public schools

97 petitions

Started 6 days ago

Petition to Ohio County Judge Executive, Ohio County Road Foreman, Highway District 2

Center Left Turn Lane for State Route 69 N (Hartford, KY)

State Route 69 North is vital for connecting northern Ohio County with the heart of our county. Highway 69 N bridges the gap separating Fordsville (and surrounding areas) and Hartford, KY. In particular, the section of 69 N between the William H. Natcher Parkway and US Highway 231 sees heavy traffic daily and is need of improvement.I would like to propose the construction of a center left turn lane for State Route 69 N that would serve the intersection of State Highway 1543/Clay Street, as well as the intersection at Oakwood Drive. Highway 1543 connects 69 N to US Highway 62 East (including Rosine and Horse Branch). Clay Street provides access to government offices and local businesses, as well as providing an alternate route for overflow traffic from Hwy 231. Oakwood Drive provides access to Wayland Elementary School, Oakwood Cemetery, and local businesses.Heavy traffic at these intersections (during peak times) has led to increased passing on road shoulders and dangerous shoulder crossings at the intersection of 1543/Clay Street. Intersections with high volumes of traffic should have dedicated turn lanes that remove the turning traffic from the through traffic. A turn lane would provide additional safety by protecting turning traffic and reducing the chances of head-on collisions. A center left turn lane would also facilitate a left turn without slowing down the flow of traffic.By signing this petition you are requesting that the local/state government improve our highways to meet the needs of our county. After signing, please feel free to share this with your friends and neighbors through email, social media, etc. so that we can get the signatures needed to get this done.

Curtis Brooks
5 supporters
Update posted 2 weeks ago

Petition to Wallingford Board of Education, Roxanne McKay, Michael Votto, Cathy Castelli, Erin Corso, Karen Hlavac, Patty Pursell, Tammy Raccio, Patrick Reynolds, Ray Ross

Wallingford Connecticut Residents/Parents Opposed to the consolidation our schools!

 Wallingford Board of Education is considering options to renovate, repair, and consolidate Dag Middle School, Moran Middle School, Sheehan High School and Lyman Hall High School. The BOE is considering 6 proposed options. We are concerned option #6, which will result in one middle school and one high school, will receive serious consideration due to the financial reasons listed in the study. Consolidation would have 1200+ middle school students in one school, (Sheehan) and 1600+ children in one high school, (Lyman Hall). On DECEMBER 10th 2018 at Lyman Hall High School auditorium, the BOE will narrow their options to 3 choices after a public meeting. This is happening! Help us stop this! Please sign our petition, add your reasons opposed and attend the DECEMBER 10th meeting! We are opposed to options #6 and #4, as well as ANY other alternatives that will result in one middle school and/or one high school. Option #4 has Dag as central office, Moran being grades 5-6, Sheehan 7-8 and Lyman Hall 9-12. Option #5 has Dag as central office, Moran as 6-8, Sheehan 9-12, and Lyman Hall 9-12. Option #6 has Moran closed, Dag as central office, Sheehan 6-8 and Lyman Hall 9-12.    We want them to consider other options to renovate all four failing facilities.  Our residents, parents and STUDENTS do not want this for our town.  Reasons why we are opposed to consolidation: Quality education being lost amidst all the frequency of changes i.e. K-2, 3-5 split, common core, mastery based learning and now secondary schools reconfiguring Transportation length and distance Transportation costs Proximity to their home Parking Traffic concerns  Town traditions i.e.. Powder Puff, Carini Bowl Special needs children functioning in a large, unfamiliar environment Children "at risk" and children with 504's or IEP's not getting the attention needed Staff and teacher cuts. More children with less staff (staff vs student ratio) Loss of personal interactions when students are "Just a number" Class size  Overcrowding Mental Health Security Risks of large schools Athletics and Music will be too large to accommodate all interested children Sheehan is the only school with a pool       The options the BOE is considering: ALTERNATIVE 1 ^Status quo ^Schools remain as they currently serve ^$15.6 million cost to Town for capital improvements.     ALTERNATIVE 2 ^Renovated high schools ^capital only improvements to middle schools ^$77.7 million cost to Town   ALTERNATIVE 3 ^6-12 Pathway schools(themed) ^enrollment management is an issue. ^transportation costs estimated $525,000-900,000 increase.  Annually?? ^$117.2 million cost to Town   **Information provided from BOE meeting with Milone&Macbroom, Silver/Petrucelli Associates and Ed Arum Associates(former WPS Business mgr)   ALTERNATIVE 4 ^Jr. High ^Dag shifted as Central Office ^Moran 5-6 ^Sheehan 7-8 ^ LHHS 9-12 ^increased operational costs ^many transitions ^Increased transportation costs ^$114.4 million cost to Town ^BOE expressed concern of impacting elementary schools   ALTERNATIVE 5 ^Themed HS(2), 1 MS ^Dag shifted as Central Office ^Moran is MS with classrooms added ^MS enrollment est. 1,200+ students ^savings to BOE $1.6-1.8 million with loss of staff. ^transportation costs not factored ^$100.8 million cost to To Town     ALTERNATIVE 6 ^1HS(LH with renovations), 1MS(Sheehan with renovations) ^Dag shifted to Central Office ^Moran closed. ^1,500+student enrollment at LH, making it one of the biggest HS in State-none in our DRG ^1,200+student enrollment at Sheehan(MS), very few MS at this size in the State ^Savings of $3.9-4.2million with significant loss of staff ^transportation costs not factored in at this point ^$59.1 million cost to Town   **Cost to Town is factored with current bonding costs.    

Shannon Sorvillo
1,058 supporters
Update posted 2 months ago

Petition to Harford County Public Schools, Colin Carr, Brian Pawlicki, Megan Lewis, Edward Stevens, Sean Bulson

Reverse New HCPS Grading System

The beginning of the 2018-2019 Harford County Public Schools introduced a new grading system. This new system is based around three categories, Practice, Process, and Product, which are weighted. Practice, which is 20% of the overall grade accounts for drills, warmups, homework, etc. Process is worth 30% and accounts for quizzes, classwork, etc. Product is 50% and accounts for tests and large projects. The system seems fair though, right? Not at all. This new grading system short-changes students and takes the focus away from the core values of learning the material. First of all, there is no set list to determine what goes in each category, which can impact the overall grade as I will explain. This new grading system takes away from the core value of learning the material because it focuses on test grades and not on the drills, classwork, homework, which are where the learning comes from. For example, if you have 100/100 points between the Process and Practice categories, but a 50/100 on the product category (from a bad test) this will take your grade from at 100% to a 75%. Now add another 50-100 points outside of the product category and your grade may only go up around 5-10%. This takes away from learning because the value isn’t placed on learning, it’s placed on getting a good grade on the test to pass, not the effort and studying to get to that point. This becomes a serious problem because for myself and other AP students, you may only have one test a quarter, and one bad grade will ruin your grade for the entire quarter. Please HCPS, please change the grading system back to how it was before. This way, the core value can be placed back on the inclass and at home studying of the material, and a bad test grade won’t kill your grade because all the quarterly work matters, not just the tests. 

Kenny Todd
3,685 supporters
Update posted 3 months ago

Petition to Eric Webb, Lorena Stankevich

Support Montessori Education in our Orcas Island Public School

If you haven’t heard, the public elementary school is planning to phase out its Montessori program — effective immediately. That means they will not let any of our island’s first graders into the program for next year (or, if the program is discontinued, for any future year). This is a successful 15-year program, which is so popular that it often turns applicants away. The Montessori Advocacy for Public Schools coalition (MAPS) has formed in the past few weeks (since this news was quietly announced to a few select parents and stakeholders). We have been working to gain clarity and ensure that our voices are heard before a final decision is made about the educational options available to our island's children. The school board is holding a special meeting on this topic on June 18, and we would love to see you there. Here are the details for the school board meeting:When: Monday, June 18 at 5:00 p.m.Where: Orcas Island Public School You may not have children, you may homeschool, you may never want your own child to go through the Montessori program...but we're guessing that you want strong and diverse educational choices available in this community. It’s good for children, it’s good for our property values, and it showcases what’s possible for public education in rural communities like ours.Montessori has been proven to work in our nation's public schools. Here is a brief summary of the Riley Institute's landmark, four-year study of Montessori education in South Carolina’s public schools. The study was finalized in January 2018, so it is extremely timely: When compared to non-Montessori public school students across South Carolina, Montessori students were more likely to have met or exceeded the state standards in each of the four subjects measured. After matching Montessori students to demographically similar non-Montessori students and controlling for student demographics and previous test scores, researchers found that Montessori students scored significantly higher on ELA state standardized tests than non-Montessori students across all three years of the analysis. There was also a significant Montessori advantage in math and social studies in two of the three years. Montessori students were significantly less likely than similar non-Montessori students to have had a disciplinary incident during the school year. Nearly all educators that participated in the study reported loving or liking their job as a Montessori teacher (98%). This is substantially higher than the 89% of South Carolina educators on the 2015 Report Card Teacher Survey who strongly agreed or agreed that they were satisfied with their current working conditions (EOC, 2016). (Here’s the link to the Riley Institute study, if you’d like to learn more.)Our goal is to have the School Board request that the Elementary Principal, Lorena Stankevich, and Superintendent Eric Webb, wait one more year before making a final decision regarding the future of Montessori education at Orcas Island Elementary.In that year, the Coalition hopes to work with the school district to assess our children's and community's needs, the school's unique situation, and to determine whether and how the Montessori model can be sustained in the elementary school.If you know someone that would be interested in voicing their support for Montessori education in our public school, please forward this link.We would love to show the OISD School Board that community comes first and that our community cares deeply about this issue.Please sign onto this letter and come and show your support for public Montessori on June 18 at 5:00 p.m. at the Orcas Island Public School.-.-.-.-.-.-.-.-.-. ADDENDUM LETTER TO SUPERINTENDENT ERIC WEB  June 14, 2018 Eric Webb Superintendent, Orcas Island School District Via email Dear Eric, I appreciate your meeting with me as a representative of the Montessori Advocacy for Public Schools (MAPS) coalition and in my personal capacity as a parent of a public school Montessori student. Thank you very much for honoring our request to maintain the Montessori 1st-3rd grade class next year, for your commitment to finding a solution for continuing Montessori and for your desire to work collaboratively with parents and the community. Tony Ghazel, Chris Sutton, and Scott Lancaster said that they were most proud of hiring you during their tenure (Islands’ Sounder interview, November 2017). You have laid out a compelling vision for alignment for the School District for the next few years. As parents, we want to be a part of that success for the District, and for the elementary school in particular. We appreciate your sharing the proposal. We do, however, have several concerns. During the last School Board meeting, Principal Stankevich and some teachers voiced hesitations about the Montessori classroom: the children don’t integrate well with their friends; scarce parent time is concentrated in one classroom; quality education should be offered to all children in the school; and, fewer children with special needs in the Montessori classroom. In addition, it was stated that public education is not for a subsection of students, and that the label of Montessori brings more exclusivity. Yet, all of these conditions are exacerbated, not solved, by the idea of moving the Montessori classroom out of the elementary school and under the ALE OASIS School and in a separate building. In addition, we would appreciate more information regarding how the proposal would enable expansion in the likely scenario of increased demand and how it could support teacher collaboration. While we appreciate the District’s efforts to respond to the concerns and interests of the parents and community, we are most interested in a meaningful exploration of the concept of public school Montessori. There are over 200 public Montessori programs that co-exist in broader public elementary schools. This is the dominant model throughout South Carolina’s highly regarded public program studied in the Riley Institute’s groundbreaking report. It is possible to have both programs co-exist alongside each other; it will take some thoughtful planning to make it successful. We believe this systematic approach will enable the community to address key issues and develop long-term strategies and implementation plans together. It is also our hope that this strategic planning will lay the groundwork for the Orcas Island Elementary School to be an award winning school. Like you, our goal is to put children and their educational best interests at the center and use data and research to determine the best path forward. During this summer and the 2018-19 school year, we would like to work together with you to plan a vision for Orcas Island Elementary that will serve the best interests of ALL of our island’s children. Creating such a process would further the District’s goals of transparency, SIP’s priority on parental involvement, and would be a great way to bring the community together. We can help provide funding, select a few members to serve on the committee, bring in outside experts and problem solve other needs that arise. We want to help you create a win/win for the School District. You have a diverse community of people willing to lend their time and talents to help the District find a great solution for the children: parents, teachers, administrators, outside experts, Montessori supporters and others in the community who support proven diverse learning programs. We parents bring economic and cultural diversity, as well as children who have IEPs and special needs. The interest in the Montessori at the public school has always been high, from the start of the program to conversations about expansion a few years back to now. Rather than a short-term phenomenon, there is broad, sustained support for Montessori at the public school. We appreciate your decision to keep the Montessori program as-is. We look forward to working with you to finding a long-term solution through a public process. We will work with you to evaluate all the options and find the best solution for the children. Sincerely,Georgette Wong Beadnall (on behalf of 104+ members of the community as of June 17, 2018)

Montessori Advocacy for Public Schools coalition (MAPS)
300 supporters