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Wednesday, November 18, 2015

2016 California Educator Excellence Summit - Year 2015 (CA Dept of Education)

2016 California Educator Excellence Summit - Year 2015 (CA Dept of Education):

State Schools Chief Tom Torlakson Announces 2016 California Educator Excellence Summit




SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today announced that the California Department of Education (CDE) is sponsoring a summit to improve professional learning for California educators.
"The summit will share promising, research-supported ways to improve professional learning for teachers throughout California," said Torlakson. "Successful professional learning programs give our hardworking, dedicated teachers additional tools to help our students succeed."
The 2016 California Educator Excellence Summit will be held Wednesday, January 20, 2016 at the Sacramento Convention Center.
The summit is designed for educators who will participate in building and improving professional learning systems in local educational agencies. The event is especially relevant because participants are among those who will decide how to allocate $490 million in professional learning funds for teachers provided in the 2015-16 State Budget by the Legislature and the Governor with strong support from Torlakson, a former high school science teacher.
Linda Darling-Hammond, an emeritus education professor at Stanford University and president and CEO of the new Learning Policy Institute, will serve as keynote speaker at the event, which will focus on areas such as recruiting and distributing excellent educators to all communities, educator preparation, induction of teachers and leaders, opportunities for professional learning, educator evaluation, and leadership and career development.
For more information regarding the summit, including registration details, please visit the CDE 2016 Educator Excellence Summit Web page. Details of the California 2015 State Plan to Ensure Equitable Access to Excellent Educators can be found on CDE's Improving Teacher & Quality Web page through a PDF.(PDF)
# # # #
Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100
Last Reviewed: Wednesday, November 18, 2015

Hillary Is Right about Charter Schools! | John Thompson - Linkis.com

Hillary Is Right about Charter Schools! | John Thompson - Linkis.com:

Hillary Is Right about Charter Schools!




Charter school supporters can't deny that Hillary Clinton is factually correct in saying, "most charter schools ... don't take the hardest-to-teach kids. Or if they do, they don't keep them."
Even the most doctrinaire true-believer in school choice is not likely to claim the opposite, and say that "most charter schools ... take the hardest-to-teach kids ... [and] keep them."
In our toxic, competition-driven edu-politics, corporate reformers must strike back and protest Clinton's failure to prove her seemingly obvious statement. Education is divided by an intense and emotional civil war that mostly pits some liberals, neo-liberals, and civil rights advocates against other liberals, civil rights advocates and families who are sick and tired of the use of bubble-in testing as the ammunition in this conflict.
The immediate battleground is the fight for Clinton's support. And it sounds like theedu-battle for Hillary's heart and soul has been won!
It is appropriate that the education headlines focus on the big issue - the political question of whether Hillary Clinton would once again listen to her corporate funders like Eli Broad or to teachers, unions, and parents who are fed up with the test, sort, reward, and punish approach to school improvement, as well as the spin of reformers benefiting from the best public relations campaigns that money can buy.
So, before addressing a wonky issue about what do we mean when we refer to kids Hillary Is Right about Charter Schools! | John Thompson - Linkis.com:

CURMUDGUCATION: Evil L.A. Teacher Unions

CURMUDGUCATION: Evil L.A. Teacher Unions:

Evil L.A. Teacher Unions




The Center for Education Reform is a charter promotion group, perhaps one of the most cynical and self-serving of the reformster groups. Search their website for information or ideas about education-- the actual pedagogy and instruction in a classroom-- and you will find nothing, because the Center has no actual interest in education.

Check out their board of directors-- you will find a combination of money managers and charter school operators. That is where the Center's interest lies-- in getting more money into more charters.

And what stands in the way of these corporate interests making a better, bigger buck? Well, those damn unions, of course. The Center may not have any section devoted to actually educating children, but they have a whole tab devoted to those damn unions, and here's What They Believe:

We believe that the special interests that draw funds from the tax dollars funding public education, and that have become an intransient [sic-- pretty sure they mean "intransigent," though "intransient" as in "won't move away to some other place" might suit them as well] force in political and policy circles, have outlived the usefulness of the associations they once had and have become obstacles to programs and activities that can best and most judiciously serve children. Such groups—from teachers unions, to the associations of administrators, principals, school boards and hybrids of all (e.g., “The Blob”)—should be free to organize but without access to the dollars that are spent to fund schools and should be free to recruit but not mandate members, but they should not have a 
CURMUDGUCATION: Evil L.A. Teacher Unions:


Gates Takes Aim at Teacher Education


As noted today at Education Week, the Gates Foundation has fastened its aim on teacher preparation programs. The Bill & Melinda Gates Foundation is ready to drop $34 million cool ones on "cooperative initiatives designed to improve teacher-preparation programs' overall effectiveness."

So what does that mean? Good news? Bad news?

The three year grants are based on four principles:

* developing strong partnerships with school districts
* giving teacher-candidates opportunities to refine a specific set of teaching skills
* using data for improvement and accountability
* ensuring that faculty mentors are effective at guiding novices into the profession

The first sounds great. The second sounds... well, I don't know. Exactly what specific set are we talking about, and what does that even mean? Becoming an interrogatory specialist? Learning to excellent at teaching fractions? I'm worried that the Gates tendency to believe that all complex activities can be broken down in to disconnected, context-free skills is at play here, in which case I'm doubting this will be useful.

Third? Well, if I thought "data" meant what I mean by "data, I'd think this was fine. I use data every minute of every day. But since this is Gates, I'm afraid that "data" means "results from a computer-based bunch of competency-based-baloney" or even "more of the useless data from those dreadful 


Gates Takes Aim at Teacher Education

Mike Klonsky's SmallTalk Blog: Warning: Be careful who you embed with

Mike Klonsky's SmallTalk Blog: Warning: Be careful who you embed with:

Warning: Be careful who you embed with



em·bed
É™mˈbed/ verb 1fix (an object) firmly and deeply in a surrounding mass.


No, my warning isn't directed at Charlie Sheen's "goddesses". Probably too late for them. It's also too late for GOP current poll leader Ben Carson whose ignorance on foreign policy just got exposed (as if we hadn't noticed) by his "close adviser" and professional embedded "journalist", Armstrong Williams.



So just consider this a warning to everyone who feels they may need it -- AFT, NEA leaders?



Armstrong Williams
For those too young (or too old) to remember, William's approach to journalism was to embedhimself with the Bush administration and in particular with Bush's ed secretary, Rod Paige. In January 2005, USA Today reported that documents obtained under the Freedom of Information Act revealed that Williams had been paid $240,000 to promote No Child Left Behind. USA Today found that Williams was hired "to promote the law on his nationally syndicated television show and to urge other black journalists to do the same".



Now Armstrong has betrayed Carson. I guess Dr. C must not have left enough Mike Klonsky's SmallTalk Blog: Warning: Be careful who you embed with:

OPT OUT A NATIONAL MOVEMENT _ At least 500,000 students in 7 states sat out standardized tests this past spring - The Washington Post

At least 500,000 students in 7 states sat out standardized tests this past spring - The Washington Post:

At least 500,000 students in 7 states sat out standardized tests this past spring





About 500,000 public school students in seven states “opted out” and refused to take federally required standardized tests in math and reading in the spring, according to a national group that wants to reduce the use of standardized tests.
The National Center for Fair and Open Testing and its affiliated groups surveyed school districts and monitored state government reports to come up with “opt-out” estimates for seven states. They are New York (240,000 students opted out), New Jersey (110,000), Colorado (100,000), Washington state (50,000), Oregon (20,000), Illinois (20,000) and New Mexico (10,000).
A spokeswoman for the U.S. Department of Education could not confirm those numbers, saying that states are not expected to report opt-out data to the federal government until December, and some have indicated they may not do so until February.
Test participation rates are important because the current federal education law, No Child Left Behind, requires every school to annually test at least 95 percent of its students in math and reading in grades 3 though 8 and once in high school.
Testing advocates say the public needs a clear annual measure of whether schools are educating all students, including those who have been historically underserved, and testing every student provides the best indication of school performance.
Critics say a test score does not fully measure what a student knows and blame the federal emphasis on math and reading tests to a narrowing of curriculum, an unhealthy focus on test preparation and an explosion in other tests designed to measure whether students are ready for the federally required exam.
Lawmakers in Oregon recently passed a law that allows families to opt out of state tests.
A study released last month found that the number of standardized tests U.S. public school students take has exploded in the past decade, with most schools requiring too many tests of dubious value. A typical student in a major U.S. school district takes 112 mandated standardized tests between pre-kindergarten classes and 12th grade, the study by the Council of the Great City Schools found. By contrast, most countries that outperform the United States on international exams test students three times during their school careers.
In October, President Obama offered a mea culpa of sorts, acknowledging that some of his administration’s policies, such as Race to the Top, a competitive grant program for states, have exacerbated overtesting. He vowed to help dial back the number of tests given in public schools.
Meanwhile, students and parents across the country have been pushing for the right to opt out of federally required tests. Some oppose the tests themselves, others object to overtesting and still others, including teachers unions, object to using test scores to measure the performance of schools and teachers.
Opt-out rates vary wildly among schools, and state averages can mask hot spots: Although the state participation rate for Oregon in the 2014-2015 At least 500,000 students in 7 states sat out standardized tests this past spring - The Washington Post:

Growing dropout of states in Common core testing :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet

Growing dropout of states in Common core testing :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet:

Growing dropout of states in Common core testing




(Colo.) Five years after 43 states and the District of Columbia officially adopted a new set of national education goals, fewer than half will actually administer assessments this year fully aligned to the Common Core State Standards.
New research out this month reveals that not only are fewer states administering exams tied to the new standards but that membership has declined in the two national consortia that developed those tests – Smarter Balanced and the Partnership for Assessment of Readiness for College and Career.
In fact, that drop in membership is very likely behind an announcement last week by PARCC that it is restructuring its testing system to provide access options to more states, including non-member states, said researchers from the Education Commission of the States, a non-partisan education research and policy tracking agency based in Denver.
“That, I think, is in response to some states exiting and some of the political backlash over the assessments,” said ECS’s Julie Woods, the lead researcher on a report identifying state summative assessments being given in all 50 states. “Both of the consortia have started to sort of open up a little bit to more flexibility and I think you see that in PARCC’s announcement.”
The analysis comes even as student assessment systems in many states are still evolving. In just the past year alone, at least 15 states have made significant changes to their assessment systems, said Woods in an interview last week. That number, she said, includes states that have left one of the two testing consortia and have developed their own assessments or those that have taken their own “unique route” and created tests that blend elements of their consortia’s exam with state-specific items.
“It’s really difficult, frankly, to keep track of,” Woods said. “I know this piece we just put out will probably be out of date within a month.”
For now however, just six of PARCC’s 12 member states and the District of Columbia plan to administer the consortium’s full assessment this year, ECS found, and 14 of Smarter Balanced’s 15 member states (the U.S. Virgin Islands and select schools in the Bureau of Indian Education are with Smarter Balanced as well) will give that consortium’s full range of tests.
At least 25 states will administer state-specific assessments while the remaining handful is still in development stages.
Louisiana, a former PARCC member that dropped out due to political controversy over the Common Core standards, announced on Friday that it would use PARCC content for just under half of a new state assessment system it is developing.
Massachusetts allowed its districts last year to choose between administering PARCC assessments or its existing MCAS (Massachusetts Comprehensive Assessment System). There continues to be debate Growing dropout of states in Common core testing :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet:

Charter group calls for closure of two of its own

(Calif.) The state’s preeminent arbiter of charter school performance is calling this week for the closure of two campuses deemed to be falling short of meeting even minimum academic standards.
The petitions authorizing Oasis Charter Public School in Monterey County and Century Academy for Excellence in Los Angeles County should not be renewed, the California Charter Schools Association said Wednesday, because they have consistently ranked among the lowest performing schools in the state and have not demonstrated substantial growth over time.
“We understand that closing a school is a heavy decision and is difficult for families, but keeping students in schools that are not providing the education they deserve is far worse,” Myrna Castrejon, acting CEO of CCSA, said in a statement. “Furthermore, the time and resources needed to overcome several years of low performance are a far less effective use of public funds than it is to close a chronically underperforming school.”
The organization’s annual “call for non-renewal” of low performing charters comes as California is in the midst of transitioning to a new school accountability system – based on the Common Core standards – that, while still using test scores, also takes into account other indicators of student achievement.
While public charter schools are subject to some of the same state accountability requirements as traditional schools, they also operate with a greater degree of autonomy from government regulation in exchange for meeting the terms of their locally- or state-approved petition to operate. Those terms generally call for demonstrated success in the areas of student academic achievement, Charter group calls for closure of two of its own

Prejudice of Poverty: Why Americans Hate the Poor and Worship the Rich | gadflyonthewallblog

Prejudice of Poverty: Why Americans Hate the Poor and Worship the Rich | gadflyonthewallblog:

Prejudice of Poverty: Why Americans Hate the Poor and Worship the Rich
2children
Take a breath.
Take a deep breath. Let your lungs expand. Let the air collect inside you.
Hold it.
Now exhale slowly. Feels good doesn’t it? You’d never realize there are hundreds of contaminates floating invisible in that air. Dirt, germs, pollution – all entering your body unnoticed but stopped by your immune system.
If only we had such a natural defense against prejudice. Racism, classism, xenophobia, sexism, homophobia – we take all that in with every breath, too.
It may not seem like it, but all these value judgments are inherent in American culture. They’re as much a part of life in the United States as the flag, football and apple pie. And to a greater or lesser extent, you have subconsciously accepted them to help construct your ideas of normality.
What does it mean to be a man? What does it mean to be a woman? How should black people be treated? To whom is it appropriate to be sexually attracted? What makes a person poor and why? All of these questions and so many more have been answered one way or another for us by the dominant culture. Not everyone accepts this Prejudice of Poverty: Why Americans Hate the Poor and Worship the Rich | gadflyonthewallblog:

Seattle Schools Community Forum: Can We Duplicate These Teachers' Methods?

Seattle Schools Community Forum: Can We Duplicate These Teachers' Methods?:




Can We Duplicate These Teachers' Methods?

Via ABC News:

This Florida Special Ed teacher,  Chris Ulmer, starts the school day with uplifting words to his students.

CT Leaders propose cutting funding for public schools while protecting charter school increases - Wait What?

CT Leaders propose cutting funding for public schools while protecting charter school increases - Wait What?:

CT Leaders propose cutting funding for public schools while protecting charter school increases



In the face of yet another budget deficit, Governor Dannel Malloy and leaders in the Connecticut General Assembly have been laying out competing plans to cut the state budget.  All plans include cuts in state aid for public schools while protecting Malloy’s initiative to expand funding for charter schools in Connecticut.  Some of the proposed cuts to public education would simply shift the burden onto local property taxpayers, while others would reduce the level of services some public school students receive.
In this guest post, public school advocate and retired Connecticut educator explore the reason by Governor Malloy and elected officials cut funding for Connecticut’s public school children while still increasing support for Charter Schools.
BEYOND OUTRAGE!!!  By John Bestor
Wondering why charter school allocations have remained sacrosanct despite the serious budget issues facing our legislators and the citizens of our State?
In addition to the lucrative New Market Tax Credit that is available to investors who – in their philanthropic largess – receive “tax credits” that will enable them to double their philanthropic investment in seven years, there are other reasons why monies for charter school expansion remain an untouchable budget item.
CONSIDER THIS:
In 2010, Steve Adamowski, then the Superintendent of the Hartford Public Schools and ever-since Governor Malloy’s “go-to” education disruptor, signed an agreement with the Bill & Melinda Gates Foundation “to expand access to a high quality education to advance college readiness” with the “goal to support communities in significantly boosting the number of students enrolled in high performing schools”.  The grant terms called for
  • Joint professional development for teachers in charter and district schools
  • Implementing CCSS with aligned instructional tools and supports for teachers
  • Creating personalized learning experiences for students
  • Universal enrollment system for all public schools, and
  • Common metrics to help families evaluate all schools on consistent criteria.
A signing bonus of $100,000 was paid to the signatory enabling Hartford to join 12 other CT Leaders propose cutting funding for public schools while protecting charter school increases - Wait What?:

Congressional Compromise to Reauthorize Federal Education Law Rebukes Arne Duncan | janresseger

Congressional Compromise to Reauthorize Federal Education Law Rebukes Arne Duncan | janresseger:

Congressional Compromise to Reauthorize Federal Education Law Rebukes Arne Duncan






Arne Duncan will leave at the end of December, turning over the leadership of the U.S. Department of Education to John King, an acting superintendent whose name will not even be submitted to Congress for confirmation as secretary.  King will likely be a caretaker through the end of the Obama administration.  The Obama Department of Education has accomplished its work.  So why is Congress taking the trouble to try to pass a reauthorization of the federal education law with a laser focus on diminishing the role of the department and its secretary?  There are many things the compromise Elementary and Secondary Education Act (ESEA) proposal will not do; refocusing on the law’s original 1965 purpose of driving equity in school opportunity, for example, isn’t being considered.
But reducing the power of the Secretary of Education is front and center.  Lyndsey Layton of the Washington Post explains: “The deal would significantly reduce the U.S. Department of Education’s authority, prohibiting the secretary from influencing state academic standards and assessments, requiring teacher evaluations or using grant programs to influence state education policy.”  Think about that.  The law will prohibit the Secretary of Education from using departmental rules to press states to buy into college and career-ready standards (a requirement of Race to the Top and receiving a No Child Left Behind waiver), which means, in practical terms, prohibiting the Department from creating incentives to adopt the Common Core; from requiring states to demand that teachers be evaluated by their students’ test scores (a condition for applying for Race to the Top and receiving a No Child Left Behind Waiver); and from using grant programs to influence state policy (requiring states to meet particular federally prescribed conditions before the states can even apply for Race to the Top and School Improvement Grants).  In other words, Congress plans to ensure that the power over local school policy that Arne Duncan seized from the states will be nullified.  It is, of course, true that some conservative, states-rights-believing members of Congress have always wanted to get rid of the U.S. Department of Education because it has been involved with dismantling segregation, and other members of Congress, government employees all, advocate for cutting government itself for budgetary reasons.  But what is happening in Congress this week is much more specifically targeted toward Arne Duncan’s Department of Education.
Two reports released by the Department of Education last week help explain what has Congressional Compromise to Reauthorize Federal Education Law Rebukes Arne Duncan | janresseger:

Live Webcast: Senate Expected to Meet with House on ESEA This Afternoon | deutsch29

Live Webcast: Senate Expected to Meet with House on ESEA This Afternoon | deutsch29:

Live Webcast: Senate Expected to Meet with House on ESEA This Afternoon





The following ESEA reauthorization update comes from Politico’s Morning Education post dated 11-18-15. The first ESEA House-Senate conference committee meeting is scheduled for today (2:30 ET) and is to be webcast (watch it live here).
NCLB conference begins
By 11/18/15 10:00 AM EST
With help from Marcella Bombardieri, Allie Grasgreen Ciaramella, Kimberly Hefling, Marianne LeVine, Maggie Severns and Aubree Eliza Weaver
NCLB CONFERENCE BEGINS: The Senate plans to vote on heading to conference on No Child Left Behind this morning. After that, the chamber will name its conferees — who very well may be the entire HELP Committee — and they’ll gather with House lawmakers this afternoon, beginning at 2:30 p.m. ET at the Capitol. This first meeting will be open to the public and webcast.
— The House conferees named Tuesday: Republican Reps. John Kline, Virginia Foxx, Phil Roe, Glenn Thompson, Brett Guthrie, Todd Rokita, Luke Messer, Glenn Grothman, Steve Russell and Carlos Curbelo. Democratic Reps. Bobby Scott, Susan Davis, Marcia Fudge, Jared Polis, Frederica Wilson, Katherine Clark and Suzanne Bonamici.
— What’s in and what’s out: The so-called “framework” for a bill is still preliminary and subject to change. But some things that made it into the framework, according to sources familiar with negotiations, are: A mandate that states identify and intervene in the bottom 5 percent of schools, some form of college- and career-ready standards and programs resembling Investing in Innovation and Promise Neighborhoods. Some things that didn’t: Title I portability and wildcard outside bills that would update privacy law or renew D.C. school vouchers.
senate portico
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Schneider is a southern Louisiana native, career teacher, trained researcher, and author of the ed reform whistle blower, A Chronicle of Echoes: Who’s Who In the Implosion of American Public Education.

She also has a second book, Common Core Dilemma: Who Owns Our Schools?, published on June 12, 2015.

both books

Don’t care to buy from Amazon? Purchase my books from Powell’s City of Books instead.

Nonprofit is formed to advance charter-school plan in Los Angeles area - LA Times

Nonprofit is formed to advance charter-school plan in Los Angeles area - LA Times:

Nonprofit is formed to advance charter-school plan in Los Angeles area






Backers of a plan to greatly expand successful charters and other high-quality public schools in the Los Angeles area have formed a nonprofit organization to move the effort forward, The Times has learned.
The new organization, called Great Public Schools Now, is based in Los Angeles and will take the next steps in a plan that initially was spearheaded by the Eli and Edythe Broad Foundation. A draft of that proposal, dated in June, called for raising $490 million to enroll half the students in the L.A. Unified School District over the next eight years.
The nonprofit will be run by two executives from ExED, a local company that specializes in helping charter schools manage their business operations. Former banker William E.B. Siart will chair the governing board; Anita Landecker will serve as interim executive director. No other individuals or foundations are being included in a Wednesday release about the organization, an apparent effort to distance it from the Broad Foundation, which became a target of critics of the proposal. Eli Broad or a designee, however, is expected to occupy one seat on an 11-member board of trustees.
The goal, as described by Siart and Landecker in an interview Tuesday, would be to develop first-rate schools of all kinds — not exclusively charters. No funding target has been set, they said.
"It's the quality of the school that's the most important thing," Siart said.
Besides charters, the organization said it would work to expand or duplicate successful models of schools that are run by L.A. Unified. Charters are independently managed and exempt from some rules that govern traditional campuses. Most are nonunion.
"This effort will be aimed at replicating and accelerating the development of public schools … that have proven to be successful for kids in traditionally underperforming schools," Siart said.
The L.A. Unified Board of Education had no role in creating the original Broad Foundation plan and is scheduled to vote next week on a resolution officially opposing it. Some L.A. Unified officials, and other critics, have expressed concerns that a massive charter expansion could threaten the solvency of L.A. Unified, while leaving it with fewer resources for students who are more challenging and expensive to educate.
Separately, a small group of civic leaders signed a letter, released Tuesday, that chided the Broad effort — without opposing it — for being developed in private. They also echoed concerns about the possible financial effects on the nation's second-largest school system.
"In the short term, civil dialogue among all parties — and full parental and community engagement — would seem to be the better course of action for Los Angeles," according to the letter. It was signed by Fred Ali, head of the Weingart Foundation; Antonia Hernández, the leader of California Community Foundation; and Robert K. Ross, the top official at California Endowment.
Great Public Schools Now, meanwhile, is not backing down from the language of urgency and indignation in the original draft of the report, which was obtained and released by The Times. The plan called for 260 new charters.
"More than 160,000 students in Los Angeles and surrounding cities attend schools that are failing to provide them with a quality education," Siart said.
Landecker added: "It's unconscionable that families in many low-income communities lack the same opportunities to send their children to a high-quality school."
Charters appear to remain the primary focus, based on written materials being released. They highlight support for charters, based on a recent poll, as well as data indicating that charter schools are outperforming traditional campuses. The release also quotes the head of the California Charter Schools Assn.
"Charter schools have done incredible work in educating students from high-poverty backgrounds throughout Los Angeles," said Myrna Castrejón, acting chief executive of the charter association. "Because of this record, Great Public Schools Now will unequivocally support the replication of successful charters as a major component of their efforts."
Also included is the voice of a parent who has one child in a charter high school and another in a district-managed elementary campus.
"We don't have as many options as we would like on where to send our children to school," said Lisette Duarte, who has a child enrolled at a charter operated by Partnerships to Uplift Communities, or PUC. "Our ZIP Codes still limit us. That's why I am grateful charter schools exist and want to see them grow."
PUC is the charter group cofounded by school board member Ref Rodriguez, who has said he supports providing options for parents but has not specifically endorsed the effort.
The nonprofit was incorporated Aug. 20, Landecker said, with the stated mission of promoting "the quality of publicly funded education in Los Angeles and surrounding communities."
An official announcement was withheld until after the polling was completed and until after additional meetings with community groups and others could take place. Now, "it Nonprofit is formed to advance charter-school plan in Los Angeles area - LA Times: