The article “Training for Tragedy: Critical Challenges for School Psychologists” (February 2013) correctly points to the importance of psychologists in supporting the mental health needs of children and youth in times of tragedy. School psychologists are vital members of district crisis teams and providers of mental health services in schools year-round. However, here is some clarification.
I appreciate District Administration and gain much from your work. However, the comment made by Ken Trump in “Reflections on Sandy Hook” (February 2013) regarding the lack of “excitement” by school boards and administrators over school safety is not only inappropriate, but insulting on many levels.
In the curriculum feature story “Geography Ed for a Flat World” (June 2012), writers list several states that require geography and test it. Your article left out Oklahoma.
Oklahoma requires geography in the sixth and seventh grades. There is a statewide mandated test for seventh grade. That course and the testing have been in effect for well over 10 years. Most districts also offer full-year geography courses in high school; however, there is no mandated testing for geography at that level.
In response to DA’s District CIO coverage the past several months, I’d like to say we can save money and time if we can get better at designing curriculum that spans content and allows us to do more in less time. The time can be used for better professional development in technology integration.
Ron Schachter's article "The Social Media Dilemma" (July/August 2011) provides great insight into the struggles schools face when deciding how to use, and attempt to control the use of, social media. It's easy to fi nd reasons to block access to social networking sites, but ultimately, those efforts will fail like a boy with his finger in a dyke. It is important to experience social media and then develop policies that set appropriate guidelines.
Thank you for your ELL story ("Successful Strategies for English Language Learners," February 2011). Our district has a large Spanish-speaking population, and we are always anxious to read about ELL programs to see how our program compares with others and to gain an insight into new approaches and materials. We focus on having every ELL student succeed, graduate and go on to a postsecondary program.
Thank you for including the National Student Clearinghouse in your article about graduate data to assess achievement ("Are Your Graduates Succeeding in College?" April 2011). However, the story inaccurately stated that the Clearinghouse follows "employment information through the IRS."
After reading your recent feature story about the future of school libraries ("Going Out of Print," February 2011), I questioned the information about millions in funding having been spent for library media specialist education through No Child Left Behind. According to the American Library Association Office of Government Relations, these funds were distributed to all 50 states through grants and that "in FY 2009, out of approximately 450 applicants, only 57 grants were funded."