Sunday, July 6, 2014

Proposed changes to LCAP renew debate | EdSource

Proposed changes to LCAP renew debate | EdSource:





The new LCAP template would tie goals and measurements of progress to actions and expenditures for each state academic priority and for all students and subgroups of high-needs students generating additional dollars.

Proposed changes to LCAP renew debate



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The State Board of Education this week could revise the process that districts use to create their funding and accountability plans. At a hearing in Sacramento on Thursday, critics will argue that the proposed changes don’t go far enough.
In response to hundreds of public comments, the state board will consider explicitly requiring districts to consult with students as they write their Local Control and Accountability Plans, which lay out budget and student achievement priorities. The plans are a critical component of the community and parent participation that the state’s new school funding system mandates. The board will also review a redesign of the LCAP template and may add a requirement that makes it clear that extra money for “high-needs” students must be used “principally” to benefit them. Civil rights groups lobbied heavily for the new wording.
“We all know so much more than we did in March and [are now] seeing issues that we didn’t see coming,” said David Sapp, education director for the American Civil Liberties Union of Southern California.
“While responsive to many of the public’s suggestions, the state board’s proposals fall short of satisfying a coalition of civil rights and children’s advocacy groups. They had sought more specific language in the LCAP to track how money is spent on high-needs students – low-income pupils, English learners and foster youth. They also want to be able to compare expenditures across districts through uniform accounting codes. And they asked the board to give explicit directions to county offices of education, which are charged with monitoring Proposed changes to LCAP renew debate | EdSource:

Choosing Democracy: Breton repeats deeply flawed Vergara claims

Choosing Democracy: Breton repeats deeply flawed Vergara claims:



Breton repeats deeply flawed Vergara claims




Sacramento Bee opinion columnist Marco Breton published a piece on Sunday,  July 6, noting that Progress ( on race relations) has been slow since the 1994 campaign of Proposition 187. The first half of the article where he recounts the history of the Prop. 187 effort is reasonably  well done.  The second half, where he uses Prop. 187 as a means to blame teachers for low school performance does not have evidence to support it.  He takes up the Vergara case, a topic of several posts here.  Breton cites the opinion of Judge Rolf M True. 
 Here is a response to Breton’s assertions by Jeff Bryant.
The campaign against public school teachers and their unions has evolved from casting insults to inflicting real injury. The recent ruling by a California judge in the Vergara v. California case made it a legal precedent to equate teachers’ employment security to an affront to students’ rights to a quality education.

David Cohen of the California teacher leadership network, Accomplished California Teachers, wrote on that organization’s blog, that the Vergara decision was determined before the case was even tried. “Questions about the plaintiffs’ standing and their ability to prove any harm were dismissed,” he explained. No real proof of harm to individual or schools was ever shown. The testimony against teacher job security policies relied mostly on economists. And the ruling was based on mostly “a thought exercise” rather than relevant legal precedent.
In an interview that appeared on Salon, UCLA law professor Jonathan Zasloff noted, “There was a trial here, there was testimony here; but there seemed to be very few facts that the judge explicitly relied on for his decision.”
As education journalist and author Dana Goldstein pointed out for The Atlantic, whether you like or dislike the California policies that Vergara struck down, those policies “aren’t the only, or even the primary, driver of the teacher-quality gap between the state’s middle-class and low-income schools. The larger problem is that too few of the best teachers are willing to work long-term in the country’s most racially isolated and poorest neighborhoods. There are lots of reasons why.”
At The New York Times, education professor Jesse Rothstein concluded that the judge’s ruling “will do little to address the real barriers Choosing Democracy: Breton repeats deeply flawed Vergara claims:

7-6-14 Seattle Schools Community Forum Week

Seattle Schools Community Forum:





Seattle Pre-K for All: Letter to the Board
Dear Directors,I am asking you - as a Board - to put forth clarification on this issue of the City's PreK for All and Seattle Public Schools.I spent the afternoon reviewing what the City has at their website and I found a lot of it deeply troubling.Of course, like many things, pre-K for all IS a good idea.  (I will quibble whether Pre-K is the same as preschool as the former seems more school-like


Seattle Schools This Week

Friday, July 11BEX Oversight Committee meeting, 8:30 am-10:30 am. Unfortunately, whoever runs this group does not put up the agenda nor past minutes in a timely manner so I can't tell you what will be discussed.  I've asked if that could happen and told it would but it doesn't.  The last minutes are from the meeting in April and have some curious notations. - The Cost Summary now includes a Budget


7-5-14 Seattle Schools Community Forum Week
Seattle Schools Community Forum:Seattle Schools Community ForumSeattle School Board Meeting UpdatesShockingly, I neither attended nor watched the School Board meeting.  But I did hear about it from other sources so here is some of what went on (plus some input from a careful reading of agenda items on the docket).   Apparently it was a love fest for Banda and some tension on the Board.  Here's the




SKrashen: The Vergara decision: The big picture

SKrashen: The Vergara decision: The big picture:



The Vergara decision: The big picture


Sent to the San Francisco Chronicle
In response to: http://www.sfgate.com/opinion/article/When-kids-sued-and-won-5599200.php

The Vergara decision is part of a movement to eliminate the teaching profession.

The other fronts of this war include the accusation that our schools are failing because of bad teaching, preferential hiring of Teach for America temps, flipped classrooms with most teaching done by computers, the elimination of seniority pay, and evaluation of teachers using test-score gains.

Our unspectacular international test scores are the result of poverty, not teaching quality: The US has the second highest level of child poverty among all 34 economically SKrashen: The Vergara decision: The big picture:

Eskelsen García: We Are Fearless and We Will Not Be Silent | NEA Today

Eskelsen García: We Are Fearless and We Will Not Be Silent | NEA Today:



Eskelsen García: We Are Fearless and We Will Not Be Silent



By Brenda Álvarez
NEA president-elect Lily Eskelsen García, after praising those who have supported and worked in concert with her, concluded NEA’s 152nd Annual Meeting with a strong message to those “who don’t know what they’re talking about”: We will not be silent
“We,” of course, refers to the three million educators who know what’s best for students, learning, and the teaching profession.
The former Utah Teacher of the Year spoke of the practices from the likes of moviemakers, billionaire brothers, and conservative politicians who have made poor decisions on behalf of U.S. students.
NEA President-Elect Lily Eskelsen García addresses the 2104 NEA Representative Assembly.
“People who don’t know what they’re talking about are talking about increasing the use of commercial standardized tests in high-stakes decisions about students and about educators…when all the evidence that can be gathered shows that it is corrupting what it means to teach and what it means to learn,” Eskelsen García told the delegate assembly.
Her vision, in part, is to give back to those who know the names of the people they teach—educators—a platform to fight for what is best for their students, and the integrity and professional respect of the men and women who serve them.
“We know what is at stake and it is why we are who we are. It is why we are fearless and why we will not be silent when people who for their own profit and political posture subvert words like ‘reform’ or ‘accountability.’”
The thousands of delegates who filled the Denver convention center also got a taste of Eskelsen García’s grit when she reflected on the 1992 presidential campaign of the then-candidate Gov. Bill Clinton whose slogan made headlines: It’s the Economy, Stupid.
“For us, one thing is clear, before anything is going to get better: It’s the Testing, Stupid. Better yet, it’s the stupid testing,” she said, referring to the “phony” accountability system that has hurt students and demeaned the teaching profession.
With more than 20 years of experience, Eskelsen García stressed that no commercial, mass-produced, industrial-strength standardized factory test should ever be used as the determining factor for any student or adult.
Instead, she encouraged educators to engage in a whole child movement that is based on the idea that every public school is as good as the “best” public school and that the yardstick to measure what matters takes into account the whole student, including mind, body, and character. Moreover, education must go back to the days of personalized and humanized instruction by giving authority to caring, competent professionals.
She knows this is no easy feat, but she is confident by the 8,000 individuals she addressed at the annual meeting and the millions of others who are represented by the NEA that moving from a corporate school reform model to a whole child approach can be achieved.
Eskelsen García is not alone in this quest. She is part of a historic new NEA leadership team.
ice President elect Rebecca Pringle, left, President elect Lily Eskelsen Garcia and Secretary-Treasurer elect Princess Moss celebrate after the election results were announced during the NEA Representative Assembly on July 4.
Becky Pringle, a middle school physical science teacher from Harrisburg, Pa., was elected as NEA vice president, making her now one of the highest-ranking African-American female leaders in the labor movement. Pringle served since 2008 as NEA secretary-treasurer, where she oversaw the fiscal integrity of the organization while advocating on professional issues important to educators and students, as well as issues of equity in education, diversity in the classroom, and human and civil rights. Pringle helped see the union through one of the worst economic periods in recent history ensuring the Association emerged this year on a strong financial footing and the path to growth.
“From the botched implementation of the Common Core State Standards to toxic tests that are hurting our students, there are many challenges facing students in public education,” said the educator with more than 30 years of classroom experience. “As vice president of the nation’s largest union of educators, I will work to ensure that NEA lives up to its rich history and legacy of human and civil rights, which is the foundation for realizing a great public school for every student.”
Rounding out the top three NEA leadership positions and making NEA the first major union to be led by three women of color, Princess Moss was elected secretary-treasurer. Her responsibilities will include overseeing the multimillion dollar budget and fiscal integrity of the organization.
“With an overemphasis on high-stakes standardized tests, we’ve seen the curriculum narrow and subjects like music, fine arts, and P.E. have been stripped from our students’ public education. That’s not right,” said Moss, who has 21 years of classroom experience and taught elementary music education in Louisa County, Va. “NEA is leading the way to ensure all students receive a well-rounded education, and I’m honored to be at the forefront of that mission.”
The new leadership team will take the help of NEA on September 1.
“NEA’s delegates have elected some extraordinary leaders who will continue to push for equity in education and carry on the organization’s commitment to student-centered union leadership and our commitment to social justice,” said outgoing NEA President Dennis Van Roekel, who leaves the term-limited post after six years. “NEA’s leadership will be the national voice in advocating for what our children need to succeed to be college- and career-ready.”

7-6-14 Fred All Week Klonsky | Daily posts from a retired public school teacher

Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.:
















7-5-14 Fred All Week Klonsky | Daily posts from a retired public school teacher
Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.: Fred All Week Klonsky | Daily posts from a retired public school teacherNEA RA. Delegates to Arne: Leave.A New Business Item critical of Arne Duncan has been brought to the RA for a number of years. In 2010 we passed a New Business Item, 13 Things We Hate About Arne Duncan. At the 2011 and 2012 no con

White hoodwinks La. citizens | The News Star | thenewsstar.com

White hoodwinks La. citizens | The News Star | thenewsstar.com:



White hoodwinks La. citizens



While Gov. Bobby Jindal has not used his executive authority to reverse the Board of Elementary and Secondary Education's 2010 adoption of Common Core Standards, he has issued an executive order that effectively halts the purchase of a test that promises to be aligned with Common Core because of an alleged illegal procurement process.

In response, parents and educators opposed to Common Core again recommend that BESE engage in a revision of our own highly rated Louisiana Content Standards that would enlist Louisiana teachers, curriculum specialists, university teacher education experts and qualified national consultants in a process heretofore used by states nationwide that would offer sufficient opportunity for public scrutiny and input before final adoption.

Superintendent John White's primary opposition is based on his empty claim that a revision would cost the taxpayers millions of dollars and would take years to complete. The release of documents through a public records request of the Louisiana Department of Education proves those claims false.

Former Superintendent Paul Pastorek directed a revision in 2009 of our Louisiana ELA, math, social studies and science standards to comply with the proposed rigor and college-workforce readiness provisions of Common Core. While there were certainly additional costs associated with release time for Louisiana classroom teachers who produced the revisions, the largest expense was a contract to WestEd in the amount of under $1.2 million to facilitate.

Halfway through those revisions, Pastorek got "word" that he would be provided with complete ELA and math Common Core Standards in spring of 2010. According to documents provided by LDE, our Louisiana social studies standards were completely revised but production was halted on ELA and math.

In 2010, before revision, our standards were rated B+ in a review by The Thomas B. Fordham Institute which stated "Louisiana Standards are strong in both content and rigor." In 2013, EdWeek's Quality White hoodwinks La. citizens | The News Star | thenewsstar.com:

Nite Cap 7-6-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




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Nite Cap 7-5-14 #BATsACT #RealEdTalk #EDCHAT #P2
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