Advisory Commission on Special Education (ACSE) meeting agenda June 21-22 (CA Dept of Education)

ACSE Agenda June 21-22, 2017 - Administration & Support (CA Dept of Education):

ACSE Agenda June 21-22, 2017

Advisory Commission on Special Education (ACSE) meeting agenda.

Agenda Times Are Approximate and Are Provided for Convenience Only

Items may be re-ordered to be heard on any day of the noticed meeting. The order of business may be changed without notice. Every effort will be made to Webcast this meeting in its entirety, but some portions may not be Webcast due to logistical constraints.

Advisory Commission on Special Education

Meeting Schedule	Meeting Location
Wednesday, June 21, 2017 10 a.m. - 5 p.m. Pacific Time ±	California Department of Education 1430 N Street, Room 1101  Sacramento, California 916-445-4602
Thursday, June 22, 2017 9 a.m. - 3 p.m. Pacific Time ±	California Department of Education 1430 N Street, Room 1101  Sacramento, California 916-445-4602

Advisory Commission on Special Education
Mental Health Subcommittee Ad Hoc Workgroup
(Due to logistical constraints, the Ad Hoc Workgroup will not be Webcast)

Meeting Schedule	Meeting Location
Wednesday, June 21, 2017 8 - 9:45 a.m. Pacific Time ±	California Department of Education 1430 N Street, Room 1801 Sacramento, California 916-445-4602

Please see the detailed agenda for more information about the items to be considered and acted upon. The public is welcome.

Guidelines for Public Input Sessions

The Commission welcomes public involvement. Opportunities for public comment are provided at every Commission meeting.

Reasonable Accommodation for Any Individual With a Disability

Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable accommodation to attend or participate in a meeting or function of the Advisory Commission on Special Education (ACSE), may request assistance by contacting the Special Education Division, 1430 N Street, Suite 2401, Sacramento, CA, 95814; telephone, 916-445-4602; fax, 916-327-3706.

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Advisory Commission on Special Education
Mental Health Subcommittee Ad-Hoc Workgroup
Wednesday, June 21, 2017, 8–9:45 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1801
Sacramento, California

(Due to logistical constraints, the Ad-Hoc Workgroup will not be Webcast)

Members of the ACSE Mental Health Subcommittee Ad Hoc Workgroup will be meeting prior to the start of the ACSE meeting to discuss opportunities and challenges at the state level related to collaboration across systems to transform children's social, emotional, and behavioral health.

• Per request by ACSE, review data collected by the CDE 
  
• Report from representatives on the recent High Needs Summit, including follow up activities related to supporting youth
  
• Discussion regarding potential partnerships with local universities
  
• Breaking Barriers discussion, including any relevant items for ACSE
  
• AB 2246 requires local educational agencies to have a policy on suicide prevention/intervention before the beginning of the 2017–18 school year. Discussion of emerging best practices. CDE guidance on the Mental Health Web page.
  
• Discussion regarding potential partnerships with local universities

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Advisory Commission on Special Education
Wednesday, June 21, 2017, 10 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101 
Sacramento, California 

NOTE: Items not heard or completed on June 21, 2017, may be carried over to June 22, 2017.

10–10:15 a.m.

• Call to Order–Roll Call
• Salute to the Flag
• Communications and Announcements
• Review of Agenda
  • Proposed Meeting Dates through February 2020

10:15–11 a.m.

Item 1–Transition Programs in Sanger Unified School District: Commissioner Kimberly Salomonson, Director of Pupil Personnel Services, Sanger Unified School District (SUSD), will present on the transition programs provided to students with disabilities at SUSD. (Item type: Information, discussion)

Background information: 
SUSD Web site  

11–11:30 a.m.

