Thanks to Rajan Ravikumar for his letter regarding PIACS. Like Rajan, I believe this is conversation that can maintain a respectful, collegial tone. However, I do differ in opinion on the “needs” outlined in his letter.
1.) Teachers in the West Windsor-Plainsboro school district are well aware of the new core curriculum standards and the emphasis on 21st century learning, and are true professionals with the expertise to meet—and far exceed—expectations for developing student skills in these areas.
My first grader is currently working on a research project that utilizes online resources; my third grader is giving a PowerPoint presentation to present research findings to her classmates and the community. (For a middle school example, please see the documentary “Global Race to the Top,” featured on your local cable channel).
In fact, I would argue that the money our district must earmark for PIACS constitutes the greatest obstacle to implementing 21st century learning goals in our community. In the first budget year that money had to be set aside for PIACS, my children’s elementary school lost a talented and enthusiastic computer teacher. Funds set aside for PIACS could instead be used to retain teachers, and for initiatives such as SmartBoard technology for every classroom. In this way, all of the children in our community could benefit.
2.) Students in West Windsor can take Mandarin beginning in fourth grade. The language teachers in West Windsor are, again, skilled professionals, of whom I am very proud. While I understand the unique nature of bilingual education—and, in fact, am a strong supporter of it in most respects—I feel that it is hard to argue that this is a true “need” in a district which already offers nine free years of Mandarin instruction. Students may, of course, continue Mandarin studies at the college level, both in the classroom and by participating in study-abroad programs.
In tight budget years, setting aside money for PIACS could have the effect of causing foreign language teachers in the district to lose their jobs. This would impact language learning for all children.
3.) While is it true that over 200 families have identified a “need” for PIACS, this need may be defined very differently than the state intended. For some families, the “need” is simply for a full-day kindergarten, or for a school that has a “private school atmosphere.” Ultimately, I feel we need to balance the needs of these 200 families with the needs of the rest of the children in our district.
While no school district is perfect, I believe that the teachers within the WW-P schools undoubtedly provide an education that exceeds standards, emphasizes 21st century learning skills, promotes high-level language acquisition, and enables students to become truly global citizens.
If members of our community have suggestions as to where the district might improve in these areas, let’s have an open dialogue about how we can make changes to the benefit of all students, rather than for a select number.
Julia Larkin
Darvel Drive, West Windsor
