The Strategy & Implementation

STRATEGIC UPGRADING If a school district is serious about radically raising the academic achievement of its students to global levels in 25 years, one would expect a strategic approach whereby teacher certification and the “new approaches” begin at the early stages and then gradually include the higher grades as preparation is ready. (See below “Implementation”.) Trying to fix the whole system K-12 in a couple years, though perhaps politically correct, is not practical. If the current upper grades are not positively influenced, it is unfortunate; but sadly, little enhancement has been made for their training for generations.

PARENTAL INVOLVEMENT Studies have indicated that common current American parental involvement in their children’s school and education has very little favorable impact on their learning. Professionals estimate that one hour of classroom study in science is worth 2~3 hours of such science study at home. The one very key contribution from Mom, Dad, Grama and Grampa besides support for high achievement levels, modeling in ethics, general encouragement to study and restrictions on their cell phone use, is nightly reading to them early in life (PISA: OECD, PISA No. 10). Later in a child’s life, it is valuable for parents to read and discuss with them daily news items and some of the course materials from school. READ AT HOME! This is far more important for learning than driving them to soccer games or watching TV together!

COMMUNITY SUPPORT As “Stretch Targets” and a readily understood three-part Wisconsin Global Scorecard are introduced and one- and five-year plans developed, understanding of parents and support of business, church and government leaders will grow. Insights, skills and more good will begin flowing to the schools. Excitement for the long-awaited real change in our children and grandchildren’s school experience rises.

BROADER SCHOOL READINESS The wider “social context of schooling” for Wisconsin (and United States) youth in many of our larger cities and poor rural areas may be different than their counterparts in other First World countries. Though Wisconsin fortunately by one poll is rated in the nation’s top six in ‘happiness’, we and the nation lag behind the advanced world in health and personal safety measures {New York Times 4/28/15}. In order to attain “Stretch Targets”, early measures to also address these learning barriers must begin in homes, schools, and communities.

USE OF OTHER OUTSIDE SUPPORT If “successful” schools and their students require still more assistance, it can come from after-class-hour in-school instruction, or at Boys & Girls Clubs, or in tutoring academies. There are also many online support courses such as the Khan Academy which may assist and be coordinated with school “Stretch Target” efforts. But be cautious about fads, and well-meaning outsiders who in effect substitute for good solid teaching, rigorous academic focus, and hard studying. A caveat: it is not just the “at risk” students that require stretch. Our very best students in comparison with their overseas counterparts also place dead last! ALL students need to stretch!

ADD ONS Clearly global achievement in MATH, SCIENCE & READING with problem-solving and FUN is the clear & preeminent Wisconsin goal by Year 25 (2051) or before! However, to enhance their middle and high school student experience, prepare not only our kids for STEM/AI future jobs but for next generation blue collar jobs as well, and to generate more responsible and better prepared citizens, the following would also be required of the curriculum and WI districts:

• CIVIC COURSE
• MANUAL ARTS FACILITY for minimum ONE BASIC HIGH SCHOOL COURSE
• A MINIMUM ONE MUSIC & ONE ART COURSE BY 10th grade
• PHYSICAL EDUCATION MINIMUM ACHIEVEMENT
• AVAILABLE SCHOOL ROOM/TWO TEACHERS for “MIDWAY MATRICULATING STUDENTS” & for after school & summer homework
• AN ADDITIONAL BULLYING COUNSELOR/PREVENTOR for EACH MIDDLE & HIGH SCHOOL

IMPLEMENTATION

STAGING. In YEARS 1–2, teachers/counselors/additional school rooms in 4K–Grade 2 will be qualified, DPI counselor facilities readied. In YEARS 3–5, teachers in Grade 3–6 will be qualified, facilities readied. In YEAR 6, teachers will be qualified through Grade 12, all facilities and hiring completed — a staged implementation.

DPI ROLE. Their function, via trained counselors in MTEL, PISA, FUN and common sense, will be mainly to support districts and schools by advising, encouraging, problem-solving, and in every possible way encouraging principals, teachers and mentors as they progress enjoyably towards Year 25 achievement success. It will also, via able, committed administrators, assure financial matters are consistent with STRETCH TARGET goals implemented according to the STRETCH TARGET legislative law and related guidelines. In instances where a school or district seems to have lost momentum for significant improvement towards the PISA goals, the DPI would be qualified to temporarily place that district on a performance improvement plan.

See more on how we can create this change!