Join Us For an Advocacy Meeting on September 21st

pgcabsfliervertv49-21-16Board members Verjeana Jacobs (District 5) and Zabrina Epps (District 1) will co-host a meeting with Prince George’s County Advocates for Better Schools on Wednesday, September 21st, at the Bowie City Hall.

Parents, teachers, and other members of the community are welcome to join us for a discussion of how to advocate for positive change in the school system. Bring your concerns about school system policies and procedures, budget priorities, and state legislation, and connect with community advocates to learn how you can help move Prince George’s County Public Schools forward.

  • Wednesday, September 21st, at 6:30 pm
  • Bowie City Hall, 15901 Excalibur Road, Bowie, MD, 20716
  • Light refreshments will be served.

For more information, contact Genevieve Kelley at pgcabschools@gmail.com. Visit the Facebook event page here. Download the flier here.

Charter Schools vs. Traditional Public Schools: One Parent’s Experience

Prince George’s County has several publicly funded charter schools. Though charter schools administer the same statewide tests and are accountable to the Board of Education for student achievement, the curricula, instructional programs, and policies may be different than in traditional public schools. Each charter school has its own Board of Directors. Policies, procedures, philosophies, and approaches to education vary from school to school.

Here, one parent relates her experiences with a charter school and a traditional public school in Prince George’s County Public Schools (PGCPS). The views expressed are the author’s own and do not necessarily reflect the views of Prince George’s County Advocates for Better Schools.

by Khadija B.

IMG_6342Picture this: My husband and I wake up at 5 am to get our kids ready for their first day of school. One child attends a charter school more than 25 minutes away from home (in good traffic), and transportation is not provided. Our other child attends school a little closer, but she is in the Talented and Gifted (TAG) program. She is attending her dedicated TAG center, and transportation is provided.

I put my third grader on the private bus — that I pay out-of-pocket for — and I follow the bus to his school. Last year, he was left at this school by a different private bus company, so I hope that this will minimize the chances of a repeat of last year.

I follow the bus all the way to the charter school, only to get to the door and have the teacher say, “Students only, no parents allowed.”
“What?! I just drove twenty-five minutes, fought through traffic, took time off from work, just so that I could see and meet my child’s teacher and find out where his class will be, and you are telling me I can’t even come in the building?”

The teacher replies unapologetically, “Aww, so sorry, but you have to leave now. You can meet the teacher at Back to School Night in two weeks.”

I don’t even know how the classes are arranged. Will he be changing classes this year? Is there a PE uniform? And what about the fact that I was able to walk my son to class last year, on his first day? All of these concerns are running through my head.

Fortunately, I am not the only parent with this concern. Unfortunately, some parents are more outspoken than I am. I hear cursing. Some parents refuse to go.

I really do not want to leave without meeting his teacher and making sure she knows he wears glasses and needs to be in the front of the class, but I do not want to make a scene and embarrass him. After all, he has to see these teachers every day, not I. I decide to leave the school, but I can’t help but ask, “Excuse me, where was the email notification?” What I want to say is, “Where is your empathy for all of these parents who care and want to show their support and cheer their children on to class for their first day of school?”

Silence is what I receive, and also a shrug of the shoulder.

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A Parent’s Letter to County Executive Baker

by Caroline Small

Dear Executive Baker:

I am writing as a parent of a young child who should be starting in Prince George’s County Public Schools next year. I am considering moving out of this County because of the situation with school leadership that I have witnessed over the last year, particularly but not exclusively with regards to the current Head Start situation. I love Prince George’s County, so I am hoping that there will be a change in the way leadership is responding to these recurring situations, so that my confidence can be restored.

CEO Kevin Maxwell’s public responses to the loss of federal Head Start funds, as well as to the recent situation at Dora Kennedy and the instances of sexual abuse, are wholly inadequate. Once a problem is reported, it is not “poor judgment” on the part of “a few people.” It is a problem with the administration. Likewise the school board’s failure to be aware and monitoring is a failure of leadership. The emphasis from the County has been on “ensuring the program continues” — showing much less concern about understanding and correcting root causes of the failure. That, combined with the fact that the problems were not corrected initially, makes it appear that the County does not recognize the severity of this problem.

