Friday, October 30, 2009
School hours: 7:50-1:50
Principal: Rosa Fong
Web site: www.mckinleyschool.org
Thursday, October 29, 2009
With silent and live auctions, live music, fabulous food, and bottomless wine and beer bar, Glenridge Cooperative Nursery School parents know how to throw a party! Get a jump on your holiday shopping, connect with old and new friends, and support a great San Francisco institution.
Tickets at the door or contact Tersh Barber, Glenridge Parent (and Paul Revere Spanish Immersion Kinder Parent), via email firstname.lastname@example.org.
Glenridge Cooperative Nursery School Benefit Auction 2009
"Our Magical Canyon"
Saturday, November 14, 2009
The Janet Pomeroy Center
207 Skyline Blvd., San Francisco
$20 admits 2 people! (tickets available at the door)
There has been a lot of discussion and confusion regarding the attendance area preference in the Student Assignment System and where you should rank that school on the application I just received confirmation from the EPC that the statement below is how the Student Assignment System treats attendance area schools.
In the technical description of the SAS it states that for attendance area schools, attendance area kids within the applicant pool will be selected as long as their demographic profile increases diversity. Further it states, that once attendance area kids no longer increase diversity and all kids within the applicant pool are considered, if there are multiple kids within a selected demographic profile than the kid who lives within the attendance area will be selected for assignment. It does NOT state that this attendance area preference is only considered if the attendance area school is the applicants first choice. The technical description of the SAS can be found at http://portal.sfusd.edu/data/epc/DI_Handout_Combo.pdf.
Bottom line is that attendance area preference is given regardless of the school rank on the application and it does not require the applicant to place their attendance area school first on their application.
Parents for Public Schools-SF
Would it be possible to start a topic about PTAs and school foundations? I know it may be controversial to ask this but I'm wondering if anyone has a list of how much money each school's association has raised and how it breaks down per student?
Monday, October 26, 2009
(This originally appeared on the blog of Rachel Norton, commissioner on the SF Board of Education)
I promised I would post electronic copies of the two presentations we heard at this week’s Ad Hoc Committee on Student Assignment, and here they are, thanks to the diligence of Orla O’Keeffe. I am quite interested in what people think of the presentation from the researchers at Stanford — but I suggest you look at it while watching the webcast of Monday’s meeting (click on the “Video” link for Oct. 19; the researchers are on about 17 minutes in) to get the most out of this information-rich document. Additionally, I’m posting the presentation Ms. O’Keeffe delivered during the meeting, which summarizes the work done to date, the proposed options for a new assignment system, and the measurements that are being proposed for evaluating those proposed options.
Enjoy! And please let me know what you think.
Wednesday, October 21, 2009
Saturday, October 24, 2009
11:00 am to 4:00 pm
In the school yard : 1601 Turk St @ Pierce
Games, prizes, Cake walk, bouncy houses, dunk tank, food & drink, and... if you dare... a haunted house!
New this year: Fall Bazaar
Do your holiday shopping with our artisans, providing one-of-a kind handcrafted treasures.
*I am already starting to tire of school tours (mainly all the parent questions – wow!), but do find them helpful as I seem to get a definite feeling by meeting the principal and looking around the school. Mathias and I have definitely got a yes or no feeling from each school. I have revised my list somewhat, dropping a few “trophy” schools (including my old school – Sherman) that may not be convenient for us and adding more less talked about schools including New Traditions and Francis Scott Key. I hope to have all tours done before Thanksgiving so it is going to be busy as my list is 11 schools long (4 down 7 to go!!). Anyways here is all about Lafayette:
Location: 4545 Anza Street
School hours: 7:50-1:55
Principal: Ruby G. Brown
Web site: www.lafayettedolphins.net
School tours: Principal guided – Wed 8:30, call for Apt.
Kindergarten size: 4 classes of 22
Total student body: 513
You should consider this school if you're looking for a place with:
Large diverse school with strong principal, established and active PTA as well as many extras. Lower demand school with less than 70 first choice requests last year. Lafayette is also a magnet school for the deaf and has a full inclusion class.
Large building from 1927 with indoor hallways, large windows and high ceilings – no 1970s remodel like other Richmond dist schools. There is a beautiful auditorium with stage on first floor and separate cafeteria on the “basement” floor. The bathrooms were recently redone and the one we went into (just off cafeteria and yard) was HUGE!
Large yard on 36th Ave side of school building with play structure and garden.
After School programs
On Site – Richmond District After-School Cooperative 1st-5th grades. Richmond District YMCA program.
Busses to – JCCSF, Havurah Youth Center, Presidio CDC, and Alamo Elementary
Enrichment Programs – Mandarin afterschool class. Also various afterschool activities from science to art – visit website for full list.
Lafayette has a very active PTA that produces the school play, organizes volunteers and fundraisers and hosts school events. Look at the website for an idea of the many PTA organized events and programs.
Mandarin after school program.
Library / Computer Lab
Large library staffed by Pro H funded librarian 3 days a week. Each class gets 45 minutes – one day a week in the library. The librarian has a piano in the library as well that he sometimes plays with the students. Computer lab has been recently re-located and is currently not fully operational – the school is currently looking to hire someone to run the lab. Classes also have a computer in the classroom
Annual school play produced by the PTA and includes all students. Lafayette parents teach art to grades K-3 through a program funded by the PTA called Art in Action. There are 12 lessons for the school year that use famous masterpieces as teaching tools. Artists in residence program.
Garden located at back of school yard, watered using rain water collected in large tank.
20-30 minutes a day for Kindergarten, gradually increasing to 1 hour 15 minutes or 1 hour 30 minutes for 5th graders to prepare them for middle school.
Lafayette is currently hiring a new PE teacher (their beloved teacher just left them after a long tenure and they are currently trying to fill his very big shoes). The PE teacher works with students 35-40 minutes a week (2x a week) and the teachers work with the PE teacher to be able to supplement the other days.
Tour Impressions (I have tried to outline all the details above so I can focus here just on my impressions)
I had a good feeling the minute I walked into Lafayette. It was a purely aesthetic feeling -the older building is charming and large windows and high ceilings give a light and airy feeling to the inside. Art and photos were thoughtfully displayed on large bulletin boards in the halls, with each class displaying their work on their own board. There were also boards with class and teacher information, PTA events etc. It looked exactly like one would expect a school to look like. Mathias was a bit overwhelmed by the size, commenting that it felt more like a middle school, but it did not feel machine like in its size (unlike the feeling I got from Alamo). While we waited for the tour (snacking on the snacks and coffee provided! Thanks Lafayette!) we watched students in groups of two as they brought (presumably) attendance sheets to the office, and others went in class groups down the hall. I was pleased to see that Lafayette was a very diverse school; representing the rainbow of the city we live in.
Their principal of 12 years Ruby Brown charmed me instantly. She was a strong personality, definitely in strict control of the large school she heads. But at the same time she was cheerful and animated. She interacted happily with children, teachers and volunteer parents as we passed them in the halls. She seemed to expect a certain order and manner of behavior from the students, and they knew it. I had to laugh as two students came running around the corner in the hall and the minute they saw Ms. Brown an “oh oh” look flashed over their faces and they slowed to a orderly walk. Not a word said on her part - no voice raised. I know to some parents they may not like this, but for me I think it is necessary in such a large school. And it was not like she was mean, cold or unfriendly, quite the opposite, she felt warm and motherly, but at the same time in complete control. A parent asked her if she was able to get to know most students since it was such a large school, and she said she makes a point to try to get to know all the students, especially those who do not make themselves known to her. I also felt that she was the type of person who would make sure things got done if she wanted them done, whether dealing with her staff or the district.
Our first stop on the tour was the auditorium, and the minute I walked in the familiar smell hit me over the head and took me back to my school auditorium. It was beautiful, with wood on the walls and a big stage where the annual school play and Opera in the schools are held, as well as other events.
After the auditorium we entered one of the kindergarten classrooms via the yard. This had to have been my favorite of all the classrooms, though they were all very nice. It had high ceilings and big windows and a wonderful reading nook with pillows and tons of books. The teacher was young and lively, though she seemed a bit taken aback by the size of our group. The teacher was helping students as needed as they worked on worksheets and there was a class volunteer filling paint pots in the corner.
Besides parent volunteers some classrooms also had senior citizen volunteers through a school wide program. All the kindergarten classes had tons of artwork and academic work on display in their rooms. One had a pet snake (Maddie would LOVE that!) and all had book nooks, though all in different set ups. They all seemed warm and welcoming, full of life yet not over cluttered or full of distractions. The upper grade classrooms were also welcoming and displayed student work. All the teachers seemed friendly and enthusiastic, and the children happy and involved.
We got to see recess in action while we were there too. The lower grades go out together, and then the upper grades. It did seem a bit chaotic, but about what I remember of recess! Get the energy out there, and not in the classroom. I found the small garden tucked in the back of the yard charming, and loved the bench area next to it - no kids were there, but it was a nice quiet spot if a child wanted to sit on their own or in a small group.
Both Mathias and I left with a great feeling about Lafayette. It is a definite on our list, I loved the principal, the teachers I met, the community vibe and the school itself. The fact that it is a 5-minute drive from our place is a definite plus, especially with the early start time.
If you have toured Lafayette and feel I missed something please put it in the comments - I am sure what stands out to some does not to me and vice versa. Also if you have kids there let us all know what you like about your school.
Tuesday, October 20, 2009
School lunches have long been the butt of bad jokes featuring mystery meat and plastic-wrapped bean burritos, but in San Francisco, feeding more than 30,000 children every day - while following strict federal rules - is no laughing matter.
Since April, the school district has had to pony up the $1.5 million monthly cost of the lunch program for low-income students after state inspectors on a surprise visit found violations they deemed so serious and recurring that they cut off the flow of federal reimbursements.
Excelsior District is holding its seventh annual Fall Fun Festival.
There's a haunted house, a cake walk, a bike rodeo, a lollipop tree and
lots of other activities and fun. Come in costume if you like! Admission
Monroe Elementary is a three-strand SFUSD school, with Spanish
Immersion, Chinese Bilingual and General Education programs. We welcome
everyone to our annual event and hope to see you there!
260 Madrid Street at Excelsior, San Francisco, 94112
10 a.m. to 4 p.m.
Regular wash - $10.00
Deluxe wash - $20.00
Proceeds help fund field trips, enrichment programs, school beautification and so much more.
The fun includes:
- BBQ lunch
- DJ Tony
- Bake sale
Starr King Elementary School
1215 Carolina Street, Potrero Hill
Reviewed by Marcia Brady
Marcia here, wondering if it's useful to be doing this if everyone just wants to flog the public-vs-private debate. But here goes:
Background: Junipero Serra hit my radar because a group of last year’s families were placed there after going 0/7, visited, and had good things to say. I’m not sure how many of them stayed, but thought (and still think!) the school deserved a look.
Location: 625 Holly Park Circle (Bernal Heights)
School hours: 8:30-2:30
Principal: Eve Cheung
Web site: through SFUSD portal
School tours: Call for appointment
Kindergarten size: 2 or 3 Ks of 20 each (alternating years)
Total student body: 272, 82% free/reduced lunch, 62% from Spanish-speaking households.
You should consider this school if you're looking for a place with:
An energetic, thoughtful, and open-minded principal, an intimate feel, a focus on science and technology, and the opportunity to help a school grow.
Class Structure / Curriculum: The principal tried split grades (say, 4-5 together if there is overflow) and said it doesn’t work, so she alternates between 2 K classes and 3 K classes every other year. So the average is 2 ½ classes adding up to 40 or 60, depending on your year. In the upper grades, they’ve tried to hold it to 25 kids per class as opposed to the state cap of 32.Curriculum is GE and Spanish bilingual for English Language Learners. Their focus is science and technology, and they have a partnership with UCSF for 4th and 5th grades for science. PE 2x/week. Homework of 20 minutes reading at home plus 10 mins of review worksheets beginning in K and increasing as grades go up.
Campus/Playground: 1950s(?), quite bland building with new interior paint on Holly Park Circle, plus the Child Development Center Annex on Appleton St. The CDC facilities also house some of the K classrooms, and is made up of trailer-style bungalows. The outside of both sites’ buildings could use refurbishing. The K class(es) in the Annex walk up Appleton St. to the bigger building 2x/week for certain events, but have their own small-scale play structure and a large asphalt yard for their recess and a cafeteria for their own lunch. The Annex also has a community room. The main building has a yard we didn’t see, and the whole school uses Holly Park regularly. The main building also has a cafeteria, and computer center, and a small library with a resource specialist.
I asked about the low-income housing units across the street from the Annex. The principal said that far from causing problems, the people in the units looked out for the school, and many had kids there. She said they’d had no trouble at all and seemed very positive about the residents. The units are small-scale and didn’t seem to have the vacant or boarded up apartments that cause problems.
After School programs: Free After School Success club during school-year until 5:30, sliding scale Child Development Center year-round.
Additional Programs: Caring School Community Program, which puts older and younger kids together in buddy pairs and has kids involved in problem-solving class meetings. Principal said that they had eliminated their anti-fighting program some time ago, after eliminating that problem. She also said that each teacher had a release teacher for 1 hour daily, but that next year’s cuts would eliminate that. There is also a gardening program.
PTA: “In development.” Principal said she relies on her active and knowledgeable parents, but it is harder to do fundraising and get leadership with a larger population lower-income and immigrant families than many schools have. She does PTA meetings with simultaneous translators, though, to prevent some populations being left out: I liked that, as it speaks to her wish to serve all populations equally. I’m guessing that funds raised are minimal thus far, but Ms. Cheung wants to do more and has plans – and the 2008 mini-review of Serra mentions teachers having raised $37K.
Language program(s): Principal said they are trying to establish Spanish classes after school to draw in more English-speaking families interested in second-language instruction.
Library / Computer Lab: The kids have library class 1x/week, and the library is open 11-2:30 daily. The computer lab was especially impressive – it had 30 or so new Mac desktops, a VCR and large-screen TV, and a white board for projections. The principal said that the lab was one of her priorities.
Arts: Standard for the district
Recess/Lunch: AM recess of 20 mins., 1-hour lunch/recess combo in PM.
This school has a very impressive principal – Eve Cheung is smart, down-to-earth, not at all condescending or saccharine, enthusiastic about middle-class parental involvement but aware of and solving for potential conflicts of class and culture. And she seemed to know the name of every student she spoke to – both she and the resource specialist who was shadowing her for the day’s tour interacted with kids in the halls and classrooms, gently reminding them to walk or pick up a stray backpack.
We saw more classrooms here than I’d seen on any tours, including many from the upper grades. Most were large-ish, with the freedom to move desks into circles, small work groups, etc. The teachers actually have teachers’ desks here, too. The best example was a GE classroom of kindergartners. They were working on writing letters in small groups. Some had paper-and-pencil worksheets. Some were pasting tissue paper onto large-scale line-drawings of letters. Some were building letters with clay. Some were arranging felt bars, arcs, and so on into letter shapes. The classroom was really calm, and after a while I realized that part of this was because the teacher had instrumental music playing. The kids seemed really on-task, and the atmosphere felt warm and supportive for what they were doing. The principal said that the teachers were expanding as best they could beyond the paper-and-pencil Houghton-Mifflin language arts curriculum, accommodating other learning styles with this kind of experimentation with texture, space, and sound. She also said they do pull-out groups for “focal” students – high-achieving and low-achieving – so they can offer some differentiated instruction.
In the SB and GE upper grades we visited, there was ample evidence of high-level standards. The SB kids in 3rd grade were working on commas, and the 4th grade GE classroom had wall charts about types of angles and triangles, as well as the “process-based” writing instruction used in college writing programs. The 5th-graders had had a trip to Alemany farm canceled because of the weather and were playing “U.S. States” bingo.
Junipero Serra would be a good choice for a group of middle-class southeast parents who decided to make it their Round 1 choice and help improve it, as parents did at Miraloma so long ago. Alternately, parents who find themselves placed there would do well to visit it and, again, think about teaming up and making a commitment. It’s not where Webster is yet, but it has a solid base: it’s a calm, well-run, warm school with well-kept if not yet creatively redecorated facilities, and a wonderful principal who seems ready to seize new opportunities.