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Sunday, January 11, 2015

Education Secretary Arne Duncan to outline education priorities and defend testing - The Washington Post

Education Secretary Arne Duncan to outline education priorities and defend testing - The Washington Post:



Education Secretary Arne Duncan to outline education priorities and defend testing


 January 9  
As a new Congress gets to work to rewrite the 2002 federal education law known as No Child Left Behind, the Obama administration is drawing what Education Secretary Arne Duncan calls a “line in the sand”: The federal government must continue to require states to give annual, standardized tests in reading and math.
In a speech scheduled for Monday at an elementary school in the District, Duncan is expected to insist that any new law retain the trademark of No Child Left Behind, requiring that every public school student be tested annually in math and reading in grades 3-8 and once in high school, and also be tested in science at three points during those years.
“He will outline the need to widen and ensure opportunity for all students — the original purpose of this landmark law,” said Dorie Nolt, Duncan’s spokeswoman. “He will call for quality preschool for every child, improved resources for schools and teachers, and better support for teachers and principals. He will also call on states and districts to limit unnecessary testing so that teachers can focus needed time on classroom learning.”
The administration’s position comes amid growing anti-testing sentimentfueled by an alliance of parents skeptical of standardized tests, teachers unions that say using test scores to evaluate teachers and schools has warped education, and conservatives who argue that the federal government should play a much smaller role in local education.
Sen. Lamar Alexander (R-Tenn.), a former U.S. education secretary, university president and state governor who became chairman of the Senate education panel Monday, said he is weighing whether to ditch the federal requirement to test.
“Every parent, every teacher in 100,000 public schools is asking the question, ‘Are there too many tests?’ ”Alexander said in an interview Thursday. “I don’t know the answer. I’m asking the question. And the United States Senate ought to be asking that question as we think about No Child Left Behind.”
Alexander said the federal requirement appears to have created a cascading effect in states and local school districts, most of which now regularly test students during the course of the school year to make sure they are on track to succeed on the federally required exam at year’s end. And this year, as most states prepare for new tests aligned with the Common Core State Standards, the testing debate has gained new urgency.
“It’s a good, healthy discussion that the country is having,” said Alexander, who has scheduled a Jan. 20 Senate hearing on testing and set an Education Secretary Arne Duncan to outline education priorities and defend testing - The Washington Post:

Resolution to Support the “I Refuse” Movement -      NYS ALLIES for Public Education

Resolution to Support the “I Refuse” Movement -      NYS ALLIES for Public Education:



 Resolution to Support the “I Refuse” Movement



BREAKING NEWS!Across NYS, Parents and Educators are combining forces to push back against harmful “reform” policies and to preserve equitable and child centered public education in New York State. Parents and Educators will continue to insist to Governor Cuomo and Chancellor Tisch that our children and their teachers are more than a score and that we reject their attacks on public education.

New York State Allies for Public Education (NYSAPE), NY BATs, Lace to the Top (LttT), STCaucus, Long Island Opt-Out (LIOO), and the Port Jefferson Station Teacher’s Association (PJSTA) have collaborated to write the following Test Refusal/APPR Resolution. The above organizations are in full support of this document and encourage education leaders and local union chapters across NYS to adopt this resolution. By adopting this resolution, local unions pledge to oppose high stakes testing, to advocate for an engaged and socially relevant curriculum that is student-based and supported by research; and to ask that their members refuse the NYS tests for their own children in grades 3-8.

Please share this resolution widely and show your support and solidarity for this action by displaying the “My Child is Refusing the NYS Tests” or “Less Testing, More Teaching” bumper sticker. These stickers and magnets are available in the NYSAPE Café Press store. We will also send the image files upon request to anyone interested in printing themselves or purchasing in bulk from the vendor of their choice. 

Resolution to Support the "The I Refuse Movement" to oppose High Stakes Testing:

WHEREAS, the purpose of education is to educate a populace of critical thinkers who are capable of shaping a just and equitable society in order to lead good and purpose-filled lives, not solely prepare that populace for college and career; and

WHEREAS, instructional and curricular decisions should be in the hands of classroom professionals who understand the context and interests of their students; and

WHEREAS, the education of children should be grounded in developmentally appropriate practice; and

WHEREAS, high quality education requires adequate resources to provide a rich and varied course of instruction, individual and small group attention, and wrap-around services for students; and

WHEREAS, the state assessments are not transparent in that–teachers and parents are not allowed to view the tests and item analysis will likely not be made available; and

WHEREAS, the assessment practices that accompany Common Core State Standards – including the political manipulation of test scores – are used as justification to label and close schools, fail students, and evaluate educators; therefore be it

RESOLVED that the (insert union) opposes standardized high stakes testing that is currently pushed by the Federal and State governments, because this testing is not being used to further instruction for children, to help children, or to support the educational needs of children; and be it further

RESOLVED, the (insert union) advocates for an engaged and socially relevant curriculum that is student-based and supported by research; and be it further

RESOLVED, the (insert union) will embark on internal discussions to educate and seek feedback from members regarding standardized high stakes testing and its impact on students; and be it further

RESOLVED, the (insert union) will lobby the NYS Board of Education to eliminate the use of high stakes testing; and be it further

RESOLVED, the (insert union) will ask that all of its members have their own children refuse to take the Grade 3-8 assessments: and be it further

RESOLVED, the (insert union) will organize other members and affiliates to increase opposition to high stakes testing; and be it further

RESOLVED, that a copy of this resolution will be sent to the NY State Board of Education, the Governor of NYS, and all members of the NYS legislative branch; and be it finally

RESOLVED, that after this resolution is passed by the (insert union) Representative Council, an appropriate version will be submitted to the American Federation of Teachers for consideration at the AFT July 2016 Convention and to NYSUT for consideration at the 2015 RA.

Please encourage your members to purchase/replicate these bumper stickers/magnets to support test refusal as a way to stop corporate education reform.    http://www.cafepress.com/nysalliesforpubliceducation
- See more at: http://www.nysape.org/resolution-to-support-the-ldquoi-refuserdquo-movement.html#sthash.vK0YFKq1.dpuf

EXCLUSIVE: Rich, poor school funding disparity hits record - NY Daily News

EXCLUSIVE: Rich, poor school funding disparity hits record - NY Daily News:




EXCLUSIVE: Funding inequalities between rich, poor school districts reached record levels under Cuomo: report

Overall, schools in poorer districts spent $8,733 per pupil less in 2012 than those from wealthier ones, an inequity that grew by nearly 9% from before Cuomo took office in 2011, according to the study by a coalition of education advocacy groups opposing many of the reforms pushed by Cuomo.

 
NEW YORK DAILY NEWS


Funding inequities between poor and rich school districts across the state has reached record levels under Gov. Cuomo, says a new report.MIKE GROLL/APFunding inequities between poor and rich school districts across the state has reached record levels under Gov. Cuomo, says a new report.

ALBANY — In the opening salvo of what promises to be a heated battle this year over education reform, a new report says funding inequities between poor and rich school districts across the state has reached record levels under Gov. Cuomo - and has soared 43% in New York City.
Overall, schools in poorer districts spent $8,733 per pupil less in 2012 than those from wealthier ones, an inequity that grew by nearly 9% from before Cuomo took office in 2011, according to the study by a coalition of education advocacy groups opposing many of the reforms pushed by Cuomo.
While the 100 wealthiest districts spent on average more than $28,000 in state and local funding per kid in 2012, the 100 poorest districts in the state spent closer to $20,000 per student, the report found.
The report, obtained by the Daily News, is set to be released Monday. The coalition includes the Alliance for Quality Education, which is backed by the powerful teachers unions, the Public Policy and Education Fund of New York, Opportunity Action, and National Opportunity to Learn.
Cuomo spokesman Richard Azzopardi said that the state provides three times as much per pupil in high-need districts than it does in low-need ones.
State education aid per pupil actually went up 9.3% during Cuomo’s first term, with a significantly higher percentage going to poorer districts, he said.
“It’s ludicrous that some special interests are seeking to create a false choice between closing the achievement gap between rich and poor districts and the Governor’s efforts to protect taxpayers, while also injecting accountability and innovation into the system,” Azzopardi said.EXCLUSIVE: Rich, poor school funding disparity hits record - NY Daily News:

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Saturday, January 10, 2015

LABOR BOARD RULING: LAUSD MUST REPEAL TEACHER EVALUATION SYSTEM – 3 stories + UTLA press release

4LAKids - some of the news that doesn't fit: LABOR BOARD RULING: LAUSD MUST REPEAL TEACHER EVALUATION SYSTEM – 3 stories + UTLA press release:



LABOR BOARD RULING: LAUSD MUST REPEAL TEACHER EVALUATION SYSTEM – 3 stories + UTLA press release

BY THOMAS HIMES, LOS ANGELES DAILY NEWS | HTTP://BIT.LY/1YRZGM8

Posted: 01/09/15, 2:15 PM PST [Updated:  1/10/2015, 5 PM]  ::  California’s Public Employment Review Board tentatively ordered Los Angeles Unified School District to repeal a key element of an evaluation system that could tie teacher pay to the performance of students.

The evaluation system was championed by former Superintendent John Deasy and reform advocates as a means to hold teachers accountable.

But because LAUSD instituted an “observation” portion of the evaluation system without consent from its 35,000-member teachers union, it violates state law, according to the preliminary ruling from Administrative Law Judge Eric Cu.

“Restoration of the status quo is the normal remedy for a unilateral change in working conditions or terms of employment without permitting bargaining members’ exclusive representative an opportunity to meet and confer over the decision and its effects,” according to the ruling.

The order also requires LAUSD to repay any teachers who lost money as a result of the new observation and evaluation system at a rate of 7 percent interest per year. The system was instituted in March 2013.

While the Christmas Eve ruling has yet to be listed in the state agency’s database, it was reported first by this news organization Friday.

The ruling came in response to a 2013 complaint filed by UTLA in California’s quasi-judicial authority for labor disputes. UTLA claimed LAUSD deprived teachers a chance to negotiate the new evaluation system by unilaterally imposing it. District officials have previously denied the claim.

LAUSD formulated the new evaluation system based on recommendations from a task force. In 2010 the task force, consisting of reform advocates, district administrators and union leaders, issued a report criticizing the previous evaluation system as more “tied more to discipline than performance growth,” according to the Teacher Effectiveness Task Force’s “Final Report” issued April 13, 2010.

The resulting evaluation system, however, has been decried by teachers union leaders as unfair because it ties pay to performance, which in part is judged by student achievement — something that can be affected by factors outside the classroom in a school district that educates students living in widely varied circumstances.

In a Nov. 18 memorandum to board members, district administrators write that union leaders were told the new rating of “highly effective” would not be used to decide pay.

The discussion came up in contract talks between district negotiators and teachers union leaders who remain divided on central issues such as pay raises and class-size reductions. An LAUSD bargaining effort to form a committee that would revamp the evaluation system was rejected last year by teachers union leaders, who continue to plan and stage protests in preparation for a strike.

Board member Bennett Kayser welcomed the ruling as an opportunity for LAUSD’s new superintendent, Ramon Cortines, to renegotiate an evaluation system with union leaders.

“I believe Superintendent Cortines will help us to find more inclusive, equitable and fair evaluation processes for district employees,” Kayser stated. “LAUSD’s test scores have been on the rise for the last 10 years and not because of punitive evaluations of teachers.”

The district has until Feb. 22 to appeal the ruling. Should LAUSD appeal, it would allow for continued use of the evaluation while the appeal is decided by the full review board.

The district’s top attorney, General Counsel Dave Holmquist, stated, the district “is continuing to consider its options. Should LAUSD lose an appeal, it could further contest the issues in state courts.”

Holmquist also pointed out that certain aspects of the system withstood UTLA’s challenge, including the district’s addition of positions designed to mentor teachers.




Labor board rules against LAUSD for teacher evaluations

BY VANESSA ROMO | LA SCHOOL REPORT | HTTP://BIT.LY/1YRBCUM









teacher_evaluation_satisfactoryPosted on January 9, 2015 3:11 pm [* UPDATED]  ::  LA Unified violated state employment laws by imposing an evaluation system on members of its teacher union, UTLA, a state agency said in a tentative ruling made public today.

If the ruling made on Christmas Eve by the Public Employment Relations Board (PERB) stands, the district would have to stop the evaluation process, which was implemented in 2013 under former Superintendent John Deasy. The district would also be ordered to compensate UTLA members for any financial losses incurred as a direct result of the evaluation system, which was based on a four-level observation rating system.

UTLA, which filed the complaint in June 2013, said in a statement it is “gratified” for the board ruling. The district has until Feb. 22 to appeal, but the union said it “is confident that if there is an appeal, the full PERB board will affirm the administrative law judge’s decision that the District acted unlawfully.”

David Holmquist, the district’s chief legal counsel, declined to comment on the preliminary ruling, saying he has not had an opportunity to discuss the ruling with the school board.

“I’m not ready to say what we think it means,” Holmquist told LA School Report in a phone call. “There’s a lot that we need to figure out,” he added.

The board will review the findings and plan a potential response at its board meeting next week.

“Once I bring it up to the board we will decide what responses we want to make to that,” Holmquist said. Some possibilities he mentioned are filing an extension of time to continue litigation or firing off a list of objections to the preliminary ruling.

In the meantime, Holmquist confirmed the district is “in conversation with UTLA.”

Since the district implemented a four-level evaluation, UTLA has objected, arguing that the union’s 30,000 members never had a chance to vote on it. They also allege it creates a path 4LAKids - some of the news that doesn't fit: LABOR BOARD RULING: LAUSD MUST REPEAL TEACHER EVALUATION SYSTEM – 3 stories + UTLA press release:

UNITED OPT OUT: The Movement to End Corporate Education Reform - United Opt Out National serves as a focused point of unyielding resistance to corporate ed. reform. We demand an equitably funded, democratically based, anti-racist, desegregated public school system for all Americans

UNITED OPT OUT: The Movement to End Corporate Education Reform - United Opt Out National serves as a focused point of unyielding resistance to corporate ed. reform. We demand an equitably funded, democratically based, anti-racist, desegregated public school system for all Americans that prepares students to exercise compassionate and critical decision making with civic virtue.:



UNITED OPT OUT: THE MOVEMENT TO END CORPORATE EDUCATION REFORM INFO [AT] UNITEDOPTOUT [DOT] COM

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Time to Disrupt the “Disrupters”!!!

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Stand Up for Action with Barbara Madeloni

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