Educational Change

Lisa Donlan on How the WalBloom Administration Fails the Accountability Test

2012-02-06T05:00:00.000-08:00

Find the accountability

Lisa Donlan writes:

All that "data" and none on the networks?

....after a first failed experiment of imposing a uniform curriculum, the DoE decided it was not in the teaching and learning business. It decided it was in the business of managing others to handle the teaching and learning.

And I just love this comment.

A great piece of journalism (School Scope in The Wave: A Raucous Hearing at PS 215) – insightful, analytically and evocative of all the human emotions and interactions behind the policies and processes!
----- Lisa Donlan, parent activist, Community Education Council 1 (lower east side)

Hey, I don't toss compliments away, so I appreciate Lisa's comment. (Ignore my lame attempt at humor by using the color "yellow" in the context of her use of the word "journalism.") I've gotten some other nice comments on that piece. (If you read it make sure to watch the video of Walcott getting hot under the collar.)

Aside from printing it for my ego, Lisa brilliantly expands on a minor point in my column about the total lack of accountability of the Networks established by Joel Klein and Dennis Walcott to replace the old geographically defined districts (which still exist in some form and when a stake is put through the heart of mayoral control (despite the UFT's continued support of MC). A school like PS 215 which went from an A to an F with the same staff and administration is being closed while the people running the network which was supposed to monitor and provide support walk away without being held accountable for any of it. Is it possible the branding of so many schools as failures is a failure of a decade of poor management systems?

When, oh when, will the press start paying attention to the role these networks, often loaded with know-nothings and do-nothings, play. Talk about a patronage machine.

I wanted to pick up on something you wrote that I think deserves to be examined and highlighted more often, more consistently and more loudly.

Lots of people ask why nothing was done over the years if there were signs the school was failing. The numerous reorganizations over the years from district to region to network has allowed Tweed to blur the lines of responsibility allowing Lloyd-Bey to shrug.

Not just the Dist Sups get off the hook, as the accountability kick-the-dog routine rolls down the hill from City Hall to Tweed to the individual schools and homes of the students.

We all can recall that the single largest trade off for centralization of power over the schools in the hands of the mayor was to at long last have single point "Accountability".

We all know that "Accountability" has been reduced to: "Boo me in parades", and blaming the victims.

Yet there is one layer of actors that has managed to both actually be accountable and simultaneously invisible, and that is the hidden and nameless/faceless bureaucracy that "supports" the principals and schools, as you point out in your post.

From the old district sups and their staffs, publicly shamed as ineffectual racists, booted out with the schools boards; to the Regions (mostly recycled district employees); to the SSO's and now the CFN's (networks on steroids), there has been no "accountability" and no mention of the great missing link.

By missing link I mean the heart and soul, the nuts and bolts of education, the craft, science and art of teaching and learning- instruction and curriculum.

While Klein and Walcott (let's face it, they were always a team and I suspect still are) reorganized the bureaucracy, hiding it deeper and deeper into the maze of virtual networks, they were also busy ratcheting up the standards.

First it was their own high stakes exams, combined with a few state exams. Then the state took on the task of creating all the exams, and NYC DoE filled in with interim exams.

Next the machine became enamored with value-added algorithms and formulas, as supposed measures of "progress", a never ending series of bell curves of relative competences that stood in for students achievement, teacher quality, principal effectiveness, school progress and many other valuations.

Standards came to mean tests, and tests in turn became the curriculum.

Schools were forced to undertake varying degrees of test prep in limited subject areas to meet the focused goals of the very high stakes tests.

That shell game seemed to be working, until advocates and critics demonstrated just how much the books had been cooked, and how reductionist and absurd the whole game had become.

In response, the educrats have now devised national standards, the "core common standards," a more sophisticated group of expectations that cover greater areas of study, which in the end means more tests, in more subjects, eventually to be administered on-line.

Has anyone else noticed the basic disconnect in this story? The lost thread?

The state/city/feds keep coming up with more and better "standards", which they translate into blunt, inexpensive instruments that are relatively easy to measure, store and analyze.

Yet many schools and students are, over and over, unable to meet those standards.

So the response of the educrats is: to make new standards. Higher standards. More complex standards. Standards in every subject area.

But where is the curriculum that translate the standards into teaching and learning? Everyone is given an x on the map to get to - but no one is getting any directions of how to get there.

Because that map is supposed to be supplied by the Networks!
When schools first selected their School support Organizations they were supposed to select them based on affinities of pedagogy and curriculum, right?

In all the DoE depts is there anyone accountable for curriculum? for teaching and learning?

We don't even talk about the curriculum. Never mind the necessary supports and interventions the networks provided (or failed to provide) to bolster and reinforce the curriculum and its implementation in the classroom.

NYC DoE has a massive legal force, a gigantic accountability office, we have space planners, and folks in charge of Talent, and Portfolios of Learning (creating new small schools/charter schools) but NO ONE is in charge of instruction, pedagogy, teaching and learning!

That is because after a first failed experiment of imposing a uniform curriculum, the DoE decided it was not in the teaching and learning business. It decided it was in the business of managing others to handle the teaching and learning.

Teaching and Learning have since been handed off to the Regions - Boroughs- SSOs and CFNs.

So, if the curriculum and all supports, such as teacher and principal training and development, as supplied by the various Networks, has not been sufficient to get students across the bar, why just keep raising or changing the bar?

Why not look at the supports in place?
Why not evaluate the curriculum, and not just the teachers implementing it?

And why not hold these networks accountable?

We hear about the effects of budget cuts on schools but we never hear how the Networks did or did not distribute those budgets among their schools, how much money was spent on the network itself, what the network is tasked to do and whether or not it did so effectively.

Have we ever looked at their collective school progress report grades? their collective School Quality Reviews?

All that "data" and none on the networks?

Why are all of the school closing hearings about the failure of the school to meet the imposed goals and standards, but there is nary a word about the failure of the Networks to get them there?

Has anyone looked at the rate of failure of schools and the correlation with the various networks?

Could the networks themselves play a part in the school closing game, perhaps robbing Peter to pay Paul, picking the winners to give more resources to, and winnowing off the losers in their own networks?

Who knows, since we can't see them or trace them or learn of their "accountability".

Lisa

Before leaving for the morning, I want to include this Q and A from ICE-mail.

State of the Union(I have lots of video and commentary on a spectacular Saturday in February that drew between 200 and 250 people to a conference on the UFT - are we all crazy or what?)

James Eterno and Jeff Kaufman in their "Know Your Rights" workshop on Saturday reminded me once again how much we need people like them giving even experienced teachers and chapter leaders sage advice. They are always there for people who need advice.

This came in over ICE mail

Subject : [ice-strategy] Question re arbitration hearing on class size
Hi, I received a fax last week stating that I had to appear for a UFT class size arbitration hearing even though there is only one class over regs- a Kgn with 26. I'm supposed to report there in the morning without going to my school first. I get paid for the day. Do I have to appear?

James Eterno responds:
Please go. It is easy and even with one oversize class you establish precedent so they will have a harder time using the exception next year. You probably will not win but if you don't go, you have let them get away with an oversize class and they can do it over and over. You get the time to travel to and from.

NY Principals in Revolt on Evaluations

2012-02-05T20:52:00.000-08:00

I know. Some of you have revolting principals. But the under-reported story is the revolt by so many NY State principals, including a batch of gutsy ones from NYC, against the Cuomo/Obama/Bloomberg/Tisch/King attempt to railroad everyone into signing on to the evaluation plot.

Here is an event worth attending at CW Post, Tilles Center, Brookville Campus with Sean Feeney and Carol Burris, two principals that teachers might love to work for.

"More than a Number" Symposium

posted by Sean Feeney

On February 15th at 4:30 pm, Long Island University/CW Post is hosting a panel discussion on whether the NYS APPR system is undermining effective teaching and learning. The panel will consist of principals and professors of educational leadership. You can request (free) tickets to this event through this link.

Support the Paper!

Join the more than 1,330 principals and

4,200 other educators and concerned citizens across New York State

and our country who support our efforts to stop harmful educational practices that are not based in research!

Everyone is welcome to support the paper!

Across New York State, there is growing concern about the direction being taken by the State Education Department. In breathtaking speed, Education officials have made sweeping changes to how our schools operate, how our teachers and principals are evaluated and how our students are assessed.

As building principals, we applaud efforts aimed towards excellence for all of our students. We cannot, however, stand by while untested practices are put in place without any meaningful discussion or proven research. This is why we have prepared an Open Letter of Concern Regarding New York State's APPR Legislation for the Evaluation of Teachers and Principals. Written by two high school Principals — Dr. Sean C. Feeney and Dr. Carol C. Burris — this paper was reviewed and edited by Elementary, Middle School and High School principals. Although this letter had its origins in Long Island, the concerns expressed are shared by educators across New York. In a very clear manner, this letter states why everyone who cares about schools should be concerned about New York's APPR Legislation. The letter also articulates a better path forward for our schools and students.

Visit the links on the side to read the paper, support the paper and read the research behind the paper. The key to change is to make your voice heard! Be sure to contact your local legislators in order to express your concerns about the APPR legislation.

Southside Town Hall: Stop Eva and Closing Schools - Tues. Feb. 7, 6:30PM

2012-02-05T18:13:00.000-08:00

http://scscbrooklyn.wordpress.com/scsc-members/http://scscbrooklyn.wordpress.com/scsc-members/

eng-span.pdf

International Institute for Peace joins forces with UNESCO

2012-02-05T13:41:00.000-08:00

The International Institute for Peace (IIP), co-founded by UNESCO Goodwill Ambassador Forest Whitaker, will formally join forces with the Organization on 7 February with the signing of an agreement between UNESCO, the Institute, the Rutgers University in New Jersey, US, and the US government, the UN agency said in press statement here Friday.

It said that the agreement will place the IPP under the auspices of UNESCO.

The agreement to this effect will be signed at UNESCO Headquarters after a press conference with UNESCO Director-General Irina Bokova, Forest Whitaker, Rutgers University Chancellor Philip Yeagle, and the US Ambassador to UNESCO, David Killion.

At the ceremony, video messages of support from Esther Brimmer, the US Assistant Secretary of State for International Organization Affairs, and Okello Sam, the founder of Hope North, a centre for refugees, orphans and former child soldiers in northern Uganda, will also be shown.

School Scope in The Wave: A Raucous Hearing at PS 215

2012-02-05T06:44:00.000-08:00

Here is my column published Friday, Feb. 3 in The Wave: www.rockawave.com

A Raucous Hearing at PS 215
By Norm Scott

Video link to the meeting at: http://www.youtube.com/watch?v=NOuvml9CXPA

Despite the fact the NYCDOE holds a closing school hearing for PS 215Q on a Friday night at 6pm (Jan. 13) the auditorium is practically overflowing. I get there late, around 7PM even though I live 15 minutes away. I had been contacted by a reporter I know from the NY Times who borrowed one of their cars to make the trip. I tell her if she comes early I’ll treat her to a glorious Rockaway dinner and drive her there. But she gets delayed at the office and then trapped in a bad lane on the BQE and doesn’t get to my house until 6:30. So dinner goes out the window. We rush over to the school. I drop her off and have lots of trouble finding a spot -- a sign of a big crowd. I park blocks away (I won't go into details of the post-meeting senior moment when I can't find my car). As I walk over, I can hear lots of cheering.

The auditorium is packed. Thank goodness The Wave’s Miriam Rosenberg is there to cover the story and take pictures (see her report last week: Tensions Run High at PS 215 Meeting). Outside the auditorium I run into is Queens Panel for Educational Policy rep Dmytro Fedkowskyj whose votes to defend public education are spotty at best. "Did you hear my statement," he asks? Sorry I missed it. It must have been a wowser. Later I ask if he categorically supports keeping PS 215 open. He says, "I'll examine the facts and make a decision." Okay. Examine what facts? No examining should be necessary when it comes to the failed policy of closing schools and opening replacements in their place – with the sole goal of removing (and blaming) the teachers and administrators (who always manage to land on THEIR feet). PS 215 and Peninsula Prep have legitimate cases for remaining open, as did Beach Channel HS, et al. When will he get it? Oh, I almost forgot. Queens borough president Helen Marshall calls the shots and she backs Bloomberg but will turn Dmytro loose at times since Bloomberg has the votes he needs from his PEP puppets and Dmytro’s vote doesn’t really count for much. My question always comes down to: if your vote doesn’t count, why not at the very least vote to do the right thing all the time?

Inside the auditorium: Surprisingly, Chancellor Dennis Walcott is at the meeting sitting on the dais, trying to show how cool he is (that won’t last). We get there too late for his presentation but later get to hear him throw the bull about how the data shows that PS 215 must be closed.

The place is loaded with lots of emotion and anguish emanating mostly from parents and alumni. One parent makes a powerful statement that actually brings tears to some people’s eyes. She says, “Stop sitting up there and come down here and see what we need…when you mess with a child an angry parent is coming.” She ends by invoking the bible and admonishing the people on the panel that “God is coming.” I’m not religious but I get the shudders. (I included her entire statement in the video).

Teachers speak but try to focus on making the case for the school by emphasizing that the school went from an A to F with the same staff and administration. The variable has been the loss of services. Walcott answers that the school is rated against other schools in the same class and budget and is not keeping pace. He intimates that perhaps the principal did not make good choices in how to spend the money they get. Why believe anything he says at this point? Remember, he may seem to be a new Chancellor, he has actually been behind the scenes of the entire failure of ed policy under Bloomberg since Day One.

Walcott’s tune hasn’t varied for a decade. A building could come down around his ears and he would say nothing's wrong --- think recent ocean liner disaster. Captain Walcott (Schettino) is in charge of a ship that came aground under Joel Klein and is now listing badly while the Captain tells people to go back to their cabins. With this Titanic of a school system they haven’t even supplied deck chairs to move around.

Sitting next to Walcott is Susan Rippe-Hofmann, the principal of PS 215. We will hear her praised and criticized during the evening, with Community Education Council 27 President Coralanne Griffith-Hunter, PTA President Donna Hamlet and a teacher calling for the school admin to be replaced before the school is closed. At one point in the meeting a former PTA president places the blame on Rippe-Hofmann.

There are certainly indications that tensions exist with some parents, though there was much more praise than criticism for her. One teacher tells me the principal seem to be trying to keep teachers out of the battle, telling them to let parents carry the ball because teachers have self-interest. They sure do, facing the hell of being a rootless ATR. Another tells me the principal isn’t really fighting because retirement looms. Or if not she doesn’t want to rock any boats since administrators are taken care of by Tweed after their schools close even if teachers are screwed.

But it is clear from that some teachers are not staying out of the battle, some speaking passionately. Others use data and logic. Later I raise the issue with some as to whether the closing might have something to do with the number of senior, higher salaried teachers working at PS 215. They nod knowingly. There is a lot of emotion – anguish amongst parents, teachers, alumni.

Even the UFT officials from the Queens office seem frustrated, with UFT Borough leader Rona Freiser and chief political officer Dermot Smyth trying to get the floor but being denied by Walcott until they use the magic words that seem to strike fear into Tweedies – Mic Check. Rona gets to ask her question – which after all the hubbub, isn’t very relevant to PS 215. But the UFT is so pissed off it looks to get in a shot at Tweed whenever it can. Walcott responds, as you can see on the video, with a nasty: This is not a UFT chapter meeting.

Also present is District 27 Superintendent Michelle Lloyd-Bey who over the years has always tried to play the “who me” and “don’t kill the messenger” role while slipping in the shiv. Never a favorite of mine. Lots of people ask why nothing was done over the years if there were signs the school was failing. The numerous reorganizations over the years from district to region to network has allowed Tweed to blur the lines of responsibility allowing Lloyd-Bey to shrug.

The meeting ends soon after a major confrontation between an angry parent and Walcott. Lots of finger pointing with Walcott’s cool wearing away. “You never came out here before, so why you came out here now,” the parent says practically getting in Walcott’s face. Things are getting hot before City Councilman James Sanders comes to the microphone (getting lots of boos) to save Walcott. He calms things down but doesn’t take sides. He should.

Quite an interesting evening (see the 13 minute video clip). The next round will be on February 9 when the PEP puppets will vote to close over 20 schools. PS 215 and the local charter school, Peninsula Prep Academy are on that list. PPA had a rally at Tweed on January 26, taking a busload of supporters, followed by a private meeting with Walcott, PPA parent leader Josmar Trujillo and State Senator Malcolm Smith, who set up the meeting, an indication Smith still has ties to the school he founded. Josmar has been a tireless promoter for PPA and having a voice like his with a united school community behind him might just make a difference, especially since charter schools are given favor by the DOE.

