Teachers Deplore Absences
Teachers Deplore Absences
For many years, the Montauk Public School has had a lenient attendance policy. School administrators recognized that since the hamlet is a seasonal resort, families often cannot take vacations in summer and do so instead during the winter months. Some vacationing families have used the time before and after school holidays to take extended trips, which adds to the number of school days their children miss.
At a school board meeting in September, however, teachers said that with the inception of New York State standardized testing, otherwise known as Common Core, student attendance has become more important than ever. They pressed the point at a meeting of the board on Tuesday.
The teachers association had written to board members two months ago asking that they review and revise the current attendance policy, which, the letter stated, was instituted before the stakes were made higher and the ramifications were not as widely felt as they are in today’s performance-based model.
“Newly implemented state programs such as Common Core and the Annual Professional Policy Review of teachers established aggregate assessment that are, in our opinion, adversely affected by absenteeism and, to a lesser degree, of tardiness,” the letter states.
Moreover, it says, students who go away for long periods are sometimes tutored by those with little knowledge of New York State curriculum and the Common Core method of teaching. Absentee students miss out on valuable lectures and group work, with a resulting decline in their grades and knowledge of content. The lack of consequences for poor attendance and frequent tardiness produces little motivation to be in school and on time, the letter says.
On Tuesday, Collette Clancy, a teacher, handed out documents with graphs showing the length of time students are absent or away before and after Christmas, winter break, testing periods, and Easter break. When they return from long absences, she told the board, it changes the whole dynamic of the classroom.
It is a persistent problem, Ms. Clancy said in an email message, and one that has been brought up before. The teachers are marginalized in their call for action, she said, adding that they understand that Montauk is in an unusual situation, but also that things will not change unless the board of education says so.
Jack Perna, the superintendent, seemed a bit miffed that the graphs and other information were not screened by him before the teachers went before the board. He told Ms. Clancy that in the future she should let him know in advance what would be presented to the board.
In other school news, Gregg Chavious, a senior external auditor, said the district received an “unmodified opinion” regarding its audit, which is the highest rating a school can receive. The district invested 80 percent of its budget into instruction, he said, up one point from last year. “This district is in good financial standing,” he said.