Item 2–Every Student Succeeds Act State Plan Overview: Barbara Murchison, Every Student Succeeds Act (ESSA) State Lead, ESSA Office, California Department of Education (CDE), will provide an update on the most recent draft of the California ESSA State Plan, released by the CDE for public comment on May 22, 2017. (Item type: Information, discussion, action)

Background information:
Every Student Succeeds Act Web page
California State Board of Education, May 2017 Agenda, Item 03 (DOC)
Draft ESSA State Plan Public Comment Toolkit Web page

11:30–11:45 a.m.

Item 3–Mental Health Subcommittee Ad Hoc Workgroup Report: Members of the ACSE Mental Health Subcommittee Ad Hoc Workgroup will report on the activities of the Workgroup, including potential outcomes or proposed action items from the meeting of June 21, 2017. (Item type: Information, discussion, action)

11:45 a.m.–1:15 p.m. LUNCH

1:15–3:15 p.m.

Item 4–Item 4–ACSE Small Group Discussions Regarding ACSE Priorities and Legislative Review: Commissioners will participate in small group discussions focused on the following: (Item type: Information, discussion, action)

• ACSE Priority Review–In 2015, the ACSE identified priority areas for engagement. Commissioners will weigh in on those priorities and discuss changes as appropriate.
  
• Legislative Review–Commissioners will review the status of the following legislation:
  
  • SB 354 (Portantino)
  • AB 312 (O’Donnell)
  • SCR 52 (Jackson) Every Kid Health Week
  • SCR 54 (O’Donnell) National Mental Health Awareness Month

3:15–3:30 p.m. BREAK

3:30–3:45 p.m.

Item 5–Small Group Session Reports: Commissioners will report on the small group discussions. (Item type: Information, discussion, action)

3:45–4:15 p.m.

Item 6–Update on the Governor’s May Budget Revise: Lisa Mierczynski, Principal Program Budget Analyst; and Aaron Heredia, Finance Budget Analyst, Education Unit, California Department of Finance, will provide an update on the Governor’s May revisions to the state budget. (Item type: Information, discussion, action)

Background information:
California Budget 2017–18 Web site 

4:15–4:45 p.m.

Item 7–Liaison Reports: Niki Sandoval, State Board of Education; Assembly Member Tony Thurmond; and ACSE Commissioners. (Item type: Information, discussion)

4:45–5 p.m.

Item 8–General Public Comment and Organizational Input: Public comment and organizational input is invited on any matter, including items not on the agenda. The ACSE is precluded from discussing matters not on the agenda; however, questions may be asked by Commissioners for clarification purposes. Issues raised by the public may be referred to a future meeting agenda. Depending on the number of individuals wishing to address the ACSE, the Chair may establish time limits on presentations. (Item type: Information)

5 p.m. ADJOURNMENT

Adjournment of day's session.

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Advisory Commission on Special Education
Thursday, June 22, 2017, 9 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101 
Sacramento, California

9–9:15 a.m.

• Call to Order–Roll Call
• Salute to the Flag
• Communications and Announcements
• Review of Agenda
  • Election of Officers, Mildred Browne, Chair, Nominations Committee

9:15–10 a.m.

Item 9–Assessment Update: Mao Vang, Education Administrator II, California Assessment of Student Performance and Progress Systems (CAASPP) Lead Office, CDE, will provide an update on the CAASPP. (Item type: Information, discussion, action)

Background information:
California State Board of Education, May 2017 Agenda, Item 02 (DOC)

10–10:45 a.m.

Item 10–Update on the Development of California’s Accountability System: Cindy Kazanis, Director of the CDE Analysis, Measurement, and Accountability Reporting Division (AMARD); and Jenny Singh, Administrator of the Academic Accountability Unit, AMARD, will discuss recent developments in creating an integrated local, state, and federal Accountability and Continuous Improvement System, including an overview of the proposed criteria and development of indicators for alternative schools. (Item type: Information, discussion, action)

Background information:
California Accountability Model & School Dashboard Web page 
California State Board of Education, May 2017 Agenda, Item 01 (DOC) 

10:45–11 a.m. BREAK

11 a.m.–Noon

Item 11–Grazer Outstanding Achievement in Learning Award: Representatives of The Rising Sun Adult School will present to the Commission on the award winning Transition to Success Program, and will be presented with the 2017 GOAL award. (Item type: Information, discussion)

Noon–1:30 p.m. LUNCH

2017 GOAL Award Recipient Luncheon: Commissioners and representatives from the Rising Sun Adult School will attend a hosted luncheon.