Even more importantly, though, the response suggests that none of our leaders are willing to step up and take responsibility for the shoddiness of the leadership that has been demonstrated up to this point. You have stated that nobody will be asked to resign or held publicly accountable for this failure. As far as I can tell as a parent, there is no accountability at any level, and therefore I believe the commitment to reform is insincere.

Our teachers are, for the most part, valiant. But the leaders of our school system — and you— are saying exactly the wrong things. School leadership in this county is closed off, disengaged, and suffering from a trust deficit with the community.

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Tulip Grove Renovation More Than Two Years Behind Schedule

by Lori Morrow

IMG_8106 (1)June 20th , 2016 was my daughter’s last day at Tulip Grove Elementary School, and it was a bittersweet farewell. Tulip Grove students and staff were originally scheduled to return to a newly renovated building this summer. However, the Tulip Grove community is still waiting for construction to begin, though state funding was approved two years ago.

September 2012: The updated Parsons Report (or Facility Conditions Assessment) identified Tulip Grove Elementary School as one of three schools with a Facility Condition Index value greater than 75%, indicating the need for major repairs and renovation. (The Facility Condition Index is the ratio of the cost of repairs to the cost of replacement.) Tulip Grove had previously been identified as one of nine schools recommended for replacement in the May 2008 Facility Condition Assessment Study.

2011-2013: Meetings about educational specifications and designs took place over this two-year period. Ultimately plans for a major renovation and addition were approved, adding approximately 15,000 sq. ft to the current facility to meet newer school standards while maintaining the State Rated Capacity of 411 students.

October 2012: Funding Request was submitted for FY2014 funds

November 2013: Presentation slides from GWWO Architects, Inc. listed the following timeline:

  • Design Development (DD) Submission: Oct. 11, 2013
  • Construction Document (CD) Phase: October 2013-February 2014
  • Permit Submission: March 2014
  • Bid Phase: April 2014-June 2014
  • Construction: July 2014-December 2015

December 2013: Parents were invited to a preliminary community meeting with the PGCPS Capital Improvement Program (CIP) team to discuss swing space where children would be housed during the construction period. Initial options of transporting children to vacant PGCPS facilities at Berkshire Elementary or Middleton Valley Elementary were not received well as these schools are 19-21 miles from Tulip Grove Elementary School.

February 2014: The CIP Team returned for a second community meeting to discuss swing space. Most community members expressed a desire to find a location in the greater Bowie area. (Meeting summarized in City of Bowie memorandum)

March 2014: Swing space was still undecided although parents had been actively engaging with the PGCPS Board of Education since the February meeting. (See this story in the Gazette, and this story in the Capital Gazette Bowie Blade, both from March 2014.)

April 2, 2014: The Parent Teacher Association (PTA) President was notified that Prince George’s County would allow Tulip Grove to use the Meadowbrook facility, which had been the site of an elementary school that closed in 1981, as swing space.

June – August 2014: The Meadowbrook facility was renovated and prepared for use as a school again.

August 2014: Students began the 2014-15 school year at “Tulip Grove @Meadowbrook”. Because the school site was across a major road from the school boundary area, all Tulip Grove students are now eligible for bus transportation, increasing the number of bus routes from two to seven.

Fall 2014-Winter 2015: There was minimal communication from the CIP Team to the PTA regarding construction updates. Neighbors around Tulip Grove could see that little had changed at the old school site. Per the timelines provided by PGCPS staff, the project was behind schedule before students began the 2014-15 school year, but that information was not communicated to parents.

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Proposed Policy Update to Require Training for Parent Volunteers

Lori Morrow presented a version of this testimony during the public comment portion of the May 12th Board of Education Meeting. The views expressed are the author’s own and do not necessarily reflect the views of Prince George’s County Advocates for Better Schools.

by Lori Morrow

I would like to share my thoughts on the volunteer policies on the agenda tonight. I am glad to see that the administrative policies about volunteers will be updated, as there were certainly some gray areas and inconsistent implementation in Administrative Procedures for Volunteers and Criminal Background Checks.

However, as I read the updated language for Board Policy 0106, I’m concerned some of these new procedures have the potential to create barriers for parents who are interested in volunteering. In particular, I believe that, while “Requiring all volunteers and leadership of Parent Teacher Associations and Parent Teacher Organizations to undergo specific training on reporting suspected child abuse and neglect” is an understandable reaction to incidents this year, depending on the form that training takes, it is yet another requirement we’re levying on volunteers that could result in diminished volunteerism.

I am a former Elementary School PTA President, and incoming Middle School PTSO President and I know how difficult it can be to engage parents and recruit them as volunteers. It is my hope that parent leaders and advocates will be included in your process as you establish volunteer training and monitoring procedures. Parents, grandparents and community members who choose to provide free labor in our schools should be treated as welcomed partners, not suspects. We accept the locked doors and Raptor checks and the sign-in procedures, but we also want reassurance that volunteers are welcome and needed.

In my personal experience, I think we lost some of that welcome feeling both when Parent Liaison positions were eliminated in the budget cuts years ago, and also as security measures have increased in recent years. If parents, school staff, and the administration work together, I believe we can find a balance between the transparent, welcoming atmosphere parents and volunteers appreciate, while still maintaining the safe learning environment our students deserve.

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Should the Democratic Central Committee Endorse School Board Candidates?

Tommi Makila wrote the following letter urging the Democratic Central Committee not to endorse specific Board of Education candidates in the upcoming elections.

July 17, 2016

TO: Prince George’s County Democratic Central Committee

RE: Board of Education election endorsements

Dear Central Committee Members:

I am a Democratic community activist who is closely involved in the Prince George’s County Public Schools. I have served on the PTSA board of my child’s school for five years. I have also served for two years as the legislative chair of the Prince George’s County PTA Council, and during that time I have also served on the Maryland PTA legislative committee. I am a member of Prince George’s County Advocates for Better Schools and a founding member of the Alliance for Nonpartisan School Board Elections. I am writing this letter, however, as a concerned parent and individual community activist.

I am writing to you to urge that the Democratic Central Committee not make any endorsements in the November 2016 Prince George’s County Board of Education elections. As the Central Committee makes its decision about potential endorsements in BOE races, I would like you to keep the following issues in mind:

1. By Maryland law, school board elections are to be nonpartisan. I have a hard time coming up with anything else that could be as much against the spirit of this law than the central committee of one of the major parties making endorsements in these races.

2. In a down ballot race such as a BOE election, a Democratic Central Committee endorsement and its accompanying significant financial benefit in the form of the Democratic sample ballot is nearly certain to be decisive. In a down ballot race, it is virtually impossible for any opponent to garner enough financial resources to match the Democratic Party resources. I want us voters to decide the race based on the ideas the candidates present to us. I don’t want the Central Committee with its significant financial resources to make the decision for us voters.

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Journey to Kindergarten, Part 5

This is the fifth part of a series documenting the steps one family is taking to prepare for their son’s entrance into kindergarten next year. Read Part 1 here, Part 2 here, Part 3 here, and Part 4 here

by Gail Z.

20160406_080252 (1)It’s official. Summer is here, and now that we’ve celebrated my son’s graduation from preschool, we’re starting to prepare for the school year. And now that we know where he’ll go to school, I thought that it would be a good time to share how we arrived at our decision.

In part four of this series, I wrote about our visit to the school on the other side of our neighborhood, and how impressed we were. Not long after, we finally got word that our neighborhood school was offering new kindergarten families a tour of the school. We were encouraged to bring our son along, but we opted not to because we didn’t want to get him excited about a school he might not attend.

On the day of the visit, I had an open mind and was very interested in learning about the school. The principal apologized to those of us to whom she hadn’t been responsive. I appreciated that. During the tour we later learned that her delayed responses were due to PARCC testing.

Much like the tour at the “other” school, we walked from class to class and were able to peek in at what was going on in each room. At both schools, we were told and could see all that is offered to students. But here, something was different. Maybe it was the excitement in the principal’s voice, or that there’s a poetry slam night, during which students perform. Maybe it was the retired art teacher who returned to the district and was now at this school just to ensure that students could experience art class on a bi-weekly basis, or that the students had created musical instruments for a project. Maybe it had something to do with the tone the principal took with the children she encountered in the halls, ensuring that the boys’ shirts were tucked in, thanking them for good behavior, and offering them bucks as a reward. Whatever it was, it felt like a good place for my child to be.

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The Grading Policy Changes: One Parent’s View

Chelai Johnson is a Prince George’s County parent. The views expressed are the author’s own and do not necessarily reflect the views of Prince George’s County Advocates for Better Schools.

by Chelai Johnson

100_3384 (1)I applaud Prince George’s County Public Schools (PGCPS) for being proactive and convening a project team to assess current grading procedures and policies. A lot of thought and research was put forth by the team. However, there are two recommendations that concern me.

Recommendation #4: Teachers must give grades of no less than 50% on all assignments for good faith effort.

To get credit for putting forth effort is a good thought when kids have struggled. But, as a parent, I would like to think that my children put forth effort in all work, as that’s the expectation my husband and I set in our home. On the other hand, as a parent, I will never know my children’s true level of mastering a subject area if I don’t have access to their true grade. How can they put forth more effort if we don’t know the true effort that was made in the first place?

This leads me to Recommendation #1: Teachers will assign a quarter grade of no less than 50% for quarters one, two and three.

If a student’s grades are not reflective of 50%, why act as if they earned higher averages? Student grades should reflect what they earn. The key word is earned. If I were to decide to obtain a tutor to assist my children or tap into other avenues of assistance, it’s difficult to mark progression with a minimum of 50% implemented. Moving from a 20% to 50% shows a level of early mastery. But the way PGCPS presents the grade, you won’t see progression at the lower levels of mastery, from quarter to quarter. Even though 20% is low, 20 to 50 is a large jump that should not be discounted.

Although there are two recommendations that I oppose, there are two that I support strongly:

Recommendation #7: Students shall have one additional opportunity to improve their score on a qualifying assessment/project which demonstrates knowledge of course content, skills and standards.

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Parents, Board Address Transportation Issues

by Genevieve Demos Kelley
IMG_6355The Prince George’s County Board of Education held its last meeting of the school year on June 14th and adopted—in a 9 to 4 vote—a $1.93 billion Annual Operating Budget for Fiscal Year 2017. Dissenting votes were cast by Edward Burroughs III, Beverly Anderson, Verjeana Jacobs, and Zabrina Epps.

The budget was significantly smaller than the $2 billion that the Board had requested from the County Executive in February. Dozens of cuts were made during the budget reconciliation process, including the $1.27 million proposal to hire 25 additional bus drivers for the 2016-2017 school year.

While the issue of bus transportation was by no means the only topic of the evening, it got plenty of attention from parents, students, Board members, and PGCPS employees. Here are some highlights of the transportation-related comments made during the meeting.

During the Public Comment portion:

A parent at 49:34 in the video of the meeting:

I was disappointed to see that the additional 25 bus drivers were cut in the reconciliation budget. The ongoing shortage of bus drivers has led to doubled-up routes, significant delays, and even the inability to answer the transportation hotline in the morning, because staff are needed to drive . . . Without the additional drivers, I sincerely hope that the transportation department is spending the summer looking for a more efficient way to get students where they need to be, because what we have now is not working well. Students cannot learn if they cannot get to school.

A Northwestern High student representing the Hyattsville Teen Advisory Committee at 1:11:17 (this is a must-watch testimony):

We did some research to find out what was causing the problem of late school buses, and we found two causes: poor pay and poor working conditions [boisterous applause from audience].  .  . [Bus drivers] are often disrespected by students on the bus, and students say that they don’t even know their bus drivers’ names. We recommend that all schools include bus drivers in their orientation at the beginning of the year, and the principal introduce the bus drivers to students and review the rules and consequences for riding the bus [more applause from audience]. We recommend that the school board pass a bus driver appreciation day for the district to honor and recognize the work of bus drivers who support our students and their schools.

Jossalyn Ford, chief steward for the Transportation Chapter of Local 2250 bus driver at 1:17:26:

We work very hard every day to transport the children who attend Prince George’s County Public Schools to and from safely. As we approach the end of the year, we are short of help. As you have very well know that we are doubling, tripling runs. We are tired. We’re doing our very best to transport these kids every single day. But as we do so, we have bus attendants also working with us who have been waiting two or more years to become permanent, to have benefits. HR keeps saying, ‘We don’t have the positions.’ They don’t have the money to hire these people.  .  . And we, as a local, can’t defend a sub-employee .  .  . But I’m telling you right now, we cannot go into next year doing what we’re doing this year.  .  . We have meetings on a month-to-month basis, where we come together and try to address all these issues, and nothing is being done.

A parent at 1:25:16:

I’m mom of a third grader at Tulip Grove Elementary, and for the past several weeks, we’ve been experiencing inconsistent and unreliable bus pickups in the morning. In particular, because of the doubling up on the routes and the tripling up on the routes, you know, sometimes it will be fifteen to thirty minutes before the children are picked up to go to school. We’ve had occasions when the bus just hasn’t appeared .  .  . [W]e could use some communication in some way shape or form, some kind of system in place that could notify parents of an issue, if a bus is going to be late, if a bus is not going to arrive. I’m thinking something similar to bus ETA, like what WMATA uses, something like that. Where we can have warning of notice of a late arrival time . . .If we know, as parent, what’s happening, what to expect, we can make other plans to get our children to school and to get ourselves to work on time. . . I would really urge you to reconsider the staffing levels for bus drivers, because we need to get these kids to school, rather than leave them standing out on the corner for 30 minutes in the morning.

During the Budget Consent Agenda Discussion:

Board member Verjeana Jacobs’s comments at 1:35:03 regarding the value of hiring additional bus drivers vs. adding Lacrosse as a varsity sport:

It’s really disheartening that our employees, bus drivers included, have gone years without adequate funding in the budget, and every year we expect them to just accept that we don’t have money, and it’s just not acceptable .  .  .  A lot of people in my district [District 5], let’s just be clear, love lacrosse. And I do too. But not at the expense of bus drivers who have to get our kids safe here every day, and not at the expense of class size, math specialists, and reading specialists.

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Parent Calls for Improvement Plan Instead of $120k Survey

Lori Morrow presented a version of this testimony during the public comment portion of the May 12th Board of Education Meeting. The views expressed are the author’s own and do not necessarily reflect the views of Prince George’s County Advocates for Better Schools.

by Lori Morrow

A few weeks ago, I watched the April 28th Board of Education meeting at home and
was surprised to hear about a $120,000 survey to determine community
perceptions of PGCPS. I agree with comments made by some board members that
night: We already know many of the negative perceptions that persist from existing surveys.

IMG_0510A few months ago, I noticed each of the school pages on the PGCPS website includes a link to the 2013 School Climate Survey, as well as a note indicating the next biannual survey would be published in Fall 2015. I recall getting an email to fill out the survey last June, and know that my son participated in a survey this school year.

I’ve been attempting to get a copy of this climate survey report and, after more than two months and many emails, I was finally able to access a copy of the report this very morning from a helpful staff member in the Research and Evaluation Department. I was particularly interested in the report for my son’s middle school because of comments I regularly hear from him. While a quick comparison with the 2013 report does show some improvement for the school, a number of areas are rather disappointing.

For example:

  •  31% of Parents disagree with the statement that they are proud to send their
    child to this school
  • 31% of Parents do not believe that teachers will provide students individual
    attention if needed.
  • 44% of Students disagree with the statement that they feel safe in school.
  • 61% of Students do not believe that students respect the authority of
    teachers at this school.
  • 54% of Students do not feel like they are an important part of their school
    community.

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