DYSOS stands for Dennis-Yarmouth Support Our Schools
In July 2009 a group of concerned citizens began meeting to discuss how we might provide factual and positive information about our Dennis-Yarmouth schools to the residents of our two communities.
Our foremost goal is to highlight and bring attention to the many ways our schools benefit their students and our overall community. We believe it is critical for the vitality of our towns to continue the bedrock commitment to education which has always defined Dennis and Yarmouth.
Our Dennis-Yarmouth Support Our Schools (DYSOS) group includes former and current educators as well as parents of children in the DY schools. Current Board members are: John Ameer, Jim and Ruth Driscoll , Joyce Flynn, Lois Grebe, George Higginbottom, Dick McGarr, Phil O’Leary, Pat O’Riordan, Margarita Perez, Crystal Gips, Anne Quinn, Dick Sentner, Kristin Sulivan-stone, Nancy Waldron and Phil Wick.
We sponsor an one hour “Support Our Schools” on Channel 99 (formerly ch 17) which can be viewed on Mondays at 4:00 PM, Tuesdays at 10 PM and Thursdays at 7:00 PM. Crystal Gips, is the host. To date, more than 70 programs have aired covering a range of DY educational topics with various administrators and teachers.
Programs have also included parents, students, civic leaders and policy makers. We have had positive feedback about the quality and depth of these discussions. For a current schedule of programs and a listing of past shows go to heading Channel 99 in this blog.
A number of past shows are now being rebroadcast on channel 22. A schedule for these shows can be found on the DY Regional Website under the heading, Channel 22.
Recorded discs for 30 shows are now available through the South Yarmouth Library and the CLams system.
This site will provide basic information about the DY schools and about innovative and successful school programs as well as relevant educational issues.
We hope these initiatives will further engage our communities with our schools. We welcome anyone who shares similar interests and concerns.
Articles on the RESOURCE page:
Wixon Middle Level Academy
Ezra Baker and the Community
Achievement in D-Y Schools Must Not Be Ignored.
Science, Technology,Engineering and Mathematics, STEM
Family Resource Center
Kudos for Channel 17 Education series
DY Open House Big Success
MacArthur After School Programs
You may contact us on:
Recent online communications and a Facebook page is falsely using the DYSOS name. These communications do not represent D-Y Support Our Schools.
JOHN PIERRE AMEER
November 05, 2012 Published in the Cape Cod Times as My View
On the Cape and throughout the commonwealth, the public has been subjected, yet again, to the annual ritual of published MCAS results. As usual, the results have been received, alternately, with keening or with celebration. This school went up five points in math; that school’s eighth-graders went down six points.
Whatever supposed information the public is supposed to gain from this exercise is overwhelmed by the reality that high-stakes tests destroy teaching and learning. The scores tell nothing important about teachers, schools and students. The idea of a one-size-fits-all test has been rejected for centuries — first by the intuition of educators and, in recent years, by research from cognitive psychology, classroom observations and evaluations of tests.
We know that students learn at differing rates. Even though a group of students is the same age, they will be at different levels of development. In direct rejection of this scientific knowledge, we put all students of the same age into the same room and give them the same test. We even include students who have various learning disabilities as well as English language learners still working at mastering academic fluency in English. In disregard of these critical variables, we force all students through the same batteries of questions in a setting and manner reminiscent of the testing of new military recruits.
The system further compounds this destruction by using these highly problematic test scores to evaluate teachers, schools and districts. Were it not for the negative and harmful consequences of doing so, the entire process could be written off as farce.
The situation, however, is far from humorous: Students, teachers, administrators, districts and, by association, parents all suffer humiliations based on these absurdities. School funding may also suffer (except for funds to publishers who construct these tests). Students have the best part of their learning — the potential excitement of discovery and intellectual growth — drowned in the pool of supposedly objective testing.
Little is objective about the MCAS system. Selecting questions, determining grading scales and grading itself lie in the hands of particular people at particular times who function within particular pressures. Critical areas of study — arts, social sciences, physical education, vocational courses, many sciences — are allocated limited time and resources because these are redirected toward achieving ephemeral gains in verbal and math scores. Teachers are intimidated away from productive paths of learning — those invaluable teaching moments that make learning exciting — because of pressure to “get scores up.” Students find a significant part of their learning corrupted by this destructive nonsense.
Why do we continue with this abomination? The private and parochial schools pay no attention to the MCAS system. If it is such a valuable tool, why don’t these schools, which charge so much tuition, participate? Why do the admissions offices of private colleges care not a whit about MCAS scores? Why can students from private schools be admitted to state colleges without MCAS results while public school students must have passed MCAS?
High-stakes tests exist only because they were designed by people responsible for teaching and learning who were unable to understand the complexities of learning. Unable to translate these complexities into simple metrics, they reduced them to simple data points — a reductionist concoction upon which to make judgments.
At this time, only the objections and protests of parents, teachers and other community leaders will pressure the state Legislature to abandon this system and return schooling to the professionalism of teachers, the concern of parents and the excitement of students.
John Pierre Ameer of Yarmouthport is adjunct professor of education at Worcester State University.
The Dennis-Yarmouth Regional High School Jazz Band under the direction of Alex Pendleton earned platinum status at the Great East Music Festival in Palmer, May 20.
The band has been offered as a class at D-Y for two years. “The Judges couldn’t believe we got a platinum that quickly,” Pendleton said Monday. Students performed before two judges, both professional jazz musicians. “We only do this once a year,” Pendleton said, “It’s a great opporutnity for the kids to compete against themselves, not against any other group.”
The Register, thursday, May 26 2011.
For more, visit widkedlodatdennisw.com or wickedlocalyarmouth.com.
The award winning D-Y Jazz Band will hold three concerts in Dennis and Yarmouth
Celebrate the coming of spring with the award winning D-Y High School Jazz Band. Under the direction of Alex Pendleton, this 24-piece big band will perform music in the styles of Swing, Latin, Cool Jazz, Be-Bop, and Dixieland. Come hear what some are saying is “The best student jazz band in the area”.
Sunday, April 21 at 3 p.m.
Cultural Center of Cape Cod
Yarmouth Senior Center
May 30, 2012 at 7 p.m.
Dennis Senior Center
May 11 at 7:00 p.m.