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Tuesday, November 12, 2013

National Day of Action set for Dec. 9 Reclaim the Promise of Public Education

AFT - A Union of Professionals - National Day of Action set for Dec. 9:

National Day of Action set for Dec. 9


Reclaim the Promise

Public education is under assault, and decades of top-down edicts, mass school closures, privatization, and test fixation with sanctions instead of support haven't moved the needle in the right direction.
It's time to reclaim the promise of public education—not as it is today or as it was in the past, but as it can be—to fulfill our collective obligation to help all children succeed. Together, we will ensure that all children have the opportunity to dream their dreams and achieve them. We will put the public back into public education. We will help our public schools become centers of their communities, secure a voice and respect for those closest to the classroom, and fulfill public education’s purpose as a propeller of our economy, an anchor of democracy and a gateway to racial, social and economic justice.

Join the effort now!



AFT affiliates and their community partners are gearing up for a Dec. 9 National Day of Action to Reclaim the Promise of Public Education. In cities across the country, educators, parents, students, faith leaders, community activists and others will be coming together to push for reforms designed to reclaim the promise of public education as our nation's gateway to democracy and racial and economic justice.
Over the last year, community groups and teachers unions have taken unprecedented steps to forge an alliance to work together to highlight effective, research-based education reforms and advocate on behalf of public schools and the children who attend them.
Together, we have developed "The Principles that Unite Us" as our common vision for public education. It stands in sharp contrast to the corporate agenda for public schools, which disregards our voices and attempts to impose a system of winners and losers. More than 100 community groups and unions have already endorsed the principles.
The National Day of Action—coordinated public actions organized by community and union partners in cities across the country—is the first step in coordinating and amplifying our voices, to be followed by multicity and multistate campaigns and larger actions in the spring.

Dec. 9 activities will include highlighting the negative impact of the corporate agenda on students, schools and communities, and recruiting additional supporters to endorse "The Principles that Unite Us."
In addition to the AFT, national organizations sponsoring the National Day of Action include the Alliance for Educational Justice, the Annenberg Institute for School Reform, the Gamaliel Network, the Journey for Justice Alliance, the Leadership Center for the Common Good, the National Education Association, National Opportunity to Learn Campaign and the Service Employees International Union.
[Roger Glass]
November 8, 2013

THE WHOLE CHILD BLOG 11-12-13 Common Core: An Educator's Perspective

Common Core: An Educator's Perspective — Whole Child Education:

Steven Weber

Common Core: An Educator’s Perspective

If the state of North Carolina decides to pull the plug on the Common Core State Standards, it will be a slap in the face to the teachers and administrators who have spent countless hours (most on their own time without reimbursement) preparing to implement the Common Core State Standards and to maximize learning for 1.5 million students.
On June 2, 2010, the North Carolina State Board of Education adopted the Common Core State Standards(CCSS) which were implemented during the 2012–13 school year. The CCSS represent K–12 learning expectations in English language arts and mathematics. They reflect the knowledge and skills students need to be college and career ready by the end of high school. Over the past few months, elected officials across the United States are beginning to question the CCSS. On June 4, 2013, North Carolina Lieutenant Governor Dan Forest posted a YouTube video outlining his concerns.
While standing in the car rider line at an elementary school, I was approached by a classroom teacher. She asked, "Are we going to align our curriculum, instruction, and assessments to the Common Core State Standards next year?" I replied, "yes." Then I said, "The Common Core is not going away." The teacher replied, "The Lieutenant Governor is discussing eliminating the Common Core." I replied, "Which Lieutenant Governor?" The teacher said, "The North Carolina Lieutenant Governor, Dan Forest."
Prior to becoming an elementary principal, I was the director of secondary instruction for Orange County Schools in North Carolina. Our school district held a Common Core Summer Institute for teachers and administrators during the summer of 2011 and summer of 2012. At the summer institutes, teacher teams planned a one-year professional development plan for their schools. Hosting the summer institutes cost the