1:30–1:45 p.m.

Item 12–Results of Officer Election: Mildred Browne, Chair, ACSE Nominations and Elections Committee, will announce the results of the 2017 Officer Election. (Item type: Information, discussion, action)

1:45–2:15 p.m.

Item 13–State Special Education Director’s Report: Kristin Wright, Director, Special Education Division, CDE. (Item type: Information, discussion)

2:15–2:30 p.m.

Item 14–General Public Comment and Organizational Input: Public comment and organizational input is invited on any matter, including items not on the agenda. The ACSE is precluded from discussing matters not on the agenda, however, questions may be asked by Commissioners for clarification purposes. Issues raised by the public may be referred to a future meeting agenda. Depending on the number of individuals wishing to address the ACSE, the Chair may establish time limits on presentations. (Item type: Information)

2:30–3 p.m.

Item 15–Agenda Building for ACSE Meetings: Commissioners will discuss potential items to be included on future ACSE meeting agendas. (Item type: Information, discussion)

3 p.m. ADJOURNMENT

Adjournment of day's session.
Adjournment of meeting.

Questions: Venetia Davis | vdavis@cde.ca.gov | 916-323-9773 

 ACSE Agenda June 21-22, 2017 - Administration & Support (CA Dept of Education):

Recent DeVos Hires Bode Ill For Student Rights

Recent DeVos Hires Bode Ill For Student Rights:

Recent DeVos Hires Bode Ill For Student Rights

“It’s hard to predict what DeVos will do to protect students from discrimination and where, and for whom, her department would enforce protections. However, based on some of her personnel decisions, there is a great deal of cause for concern … Federal programs affecting students’ rights, and the enforcement of civil rights laws in schools, depend a lot on who’s in charge of them.”
Read more …

NEWS AND VIEWS

How Education-Funding Formulas Target Poor Kids

The Atlantic

“Despite the fact that the majority of states have education funding formulas meant to target low-income students, the effectiveness of this targeting varies widely around the country … Districts with more poor students are getting more money in just 28 states. In 16 of those 28 states, funding is progressive by less than $150 per students … Federal dollars, the report found all but three states are at least weakly progressive with their education funding … One of the largest sources of this government money is Title I, the funding for which was held constant in President Trump’s recently released budget proposal.”
Read more …

Climate Science Meets A Stubborn Obstacle: Students

The New York Times

“As more of the nation’s teachers seek to integrate climate science into the curriculum, many of them are reckoning with students for whom suspicion of the subject is deeply rooted … Climate skepticism has itself become a proxy for conservative ideals of hard work, small government and what people here call ‘self-sustainability’ … But public-school science classrooms are also proving to be a rare place where views on climate change may shift, research has found. There, in contrast with much of adult life, it can be hard to entirely tune out new information.”
Read more …

Kids Are Quoting Trump To Bully Their Classmates And Teachers Don’t Know What To Do About It

Buzzfeed

“Donald Trump’s campaign and election have added an alarming twist to school bullying, with white students using the president’s words and slogans to bully Latino, Middle Eastern, black, Asian, and Jewish classmates … BuzzFeed News has confirmed more than 50 incidents, across 26 states … [The] Trump presidency left educators struggling to navigate a climate where misogyny, religious intolerance, name-calling, and racial exclusion have become part of mainstream political speech.”
Read more …

