Wednesday, May 7, 2014

Is Cami leaving? Or just hiding? | Bob Braun's Ledger

Is Cami leaving? Or just hiding? | Bob Braun's Ledger:



Is Cami leaving? Or just hiding?

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Is Cami hiding at an Ihop?
Is Cami hiding at an Ihop?

                Cami Anderson,  the controversial state-appointed superintendent of Newark schools, has disappeared from the city  for the last few weeks, fueling rumors she is planning on leaving. Her absence comes just as the mayoral race—in which she is issue number one—tightens up  and her champion, Shavar Jeffries , receives huge amounts of  campaign funds from pro-privatization sources to pay for attack ads against Ras Baraka.
                Anderson, who makes nearly $300,000 a year in public funds, has been in Arizona and California the last few weeks and is planning another trip to Colorado—although she has n ot received permission from local officials for the trips. She has been attending private conferences sponsored by pro-charter groups despite growing tensions at home over her “One Newark” plan that closes neighborhood public schools and launches new privately-operated charter schools.
                Anderson also has ignored demands she appear before the Legislature’s Joint Committee on Public Schools to explain “One Newark”  and her sale of public property to TEAM Academy charters, an especially favored brand of charter in the city one of whose founders is Jeffries. Her staff told one Republican legislator on the committee who called to talk to her to submit his questions in writing.
                Some high-level sources in Trenton are convinced she is leaving—and soon. They say David Hespe, the acting state education commissioner who replaced her chief sponsor, Christopher Cerf, is looking for a way to ease her out of office before the “One Newark” plan slides into chaos.  The Newark school administration already is almost a month behind in assigning schools to the thousands of families who filled out the so-called “Universal Application.” By her own admission, some children may not know what schools they are attending until days before the new year opens. She also admits Is Cami leaving? Or just hiding? | Bob Braun's Ledger:

60 Years after Brown v. Board: School “Reform” Ignores Injustices of Urban America | janresseger

60 Years after Brown v. Board: School “Reform” Ignores Injustices of Urban America | janresseger:



60 Years after Brown v. Board: School “Reform” Ignores Injustices of Urban America

On May 17, we’ll mark the 60th anniversary of the landmark U.S. Supreme Court decision in Brown v. Board of Education.  Richard Rothstein, research associate at the Economic Policy Institute and senior fellow at the Chief Justice Earl Warren Institute on Law and Social Policy at the University of California, has prepared a short brief to summarize where we were in 1954, how far we’ve come, and how far we have to go in the area of racial justice in our public schools.  It is a discouraging picture for a lot of reasons.
But first, a bit of the history Rothstein presents. “In fact, black children are more racially and socioeconomically isolated today than at any time since data have been collected.  Of course,Brown did accomplish a great deal….   Although today, typical black students in Southern states attend schools where only 29 percent of their fellow students are white….  in 1954 the percentage was zero… Black student achievement, nationwide, and in every state, has improved at a spectacular rate since Brown… The National Assessment of Educational Progress shows, for example, that black fourth-graders now have average math scores that are better than average white math scores only a generation ago. Yet because average white achievement has also improved, the gap between black and white achievement remains…”
But, as Rothstein explains, Brown was not merely “a principled objection to the idea of ‘separate but equal.’”  It was also an objection to “Southern states’ unrestrained contempt for the ‘equal part of the formula’.”  In Clarendon County, South Carolina, spending for white schools was four times the spending in black schools. The value of school facilities for whites was nine times higher than the schools provided for blacks;  white schools had lavatories while black schools had outhouses.  The student-teacher ratio was 28-1 for whites and 47-1 for blacks. Black students walked long distances to school and they and their teachers cleaned the buildings themselves, while white schools had custodians.  Significant disparities also separated the curriculum, which too often emphasized “manual skills” in home economics and agriculture at black schools.
To understand racial injustice at school sixty years after Brown, however, one must look more broadly at the history of economic and racial injustice in urban America, for much of racial 60 Years after Brown v. Board: School “Reform” Ignores Injustices of Urban America | janresseger:

“Sorry I cannot write more” – A Smarter Balanced Tale | InterACT

“Sorry I cannot write more” – A Smarter Balanced Tale | InterACT:



