate (IB): develop program (possible) Note: unsure whether this process has begun
8. Math: increase course offerings
PCC/Cascade Partnership: increase program/course offerings. Note: the intent was to increase offerings for JHS students during the school day, not for courses requiring students to attend evening and weekend PCC classes.
11. Performing Arts: expand to include choral and instrumental (Note: only beginning courses were added)
12. Science: develop state-of-the-art Environmental (Sustainable Business) program
13. Speech and Communications: increase course offerings
14. Teaching as a Profession: develop curriculum, functioning preschool, Cadet Teacher program
Career Pathways: (designed for a comprehensive 9-12 high school)
1. Applied Arts and Communications (Information Technology; Performing Arts; Publishing and Broadcasting; Video and Film Note: termed as Digital Media, Visual Arts)
2. Business and Management (Management; Marketing; Finance; Hospitality and Tourism)
3. Industrial and Engineering Systems (Construction; Engineering and Architecture; Manufacturing; Transportation)
4. Information Technology (System Administration, Software Engineering, Web Design)
5. Health Services: (Health Services)
6. Human Services (Criminal Justice and Legal Services; Education; Emergency and Fire Services)
7. Natural Resource Systems (Agriculture and Environmental Services)
Below are the ACTUAL recommendations of the Organizing and Configuring Schools JDT subcommittee, quoted directly from the documentation submitted to PPS on 12/6/05:
"Jefferson High School - organized into two schools: 1) 9-12 Fine and Performing Arts and Technology Academy, 2) Young Men's Academy (either a leadership or IB school, or leadership with IB opportunities) Consensus reached: YES"
While the Young Men and Women's Academies were included in the subcommittee's advice, they DID NOT recommend segregating Jefferson High School into two small schools; the recommendation was for ONE Jefferson High School, along with the separate Young Men's Academy.
I will be happy to fax the JDT subcommittees’ advice documents in their entirety to anyone interested.
Superintendent Phillips and Members of the School Board: The stated PPS objectives were to create a rigorous curriculum and increase enrollment and neighborhood capture rates for Jefferson High School.
What is the rationale for going forward with the implementation of two small segregated schools at Jefferson High School KNOWING it will REDUCE course offerings for each student, when sparse course offerings are a MAJOR reason students do not choose Jefferson High now?
What is the rationale for going forward with the implementation of two small segregated schools at Jefferson High School KNOWING it is AGAINST the wishes of the Jefferson High School students and parents?
What is the rationale for proposing to utilize scarce financial resources to pursue what is now known as largely undesired Young Men and Women's academies instead of targeting those dollars where they are desperately needed: to offer a more comprehensive educational experience for the students of Jefferson High School?
Why are the separate Arts and Technology and Science and Technology academies being falsely represented as the recommendations of the Jefferson Design Team when the documentation proves otherwise?
Why are the proposed 2006-2007 curriculum/programs being falsely represented as the recommendations of the Jefferson Design Team when the documentation proves otherwise?
Why did you take NO action when you were REPEATEDLY informed that Jefferson students, parents and school organizations were being EXCLUDED from the design and implementation process?
Why did you repeatedly ignore the advice of numerous community members to conduct market research with all Jefferson families to determine the desired curriculum/programs and what concrete steps should be taken to build enrollment BEFORE the design and implementation?
Are you going to do the "right" thing for the Jefferson High School students and families by rescinding the undesired and unrecommended separate autonomous academies for 2006-2007?
Are you going to do the "right" thing by implementing the recommendations of the JDT Curriculum subcommittee to allow the Jefferson High School students a truly RIGOROUS and EQUITABLE educational experience?