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Tripod Survey happening at my kids school. Has anyone heard of this?
Posted on 04/20/2012 1:52:54 PM PDT by bigtoona
I just got a permission slip for my 4th grader to take this Tripod survey in his public school. Its called the Tripod Project and it appears to be racial justice crap.
Just wondering if anyone has experienced this survey and what your thoughts are on it? I can't find anything that goes into any detail on the questions except for this article - http://www.thefreelibrary.com/Upcoming+survey+gauges+school+scene.-a0162959910
KEYWORDS: racialjustice; tripodsurvey
In Any case my kid is not taking it but I would like to warn other parents.
posted on 04/20/2012 1:53:02 PM PDT
Never ever sign for your child to take a survey no matter what it might be. Tell your child to never take a survey on his/her own. Teacher will read them and whatever their answers might be will be put in their “permanent record” aka teachers’ memories which will follow the child until they graduate.
posted on 04/20/2012 1:56:04 PM PDT
THE TRIPOD PROJECT FRAMEWORK RONALD F. FERGUSON EMAIL: RONALD_FERGUSON@HARVARD.EDU PHONE: 617‐495‐1104 JUNE 5, 2008 The Tripod Project for School Improvement is a national consortium of schools and districts with a shared interest in raising achievement for all students, while narrowing gaps among students from different racial, ethnic, and social class backgrounds. The Tripod Project is supported and operated as a partnership between Cambridge Education and Dr. Ronald F. Ferguson, Tripod Project Founder. Cambridge Education is an organization that, among its other services, coordinates consulting services for participating Tripod Project school districts. While participating schools receive proprietary reports and professional development services from Cambridge Education, the lessons we learn from analysis of Tripod data, as researchers, are meant to be shared throughout the research and practice communities. The Tripod Project was created in response to initial research findings based on a survey of 40,000 students in schools of the Minority Student Achievement Network (MSAN), including the following: ● Encouragement: Black and Latino 7th‐11th graders identified teacher encouragement much more often that teacher demands, when asked why they worked hard when they worked hard. ● Understanding: Half of Black and Latino 7th‐11th graders reported they completely understood half or less of their teachers lessons and half or less of what they read for school. ● Effort and Skill: No difference in average reported time on homework among black, white and Latino students, but whites reported higher homework completion rates. In its current form, the Tripod Project is a national consortium of schools and districts with the following in common: ● Focus on raising achievement for all students while closing gaps ● Committed to strengthening all three legs of the Instructional Tripod Content, Pedagogy, and Relationships (note, relevance and rigor are aspects of content and pedagogy) ● Use the Tripod Projects conceptual framework to organize local activities ● Use student and teacher surveys to collect data and analyze school climate and student engagement Tripod surveys and associated analyses are based on an underlying conceptual model that has been developed and refined over six years. The framework draws on concepts and theories found in several literatures that do not cross‐referenceincluding literatures as diverse as business marketing, social work, innovation diffusion, child development and group‐process. The fundamental idea guiding the Tripod conceptual model is that content, pedagogy and relationships comprise the three legs of the instructional tripod. If one leg of a tripod is too weak, it collapses. We should expect that attending well to all three will affect teachers capacities and commitments to engage students effectively in learning and, therefore, studentsʹ preparation to reach prescribed academic performance standards. The goal of the Tripod Project is to enhance school‐level capacity to attend to all three legs of the tripod by effectively addressing five generic tasks of social and intellectual engagement in the About the Tripod Project 1 classroom (box C in Figure 1). Because the Tripod Project survey asks students about individual classrooms, we are able to examine variation across classrooms rather than just conditions at the school level (see Figure 2, next page). In addition, a research component aims to refine our understanding of the ways that particular classroom conditions affect achievement among students of particular racial, ethnic and socioeconomic backgrounds. (B) Catalytic Classroom Conditions(A) Adult/School Organizational NormsStudents improve and achieve at higher levels than they otherwise would haveFeasibility of success RelevanceEnjoymentTeacher support andpressPeer support High support/high press climate for all adultsDistributed leadershipHigh quality curriculaHigh quality instructionHigh quality assessment (C) Social and Intellectual Student Engagement Targets©2007 Tripod Project for School ImprovementFigure 1. Overview of Tripod Conceptual ModelFeel trusting/safe/ welcome at schoolBalance control/autonomySet high goalsWork diligently/ industriouslyAchieve satisfaction/ success/celebrate(D) Student Achievement The basic idea is that: (A) adult and school organizational norms influence (B) classroom conditions, which influence (C) student engagement which, in turn, influences (D) student achievement. Our central focus, conceptually, is on achieving the five student engagement targets (Box C). The idea is that students will excel academically in a particular classroom (Box D) if they (Box C): (1) Begin the semester feeling trustful of the teacher and interested (instead of mistrustful and uninterested); (2) Experience a good balance between teacher control and student autonomy (instead of too little or too much of either); (3) Are ambitiously goal‐oriented in their learning (instead of feeling ambivalent); and (4) Work industriously in pursuing their goals for learning (instead of becoming discouraged in the face of difficulty or disengaged due to boredom). (5) Achieve satisfaction and consolidate their new knowledge (with support from their teachers) and thus are equipped to be and feel well prepared for future classes and life experiences. However, since we can not turn screws in students heads to induce engagement, the school must create classroom conditions that help compel students to engage socially and intellectually. Under the Tripod framework, the five key classroom conditions that promote engagement are: (1) Feasibility: Instruction and supports help students believe that success if possible. (2) Relevance: Lessons respond to students curiosities, relate to their lived experiences, have clear purposes and are related to future pursuits. (3) Enjoyment: Lessons are interesting, stimulating and appropriately challenging. (4) Teacher Support and Press: Teachers are encouraging, supportive and demanding/ambitious. (5) Peer Support: Peers are supportive of others (or at least not detractors, e.g., teasing). 2 Figure 2. Classroom Variation Across Selected Tripod Survey Items
posted on 04/20/2012 1:59:39 PM PDT
(There is no such thing as healing, only a balance between destructive and constructive forces.)
Use this search engine, and type in Tripod Project, you’ll get a bunch of hits. I like this engine cuz it doesn’t store cookies nor you IP.
I’d tell them to go sit on their Tripod.
posted on 04/20/2012 2:01:23 PM PDT
(It's time for the 47% to start paying their "fair share" of income taxes.)
Ronald F. Ferguson, Ph.D.
Ron Ferguson is an economist and Senior Research Associate at Harvards Weiner Center for Social Policy and has taught at Harvard since 1983. His teaching and publications cover a variety of issues related to education and economic development. Much of his research since the mid-1990s has focused on racial achievement gaps, appearing in publications of the National Research Council, the Brookings Institution, and the U.S. Department of Education, in addition to various books and scholarly journals. He participates in a variety of consulting and policy advisory activities, including work with school districts on closing achievement gaps. He is the founder and director of the Tripod Project for School Improvement and is also the Faculty Co-Chair and Director of the Achievement Gap Initiative at Harvard University. Ron earned an undergraduate degree from Cornell University and a Ph.D. from MIT, both in economics.
posted on 04/20/2012 2:05:44 PM PDT
based on work by Ronald Ferguson of Harvard’s Kennedy School of Government to combat the underachievement of minority (primarily African American and Latino) students
posted on 04/20/2012 2:08:16 PM PDT
...narrowing gaps among students from different racial, ethnic, and social class backgrounds...
Couldn't be easier, simply mark White and Asian students down until their scores are lower than the protected class affirmative action students, and we have equality.
Better yet, it only amounts to the cost of a red pencil, so all the funding can go to teacher and administrator salaries and the Buffet tax.
posted on 04/20/2012 2:12:35 PM PDT
by Navy Patriot
(Join the Democrats, it's not Fascism when WE do it and the law is what WE say it is.)
Just say no to this and to the government schools.
posted on 04/20/2012 2:16:55 PM PDT
Half of Black and Latino 7th‐11th graders reported they completely understood half or less of their teachers lessons and half or less of what they read for school... but whites reported higher homework completion rates.
The problem among Latinos is susceptible to an easy solution -- shut down ALL Spanish language radio and television.
The problem with blacks is tougher. America will need to undo the destructive effects of forty years of LBJ's "Great Society" attack on the black family...and end the "bastard boom".
posted on 04/20/2012 2:33:59 PM PDT
(This is not a statement of fact. It is either opinion or satire; or both)
Since the 1960s, intentionally corrupt surveys were foisted on schoolchildren, written in such a way as to guarantee certain answers, and even took into account “protest” answers to further bolster their agenda.
That agenda was to change public policy and the law, as well as to get grant money for the scoundrels conducting the surveys.
At one point I know of a fifth grade class that just refused to fill out the survey, because it was so rotten that even they could tell it was up to no good. The teacher finally agreed to take back the blank surveys, though even they became angry when they were later informed that the survey would be “adjusted” with answers, as if the children had filled them out.
And this was in the 1960s. You can imagine how disgusting such surveys are today.
posted on 04/20/2012 2:50:25 PM PDT
("It is already like a government job," he said, "but with goats." -- Iranian goat smuggler)
Sounds like it's not fair for some kids to be smarter so we should dumb them down to the lowest common denominator.
If someone sleeps around with the only requirement being a pulse they are more likely to have stupid kids.
If I had bred my Beagles like some people breed themselves it wouldn't have been long before I had a worthless bunch of biscuit eaters who wouldn't run a rabbit and were ugly to boot.
posted on 04/20/2012 2:59:25 PM PDT
(The Second Amendment, a Matter of Fact, Not a Matter of Opinion)
Professor Ferguson’s partner is probably ‘Dr.’ Marc Lamont Hill, PhD, of O’Reilly Factor fame, who wrote his dissertation for his Doctor of Philosophy degree on HIP-HOP PEDAGOGY. Obviously a frigging genius!! And, they’re cramming this race-baiting shit down parents’ throats’. They both should be locked in a room with some of those white Ayrian Nation guys WITHOUT any KY Jelly.
posted on 04/20/2012 2:59:49 PM PDT
(Goooooooooooooo NAVY .......)
posted on 04/20/2012 3:28:52 PM PDT
(Tea Party since 1976)
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