Katie Osgood A collection of links from Occupy the DOE 2.0 #uoodc13

Katie Osgood at Occupy the Dept of Ed

A collection of links from Occupy the DOE 2.0 #uoodc13 – @ the chalk face

coopmike48 at Big Education Ape - 21 hours ago

A collection of links from Occupy the DOE 2.0 #uoodc13 – @ the chalk face: A collection of links from Occupy the DOE 2.0 #uoodc13 by Chalk Face, PhD As the dust finally settles on a great event, there’s still work to be done. Namely, collecting coverage of the event. I’m going to start posting links here. If I’ve missed any, please let us know in the comments. We’re expecting some long form pieces in the coming days, so they’ll be updated. Democracy Now! Mother Jones Truth Out MSNBC’s The Cycle [Although, I must say, that we at no point in any of our work contacted the United Way for... more »

Agenda Advisory Commission on Special Education (ACSE) (CA Dept of Education)

Agenda May 1 and 2, 2013 - Administration & Support (CA Dept of Education):

Agenda May 1 and 2, 2013

Advisory Commission on Special Education (ACSE) meeting agenda.

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Advisory Commission on Special Education Members

Kristin Wright, Chair
Diane Fazzi, Vice Chair

Feda Almaliti
Maureen Burness
Morena de Grimaldi
Kristi Hagans
Somer Harding
Sara Jocham
Betty Karnette
Gina Plate
Nancy Portillo
Naomi Rainey
Mariano Sanz
Barbara Schulman
Jaclyn Vincent 

Student Members

Matthew Stacy
Timothy Higgins

Legislative Members

Carol Liu, Senate
Joan Buchanan, Assembly

State Board of Education

Carl Cohn, Liaison

State Special Schools

Scott Kerby, Director, State Special Schools & Services Division
California Department of Education

Executive Secretary

Fred Balcom, Director, Special Education Division
California Department of Education

Agenda Times Are Approximate and Are Provided for Convenience Only

All items may be re-ordered to be heard on any day of the noticed meeting. The order of business may be changed without notice.

Advisory Commission on Special Education

Schedule of Meeting	Location
Wednesday, May 1, 2013 10:00 a.m. - 5:00 p.m. Pacific Time ±	California Department of Education 1430 N Street, Room 1101 Sacramento, California 916-445-4602
Thursday, May 2, 2013 8:30 a.m. - 1:30 p.m. Pacific Time ±	California Department of Education 1430 N Street, Room 1101 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
Agenda, Wednesday, May 1, 2013, 10:00 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California

NOTE: Items not heard or completed on March 6, 2013, may be carried over to March 7, 2013.

10:00 - 10:10 a.m.

Call to Order - Roll Call
Salute to the Flag
Communications and Announcements
Review of Agenda

10:10 - 10:25 a.m.

Item 1-Subject: Operations and Planning for the Advisory Commission on Special Education (ACSE):

• Election of 2013–14 officers
• Student commissioner appointment
• Review 2013–14 meeting calendar

Type of Action: Action, Information

10:25 a.m. - Noon

Item 2-Subject: Standing committees will meet separately to discuss and make recommendations to the ACSE, to wit:

Policy Review and Development Standing Committee:

1. California Code of Regulations, Title 5 review
   1. Clarification regarding teachers of students with vision impairments
   2. Specific learning disability language
   3. Items for further review in Phase II
2. Behavior intervention plan language and policy considerations
3. Special education master plan review proposal

Legislation Standing Committee:

1. Review current legislation of interest to the ACSE.
2. Review of legislative platform and recommendations for changes and adoption by the ACSE.
3. Legislative purview and protocol of the ACSE to weigh in.
4. Establish protocol with legislation, letters, tracking of bills, public testimony at hearings.
5. Assignment of roles and responsibilities.
6. Review of State budget language related to behavior intervention plan.

Type of Action: Action, Information

Noon - 1:00 p.m. Lunch

1:00 - 1:30 p.m.

Item 3-Subject: Standing committees to convene to discuss outcomes, committee recommendations, and next steps.

Type of Action: Action, Information

1:30 - 1:45 p.m.

Item 4-Subject: Public comment is invited on any matter not included on the printed agenda. The Commission is precluded from discussing matters not included on the meeting agenda; however, questions may be asked for clarification. Issues raised by the public may be referred to a future meeting agenda for Commission discussion. A five minute time limit is allocated for each individual.

Type of Action: Information

1:45 - 3:15 p.m.

Item 5-Subject: Panel discussion on the provision of educationally related mental health services in public schools:

• Chris Drouin – Associate Director, California Department of Education (CDE)
• Ron Powell – Director, Desert Mountain Special Education Local Plan Area
• Margaret Sedor – Director, Sweetwater Union High School District
• Ken Berrick – Chief Executive Officer, Seneca Center 

Type of Action: Action, Information

3:15 - 3:30 p.m. Break

3:30 - 3:45 p.m.

Item 6-Subject: Reports from ACSE legislative appointees and/or liaisons including Assembly Member Joan Buchanan; Senator Carol Liu; and Carl Cohn, Member, State Board of Education (SBE) and SBE liaison to the ACSE.

Type of Action: Action, Information

3:45 - 4:30 p.m.

Item 7-Subject: Discussion of presentations and concepts presented to the ACSE during the 2012–13 year for the purpose of developing policy recommendations for submittal to the SBE.

Type of Action: Action, Information

4:30 - 5:00 p.m.

Item 8-Subject: Commissioner reports on activities, liaison work and representation of the ACSE outside of ACSE meetings.

Type of Action: Action, Information

Adjournment of day's session.

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Advisory Commission on Special Education
Agenda, Thursday, May 2, 2013, 8:30 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California

8:30 - 8:40 a.m.

Call to Order - Roll Call
Salute to the Flag
Communications and Announcements
Review of Agenda

8:40 - 9:00 a.m.

Item 9-Subject: The ACSE to complete any unfinished business from prior day.

Type of Action: Action, Information

9:00 - 9:20 a.m.

Item 10-Subject: Update and discussion on National Center and State Collaborative (NCSC) and Smarter Balance Assessment Consortium (SBAC) specific to students with disabilities presented by Kristen Brown, Education Programs Consultant, Policy and Program Services Unit, Special Education Division, CDE.

Type of Action: Action, Information

9:20 - 9:40 a.m.

Item 11-Subject: Update and discussion on State budget presented by Jillian Kissee, Finance Budget Analyst, Education Systems Unit, California Department of Finance.

Type of Action: Action, Information

9:40 - 10:00 a.m.

Item 12-Subject: Input is invited from the public and organizational representatives including, yet not limited to, the following interested entities: California Association of Resource Specialist Plus, California Teachers Association, California School Employees Association, Parent-Teachers Associations, Special Education Administrators of County Offices, Special Education Local Plan Areas, Family Empowerment Centers, Parent Training and Information Centers*, California Charter Schools Association, and California Speech-Language-Hearing Association.

*Time will be allocated to distance participant Parent Training Institutes to present issues of importance to parents.

Type of Action: Information

10:00 - 10:15 a.m. Break

10:15 - 10:35 a.m.

Item 13-Subject: Update and discussion on the proposed state budget pertaining to Workability presented by Jill Larson, Education Programs Consultant, Special Education Division, CDE.

Type of Action: Action, Information

10:35 - 10:55 a.m.

Item 14-Subject: Report on matters pertaining to State Special Schools. Scott Kerby, Director, State Special Schools & Services Division Department of Education.

Type of Action: Action, Information

10:55 - 11:15 a.m.

Item 15-Subject: Special Education Division report by Fred Balcom, Director, Special Education Division, CDE.

Type of Action: Action, Information

11:15 - 11:35 a.m.

Item 16-Subject: August 2013 agenda building. ACSE Members are invited to participate in agenda for August meeting.

Type of Action: Action, Information

11:35 a.m. - 12:25 p.m.

Item 17-Subject: Grazer Outstanding Achievement in Learning (GOAL) Award:

• Presentation by Erin Studer, Executive Director, CHIME Charter School about the CHIME Institute's unique model of inclusive education.
• Presentation of the 2012–13 award to the CHIME Institute's Schwarzenegger Community School  by CDE official(s) including photo opportunity.

Type of Action: Action, Information

12:25 - 1:30 p.m.

Item 18-Subject: GOAL award luncheon to be held in Room 1801 at the California Department of Education.

Type of Action: Information

Adjournment of day's session.
Adjournment of meeting.

Anti-Bullying Doesn’t Apply at Test Time – @ the chalk face

Anti-Bullying Doesn’t Apply at Test Time – @ the chalk face:

Anti-Bullying Doesn’t Apply at Test Time

by Kris Nielsen

The New York refusal movement is going extremely well, as students–with the support of their parents and friends–proudly stand against what they know is harming them.  They watch their classmates taking the tests and they know they made the right choice.  Students around the state are walking out of school defeated, exhausted, and disappointed.  The tests are literally beating them down: many have not been able to finish, which affects their scores; several have had to leave the classroom, due to exhaustion and anxiety; and parents are reporting their kids coming home and crying because they think their teachers are going to get fired because of their test performance.

It’s clear that there is too much abusive pressure put on those children, as the entire weight of the system lays on their shoulders.  It’s heartbreaking.  It’s nauseating.

But, what’s also disheartening is what this system has done to some who have chosen to opt out.  Here are some stories of how they are being treated.

One Central New York parent posted the following:

The teacher told the class they would receive a “special treat” on Friday if they used the strategies taught 

Hmm… Interesting. #LIriseup

by Chalk Face, PhD

From a parent:

Hello everyone 
I sit here crying as I write this.
I was in such a good mood until I picked up my son from his school today.As I was driving on Merrick Avenue, with my 7th grade righteous boy, (my nickname for him because he can not tell a lie), he turns to me and said ” Mommy, I think you are right. Today Mrs.__________said that she hates the parents that “opted out”. She said that the “they” are going against our government and that “they” do not want to be part of America.”
I was floored. I went back to school and the Principal was standing outside. I had Adam repeat what he 

Seattle Schools Community Forum: What Do We Want Girls to Think?

Seattle Schools Community Forum: What Do We Want Girls to Think?:

What Do We Want Girls to Think?

by Melissa Westbrook

Is it me?  I don't think so.  Lately there have been a swelling of stories that involve misogyny.

First up, is this story from ThinkProgress from West Virginia where a high school brought in a faith-based speaker to talk to the teens about abstinence.  I think all high school should be talking to teens about sex and abstinence can certainly be part of that discussion.

But this discussion was not just saying "wait kids."  In fact, the fliers that advertised it said "God's plan for sexual purity." 

Stenzel has a long history of using inflammatory rhetoric to convince young people that they will face dire consequences for becoming sexually active. At GW’s assembly, Stenzel allegedly told students that “if you take 

UPDATE: The Power of Play | Parents Across America

The Power of Play | Parents Across America:

Weekly Leg Fax for 4-17-13: Failure of market-based reform

by pureparents

Parent Voices Weekly Education Fax April 17, 2013  Fix our schools, don’t privatize them  This week’s update:Market-driven school reforms, mayoral control causing more harm than good A new study, “Market-oriented education reforms’ rhetoric trumps reality,” on the effects of market-driven reform in Washington, D.C., New York City and Chicago concludes that little has been accomplished and some harm has been done to students, especially the underprivileged…. Market-oriented education reform refers to a series of initiatives that include educator evaluations based … →

Letter to N.C. Representatives on High-Stakes Testing

by pagrundy

Here’s the letter MecklenburgACTS co-chair Pamela Grundy sent to the members of the N.C. House Education Committee, requesting that they support a moratorium on high-stakes testing. Find more on the North Carolina campaign at MecklenburgACTS.org. MecklenburgACTS also published a piece on tests and zombies in the Raleigh News and Observer this past Sunday. Dear Representative, On behalf of many, many North Carolina parents, I write to ask you to support HB 775, which would impose a one-year moratorium on state-mandated …→

The Power of Play

by pureparents

Parents, teachers, children at Play-In call for less testing, more playing for young children in CPS

Chicago, IL: Today, dozens of parents, children and educators attended a “Play-In” organized by More Than a Score to highlight their concern that testing has taken over the Chicago Public Schools (CPS) classrooms of our youngest children, pushing play-based learning out.

The group set up play areas at CPS headquarters to demonstrate the power of play. Adults played side-by-side with children using blocks, bubbles, fingerpaints, musical instruments, trucks, dolls, Play-doh, crayons and paper, and puzzles.

More Than a Score is concerned that the youngest learners in Chicago Public Schools are facing multiple standardized tests—as many as 14 in some kindergarten classrooms – inappropriate amounts of seatwork and homework, and a lack of opportunities for play, exploration, and creativity. The combination of the longer school day, an overly academic curriculum for the youngest learners, and high-stakes testing is turning our children’s first learning experiences into an ordeal. Opportunities for true free play are becoming increasingly rare in Chicago Public Schools.

Cassie Creswell, parent of a CPS 1st grader at Goethe and a two year-old potential CPS preschooler, said, “Last year, when our school was planning for the longer day, I read a report that a full-day, six-hour 

Report Card: Volunteers sought on future of Sacramento's closing campuses

Report Card: Volunteers sought on future of Sacramento's closing campuses:

Volunteers sought on future of Sacramento's closing campuses

The Sacramento City Unified School District is seeking volunteers with varied backgrounds to advise the Board of Education on the reuse or disposition of school buildings and vacant sites not needed for school purposes.

Trustees of the school district recently decided to close seven elementary schools after finding them to be chronically underenrolled.

The 7-11 committee - a group of seven or 11 members - is to have members that represent the ethnic, age and socioeconomic composition of the district.

Members also are to represent the business community, such as store owners or managers, as well as property owners or renters, preferably those linked to neighborhood associations.

Under state law, committee members must represent teachers, administrators, parents with enrolled students and individuals with expertise in environmental impacts, contracts, building codes and land-use planning.

Those interested may download an application or apply online at www.scusd.edu/7-11-committee. The application may also be mailed to the district Board of Education, Box 701, 5735 47th Ave., Sacramento, CA 95824.

The application should include name, address, email and telephone contact information; the membership category or categories for which the applicant qualifies; a current resume, and a statement explaining why appointment is sought and whether the applicant is personally affected by the school closures.

Deadline for submitting applications is 5 p.m., May 3.

For questions or more information, contact Gail Ferguson via email, gail-ferguson@scusd.edu, or phone (916) 643-9314.

Categories: School news

Read more here: http://blogs.sacbee.com/report-card/2013/04/volunteers-sought-on-future-of-sacramentos-closed-campuses.html#storylink=cpy

Rethinking Teacher Evaluation For The Competency-Based Grading & Reporting System | Connected Principals

Rethinking Teacher Evaluation For The Competency-Based Grading & Reporting System | Connected Principals:

Rethinking Teacher Evaluation For The Competency-Based Grading & Reporting System

by Brian Stack

Introduction:  Rethinking the Effectiveness of the Dog & Pony Show Model
During my first three years as a high school math teacher in Massachusetts back in the early 2000’s, I had grown accustomed to having an administrator in my classroom to observe me teach a math lesson. As a newteacher I was required by district policy to be observed at least three times per year. Both my administrator and I knew how the drill worked:  We would pick a date and a class for me to be observed. We would meet in advance to talk about what I was planning to teach. During my observation I would make sure to use innovative teaching strategies or cooperative learning activities with my students. We would meet after the lesson to talk about what went well and where I could improve. The administrator would write up a narrative, I would sign it, and it would be filed away. The process would then repeat, and repeat, and repeat. Over my first three years I had nine observations. Once I reached my fourth year, I was considered tenured and thus my observations went down to one every other year. This means it would have taken me an additional eighteen years of teaching before I would have completed another nine observation cycles.
I don’t think my experience in this regard was unique as many school districts used and still use a model very similar to this one. As I reflect back on that experience as a new teacher, years later, I don’t think I ever 

Diane in the Evening 4-17-13 Diane Ravitch's blog | A site to discuss better education for all

Diane Ravitch's blog | A site to discuss better education for all:

Duncan Urges US Chamber of Commerce to Defend Common Core

by dianerav

Arne Duncan is concerned about the backlash against the federal government’s heavy-handed imposition of the Common Core.
At a speech to business leaders in the U.S. Chamber of Commerce, he urged their support for Common Core.
He probably forgot that the U.S. Department of Education is legally prohibited from being involved in any matters that prescribe curriculum or instruction to the nation’s public schools.

When Students in New Orleans Got a Chance to Speak

by dianerav

NBC’s “Education Nation” has proved to be a forum for the advocates of high-stakes testing, closing schools, privatization, and charter schools.
When they filmed in New Orleans, students got a chance to be heard, and their views were illuminating.
Despite the drumbeat of Race to the Top and Bobby Jindal in support of evaluating teachers by the scores of 

Investigative Reporter: The Stories Behind the “Parent Trigger”

by dianerav

Yasha Levine is an investigative reporter. He became interested in the “parent trigger” and wanted to see what was going on in Adelanto, California, the only place in the United States where the parent trigger has been “fired” to turn a public school over to a charter operator.
Just as an aside, I find the rhetoric of a “parent trigger” to be loathsome after the Newtown massacre. But that’s just me.
This article is going behind a pay wall in 24 hours. With this kind of investigative reporting, you might consider subscribing. We need more digging by smart journalists instead of the regurgitated press releases that we so 

Mother Crusader Opted Out!

by dianerav

News from parent activist Mother Crusader:
Wednesday, April 17, 2013
I’ve Opted Out And You Can Too!
This morning I spoke with the Assistant Superintendent of my district, and was told it’s no problem to opt my 1st graders out of the NJPASS. This is not a mandated test, and the results are not reported to the state. It is given mostly to prepare students for taking the NJASK in 3rd grade – so in my estimation, it’s all but useless for my kids and a waste of money for the district.
The OK to opt out this year came with a warning that once my girls hit 3rd grade this would not be such a cake walk. We’ll cross that bridge when we get to it.
For now, I feel an incredible sense of relief.
Relief that my girls won’t lose almost 7 hours (I was told it sucks up 2 hours and 15 minutes on 3 consecutive 

LISTEN TO DIANE RAVITCH 4-17-13 Diane Ravitch's blog | A site to discuss better education for all

coopmike48 at Big Education Ape - 3 hours ago

Diane Ravitch's blog | A site to discuss better education for all: [image: Click on picture to Listen to Diane Ravitch] Former Lt. Gov. Ratliff of Texas Joins the Honor Roll by dianerav Former Lieutenant Governor Bill Ratliff has spoken out loud and clear for the 5 million children in public schools in Texas. He knows the state cut the budget way too much. He knows that the state must put its money into improving education–not by “throwing money” at it–but by doing the right things. And he knows that the Legislature will be moved when they start hearing from angry Mamas. They ar... more »

Daily Kos: What Do I Say?

Daily Kos: What Do I Say?:

What Do I Say?

byShakespeares SisterFollow

 
 
• 3 Comments / 3 New

Now get the hell OUT!

Rarely, as an English teacher, do I find myself at a loss for words.

Now, as I’m faced with the fact that I have to say goodbye to my students, and tell them I will not return as their teacher next year, I just don’t know what to say.

Do I tell them I’m leaving because the school they attend is finally so broken of an institution that it is unlikely to see repair and it is in fact more likely that the state will take over the school and turn it into a Charter?

Do I tell them that, in the words of a respected 22-year veteran, the district is currently “pissing down its own leg” and this is the worst he’s ever seen?

Do I tell them I’m leaving because their principal is a bully to both teachers and students?

Do I tell them that, due to the lack of instructional leadership in the school and district, I feel I am beginning to stagnate as a teacher?

I’ve referenced before that the school in which I teach is about to enter the third year of a three-year turnaround plan, meaning that at the end of the 2013-2014 school year, the state could possibly take them over. Yes, the situation factored into my decision to leave, but really there is so much more.

This year, at the high school, between resignations (15) and non-renewals (10), 25 teachers will not return (at least as of today). When submitting resignations, many teachers cited frustrations similar to those I mentioned above, including the fact that, in a board meeting, which is now public record, a board member suggested that white teachers cannot understand our Latino students, and therefore cannot teach them effectively. To insinuate that, because some teachers are white, we cannot properly understand, relate to, motivate, or lead students 

Play-In fun for everyone! Parents United for Responsible Education

Parents United for Responsible Education » Blog Archive » Play-In fun for everyone!:

Play-In fun for everyone!

by admin

Parents, teachers, children at Play-In call for less testing, more playing for young children in CPS

Today, dozens of Chicago parents, children and educators attended a “Play-In” organized by More Than a Score to highlight their concern that testing has taken over the Chicago Public Schools (CPS) classrooms of our youngest children, pushing play-based learning out.

The group set up play areas at CPS headquarters to demonstrate the power of play. Adults played side-by-side with children using blocks, bubbles, fingerpaints, musical instruments, trucks, dolls, Play-doh, crayons and paper, and puzzles.

More Than a Score is concerned that the youngest learners in Chicago Public Schools are facing multiple standardized tests—as many as 14 in some kindergarten classrooms – inappropriate amounts of seatwork and homework, and a lack of opportunities for play, exploration, and creativity. The combination of the 

When the African American Male Student Doesn't Succeed — Whole Child Education

When the African American Male Student Doesn't Succeed — Whole Child Education:

THE WHOLE CHILD BLOG

When the African American Male Student Doesn’t Succeed

April 17, 2013 by Dianna Minor

Across the United States, teachers can quickly tell you who is the most 'at-risk' student sitting in their classrooms. The answer is the same, whether it's from a teacher in Chicago, Miami, Los Angeles, Houston, New Orleans, Detroit, Newark, or Birmingham. It's the student who struggled in 3rd grade. It's the student in 8th grade reading grade levels behind his peers. It's the student who spends majority of the his time in detention or in-school suspension. It's the student who has problems focusing in class, thus becoming disruptive. It's the student who stays on his teacher's mind each and every day of the school year. He is the one a teacher never forgets years later—always wondering where he is now, how he is doing, is he still alive. Who is this student? He's the African American male.

According to the National Assessment of Educational Progress (NAEP), there is a direct correlation between struggling learners with low reading levels and socioeconomic backgrounds. Students from high-poverty areas experience academic challenges (PDF) and attend low-income schools with limited academic resources. These students are consistently underachieving, and this achievement widens during the adolescent years. The data and the stats are the same across the United States: we have a broken education system.

As a result, public education has now become a system of 'haves' and 'have nots' (those in poverty versus 

District Silent As Charter School Dodges Audit - LA School Report

District Silent As Charter School Dodges Audit - LA School Report:

District Silent As Charter School Dodges Audit

by Hillel Aron

Monica Garcia, left, Marcos Aguilar, right, after Academia Semillas was renewed in April of 2012

Fresh off a controversial April 2012 renewal, the El Sereno charter school called Academia Semillas has refused to comply with an LAUSD audit, according to this December 2012 report by the Office of the Inspector General.
“Repeated attempts to obtain this information from the school were unsuccessful and the school chose to communicate to the OIG exclusively through its legal counsel,” states the report, which was ordered specifically for the school by the LAUSD charter school division.

Thus far, LAUSD has taken the somewhat unusual step of declining to comment on the situation.  However,California Charter School Association spokesperson Sierra Jenkins took the position that the charter school