Manila Elementary employees rebut claims

We would like to respond to the concerns expressed addressing math education and discipline mentioned in the article, "Alpine District under fire over math and discipline" in your paper on April 29, 2005. We feel that this story wasn't entirely factual and was an article based on the opinions of less than 7 percent (34/500+) of parents who haven't taken the time to get involved at Manila.

The statement about teachers ignoring rote math memorization in favor of Investigations, a districtwide implemented program, is without merit. Investigations does teach basic facts and math knowledge. While teachers do spend five hours a week teaching Math Investigations, great efforts have been made to incorporate two hours a week of more focused traditional math review.

The article also states that teachers have not been properly trained in math instruction. A greater understatement could not be made. Teachers have had multiple opportunities for training since the program was implemented four years ago. Many teachers at Manila have been trained in Investigations thoroughly and consistently for up to four years; most teachers have completed additional training on their own time through the district or through local colleges, and many teachers at Manila have also served on district and school math committees. If parents feel that their students "lack confidence" in teachers' ability to teach math, perhaps this is simply a reflection of the views and opinions they're hearing at home.

These same parents also feel that the discipline at Manila is "too strict." They mention children feeling unwelcome and being inappropriately punished for "minor offenses." First off, sitting in the office either on a chair if possible or on the floor in cases of overcrowding to eat lunch is a consequence earned when a child cannot behave appropriately in the lunchroom or on the playground. As for the child mentioned who was home-schooled, when students commit infractions they must face necessary consequences. We have been asked to teach these children and when an individual child interferes with the classroom process, consequences must exist and be enforced. Under district policy, Mrs. Mortensen has helped our faculty develop a very clear and fair discipline policy that starts in the classroom and moves through several levels, including parent contacts, before more firm consequences are enforced.

Outside of moments of necessary discipline, this school is a happy place. Children do smile and laugh and work together. Teachers are committed to what they do and love children. Mrs. Mortensen is involved and active as a leader in our school and knows children and teachers personally. Every effort is made to help children feel loved, encouraged and welcome at school.