The Board of Education should host Brown Bag luncheons at local employers to both share and receive information. We should knock on doors periodically throughout the year and meet with community members at local community centers, service organizations, neighborhood events and wherever else we can learn more and have a thoughtful conversation. We must go visit with these community members in their neighborhoods and places of employment, if necessary. These individuals are equally important to our children’s education and to the success of our schools. I have spent hundreds of hours over the last 25 years in Madison’s public schools and have found that engaging people who work directly with programs, personnel and students is the best ways to get to know what people are doing, experiencing and thinking.Īs a Board member, I also recognize there are parents and community members that our schools don’t see every day. We need to hear what these stakeholders think should be implemented, changed, improved or abandoned. We must talk with students, teachers, administrators and staff about the policies and programs we’ve authorized, and that we are considering authorizing, and how these policies, programs and decision are impacting them. It is vitally important to our leadership as school board members, that we spend quality time in our schools talking with students who attend our schools and adults who work with our children every day. I did so because I want to have a broad awareness and understanding of what key stakeholders in our schools feel our school board and school district should focus on to strengthen our schools and ensure our students have what they need to be successful. What will you as a board member do to better understand these issues and get the information you need to assess these situations? How will you ensure that issues with implementation and unmet student needs get addressed?įor the last several weeks, I have visited several Madison public schools to hear from, and talk with, educators, students, principals, other professional staff (e.g., guidance counselors, custodians and school resource officers) and parents. Every MMSD plan (AL, ELL, Special Ed, BEP) seems to have specific challenges with implementation at the school level. The new 5-year agreement will take effect starting this fall.Questions for 2019 BOE Candidates from Madison Partnership for Advanced Learningġ. “The ACT test will provide students, parents and educators in Vietnam with information and insights that will help students understand their level of academic achievement in core subject areas.” “We are delighted to become a part of such an innovative Vietnamese educational program and thrilled that Vietnamese students will be able to benefit from our assessment,” said ACT Chief Commercial Officer Suzana Delanghe. However, the program could soon be expanding to reach tens of thousands more students across the country, as the Vietnamese government, through Decree 73, will introduce new regulations later this year to ease restrictions on enrollment in foreign-owned international schools in the country. Vietnam is currently offering the EMG international educational program to approximately 12,000 students in more than 400 classes. Signing this agreement is one of the Ho Chi Minh City Department’s newest efforts to expand cooperation, improve program quality and enable parents and students to make more informed choices about education options.ĮMG Education Group, one of the most influential educational organizations in Vietnam, is exclusively contracted by the government to deliver foreign educational content and services to Vietnamese public schools. IOWA CITY, Iowa-ACT has reached an agreement with the Ho Chi Minh City Department of Education and Training and EMG Education to make the ACT® test the official exit exam of EMG’s dual-degree international education program, which is offered in schools across Vietnam.
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