Common Core: Let’s Seize the Opportunity Together
Post written by Lora M. Hodges for Northeast Foundation for Children/Responsive Classroom, a whole child partner organization. Crafting powerful solutions for educating all children is an evolutionary and continuous improvement process. Educators and all those responsible for education must always be focused on innovating and pushing boundaries, digging deep, and searching wide for ideas to adva
Sharing Blue Ribbon Strategies for Success
New one-page profiles of the 2013 National Blue Ribbon schools highlight each school's mission, demographics, culture, and goals. The 286 schools—210 elementary schools, 22 middle schools, 53 high schools, and one K–12 school—represent promising ideas in different settings, from rural areas to major cities. Schools were recognized in one of two categories: Exemplary High Performing, based on ove
Aiming High: Working Through the Common Core Shifts
Download Podcast Now [Right-Click to Save] "Educators need to prepare kids to be career and college ready, but they also need to prepare them for their present world. The Common Core State Standards set out to do that. They're not perfect, but they are a starting point" (Peter DeWitt). The standards are not a curriculum. Standards are targets for what students should know and be able
ED Pulse Poll Results: Which Type of Parental Support for the Common Core Would Be Most Useful?
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. Recently, the ASCD SmartBrief ED Pulse poll sought to develop a short list of useful tasks for parents to implement in their daily routine to enhance what is being taught in the classroom. In response to the Common Core State Standards (CCSS), many different groups have created documents for parent
Maintaining Resilience in Education
Resilience in education is best developed in the early grades when students' interests are keen and easiest to develop. This is often the time when a teacher can best motivate a child to believe she can do anything if she tries and puts forth her best efforts. Resilience is the ongoing process of building a child's motivation and drive to excel when met with difficult or challenging circumstances
11-8-13 THE WHOLE CHILD BLOG: Throughout November: Supporting Student Success and the Common Core — Whole Child Education
Throughout November: Supporting Student Success and the Common Core — Whole Child Education: THE WHOLE CHILD BLOGThroughout November: Supporting Student Success and the Common CoreNovember 4, 2013 by Klea Scharberg"Educators need to prepare kids to be career and college ready, but they also need to prepare them for their present world. The Common Core State Standards set out to do that. They'


Exporting of Manufacturing Jobs the Smoking Gun Behind Achievement Gap | Uppity Wisconsin

Exporting of Manufacturing Jobs the Smoking Gun Behind Achievement Gap | Uppity Wisconsin:

Exporting of Manufacturing Jobs the Smoking Gun Behind Achievement Gap

NAEP and “Getting Tough on Teachers” | Taking Note

NAEP and “Getting Tough on Teachers” | Taking Note:

NAEP and “Getting Tough on Teachers”



When the scores on the 2013 National Assessment of Educational Progress (NAEP) were released, much was made of gains registered in Washington, DC, which led the nation in rate of improvement. Schools Chancellor Kaya Henderson called them “breakthrough gains” and attributed the increases to a stronger curriculum, better teachers, and the District’s ‘get tough’ approach to evaluating teachers. She told the New York Times, “When you raise expectations for students and teachers, they rise to the challenge and produce.” The Times noted that the “get tough” approach preceded Henderson’s tenure. “The district’s new policies, initiated by the former chancellor, Michelle A. Rhee, have come under criticism from teachers’ unions and others who say they put too much emphasis on test scores,” Motoko Rich wrote.
Teach for America issued a press release praising TFA alumna Henderson.[1] All in all, these NAEP improvements represented, much of the press and many politicians said or implied, the triumph of the no-nonsense, “get tough on teachers” approach begun by Rhee.
I understand spin and the desire of those responsible for current policies to want to make things look good, but the rest of us need to take a deep breath and a second look.
In fact, a closer look at the DC data reveals all sorts of contradictions. It raises the possibility that DC is celebrating prematurely. It could be that reports of the triumph of ‘get tough’ policies are misleading–and perhaps just plain wrong.
You know the old saw about “Lies, Damn Lies and Statistics,” of course. I offer a variation: “Lies, Damn 

11-12-13 Seattle Schools Community Forum

Seattle Schools Community Forum:




State of the District Shuffle
The superintendent declared the State of the District to be fabulous, despite failing to meet 22 of 23 statistical goals for academics.

The Right Person Got Elected in District IV
I print  that title because I just read the Parent Map editorial about the School Board races. It's a race that should be viewed as a bellwether for the future of the national debate about public education.That's a big statement but the editorial goes on to note the concern over:big money in a school board campaignnegative campaigningDale Estey, who claimed not to be aware of or in control of some

Focus on the Southeast
There are no real or urgent capacity issues in the southeast part of the city. Consequently, a lot of the people there are puzzled by the changes proposed for that part of town and Director Patu is reported to be preparing an amendment to the Growth Boundary plan that will call for the deletion of any changes for the Southeast.What is going on in the Southeast - and, more to the point, why?The cha

Seattle Schools CFO named
From SPS Communications and Superintendent Banda:I’m very pleased to announce that Kenneth Gotsch has been hired as Assistant Superintendent for Business and Finance. He brings extensive experience to the district and will join us on December 2, filling the position vacated by Duggan Harman.As Assistant Superintendent for Business and Finance, Mr. Gotsch will provide leadership and expertise in fi

Tuesday Open Thread
I was fortunate enough to go to the ACLU dinner on Saturday night and they premiered a new promo by Macklemore for ACLU.  It's pointedly funny (he is, as he says, a rapper) and effective.From Gizmodo, a pretty great domino smackdown featuring a card trick and imploding domino structures - show the kids.Also for the kids about resiliency, Doodlealley's "Be Friends with Failure."  Maybe so



11-11-13 Seattle Schools Community Forum
Seattle Schools Community Forum: Slow the Train? Have a One-Year Plan? Full Speed Ahead?As I wrote for the Seattle Schools This Week thread:FINAL Work Session: Growth Boundaries - Wednesday, November 13th,  5:30-7:30 pm.  This is big because it will most likely be the first viewing of Director amendments to the plan and the discussion around it.  If you can only attend one meeting, this one is it.

FCMAT » Cali Education Headlines Tuesday, November 12, 2013

FCMAT » Fiscal Crisis & Management Assistance Team:

Weintraub: Making sure disadvanted kids don’t get lost in the reform shuffle




Education Headlines

Tuesday, November 12, 2013

Coachella Valley High Arabs mascot performs at rivalry football game

The “Arab” danced and the crowd cheered, brimming with school pride in spite of a highly publicized mascot controversy, or perhaps because of it.

Weintraub: Making sure disadvanted kids don’t get lost in the reform shuffle

With little fanfare and probably not much notice from the public, California is about to suspend a generation of far-reaching school reforms whose intentions were ambitious but whose outcomes were never entirely clear.

Newport-Mesa students learn at home and do at school

You won’t get in trouble in Candice Woods’ class for using your smartphone or tablet – as long as you’re using it to get caught up on the latest math lesson. Woods is using a so-called flipped teaching method, in which students watch her videotaped lectures on an iPad for homework and do interactive, hands-on activities in class the next day.

CORONA: Students taste-test district food

About 100 students from 11 schools, plus two parent teacher groups and district staff members agreed to test the foods at the invitation of Amanda Colon, nutrition services coordinator.

In Oakland Unified, time and technology are the challenge in switching to Common Core

While every teacher in this traditional comprehensive high school of 1,900 students is working to make the same transition, Lisa Rothbard has a slight advantage and an extra burden. In addition to her regular classroom duties, she is one of the few teachers at her school starting their second year as Oakland Unified's Common Core trainers.

California students post top test-score gains

California students posted the biggest gains on a national standardized test last year, placing the state in the unfamiliar position of being the best rather than among the worst when it comes to anything related to education.

LAUSD board to consider change in poverty-aid funding

Two San Fernando Valley school board members are now trying to get that money back for the Sherman Oaks Center for Enriched Studies and about a dozen other schools that lost their Title I funding when the district tightened its eligibility rules.

Schools in East Bay and state are switching to Common Core standards

Concern about dismal U.S. student achievement, even among those labeled "proficient" on some tests, prompted states in 2008 to launch an initiative to modernize and share standards. Now 45 states and the District of Columbia will share K-12 goals set in the Common Core, which challenges teachers to offer more relevant, practical and rigorous lessons, and students to solve problems and think critically.

Sweet: A case to combine implementing Common Core and new funding formula

Taken together, the Common Core standards and the Local Control Funding Formula will work better and have a greater impact on how our schools serve students than if they are approached separately.

Frey: Don’t ignore foster youth in funding law debates, lawmakers say

Senate and Assembly leaders are calling on state education officials to ensure that foster children receive their fair share under the state’s new funding formula in a letter delivered to the State Board of Education and the California Department of Education last week.

ShotSpotter offers gunfire detection to Bay Area schools after mass shootings

Bay Area technology company SST unveiled Monday a gunshot detection system for schools that they hope helps police respond faster in the case of mass shootings such as the Sandy Hook Elementary massacre or smaller incidents, but privacy advocates elicited concerns about the surveillance technology.

Contributions flow to help repeal CA transgender rights bill

California activists targeting a law that aims to protect transgender students were aided by a flurry of late contributions, according to campaign finance reports filed with the state Monday.
Friday, November 8, 2013

Cohn: California deserves praise not punishment for common sense school reforms

California is ushering in a long overdue return to common sense. For that, it should be rewarded with praise, not punishment.

Tulare County school district sued in sexual abuse case

A small Tulare County school district, the Tulare County Board of Education and a former teacher who is now in prison for child molestation are targets of a lawsuit filed Tuesday in Fresno County Superior Court.

High school site called toxic, unsafe

Toxic and unsafe, that’s how some city leaders and members of the public have described the proposed site for Irvine’s fifth high school when mentioning it at public meetings.

Advice for parents: Creating an effective Individualized Education Program | Philadelphia Public School Notebook

Advice for parents: Creating an effective Individualized Education Program | Philadelphia Public School Notebook:

Advice for parents: Creating an effective Individualized Education Program

by thenotebook on Nov 12 2013
by Anne L. Hunter   

              
First grader Anthony Powell Jr. can’t live without supportive services. Without them, he – like many other children with autism – he has nothing to steady him.
Dawn Powell, Anthony’s mother, remembers his first bus ride to preschool at the Center for Autism.
“He had to have someone sit next to him because he would take the seatbelt off and rise from his seat. It was a whole bunch of issues,” she said. “Anthony will try everything and anything he can. His challenge is to learn boundaries.”
When Anthony, now 6, began attending Louis Farrell School, his mother knew that he had to have therapeutic staff support (TSS) and other special education services. TSS is one-to-one staff behavioral support for students.
Anthony still has deficits in speech/language, social skills, and attention, but Powell said that the Individualized Education Program (IEP) that was developed for him at Farrell was “on target.” The supports are making a significant difference.
Anthony’s classroom accommodations include TSS, a behavior system, a class schedule, learning centers, and inclusion with his regular education peers.
“I feel like his teacher and the special education liaison knew what he was capable of and what he needed help with,” she said.
Under the federal Individuals with Disabilities Education Act, school districts are 

John Thompson: Is Moving Strong Teachers to Struggling Schools a Viable Strategy? - Living in Dialogue - Education Week Teacher

John Thompson: Is Moving Strong Teachers to Struggling Schools a Viable Strategy? - Living in Dialogue - Education Week Teacher:

John Thompson: Is Moving Strong Teachers to Struggling Schools a Viable Strategy?

Guest post by John Thompson.
‪In the pseudo-documentary/propaganda film Waiting for Superman, we were told of something called "the dance of the lemons," in which ineffective teachers are shuffled from one school to another rather than fired. One of the big ideas the reformers have dreamed about is the creation of a sort of "dance of the lemons" in reverse, whereby, instead of the worst teachers moving around leaving a trail of poorly taught students, we somehow lure the best teachers to go where they are most needed. After all, if teacher quality is indeed the largest factor within our control, we must somehow be able to direct better teachers to places where they are needed most. The results of the latest study ought to give even the most enthusiastic social engineer a bit of a reality check. 
The latest study by the Institute of Education Sciences, "Access to Effective Teaching for Disadvantaged Students," by researchers from Mathematica and the American Institutes for Research (AIR) documents once again a terrible disparity between effective teaching in low and high poverty schools. It showed that "Teachers of FRL (Free and Reduced Lunch) students have lower value added than teachers of non-FRL students on average, with statistically significant differences of 0.034 standard deviations of student test scores in ELA and 0.024 standard