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Friday, May 30, 2014

Nite Cap 5-30-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




June 2014 ACCS Meeting Agenda - Advisory Commission on Charter Schools (CA Dept of Education)
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5 Ways To Influence Change | Connected Principals
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Morning Wink 5-30-14 AM Posts #BATsACT #RealEdTalk #EDCHAT #P2
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YESTERDAY

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June 2014 ACCS Meeting Agenda - Advisory Commission on Charter Schools (CA Dept of Education)

June 2014 ACCS Meeting Agenda - Advisory Commission on Charter Schools (CA Dept of Education):



ACCS Live Meeting Webcast






Meeting Notice

Advisory Commission on Charter Schools
An advisory body to the State Board of Education

Wednesday, June 11, 2014
9:30 a.m. ± – 12:30 p.m. ±
California Department of Education
1430 N Street, Room 1101
Sacramento, CA 95814-5901
916-322-6029
Commission Members
  • Brian Bauer
  • Gary Davis
  • Ari Engelberg
  • Mick Founts
  • John Porter
  • Julie Russell 1
  • Mark Ryan
  • Christopher Thomsen
  • Curtis L. Washington
Liaisons from the State Board of Education
  • Bruce Holaday
  • Trish Williams

AGENDA

  • Call to Order
  • Salute to the Flag
  • Welcome and Introductions
  • Review and Adoption of Meeting Notes
  • Charter Division Update
  • Review/Reordering of the Meeting Agenda
  • Public Comment 2

Item 1 (DOC)
Type of Action: Action/Information
Subject: Petition for the Establishment of a Charter School Under the Oversight of the State Board of Education: Consideration of the Thrive Public School which was denied by the San Diego Unified School District and the San Diego County Office of Education.

Item 2 (DOC)
Type of Action: Action/Information
Subject: Petition for Establishment of a Charter School Under the Oversight of the State Board of Education: Consideration of the Rosamond Community Charter Elementary School, which was denied by the Southern Kern Unified School District and the Kern County Board of Education. 

In addition to the above, the ACCS hereby provides notice that it reserves the right to consider and make recommendations at this meeting concerning other areas of the State Board of Education’s authority with respect to charter schools, which include but are not limited to:
  • Taking appropriate action, including, but not limited to, revocation with respect to State Board-granted and locally granted charters under specific circumstances set forth in statute.
  • Jointly with the State Superintendent of Public Instruction, approving district-wide charter petitions when those petitions are determined to be satisfactory.
  • Developing and adopting regulations to implement various provisions of the Charter Schools Act of 1992 (Part 26.8 of the California Education Code, commencing with Section 47600). Approving or denying requests to waive otherwise applicable provisions of law based upon requests submitted by charter schools and other local education agencies.
  • Assigning numbers to charter school petitions to ensure that the statutory cap on the number of charter schools is not exceeded.

THE ORDER OF BUSINESS MAY BE CHANGED WITHOUT NOTICE
Notice is hereby given that the order of consideration of matters on this agenda may be changed without prior notice.
REASONABLE LIMITATIONS MAY BE PLACED ON PUBLIC TESTIMONY
The presiding officer of the Advisory Commission on Charter Schools (ACCS) reserves the right to impose reasonable time limits on public testimony to ensure that the agenda is completed.
SPECIAL PRESENTATIONS MAY BE MADE
Consistent with the requirements of the Bagley-Keene Open Meeting Act, notice is hereby given that special presentations not mentioned in the agenda may be made at this meeting. However, any such presentation will be for information only.
REASONABLE ACCOMMODATION WILL BE PROVIDED 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 this meeting of the Advisory Commission on Charter Schools (ACCS) may request assistance by contacting the Charter Schools Division at:
Charter Schools Division
California Department of Education
1430 N Street, Suite 5401
Sacramento, CA 95814-5901
Phone: 916-322-6029
Fax: 916-322-1465
FOR MORE INFORMATION
For more information concerning this agenda, or to join the ACCS specialized e-mail distribution list, please contact:
Tina Simonoff
Charter Schools Division
California Department of Education
1430 N Street, Suite 5401
Sacramento, CA 95814-5901
Phone: 916-322-6029
Fax: 916-322-1465
csimonoff@cde.ca.gov

1 Represents the State Superintendent of Public Instruction
2 Time(s) will be set aside for public comment at this meeting. Depending on the situation, and at the direction of the presiding officer, public comment may be entertained as appropriate at the beginning of, during, and/or at the end of the meeting. Reasonable limits will be placed on the amount of time allowed for individual comments.

5 Ways To Influence Change | Connected Principals

5 Ways To Influence Change | Connected Principals:



5 Ways To Influence Change



“At the end of the day, what qualifies people to be called ‘leaders’ is their capacity to influence others to change their behavior in order to achieve important results.” Joseph Grenny
In a time where the only constant in education is change, people involved with education need to become “change agents” more now than ever. You can understand pedagogy inside out, but if you are unable to define “why” someone should do something different in their practice, all of that knowledge can be ultimately wasted.  People will take a “known good” over an “unknown better” in most cases; your role is to help make the unknown visible and show why it is better for kids.
Look at the debate over “new math” right now.  Many people, including educators, are pushing back over the new curriculum based on the idea that math was taught in a much better way when we were kids.  Simply explaining the process and the way we teach and learn math is not enough.  It has to go deeper.  Ultimately, you want people to feel that this is so much better than they were kids, and that their children are better off.  Innately, people want what is better for kids.  Tap into that, and people are more likely to move forward.
“To sell well is to convince someone else to part with resources—not to deprive that person, but to leave him better off in the end.” Daniel Pink
So how does this happen?  Below are some things that I have seen effective leaders to have not people only accept change, but embrace it as an opportunity to do something better for kids.
  1. Model the change that they want to see.  Although this might seem extremely “cliche”, it is the most imperative step for any leader in leading the “change effort”.  Many organizations talk about the idea that people need to be “risk-takers”, yet they are not willing to model it themselves.  Until that happens, people will not feel comfortable doing something different.  It is also the difference between talking from a “theoretical” to “practical” viewpoint.  Have you ever seen a PowerPoint on “21st Century Change” from an administrator who does not exhibit any of the learning that is being discussed in the presentation? Me too.  People will feel more comfortable taking a journey to an unknown place if they know that the first steps have been taken by someone else.  Although I believe in the idea of distributed leadership, the idea of “leaders” is that they are also ahead; they have done things that have not been done before.  Chris Kennedy has shared the idea that leaders need to be “elbow deep in learning” with others, not only to show they are willing to embrace the change that they speak about, but to also be able to talk from a place of experience.
  2. Show that you understand the value that already exists. The word “change” is terrifying to some because it makes them feel that everything that they are doing is totally irrelevant.  Rarely is that the case.  I have seen speakers talk to an audience for an hour and people walk out feeling like they were just scolded for 90 minutes on how everything that they are doing is wrong.  It is great to share new ideas, but you have to tap into what exists5 Ways To Influence Change | Connected Principals: 

5-30-14 Schools Matter -: Doug Martin's Letter to the Anderson Herald Bulletin

Schools Matter: Doug Martin's Letter to the Anderson Herald Bulletin:



Doug Martin's Letter to the Anderson Herald Bulletin


http://www.hoosierschoolheist.com/

(The following is Doug Martin's letter to the editors of the Anderson, Indiana, Herald Bulletin. If you would like to contact that newspaper, you can at letters@heraldbulletin.com
I find it highly depressing and even insulting that your newspaper did not cover May 28’s Rise Above the Mark movie event at Anderson High School in support of public education. 
After the screening, I was a member of the panel which consisted of Dr. Rocky Killion, the supt. of West Lafayette Community Schools, state representative Terri Austin, Daleville teacher and House candidate Melanie Wright, and educator and radio host Justin Oakley.

Since the audience included two newspapers from Muncie and one from Indianapolis, the Herald Bulletin’s refusal to cover the event tells me it must not care that Anderson public schools are taking a financial beating because so-called school reform, as I point out in my bookHoosierSchool Heist, is a hoax funded by out-of-state billionaires that is meant to wipe out public education entirely and funnel taxpayer money to religious schools and Republican campaign donors and acquaintances who profit from charter schools.  

The Herald Bulletin’s editors should also know that I told those in the audience that night that people must boycott every paper in this state that uses the talking points of the billionaires, is too lazy or clueless to do investigative reporting, and refuses to aggressively support public education. Being a no-show, the Herald Bulletin is guilty of treason against the public. Therefore, teachers and parents should find their news elsewhere.  

Dr. Doug Martin, Author of Hoosier School Heist


As Pearson Tag Teams with Microsoft for Common Core Curriculum in Urban America, Weingarten Attacks Conservatives for Attacking the Common Core
Randi Weingarten has arrived at the most delusional and convoluted logic yet to deflect from her continuing supporter of CorpEd's centerpiece strategy for more lucrative testing, corporate professional development, and corporate canned curriculum.  Weingarten has this quote in the New York Times today in a puff piece on Common Core resistance: “The Tea Party is using the frustration with the i


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Jeb “Common Core” Bush is unloading new data – about himself. | Reclaim Reform

Jeb “Common Core” Bush is unloading new data – about himself. | Reclaim Reform:



Jeb “Common Core” Bush is unloading new data – about himself.

Well, get ready.
Jeb “Common Core” Bush is unloading new data – about himself.
(Important: This is NOT about democrats or republicans. This is about rebranding and the dismantling of public education and other public services for private control and profit.)
IMG_7969Jeb tells us how smart he himself is and how different he and his brother, George W, are.
Even their policies differ because Jeb’s policies are.
Are what?
Better. New. Improved.
Says who?
Jeb himself.
Salon Magazine describes the new and improved Jeb and his policies – according to Jeb and his handlers. “It may be the most comically obvious attempt we’ve seen yet in the 2016 proto-campaign from Jeb’s handlers to show that he’s not an idiot like his elder brother, the former President Bush. The piece is filled with effusive quotes about how bookish and wonky and smart Jeb Bush is. Rarely is an image-crafting piece so indiscreetly dropped by a politician’s handlers.” Read the entire article HERE.
The article goes on to add the following. “The questions he grapples with most frequently, and enthusiastically, revolve around improving the effectiveness of government in areas like education, immigration and criminal justice.”
Uh-oh!
Corporate Education Reform for Profit. Monetizing children, expensive high stakes testing, taking public education tax money away from public schools while handing it over Jeb “Common Core” Bush is unloading new data – about himself. | Reclaim Reform:

This Week In Education: Thompson: Michelle Obama, Meanwitchs and Stinkburgers

This Week In Education: Thompson: Michelle Obama, Meanwitchs and Stinkburgers:



Thompson: Michelle Obama, Meanwitchs and Stinkburgers

Michelle2


 I love Michelle Obama as much as I remain loyal to her husband, despite his awful test and punish education policy. When the First Lady is attacked, I am angered almost as much as when the Obama administration assaults public education.

The issues underlying both Michelle Obama's Let's Move healthy schools campaign, and President Obama's corporate school reform are equally complicated.
Time Magazine's Jay Newton-Small, in Michelle Obama Bites Back at Critics of Her Healthy School Lunch Standards, reports that a million fewer students ate school lunches in the first year of the program. The bigger problem is anecdotes and twitter photo campaigns featuring students who want their junk food back.
In light of the House Republicans' assault on anti-obesity efforts, Burkhard Bilger's 2006 New Yorker article, The Lunch Room Rebellion, should now be reread. As the First Lady explains, the "stakes couldn't be higher" in the battle to improve children's health, so the fight is worth it. But, given the difficulty Bilger described in providing nutritious meals in the affluent Berkeley, California schools, we must prepare for a long, frustrating struggle.  
Bilger told how a "haute cuisine chef," Ann Cooper, got schooled when she brought nutritious meals that were a hit in a progressive private school to a public system. Cooper's biggest problem was that children's food tastes (not unlike some of their learning habits) are established before they enter school. But, a seemingly absurd combination of political and institutional dynamics created unforeseen complications, even in a system where only 40% of students were eligible for free or reduced lunch.
In some ways, Cooper's approach to healthy meals resembled the methods of accountability-driven reformers, who disastrously intruded into education policy. But, she also developed some very different methods. 
On one hand, the newcomer to public schools sought to rapidly scale up policies without having a commensurate increase in funding. In doing so, she inevitably annoyed lunch room employees This Week In Education: Thompson: Michelle Obama, Meanwitchs and Stinkburgers:

NYC Educator: Top 10 Reasons You May Be a "Master Teacher"

NYC Educator: Top 10 Reasons You May Be a "Master Teacher":



Top 10 Reasons You May Be a "Master Teacher"


Will You Be One of the Chosen Few in NYC to Get that $20,000 Bonus?  

You Might Be Able to Guess That You're a Master Teacher:

10.  when you continue to give Common-Core aligned tests even though 70% of your class hasn't a prayer to pass.

9.  when you've considered giving up your union rights just to work in a charter where starving artists are really appreciated.

8.  when, taking inspiration from the D.C. merit-pay-based, seeming test-erasure scandal, you'd be willing to give a $10,000 kickback for the $20,000 position.

7.  when you plan all your observations in advance with your supervisor so you can plan student-centered activities in which you roll out lap tops that you will not be using on any other days of the year.

6.  when you wonder how people ever taught before there was technology, but when the technology crashes you stare into the back window of those same people.

5.  when students doodle on their desks in NYC Educator: Top 10 Reasons You May Be a "Master Teacher":

#EduElection: How Grassroots Voices Shaped NYC's Mayoral Election | National Opportunity to Learn Campaign | Education Reform for Equity and Opportunity

#EduElection: How Grassroots Voices Shaped NYC's Mayoral Election | National Opportunity to Learn Campaign | Education Reform for Equity and Opportunity:



#EduElection: How Grassroots Voices Shaped NYC's Mayoral Election

Posted on: Friday May 30th, 2014
It seems the tide might finally be turning in the fight for public education. 
A wonderful new issue of the The Annenberg's Institute's Voices in Urban Education chronicles how grassroots organizers in New York City championed a new vision for education reform and shaped the mayoral election that put Mayor Bill de Blasio in office. De Blasio's election was "a huge moment for proponents of student-centered, equity-driven public education," and it just might signal the beginning of a new era in public education.
So how do you make an election all about education? More importantly,how do you win? 
At the center of NYC's "education election" were the state-wideAlliance for Quality Education (AQE) and the city-wide Coalition for Educational Justice(CEJ) and Urban Youth Collaborative (UYC), the leading grassroots parent and student groups. In this issue of Voices in Urban Education, leaders from AQE, CEJ and UYC explain how they turned their partnership into a potent political force.
From the introduction:
"As the articles in this issue describe, the groups took on a two-pronged strategy to address this challenge. The first advanced a key set of “wedge issues,” which were shared strategically with candidates for mayor and others. Candidates were asked to take public positions on these issues and thus to share their views on controversial issues such as testing, school improvement, closings and co-locations, and school discipline and safety.
The second pushed the trio of long-standing education organizing coalitions into a listening posture: staff and member leaders from CEJ, UYC, AQE, and their constituent organizations drew dozens of other groups and institutions into an effort to bring these key questions and others to New Yorkers across the city and engage them in creating a comprehensive vision for reform."
The issue includes articles from AQE Executive Director Billy Easton and Advocacy Director Zakiyah Shaakir-Ansari, CEJ's Ocynthia Williams, UYC's Maria Fernandez, NYU professor Pedro Noguera and many others. Check out the full issue here.


An Inspiring Year of Student Organizing in Philadelphia
The Philadelphia Student Union, an OTL Campaign ally, has had an eventful school year organizing for educational justice in Philly and nationwide. Check out this recap of their great work this past year! The following post originally appeared on the Philadelphia Student Union (PSU) website and is reposted here with permission. PSU is an OTL Campaign ally. read more


Judith Browne Dianis Talks School Closures on Melissa Harris-Perry Show
Publication Date:  Fri, 2014-05-30 This May marks the 60th anniversary of the landmark Brown v. Board of Education decision, but nationwide many students of color are still held back by an inequitable education system. In particularly, they are dispropotionately affected by the mass school closures that are taking place in cities across the country. On a recent episode of the Melissa Har

Philly Student Dies With No Nurse on Duty. Organizers Call for Officials to Resign
For the second time this school year, a Philadelphia student died after falling ill at school. Due to budget cuts, neither school had a nurse on duty. Organizers in Philadelphia are calling for the resignation of city officials unless they can provide the full school funding necessary to put a nurse in every school. Jackson Elementary parents give statement to the press. Photo via

MAY 22

Newark Students Occupy School Board Meeting
Members of the Newark Student Union shut down a school board meeting this week by holding a sit-in and refusing to leave the district building. They are demanding that the district adopt the Newark Promise plan that would support all students with additional school resources. Newark, NJ, is a city at a crossroads. For the past several years under the direction of state-appointed Super

MAY 21

Death by a Thousand Cuts: Racism, School Closures, and Public School Sabotage
A new report from the Journey for Justice Alliance details how pervasive underfunding of public schools and policies like mass school closures and charter expansion are harming students in low-income communities of color – and what we can do instead to support all students. Earlier this month at a rally outside the U.S. Supreme Court honoring the 60th anniversary of Brown v. Board of

MAY 20

Recap of the #Brownat60 National Week of Action
This past Saturday was the 60th anniversary of Brown v. Board of Education. Parents, students and educators nationwide marked the anniversary with a National Week of Action to demand our country renew its commitment to Brown's vision of equity and opportunity in education. Now THAT is what you call a National Week of Action! Recap, pictures and video from #Brownat60 nationwide events

Back 2 Basics: Everything that’s wrong with urban education reform in a single, bitter-tasting story | EduShyster

Back 2 Basics | EduShyster:



Back 2 Basics



 Everything that’s wrong with urban education reform in a single, bitter-tasting story

B2BReader: I feel that I must address the elephant in the room. I’m talking, of course, about history—the sore subject that is absolutely not being eliminated from the Boston Public Schools. And irregardless of what you may have heard, there is no truth at all to the rumor that students in the city’s schools will now receive their daily dose of history and social studies only at lunchtime, served up from the schools’ fallow salad bars by historical impersonators. I’m happy to report that a growing number of students in Boston can look forward to a rich and nutritious curriculum, if by rich and nutritious you mean *two squares* of math and English. 
ed talksBoston Ed Talks
A glimpse of the menu that awaits Boston’s students, especially those of the low-income variety—which is to say most of them—was on vivid display recently at an event called Boston Ed Talks. Held at the Boston Foundation, Ed Talks featured seven teachers representing a mix of public, charter and Catholic schools. And since food metaphors are the order of the day, I will use another here: the teachers who made it through the rigorous and highly competitive Ed Talks selection process represent the cream of the crop. [Note: the following sentence was typed in a spirit of the utmost Back 2 Basics | EduShyster: