“A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible.

Nor are these particularly difficult policies to put in place. Many schools around the country, particularly charters, already use some or all of them.”

There is cameras already in my child’s classrooms, zero tolerance for bad behaviour of any kind, and providing tutoring. Plus teachers are available for students after school anytime, to asked any questions about the subject material. It shows in over-all achievement and kids wanting to go to school. Too early to see the long-term effects, but the changes made certainly help my child. The other day, there was a full tutor class for grade 10 academic math, that lasted for 1 hour and 1/2, Many of the students that attended were already doing well, which indicates a real interest in math. Further proof, next year’s grade 11 advance math, there will be 33 students enrolled in it. First time in the history of the school, where normally 3 to 5 students enrolled in the advance math class.

I would state that the teachers at my child’s high school, are effective teachers, as well as being qualified to teach the subjects. In other words, a English teacher is not teaching math or science, or a math teacher is not teaching English.

Great! So there are still schools that work.

How did this come about in your child’s high school? It would be an interesting story.

A series of circumstances and events that compel the school and the educators to take measures into their own hands. Some would see it as a blessing in disguise or God and his angels correcting the wrongs of ill-conceived curriculum and instruction, that the students received in grade school.

1. The grade 8 and grade 9 class, 60 % of the students had weak foundational skills either in all or some part, when it came to reading, writing and numeracy.

2. A credible bomb threat on the anniversary date of the fire that destroy part of the school.

3. A $350,000 repair job on the roof, and to repair the plumbing, turned into a 3 million dollar repair and upgrading job.

For the first one, the staff had serious concerns that the 60 % would not be able to pass public exams in grade 11 and 12. The teachers had no choice but to improve the fundamental skills of the students in reading, writing and numeracy.

For the second one, thanks to the bomb threat, the security system was put in the school, including cameras in all classrooms.

For the third one, three million dollars buys a lot of updating and improvements in computer technology and hardware, improvements to the school’s environment, and brand-new classrooms walls, ceilings and sometimes new flooring. Funny thing though, no one bother to paint the office with a fresh coat of paint, The VP told me that it be up to the teachers during the summer time to paint it. The office looks odd, against the new office computers and other computer hardware.

I believe it was this combination of events and situations, that brought the changes to the school. If it was left up to the board, things would never have change. Both schools have done without for a very long time, and the learning needs of the students have been neglected, especially in the foundation of reading, writing and numeracy.