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Tuesday, February 4, 2014

FACT SHEET: Opportunity For All – Answering the President’s Call to Enrich American Education Through ConnectED | The White House

FACT SHEET: Opportunity For All – Answering the President’s Call to Enrich American Education Through ConnectED | The White House:



FACT SHEET: Opportunity For All – Answering the President’s Call to Enrich American Education Through ConnectED

Year of Action: Making Progress Through Executive Action
Today, following up on his call to action, the President is announcing major progress toward realizing the ConnectED goal to get high-speed Internet connectivity and educational technology into classrooms, and into the hands of teachers trained on its advantages. The FCC and private sector are taking key steps to answer the President’s call, including through:
  • Over $750 million in private-sector commitments to deliver cutting-edge technologies to classrooms, including devices, free software, teacher professional development, and home wireless connectivity.
    • American companies are answering the President’s challenge to “dig deep” in support of ConnectED to enrich K-12 education, expand opportunities for students, and train, a 21st century workforce.  These commitments include:
      • Apple – Pledged $100 million in iPads, MacBooks, and other products along with content and professional development tools to enrich learning in disadvantaged schools.
      • AT&T – Pledged over $100 million to provide middle-school students free Internet connectivity for educational devices over their wireless network for three years.
      • Autodesk – Pledged to expand the company’s “Design the Future” program to be available to every secondary school in the country – offering for free over $250 million in value.
      • Microsoft – Committed to launch a substantial affordability program open to all U.S. public schools by deeply discounting the price of its Windows operating system, which will substantially bring down the cost of Windows-based devices.
      • O’Reilly Media – Partnering with Safari Books Online to make over $100 million in educational content and tools available, for free, to every school in America.
      • Sprint – Committed to offer free wireless service for up to 50,000 low-income high school students over the next four years, valued at $100 million.
      • Verizon – Announced a multi-year program to support the ConnectED vision through up to $100 million in cash and in-kind commitments.
  • A $2 billion down-payment by the FCC’s E-Rate program to connect 20 million more students to next-generation broadband and wireless, beginning in 2014.
  • An additional commitment to rural schools with over $10 million in distance learning grants from the U.S. Department of Agriculture.
These announcements will help realize next-generation connectivity to 99% of American students within five years, and begin this transformation of American classrooms immediately.

FURTHER DETAIL ON ANSWERING THE PRESIDENT’S CALL TO
ENRICH AMERICAN EDUCATION THROUGH CONNECTED

In his State of the Union address, President Obama set an ambitious agenda to make 2014 a year of action: using his pen and his phone to take steps that increase prosperity and opportunity for America’s middle class – including helping more kids prepare for college, gain career-ready skills, and compete in a global economy.
Last June, the President traveled to Mooresville, NC to announce ConnectED, an initiative designed to enrich K-12 education for every student in America – empowering teachers with the best technology and the training to make the most of it, and empowering students though individualized learning and rich, digital content.  At the center of that program was a challenge to connect 99% of students to next-generation connectivity within five years, as a foundation for a transformation in the classroom.
Today, fewer than 30% of schools have the broadband they need to teach using today’s technology; under ConnectED, 99% of American students will have access to next-generation broadband by 2017.  That connectivity will be the bedrock of a transformation in the classroom experience for all students, regardless of income.  As the President said in June, “In a Nation where we expect free WiFi with our coffee, why shouldn’t we have it in our schools?”   
The President challenged the FCC, Federal agencies, Congress, the private sector, and communities to rise to this challenge and deliver connectivity, professional development for teachers, low-cost learning devices, high-quality educational software, and home access.
Private Sector Commitments to Deliver Next-Generation Teaching and Learning
American companies are answering the President’s challenge to support the enriched K-12 education, expanded opportunity, and the better-trained workforce that ConnectED can help deliver.  These commitments amount to over $750 million in direct commitments, and many times more in discounted products and services for America’s students and teachers.
ConnectED is about more than wires and wireless; it’s about getting tablets and laptops into students’ hands, loading them with high-quality educational software and content, training educators on how to use technology to enrich the classroom experience, and ensuring students can continue this learning at home through wireless connectivity. 
These commitments will help deliver the ConnectED vision more quickly to more classrooms around the country — particularly those serving low-income students.  They will also help make the most of the government and investment in broadband infrastructure by ensuring it is put to the best educational use.
$750 Million in New Private-Sector Commitments: Today, the President highlighted some of the most impressive examples of companies rising to meet this challenge, including:
  • Apple – In an unprecedented commitment for the company, Apple has pledged $100 million in iPads, MacBooks, and other products along with content and professional development to enrich learning in disadvantaged schools, including interactive learning tools and ongoing support that can have a profound impact for students and teachers in the communities that need it most.
  • AT&T – To ensure that when schools embrace the ConnectED vision, the learning does not stop at the school walls, AT&T is committing to provide $100 million in mobile broadband services over three years to enable educational access for middle school students and related teacher professional development to help them implement technology into the classroom.
  • Autodesk – Autodesk, a designer of leading advanced software products in design, drafting, and engineering, has committed to expand the company’s “Design the Future” program to be available to every secondary school in the country in 2014.  The program, which offers free 3D design software, project-based curricula, training, and certification, will help secondary school teachers teach critical problem-solving and technical skills in demand, in high-paying STEM fields like engineering and architecture – offering for free over $250 million in value to American schools.
  • Microsoft – Microsoft Corp. is committing to a substantial affordability program open to all U.S. public schools by deeply discounting the price of its signature Windows operating system, which will substantially bring down the cost of Windows-based devices, and by increasing access to a range of software and services tailored for education, including Bing for Schools, Office 365 Education (making more than 12 million copies of Office available to students for free at qualifying institutions), and Microsoft’s Partners in Learning teacher training resources.  For the roughly 2000 at-risk designated schools in the U.S., Microsoft will give away Microsoft’s IT Academy program and training – and will donate over $1 million to cover certification exams for students from these schools.
  • O’Reilly Media – Through a partnership with Safari Books Online, O’Reilly Media will commit to making over $100 million in educational content and tools such as technology books and publications available, for free, to every school in America. This commitment can provide students at a range of grade levels with the technological skills they need to be prepared in a globalized, digital economy.
  •  Sprint – Sprint is committing to offer free wireless service for up to 50,000 low-income high school students over the next four years using schools’ existing or new educational devices provided by other partners.  Sprint will begin providing these services beginning with the 2014-2015 school year and provide up to 3 GB per month on the Sprint network per student on its most advanced network platforms.
  • Verizon – The Verizon Foundation announced a multi-year program to support the ConnectED vision through up to $100 million in cash and in-kind commitments, significantly expanding existing and launching new digital learning initiatives.  These include expanding the Innovative Learning Schools program to all fifty states, the creation of an Innovative App Challenge to drive more development in underserved curricular areas, and new professional development opportunities for teachers.
Connecting Over 20 Million Students with a Major Down-payment by the FCC: The Federal Communications Commission is announcing a new plan to direct $2 billion over the next two years to dramatically expand its investment in high-speed connectivity for America’s school and libraries.  That investment will begin flowing to schools in 2014, and will focus specifically on the broadband connection and Wi-Fi that too many schools lack, and will be the foundation of the ConnectED transformation of schools.  This is an essential down-payment on reaching the President’s goal of connecting 99% of students to high-speed broadband and wireless over the next five years.
Investing in Next-Generation Professional DevelopmentTo support teachers as they use new technology to improve learning enabled by ConnectED, the President will request new funding in his FY2015 Budget for school districts and schools to provide high-quality professional development as they transition to digital learning and high-speed connectivity.  This funding will enable more school districts to support teachers with tools including instructional coaches, high-quality digital content, blended learning models, and online communication and collaboration.  In addition, today the Department of Education is releasing guidance to states, school districts, and schools on ways that existing federal funds can be best leveraged immediately to support schools and educators in the transition to digital learning in support of the President's ConnectED Initiative.  Specifically, the guidance letter outlines ways in which current federal education funding available to states and school districts can be used to provide professional development, access to high-quality digital content, and devices for learning.
About Buck Lodge Middle School
The President made these announcements at Buck Lodge Middle School, a diverse school “on the move” that is on the path to realize the President’s ConnectED vision.
In 2011, Buck Lodge Middle School was selected as one of four Prince Georges County Public Schools to integrate tablets into the classroom through a program called the Transforming Education through Digital Learning project.  Each student receives a tablet as a learning tool to allow access to digital instructional content.  The school also leverages two computer labs to round out its technology education. 
Every class uses technology every day and lessons are designed around integration of technology to help students create and collaborate using the highest level of technology.  Teachers receive training on how to integrate the technology into their classroom instruction, including through a summer academy workshop.  Principal James Richardson was named an Apple Distinguished Educator for his work integrating technology at Buck Lodge.

Aggressive public relations campaign amplifies courtroom battle against teacher work rules | Hechinger Report

Aggressive public relations campaign amplifies courtroom battle against teacher work rules | Hechinger Report:



Aggressive public relations campaign amplifies courtroom battle against teacher work rules

By




The potentially game-changing Vergara v. California lawsuit, which attacks key aspects of California law on how teachers are evaluated and fired, opened in Los Angeles last week and has been accompanied by an aggressive public relations campaign unmatched by the opposing side – the State of California and  its teachers unions.
The campaign seems designed to make sure that the explosive issues being raised regarding teachers’ job security in California ripple far beyond a cramped courtroom in Los Angeles and help shape public opinion across the state and nation.
Remarkably, this one-sided communications war has been initiated by a single person – Silicon Valley entrepreneur David Welch, the founder of the nonprofit organization Students Matter, which brought the suit – and provides a case study of what impact a single individual can have if he has the resources, or access to them, to take action based on his beliefs.
California Teachers Association President Dean Vogel says his organization, representing more than 300,000 teachers, has no intention of trying to counteract what he described as a campaign funded 

Should “data literacy” be part of teacher licensure?
A Data-Rich Year – Infographic by the Data Quality Campaign Data is a hot topic in education. In 2009, under Race to the Top, all 50 states committed to creating data systems with 12 key elements. These included tracking each student by a unique statewide identifier, and seeing what happens when they leave school: do they graduate? Enroll in college? Do they need remedial classes in college? In 20

What parents know: The arts matter | EdSource Today

What parents know: The arts matter | EdSource Today:



Joe Landon
Joe Landon
The new Local Control Funding Formula (LCFF) recognizes the critical role parents play in the education of their children – and embeds it into law by requiring parents’ input into local school district budgets and accountability plans.
We are excited about the opportunities for parents, educators and school board members to talk more frequently with each other, listen to each other, and work more collaboratively to help all students succeed.
Parents understand how their children learn and what motivates them to succeed. Through the new funding formula, parents now have a true opportunity to articulate what matters to them to their local school boards, as well as to inform the school districts’ goals for all students, and the programs and services they’d like to see to help achieve them.
And what matters to parents? For one thing, parents overwhelmingly support exposure to the arts throughout the curriculum because they witness firsthand the impact of the arts in the lives of their children, reaching hidden talents and building confidence. They recognize the way the arts connect people more deeply to the world and open them to new ways of seeing.
Colleen-You-180x214
Colleen A.R. You
We believe the arts are essential for a creative, engaged, work-prepared and civic-minded student population. The arts are a critical link to learning success.
That sentiment of parents is echoed by business leaders who understand the needs of the workforce. Joseph Calahan, Vice 

The Benefits of 'Repeating' Subject Matter - Bridging Differences - Education Week

The Benefits of 'Repeating' Subject Matter - Bridging Differences - Education Week:



The Benefits of 'Repeating' Subject Matter

Today, Deborah Meier writes again to Robert Pondiscio of CitizenshipFirst.
Dear Robert,
Grin away.  I like making people smile.  But long, long before E.D. Hirsch came along people thought the best way to educate involved thinking, exploring, inquiring about something of interest.  I even went to a Progressive, pro-Dewey school in New York City and recall with delight all the wonderful subjects we delved into.  But the Ethical Culture faculty decided what to study, when, what to emphasize, and, above all, how to "assess" their students. 
First, I feel badly that you had such a different entry introduction to teaching than I did.  I knew a lot about what to teach—from my own life experience, supplemented by the many, many teacher memoirs, textbooks, events surrounding us, not to mention the curricula published by Chicago and New York City.  In fact, my problem for those wonderful 50 years was suppressing a few of my "wonderful ideas" about what we might do in class and becoming a better listener to the kids' wonderful ideas. 
Second.  My concern about Hirsch is not that he believes, as you and I do, that you need to actually 


V.A.M.: Value Added Measure: Grading the N.Y.S. Regents: The Past, the Present...and the Future?

V.A.M.: Value Added Measure: Grading the N.Y.S. Regents: The Past, the Present...and the Future?:



Grading the N.Y.S. Regents: The Past, the Present...and the Future?




Whither Regents grading?  I started grading N.Y.S. Regents exams twenty years ago.  The system has been turned on its head by persons who manufactured a sub-par replacement founded on fundamentally flawed principles.  These persons started with the premise that teachers are responsible for the standardized test grades of their students.  They then view teachers as cheating scoundrels, not to be trusted, while putting ultimate faith in their own brains to tinker with and micromanage a system of great complexity.    

In halycon days, teachers had nothing personal to gain or lose from the scores of their students.  It was a time when bagels mixed with reaffirmations of collegial bonds as well as the underlying purposes of education.  Teachers united in their commitment to the task at hand and to serve the academic needs of the community.  Teachers would discuss appropriate scores for given answers, grading in a common room.  Often, a teacher might read a response, share it with the group and ask advice on how others would interpret the answer. 

In one particular instance from days of yore, a teacher read my student's paper. She was startled to find the student writing a thematic essay in part about the song "Fables of Faubus" by Charles Mingus.  She asked me whether or not the student was fabricating his answer.  I assured her that the student was a 

Revolving Door Undermines the Democratic Process | janresseger

Revolving Door Undermines the Democratic Process | janresseger:



Revolving Door Undermines the Democratic Process

The NY Times has been covering the revolving door in Washington, D.C., by which those who are lobbying have recently been serving as members of Congress or more likely as the aides who write the laws the members themselves introduce.
These newspaper articles are worrisome, for as the NY Times notes in the headline for its Monday editorial, “The Capitol’s Spinning Door Accelerates.“  “A new study by the Sunlight Foundation found that the number of active lobbyists with prior government experience has nearly quadrupled since 1998, rising to 1,846 in 2012.  Those revolving-door lobbyists, mostly from Capitol Hill, accounted for nearly all of the huge growth in lobbying revenue during that period, which increased to $1.32 billion from $703 million in 1998.”
The in-depth article to which Monday’s editorial refers appeared in Sunday’s paper: Law Doesn’t End Revolving Door on Capitol Hill. Although none of the examples reported relates directly to lobbying in public education, I believe there are implications of the revolving-door culture for the laws that affect public schools.
And it isn’t merely that Sandy Kress, one of the primary authors of the No Child Left Behind Act (NCLB), revolved 

LA school board committee to tackle job description for temporary, non-voting member | Pass / Fail | 89.3 KPCC

LA school board committee to tackle job description for temporary, non-voting member | Pass / Fail | 89.3 KPCC:



LA school board committee to tackle job description for temporary, non-voting member

Marguerite LaMotte

Adolfo Guzman-Lopez/KPCC

A memorial image of Marguerite LaMotte on display at the board meeting Tuesday.
Los Angeles Unified school board member Steve Zimmer is inviting the public to help write a job description. It's for the role of District 1 advocate - a position proposed by Zimmer and approved by the school board to speak on the behalf of south Los Angeles schools while the area prepares to elect a full member in June.
Zimmer and his ad hoc committee will meet for the first time at 6 p.m. Tuesday at district headquarters in downtown Los Angeles. 
District 1 supporters were divided after the death of school board member Marguerite LaMotte in December: some wanted an election to fill her seat, others wanted the board to appoint someone to serve the remainder of her term. The school board had the power to decide.
Ultimately, the board chose a special election. But the new advocate position attempt

Anonymous LA school employees turn to Facebook to spotlight needed repairs
A photo posted on a Facebook group called "repairs not iPads."; Credit: Repairs Not iPads/Facebook Los Angeles Unified School District staff have taken to Facebook to put a spotlight on crumbling school infrastructure and neglected repairs - and shame officials. Photos posted on a group page called  "repairs not iPads" show busted plumbing, holes in walls and tiling and eviden

2-4-14 Open Congress : Major Bill Actions Education - U.S. Congress - OpenCongress

Education programs funding - U.S. Congress - OpenCongress:











Bill Introduced: H.R. 3959: Pay It Forward College Affordability Act of 2014
To establish a Pay It Forward model for funding postsecondary education.
Bill Introduced: S. 1950: Comprehensive Veterans Health and Benefits and Military Retirement Pay Restoration Act of 2014
A bill to improve the provision of medical services and benefits to veterans, and for other purposes.
Bill Introduced: S. 1952: GREEN Act
A bill to provide support to develop career and technical education programs of study and facilities in the areas of renewable energy.
Bill Introduced: S. 1948: Native Language Immersion Student Achievement Act
A bill to promote the academic achievement of American Indian, Alaska Native, and Native Hawaiian children with the establishment of a Native American language grant program.
Bill Introduced: S. 1943: Investing in States to Achieve Tuition Equality for Dreamers Act of 2014
A bill to incentivize State support for postsecondary education and to promote increased access and affordability for higher education for students, including Dreamer students.
Bill Introduced: H.R. 3921: Investing in States to Achieve Tuition Equality for Dreamers Act of 2014
To incentivize State support for postsecondary education and to promote increased access and affordability for higher education for students, including Dreamer students.
Bill Introduced: H.R. 3888: New Chance for a New Start in Life Act of 2014
To authorize the Secretary of Labor to make grants to States, units of local government, and Indian tribes to carry out employment training programs to assist long-term unemployed job hunters obtain the skills and training to reenter the workforce and fill jobs in high-growth sectors of the economy.
Bill Introduced: H.R. 3886: To amend the Secure Rural Schools and Community Self-Determination Act of 2000 to exempt payments made to States and counties under such Act from any reduction pursuant to a sequestration order and to reimburse those States and counties that returned a portion of their January 2013 payment because of sequestration, and for other purposes.
To amend the Secure Rural Schools and Community Self-Determination Act of 2000 to exempt payments made to States and counties under such Act from any reduction pursuant to a sequestration order and to reimburse those States and counties that returned a portion of their January 2013 payment because of sequestration, and for other purposes.




2-1-14 Open Congress : Major Bill Actions Education This Week - U.S. Congress - OpenCongress
Education - U.S. Congress - OpenCongress:Bill Introduced: H.Res. 457: Recognizing Lunar New Year as a significant cultural holiday and encouraging local education agencies to consider closing school on the Lunar New Year.Recognizing Lunar New Year as a significant cultural holiday and encouraging local education agencies to consider closing school on the Lunar New Year.1d Bill Introduced: H.Res. 4

NYC Educator: "Revive NYSUT" Is Really "Rebury NYSUT"

NYC Educator: "Revive NYSUT" Is Really "Rebury NYSUT":



"Revive NYSUT" Is Really "Rebury NYSUT"

The more I look at the controversy in our state union, the more I think its intent is to push it back into nothingness. The moment NYSUT leadership begins to take sensible stands, they are opposed. And by whom? By the leadership of the United Federation of Teachers. I often use UFT and UFT leadership interchangeably, but I'm going to have to be more careful about that going forward.

UFT is me, and likely you. UFT is all of us who spend our lives teaching the children of New York City. And our leadership is substantively different from leadership of many state locals. To wit, they do not teach. They will not be observed four or six times, and they will not be rated by test scores of students who they may or may not teach. And since the overwhelming majority of us can't even be bothered to vote in union elections, they don't get a very strong message that we care one way or another what they do.

Honestly, I understand that our union is so large it's impractical for Michael Mulgrew to teach. Of course, with tens of thousands of members we need people to work for us. UFT does a lot for us, my reservations notwithstanding. But you have to wonder, when we all make sacrifices, when we patrol the halls, lunchrooms, and bathrooms, when we can't grieve letters to file simply because they're utterly fabricated, well, how do they feel it when they don't doit?

Here's what NYSUT has done lately--for one, it's not at all clear they're planning to endorse Governor Andrew Cuomo, the guy who came into office swearing to go after unions. They're also taking a strong stand against Reformy John King and Common Core. Where have these people been all these years, as teachers have