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1. Choose one posting on here that contains the indicated chapters/page numbers from the book that you are most interested in writing about.

2. Provide 2 - 3 events or key details to summarize one or more of the chapters of your choosing and explain why those events or key details are significant to the Sheff v. O'Neill Court case about school segregation in CT.

Note- More than one student may choose the same posting as long as there are new events/details presented.

3. Finally, read through all of the padlet responses and comment on at least ONE, reacting to one of your peers'
contribution. Do you agree with their explanation as to why an event or detail was significant. Do you have anything to add or counter?

4. For all of your contributions, put your name in parentheses to indicate ownership of what you wrote.

See the example I provided.

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Replacement (pages 200-204) & Savior (pages 205-207) Lexy  Signor

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Replacement (pages 200-204) & Savior (pages 205-207) Lexy  Signor

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A key event from Replacement was when Governor John G. Rowland announced his creation of a panel. Rowland's Educational Improvement panel gathered 21 distinguished citizens, , but very light on educational expertise. The panel consisted of (1) school superintendent, (1) current SUBURBAN teacher and (1) former teacher turned state legislator. Although, it was pretty heavy on suburbanites (13), (8) state politicians and (7) lawyers. There were two middle class hispanics that sat on the panel , including Santa Mendoza, a personal-injury lawyer and active Republican from West Hartford. Two out of the five African Americans were republicans and lived in elite suburbs. Finally, the only panel member with a child in a Hartford school was the Manchester Superintendent. This is significant because the panel that was made, was not fair at all. There was not a single person on the panel that could relate, or even give their own experience on the reason they're even there in the first place.

A key event in Savior is when Mr. Amato was the Superintendent for District 6 in New York City for about 28,000 students who were dead last in test scoring. Not long after his arrival into their district, their test scores went from the very bottom to the middle. Their District was ranked 15th out of 32 districts. He kept that job for 12 years, which is 9 years longer than the typical urban superintendent. In Hartford, he hopes to do the same for those students, because he knows what they are capable of. This is significant because, all it takes is one person to show interest and care about the children's education and test scores for things to change. Stepping up as a Superintendent can really change the way schools are run, and how they are ranked. Every child deserves the same opportunities.

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(Victor's Example 1:) Judge Julia and the board found a man by the name of Anthony Amato to be Hartford's new superintendent. A man with experience in a tough environment, and who does not quit. He has hope in the children and believes in their potential to score higher in the rankings.

(Victor's Example 2:) Tony Amato's words became flesh and began to act with the goal of "lifting Hartford from last place". Hartford finally moves from all the way at the bottom, to being third from the bottom. This shows that Tony's changes truly improved performances and results. His promise was kept.

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These pages are talking about a new school year with Ms. Luddy. She is recognizing some familiar faces. She is in a classroom with some Marlborough children and some from Simpson-Waverly. It seems though through their brief conversation that they want to have the children from different schools paired and introduce themselves. I feel as though this is important in fixing the segregation between the students since all they knew was being separate.

The two teachers go around pairing students from Marlborough with students from Simpson-Waverly together and one student, Patrick, tells the teacher Ms. Rose that his name is Joey. His reasoning is that he does not want "these people" knowing what his name is. This is an effect of the environment that Patrick grew up in thinking that it was a bad idea that he tell people he did not know is real name. Towards the end of this, he sits down and tells Jared that his name is Patrick and shakes his hand. I feel as this is an important scene because it shows that they are starting to desegregate and become a whole.

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What’s The suburbs (p.250-253) (lily Klein)

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What’s The suburbs (p.250-253) (lily Klein)

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Suburbs are basically neighborhoods that are very far away from everything. “ If you live in a suburb, you need to drive everywhere. Even just to get milk. A lot of times, you have to get in your car and drive and drive and drive”.
This is significant to the Sheff v. O’Neill court case since schools on the suburbs seem to have better CMT scores than the kids that go to school in Hartford. Mrs. Johnson, a teacher, was saying that the students in Hartford are no good and the suburbs are better.
The students are being segregated by the part of town they live in and are not given an equal opportunity. Students are just placed in their district school while the suburbs are getting more funding and resources based on the place where they live.

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(Amy Stevens)
1. After Sheff v O'Neil, a new superintendent was hired by the board of trustees, Tony Amato. Amato had taken over a district in New York City, and completely turned it around. The Sheff case urged the state government to do something about the state of the education system in Hartford.
2. Newly-appointed Amato was determined to raise to test scores of Hartford public schools in a short amount of time. He did not want to have the worst scores in the district anymore. Thanks to Sheff vs. O'Neil, the test scores of Hartford's children became a priority, compared to the suburban schools.
3. Although test scores are important, Amato was extremely concerned with only the test scores rising. He put an extreme amount of focus solely on teaching kids how to take tests. Sheff vs O'Neil put a lot of pressure on districts to raise their tests scores to be closer to suburban schools.

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Tests of Two Varieties (p. 226-228); Success for All? (p.229-236); Another Country Somewhere in CT (p. 237-239); Band-Aids (p. 240-245)

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Tests of Two Varieties (p. 226-228); Success for All? (p.229-236); Another Country Somewhere in CT (p. 237-239); Band-Aids (p. 240-245)

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(Prof. Lauren's Example 1:) A key event from Decision 1995 was that Judge Hammer found that school segregation was unintentional and at no fault of the state and ruled against Sheff. This is significant because it meant that nothing would be done to support students of diverse racial backgrounds who were segregated into failing inner-city schools.

(Prof. Lauren's Example 2:) In Appeal 1995, the lawyers found that they could align their claim of school segregation with laws about how town boundaries became the dividing lines between all school districts in the state (p. 165). This is significants because it had the potentional to prove that school segregation was upheld by the law.

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Best Case Scenario (p. 185-194); Inside the Miracle (p. 195-199)

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Best Case Scenario (p. 185-194); Inside the Miracle (p. 195-199)

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(Julitta Oliver)A key aspect of the chapter "Best Case Scenario" is the importance and influence of Ms. Luddy's classroom from multiple different perspectives. For example, through the telling of stories of the interactions with students with Ms.Luddy & how she was able to balance a close relationship with them while also maintaining respect & boundaries. Also, the author details the strategic set up of the classroom in which students are bunched together, facing each others desks rather than Ms.Luddy, the classroom is vibrant & resourceful, & Ms.Luddy herself is never really sitting down or staying put for long at all but rather is depicted as being very active in the classroom. These are all important to illustrate & give reason as to why Ms.Luddy is credited to be such a great & influential teacher at Waverly.

(Julitta Oliver) In addition,  the biggest take away from the chapter "Inside the Miracle" was the description of the hands on experiments which Ms.Luddy used to do for her students (including butterfly searching & nurturing) that sparked an interest in school for those kids who were very anti-school. However, those experiments along with field trips to the apple orchid all had to get thrown out in order to make sure the kids had enough time to do their practice CMT testing curriculum , since the school HAD to do well/improve. This stood out to me because it is sad to see these kids losing a crucial part of being kids & missing out on the fun & enjoyable parts of school all because they are being pressured to produce a certain standardized test score, & Ms. Luddy recognizes & tries her best to prevent that.