High Stakes Testing’s Threat to Civil Liberties BY YOHURU WILLIAMS

High Stakes Testing:

High Stakes Testing’s Threat to Civil Liberties

BY YOHURU WILLIAMS

Education Bloggers revealed that the company retained by testing giant Pearson to ensure the integrity of its assessments has been monitoring student’s social media accounts in conjunction with policing the controversial Common Core Smarter Balanced Assessment Consortium (SBAC) and Partnership for Assessment of Readiness for College and Careers (PARCC). These are only the latest in a series of scandals dogging corporate education reform. Such revelations should give parents even greater reason to feel secure in their decisions to refuse high stakes testing for their children.

Curiously, the same cabal that tends to spring to the defense of testing and corporate education reform remained silent with regard to the latest issue. It seems obvious that the talking points memo issued with hefty campaign contributions and other payoffs by the corporate giants making a fortune on testing schemes did not cover the violation of basic civil liberties that went along with their testing packages.

In fact, those talking points consist only of ways to brand parents, teachers, and teacher’s unions as the real problem. The tired rhetoric would be laughable if it were not fundamentally undemocratic. That is really what makes it so scary–for it is clear they are less concerned with safeguarding democracy than generating profits. Yet, they use extreme labels and metaphors that paint as extremists those most concerned with the protection of youth.

Last month, for instance, Wisconsin governor and presidential hopeful Scott Walker ignited a firestorm at the annual Conservative Political Action Conference after he compared combating teachers unions to fighting Isis. “If I can take on 100,000 protesters,” he stridently informed those in attendance, “I can do the same across the world.

This is really the same stale script of trying to use fear of terrorism and the legacy of the Civil Rights Movement to advance the corporate education reform agenda. To show how unimaginative Walker was, more than a decade ago George Bush’s Education Secretary, Dr. Rod Paige, definitely branded the country’s leading teachers union, the National Education Association, as “a terrorist organization” in February of 2004. When the comments Paige shared in a closed session with the nation’s Governors became public, he apologized but more than 10 years later the label High Stakes Testing:

The Problems with the Common Core:

The Problems with the Common Core

MICHAEL DUFFY

 This is a revised version of a talk on the Common Core State Standards (CCSS) delivered in Portland, Oregon, Sept. 20, 2013. The CCSS have been adopted by 46 states and are currently being implemented in school districts throughout the United States.

The trouble with the Common Core is not primarily what is in these standards or what's been left out, although that's certainly at issue. The bigger problem is the role the Common Core State Standards (CCSS) are playing in the larger dynamics of current school reform and education politics.

Today everything about the Common Core, even the brand name—the Common Core State Standards—is contested because these standards were created as an instrument of contested policy. They have become part of a larger political project to remake public education in ways that go well beyond slogans about making sure every student graduates “college and career ready,” however that may be defined this year. We're talking about implementing new national standards and tests for every school and district in the country in the wake of dramatic changes in the national and state context for education reform. These changes include:

• A 10-year experiment in the use of federally mandated standards and tests called No Child Left Behind (NCLB) that has been almost universally acknowledged as a failure.
• The adoption of test-based teacher evaluation frameworks in dozens of states, largely as a result of federal mandates.
• Multiple rounds of budget cuts and layoffs that have left 34 of the 50 states providing less funding for education than they did five years ago, and the elimination of more than 300,000 teaching positions.
• A wave of privatization that has increased the number of publicly funded but privately run charter schools by 50 percent, while nearly 4,000 public schools have been closed in the same period.
• An appalling increase in the inequality and child poverty surrounding our schools, categories in which the United States leads the world and that tell us far more about the source of our educational problems than the uneven quality of state curriculum standards.
• A dramatic increase in the cost and debt burden of college access.
• A massively well-financed campaign of billionaires and politically powerful advocacy organizations that seeks to replace our current system of public education—which, for all its many flaws, is probably the most democratic institution we have and one that has done far more to address inequality, offer hope, and provide opportunity than the country's financial, economic, political, and media institutions—with a market-based, non-unionized, privately managed system.

I think many supporters of the Common Core don't sufficiently take into account how these larger forces define the context in which the standards are being introduced, and how much that context is shaping implementation. As teacher-blogger Jose Vilson put it:

People who advocate for the CCSS miss the bigger picture that people on the ground don't: The CCSS came as a package deal with the new teacher evaluations, higher stakes testing, and austerity measures, including mass school closings. Often, it seems like the leaders are talking out of both sides of their mouths when they say they want to improve education but need to defund our schools. . . . It makes no sense for us to have high expectations of our students when we don't have high expectations for our school system.

My own first experience with standards-based reform was in New Jersey, where I taught English and journalism to high school students for many years in one of the state's poorest cities. In the 1990s, curriculum standards became a central issue in the state's long-running funding equity case, Abbott v. Burke. The case began by documenting how lower levels of resources in poor urban districts produced unequal educational opportunities in the form of worse The Problems with the Common Core:

Erin Go Chuy: Leprechauns endorse Garcia #‎Chuy2015‬ ‪#‎imwithchuy‬

Erin Go Chuy: Leprechauns endorse Garcia - Blogs On Politics - Crain's Chicago Business:



Erin Go Chuy: Leprechauns endorse Garcia

Forget last night's contentious debateand all those fancy-schmancy mayoral endorsements from newspapers and presidents of the United States and other big shots. The endorsement that Chicago has been waiting for this St. Paddy's Day finally is out, and the leprechauns have spoken.

According to a press release out this morning, Local 317 of the Amalgamated Brotherhood of Leprechauns has has thrown its weight behind Jesus "Chuy" Garcia—or, perhaps O'Garcia, I should say. The stated reason: "Pots of gold and rainbows (are) at risk."

Says ABLMSM Secretary-general Kelly Carney Ambrose in the release (before disappearing), "Rahm Emanuel has been a disaster for everyday leprechauns, perhaps mistaking us for Chicago schoolchildren. His TIF-funded shillelagh to Chicago's finances also has put the pots of gold of working families, and leprechauns, at risk."

Of course, one could argue that Garcia's failure to produce a plan to balance the city's budget and keep it from financial meltdown threatens everyone's pots of gold. But I digress.

OK, SO WHO'S REALLY BEHIND THIS?

Continues the release—which actually came from United Working Families, a progressive coalition that includes the Chicago Teachers Union, SEIU Healthcare and other pro-Garcia groups—"(Emanuel) fits into (Gov.) Bruce Rauner's waistcoat when it comes to the rights of leprechauns to organize, and we have found his promises on school closings to be pure blarney. Chuy Garcia, meanwhile, has laudable facial hair and will preserve the soles of the shoes of working families AND their pots of gold."

One more blast: "Emanuel's rainbow-light cameras have unfairly targeted those leprechauns least able to pay. And under the Emanuel administration, leprechauns have been wrongly targeted for our festive breeches and wee pipes. We weave straw into gold all day for Erin Go Chuy: Leprechauns endorse Garcia - Blogs On Politics - Crain's Chicago Business:

Toward Fiscal Sustainability: A New Approach in Prudent Fiscal Management of Chicago

Click here to go to Jesus "Chuy" Garcia for Mayor of Chicago Website

‪#‎Chuy2015‬ ‪#‎imwithchuy‬

Orwellian nightmare unleashed on school kids - Truth As Authority

Orwellian nightmare unleashed on school kids - Truth As Authority:



Orwellian nightmare unleashed on school kids -

Leo Hohmann is a news editor for WND. He has been a reporter and editor at several suburban newspapers in the Atlanta and Charlotte, North Carolina, areas and also served as managing editor of Triangle Business Journal in Raleigh, North Carolina.

Technology is increasingly being used by schools to gather data on students, testing not just their knowledge of subjects like reading, math and science but subjective “social skills.”

Parents and students have been “opting out” of high-stakes testing in record numbers over the past year, saying the standardized tests waste valuable instruction time, cause undue stress and often measure “skills” that have nothing to do with academic knowledge.

Rather than merely asking for a right or wrong answer to a math, history or science question, the new assessment industry is capable of boring into a child’s attitudes, values, opinions and beliefs, all of which parents and privacy advocates say is no business of the government’s.

The pushback has led some state education systems to recommend a reduction in the amount of high-stakes testing in public schools.

But, parents beware, the sudden realization that maybe too much testing is going on is not going to lead to less data being collected. Quite the opposite.

In fact, traditional testing may no longer be needed. Schools have found they have better, more efficient ways to collect even more data on your child, without resorting to paper and sharpened No. 2 pencils.

Oregon’s Gov. John Kitzhaber, for instance, assigned a task force to this problem recently and after a year of private meetings, the group is ready to unveil its recommendations which are expected to include replacing standardized tests with high-tech “observation” tools.

Fewer tests might sound like a relief to stressed-out students and wary parents.

But what if your child’s teacher could have access to a software application that allows her to collect data on your child in real time, without ever rolling out a test?

Enter the BOSS app. It is just one of countless new data-collection products available to school systems looking to collect data on the sneak.

BOSS stands for Behavioral Observation of Students in Schools. The app was designed to “enable psychologists to observe” patients but is now being marketed to schools interesting in tracking students’ behavioral patterns.

Created by the British-based textbook giant Pearson, the BOSS app can be loaded onto a smartphone and used to secretly monitor every move of targeted students in the classroom.

Does little Johnny fidget in his seat a bit too much? Does he socialize with the students around him in an appropriate manner? Does he tend to stare aimlessly out the window when he should be paying attention to the teacher?

All of this information can be pulled in and stored in an individual dossier for later analyzing and assigned an intervention and remediation that will deal with Johnny’s shortcomings, whether they be laziness, lack of assertiveness, over-aggressiveness Orwellian nightmare unleashed on school kids - Truth As Authority:

Pearson Statement on Test Security:

Pearson Statement on Test Security

March 14, 2015 in PreK-12 Education

The security of a test is critical to ensure fairness for all students and teachers and to ensure that the results of any assessment are trustworthy and valid.

We welcome debate and a variety of opinions in the education space. But when test questions or elements of a test are posted publicly to the Internet, including social media, we are obligated to alert PARCC states. Any contact with students or decisions about student consequences are handled at the local level.

We believe that a secure test maintains fairness for every student and upholds the validity and integrity of the test results.

Frequently Asked Questions

So what is Pearson’s role with PARCC exactly?

Pearson is the lead testing contractor for PARCC. We were successful in winning a multi-year bid to develop and administer the PARCC tests to students in a group of states. That group of states sets all policy for PARCC, and owns all aspects of the program – including the actual test questions. Pearson’s contract with the PARCC states clearly stipulates the scope of our work and responsibilities.

For more information on PARCC, you can visit www.parcconline.org to register for a weekly newsletter and even take a practice PARCC test yourself. You can follow PARCC on Twitter (@PARCCPlace) to learn the latest news and information.

Does Pearson monitor conversations about the test administration process and individual test questions on social media, and how does that work?

Part of Pearson’s role in developing the PARCC tests is to ensure all students have a fair and equal opportunity to take each exam. The PARCC states contractually require Pearson to help ensure test questions and other sensitive information is not shared publicly.

Test booklets have bar codes and are delivered in shrink-wrapped packages. Principals train their teachers and staff on how to properly handle test booklets prior to, during, and after testing. Anything that compromises this secure process from beginning to end could jeopardize the integrity of the tests and call into question the validity and accuracy of students’ results.

A breach includes any time someone shares information about a test outside of the classroom – from casual conversations to posts on social media. Again, our goal is to ensure a fair test for all students. Every student deserves his or her chance to take the test on a level playing field.

What happens if a test security breach occurs?

If Pearson is made aware of any potential breach in test security, we are required to immediately notify the state department(s) of education with whom we have a contract to provide the tests. We will then work closely with the state(s) to verify the authenticity of the breach.

Does Pearson spy on the conversations that students have on social media?

Absolutely not. Pearson is contractually required by states to monitor public conversations on social media to ensure that no assessment information (text, photos, etc.) that is secure and not public is improperly disclosed. Students’ social media pages are public and often include information that indicates their name and/or where they go to school. Only when it is confirmed that a test question has been exposed or compromised does Pearson work with states to address the breach.

Test questions are owned by the PARCC states, which must protect their investment and the integrity and validity of their tests. Security breaches are unfair to the many hundreds of teachers, principals, curriculum leaders, superintendents and others from each of the PARCC states that have invested thousands of hours providing input and helping to develop and review test questions.

Does Pearson punish a student who violates test security by talking about a test question from a “live” test on Facebook or Twitter?

Absolutely not. It is important to note in the event of a security breach that any contact with or decisions about consequences for the individuals involved are handled by the state(s) and local school district (s).Pearson Statement on Test Security:

Big Education Ape: Companies cash in on Common Core despite controversy http://bit.ly/1Ah00v6

How Should Learning Be Assessed? | MindShift

How Should Learning Be Assessed? | MindShift:

How Should Learning Be Assessed?

This is the second of a two-part conversation with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of Who’s Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World and World Class Learners: Educating Creative and Entrepreneurial Students.

There is already a strong backlash against politicians and school administrators because of high-stakes standardized tests, and the way results are used to justify school closures. Some parents and educators have encouraged families to “opt out” of tests, such as those related to the Common Core State Standards, as a way to protest these practices and the effects they are having on children, families and communities. However, Yong Zhao, education professor at the University of Oregon, recommends that parents, educators and policymakers go a step further, and use the moment to re-examine the role of testing—and the issue of accountability—more broadly.

Tests are just one form of assessment, he points out, and limited in what they can accurately measure. Important qualities such as creativity, persistence and collaboration, for example, are tricky to measure, because they are individualized and situation- or task-specific (someone may collaborate well in one group setting but not in another). And no test can measure whether children are receiving “a quality learning experience that meets the needs of individual students.”

High-stakes tests concern Zhao the most, because he says they represent more than misspent time and money. He faults them for suppressing creativity and innovation, and creating narrowed educational experiences, because everything that is not measured becomes secondary or is dismissed entirely. Moreover, “constant ranking and sorting” creates stress and makes students less confident.

Beyond Grades: Do Games Have a Future As Assessment Tools?

Rethinking Assessment: Trusting Teachers to Evaluate Student Learning

More Progressive Ways to Measure Deeper Levels of Learning

Can a Child’s Creativity and Persistence be Assessed by a Game?

By contrast, feedback that avoids needless comparisons among students can be very useful, and doesn’t require much time or money. When it’s clear which skills and content need to be mastered (such as the ability to conjugate verbs in order to become proficient in a foreign language), low-stakes tests can help learners direct their attention to filling in the gaps in their knowledge. More helpful still are explicit written assessments that describe an individual’s progress. The key to good assessment, says Zhao, is to ask: “Whose purpose does this serve? Is the learner trying to get better using assessment, … rather than just using it to judge?”

Parents seeking assurance that their children are learning can look at their children’s engagement level, and notice if they’re exploring topics or pursuits that interest them, and improving in their areas of interest.

Steps for Identifying Needs

As for how to evaluate schools, he recommends that parents and community members ponder  How Should Learning Be Assessed? | MindShift:

Eliminate the Need for Surveillance: Lessons from a Middle School in Oakland - Living in Dialogue

Eliminate the Need for Surveillance: Lessons from a Middle School in Oakland - Living in Dialogue:



Eliminate the Need for Surveillance: Lessons from a Middle School in Oakland

 By Anthony Cody.

We have been seeing the fallout from heavy handed monitoring and enforcement that is coming to us with the new Common Core tests. As I pointed out Sunday, this sort of security is made necessary when you have created a system where heavy consequences are attached to success on these tests. Everyone involved – from top administrator down to kindergartener, is affected by these consequences, so the high stakes systems must be designed to include the capacity to monitor everyone involved. And since the corporations that publish the tests are distant, they seek to deputize administrators and teachers in their surveillance and enforcement system.

But there are ways to design an educational system that is resistant to cheating. It will require some major shifts in our thinking, but we can do that. All it takes is a bit of imagination, and some investment of trust in our teachers and students.

Just as high stakes testing makes surveillance and enforcement necessary, its replacement with a different approach to accountability will allow us to escape such onerous systems.

As a sort of model, I would like to describe one of the most effective classroom interventions I have ever seen. It was carried out by two teachers, Gabe Jenkins and Fay Pisciotta, who taught science at Edna Brewer Middle School in Oakland, California, about eight years ago.

Jenkins and Pisciotta were struggling with a problem at their school. They had some students who were very well prepared and motivated, and others who were not as prepared academically. Their instruction tended to target the middle, with the result being that the more capable students were not challenged, and the less prepared students were not really inspired either. The two of them happened to attend a workshop led by Dr. Kathie Nunley, focused on a teaching strategy called Layered Curriculum (see here for more information.)

The basic idea of Layered Curriculum is that you give all students a set of “bronze level” assignments to choose from. There might be five or six options, and the students must choose to do three of them. These might include taking notes from the chapter in the text, or from a lecture. They might choose to create a poster, or write a little play acting out the important concepts. As a result of completing these three Eliminate the Need for Surveillance: Lessons from a Middle School in Oakland - Living in Dialogue:

Obama: school funding 'worth fighting for' if GOP opposes increase (+video) - CSMonitor.com

Obama: school funding 'worth fighting for' if GOP opposes increase (+video) - CSMonitor.com:

Obama: school funding 'worth fighting for' if GOP opposes increase (+video)

With lawmakers at work on a bipartisan effort to update the No Child Left Behind Act, Obama told a group of urban school leaders that he would fight the GOP, if needed, to boost funding to schools, especially those that are low-performing.

By Nedra Pickler, Associated Press MARCH 16, 2015

About video ads

Obama says he'll fight GOP over education

AP

Pointing to increased high school graduation rates, President Barack Obama said Monday he's prepared to fight with Republicans for school funding and his education priorities rather than risk going backward.

WASHINGTON — Pointing to increased high school graduation rates,President Barack Obama said Monday he's prepared to fight with Republicans for school funding and his education priorities rather than risk going backward.

The president said he hopes that Republican lawmakers focus on educating every child and not shifting money away from needy districts. He's also calling for a focus on low-performing schools, annual assessments and investments in special education and English-language learners.

Obama said if the Republican budget doesn't reflect those priorities, they will have "a major debate."

Recommended: Could you pass a US citizenship test?

"We are making too much progress now in terms of graduation rates, improved reading scores, improved math scores, increasing standards, increasing access to the resources the kids need, for us to be going backwards now. And this is something worth fighting for," Obama said at aObama: school funding 'worth fighting for' if GOP opposes increase (+video) - CSMonitor.com:

Mike Klonsky's SmallTalk Blog: Politics as spectator sport

Mike Klonsky's SmallTalk Blog: Politics as spectator sport:

Politics as spectator sport

“There isn’t any gravy to be given out when I’m elected mayor,” García said. “I’m going to be collaborative and engaging.”

I'm not sure who won last night's debate. It was probably the guy you were rooting for. To me, Rahm came off as stiff, scripted ("My strengths are my weaknesses" again?) and on the defensive. He squirmed on elected school board. He lied on the record number of neighborhood shootings. He fudged on property taxes.

I thought Chuy held his own and scored some points but nothing decisive. Next time he's really got to get after it on those points and others.

This AP headline cracked me up: Chicago mayor faults election opponent as lacking gravitas. Gravitas? Really? For those who don't speak Latin, that means seriousness. Funny, I thought Chuy came off as dead serious. Maybe a little too serious. A little pointed humor wouldn't hurt.

They say, politics isn't a spectator sport. Yet, I can't help but descend into the pit of basketball jargon on this one: I hope that in the next quarter Chuy will be more aggressive (physical). Don't let Rahm control the court and tempo of the game. He gets rattled and blows it when you get in his face (as our main scorer Karen Lewis showed us many times). And if we're trailing by a few points with the clock running down, I always tell my kids, you can't afford to trade baskets. Even risk fouling. Play with confidence, even when behind. Take it right to the opponent.

Sorry, I've run out of b-ball cliches. It's early.

What I do know is this. When you cut through all the debate tricks and horse crap,Mike Klonsky's SmallTalk Blog: Politics as spectator sport:

 

Big Education Ape: Mayoral Candidates Rahm Emanuel and Jesus "Chuy" Garcia said during Monday night's forum ‪#‎Chuy... http://bit.ly/1wSz7lc

Parents and Educators to Lawmakers: Testing is Not Learning! - NEA Today

Parents and Educators to Lawmakers: Testing is Not Learning! - NEA Today:

Parents and Educators to Lawmakers: Testing is Not Learning!

 Let teachers teach!

Across the country, NEA members and parents are sending the same message to legislators and policy makers: Too much classroom time is caught up in testing, testing, testing, testing, and more testing!

Not enough is spent on learning.

In Osceola County, Fla., fired-up teachers and education support professionals convinced school board members to work with them to stop the madness in Tallahassee. In New Jersey, a parent recently read aloud to school board members the “NEA Time to Learn, Time to Teach” resolution, and in Washington State, New Hampshire, Missouri, and elsewhere, coalitions of NEA members, parents, students and community members also are rallying for more time for learning.

“Parents don’t want their children to be treated with a one-size-fits-all education approach. And educators know that students are more than a test score, so let educators teach,” said NEA President Lily Eskelsen García to federal lawmakers, who are rewriting the Elementary and Secondary Education Act (ESEA) this year.

Since 2001, when the sixth reauthorization of ESEA, more commonly known as “No Child Left Behind,” kicked off the nation’s desperate embrace of high-stakes standardized testing, the number of federally mandated standardized tests for K-12 students has more than doubled from six to 17. Add in state and locally required tests, and the numbers soar to levels that can cripple learning.

In Pittsburgh, fourth-graders will sit down for a whopping 33 state or district-required standardized tests this year, or just shy of one per week, according to the Pittsburgh Post-Gazette. In Chicago, even kindergartners must take no fewer than 14. “How do tests breed more tests?” asks FairTest’s Monty Neill. Meanwhile, all of these tests require preparation, pre- and post-testing, data entry, training, and more. When Tennessee teacher Melinda Reese marked instructional days on her school calendar, only ten days were dedicated to actually teaching.

TAKE ACTION: TELL CONGRESS TO GET ESEA RIGHT!

Right now, the U.S. Senate is working on a reauthorization bill for the Elementary and Secondary Education Act. Ask your senators to reduce the number of mandated tests and provide more opportunities for students to learn.

“My teachers are frustrated—I’m losing 20 to 30 at every board meeting from retirements or resignations—because all they do is test, test, test,” says Apryle Jackson, president of the Osceola Education Association.

Over-testing is as ubiquitous as cold germs in American classrooms—but the consequences are even more sickening. In a recent NEA survey, three out of four teachers reported moderate to extreme pressure to improve scores. Forty-two percent said the emphasis had a negative impact on their classroom—and 45 percent said they have considered leaving the profession.

According to the Brookings Institution, the U.S. spent more than $1.7 billion on testing in 2012. Seems the testing mega-industry is the only beneficiary of high-stakes testing insanity.

Misuse of test scores is also rampant. In Florida, for example, at least 40 percent of teachers’ evaluations (and thus their pay) must be based on a bizarre value-added model that incorporates test scores from students they’ve never taught or subjects they don’t teach. Farther north, the Tennessee Education Association has filed two lawsuits against the state, challenging its use of a similar value-added system: The lead plaintiff, an 8th-grade science teacher, was denied a pay raise after his value-added score was based on the test scores of only 22 of his 142 students.

Worst of all, testing infiltrates instruction, making it harder than ever for teachers to teach a love of learning or indulge students’ curiosity. If it’s not tested, it’s not taught — and that often includes art, music, and physical education. Creativity is shot—along with teachers’ professionalism. In Osceola, says Jackson, “all teachers are expected to teach the same thing on the same day, and whether students have Parents and Educators to Lawmakers: Testing is Not Learning! - NEA Today:

AFT President Randi Weingarten and NEA President Lily Eskelsen García will discuss the impact of the reauthorization of ESEA on teachers, parents and students. - Virtual Conference

Ideas and Innovations 2015 - Virtual Conference - Lesson Plans - Share My Lesson:

Join Us for the 2015 Ideas & Innovations Virtual Conference - March 23-25

Description

Ideas & Innovations is a professional learning virtual conference, March 23-25, brought to you by Share My Lesson in partnership with content leaders, authors and experienced educators. With 29 sessions to choose from, there's something for every new or experienced educator, PreK-12, spanning all subject areas from arts education, science and math to integrating technology and games into the classroom.

Make sure you register now!

WHAT WILL I LEARN FROM THIS CONFERENCE?

• How to implement techniques based on the Common Core State Standards
• What changes are ahead in the education industry and how they affect you
• New, fresh, innovative content that you can bring to the classroom tomorrow

HOW DO I REGISTER?

• Simply scroll through the many sessions listed below and register for the ones that interest you. If you are looking for something specific, use the search box or click on the sort feature to find the topics you need.
• Click on the session you would like to attend. Each session starts on the hour and will last about 45 minutes.
• You will be prompted to register and once registered, you can click on any webcast without having to resubmit your information.

KEYNOTE: ESEA and the Impact on Teachers—A conversation with Randi Weingarten and Lily Eskelsen García

6:00 PM ET / 3:00 PM PT The Elementary and Secondary Education Act (ESEA) is currently pending reauthorization in Congress, with discussion on how it may change or adapt the current law, No Child Left Behind (NCLB). With this in mind, AFT President Randi Weingarten and NEA President Lily Eskelsen García will discuss the impact of the reauthorization of ESEA on teachers, parents and students. They will break down the legislation into easy-to-understand language so that everyone involved can understand the potential impact of ESEA.

All Virtual Conference Sessions Ideas and Innovations 2015 - Virtual Conference - Lesson