The Silicon Valley Billionaires Remaking America’s Schools

The New York Times

“Technology giants have begun remaking the very nature of schooling on a vast scale, using some of the same techniques that have made their companies linchpins of the American economy. Through their philanthropy, they are influencing the subjects that schools teach, the classroom tools that teachers choose and fundamental approaches to learning … Tech leaders believe that applying an engineering mind-set can improve just about any system, and that their business acumen qualifies them to rethink American education … Tech companies and their founders have been rolling out programs in America’s public schools with relatively few checks and balances.”
Read more …

Lots Of People Are Excited About Career And Technical Education. But New International Research Points To A Potential Downside

Chalkbeat

“There’s wide support across the ideological spectrum for helping more students learn career-specific skills in high school. Yet new international research points to a significant downside of such programs: students may benefit early in their careers, but are harmed later in life as the economy changes and they lack the general skills necessary to adapt … Although vocational students make higher salaries and are more likely to be employed as young adults, that advantage fades over time; by their late forties, those who went through a general education program have higher employment rates.”
Read more …

Recent DeVos Hires Bode Ill For Student Rights:

Are Trump and DeVos Waging a War on Teachers? - Center for American Progress

Are Trump and DeVos Waging a War on Teachers? - Center for American Progress:

Are Trump and DeVos Waging a War on Teachers?

Throughout his campaign and time in office, President Donald Trump has touted being a “tremendous believer in education.” And Secretary of Education Betsy DeVos has repeatedly called for “equal opportunity for all kids.” However, neither Trump nor DeVos has demonstrated any interest in supporting or leveraging the most critical resource for improving student achievement—teachers. Indeed, research shows that well-supported, highly skilled educators achieve an average of 1.5 years of academic growth among their students.

In the most recent budget proposal, however, President Trump and Secretary DeVos have decided to completely withdraw federal investment from the educator workforce. This threatens every child’s access to a quality education. Throughout their first several months on the job, Trump and DeVos have shown nothing but disrespect for teachers and the teaching profession.

Here are five ways in which Trump and DeVos have denigrated and devalued the teacher workforce.

1. DeVos said that she believes teachers are in ‘receive mode’

Devos made her first public school visit as secretary to Jefferson Academy in Washington, D.C. After the visit, she criticized the school’s teachers, claiming that they seemed to be in “receive mode.” DeVos said that the teachers she observed were “waiting to be told what they have to do,” something that is “not going to bring success to an individual child.” The teachers at Jefferson Academy fought back on Twitter, highlighting the agency, passion, and skill that DeVos underestimated.

This moment made clear Secretary DeVos’ lack of experience with public schools—both as a teacher and as a parent—and her lack of respect for the educators she visited.

2. DeVos eliminated the educator engagement provision required by law under ESSA

One month after insulting Jefferson Academy’s teachers, Secretary DeVos released a new template for states to use as they plan to implement the Every Student Succeeds Act (ESSA). The updated template removes the requirement that states detail how they engage with stakeholders—including teachers—for their feedback and ideas on the state’s ESSA plan.

Ahead of the template’s release, DeVos said it would only require information that is “absolutely necessary,” indicating that input from educators is nonessential. Sen. Patty Murray (D-WA) and Rep. Bobby Scott (D-VA)—both critical players in writing ESSA—as well as several education policy groups expressed their concern with the template’s disregard for stakeholder input. They claimed that it is inconsistent with the intent of the bipartisan law.

Removing this requirement from the guidelines not only devalues the role of educators as thought leaders but also demonstrates a striking level of hypocrisy on DeVos’ part. If one Are Trump and DeVos Waging a War on Teachers? - Center for American Progress:

California Legislator: For-Profit Charters Are Ripping Off Taxpayers | Diane Ravitch's blog

California Legislator: For-Profit Charters Are Ripping Off Taxpayers | Diane Ravitch's blog:

California Legislator: For-Profit Charters Are Ripping Off Taxpayers

Kevin McCarthy, State Assemblyman from Sacramento, published a terrific article in the Sacramento Bee with Joshua Pechthalt, president of the California Federation of Teachers, explaining what a rip-off for-profit charters are.