“Sorry I cannot write more” – A Smarter Balanced Tale

MAY 7, 2014

The Common Core transition reached me on a more personal level this week when my 11-year old son came home and asked, “Dad, do you know anyone who made the Smarter Balanced test?” When I replied that I do not, he said, “That’s good. It’s a bad test.” My older son chimed in as well, giving the test mixed reviews.
Some people who know me might think I’d opt my children out of standardized testing, but so far, I haven’t. While I don’t care for standardized tests, I haven’t felt the need for my sons to opt-out because I don’t believe they have been over-tested, or had their time wasted on test prep; to my knowledge, no one in their school, or in our district, has suggested we should put those test result to any inappropriate use for the children or teachers.
I might have considered opting out anyways because I don’t like the use of tests to rank and punish schools, but even that objection has faded for now, with California moving away from its prior accountability program and entering a transitional period to something new. To be honest, I don’t fully understand the new system yet; schools can report the same rankings or ratings this year that they had last year, as we pilot test the Smarter Balanced assessments, and the eventual accountability measures will involve more local decision-making about a variety of measures beyond testing.
My sons had a few specific critiques of the test questions, user interface, and other issues. The whole family got a good laugh out of my 11-year old telling us about his essay. Due to a glitch in the system, he reports, his full response turned out like this:
Sorry I cannot write more than a line or it deletes itself.  :(
My point in sharing this anecdote is not to criticize. Next year, the test will probably be improved, and from my sons’ perspective, the novelty will be long gone. What’s too hard this year may seem normal next year. Maybe not. It’s too soon to say.
But I will say this: I think my son’s response was perfect for the situation. And I think this anecdote perfectly illustrates how stupid it would be to evaluate his teacher based on results from a first-ever administration of a flawed assessment. (Even using the old tests, the problems of VAM in teacher evaluation are, at this point, insurmountable).  Thankfully, in California, no one will even see the results from the first run-through. And why should we? No one would be “Sorry I cannot write more” – A Smarter Balanced Tale | InterACT:







The new face of teacher unionism in New York City and beyond | Hechinger Report

The new face of teacher unionism in New York City and beyond | Hechinger Report:



The new face of teacher unionism in New York City and beyond

In era of accountability, UFT contract builds on fiscal stability, flexibility, not social mobility

By
I knew Al Shanker, Mr. Mulgrew, and you’re no Al Shanker.
Would Al Shanker have agreed to let at least 200 schools, thousands of teachers, exit the basic UFT contract?
Would Al Shanker have allowed differentiated teacher salaries beyond the classroom rank (and what highfallutin titles!) from mentor, to ambassador, to master; management titles —management! — in sheep’s clothing?
Al Shanker, organizer Paul Bradford, and the author, c. 1979
Al Shanker, organizer Paul Bradford, and the author, c. 1979
Would Shanker have signed off on salary bonuses for select members based on their schools’ staffing needs?
How about a health plan with centralized care rather than choice of private doctors, like other professionals?
And would Shanker ever have shriveled salary demands to less than an average 2% annually, with retroactive pay — salary already earned! — meagerly scattered into the next decade?
Would Al Shanker have let the mayor walk tall out of a contract announcement instead of bringing him to his knees?
Michael Mulgrew
Michael Mulgrew
This is the 21st Century with unionism on the run. Shanker helped found the United Federation of Teachers in 1960, becoming its president in 1964. Mulgrew, the UFT’s fifth president, succeeded Randi Weingarten in 2009. He faces a far different city, union, and instructional landscape than Shanker, 50 years ago.
The union, its members, and labor allies were then more militant, focused on substantially raising public employees’ status in a growing economy. Solidly liberal, the city was hospitable to increased wages and improved working conditions among its workers. The political might of the UFT was enough to bring schooling to a halt during its strike over decentralization in 1968 and again, over school cuts, in 1975.
Today, public employees are under siege. Wisconsin ended teachers’ collective bargaining rights. There are increasing numbers of non-unionized charter school teachers, unlike the unionized teachers in Catholic schools back in Shanker’s day. The fiscal crisis of 1975 still looms as a cautionary tale of New York’s near bankruptcy, often blamed on excessive wage and pension packages. Fourteen thousand teachers were laid off with consequent increases in class size for those remaining.
In addition, and most importantly, teachers are now squarely in the middle and upper middle salary The new face of teacher unionism in New York City and beyond | Hechinger Report:

Q&A with Azucena Gonzalez: Home visitors are a proven solution in early education, so why aren’t there more of them?
As the nation’s youngest learners from birth to 3-years-old show literacy gains from Early Head Start and home visiting programs, many childcare providers are reporting increased demand and a troubling shortage of qualified instructors for infants and toddlers. According to a recent report on early education by the New America Foundation, increased federal funding and tighter focus on accountabili

Shanker Blog » An Education Hearing I'd Like To See

Shanker Blog » An Education Hearing I'd Like To See:



An Education Hearing I’d Like To See

Posted by  on May 7, 2014




At the end of February, the District of Columbia Council’s Education Committee held its annual hearing on the performance of the District’s Public Schools (DCPS). The hearing (full video is available here) lasted over four hours, and included discussion on a variety of topics, but there was, inevitably, a block of time devoted to the discussion of DCPS testing results (and these questions were the focus of the news coverage).
These exchanges between Council members and DCPS Chancellor Kaya Henderson focused particularly on the low-stakes Trial Urban District Assessment (TUDA).* Though it was all very constructive and not even remotely hostile, it’s fair to say that Ms. Henderson was grilled quite a bit (as is often the case at these kinds of hearings). Unfortunately, the arguments from both sides of the dais were fraught with the typical misinterpretations of TUDA, and I could not get past how tragic it is to see legislators question the superintendent of a large urban school district based on a misinterpretation of what the data mean – and to hear that superintendent respond based on the same flawed premises.
But what I really kept thinking — as I have before in similar contexts — was how effective Chancellor Henderson could have been in answering the Council’s questions had she chosen to interpret the data properly (and I still hold out hope that this will become the norm some day). So, let’s take a quick look at a few major arguments that were raised during the hearing, and how they might have been answered.

The improvements in TUDA/NAEP scores are due to demographic changes in the district. Council Member David Catania made some (well-informed) arguments regarding the composition of the TUDA sample and how it might have been driving the 2009-2011 changes.
There is quite a bit of irony here: TUDA changes are being discussed based on the false premise that they represent “growth,” but the substance of the conversation is about demographic changes in the sample, which is the most salient manifestation of the fact that they’re not growth measures, but rather comparisons between two different groups of students.
So, instead of trying to fit a cross-sectional peg into a longitudinal hole, or asserting that painfully simplistic subgroup breakdowns can “prove” that the “growth” was “real” (they cannot), Ms. Henderson should simply have established the correct premises and made her point.
In other words, she should have said that student populations can shift quite bit, even over short periods of time, and raw NAEP/TUDA changes, which do not follow students over time, reflect these changes. That is not an opinion but a Shanker Blog » An Education Hearing I'd Like To See:

Mother Crusader: DFER Trying To Steal Election From Ras Baraka

Mother Crusader: DFER Trying To Steal Election From Ras Baraka:



DFER Trying To Steal Election From Ras Baraka

The Newark mayoral race is heating up with less than a week to go, and there has been plenty of discussion about an influx of cash to the Jeffries campaign and questions as to where the money is coming from.
Newark First, an independent group of Jeffries' supporters, launched an advertising campaign Wednesday attacking Baraka's record of managing city finances. 
"Who will move Newark in a new direction? Not councilman Ras Baraka," the narrator said. "Jeffries is a different kind of leader. 
The group has raised more than $1.3 million. Its donors include several financial executives and an $850,000 donation from Education Reform Now, a politically active education reform organization, according to its election filing report. 
Newark First has spent almost $425,000 on the election, the report says. (emphasis mine)
Wow! 850,000 from Education Reform Now!! What's that?

Why, inquisitive reader, that would be a 501c3 affiliated with none other than Democrats for Education Reform. You see, Education Reform Now's President just so happens to be DFER Executive Director Joe Williams. Williams is also President of a related 501c4, Education Reform Now Advocacy. 

And in case you're not up on DFER, I'll let DFER Watch fill you in on exactly who they are and what they stand for.
Democrats for Education Reform is a political action committee supported largely by hedge fund managers favoring charter schools, merit-pay tied to test scores, high-stakes testing, school choice (including vouchers and tuition tax credits in some cases), mayoral control, and alternative teacher preparation programs.
2009 tax documents reveal the direct relationship between DFER, Education Reform Now, and Mother Crusader: DFER Trying To Steal Election From Ras Baraka:

Tuesday, May 6, 2014

Draft accountability plans raise concerns about usefulness to parents | EdSource Today

Draft accountability plans raise concerns about usefulness to parents | EdSource Today:



Parent committee members and school officials review a draft of West Contra Costa Unified's LCAP on Wednesday, April 16 in Richmond. Photo by Alex Gronke
Parent committee members and school officials review a draft of West Contra Costa Unified’s LCAP on Wednesday, April 16 in Richmond. Photo by Alex Gronke
California school districts are in the process of drafting plans detailing how they intend to spend state education dollars and, so far, most of the documents are dense with education jargon, acronyms and legalese. And in many cases, they don’t provide a clear picture of how districts will use state funds to improve the academic performance of “high-needs” students.
The Local Control Funding Formula law promoted by Gov. Jerry Brown and approved last summer by the state Legislature is radically revising California’s school financing system. It requires districts to file a Local Control and Accountability Plan by July 1 of this year, and publish a draft plan ahead of that date so that parents, teachers and others at the local level can give their input.
Only a tiny fraction of the nearly 1,000 districts in the state have issued their draft plans. But as the plans are released, they are raising concerns about how useful they will be to parents and other community representatives trying to understand how funds will be spent, including money that is supposed to be targeted at high-needs students – low-income students, English learners and foster children.
The accountability plans are at the heart of Gov. Jerry Brown’s efforts to give local school districts more decision-making powers – and to encourage parents to get involved as well.
“The plans are useful in pushing superintendents and schools boards to articulate clear goals, but then they rapidly descend into the minutiae and the weeds, which makes these documents very hard to decipher,” said Bruce Fuller, professor of education at UC Berkeley.
The plans end up being “so detailed and gangly that they are hard for the average citizen to make sense of,” said Fuller, who is co-director of Policy Analysis for California Education, or PACE, a joint research and policy center sponsored by UC Berkeley, Stanford and the University of Draft accountability plans raise concerns about usefulness to parents | EdSource Today:

Duncan Flunks the “State led” Test with His Indiana NCLB Waiver Warning | deutsch29

Duncan Flunks the “State led” Test with His Indiana NCLB Waiver Warning | deutsch29:



Duncan Flunks the “State led” Test with His Indiana NCLB Waiver Warning

May 6, 2014



Corporate reformers love tests.
It seems that now, the test is on them.
Is the federal government usurping state authority over public education?
Consider the protestations that the Common Core State Standards (CCSS) are not a federal mandate, as noted on the corestandards.org website:
Fact: The Common Core is a state‐led effort that is not part of No Child Left Behind or any other federal initiative. … State adoption of the standards is in no way mandatory. …This work is being driven by the needs of the states, not the federal government. [Emphasis added.]
Based on the above, it would seem that a state deciding to forego CCSS would face no federal sanctions associated with the never-reauthorized No Child Left Behind (NCLB), that the two concepts– CCSS and NCLB– would not even be related in any federal funding discussion, much less a punitive mandate that any state “prove” to the federal government that its “state-led” education standards must be CCSS, “or else.”
Though he spent a lot of time and energy on defending the “state-led” CCSS, US Secretary of Education Arne Duncan changed his story when questioned aboutfederal funding tied to CCSS:
In a hearing before a House appropriations subcommittee Tuesday, U.S. Secretary of Education Arne Duncan defended the competitive grants built into his fiscal 2015 budget request, gave no substantive details about a proposed Race to the Top for equity contest, and continued to distance himself from the Common Core State Standards.
“I’m just a big proponent of high standards. Whether they’re common or not is Duncan Flunks the “State led” Test with His Indiana NCLB Waiver Warning | deutsch29:

Hey ATR's! The New Contract is a Trap! southbronxschool.com

http://www.southbronxschool.com:



Hey ATR's! The New Contract is a Trap!

The Crack Team got a phone call from an intrepid Mainstream Media reporter today inquiring if we knew of any ATR's that would like to comment on the mass email El Presidentรฉ Mike Mulgrew blasted out to them Monday evening. We told our intrepid reporter that we do not, yet shared with him that our curiosity is now piqued and if he can share more with us. Being a New York newspaper reporter he did not have all the facts and sent us on our own to learn more.

A siren call was soon sent throughout the land of the ATR's for this magic memo. The Crack Team must have it's hands upon it. We needed to decipher it, to decode it, to touch it.

The call was soon filled by one of our earliest groupies who was more than eager to pull uncover the encasement of the UFT contract as it pertains to ATR's. To unmask and deflower Mulgrew and his web of prevarication, or as Mulgrew calls it, "myths."

Let it be known that The Crack Team as thoroughly run this muckety muck through the SBSB computers and have actually formulated reality from the fantasy to be published forthwith.

When the previous administration let it be known that it intended to summarily fire all members in the Absent Teacher Reserve, we as a union made a commitment to stand by our members. We held true to that commitment throughout our negotiations, and the results are in this new contract.

You stood up to Bloomberg, yet folded like a cheap off the rack suit that had been marked down 5 times at Moe Ginsburg's with this administration. What gives? Yes, you stood up for the ATR's http://www.southbronxschool.com:

Connected Principals | Sharing. Learning. Leading.

Connected Principals | Sharing. Learning. Leading.:









The Advantage of Separating Behaviors and Academics Through a Competency-Based Grading System.
As I watched one of our teacher’s training sessions this past Wednesday, I considered how far we had come in grading practices in a fairly short period of time. Our school made the transition to competency-based grading four years ago, and despite some of “bumps in the road”, we really have never looked back. Terry Bolduc, a fifth grade teacher at our school, is also one of our training team membe
Initiate change? Of course you can! #r10tech
I had the opportunity  today to present at the Region 10 technology conference. As always, I come away amazed at the work of the Region X team. This conference has evolved over the years into a must attend the event for the Region X area. From session flow to strategic sessions, to participant size to the addition this year of FOOD TRUCKS…they are doing it right! The conversations today with educa
Myths of Technology Series: “Technology Will Replace Face-to-Face Interaction”
For ISTE 2014 in Atlanta, I will be presenting on the “Myths of Technology and Learning”. As I am really thinking about what I will be sharing at the conference, I wanted to write a series of blog posts that will help myself and others “rethink” some of these statements or arguments that you hear in relation to technology in school.  I will be writing a series of blog posts on different myths, and
Myths of Technology Series: “Technology Makes Us Narcissistic”
For ISTE 2014 in Atlanta, I will be presenting on the “Myths of Technology and Learning”. As I am really thinking about what I will be sharing at the conference, I wanted to write a series of blog posts that will help myself and others “rethink” some of these statements or arguments that you hear in relation to technology in school.  I will be writing a series of blog posts on different myths, and

5-6-14 Engaging Parents In School… | Going Beyond Parent "Involvement"

Engaging Parents In School… | Going Beyond Parent "Involvement":











“How to be an advocate for your (special needs) child”
How to be an advocate for your (special needs) child by Jovan Miles could be a very useful post to share with parents. It’s a great additions to The Best Resources To Help Engage Parents Of Children With Special Needs.
“19 Proven Tips for Getting Parents Involved at School”
19 Proven Tips for Getting Parents Involved at School is a useful slideshow created by Edutopia. I’m adding it to The Best Sources Of Parent Engagement Advice For Teachers.


Engaging Parents In School… | Going Beyond Parent "Involvement"
Engaging Parents In School… | Going Beyond Parent "Involvement": New Not-Very-Useful Survey Finds That Teachers Want More Parent InvolvementEducation Week reports on a new survey that finds most teachers want more involvement from the parents of their students (see Survey: Most Teachers Want Involved Parents But Don’t Have Them). Unfortunately, it didn’t really define what “parent involv






Reflections on Teaching » Blog Archive » Asking the wrong questions of technology…

Reflections on Teaching » Blog Archive » Asking the wrong questions of technology…:



Asking the wrong questions of technology…


1956 - Forbidden Planet

There has been a huge roll-out of technology with the advent of SBAC testing in California (and elsewhere in the country with CCSS testing in all forms). But is this really making education better? Is it making our kids better? Or is it like using Robbie shown above, good for little beyond holding the pretty lady’s train, and not the best use of public monies?

I know, I’m an ed tech enthusiast, but if this is the best we (and by we, I include me in that) can come up with…color me a Luddite and hand me some paper and pencils. I’m going to talk about what I think are stupid choices. Some of them are mine (which can be adjusted and improved on rather easily), and some are about how entire public education community and show little sign of improvement any time in the future.
In my last weekly reflection, I discussed how my kids did better writing with pencil and paper as compared to their online writing. Over the weeks, I would say their online writing is more generally better, but for my most fluent writers, they aren’t always quite as prolific and don’t always have as strong a voice in their online writing.
Some of the studies of reading and writing (in the form of note-taking) show paper and pencil to be more effective than computers and screens for the same task:
That second link has some caveats in it, and a really good question at the end:
Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small…

Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people’s attitudes continue to change…

But why, one could ask, are we working so hard to make reading with new technologies like tablets and e-readers so similar to the experience of reading on the very ancient technology that is paper?
So I can see the mistake I’ve been making, I’m essentially transferring the writing that I used to have them do on paper, to a Wiki. Studies show improvements in students writing online happen with interaction, Reflections on Teaching » Blog Archive » Asking the wrong questions of technology…: