netmouse: (Default)
Ok, I have updated my amazon wishlist so there’s a description and the shipping address is public. people told me they couldn’t see it before.

https://www.amazon.com/hz/wishlist/ls/KLWMH05WZUID?ref_=wl_share
netmouse: (Default)
One of the most challenging things about being a substitute teacher in the York City School District is that I pretty much have to provide school supplies just like regular teachers, only I have to carry them in with me every day.

Please consider helping out with my school supply wish list:

https://www.amazon.com/hz/wishlist/ls/KLWMH05WZUID?ref_=wl_share

Another challenge is dealing with the disparity in supplies between the suburban districts and the city. York City’s student population is majority poor and transient — last year 60 % of the kids who finished the year in the school district did not start the year in that school. They do not have PTOs to run wellness drives and most parents cannot afford to send in the pencils, pens, dry erase markers, binders, kleenex, wet wipes, etc. that the suburban parents send a list of in with their students. many students don’t even have backpacks or pencil cases.

in Suburban Middle School, one social studies classroom has ten chess sets and lots of other board games. in the City, the middle schoolers I sub for most often share a single chess set, four Uno decks, and two decks of regular playing cards between multiple classrooms.

In Dallastown, every math class starts with problems on a personal dry erase board or on their computers. in the city, the kids don’t have their own computers, and the classroom might have the boards but be completely out of dry erase markers. This dramatically affects my ability as a substitute both to teach and to manage the classroom.

I have made this list based on two years of experience subbing in both inner city and suburban districts. please help.

Please help.
netmouse: (Hmph)
I haven't made a big deal out of it, but the PA Post recently picked up a question I submitted to their "Listening Post" segment. Reporter Ed Mahon spent some time researching whether or not it would be legal for school districts to go ahead and redistribute funds from the state on their own, rather than wait for the Legislature to force them to do it.


The report is here: Could Pa. school districts change funding themselves? A substitute teacher wanted to know


Sadly, one person he referenced about that actual question came back with nothing stronger than "I don't know," whereas my own investigation concluded it is not illegal for school districts to redistribute state educational funding to other school districts.

Sadly, Ed failed to capture one thrust of my argument, which is that, given that many people are trying to pass existing legislation that would apply the Fair Funding formula to all 500 PA school districts, I think it would only be prudent for the districts that are currently deemed "overfunded" accordnig to that formula to go ahead and increase their school property tax millage to go ahead and make up the difference. That way their schools will not suffer a gap in funding.

Then, once they have ensured that alternate source of funds, they can go ahead and start funneling funds to one or more of the chronically underfunded districts, as identified by the "fair funding" formula, which everyone agreed was fair back in 2016, but which is so far only being applied to "new" educational funding from the state, so only some 11 percent or so of state educational funding is disbursed fairly and equitably at the moment.
netmouse: (Default)
I have been substitute teaching in the same school one day a week this Fall in a long term assignment. This is an urban school where 100 % of the kids get free breakfast and lunch and those might be their only meals that day. Where 56% of the students who start the school year there will be someplace else by the end of the year, because the lives of many of the poor are not stable. There are lots of challenges these kids face. Multi-generational patterns of trauma, discrimination, and displacement. Can't fix it all.

But I was thinking maybe some of you who do not have children in elementary school right now might help make up for one of the key things these kids are lacking: parents with the time and connections to raise money for their school supplies. I talked to their art teacher about making up a list of supplies, and doing some crowd-funding. That same week, Facebook suggested I do a fundraiser for my birthday. Huh, I thought. Well, I could just do that.

This article on Medium has the text of that fundraiser, as well as info on how to just paypal me money in case you are FB averse.

If we raise enough money, I will arrange for the 7th and 8th graders at the school to get an extra workshop to make durable 3D art they can put in their school garden. I hope we get that far. I know a terrific artist named Tomak who is ready and willing to do that workshop with them. I just spoke to him today. :)

If you can, please help. Even a little bit would be great. Thank you!
netmouse: (Default)

Looking for my college transcript in my files, I just ran across the printed report of my 1996 General GRE results. Verbal 740, Analytical 750, and Quantitative 690. (All my standardized test scores are also online, here.)

I was reminded that being better than 98-99% of other test takers in my verbal score has simply been a fact of life since... whenever it was that I first started taking them. Third grade, I think (at which point I tested at a high school graduate level) And I am remembering a conversation, walking across the Grinnell Campus, about these GRE test scores.

I was disappointed that my Quantitative score was only 690.

My boyfriend couldn't understand my disappointment. He pointed out that my Quantitative score was better than 79% percent of other people who took the GRE, which is all people applying for grad school. That was an achievement, was his point, and he wasn't wrong. I cheered up a little at the time, but I still can't shake the overall sense that I am (comparatively) weak in math.

I honestly wonder if this is an overlooked component to why perfectly smart middle school girls tend to self-evaluate as "not that good in math" at the same ability level where boys are more likely to be proud of their math skills. Boy are less likely to have had strong linguistic skills from an early age, so they don't have that portion of their own skill set and self-confidence to compare their math skills to.

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