The last time the Legislature tried to prohibit for-profit charters, Governor Jerry Brown vetoed it. Let’s hope that as more legislators understand the frauds in both for-profit and non-profit charters, the Legislature will bar for-profits and regulate non-profits.

They write:

“Across California and the country, corporations are expanding their ownership and operation of charter schools and their profits, subsidized by taxpayers.

“In California, 34 charter schools operated by five for-profit education management organizations enroll about 25,000 students. These for-profit charter schools siphon hundreds of millions of dollars of taxpayer money away from students to generate massive corporate profits, and in many cases provide an inferior education.

“They exploit loopholes in California’s charter school law allowing them to cheat our students and reap huge profits at taxpayer expense.

“We have a long way to go before California’s public education system is adequately funded and cannot afford to line shareholder pockets with scarce state revenues.

“The Legislature has the opportunity to fix this flaw in state law. Assembly Bill 406, authored by Assemblyman Kevin McCarty and sponsored by the California Federation of Teachers, would prohibit for-profit corporations from operating public charter schools. The bill was approved by the Assembly on Wednesday and now heads to the state Senate.

“It is estimated that California taxpayers provide these companies with more than $225 million a year with little public transparency or accountability.

“K12 Inc., the state’s largest for-profit education management organization, received $310 million in state funding over the past dozen years. In 2016, it reported revenue of $872 million, including $89 million paid to its Wall Street investors.

“It pays millions to top executives while its average teacher salary is California Legislator: For-Profit Charters Are Ripping Off Taxpayers | Diane Ravitch's blog:

Students perform better at schools offering extra services on campus, study finds | EdSource

Students perform better at schools offering extra services on campus, study finds | EdSource:

Students perform better at schools offering extra services on campus, study finds

chools that offer dental care, mental health counseling, food assistance and other services have a significant and measurable positive impact on student achievement, according to research released this week by the Learning Policy Institute and the National Education Policy Center.

The 26-page brief, “Community Schools: An Evidence-based Strategy for Equitable School Improvement,” found that schools that collaborate with nonprofits and government agencies to provide extra on-campus services in many cases showed increases in attendance, graduation rates and academic achievement, especially in math and reading.

Community schools, which have been gaining popularity for the past decade as Congress increased funding for them, are traditional public schools that serve as community hubs for families and students. Services can range from health care to job training for parents and teens to English classes to high-quality after-school and summer programs.

“Well-implemented community schools work,” said Anna Maier, a research and policy associate at the Learning Policy Institute who co-authored the brief, along with Jeannie Oakes, education professor emeritus at UCLA and senior fellow in residence at the Learning Policy Institute, and Julia Daniel, a doctoral student at Students perform better at schools offering extra services on campus, study finds | EdSource:

Charter school segregation lawsuit goes to U.S. appeals court | NOLA.com

Charter school segregation lawsuit goes to U.S. appeals court | NOLA.com:

Charter school segregation lawsuit goes to U.S. appeals court

A federal appeals court is set to hear arguments on whether the opening of a charter school in rural Louisiana violated a decades-old desegregation order.

Court briefs state that Greater Grace Charter Academy is in a district west of New Orleans that is 62 percent black. But the school opened with a 93 percent black enrollment.

Louisiana's education board approved the school's charter and U.S. District Judge Martin Feldman allowed the opening last August. He noted the school has a non-discriminatory enrollment policy. He said blocking the opening would punish students who chose to enroll there.

Opponents argue that approving a nearly one-race school "is contrary to the goals of desegregation."

Arguments were scheduled at the 5th U.S. Circuit Court of Appeals in New Orleans Tuesday (June 6).

Greater Grace Charter Academy is one of a growing number of public schools operated by independent authorities with permission from state or local education authorities. Greater Grace was granted a charter by the Louisiana Board of Elementary and Secondary Education, according to court records.

Feldman's approval for opening was required under state law because the district has been under longstanding desegregation orders since the 1960s, according to the court record.Charter school segregation lawsuit goes to U.S. appeals court | NOLA.com:

Trump Appointee In Office Overseeing Sex Ed Programs Is A Major Abstinence Advocate | HuffPost

Trump Appointee In Office Overseeing Sex Ed Programs Is A Major Abstinence Advocate | HuffPost:

Trump Appointee In Office Overseeing Sex Ed Programs Is A Major Abstinence Advocate

Valerie Huber has comprehensive sex education advocates scared.

The Trump administration’s latest Department of Health and Human Services appointee has a long history of working against comprehensive sexual health education. 

Valerie Huber was appointed as the chief of staff to Don Wright, the assistant secretary for health, an HHS spokesman confirmed. Wright’s office oversees the Office of Adolescent Health, which funds pregnancy prevention programs across the country. 

Huber has spent decades promoting abstinence-based education programs. Until recently, she served as the president and CEO of a group called Ascend, formerly called the National Abstinence Education Association, or NAEA. It describes itself as a “sexual risk avoidance” organization dedicated to encouraging abstinence until marriage. 

Huber’s advocacy for this organization flies in the face of research showing that comprehensive sex education is the most effective way to prevent teen pregnancy.

Ascend purports on its website to be inclusive, including of gay teens, and open about the benefits of contraception. But the organization has also promoted curricula that emphasize old-fashioned, sexist ideas. 

As executive director of the NAEA in 2012, Huber was quoted in a press release promoting an “abstinence-centered” curriculum from another organization called Choosing the Best. Choosing the Best’s CEO, Bruce Cook, served as chairman of the NAEA at the time.

A passage from the teacher guide for that curriculum, provided to HuffPost, tells the story of a knight who gets upset after the princess he is trying to save instructs him on the best way to save her. It reads:

“He never returned to the princess. Instead, he lived happily ever after in the village, and eventually married the maiden ... Moral of the story: Occasional assistance may be all right, but too much will lessen a man’s confidence or even turn him away from his princess.”

A different abstinence-based curriculum provided to HuffPost ― from an organization Trump Appointee In Office Overseeing Sex Ed Programs Is A Major Abstinence Advocate | HuffPost: 

Betsy DeVos: When an Opponent of Government Joins the Government | janresseger

Betsy DeVos: When an Opponent of Government Joins the Government | janresseger:

Betsy DeVos: When an Opponent of Government Joins the Government

Are you tired of hearing Betsy DeVos repeat her one idea about education—that parents should have the right to choose their children’s school? Why does she not branch out a little bit at least and consider the issues that are supposed to be within the purview of the U.S. Department of Education, the agency of which she is now in charge? Why does she never seem really to appreciate the work of public school teachers in the schools she visits? (To read about Betsy DeVos’s Senate testimony on Tuesday about her department’s federal budget proposal, read Valerie Strauss’s report.)

Sitting on my desk are copies of two recent reflections on Betsy DeVos’s beliefs and how her ideas shape her leadership.

First Peter Greene, the Pennsylvania school teacher and blogger, critiques a statement from the American Federation for Children (AFC), the advocacy organization that Betsy DeVos founded and whose board she chaired until she became our U.S. Secretary of Education.  Greene is bothered by this statement from AFC, a declaration that sounds exactly like Betsy DeVos: “It is school choice—directly empowering parents to choose the best educational environment for their child—that is the most democratic of ideas.”

Green responds:  “Nope, nope, nope, nopity nope. There are arguments to be made for parent choice, but ‘it’s the essence of democracy’ is not one of them…  Democracy is not, ‘My fellow taxpayers have to pay for whatever I decide on my own that I want.’…  It is the taxpayers’ money, and the taxpayers have given it to support a system that will educate all students in the community through an institution managed by elected representatives of those taxpayers…. Democracy is about coming together as a group to discuss, debate, (hopefully) compromise, and elect folks who will decide how best to manage our resources.”

Second, Harold Meyerson in The American Prospect reflects on charter schools, economic inequality and a belief in free markets: “The billionaires, apparently, we shall always have Betsy DeVos: When an Opponent of Government Joins the Government | janresseger:

CURMUDGUCATION: The Long Run

CURMUDGUCATION: The Long Run:

The Long Run

Raising tiny humans is nuts. It is nuclear space brain science jumping-over-the-Grand-Canyon-on-a-tricycle nuts. And yet I am hopeful.

I come at that hopefulness from a not-entirely-usual perspective. I am, aa of yesterday, the father of two new twin boys, and my wife and I are contemplating the tremendous challenge we have been set. These tiny humans are fraught with all sorts of possibility and promise and potential and somehow we area supposed to unlock all of that without making a hash of things.  It's scary.

I'm not whether I have it better or worse than my wife. These are her first kids, but I have been the clown at this rodeo before. My children from my previous marriage are now thirty-something, married, and working on (or about to work on) the parenting thing themselves. I can remember when they were as tiny as the twins are today,  But I can also remember the things that I regret, the moments that were serious missteps as a father, the ways large and small that I have failed them over the years. The good news-- despite my shortcomings, they have grown up to become two of the best people I know. How did that happen, exactly? I have no idea. 

So I am in the unique position of having a good view of the rough drafts of two future grown humans, and the final product of two others. And I could not claim to have any more than the slightest idea o. f the road from Point A to Point R. 

All parents contemplate the long and twisty road. Is there anything more hilarious to a parent than CURMUDGUCATION: The Long Run:

Why Do We Need Professionals

This is my short answer to the question. It's my wife and newborn twin sons, now about twenty-seven hours old, and it has been an adventure every step of the way, which is how it goes with childbirth, a process that can unroll gently like the Miracle of Freaking Life, or like a terrifying rush of nurses and doctors and anesthesiologists into the operating room where they cut the mother's body open and yank children out of it, which is still miraculous, but in a much scarier way.

Anyway, when it's all happening to your wife or your self or your children, your first thought is not, "Boy, what I need is an ivy league graduate with a real interest in obstetrics" or "Right now I really want to disrupt the traditional model of infant delivery" or "If only there was an alternate certification program so that my children could be delivered by someone who had a previous career as a plumber" or "or even "I know my doctor is really good, but what I really want is another bunch of doctors to choose from."

No, at that moment you want a trained and experienced professional who knows what she's doing and who can be trusted to take care of my family.

But the last couple of days have reminded me of another reason that we need professionals, a reason beyond the now well-worn argument that nobody wants to hire folks from the five week Surgery for America program.

In the past several days, my wife has been every kind of naked in front of nurses and doctors. Now just physically naked, but pretty emotionally raw, and in these high-pressure times, we have performed couple dynamics in front of staff that people we know don't ordinarily get to see in our home. One of the basic professional skills of these folks is to know how to deal professionally with naked people and the things they reveal. (And there's the extra dimension here that many of these staff members are former students of mine.)

Teachers have the same need for this brand of professionalism. We know so many things about our students and their families, particularly if we've taught long enough to deal with multiple generations of one tribe. Teachers too easily see too many dark, difficult truths revealed not to deal with them professionally. Like medical folks, we are custodians of privileged information.

So when I see a story like the dope who handed out "prizes" to middle school students for things like "most likely to be a terrorist," my knee jerk reaction is that the alleged adult involved was not an actual teacher. (And in fact that "teacher" turns out to have been a former NFL cheerleader and dance instructor, which doesn't mean she couldn't possibly be a real teacher, but still, her work speaks for itself). And of course there are "teachers" who have done all the traditional training to be professionals and still ended up being terrible stewards of their students' information, secrets and lives-- and they should be moved out of the profession

But my point is that there is more to being trained to become a teacher or a nurse than simply learning a series of procedures. Becoming a professional means learning to live by a professional ethic, and yeah, I know, not everyone lives up to that ethic, but if you never acknowledge or preserve that ethic, you'll end up thinking that someone who's learned how to read the script in a canned teaching program has mastered all there is to know about being a profession al, and you will be putting a whole bunch of students who don't know how to cover up their rougher inner lives and who think they can trust their teachers-- those students will be at risk. We need people who are trained to be professionals and who live up to those professional ethics, and who can therefor be trusted around people who are at their most vulnerable.

Why Do We Need Professionals

The Toll of Coming Out For Your Trans Child By My Purple Umbrella - Badass Teachers Association

Badass Teachers Association:

The Toll of Coming Out For Your Trans Child

By My Purple Umbrella

“Hey, long time no see! How’s your son?”

Throat closes, chest tightens, every sounds begins to amplify. Stammering often follows, as if the ability to speak is gone. The familiar barrage of the all same damn questions drown out everything. Momentary paralysis takes over. 

“Do I lie and say fine?”

“Should I just come out with it?”

“God, what if they think trans is a mental disorder or say something really stupid?”

“What if they get hostile?”

“Where are the exists?”

“How long will this all take?”

“What time is it?”

“Why am I being a coward?”

Breathe!

All of this happens in seconds. It isn’t until afterwards an awareness of how stressful the interaction was is noticed. As the spike in cortisol and adrenaline subsides, the shaking eventually stops. The physiological reaction indicates the level of panic that took place. These repetitive moments of fight or fleeing are wearing. Every conversation is relived and picked Badass Teachers Association:

NYC Educator: Career and College Ready

NYC Educator: Career and College Ready:

Career and College Ready

Queens City Councilman Rory Lancman is upset about college readiness rates in the city. He says that students graduate from high school at twice the rate of college readiness. And if you go strictly by the stats, he's absolutely right. If you read his argument, it's tough to find fault with it.

But if you look a little deeper, there is an issue, and that issue is how we define college readiness. The way we do it is via a combination of test grades. Here's a report from Reformy John King that likens college and career readiness to rating "proficient" on NAEP. Diane Ravitch argues that this is an absurd interpretation, the same one that the Reformy Waiting for Superman film used to berate public schools. Here's a more recent NY Regents report, full of Common Corey stuff.

Who determines who's college and career ready? Well, it's not really a who, but a what. It's based on test scores. Students who get so many points on this test and so many points on that are college and career ready. Students who get fewer points or fail this test are not. So if we want to make our students college and career ready, how can we do that?

It's pretty simple, actually. We test prep them. And as we all know, there's nothing more inspiring to teenagers than sitting around prepping for some test. That will certainly inspire them. They'll look forward to college and career, because they got to sit for hours in some classroom endlessly practicing exercises designed to show them how to pass one test.

Actually there are studies that show teacher grades are a better indication of college readiness. Unsurprisingly, students who do well with high school teachers tend to also do well with college teachers. Rory Lancman hasn't considered that, since he read somewhere that too many city students aren't college ready. In fact, a whole lot of people read articles like these and assume that students aren't college ready. And honestly, how many people follow closely enough to understand that college and career readiness are just a bunch of arbitrary test scores that some overpaid educrat dreamed up in some cozy office in Albany?

A problem with state exam scores is that they are wholly inconsistent and unreliable. One year it's the English Regents exam and the next it's NYC Educator: Career and College Ready:

solidaridad: Charter schools harm students

solidaridad: Charter schools harm students:

Charter schools harm students

Remediation costs from charter high school “graduates” getting into college, but not having basic proficiency are astronomical both in terms of economics, and in demoralizing students. Education legal scholars like Robert D. Skeels have called for wealthy charter school executives and their unelected boards of directors to be held personally liable for the damages both to individual students, and to society at large. The costs of putting charter greed before student need are grave. It’s time to end the racist and classist “school choice” project.

Source http://asd.calstate.edu

solidaridad: Charter schools harm students: