Lexington (MA) High School Senate

LEXINGTON HIGH SCHOOL STUDENT-FACULTY SENATE

2001-2002

Moderator Ilana Kessler, Assistant Moderator Michael Fiveash, Secretary Sara Enders

<http://lhs.lexingtonma.org/senate>

Agenda

For the January 31, 2002 meeting:

1. Announcements

2. Committee Reports

3. GSA Senate representation

4. Level Override Bill

5. MCAS Resolution

6. Ten Minute Rule Bill

Minutes

From the January 24, 2002 meeting:

Quorum reached at 7:52 AM.

[Minutes Approved]

[Agenda Approved]

Announcements

S. Enders: We have had twelve meetings so far, this year. As is stated in the Attendance Bill, no Senator should have missed more than twenty percent of the meetings, which works out that you are allowed two, maybe three absences, by half way through the year. I'm sorry to say that there are several of you who have exceeded this number. Some action will have to be taken.

Committee Reports

S. Enders: The Communications Committee has created a handout for non-Senators attending Senate meetings, which welcomes them and briefly describes the way in which meetings are conducted (if they want to speak, they should raise their hands to be placed on the speaking order, etc.).

Kessler: The Gay-Straight Alliance has expressed an interest in one of the Senate seats open to under-represented groups. The Executive Committee has discussed this, and I am meeting with the GSA, this afternoon. The Executive Committee also discussed the issues of credits and distribution requirements.

Kieft: Policy met and made some revisions to what is effectively now the "Twenty Minute" Rule. We will present a new version of the Bill at next week's meeting.

David: The members of the Testing Day Survey Ad-Hoc committee have been exchanging emails, although we have not had a chance to meet, yet. I've solicited feedback from the creators of last spring's stress survey, and our survey has met with approval. Senator Kafrissen is working on a similar survey to be administered to the faculty.

Dhanani: Oversight checked out the new Student Activities Center, and made an announcement to the school about it.

Level Recommendation Bill

Kieft: This is the latest revision of a bill that has popped up in Senate various times, in different forms. This version is simplified, and gets to the point with out a lot of fluff. What you have in front of you is actually two bills. The first gives teacher the right to recommend students without taking into account any requests of the students or their parents. It is not intended to cut off communication between teachers and students, and suggests that a teacher include a written rationale with his or her recommendation, if it may raise any questions. The second bill says that students should have the right to chose disregard the recommendation made for them and move up or down in one course. This limits the number of overrides a student may make- if a student wants to override in many of his classes, he should consider why he is giving many of his teachers the impression that he is not ready for higher level work.

Enders: Although this version improves the bill, I still don't agree with its original intent. Limiting the flexibility of the process is not the answer -- think the better the communication between students and teachers, the more likely the student will be placed correctly.

Burson: What is the current policy? Can teachers currently disregard demands made by students or parents?

Kieft: I don't think there is anything specifically written down. Mr. Simon described to me the math department's policy, which entailed students and parents asking for the override on one side of a form, and the teacher filling out the other side as to why the child was recommended for the lower level. At first, this worked well, but with many students asking for overrides, teachers often ask if they plan to override, before making their recommendations, so as to avoid the paperwork. This creates a situation where many students are put in classes above their ability. Also, parents have been known to try to intimidate teachers into recommending their child for a higher level class.

Walsh: The role of department heads in the course selection process is not mentioned in the bill. Once an override is requested, the situation is generally taken out of the hands of the teacher, other than when an explanation of the recommendation is required. As further discussion most often takes place between the students/parents and the department heads, perhaps department heads should be empowered, here.

Kafrissen: A few weeks ago, the faculty was presented with the findings of the Stress Survey. Students said two things: that they had too much work, and that the work was too hard. I can only infer from this that students are taking classes that are too difficult for them, which is likely partially a result of overrides. The Senate tried limiting the number of honors a student may carry, but the proposal was voted down. As students, you have to chose: Do you want the challenge, or do you complain about your course load being too challenging?

David: According to Mr. Pappadonis, the trend in overrides is to take the process out of the hands of teachers and students, in the possible form of a test that a student must pass in order to prove that they have earned the right to be in a higher class. Also, there seems to be a disparity as to what qualifies for an honors class. I think there are too many "honors" classes here in general.

Jehle: The results of the survey also showed that students identified teachers as contributors to their stress. It is irrational not to take the teachers' opinions into account in the selection process.

Dhanani: I agree with Secretary Enders. Putting strict restrictions on the course selection process may just antagonize parents further. Also, I don't like the "one and only one" clause. Classes in the same department can greatly differ, from year to year. This bill doesn't leave room for exceptions, like kids who attend summer school to prepare themselves for the next year's classes. Senator Kafrissen mentioned stress as a result of taking on a challenge. Academic stress is largely self-imposed. Finally, why haven't students seen the results of the Stress Survey?

David: I imagine the Musket will publish them, shortly.

Shield: I agree with Dhanani. I move to amend the "one and only one clause" -

Kessler: You can't do that - we're only in discussion of the first bill.

Shield: Well then be warned that I want to amend the "one and only one" clause when we discuss the second bill.

Burson: We're trying to address the question of what levels are too easy, too hard, etc. I think everyone would benefit from the creation of more levels. If students had more options they could be more accurately placed, and the gap between levels would shrink, avoiding the clamor to be in the absolute highest level class.

Fried: I agree with the "one and only one" clause. Yes, it is rigid, but students put too much stress on themselves - we are kids and shouldn't feel that we have to do the hardest everything, and I like that aspect of the bill.

SaldaÒa: In response to what Senator Dhanani said regarding leaving parents out of the mix, I think getting parents off students' back about taking higher classes is a good thing. People are concerned about students losing their rights with this bill, but I think that in general, the push to take higher classes comes from parents.

Walsh: Realistically, nothing that we say or do is going to keep parents out of the discussion. It is not good teaching to blow off parents. There is a lot of controversy over the "one and only one" clause, but if a student is requesting several overrides, there is a message that his teachers are giving him, there. The town needs to accept that level one courses are intensive college preparatory courses.

S. Girondel: In response to Senator Dhanani's comment about summer courses, I think it's hard on the teachers to ask them to finalize course placements in the little time at the end of the summer before school starts. Honors courses should be used to explore something you are very interested in. If people actually did that, we wouldn't be having this discussion, now.

Halperin: What Senator Girondel is talking about is a much bigger problem. People are saying that the "one and only one" doesn't give enough flexibility, but are lots of overrides really that common? I don't think so.

Lessin: I would say that the difference between honors and level one classes is not in the amount, but rather in the difficulty of the work assigned. Honestly, my seventh grade brother can do the work in some of my level one classes. There is often a wide disparity between these two levels, simply because the students who are really interested take the honors classes, and those classes are generally much more interesting.

Shield: I don't think the debate is about what defines an honors class. I do think it is important to start working on the second bill, so I move to call to question on the first--

Kessler: Sorry, you can't. You've already spoken.

Shield: Urgh! Senate is so confusing!

Rodriguez: Move to call to question on the first bill. [Question is called] [Bill passes, 29:4]

Level Override Bill

Inouye: Behind this discussion are a couple of basic questions. One, why do students want to switch up so badly? Two, why is this a problem that we want to address? I have seen a big gap between level one and honors classes. The difference in the environments is largely a result of who is in there. Is the problem that honors classes don't move quickly enough because students who should not be in them require a slower pace? The "one and only one" wording is really the main point of this bill. I think the department test to move up makes sense. I don't think summer school makes up for a school year of the class.

S. Girondel: I agree with Senator Inouye. I think the main point is that if you want to move up in three or four classes, your teachers are in agreement that you should stay where you are.

List of Senators Absent from the January 24, 2002 Meeting

C. Hemond, H. Irvin, R. Strizhak, S. Basu, A. Dugar, A. Gong