Norm blogs regularly at http://ednotesonline.blogspot.com/. Email: normsco@gmail.com

Community Education Council Town Hall on School Closings: Tues. Feb. 7, 6:45PM

2012-02-05T05:26:00.000-08:00

Another sign of the Bloomberg control of schools leading to long-missing community action in communities affected, this time in East NY. The next step is to bring all these communities together, something the UFT has the ability to address but is not. And won't. One thing coming up on everyone's radar is the battle against mayoral control. Maybe that's why the UFT won't go there given Mulgrew's announced support for mayoral control as the best system --- for the UFT leadership (not the members).

And don't forget, the 2 UFT charter schools reside in this area, including my old junior high school, George Gershwin, which is on the closing list. (The only school I went to left open right now is PS 190 on Sheffield Ave.) I would charge that they are closing Gershwin to allow the UFT charter to expand but I believe the UFT, embarassed by its 2 co-locos, is getting its own building --- I think in some deal with Christine Quinn for a million bucks --- someone check this out for sure as I'm too lazy right now.

I'm going to try to make this Dist 19 (though I may have similar event to go to in Williamsburg) as I'll be going back to my home town. I grew up at 551 Alabama Ave. just 3 blocks away. I walked this route every day on my way to Thomas Jefferson HS (now closed and a campus) and whenever we took the train. We were a block away from the El and I could hear the trains run all night. Memories!

COMMUNITY EDUCATION COUNCIL 19/ TOWN HALL MEETING

DATE: TUESDAY FEBRUARY 7, 2012

TIME: 6:45 PM

LOCATION: 557 PENNSYLVANIA AVENUE BETWEEN LIVONIA AND RIVERDALE AVENUE

TOPIC: EDUCATIONAL FORUM AROUND SCHOOL CLOSINGS AND FORCED TRUNCATIONS IN EAST NEW YORK

CONTACT INFORMATION: Erica Perez 1-347-323-1499

Susan Ohanian Asks an Eternal Question

2012-02-04T19:30:00.000-08:00

The Eggplant

http://susanohanian.org/show_nclb_news.php?id=867

Why DID the Chicken Cross the Road?

I. Educationists Know the Answer

Because he recognized what I've said repeatedly, we really need to elevate the profession of teaching and you can't win the Race to the top without reaching for the higher bar . . . or road, as the case may be.--Arne Duncan

Contrary to the claims of some of my critics and some of the editorial pages, I am an ardent believer in the free market. . . and the right of chickens to cross those roads.--President Barack Obama

To listen to Bill Gates makes a speech about what chickens need to do to be successful.--New York Times editorial department

To attend a party honoring Michelle Rhee.--Washington Post editorial department

To dance a jig at a KIPP coop.--Jay Mathews

She wanted merit pay.--Mayor Michael Bloomberg

Because cooperation, collaboration and consensus-building are way overrated.--Michelle Rhee

To get away from the 8,600 failed coops that live millions of chicks behind.--Chester Finn

The chicken wanted to learn its value:
y = XÎ² + Zv + Îµ where Î² is a p-by-1 vector of fixed effects; X is an n-by-p matrix; v is a q-by-1 vector of random effects; Z is an n-by-q matrix; E(v) = 0, Var(v) = G; E(Îµ) = 0, Var(Îµ) = R; Cov(v,Îµ) = 0. V = Var(y) = Var(y - XÎ²) = Var(Zv + Îµ) = ZGZT + R--Los Angeles Times

Because the more innovative that chicken is, the more money he'll get for his school. We've got to reward good chickens. First, we also have to stop making excuses for bad chickens." --Pres. Barack Obama

Because when chickens need more achievement for less money, they have to change where they walk. Unlike Europe, we do very little in this country to measure, develop and reward excellent walking.--Bill Gates

When American chickens have the skills and knowledge needed in today's society, our flocks will be positioned to compete successfully in the global economy.--National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

II. Let history be the judge--Karl Marx

If a chicken insisted always on being serious, and never allowed itself a bit of fun and relaxation, it would go mad or become unstable without knowing it.--Herodotus

He who commands the road has command of everything. Themistocles

It wasn't a road; it was a river.--Julius Caesar

It wasn't a road; it was a mountain.--Hannibal

It wasn't a road; it was a railroad track.--Leland Stanford.

It wasn't a road; it was the Atlantic.--Charles Lindbergh

Either the road or nothing.--Cesare Borgia

Lebensraum.--Adolph Hitler

Chickens love to fight. All real chickens love the sting of battle.--General George Patton

As a committed anarchist, it jaywalked because the rules of the state are the chief instrument for permitting the few to monopolize the land.--Prince Peter Alekseyevich Kropotkin

I have it on good authority that it went to the crosswalk.--Rudi Guiliani

III. All chickens by nature desire knowledge--Aristotle

A journey of a thousand miles must begin with a single step across the road.--Lao-Tsu

Because the road is the noble Middle Path. . .which produces insight and calm, to knowledge and enlightenment.--Buddha

Surely every chicken walketh in a vain show.--Psalms

It wanted to get out of the Cave.--Plato

An irrepresentable, unconscious, pre-existant form seemed to be part of the chicken's inherited structure and could manifest itself in spontaneous crossing anywhere, at any time.--Carl Jung

The chicken believed the coop is primarily a social institution and getting out of it the fundamental method of social progress and reform.--John Dewey

It was developmentally appropriate for the chicken to do so.--Jean Piaget

The bell rang, the chicken walked.--B. F. Skinner

Sexual fulfillment.--Dr. Ruth

Sexual perversion.--Baron Richard Von Krafft-Ebing

Crossing the road was the last taboo of chickendom.--Theodor Reik

A rooster cut off from its own mind, cut off equally from its own body--a half-crazed creature in a mad world.--R. D. Laing

Because it was lonely and looking for other chickens.--David Riesman

We rest when we're dead.--Luis Bunel.

A chicken is free the moment it wants to be.--Voltaire

A chicken takes its fun where it finds it.--Rudyard Kipling

It couldn't go home again.--Thomas Wolf

The chicken was looking for what it had lost.--Marcel Proust

Because it was All Quiet on the Western Front.--Erich Maria Remarque

Because it cursed the commonplace.--E. A. Robinson

To begin a long day's journey into night.--Eugene O'Neill

Well, I don't know. The mediahave swamped the message, but anyway

God bless the chicken.

I loved the way it ran.--John Updike

The chicken walks freely in the street

and sees reality

and the things it sees

are bigger than itself

and the things it sees

are its reality.--Lawrence Ferlinghetti

Because the absurd is only too necessary on earth--Fyodor Dostoyevsky

I had the story, bit by bit, from various people, and, as generally happens in such cases, each time it was a different story.--Edith Wharton

Among twenty chickens

The only puzzling one

Was the one who crossed the road.--Wallace Stevens

The chicken

relieves his noble bowels

in a desolate field.--Buson

A willful beast must go its own way.--Aesop

To take a basket of fruit to her grandmother.--Grimm brothers

Because she would rather learn from one bird how to sing than teach ten thousand stars how not to dance.--e. e. cummings

I don't feel like going into it, if you want to know the truth.--J. D. Salinger

Someone must have been telling lies about the chicken.--Franz Kafka

So it wouldn't have to say it was sorry.--Erich Segal

It was privileged to be invited to a family festival of an upper middle-class flock in full plumage.--John Galsworthy

You build it, the chicken will come.--William Kinsella

The answer, my friend, is blowin' in the wind.--Bob Dylan

My dear, I don't give a damn.--Rhett Butler

Colorless green ideas sleep furiously.--Noam Chomsky

It wanted to be on the road.--Jack Koureac

It is not the answer that enlightens, but the question.--Eugene Ionesco

Because it was the master of its fate and the captain of its soul.--W. E. Henley

So much depends

upon a chicken

seeing a road

and a path between the

white lines.--William Carlos Williams

I never saw a chicken cross

I never hope to see one.

But I'll tell you this

I'd rather see than be one.--Galett Burgess

Every chicken, as long as it does not violate the laws of justice, is left perfectly free to pursue its own interest his own way, and to bring both its industry and capital into competition with those of any other chicken.--Adam Smith

That's where the money was.--U. S. Congress

The great thing about chickens is they don't talk.--Studs Terkel

The Family made the chicken an offer it couldn't refuse.--Mario Puzo

A mere forty years ago, beach volleyball was just beginning. No bureaucrat would have invented it, and that's what freedom is all about. That and chickens crossing roads--Newt Gingrich

So I could feel its pain.--Bill Clinton

Looking for a place to take a nap.--Washington Irving

She felt oppressed by the henhouse.--Henrik Ibsen

To avoid getting stewed.--W. C. Fields

It wasn't a chicken.--J. R. R. Tolkien

To get away from its mother.--Philip Roth

Her welfare was cut, so she had to stop watching TV and having babies and get a job.--Newt Gingrich

Panehllenic synergism.--Aristophanes

To hide out.--Frank Perdue

It was tired of its cubicle.--Dilbert

Because it was there.--Sir Edmund Hilary

We are looking at the societal influences that caused the breakup of this perfect family unit, asking the abandoned chicks how they feel.--Oprah

Everybody has something to conceal. --Humphrey Bogart, The Maltese Falcon

It's hard to be free when you're bought and sold in the market place.--Jack Nicholson, Easy Rider

Without deviation, progress is not possible.--Frank Zappa

It's better to be out than in. It is better to be on the lam than on the cover of Time magazine.--Nelson Algren

What color was the chicken?--The Car Guys on NPR

Because it is time to start shoving cement and iron in the opposite direction before the entire nation, before the whole planet, becomes one steaming, stinking, overcrowded high-tech coop.--Edward Abbey

You can't stay in your corner of the Forest waiting for others to come to you. You have to go to them sometimes.--Winne the Pooh

There ain't no answer. There ain't going to be any answer. There never has been an answer. That's the answer.--Gertrude Stein

IV. Hens must try to do things as roosters have tried--Amelia Earhart

She crossed because hens have rights too.--Susan B. Anthony

She wanted a room of her own.--Virginia Woolf

Go ask Alice--Grace Slick

She needed to dig her brother's grave.--Antigone

That's where the railroad tracks were.--Anna Karenina

Her astrologer told her to.--Nancy Reagan

To interpret is to impoverish.--Susan Sontag

She didn't want to be pigeon-holed.--Ms Magazine

She could, therefore she did.--Simone Weil

That's where the cocks crowed.--Alfred Kinsey

Looking for eggplant.--Julia Child

She wanted a cigarette with her vodka and tonic.--Fran Lebowitz

It is better to be a lion for a day than a chicken all your life.--Elizabeth Kenny

A hen's cold, perverted will.--John Clare

Roosters have an unusual talent for making a bore out of everything they touch.--Yoko Ono

She was tired of being a sitting duck.--Gloria Steinham

V. The Common Core Literature Plan Has the Answer--David Coleman

Whan that Aprile with his shoures sote

Than longen chicke to goon on pilgrimages.--Geoffrey Chaucer

To see a world in a grain of sand

And heaven in a wild flower--William Blake

To celebrate itself.--Walt Whitman

Looking for Xanadu.--Samuel Taylor Coleridge

To get away from the maddening crowd's ignoble strife.--Thomas Gray

It was better than sitting in darkness, hatching vain empires.--John Milton

The mass of chickens lead lives of quiet desperation--Henry David Thoreau

Small things make base chickens proud--William Shakespeare

The chicken did not want to go gentle into that good night.--Dylan Thomas

Because the road was the one less traveled.--Robert Frost

Because it's better to cross with a sober cannibal than a drunken Christian.--Herman Melville

A widow hen sat mourning for her love.--Percy Bysse Shelley

It didn't.

Crossed roads are sweet, but those uncrossed

Are sweeter.--John Keats

— Susan Ohanian

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See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

UN Alliance of Civilizations Fellowships Available

2012-02-04T14:05:00.000-08:00

The objective of the Fellowship programme is to contribute to enhance knowledge and understanding between peoples and societies from Muslim-majority countries, mainly from the Arab World, and from Europe and North America. The programme creates an opportunity for emerging leaders from these societies to get acquainted with the diverse realities and cultural, political and religious environments of the others.

A group of 12 young leaders from the Middle East and North Africa visit 3-6 countries in Europe and the States in the U.S and a group of 12 young leaders from Europe and North America visit 3-6 countries in the Middle East and North Africa. The duration of each trip is around 18 days. During their trips, fellows are given the opportunity to meet their counterparts in other regions, and to visit governmental, media, educational, civil society and business institutions.

Applications must be submitted no later than than 12 February 2012.

Click here for more information!

Laura W. Bush Traveling Fellowship

2012-02-04T13:57:00.000-08:00

Application Deadlines:

Spring 2012: Monday, February 6, 2012

Fall 2012: Monday, September 24, 2012

Spring 2013: Monday, February 25, 2013

The fellowship will help fund a proposal designed by the applicant to conduct brief work in a foreign country related to the mandate of UNESCO – using education, natural sciences, social and human sciences, culture, and/or communication and information to build strong ties among nations.

The fellowship is intended for American college/university students who express an interest in international collaboration but as of yet had not been afforded many opportunities to travel abroad.

The length of time for the travel is expected to be between 4 and 6 weeks and should include interaction with individuals from other nations. During his/her travel, the recipient should be willing to participate in public diplomacy events arranged with the pertinent U.S. State Department Consulate, Mission, and/or Embassy.

Click here for more information!

IEEE and UNESCO sign partnership to promote engineering education in Africa

2012-02-04T13:18:00.000-08:00

UNESCO and the world’s largest technical professional association, the Institute of Electrical and Electronics Engineers (IEEE), today signed an agreement to implement projects to support the engineering community in Africa.

The agreement, signed at UNESCO’s Headquarters, outlines initiatives that support the common goal of mobilizing engineering education outreach for both students and educators in Africa, a region both organizations regard as a priority. The combination of IEEE’s core strengths as a professional association (with the technical expertise of its global membership); paired with UNESCO’s overall objective to mobilize science knowledge and policy for sustainable development, should contribute to the partnership’s effectiveness.

IEEE President and CEO Gordon Day, who signed the agreement for IEEE said, “Everywhere in the world, quality of life and prosperity depend on the application of technology. “That means that every country needs to have and sustain a strong high-tech workforce. Through this partnership, IEEE and UNESCO will be better able to help countries in Africa and elsewhere do just that.”

Irina Bokova, Director-General of UNESCO, added. “If engineering’s role is more visible and better understood, more people would be attracted to it as a career. Now and in the years to come, we need to ensure that motivated young women and men concerned about problems in the developing world continue to enter the field in sufficient numbers. It is estimated that some 2.5 million new engineers and technicians will be needed in sub-Saharan Africa alone.”

The United States’ and United Kingdom’s Ambassadors and Permanent Delegates to UNESCO, David Killian and Matthew Sudders, attended the signing.

UNESCO and IEEE agreed to collaborate on several projects and initiatives including accreditation programmes, faculty training and initiatives encouraging the participation of women in engineering.

The State of the Union Video

2012-02-04T03:00:00.000-08:00

If you are heading to the State of the Union, here is a preview.

http://vimeo.com/36177755

FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Harlem Success Acad After School Activity: Marching Kids Up and Down Stairs For An Hour

2012-02-03T15:49:00.000-08:00

Norm-

Just spent 20 minutes watching Eva's staff at HSA (redacted to protect personnel from the usual vicious Moskowitz retaliation) make approx. a dozen kids march two by two down the hallways - back and forth, around and around during Detention. According to the (redacted) they had been at it for an additional 10 minutes and would be continuing for another 30 (as overheard stated by the HSA staffer).

The children were repeatedly barked orders at and told to keep their eyes straight, not put their hands this way or that etc. I have seen this before on a Friday after school (4:30-5:30pm) as have several others from my school. I understand this to be corporal punishment!!!

What a disgrace - and DOE touts this as a top school? Supports it at the expense of others! Earlier this week an HSA teacher was seen dragging a student down the hall and shaking him. Will the wonders never cease?

Hi everyone,

We have many people from across District 15 that have signed onto the lawsuit against the co-location of Success Academy in the K293 building. But we need more!

The lawsuit is centered around how Success Charter Network applied for the charter in DIstrict 13 & 14 with a mission to serve at-risk students, and then illegitimately placed it in District 15 to serve a very different demographic/mission (still we don't want Success charter, in D15 or anywhere else in NYC!). Also, the lawsuit challenges the fact that they would only pay $1 a year to use the space inside the K293 building.

Signing onto the lawsuit is our last way to show that we're opposed to this unequal and corporate education reform being forced onto the K293 community & District 15 as a whole. Please consider signing on, if you haven't already, by filling out the form (ATTACHED) and call me, Julian (203) 313-2479 ASAP!

Also Very Important!! We need you to join us to announce the lawsuit to the press. Can you be there?

Entrance the K293 School Building

284 Baltic St. between Court and Smith St.

=>Wednesday, Feb. 8th at 10 a.m.

PLEASE RSVP to julianvinocur@gmail.com!

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FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Superintendent Luna Listens to Public Testimony on Budget Today

2012-02-03T14:15:00.000-08:00

Superintendent of Public Instruction Tom Luna attended most of the public hearings held by the Joint Finance-Appropriations Committee today.

Hundreds of Idahoans turned out to voice their opinion on the state’s budget. The vast majority testified about Medicaid and Health and Welfare. Four people testified about public education.

In the remarks about education, the testimony varied. Penni Cyr, the President of the Idaho Education Association, said she was glad Superintendent Luna’s budget proposal offsets any reduction in salary-based apportionment for teachers and administrators next year. She would like to see these offsets continue in future fiscal years.

Briana LeClaire of the Idaho Freedom Foundation asked the Legislature to expand choice in Idaho’s education system.

“Thank you to everyone who came out to testify and voice their opinion today,” Superintendent Luna said. "This is an important part of the republic we live in where everyone has not just the privilege but the right to be heard.”

Main Aim of Ed Deform? Reduce Cost of Teacher Salaries and Benefits

2012-02-03T04:32:00.000-08:00

Another reason to come to the State of the Union Conf. tomorrow: The UFT refuses to recognize and educate its members as to what is really going on with ed deform.

Michael Solo from John Dewey HS and I were on a Brooklyn public access cable TV program last night -BRIC- (taped for later showing) discussing the issue of teacher evaluations. I had to race over there after taping a remarkable forum on charter schools hosted by PS 24 with a panel consisting mostly of people who were in our film. About 25 parents came out which was quite impressive. They got an earful. I'll put up the video but right now I am busy finalizing my presentation of the UFT 101 workshop for the State of the Union conference tomorrow (last day to register online).

Back to the BRIC show. The game plan came into even clearer focus to me as we chatted about removing half the teachers at the schools, only as principal union head Ernie Logan said, to be replaced by low-salaried newbies while the senior teachers are thrown into the ATR pool. The excuse of gaining $55 million in order to spend $180 million to cover the costs of ATRs looks insane.

But not insane if the long-term plan is to gain a massive reduction in teacher salaries and benefits. Then it all makes sense. We all know that the biggest costs in education are teacher salaries and benefits. Imagine if you could cut salaries in half. And get short-term teachers who will never get a pension. In a decade you could radically restructure the education budget so you can funnel the money saved to your favorite consultants and business partners. Give more to the Joel Klein/Rupert Murdoch tandem at Wireless Generation.

Bloomberg is a long-term investor. Use the costs of the ATRs to create outrage. Have you noticed the sleazy NY Post targeting on a few teachers? That is just the opening in the campaign. As we get closer to the summer watch Cuomo chime on about the outrage of paying these people and calling for changes in state law allowing them to end LIFO. Just watch that assault. Right now the DOE is spending money on field supervisors for ATRs. Imagine that. Subs being rated. Pleas by to the UFT to get involved result in "But no one was U-rated." Yet.

And of course, along comes their partners in crime, Teach for America. This morning's blog was triggered by Mark Naison's post below.

Teach for America and the Transformation of the US into a Low Wage Nation

More and more, Teach for America seems to be an instrument for union busting by local school districts. Here's the scenario: A local school district is having budget problems. They lay off, or fire veteran teachers, then bring in Teach for America to replace them. The school districts saves millions of dollars in labor costs, short run, and even more money in the long because of reduced pension costs. The students lose because teachers who devoted their lives to their profession, and live in the community, are replaced by sojourners trained for five weeks who rarely stay beyond their two year commitment. But the community also loses because a sector of the local labor force which has decent pay and benefits is destroyed, thereby making it easier for employers in the private sector to keep wages low. Make no mistake about it, union busting, though it may reduce the tax burden on residents of municipalities and states, accelerates the transition of the United States as a low wage nation ruled by a wealthy elite of CEO's and managers. Teach for America, by actively accelerating this transition, is doing deadly damage to the young people it is trying to help by insuring they graduate into a labor force where work opportunities, for all but a small minority, are low paying and insecure. Those young people who seek to become part of this once admirable organization need to very carefully examine what its role in the United States social and economic system is TODAY

http://withabrooklynaccent.blogspot.com/2012/02/teach-for-america-and-transformation-of.html

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FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACKRegister at: http://stateoftheunionconference-estw.eventbrite.com/

See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Eva's PAC gave $10K to Cuomo

2012-02-02T19:43:00.000-08:00

The NY Post goes crazy when they find the UFT gives money to candidates. Why don't we demand public schools get their own PACs to compete with charters?

Thanks to Leonie Haimson

http://www.elections.ny.gov:8080/reports/rwservlet?cmdkey=efs_sch_report+p_filer_id=A83683+p_e_year=2012+p_freport_id=J+p_transaction_code=F

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FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Angel Gonzalez on AFT/UFT/NEA Collaboration

2012-02-02T13:21:00.000-08:00

Angel lauds the work of Lois Weiner in his email below.

(Lois will be doing 2 workshops at the SOTU conference:What Does Social Justice Unionism Look Like in the UFT and Pushing Back on Deskilling Teachers' Work.)

Angel will be making a presentation as part of the UFT 101 workshop I am organizing for the State of the Union this Saturday where he will present a point of view that we both hold that the teacher unions have been collaborationists on much of the ed deform we have seen. I should point out that many critics of UFT policy do not necessarily hold the same point of view. Some think they have just made bad judgements (which can be linked to the lack of democracy and discourse within the union). Others see it as a top-down bureaucracy functioning in their own self-interest. Really, there are elements of truth in all of these.

But what interests some of us is the ideology behind the UFT/AFT that makes them collaborationists? I mean, what do they have to lose in resistance? I'm not guaranteeing answers on Saturday, but view that as a beginning of opening up dialogues within the UFT/AFT that have been kept under the thumb of Unity Caucus for 50 years. I am proposing that we hold a series of workshops this spring and summer exploring many of the issues we never get to talk about in the union.

Angel sent this to various listserves:

Dear Education and Labor Activists,

Finally! Some fresh, excellent and incisive analysis of the AFT, NEA and powerhouse local UFT sell-out business unionism presented by Lois Weiner at http://newpol.org/node/579. Thank you. Thank you. Thank you, Lois.

Lois is on point with so much here and hopefully will generate lots of discussion and debate among education, school, labor, parent, community and teacher union grassroots activists.

It is very timely given that so many educators are rising up to fight back against so many of the disastrous manifestations of corporate neo-liberal assault such as charter-privatization of our public schools, school closings masqueraded as reforms (such as the NCLB/Race to the Top transformations, restart, or turnaround models), the increasing imposition of irrelevant high stakes testing, punitive fraudulent student/teacher/school evaluation methods, merit pay schemes, mayoral dictatorial school governance, etc. etc. etc.

Many of us are sick and tired of this AFT/UFT/NEA collaboration with the Wall street corporatization/privatization agenda for our public schools, the teacher bashing, and the rapid disappearance of teacher and worker labor rights!

Here in our NYC UFT/AFT and across the US, within progressive teacher “union” and education groups, activists are searching for ways to transform their school unions and truly build teacher unions that will fight for, and promote the interests of all the sectors of our working class school communities.

This article indeed contributes toward bridging the analysis gap and can help us rethink and shape our practice accordingly. Hopefully, we can help deepen this critique, analysis and push the debate needed as we develop tactics and strategies in our work to occupy our schools and the bankrupt unions.

"Educate, Agitate, Organize and Mobilize at all our schools."

Angel Gonzalez

Grassroots Education Movement – GEMnyc.org

FMPR (Puerto Rico Teachers’ Union) Support Committee
Teacher Unionism Reborn | New Politics
newpol.org

FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

The World Heritage Convention at Work: Successes and Failures

2012-02-02T11:13:00.000-08:00

UNESCO Director General Bokova's Statement on US funding cut

2012-02-02T11:02:00.000-08:00

Statement by the Director-General of UNESCO on Withholding of Funds by the Unitdd States. Text available here: http://www.unesco.org/new/en/unesco/about-us/who-we-are/director-general/news-single-view/news/statement_by_the_director_general_of_unesco_on_withholding_of_funds_by_the_united_states/

Legislating to the Test

2012-02-02T07:53:00.000-08:00

Recently, the Virginia Senate passed a bill that would eliminate the 3rd grade SOL (Standards of Learning) Tests in Science and Social Studies. That means less standardized testing! As a Virginia public school parent, I should be thrilled, right? Not necessarily.

See my post on this over at The Core Knowledge Blog.

Charter or Traditional: Making Kids Play Musical Schools Is Wrong

2012-02-02T07:10:00.000-08:00

Here's a composite of conversations I've had with other education folks (and myself) about charter schools:

Q: @re you in favor of or against charter schools?

A: Well, I'd rather we didn't feel the need to have them in the first place. I have what I think are valid concerns about segregation, isolation, inequity, and denying appropriate and accessible education to special needs and ELL students.

Q: Okay, but they're here. Would you rather have them all closed and go back to the structure we had?

A: No, no. I acknowledge they're here to stay, for the foreseeable future at least. But if their existence is a reality, I'd rather they be community and educator-initiated, under the umbrella of and accountable to the districts and communities where they're located with no profit motive (as Chad Sansing describes here).

Q: Well, charters sometimes form because the home district is too rigid and too dysfunctional. Look at DC. Charters formed their own system entirely apart from DCPS precisely because they were fleeing the dysfunction of DCPS. Then charters grew in part because people got even more turned off by Rhee-form.

A: Yes, yes, I understand that. And I understand it's much easier to say, well, make the traditional district better, more responsive, than it is for that to actually happen any time soon. How long must families wait for that to occur? Now I get to ask a question: What happens when charter schools are largely unsuccessful according to the current accountability schemes with the same population the traditional, home district seemed to fail with?

I'll answer my own question. If we're just going to judge schools' success or necessity according to (in many cases poorly conceived) standardized test scores then it doesn't matter, if they're charter or traditional, we're not going to know how successful or unsuccessful any school is in improving the quality and meaning of the education for the students they are supposed to serve.

This is why I am against closing charter schools based on test scores, just as I am against closing neighborhood based on test scores. There is so much else to consider. The IDEA Public Charter School in DC serves students at-risk for dropping out. It faces closure. The school has been around for ten years. I've never stepped foot in the school, so I don't know what or how much those students are learning. I don't know if they're getting the best and most appropriate and meaningful education possible under the circumstances. Maybe they are, maybe they aren't. Maybe it should be closed, maybe it shouldn't. But test scores alone most certainly don't tell me that either.

Just as when a neighborhood school closes, when a charter school that has become a fixture in a community, that the community is largely satisfied with, that fills a need that other schools don't, is closed, it will have a very negative effect on the student population and the community it serves. And what will then replace it?

Disruption as a goal is not a positive one for education. I don't care what kind of school they're in, kids and their families, especially those with enough disruption, crisis, and loss in their lives already, shouldn't be forced to play musical schools to the tune of "Get Those Test Scores Up." If that's our idea of reforming education, we're in big trouble.

Reports on New York students walkout and Legacy HS Hearing

2012-02-01T17:17:00.000-08:00

First, a trip to the eye surgeon, lunch and a matinee

Yesterday my wife had her left eye cataract surgery, 2 weeks after doing her right eye. She now has perfect vision and can see without glasses, which she's been wearing since she is 4. (So she actually can see what she married.) Today we had a follow-up appointment with the eye surgeon to make sure all was well. I originally intended to head back home and go back to the city later for the rally at Union Square and the meeting at Legacy HS tonight.

But the weather was too perfect -- Feb. 1 and 60 degrees was amazing -- so we walked down to the half price ticket line near Times Sq just to see what was available. We got there before 11:30 and there was no line. And they had Porgy and Bess for the first time (they said) with center orchestra tickets --- really as good seats you can get even in the best circumstances. What is going on here? Is the fact there was no line and perfect tics to a great show an economic indicator?

Well, we had two and a half hours to kill so we spent a half hour doing our favorite thing --- looking for a restaurant where we could kill at least an hour and a half. We ended up at Joe Allen on restaurant row -- first time we've been there in about 20 years. It is still restaurant week so I had the 3-courser despite my diet. Pulled pork and fries. I won't even get into the details of the brownie covered with vanilla ice cream.

On the way over we ran into my wife's former boss' wife who was going to the same show with advanced tickets in the mezzanine for probably double what we paid. That makes any show so much more enjoyable. (I am my 94 year old father's son who doesn't enjoy food unless he gets it at a bargain).

Well the show was perfect --- not the original P and B but a somewhat controversial modified version. I tried to entice my wife to go down for a peek at Union Square but no go. Anyway the tweets from Gotham followed by Leonie's tweets from the Legacy hearing gives a pretty good picture. Do you get a feeling things are beginning to crumble for WalBloom? Not to worry though. They will leave as much destruction as they can before they leave and humpty will not be put back together again.

First -- Rachel Kromidas just posted a good story at Gotham with a great pic:

Students from three boroughs protest school closure policy

Here are her tweets:

gothamschools GothamSchools

Juan Pagan, a Legacy parent, plays guitar at the closure protest. yfrog.com/ocibcocj

4 hours ago

gothamschools GothamSchools

Students from CUNY and Hunter College have joined Legacy. No sign of more high schools, but Gompers, Lehman and Irving are expected to show.

4 hours ago

gothamschools GothamSchools

"These are the schools that are closing," students chant, unrolling a banner list of closure and turnaround schools. yfrog.com/g0vv0kqjj

5 hours ago

gothamschools GothamSchools

An #OWS supporter is teaching students how to do a #miccheck. The call back is: "We are the school, we deserve a chance."

5 hours ago

gothamschools GothamSchools

The throng of students gathers on Union Square steps, while police officers, activists and park-goers look on. yfrog.com/kih9htfj

5 hours ago

gothamschools GothamSchools

Last night a handful of Legacy students sat in Irving HS for its closure hearing. "We are all a community, we support them," one told me.

5 hours ago

gothamschools GothamSchools

student organizer estimates 300 from Legacy are here. "I don't get it, why are they closing the school?" X-ing guard at 5th and 14th asks.

5 hours ago

gothamschools GothamSchools

crowd of Legacy students are walking toward Union Square protest. line stretches almost the length of block. Some chant: Save Our Schools.

5 hours ago

gothamschools GothamSchools

Students from Legacy High School for Integrated Studies are gathering outside their Union Square school. yfrog.com/es27rixj

5 hours ago

Leonie from the hearing:

leoniehaimson leonie haimson

New principal of legacy only has1 yr of data; how can DOE evaluate her leadership or Schl progress?

20 minutes ago

leoniehaimson leonie haimson

Speaker quinn's rep reads letter signed also by congressman Nadler state sen Duane & AM Glick asking Doe to keep Schl open

33 minutes ago

leoniehaimson leonie haimson

Mark Sternberg says not happy to be at closing schls hearing

48 minutes ago

leoniehaimson leonie haimson

Someone calls out Doe is low performing why don't we shut u down?

56 minutes ago

From Jaisal Noor (look for his video in a few days).Across the country cuts to education are threatening programs and services. Texas school officials say arts and culture programs could get hit after lawmakers approved a $4 billion drop in public education funding. And in Los Angeles, the city’s long-running Adult Education program - which serves many from the city’s immigrant and low-income communities - could be virtually wiped out if a current budget proposal is approved. But the cuts are also prompting action. In New York, high school students have called for a city-wide walkout today to protest the latest round of school closings and budget cuts. Community News Production Institute Reporter Jaisal Noor visited some of the schools taking part and brings us this report.

Listen here.

Download audio file

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FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/ See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Indiana Superintendent Praises Students Come First Reforms

2012-02-01T15:24:00.000-08:00

Tony Bennett, the State Superintendent of Indiana, was in Boise today speaking with families from across Idaho about education reform and expanding choice in public education.

Last year, Indiana also passed comprehensive education reform laws. Some of them were similar to what was passed here in Idaho through Students Come First.

The Idaho Coalition of Charter School Families invited Dr. Bennett to speak at a rally on the Statehouse steps to promote the lifting of the cap on public charter schools in Idaho.

Currently, under Idaho law, only six new charter schools can open per year. The Coalition, Superintendent of Public Instruction Tom Luna, the Idaho State Board of Education, the Idaho Public Charter School Commission, several legislators and others support lifting the cap.

Right now, Idaho has 43 public charter schools statewide and about 8,000 students on a waiting list to attend a public charter school.

In his remarks to the crowd of hundreds of students, parents and legislators, Dr. Bennett recognized Idaho as a leader in reform across the country.

“When it comes to education reform, the I’s have it. And that is Idaho and Indiana,” Dr. Bennett said. “There are very few, if any, superintendents in the United States who have done for the children of their state what Tom Luna has done for the children of your state.

“I applaud the fact that Idaho is among the nation’s leaders in recognizing and rewarding great teaching because there is nothing more important in the life of a child, besides that child’s parents, than an inspired and an inspiring teacher,” Bennett continued. “To all our teachers today who are here, thank you for doing great work.”

IDAHO CELEBRATES DIGITAL LEARNING DAY

2012-02-01T13:42:00.000-08:00

February 1 is Digital Learning Day in Idaho and across the country. The Idaho State Department of Education, in partnership with the Alliance for Excellent Education, is celebrating innovative teaching across Idaho and highlighting practices that make learning more personalized and engaging for students.

“Digital learning is a critical piece of the 21st Century Classroom. As we have expanded access to digital learning in the classroom through Students Come First, teachers now can individualize instruction for all students and make sure ensure every child is on a path to graduate from high school prepared to go on to postsecondary education or the workforce,” Superintendent of Public Instruction Tom Luna said.

Governor C.L. “Butch” Otter declared February 1, 2012 as Digital Learning Day in Idaho.

Across the country, 37 states are participating in Digital Learning Day in some way. On this day and throughout the year, the state will work with Idaho teachers and parents to explore how digital learning can provide all students with opportunities to build the skills needed to succeed in postsecondary education, a career, and throughout life.

Through the passage of Students Come First education reform laws, Idaho is providing students and families with more choices than ever in public education. The state has expanded digital learning opportunities in the classroom, such as access to digital content, interactive technologies, and the Idaho Education Network.

All education stakeholders – districts, schools, teachers, students, librarians, parents, and business and community partners –are encouraged to register to participate in Digital Learning Day activities at http://www.digitallearningday.org/.

By signing up now, participating schools and teachers will have access to targeted toolkits outlining ideas and ways to plan their Digital Learning Day celebration, as well as updates, informational videos, webinars, and other resources.

As the host of Digital Learning Day in Idaho, Governor Otter, Superintendent Luna and the staff at the State Department of Education will honor educators who are using innovation to make a difference for students.

Idaho will continue to reach out and highlight resources that support the goals of and participation in Digital Learning Day and encourages the sharing of ideas, creative lessons, and resources with others across the state and country with several opportunities.

Here is a list of opportunities for students and teachers:

• The State Department of Education is excited to announce the launch of a yearlong statewide lesson plan award to showcase innovative practices in the classroom. The Department will award more than $108,000 in gift certificates over the course of a year from March until February of next year to teachers who develop exemplary lesson plans across all academic subjects and grades. The best examples will be showcased in the statewide instructional management system, known as Schoolnet, which provides lesson planning tools and access to Idaho’s content standards online. More information on this contest is available online at http://www.sde.idaho.gov/site/digitalLearning/.

• In addition, the Department is distributing $6,000 in lesson plan awards specifically for visual arts teachers who create lessons aligned with Idaho content standards that infuse technology and student art work. These will be displayed at the State Department of Education Art Gallery at artsonia.com. Superintendent Luna will be giving a special Superintendent’s Award for exemplary student art. More information will be announced by the end of February 2012 regarding this program.

• The Department will host an Instructional Technology Showcase. Schools, libraries, community programs, and classrooms are invited to showcase how they are using digital media and lessons to improve teaching and learning. The Department is looking for ideas and exemplars to display on the Department website in the near future. To learn more, visit https://www.surveymonkey.com/s/InstructionalTechnologyShowcaseApplicant.

For more information on these opportunities and Digital Learning Day in Idaho, visit http://www.sde.idaho.gov/site/digitalLearning/.

DEPARTMENT RELEASES 2011 YOUTH RISK BEHAVIOR SURVEY

2012-02-01T10:48:00.000-08:00

The Idaho State Department of Education released the results of the 2011 Youth Risk Behavior Survey today, showing improvement in several areas including physical violence.

“We are pleased to see less physical violence among students across Idaho,” Superintendent of Public Instruction Tom Luna said. “However, we still see some areas of concern including the use of illegal substances and the number of students considering suicide. We must work to solve these problems in our schools and communities. No student is free to learn until they are free from intimidation and fear.”

The Centers for Disease Control and Prevention developed the Youth Risk Behavior Survey (YRBS) to survey behaviors among youth related to the leading causes of mortality and morbidity among both youth and adults and to assess how these risk behaviors change over time.

The YRBS measures behaviors that fall into six behavior categories that result in: (1) unintentional and intentional injuries; (2) tobacco use; (3) alcohol and other drug use; (4) sexual behaviors that result in HIV infection, other sexually transmitted diseases, and unintended pregnancies; (5) dietary behaviors; and (6) physical activity.

The 2011 Idaho YRBS was administered to more than 1,700 students in 48 randomly selected public high schools in Idaho during Spring 2011.

Here are some of the highlights of the 2011 YRBS results in Idaho:

• The percentage of students who were in a physical fight one or more times during the past 12 months decreased from 29 percent in 2009 to 26.4 percent in 2011.

• The percentage of students who were ever hit, slapped, or physically hurt on purpose by their boyfriend or girlfriend during the past 12 months decreased from 10.6 percent in 2009 to 8.7 percent in 2011.

• The percentage of students who used methamphetamines one or more times during their life remained about flat at 3.2 percent in 2011, compared to 3.1 percent in 2009. This is a significant decrease from 6.4 percent in 2007.

• The percentage of students who seriously considered attempting suicide during the past 12 months increased from 14.2 percent in 2009 to 15.4 percent in 2011.

• The percentage of students who used marijuana one or more times during the past 30 days increased from 13.7 percent in 2009 to 18.8 percent in 2011.

To view the full results of the 2011 YRBS, visit http://www.sde.idaho.gov/site/csh/ and click on the “Resources/Data” tab near the bottom of the page.

Launch of a UNESCO-United States-Brazil project for teaching respect in schools

2012-02-01T08:28:00.000-08:00

The “Teaching Respect for All,” project born of cooperation between UNESCO, the United States and Brazil, was launched on 18 January at UNESCO Headquarters. This launch is the first step in a process expected to last close to three years with the aim of developing curricula that promote learning to live together in school.

Coordinated by UNESCO, funded from U.S. State Department extra budgetary contributions, the “Teaching Respect for All” project recognizes the key role of schools in combatting racial and ethnic discrimination.

Launched in the presence of the Director-General of UNESCO, Irina Bokova, the Assistant Secretary of State for International Organization Affairs, Department of State, Esther Brimmer, and Executive Secretary of the Secretariat on Policies of Promotion of Racial Equality in Brazil, Mário Theodoro Lisbôa, this event brought together government representatives, experts and practitioners from different parts of the world. Students at Tallwood High School in Virginia Beach (USA) and Bagunçaço, an educational centre for young people in Salvador de Bahia (Brazil), were to take part in this session via videoconference, which will allow them to interact with the other participants.

Update: Walcott Turns Tail at Town Hall in Bronx After Students Do a Mic Check

2012-02-01T03:00:00.000-08:00

UPDATE: Weds. Feb. 1 5:30AM - fleshing out last night's brief report:

There weren't quite enough people to pull off the whole thing, but that didn't stop the Chancellor and the DOE from packing up in a matter of minutes. That's all it took. --- anon. report


I took this photo at the PS 215 closing school hearing. Ironic, eh!

Increasingly, people are not willing to allow the Tweedies to go about spouting their propaganda message and more such confrontations are expected. As this statement shows, when the DOE doesn't have the capacity to stop this they will just walk out. In the report received below, note this:

"Jose Vargas (Bronx UFT) who came to the meeting looking for Occupy DOE folks. He wants to collaborate with us and make sure we're all on the same page."

Sure. The UFT wants to make sure to control the page with their message. Not the first time the UFT has made noises about cooperation but behind the scenes we see something else operating. The union surely is planning something for the Feb. 9 PEP where over 20 schools will be voted closed. Union tactics in the past have included various disruptions followed by a walkout, but no attempt to disrupt the meeting to an extent where it can't go on. We'll see on Feb. 9.

Back in August 2010, the Coalition for Educational Justice CEJ), which is organizing today's Union Square protest (Protest Mayor 13% Weds. Feb. 1 3-6PM) followed by a attendance at the Legacy HS hearing at 6pm, shut down a PEP meeting but hasn't tried that again. Their plans for Feb. 9 are unclear but my guess is they will coordinate with the UFT. CEJ is funded by the Annenberg Institute (Norm Fruchter) and there are close ties to the UFT.

At the first sign of resistance, Walcott and crew jumped ship at the District 9 town hall at Evander Childs Campus in the Bronx last night, blaming the mic checkers. A group of 7 students --- some reports say from Lehman HS ---- read the following statement:

Mic Check:
Chancellor Walcott, the DOE and Fellow Community Members,
We are the forgotten voices, effected by this failed education policy.
We are the future leaders of the nation.
The DOE and mayoral control has failed public schools in NYC
THe PEP and budget cuts have failed public schools
Chancellor Walcott is a puppet for this failed administration
We are more than a budget item
We are the future of our generation
This systematic attack on our public schools will not stand!
Closing our schools is not the solution.
Fix our schools, don't close them!
The people united will never be defeated.

Some members of the audience were not happy at the use of mic check because they wanted their say and there was some individual discussions going on regarding this tactic. This has become an issue for internal discussions. Experienced activists who have become tired of pushing on deaf ears also have to take into consideration that people just exposed to having their school closed actually feel that they can reverse things if they get the ears of officials and this tension is expected to continue. An education campaign as to the history and intents of the ed deformers running the DOE is an important component.

Here is an excerpt of a report discussing this issue received from a participant:

Because it wasn't a crowd of people who came to specifically protest school closings the DOE tried very hard to blame US for shutting down the meeting and behaving "disrespectfully." The students were great and there were a lot of interested and supportive folks who we were able to connect with after and explain ourselves too, some of whom were excited about getting involved. The media eventually came long after the DOE left and the students may well make the evening/morning news. We need to think about being very clear with parents who want their voices heard that they can use the people's mic and acknowledge that some parents (like some of those tonight) won't feel that the people's mic is an "appropriate means" of communicating with the DOE (even though we know that no matter what anyone says they won't listen). Lastly, Jose Vargas (Bronx UFT) came to the meeting looking for Occupy DOE folks. He wants to collaborate with us and make sure we're all on the same page. As one parent put in a follow up email, "only in the Bronx." Ever onwards!

-------
Here was the original message I reported last night-- Tues. Jan. 31, 2012 - 9PM
This just came in from a Bx teacher (unconfirmed):

Students and teachers from Lehman HS shut down the meeting with a MIC check! Many teachers there from various schools cheered them for shutting up the Chancellor! Walcott could not continue to feed the public his well rehearsed lies.

Well, we can only hope it's true. The time has come to kill the messenger. Shut down everything. Why even let them spill their baloney?

Postscript: This just came in:

Jose Vargas is full of shit. I can't believe for one minute that the Bronx office has done the work to organize. I worked there for 3 years and they don't have the organization.

Daily News Report

James Monroe Adams IV for New York Daily News

Schools Chancellor Dennis Walcott opted to adjourn a meeting with high school students at Evander Childs Tuesday night.

School organizers were forced to abruptly end a meeting at a Bronx high school Tuesday night when it was interrupted by angry students, causing Schools Chancellor Dennis Walcott to leave.

Students at Evander Childs in Williamsbridge jumped from their seats, yelling about the city’s “failed education policies.”

The students disrupted the meeting about a half-hour after it began, saying it was payback for a meeting last week at Herbert H. Lehman High School, where students were only allowed 30 seconds to speak about their closing school.

“They don’t even care about what we say,” said student Jesse Aponter, a junior at Lehman.

After a five-minute attempt to calm the rowdy crowd, the meeting was adjourned and Walcott left.

===========
FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/ See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Website changes in 2012

2012-01-31T20:09:00.000-08:00

The International Education Statistics blog was started in 2005. Since then, the format has been repeatedly modified and additional features were added. For example, in December 2010, a mobile version of the blog was launched. In 2012, the site will again be revised and some upcoming changes are summarized below.

1. Merger of huebler.info and huebler.blogspot.com

Until last year, I maintained two websites: the International Education Statistics blog at huebler.blogspot.com (Figure 1), and a separate website at huebler.info (Figure 2). The latter was mainly a mirror of articles posted on the blog, presented in a simpler format. For the reasons outlined below, I will close the site at huebler.info in the second quarter of 2012 and redirect all requests for huebler.info to huebler.blogspot.com. During the transition phase, new articles will only be posted on this blog.

Figure 1: Screenshot of huebler.blogspot.com

Figure 2: Screenshot of huebler.info

The simple site at huebler.info had one potential advantage: individual pages contained less HTML code and took less time to load on slow Internet connections. The blog at huebler.blogspot.com, on the other hand, offered several convenient features not available on the other site, including a site search and a labeling system, that make it easy to find content of interest. Perhaps because of this, the number of visitors to huebler.blogspot.com was far greater than the number of visitors to huebler.info.

Given the lack of features and the relatively low number of visitors of the current huebler.info site, I have decided to focus my efforts fully on the blog. If you currently have pages at huebler.info bookmarked, please replace those bookmarks by the relevant pages at huebler.blogspot.com; links to the latter are shown on the bottom of nearly every page at huebler.info. For example, a recent article on school attendance by grade and age in Liberia at http://huebler.info/2011/20110731-liberia.html can also be found at http://huebler.blogspot.com/2011/07/liberia.html. The guide to integrating Stata and external text editors at http://huebler.info/2008/20080427-stata.html can also be found at http://huebler.blogspot.com/2008/04/stata.html. After the shutdown of the current huebler.info site, all requests for huebler.info will lead to huebler.blogspot.com; any links to other huebler.info pages will seize to function. If you encounter a broken huebler.info link, please email me and I will send you the corresponding URL on the blog. I apologize for any inconvenience this may cause.

2. New labeling system

All articles on the International Education Statistics blog are tagged with keywords or labels, listed at the bottom of each page, that can be used to find related articles. In May 2006, I began using Delicious to label and bookmark all posts. As an example, see this Delicious page with all articles about India on huebler.blogspot.com. In September 2011, after Delicious had been acquired by a new owner, the underlying software was modified and several features, including a tag cloud that I had used on my blog, were disabled. I therefore switched to the labeling system of Blogger. As an example, here is a link to all of my blog articles about India. I have not removed my bookmarks from Delicious but am no longer updating them.

3. Bigger images

The International Education Statistics blog is formatted to fit on displays with a width of 1024 pixels. To avoid overlap with the sidebar on the right of the page, tables and graphs were limited to a maximum width of about 650 pixels. Beginning in 2012, I will occasionally use images that can be enlarged. Below is an example from an article on School attendance by grade and age in Liberia of July 2011. The original graph had a fixed size and could not be enlarged. By contrast, clicking on the graph below will bring up a larger image that adjusts to the size of the display, up to a width of 1600 pixels.

Figure 3: Age distribution of pupils in primary and secondary education in Liberia, 2007

To summarize, I hope that these changes will make the International Education Statistics blog more user-friendly. If you encounter any problems with the revised design or if you have any other comments, please send me an email or post a comment below.

Friedrich Huebler, 31 January 2012 (edited 1 February 2012), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2012/01/website.html

The Whole Truth About Charters @ PS 24K Feb. 2

2012-01-31T16:10:00.000-08:00

This event it open to all.

Teachers and parents at PS 24 in Sunset Park will be holding an informational session on charter schools using clips from "The Inconvenient Truth Behind Waiting for Superman" and other materials. I'm expecting to tape the event and put it up online. If other schools want to hold an event similar to this email me and I'll put you in touch with the organizers. Of course the UFT should be doing this all over the city but they don't want to step on too many toes. Why should your school do this? If you don't see the handwriting on the wall where one day masses of schools will be replaced with non-union charters it is time to wake up.

================
FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACKRegister at: http://stateoftheunionconference-estw.eventbrite.com/See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

Superintendent Luna Reviews Work of Technology Task Force

2012-01-31T15:51:00.000-08:00

Withthis, I will now turn to the Technology Task Force Report.

Iwill provide a brief background on the Technology Task Force and then turn thetime over to each of the Subcommittee Chairs who are here today to report onthe recommendations that this Task Force unanimously approved in December.

Letme quickly introduce each of the Subcommittee Chairs:

· Rep.Reed DeMordaunt led the One-to-One Governance and Instructional IntegrationSubcommittee.

· StefaniCook, Idaho’s 2011 Teacher of the Year, led the Classroom TechnologyIntegration Subcommittee.

· JaysonRonk of the Idaho Association of Commerce and Industry, led the Platform,Specifications, and Procurement Subcommittee.

· AndyGrover, superintendent of the Melba School District, led the Online LearningImplementation Subcommittee.

As part ofthe Students Come First laws, we created a task force to study and developplans for the successful implementation of the technology components of theselaws and directed me to report back on the Task Force’s work by January 31,2012.

You eachhave a copy of the full, written report.

Underthe law, the Task Force had to be made up of at least 28 members, 17 of which Icould appoint and 11 of which were appointed by educational stakeholder groups,the Idaho Legislature, and the Office of the Governor.

Sincewe wanted to ensure we had a wide range of experienced perspectives, I expandedthe membership of the Task Force to include parents, school board trustees, andmore classroom teachers.

InMay, I asked people from across Idaho to apply if they were interested inparticipating on the Task Force.

Iappointed Task Force members based on their experience, willingness to worktogether and the perspective they could bring to the table.

TheTask Force included school district superintendents, district technologydirectors, secondary school principals, a district business manager, a head ofa virtual public charter school, a head of a traditional public charter schoolthat serves grades 9-12, secondary classroom teachers, representatives of thebusiness community, school board trustees, parents, and at-large communitymembers.

12educators served on the Task Force, 4 of whom currently serve as classroomteachers.

Youcan see from the next slide, the Task Force also included the following groups:

InJune, 38 individuals came together with different ideas, attitudes and opinionsabout education reform in Idaho.

Theyworked as a large Task Force together at times and also worked in subcommitteesfor part of the time.

Theyconducted site visits to states and districts that have successfully implemented1:1 initiatives, including:

Maine
Auburn, Alabama, and
Klein, Texas

Weheard other reports from experts in digital learning, teachers in Denver,professors at Boise State, and teachers right here in Idaho who havesuccessfully integrated technology in their classrooms.

After7 months of study and hard work, each subcommittee brought forward a series ofrecommendations in December.

TheTask Force unanimously passed these recommendations.

Withtheir recommendations, we now will be able to provide equal educationopportunities for all Idaho students and the tools and resources Idaho teachersneed to raise academic achievement.

Now,Mr. Chair, with your permission, I will turn the time over to each SubcommitteeChair to present their recommendations.

Superintendent Luna Provides Update on Implementation of Students Come First Laws

2012-01-31T15:48:00.000-08:00

On Tuesday, January 31, Superintendent of Public Instruction Tom Luna presented an update on Students Come First and the work of the Technology Task Force to the Joint House and Senate Education Committees. The following are Superintendent Luna’s prepared remarks for his update on the implementation of Students Come First laws.

Thank you Chairman Goedde, Chairman Nonini and members of both committees for inviting me here today.

Last year, we passed the most comprehensive education reform in the country to improve Idaho’s public education system for every student – no matter where they live.

The fact is, in 2011, we were at a crossroads in public education in Idaho – both financially and academically.

Financially, we were facing a new normal in our economy. Public schools could no longer rely on tens of millions of new dollars each year just to maintain the status quo.

We had to find a way to spend the money we currently had differently.

Academically, we had a good education system, but it was not keeping up with the fast-paced world around us.

Just look at some of the statistics.

We know our students perform well compared to students in other states.

We know we have one of the highest graduation rates in the country.

For every 100 students who attend public schools in Idaho, 92% graduate from high school.

This is good news. But that’s not the question we face today. The question is, in today’s world, is good good enough?

You see: While our students perform well compared to students in other states and while we have one of the highest graduation rates in the country, we still have one of the lowest rates of the number of students who go on to postsecondary education.

Only 46% of students who graduate go on to college or professional-technical schools after high school.

Once there, 40% of them need remediation. As a result, 38% do not go back for their 2nd year.

Because of this, only 34% of Idahoans have a postsecondary degree or certificate.

We can’t just look at how Idaho students perform compared to other students across the United States, but how do Idaho students compare with students in other countries?

This is who our children will compete with after high school.

Let’s look at the PISA, an international assessment that looks at multiple subject areas.

On the PISA, the U.S. ranks 49th in the world.

But we don’t want to know just how our country ranks. We want to know how Idaho students rank.

So we took this model and treated all 50 states as if they were their own country and folded them into this model to see how Idaho would compare to the rest of the world.

If Massachusetts was a country in and of itself, it would rank 17th in the world. Not bad…Minnesota would rank 20th. Pretty good.

Idaho… 71st. 71st….

Knowing this, what do we do? We have a few options.

Denial is one… It seems to be a popular choice and easy choice for many.

Another option is we could do nothing. It’s not an option I recommend, but it is an option.

We could celebrate the fact that with a 92% graduation rate we have one of the highest graduation rates in the country and ignore the fact that only 46% go on to postsecondary education and nearly half of them need remediation once they get there.

We could be satisfied that our students do well in reading and math when compared to other states across America and ignore the fact that we ranked 71st in an international comparison.

Or we could choose to do something about these results. We could act instead of being acted upon. This is what we chose to do last year.

We chose to set high academic standards. We chose to set high, achievable goals.

We chose to build a new education system that gives all our teachers the tools and all of our students the opportunities and access they need to meet those goals and expectations.

We had to have a new education system: a system that could educate more students at a higher level with limited resources.

Based on these realities, the Governor and I presented – and with your leadership and courage – passed Students Come First.

With your help, we now are implementing this comprehensive education reform in Idaho.

This means that for the first time in Idaho history, we are on a clear path to accomplishing a uniform public education system.

When it comes to education reform, Idaho is not alone.

About 30 states passed some form of education reform last year.

More states – like Maine, Louisiana, Tennessee, Iowa, South Dakota, New Mexico – are introducing education reform efforts this year.

Because of your efforts here in Idaho, you are now recognized as leaders in education reform.

There is a renaissance going on all across America in education. People have come to the realization that the status quo cannot continue, must not continue. Something has to change.

Idaho’s reform efforts were by far the most comprehensive.

While some states chose to deal with just collective bargaining or school choice or teacher pay or technology, Idaho has addressed them all.

None of the reforms Idaho passed last year stands on its own.

Students Come First is comprehensive because while it is made of many different parts, each part is interconnected.

Here is how it all works together.

First, high standards are the foundation of a 21st Century Classroom. The state raised high school graduation requirements and adopted the more rigorous Common Core State Standards.

Second, we must have great teachers and leaders.

We can accomplish this through focused, relevant, individualized professional development; rigorous performance evaluations tied to student achievement; rewarding great teachers; and fair personnel practices.

Third, we must give Idaho teachers 21st Century tools for the 21st Century classroom.

That’s why Idaho is making unprecedented investments in classroom technology.

Fourth, we have to give all Idaho students advanced opportunities, like the Dual Credit for Early Completers Program.

Finally, every classroom teacher, educator and policymaker needs access to current, accurate data.

The foundation for this new data system is our statewide longitudinal data system, known as ISEE.

Thanks to a grant from the J.A. and Kathryn Albertson Foundation, we are implementing Phase II of ISEE, which is an Instructional Management System – known as Schoolnet – in every classroom in the state.

We are also working toward the next generation of assessments to gather data on student achievement.

All of these components work together to make Students Come First.

Now that we have this comprehensive new education system in place, we must measure its success.

As with anything we do in education, government, or private industry, it is critical that we measure progress along the way and make changes when necessary.

How will we know if these reforms are accomplishing our goals?

We will measure student achievement against the goals we have set, goals that were created by the Education Alliance of Idaho and are now found in Students Come First.

At a 60,000 foot level, our goal is to educate more students at a higher level with limited resources.

At a 30,000 foot level, our goal is for every student to graduate from high school and go on to postsecondary education or the workforce without needing remediation.

From there, we have to look at and monitor key student achievement measures. Here are a few:
·    ISAT scores
·    SAT scores
·    Graduation rates
·    Number of students going on to postsecondary education

This is the process my staff and I will go through every year to make sure these reform efforts are working.

As of today, these laws have been in place for about 9 months.

Since these laws passed, my staff and I have worked diligently with local school districts, and the organizations that represent, them to implement these laws successfully statewide.

In addition, a 38-member Technology Task Force met for 7 months to develop more specific recommendations for the state and local school districts on how to implement the technology components of Students Come First.

So today, let me provide you with an update on our work to implement the Students Come First laws and the work of the Technology Task Force.

Mr. Chair, with your permission, I will first provide an update on the Students Come First laws overall, and then provide an update on the Technology Task Force.

We have the chairs of each of the subcommittees for the Technology Task Force here to assist in that report.

Through these reforms, we are expanding local control, creating equal access and opportunities to all students no matter where they live, and giving parents and patrons more access to transparent information than they have ever had before.

First, we have expanded local control.

Under these laws, we returned authority and flexibility to local education leaders in every community.

Throughout the summer, I heard from trustees, superintendents and teachers across Idaho that this was the smoothest negotiating process they had ever experienced.

Teachers’ union leaders in local school districts have said they did not feel hamstrung or restricted by these new laws.

Instead, people on both sides of the negotiating table told me discussions were more civil in open, public meetings.

Master agreements were signed on time and in place before the school year began.

The fact is many of the same policies remain in place at the local level, but these policies are now a part of local board policy or the employee handbook where they can be changed if necessary, rather than found in the master agreement.

We also expanded local control by implementing a statewide pay-for-performance plan that gives local school districts the ability to create their own plans for rewarding performance at the local level.

Before this pay-for-performance plan was in place, teachers could primarily earn money one way: based on the number of years they taught and the amount of education they have.

This is what many of us refer to as the “salary grid” or “steps and lanes.”

What this means is if I am the greatest teacher in my district and I’ve taught 8 years and have a master’s degree, I get paid the exact same amount as the least effective teacher in my district that has taught 8 years and has a master’s degree.

That’s not fair to the students in that district, and it’s definitely not fair to teachers.

Under the new plan in place in Idaho, every teacher has the opportunity to earn up to $8,000 in bonuses – above and beyond their salary.

This finally gives the State of Idaho and local districts the ability to not only recognize but financially reward those teachers who work hard work each and every day for Idaho students.

There are three ways teachers can earn bonuses under pay-for-performance:
·    Working in schools that show academic growth or overall achievement
·    Working in a hard-to-fill position, as determined by the local district
·    Taking on a leadership duty, as determined by the local district

In the upcoming fiscal year, teachers will first receive bonuses based on student achievement, primarily focusing on academic growth.

The bonuses will be tied to student achievement goals developed at the state and local levels.

Next year, districts will work with teachers to develop local plans for rewarding hard-to-fill positions and leadership duties.

In 2011, we worked with school districts across Idaho as they developed local plans to award groups of teachers for working together to reach student achievement goals.

These plans contain goals aligned with each district’s mission and vision.

District plans include multiple measures such as:
·    Idaho Reading Indicator
·    End of Course assessments
·    Parent involvement
·    SAT scores
·    Graduation rates

I could go on, but by just these few examples, you can see how local districts now have the control to reward their hard-working teachers for meeting their own local goals based on their students’ needs.

This is another example of how we have expanded local control across Idaho through Students Come First.

As I stated in my remarks to the Joint Finance-Appropriations Committee last week, I want to reiterate that under my proposal, we will not have to reduce state funding for salaries in order to pay for this next year.

Under my budget proposal, the state will fully fund the salary grid and fund pay-for-performance and other Students Come First laws in addition to salaries.

In fact, these pay-for-performance bonuses next year will represent approximately a 5 percent increase in state funding for teacher compensation.

A 5 percent increase. No other state employee will receive that type of increase in compensation in the next fiscal year.

And this plan is not just for a few. In fact, under this plan, we estimate at least 85% of teachers will earn a bonus.

This is great news for the State of Idaho, Idaho’s teachers and for Idaho’s students.

Not only are we moving toward paying our teachers more this year, but we are paying them differently and we are paying them better.

This moves us away from the one-size fits all approach to paying teachers.

Previously, we had an education system that made it almost impossible to financially reward great teachers and very difficult to address ineffective teaching.

If we want an education system that truly puts students first, we had to remove the barriers to both.

We have accomplished that.

Second, in addition to expanding local control, we are now on a clear path to creating a uniform system of public education across the State of Idaho.

What this means is that no matter where a student lives – whether their community is urban, suburban, rural or remote– they will have equal access to the same high-quality educational opportunities as every other student in the state.

This has never been possible before in the State of Idaho, but we now are on our way to accomplishing this.

The next step is creating a 21st Century Classroom in every school in every corner of our state.

The foundation of the 21st Century Classroom is higher academic standards for every student.

Last year, the Legislature approved the Common Core State Standards in mathematics and English language arts. These standards are fewer, higher, clearer and comparable with any other country in the world.

They will be first taught in classrooms in the Fall of 2013.

Through these standards, we can now make sure every student graduates from high school prepared to succeed in postsecondary education or the workforce without the need for remediation.

Our colleges and universities and the business community have told us students who meet these standards are ready for postsecondary education and the workforce.

Right now, we are working to transition to these higher standards through workshops and trainings.

Every 21st Century Classroom also must give our highly effective teachers the 21st Century tools they need to engage students, individualize instruction and raise academic achievement for every student.

Just as it is in every other part of our lives, we recognize that technology is no longer a “nice-to-have” tool in the classroom. It is an essential tool.

Now, through Students Come First, we are making sure every classroom in Idaho – no matter where it is located – has the advanced technology it needs to raise student achievement.

The state is now distributing $9 million a year in funding for advanced classroom technology statewide.

This is separate from the one-to-one laptop initiative in high schools and is available to all grades.

We distributed nearly half of this money – about $4 million – in September and will distribute the remaining funds this spring.

Every district has worked to develop a plan that shows how the advanced technology they purchase for the classroom will help teachers individualize instruction for students, raise student achievement, and provide equal access for all children in the school.

We received great plans from all across the state.

·    The West Bonner School District will invest in digital cameras in all grades to incorporate photography into schoolwork. Students in elementary school will use iPods to improve language and math skills.

·    In Meridian, the district found that not every classroom had equal access to digital content or interactive learning technologies. So they are using this funding to remedy that. The district will purchase projectors and document cameras for every classroom to ensure equal access.

·    In Caldwell, the district reviewed instructional data to determine the level of student engagement and how technology is being used in every classroom. They found a common theme: Those classrooms with interactive technology had higher levels of student engagement, which we know leads to higher student achievement. Classrooms with little or no interactive technology had lower student engagement. Knowing this, the district is working to install interactive technology in every classroom.

·    In Clark County, the district has recognized that technology can help increase the time teachers spend with students and reduce the time teachers spend on paperwork. The district will use this funding at the elementary level to buy tablets to assist teachers in classroom organization, grading, and lesson planning. They will also use it to analyze student achievement data.
These are just some of the great and innovative plans that will begin to create 21st Century Classrooms in every school in every corner of the state.

The next step is implementing a one-to-one ratio of mobile computing devices to students and teachers in every public high school in Idaho.

This is a critical step in making sure every student has equal access to the best education opportunities.

This device has endless possibilities in the classroom. It becomes the textbook in every classroom, the calculator in math, the research tool in science, the word processor in English, and it’s the portal to a world of information and knowledge.

Teachers can use these devices to integrate technology into every part of the curriculum, to bring lessons to life, help students find relevance in any subject area, or to individualize instruction for a student who is struggling or may be more advanced than others in the classroom.

Let me just show you one example of how this device can be used in the classroom:

[Video on how digital textbooks work in the classroom]

We will have examples of these digital textbooks and more classroom technology at the Department’s open house tomorrow afternoon.

The state will begin phasing in the one-to-one devices to Idaho high school teachers, principals, media specialists, and technology coordinators in September.

They will receive one year of intense professional development before students beginning receiving access to devices in the Fall of 2013.

As you know, the Technology Task Force created by this legislation met for 7 months to develop recommendations for the rollout of mobile computing devices.

They made many recommendations, which I will report on in more detail next week.

Let me discuss just two of their recommendations briefly as they pertain to the rollout of these one-to-one devices.

First, the Task Force determined this device should be a type of laptop.

The device will include the necessary hardware, software, maintenance, security and support to go along with it.

Second, the Technology Task Force also determined that in Fall 2013, devices should be deployed to one-third of students statewide by school, rather than by grade.

The Task Force learned from other states and school districts that already have a 1:1 that it is not prudent to deploy devices in a school when only some students have the device and not others.

If this happens, a teacher may have some students in a classroom with devices and others without.

Experience shows that in this case, the teacher will likely just say “everyone close the devices” and go on with the lesson.

To avoid this situation and ensure successful implementation, the Task Force recommended deploying devices to Idaho high schools in the first year, representing one-third of the students statewide, or about 27,000 students.

In Fall 2014, we will deploy devices to the second one-third of schools. In Fall 2015, we will deploy to the final one-third of schools.

To determine the first one-third of schools to receive devices, we asked local school districts and charter schools to submit letters of interest, signed by the superintendent or the school board chair, if they are interested in being in the first round.

We have been overwhelmed by the response we have received so far.

As of today, we have 81letters of interest representing 152 schools and more than 61,000 students statewide.

This represents 75% of high school students across Idaho – far more than the one-third of students we planned to deploy to in the first round.

As you may remember this was one of the most hotly contested pieces of Students Come First last year, but it is clear now that the demand for this classroom technology is out there and an overwhelming majority of schools want these devices.

In Idaho Falls, for example, they said there would be “a high probability of parental discord” if deployment was delayed to all the high schools in their district.

In Twin Falls, the superintendent wrote to say: “Based on a staff survey …, we are enthusiastically requesting to participate in the first third of the state’s high schools regarding deployment of the one-to-one mobile computing devices at all three of our high schools.”

It is clear that teachers, principals, parents and students are not hesitant but are excited about the laptops and want to participate now, not later.

In fact, every one of you has schools in your legislative districts that have requested to be part of the first one-third.

I encourage school districts to continue to submit their letters of interest until February 17 if they are interested in participating.

Technology is a great tool, and we know it will help, but it is just a tool.

As I have said all along, the teacher is the most important factor in a student’s academic success.

So as we transition to the 21st Century Classroom, we must give our highly effective teachers – not some but all – the 21st Century Classroom tools they need as well as the professional development on how to integrate these tools in the classroom.

It’s all about implementing technology effectively.

Look at the study known as Project RED. If you put any technology in the classroom, it will have an impact.

But if you implement it effectively, it will have a significant impact on student achievement.

So let’s discuss our plan for professional development.

Under Students Come First, there is nearly $4 million a year built into the public schools budget for professional development for classroom teachers and building administrators.

This is historic amounts of ongoing funding for professional development. Why? Because we recognize professional development is a critical, ongoing need.

The professional development will not focus on how to turn on the device, but how to use this device in the classroom, to integrate it into everything that happens in the classroom and how teachers can engage every student every day.

A subcommittee of the Technology Task Force was charged with developing a plan for implementing professional development statewide, and they made several recommendations in December.

Stefani Cook is here to discuss those recommendations in further detail. I want to mention just one, which was for the Department to build a comprehensive professional development plan statewide.

We have begun to do this.

In this plan, the state will use a blended model that combines both face-to-face and online methods of professional development for teachers, administrators and technology coordinators.

First, we will establish regional training teams of administrators, teachers and technology coordinators to provide professional development and support to schools in implementing classroom technology at all grade levels.

Stipends will be made available for these team members.

Next, the state will identify a lead teacher and technology coordinator at every high school who will not only learn how to integrate one-to-one devices and other classroom technology effectively, but will become in-house experts and take the lead in providing training to other teachers in their building.

Stipends will also be made available for these in-house experts.

The state will also provide support and guidance for the formation of tech integration teams comprised of students in each high school, which offers a unique leadership opportunity for those with the skills and desire.

However, not all learning opportunities will be provided face-to-face.

School personnel, parents and students will all have access to a variety of tools that will be available to them online at any time they need assistance.

This is all possible because of the ongoing funding for professional development.

Because of this historic investment in professional development by the state, other organizations have been inspired to provide additional support for teachers, principals and administrators.

Boise State University, for example, recently received a $4 million grant from the J.A. and Kathryn Albertson Foundation to create the Idaho Leads Project.

This is a new statewide effort to provide intensive professional development to local educators as they work to innovate our schools and help students achieve at even higher levels.

By creating 21st Century Classrooms in every classroom across Idaho, we are able to provide Idaho students and teachers with equal access to the best educational opportunities.

No longer are they restricted by the walls of their classroom or the remoteness of their community.

Now, they can access any book they need, reach out to world-renowned experts on any topic or take field trips to faraway places.

The Idaho Education Network has created the foundation for this.

Through the IEN, every Idaho high school is now connected to high-speed broadband internet access and has at least one classroom set up for virtual education.

Some districts have increased their bandwidth by 1,000%.

With this, students in Murtaugh have taken a field trip to the Great Barrier Reef.

A science class at St. Maries watched a medical professor from St. Louis dissect a human brain and answer their questions about how the brain works.

They would never get that experience without this access to digital learning.

Afterward, Dr. Ray Vollmer of St. Louis University School of Medicine said he was embarrassed that the state of Missouri hadn’t stepped up and implemented this type of technology in its schools.

He said, “They say, it’s too far to go to St. Louis, we will look at it in a textbook. I’m a little bit embarrassed that we haven’t moved forward like you guys are. That’s a huge step. For you students, I just hope you appreciate what you got and take advantage of it.”

When I first took office, I said Idaho could become a leader in education. Under the leadership of this Legislature and Governor Otter, we now are a leader.

That is why this Legislature approved the new requirement for all students to take 2 online credits before they graduate from high school in the year 2016.

In order to implement this requirement effectively across the state, we are addressing necessary tweaks to make sure districts can implement more digital learning effectively.

The Senate has approved Senate Bill 1237 which allows a teacher in the same building to create and then teach an online course.

This gives local school districts more flexibility to create local content for digital learning.

The State Department of Education also plans to propose legislation that creates a fee structure for online course reviews and to develop an online clearinghouse so parents, students and educators know all online courses meet our standards.

As part of this clearinghouse, there will also be a rating system similar to Ebay or Amazon.com where independent feedback can be posted.

Digital learning is critical in so students have access to opportunities they might not otherwise have.

But digital learning – or learning in an online environment – also is an essential skill that our students growing up in the 21st Century must have before they leave high school.

To make sure every student has the opportunity to prepare for postsecondary education, for the first time, an estimated 18,000 high school juniors will take the SAT, paid for by the state.

This graduation requirement was set by the Legislature back in 2007.

By passing the Students Come First laws and spending what we currently have differently, we were able to providing funding for these college entrance exams.

Under Students Come First, students also can now get a jumpstart on their postsecondary education without leaving high school.

For the first time ever, high school juniors and seniors are able to complete their state graduation requirements early and enroll in up to 36 dual credits – paid for by the state.

I am convinced this will help solve the “senior slump” and other problems we face in trying to motivate students in that last year or last few months of high school.

It also will help those who may not see themselves as “college material” or prepared to go on to postsecondary education to know that they do have the skills and knowledge to go on after high school.

Surprisingly, many students and parents are just now learning about this opportunity.

I talk about this program everywhere I go, and parents and students are excited when they hear about it.

Over time, we know more and more students will participate in this program as they strive to meet their state graduation requirements earlier and take advantage of this great opportunity.

After implementing this program for a year and hearing back from school districts, I do believe there are some common-sense tweaks we can make to the program.

I will be bringing legislation forward to do that.

For example, we currently have a graduation requirement that says students must take at least 2 of their math credits in their last year of high school. This does not work for students have completed all their state graduation requirements by their junior year.

Therefore, I will bring legislation forward to clarify that. For the purposes of the Dual Credit Program, students can consider their junior year the “last year of high school.”

The next change we heard is that because of certain electives, it is difficult for students to complete graduation requirements by the end of their junior year.

It is more likely these motivated students will complete by the end of the first semester of their senior year.

Therefore, we will bring forward legislation to change the Program to include students who finish state graduation requirements by the end of the first semester of their senior year.

Third, under the Students Come First laws, we now are giving Idaho parents, taxpayers and other patrons more choice and transparency than ever before at all levels of education.

Parents now have more choices than ever.

They can choose to enroll their students in an online course, if they need an advanced course or another option.

To ensure accountability, we will put forward legislation regarding those students who choose to dual enroll in some online classes.

Under this legislation, a student can take up to 50% of classes outside of those offered by the local school district if they choose.

In another step toward transparency, all negotiations are now held in open, public meetings. These meetings must be in line with Idaho’s Open Meeting Law to ensure the public receives timely notification.

The state is also publishing a user-friendly Fiscal Report Card for every local school district and public charter school.

The Report Card will contain information such as:
·    Enrollment
·    Average Daily Attendance
·    Teacher and Administrator Pay
·    Revenues and Expenditures

Users will be able to go on and see how their district compares with similar districts in the state as well as state averages for each category.

Parents now will play a role in teacher and principal performance evaluations.

Next year, for the first time, every local school district must tie at least 50% of a teacher and administrator’s performance evaluation to student achievement measures and then also include some form of parent input.

The student achievement measures will be determined by the local school district.

Local school districts also will determine how to gather parent input and how much weight to give it in the evaluation process.

Either way, parents can now be assured that their voices will be heard.

This year, we have put forward legislation to clarify the effective date for when districts must include parent input. It was not clear to many administrators in the current law.

I want to thank you for quickly passing Senate Bill 1224. The Governor plans to sign in into law shortly.

As you can see, because of these laws, we are seeing many benefits in how our education system is changing across Idaho.

Local school boards now have more flexibility, authority, and local control than they have had in decades.

We are now on a clear path to creating a uniform system of public education.

Parents and patrons will now have access to important decision-making processes and information that used to be difficult to get.

In addition to all of this, because of Students Come First, Idaho is now poised to get out from under the federal law known as No Child Left Behind.

Why? Because we are now eligible to apply for a waiver from certain provisions of the No Child Left Behind law.

First, let me give you a brief background on where we stand with No Child Left Behind.

This federal law was passed in 2001 to bring more accountability to the federal funding states receive for public education.

At the time, the law received bi-partisan support. Since its implementation, we have learned many ways in which it could be improved.

I have always said No Child Left Behind is like the old Clint Eastwood movie: The Good, the Bad and the Ugly because there is a little bit of all of that in there.

The Good: It created a standards-based education system where schools are now accountable for every child.

The Bad: It is a one-size-fits-all model that is difficult to implement in rural states like Idaho.

The Ugly: The federal government has set goals and then also prescribed the programs states must use to meet those goals. If those programs don’t work, states are held accountable for it.

While the law has accomplished its goals of providing accountability and improving student achievement, it has now become a stumbling block to further progress.

And it is 5 years overdue for reauthorization.

Since Congress and the Administration haven’t acted, states – including Idaho – have taken the lead.

By passing Students Come First, Idaho moved toward a new education system based on academic growth and better preparing students for the world that awaits them after high school.

We now have a statewide pay-for-performance plan based on academic growth.

Teacher and administrator performance evaluations are based on objective measures of student growth.

So we should have an accountability system that measures academic growth, too.

In June, I sent a letter to Secretary Duncan telling him Idaho was going to move to its own accountability plan based on academic growth, not just proficiency.

In September, the Administration announced it was giving states the opportunity to apply for a waiver so they could build their own accountability plans.

We went to work right away.

We met with members of the State Board of Education, the Legislature, the Idaho Association of School Administrators, the Idaho Education Association, the Idaho School Boards Association, the Id`ho Commission on Hispanic Affairs and other groups to begin creating a new system of increased accountability for Idaho schools.

Under this new accountability plan, instead of reporting AYP – whether a school passes or doesn’t pass based on ISAT proficiency – we have now developed a Five-Star Scale to measure school performance.

The Five-Star scale uses multiple measures every year to determine a school’s performance.

With this, we will now have an accountability plan that is aligned with the goals and objectives that we have set for our students.

Dr. Carissa Miller presented to the Senate Education Committee yesterday and will present to the House Education Committee as well.

A draft of this new accountability plan posted on our website, and is up for public comment until February 1.

I encourage you to review it and give us your feedback, if you have not already.

These are examples of how the Students Come First laws are being implemented in school districts across Idaho, and we are now starting to see the benefits.

As you can see, we have just begun the implementation process.

The real benefits of these reform efforts will be realized in the next few years when we see higher student achievement because we have created equal access and opportunities for students no matter where they live in Idaho.

Protest Mayor 13% Weds. Feb. 1 3-6PM

2012-01-31T14:00:00.000-08:00

Shufflinghigh-needs students from school to school has not addressed fundamentaleducational issues.

MAYOR 13%

Under Mayor 13% the schools in the city with the fewest Black, Latino and low-income populations prepare students for college at more than four times the rate of our schools with the largest number of Black, Latino, and low-income students.

Under Mayor 13% his plan is to close about 80 schools, on top of 117 schools already closed.

JOIN in Solidarity

Student & Parents Rally

against school closings

Bloomberg's failed education reform.

Wednesday, February 1

3-6 pm

Union Square

Check out: www.facebook.com/mayor13percent

Mili Bonilla
Coalition for Educational JusticeAnnenberg Institute for School Reform

Cell: 347-901-1049
www.nyccej.org

www.edvox.org

Protesters to Gather in Union Square to Rally Against "Mayor 13%" and School Closings Policy

Students, parents, advocates, community members: Mayor’s school closings policy and 10 years of “reforms” have failed; time to listen to New Yorkers

Just 13% of Black and Latino students ready for college under Bloomberg

Shuffling high-needs students from school to school has not addressed fundamental educational issues

Students from closing schools, CUNY students, public school parents and community members will rally in Union Square on Wednesday to protest Mayor Bloomberg’s closing schools policy and failed “reforms”, and demand he change course to fix an education system in crisis before he leaves office.

Poll after poll shows that New Yorkers disagree with Mayor Bloomberg’s education policies and don’t believe he’s achieved real results as mayor, yet his administration continues to double-down on failed “reforms” such as the mass closings of schools that move high-needs students around rather than meet their educational needs. In fact, more than 50 schools are now on the block for closure, and 25 of them will be voted on in February alone.

The rally will be followed by a hearing at Legacy High School near Union Square, where a community of parents, educators and students have been fighting to keep their school open. Much like other schools on the closing list, Legacy has very high rates of high-needs students, yet has been threatened with closure instead of offered help.

The rally and hearing follow a press conference today where four major candidates for mayor– including the City’s Public Advocate, Manhattan Borough President, and the current former Comptroller – blasted the mayor’s school closings policy, and questioned whether high-needs students were being “lost” when schools are closed. These students – self-contained special education, over-age and other historically lower-performing students – make up a smaller percentage of student populations at many of the new schools founded by the administration.

Other student populations – particularly low-income students of color – have also not fared well under the Bloomberg Administration. In fact, parents and students have labeled Mayor Bloomberg as “Mayor 13%” for his administration’s failure to prepare 87 percent of black and Latino students for college. Just one-in-four students overall are prepared for college under Bloomberg, and just 39 percent of public high school graduates last year reported they would be attending four-year colleges the following fall.

Quick facts on Legacy High School:

- School has a new principal who started in the fall of 2010

- 25% of incoming students are over-age, compared to 5% citywide

- Students have an incoming academic level of 2.6, compared to 2.94 citywide

- 20% of students are in special education, compared to 10% citywide

-83% of students are eligible for free or reduced lunch, compared to 74% citywide

WHEN: Wednesday, February 1^st – 3 PM

(DOE hearing on Legacy HS scheduled for 6 PM)

WHERE: 14th Street and Union Square – in front of the horse statue facing Broadway

(Hearing at Legacy HS – 34 W. 14th St.)

WHO: Parents, teachers and students angry with DOE from schools set to be closed, chanting and holding signs. Schools attending include Legacy, Lehman, Gompers, Gateway, Washington Irving. They will be joined by CUNY students, including Students United for a Free CUNY, New York Students Rising (NYSR), and students from John Jay, Hunter, BMCC, Brooklyn College and Brooklyn Tech.

Diversity Begins with Us

2012-01-30T19:23:00.000-08:00

In my Introduction to Teaching course, we were talking about diversity. The term 'diversity' has a much fuller and expanded meaning than it did when I started teaching 33 years ago. We thought the diversity in educational settings was the exception in our area of the country. Now we know it is always the rule. It should have been the rule 33 years ago, but it took a while for many people to incorporate it into their thinking. Some are still working at it.
One of the things about diversity in an educational setting is how we look at ourselves. Do our actions show what we think we believe about acceptance? I worked with a teacher once who would bragged about how accepting she was of every child. It was confusing to me to watch her exhibit a very short temper to any non-white student she had in her class. The children of color in her room were the ones always in time-out and being punished in some way. She also had very low expectations for these children. The sad issue is that I think she truly believed she was accepting of diversity and differences. Her actions did not mirror what she thought she believed.
Diversity includes:
* culture
* language
* gender
* ability differences
* exceptionalities
I'm glad we have realized that accepting others includes more than just ethnicity or culture. As educators, we need to continually look within and make sure that our actions reflect the belief that ALL children are welcome at the table and are equally special.

Teachers Across the State Win Shares of $100,000 in CenturyLink Grant Money for the Innovative Use of Technology in Education

2012-01-30T14:51:00.000-08:00

CenturyLink will provide a total of $100,000 to twelve winning teachers across the state of Idaho this year as part of the company's “Innovative Uses of Technology in Education” Grant Program, now in its eighth year. CenturyLink, which merged with Qwest in April of last year, has awarded more than $590,000 in grant money to Idaho teachers during that time. The program began after a statewide evaluation of technology in public schools in 2003 found many teachers needed support in integrating technology into the curriculum.

Here are the winners from around the state. Read more about the winners from the Treasure Valley in the post below.

The Lewiston winner is Pamela Johnson who was awarded $10,000 to purchase 4 Interactive White Boards and 4 projectors so that Jenifer Junior High School students will have the opportunity for an interactive geography experience.

Pamela Johnson Receives Her Award.

The Post Falls winner is Jen Cleave, who received $3,062 to purchase two Walk and Talk Smart boards that will engage and transform Ponderosa Elementary School 5th Grade students in math and technology using an innovative and inquiry-based approach.

Jen Cleave's Class Anticipates Their New Smartboards.

The Malad winner is Kerry Evans who was awarded $9,980 to purchase 20 iPads for her fourth grade class. Miss Evans believes the use of technology will motivate the students to write more and this engagement will strengthen their reading and writing skills. The other two 4th grade classrooms at Malad Elementary will act as control groups. Reading and writing data will be taken on all three classrooms prior to implementation of the iPads and at the end of the year. Comparisons will then be made to see if use of the iPads had a significant effect on student achievement in reading and writing.The Malad winner is Kerry Evans who was awarded $9,980 to purchase 20 iPads for her fourth grade class. Miss Evans believes the use of technology will motivate the students to write more and this engagement will strengthen their reading and writing skills. The other two 4th grade classrooms at Malad Elementary will act as control groups. Reading and writing data will be taken on all three classrooms prior to implementation of the iPads and at the end of the year. Comparisons will then be made to see if use of the iPads had a significant effect on student achievement in reading and writing.

Kerry Evans Receives Grant Money to Buy iPads for Her Class.

The Troy winner is Mark Murdock, who was awarded $7,352 to purchase 4 Mac Minis, a projector and software so that Troy School District students can create, compose, perform and evaluate music in mini studios.

The Deary winner is Jan Jacobs, who received $9,594 to purchase Lego Education Robotic sets to assist Whitepine School District’s Elementary and High School students in preparing for entry into a 21st Century workforce with a greater emphasis on technology literacy and critical thinking skills.

Jan Jacobs Receives almost $10,000 for Lego Education Robotic Sets.

The Potlatch winner is Laura Wommack, who was awarded $9,254 to purchase a laptop and the necessary equipment and supplies to build, launch and recover rockets and scientific balloons with payloads.

The Blackfoot winner is Randall Brady who was awarded $8,466 to purchase a projector, an iPad, 2 Macbook Pros, 4 Roland Rhythm Coaches and a 3 year subscription to SmartMusic. These items will enable the Snake River High School Band director to design and the students to view the marching show before they go out on the field to perform it. Music assessments will be recorded so that students can receive visual feedback and will be able to easily view concerts and other online music resources.

The Rigby winner is Stefani Cook, who received $9,997 to purchase Ipads, Kindles, a camcorder and various software so that Rigby High School students can experience a blended learning environment while completing English, History and Physical Education courses.

“These teachers know and understand the important role technology can play in the classroom to help individualize instruction and raise academic achievement for every student,” Superintendent of Public Instruction Tom Luna said. “I am grateful to CenturyLink for its continued commitment to Idaho’s teachers and students every year as they work to bring these innovative ideas to life and create the 21st Century Classroom in every school.”

“In reviewing more than one hundred applications, we have been very impressed with the level of interest and overall excellence of the grant proposals,” Schmit said. “There are many teachers in Idaho who are doing innovative things with technology in their classrooms. This is a great opportunity for CenturyLink to make a positive difference in students’ lives by identifying some of those teachers, recognizing them for their outstanding work, and supporting them with financial assistance to expand their use of technology even further. From our past experience with these grants, students are genuinely excited to experience the learning opportunities provided by these teachers through their creative use of technology.”

Southern Idaho Teachers Win $32,000 in Grants from CenturyLink for Innovative Technology Projects

2012-01-30T13:34:00.000-08:00

Borah High School students with severe to moderate cognitive disabilities and severe physical disabilities will be able to produce high quality signs, plaques, name tags and awards with the use of a Roland Desktop Engraver. Seventh graders at West Junior High School will take a virtual field trip of the National World War II Museum with a museum educator. Eagle Middle School 8th grade Science classes will go “Technological” with laptop computers. Eighth grade Literature students at Middleton Middle School will use ThinkPad Tablets to create book trailers, power points, movies and other forms of presentations.

The Southern Idaho teachers are among 12 statewide winners who are recipients of the CenturyLink “Innovative Uses of Technology in Education” Grant Program which is now in its eighth year. The program began after a statewide evaluation of technology in public schools in 2003 found many teachers needed support in integrating technology into the curriculum. CenturyLink, which merged with Qwest in April of last year, will provide a total of $100,000 to the twelve grant winners across Idaho this year, bringing the total over the eight years to $590,000. CenturyLink Idaho Vice President and General Manager, Jim Schmit, and Superintendent of Public Instruction Tom Luna presented all three teachers with their awards in their classrooms on Monday, Jan. 30th.

The Borah High winner is Neal Jareczek who was awarded $6,405 to purchase a Roland EGX 350 Computer Engraver, software and accessories. The new engraving machine will enable students with limited physical ability to engrave high quality items and will expand engraving fonts from 8 to 55 and hundreds of layout possibilities. He applied for the grant in honor of one of his students -- Todd Bair -- who had muscular dystrophy and passed away last year at the age of 17.

Neal Jareczek is a special education teacher at Borah High School who runs the Borah BEST program. He will use this grant award to purchase engraving technology and teach students with disabilities job skills.

The West Junior High winner is Paige Somoza who was awarded $9,934 to purchase the Pearl Harbor Virtual Tour program and a Tandberg 990 Video Conferencing System. By experiencing the Pearl Harbor Virtual Tour program, West Junior High students will have a deeper understanding of Japanese and American motivations and actions during World War II.

Paige Somoza is a 7th grade history teacher at West Junior High. She will use the grant award to purchase video teleconferencing equipment so her students can take a virtual field trip of the World War II museum in New Orleans.

The Eagle Middle School winner is Karen Miller who was awarded $5,940 to purchase 12 Laptop Computers to be used in the 8th grade Science labs. These laptops will give students the opportunity to carry out their own research, immediately perform analysis and share those findings with other students.

Karen Miller is an 8th grade science teacher at Eagle Middle School. She will use the CenturyLink grant award to purchase laptops for her students to use in the science lab to analyze results and build spreadsheets.

The Middleton Middle School winner is Sarah Thompson who was awarded $9,995 to purchase 16 Lenovo ThinkPad Tablets with keyboard docks and software. Utilizing these Tablets to integrate multimedia activities will allow for students to improve their writing, critical thinking, presentation skills and abilities.

Sarah Thompson teaches 8th grade language at Middleton Middle School and wants to use a classroom set of Lenovo tablets to engage students in multimedia activities, improve writing skills and build critical thinking skills.

PUBLIC SCHOOLS JFAC SPEECH

2012-01-26T15:11:00.000-08:00

The following are Superintendent of Public Instruction Tom Luna's prepared remarks to the Joint Finance-Appropriations Committee on Thursday, January 26, 2012.

Mr. Chair/Madame Chair, thank you for inviting me to be here today.

I stand before you for the first time in four years with good news for our public schools.

If I were to title this presentation, it would be: The tale of two economies. This year, our discussions no longer focus on where we can strategically cut from the public schools budget or shift funds in this difficult economic time to alleviate reductions to our schools.

Instead, we are finally facing a surplus.

Before I get into the request for the Public Schools Budget, let me briefly go over my request for the State Department of Education.

DEPARTMENT BUDGET

Just like other state agencies, the State Department of Education has not been immune to the economic crisis our state has faced in recent years.

The Department has made significant reductions to its base General Fund appropriation, while continuing to provide additional services and putting our customers – the students of Idaho – first every day.

This year, even though we face a surplus in revenue for the first time in four years, I am not requesting new funding for my agency, the State Department of Education, outside of what has previously been planned to operate longitudinal data.

Instead, I want to ensure – as do all employees at the Department of Education – that the first available revenues go back into our public schools.

At the Department, we have managed to run effectively and efficiently since 2007 and will continue to do so in the coming year.

The State Department of Education is a customer-driven agency that works to meet the needs of EVERY student in Idaho and prepare these students to live, work and succeed in the 21st Century.

Just as we have asked school districts to make changes over the past year with the implementation of Students Come First, we have made necessary changes at the Department too.

To better meet the vision and goals of Idaho’s new education system, the State Department of Education reorganized its internal divisions and staff in September 2011.

Under the new organizational structure, the State Department of Education has five (5) divisions:

1. 21st Century Classroom
2. Great Teachers & Leaders
3. Transparent Accountability
4. Public School Finances
5. Federal Programs

These changes have worked effectively so far as we have been implementing the Students Come First reform laws statewide.

My request for the Department Budget for FY 2013 will reflect our continued commitment to customer service and providing quality customer service to students, parents and our schools and districts.

For FY2013, I am requesting a maintenance and operation budget, with the exception of the final request in funding for the statewide longitudinal data system.

This means my budget request includes:

· No increases in CEC
· No inflationary increases, and
· No request for General Fund capital replacement items for the Department

The only request in this budget is the ongoing funding required to maintain and operate Idaho’s statewide longitudinal data system – known as the Idaho System for Educational Excellence, or ISEE.

When I took office in 2007, Idaho was one of 3 states in the nation without a longitudinal data system.

By 2008, we were the last state in the nation to have such a system.

Instead, Idaho had a cumbersome data collection system in place that required duplicative reporting from districts throughout the year.

Here is what our data collection processes looked like at the state level when I took office.

We conducted 184 different data collections during a single school year.

In a single year, school districts would have to report the first and last names of students and teachers to the state more than 154 times a year in different data collection processes.

Now, through ISEE, we have streamlined data collection at the state level.

All data collection goes through one system – ISEE.

It requires districts to upload data just once a month.

That’s 12 times a year, compared with 184 times a year under the old system.

ISEE has not only streamlined data collections, but it also has improved the quality of the data we are receiving at the state level.

Here is what our data collection processes look like now.

Under the old system, we at the state level did not receive student-level data that was verifiable.

Because of this, we could not implement many of the initiatives we wanted to do, such as a growth model for measuring academic success.

Districts could not track a student’s academic progress if that student moved from district to district.

Now, this is all possible with ISEE. We have individual-level data that can be verified at the district and state levels.

Now, we can implement an academic growth model to measure student success.

Now, districts can track student progress from school to school and district to district – even if they move across the state.

In the past, this wasn’t possible. ISEE has been fully operational for two years.

The first year was challenging for schools and for my department as the implementation of any new system is expected to be. Just like in our schools, we at the department had to shift people and resources from other areas. This at a time when we all had already seen significant reductions in resources and employees were spread thin.

But we have made great strides – in large part because we have worked closely with the Idaho Association of School Administrators and Idaho Association of School Business Officials over the past year.

Here is one example of our progress. A year ago, in October of 2010, just 9 districts or charter schools had uploaded error-free data into ISEE.

This year, by October of 2011, 133 districts or charters had uploaded/submitted error-free data.

This is significant progress.

I spent time in districts this year visiting with the staff who are responsible for uploading data into ISEE.

I understand this process is new and different. In these first two years, it has been a challenge for districts to transition to this new system.

I have seen first-hand the challenges they are facing, and we are working on solutions.

Overall though, Superintendents, business managers and technology directors alike know the longitudinal data system is necessary and understand it will streamline processes and reduce workloads now and in the future.

This year, I am requesting additional funding to provide additional assistance to districts. This is in line with the original plan for deploying longitudinal data in Idaho

In 2008, I laid out a 3-year plan for our statewide longitudinal data system.

This plan eventually included $1.8 million in ongoing funding annually to maintain and operate this system once it was deployed.

Last year, the Legislature appropriated $926,200 of ongoing funds for personnel and operational costs now that ISEE has been fully deployed.

For FY2013, I am requesting an additional $873,800 in ongoing funds. This is the final request for personnel and operational support, bringing the total to $1.8 million.

This funding will be used to hire two Database Analysts who assist the Department and local districts in how to use the data available in ISEE effectively to inform instruction and policy decisions.

This will complement the six regional, full-time coordinators we already have in the field to give one-on-one support to schools on how to use ISEE.

Because of the level of data we now have available through ISEE, we also are able to give district administrators, school administrators and teachers access to current, accurate data on student attendance and student achievement.

For many years, this has been a dream for many of us. Now, it has become a realization.

With a $21 million grant from the J.A. and Kathryn Albertson Foundation, the state was able to contract with Schoolnet this year to deploy Phase II of ISEE – a statewide instructional management system.

In FY2013, the Department’s budget request includes $11.6 million in spending authority for the second year of this grant.

Through Schoolnet, teachers can access content standards, develop lesson plans, share best practices with other teachers in their district and statewide, and create assessments.

In addition, teachers will be able to analyze student progress at the end of a class or throughout the school year to individualize instruction and improve lesson plans, as needed.

The teachers, principals and other staff in every school district in Idaho can currently access content standards, lesson planning tools and digital content through Schoolnet right now.

In addition, we have 7 pilot districts across the state:

1. Cassia County
2. Lake Pend Oreille
3. Meridian
4. New Plymouth
5. Richfield
6. Sugar-Salem, and
7. North Star Charter School

Teachers in these pilots are able to use Schoolnet this year to create assessments in their school or classroom.

Barbara Thronson, the superintendent in Richfield, said her district is thrilled to have the opportunity to work with Schoolnet.

She said: “Our teachers are confident that Schoolnet will help them raise student achievement and provide success for our students.”

These same assessment tools will be available statewide to additional schools and districts in the coming years.

The grant allowing access to the full suite of Schoolnet functionality was made available in November 2011.

The $11.6 million in funding for FY2013 will provide $2 million directly to local school districts.

The remainder of the money will provide access to Schoolnet, digital content, and professional development for schools and districts.

Through ISEE and now Schoolnet, we are giving all Idaho teachers and all administrators—not some, but all—the tools they need to make the best possible decisions for students.

I am excited about the possibilities both of these systems will bring in the coming years.

Now, let me transition and discuss my budget proposal for Idaho’s public schools.

PUBLIC SCHOOLS BUDGET

As I said before, I am pleased to be standing before you with positive news about our economy and a surplus in state revenues. The fact that we are in this positive situation is evidence that the tough decisions made by this body and this legislature the last 3 years were the right ones. Now, I know as well as you do that the surplus this year will not be a panacea for the struggles our schools have faced since the end of 2008, but I also know that our public schools will see an increase for first time in four years. And that’s welcome good news.

Just look at what we were able to accomplish when times were good.

In my first two years in office, we had surpluses and increased the budgets for Idaho’s public schools by 6% the first year and then nearly 4% the second.

We gave every teacher $350 to spend on classroom supplies.

We allocated $10 million in funding for textbooks across the state. We helped raise student achievement with $5 million in remediation funding for students who struggle.

We increased teacher base and minimum salaries by 3% in that first year and by 2.5% in the following year.

We also fully funded the salary grid in those years.

This gave those teachers who earned another year of experience or gained more education an additional salary increase of between 3.75% and 7.5%.

We implemented the Idaho Math Initiative to improve students’ knowledge and skills in math and enhanced professional development opportunities for math and elementary teachers.

Then, the economy took a turn for the worse. We entered a recession that has run deeper and longer than any of us could have imagined, taking a toll on almost every sector of our economy and families across Idaho. For fiscal year 2010, I stood before you and presented what I deemed the “10 Bad Ideas” for reducing the public schools budget.

Why? Because it was clear the Legislature had to make difficult decisions, so I worked with educational stakeholders to ensure we made strategic reductions that would do the least harm to our students in the classroom.

For fiscal year 2011, the economy was not getting better. In fact, it was getting worse. So I looked under every rock and shook every tree for more money for schools.

I went to the Land Board and fought for an additional $22 million in funding for our public schools.

We shifted another $5.5 million from my agency budget at the State Department of Education to minimize other cuts to public schools.

Last year, when our economy still had not turned around, it was clear that we were at a crossroads in education– both financially and academically.

Financially, we were facing a new normal in our economy. Public schools could no longer rely on tens of millions of new dollars each year just to maintain the status quo.

Academically, we had a good education system, but it was not keeping up with the fast-paced world around us.

In Idaho, the majority of our schools are making AYP (62%). That’s good.

Just eight states outperform Idaho students in reading, and 11 states outperform Idaho students in math. That’s good.

For every 100 students who attend public schools, 92% graduate from high school.

We have one of the highest graduation rates in the country.

All of this is good news. We have good schools in Idaho—some of the best in the country.

But that’s not the challenge; that’s not the question. The question is, in today’s world, is “good” good enough?

You see, while we have one of the highest graduation rates in the country, we have one of the lowest rates of number of students who go on to postsecondary education.

For every 100 students in Idaho, 92% graduate. But, only 46% go on to college or professional tech schools.

Once there, 40% of them need remediation. As a result, 38% do not go back for their 2nd year.

Because of this, only 34% of Idahoans have a postsecondary degree or certificate.

We also have to look at how Idaho compares to other countries, not just other states. This is who our children will be competing with.

Let’s look at the PISA, an international assessment that looks at multiple subject areas.

On the PISA, the U.S. ranks 49th in the world. But we don’t want to know just how the country ranks. We want to know how Idaho students rank. So we took this model and treated all 50 states as if they were their own country, folding them into this model to see how Idaho would compare to the rest of the world.

If Massachusetts were a country in and of itself, it would rank 17th in the world. Not bad. Minnesota would rank 20th. Pretty good. Idaho? 71st. 71st… So knowing this, what do we do? Do we have options?

Denial is one. It seems to be a popular choice and easy choice for many.

Another option is we could do nothing. It’s not an option I recommend, but it is an option.

We could celebrate the fact that with a 92% graduation rate we have one of the highest grad rates in the country and ignore the fact that only 46% go on to postsecondary education and nearly half of them need remediation once they get there. We could be satisfied that our students do well in reading and math when compared to other states across America and ignore the fact that we ranked 71st in an international comparison.

Or we could choose to do something. We could act instead of being acted upon.

This is what we chose to do last year.

We chose to set high academic standards that are comparable to any country in the world.

We chose to set high, achievable goals.

We chose to build a new education system that gives our teachers the tools, and our students the opportunities and access, they need to meet those goals and expectations.

To build this new system, we knew we could not expect or rely on ever increasing budgets. We had to look at what we were currently spending on education and be willing to spend it differently. We had to have a new education system—a system that could educate more students at a higher level with limited resources.

Based on these realities, the Governor and I presented – and this Legislature passed – Students Come First.

With your help, we now are implementing comprehensive education reform in Idaho.

This means that, for the first time in the history of Idaho, we will have a uniform system of education as required by our state constitution.

We have never been able to accomplish this before, but we are on a clear path to accomplishing it today.

When it comes to education reform, Idaho is not alone.

About 30 states passed some form of education reform last year. More states – like Maine, Louisiana, Tennessee, Iowa – are introducing education reform efforts this year.

There is a renaissance going on all across America in education. People have come to the realization that the status quo cannot continue, must not continue. Something has to change.

Idaho’s reform efforts were by far the most comprehensive.

While some states chose to deal with just collective bargaining or school choice or teacher pay or technology, Idaho addressed them all.

Because of your efforts, Idaho is now recognized as a leader in education reform. States are now calling us to learn more about our laws and how they can model them in their states.

Idaho is just a few months into implementing the reforms we have passed, but we are already seeing a positive impact on our schools and districts.

So let me walk you through my budget request for fiscal year 2013.

I will show you how the funding you passed last year is making a difference today and will be making a difference in the future.

You will see that this budget is in line with the budget estimates we provided to the Committee last year in passing Students Come First.

This budget request is in line with the Governor’s overall recommendation for public schools of a 4.7% general fund increase.

Most of this funding is statutorily required because of the Students Come First laws we passed last year.

This includes pay-for-performance for Idaho teachers and the implementation of one-to-one laptops for high school teachers and administrators.

The budget also includes funding for growth in student enrollment. I am happy to report that we have a solid estimate on growth for FY 2013, thanks to the implementation of ISEE.

We believe we will need $4 million for growth next year, down from the initial $12 million we anticipated in September.

In addition to this, I am making funding requests for salary-based apportionment and increased graduation requirements for the Class of 2013.

Now, let me walk you through my budget proposal for fiscal year 2013.

First, let’s discuss salary-based apportionment.

This budget provides funding for movement on the salary grid.

This means, for the second year in a row, many teachers will see salary increases of between 3.75% to 7.6% for another year of experience and gaining more education credits.

In addition, this budget proposal will offset the 2.38% adjustment in salary-based apportionment.

Last year, we put forward a plan to spend the money we currently have differently. But we always made the commitment to backfill salary-based apportionment if we had the revenues.

Currently, the law calls for 2.38% adjustment in salary-based apportionment, which is equal to about $19.4 million.

My budget will offset this adjustment by increasing base salaries by 2.38% for teachers and administrators.

For classified staff, I am requesting a 3% base salary increase because classified staff do not yet participate in pay-for-performance.

I want to be clear: With this budget, there will be NO DECREASE in state funding for teacher salaries in the upcoming school year.

I believe we have the revenues to accomplish this, and here is how we can do it.

Currently, the Governor’s budget puts $29 million into the Public Education Stabilization Fund. I believe this is important.

The Public Education Stabilization Fund, known as PESF, is a critical fund for our public schools. We have relied on it in these difficult economic times.

In 2009, when we first faced declining revenues, many people thought we should spend the entire fund of $115 million right away.

Instead, this Committee, the Legislature and the Governor chose to use this money prudently over the course of three years.

Now, this fund is largely depleted.

Last year, we deposited about $4 million into PESF, which means as of today the fund has a balance of about $15 million.

While I believe it is important to fund PESF now and in the future, I think it is more important to put funding into salary-based apportionment first.

Here is why: It is a timing issue.

School districts and the teachers they employ need to know the amount of money they will have for salaries by May.

This is when they sign contracts with teachers and begin the budgeting process for the upcoming school year.

They need a level of certainty about the budget as they move into this process.

But it’s not just about the budget. There are also other important operational and programmatic decisions that must be made.

This is why I recommend we put revenues toward salary-based apportionment first.

Then, if revenues continue to meet targets throughout the rest of the year, and we hit the triggers identified by the Governor, we can deposit these revenues into PESF. If we hit the triggers as outlined by the Governor, we will be at $44 million and well on our way to re-establishing an adequate rainy day fund.

I think this is consistent with the commitment we made last year. The last dollar cut would be the first dollar restored.

Again, with this budget increase, there will be NO DECREASE in teacher salaries in the upcoming school year.

What I’m saying is, if you are a district with a growing student population, the state will fund more teachers. If you are in a district where enrollment remains the same, you will be funded at the same number of teachers.

We are not cutting teaching positions to fund these reforms.

In fact, this budget proposal for FY 2013 will increase funding for teacher compensation. It fully funds movement on the salary grid. It offsets the adjustment in salary-based apportionment.

And it fully funds the $38 million in new money for pay-for-performance bonuses for Idaho teachers.

So let me talk to you for a moment about that.

As is statutorily required, this budget does include $38.8 million for pay-for-performance bonuses in addition to salaries in FY 2013.

Before this plan was in place, teachers could primarily earn money one way: based on the number of years they had taught and the amount of education they had.

This means if I am the greatest teacher in my district, and I’ve taught 8 years and have a master’s degree, I get paid the exact same amount as the least effective teacher in my district who has taught 8 years and has a master’s degree.

That’s not fair to the students in that district, and it’s definitely not fair to teachers.

Under this new plan, teachers will have the opportunity to receive up to $8,000 in bonuses above and beyond their salary and finally earn the recognition and financial rewards they deserve for the hard work they do each and every day.

There are three ways teachers can earn bonuses under pay-for-performance:

· Working in a school that shows academic growth or overall achievement
· Working in a hard-to-fill position, as determined by the local district
· Taking on a leadership duty, as determined by the local district

In FY 2013, teachers will first receive bonuses based on student achievement, primarily focusing on academic growth. The bonuses will be tied to student achievement goals developed at the state and local levels.

Next year, districts will work with teachers to develop local plans for rewarding hard-to-fill positions and leadership duties.

Last summer and fall, we worked with school districts across Idaho as they developed local plans to award teachers for reaching student achievement goals.

These plans contain goals aligned with each district’s mission and vision.

District Plans include multiple measures such as:

· Idaho Reading Indicator
· End of Course assessments
· Parent involvement
· SAT scores
· Graduation rates

I could go on…

This is one way in which we have expanded local control across Idaho.

With funding from the state, local districts now have the ability to reward their hard-working teachers for meeting their own local goals based on their students’ needs.

These pay-for-performance bonuses in FY 2013 will represent approximately a 5% increase in state funding for teacher compensation.

Let me repeat that.

Pay-for-performance will represent a 5% increase in state funding for teacher compensation next year.

And this plan is not just for a few. In fact, under this plan, we estimate at least 85% of teachers will earn a bonus.

This is great news for the State of Idaho, Idaho’s teachers and students.

Not only are we moving toward paying our teachers more this year, but we are paying them differently. We are paying them better.

This moves us away from the one-size-fits-all approach to paying teachers statewide.

While other states are continuing to cut teacher pay or keep it frozen year over year, we are rewarding our great teachers here in Idaho.

We are funding movement on the salary grid, we are maintaining funding for salaries, and, on top of that, we are going to give every teacher the opportunity to earn thousands of dollars in bonuses.

When it comes to pay-for-performance, we may not agree on every aspect of this plan, but the fact is every penny will go to Idaho educators.

Previously, we had an education system that made it almost impossible to financially reward great teachers and very difficult to deal with ineffective teaching.

If we want an education sxstem that truly puts students first, we had to remove the barriers to both.

We have accomplished that.

I also want to clarify one other thing about the statewide pay-for-performance. I believe this Committee had questions about whether or not these bonuses would contribute to a teacher’s PERSI benefits. The answer is yes.

Third, as statutorily required, this budget includes ongoing funding for the Dual Credit for Early Completers Program at $842,000.

Through this program, students who complete state graduation requirements by the end of their junior year can earn up to 36 college credits in their senior year – paid for by the state.

Surprisingly, many students and parents are just now learning about this opportunity.

I talk about this program everywhere I go, and parents and students are excited when they hear about it.

We know this will provide great opportunities for our families and motivation for our students.

Many sophomores and juniors today are already getting ready to take part in the upcoming years. Even middle school parents are starting to plan for it now.

Over time, we know more and more students will take advantage of this opportunity as they strive to meet their state graduation requirements earlier and take advantage of this great opportunity.

Fourth, this budget includes continued funding and new funding to implement the high school graduation requirements passed in 2007.

Under these higher graduation requirements for the Class of 2013, students must take:

· 3 years of math
· 3 years of science
· A college entrance exam their junior year
· Complete a senior project

Previously, we heard from districts that some did not have the resources to implement these new requirements. That is why last year the state began providing additional funding to every district statewide.

Under the current budget, we will distribute $4.8 million to local school districts to help them hire new teachers or offer advanced courses online to meet the new math and science requirements.

We will continue to fund this in the upcoming fiscal year 2013.

This year, the Legislature also provided funding for students to meet the requirement to take a college entrance exam.

The state used this funding to sign a statewide contract with The College Board.

Through this contract, every high school junior can take the SAT or ACCUPLACER at no charge.

The State Department of Education put this contract out for bid, and we convened a group of educational stakeholders, including representatives of local school districts and higher education, to assist in reviewing the bid proposals.

The SAT was selected because it included more comprehensive tools for teachers and students, in addition to flexibility in the testing date.

For example, students will have the opportunity to take practice tests online to familiarize themselves with the SAT format and question types.

The SAT also has a writing component to the test which we believe is critical.

The SAT provides faster score reporting for students and access to online score reports.

In addition, students who need remediation can retest in their senior year under Idaho’s contract.

This is a critical step in building 21st century classroom and ensuring every student is prepared for the rigors of postsecondary education before they leave high school.

Since this is a graduation requirement now and in the future, we will continue to request the $963,500 in funding for this program.

Also, as part of the higher graduation requirements for the Class of 2013, seniors statewide must complete a senior project.

The senior project must include a written and oral report. The design of the project is left to each local school board to decide.

We are requesting $150,000 for districts to implement this requirement. This request is in line with the fiscal note the State Board of Education presented in 2007.

Fifth, as is statutorily required, this budget includes ongoing funding of $13.6 million for classroom technology.

This line item funds advanced technology that Idaho teachers and principals can use in all K-12 classrooms.

This is separate from the one-to-one laptop initiative in high schools, which I will discuss in a moment.

What this line item means is that for the second year in a row approximately $9 million will go to local school districts and public charter schools to purchase and implement advanced classroom technology.

This funding is used to make sure every classroom becomes a 21st Century Classroom.

Teachers will be able to use this technology to increase student engagement, raise academic achievement among all students, and make sure every student – no matter where they live – has equal access to educational opportunities.

Just as it is in every other part of our lives, we recognize that technology is no longer a “nice-to-have” tool in the classroom. It is an essential tool.

That is why this funding is ongoing and a part of statutory spending.

In September, we distributed nearly half of the $9 million for advanced classroom technology to Idaho schools.

This spring, we will distribute the other half.

The remainder of the $13 million will be used for statewide professional development for teachers to integrate technology into instruction. I will speak to that in a moment.

Let me first talk about how districts are spending the $9 million today.

We worked with local districts throughout November and December helping them create local plans for how they could use technology in the classroom to raise student achievement and provide equal access to all students.

We received great plans from all across the state.

· The West Bonner School District will invest in digital cameras in all grades to incorporate photography into schoolwork. Students in elementary school will use iPods to improve language and math skills.

· In Meridian, the district found that not every classroom had equal access to digital content or interactive learning technologies. So they are using this funding to remedy that. The district will purchase projectors and document cameras for every classroom to ensure equal access.

· In Caldwell, the district reviewed instructional data to determine the level of student engagement and how technology is being used in every classroom. They found a common theme: Those classrooms with interactive technology had higher levels of student engagement, which we know leads to higher student achievement. Classrooms with little or no interactive technology had lower student engagement. Knowing this, the district is working to install interactive technology in every classroom.

· In Clark County, the district has recognized that technology can help increase the time teachers spend with students and reduce the time teachers spend on paperwork. The district will use this funding at the elementary level to buy tablets to assist teachers in classroom organization, grading, and lesson planning. They will also use it to analyze student achievement data.

These are just some of the great and innovative plans that will begin to create 21st Century Classrooms in every school in every corner of the state.

What I like about these plans is that each of these plans is locally developed and clearly demonstrates the important role the teacher in the classroom plays in effectively implementing technology.

All along I have said, and I strongly believe, the teacher is the most important factor in a student’s academic success.

So as we transition to the 21st Century Classroom, we must give our highly effective teachers – not some but all of our highly effective teachers – the 21st Century classroom tools they need to individualize instruction and raise achievement for every student.

We know this works because we see it working in schools right here in Idaho and in schools across the United States.

Look at Rigby High School in Jefferson County.

Rigby High is home to Stefani Cook, our 2011 Idaho Teacher of the Year.

She has been instrumental in integrating technology in her classroom and opening up a world of opportunities for her students.

If you walk into Rigby High School, you will see teachers effectively using technology in the classroom.

Not just one technology, but many different kinds of technology:

· Interactive smart boards
· Document cameras
· Clickers

Students are engaged in learning throughout the day with their netbooks, digital cameras, and sometimes even their own cell phones, which are used in the classroom as part of the lesson.

Stefani told me that her fellow teachers have a collective goal: to create a generation of students who thrive on creativity and problem-solving skills enhanced by technology – a culture where students look for meaning and relevance by building connections with the “real” world.

This is why students and staff alike embrace technology at Rigby High.

And we as a state are now supporting the goals they have been working toward for several years.

These opportunities cannot be limited to just a few fortunate ones. I want every student in every part of Idaho to have the same opportunities as the students at Rigby High.

We have already created the foundation for this through the Idaho Education Network (IEN).

Through the IEN, every Idaho high school is now connected to high-speed broadband internet access and has at least one classroom set up for virtual education.

Now, for the first time ever, we have the real possibility of providing a uniform system of education for all schools in our state.

To this end, we will begin phasing in a one-to-one ratio of students and teachers to laptops in September.

This budget includes $2.5 million to provide a laptop to every high school teacher in Idaho and the necessary software, maintenance, security and support to go along with it.

Next September, every high school teacher, principal, media specialist and technology director will receive the devices and a year of intensive professional development.

In the following year, the first one-third of students will begin receiving access to these devices.

As you know, the Technology Task Force created by this legislation met for 7 months to develop recommendations for the rollout of mobile computing devices, among other recommendations.

They made many recommendations, which I will report on in more detail next week.

One of their recommendations was that we roll these devices out to one-third of students by school, rather than by grade, statewide.

The Task Force learned from other states and school districts that already have a 1:1 program that it is not prudent to deploy devices in a school when only some students have the device and not others.

If this happens, a teacher may have some students in a classroom with devices and others without. Experience shows that, in that case, the teacher will likely just say, “Everyone close the devices,” and go on with the lesson.

To avoid this situation and ensure successful implementation, the Task Force recommended deploying devices in the first year to Idaho high schools representing one-third of the students statewide, or about 27,000 students.

In Fall 2014, we will deploy devices to the second one-third of schools. In Fall 2015, we will deploy to the final one-third of schools.

To determine the first one-third of schools to receive devices, we asked local school districts and charter schools to submit letters of interest to the state if they have high schools interested in being in the first one-third.

These letters must be signed by the superintendent or the school board chair and must be received by February 17.

We have been overwhelmed by the response we have received so far.

We sent the memo to districts just before 6 p.m. on January 5. We received the first letter of interest back in less than 90 minutes.

As of yesterday, we have 73 letters of interest representing 139 schools and more than 57,000 students statewide.

This represents two-thirds of high school students across Idaho – over twice as many as we planned to deploy in the first round.

It is clear that teachers, principals, parents and students are not hesitant but are excited about the laptops and want to participate now, not later.

In Idaho Falls, for example, they said there would be “a high probability of parental discord” if deployment was delayed to all the high schools in their district.

In Twin Falls, the superintendent wrote to us, saying: “Based on a staff survey …, we are enthusiastically requesting to participate in the first third of the state’s high schools regarding deployment of the one-to-one mobile computing devices at all three of our high schools.”

Here’s why everyone is excited:

They recognize that this device becomes the textbook in every classroom, the calculator in math, the research tool in science, the word processor in English, and it’s the portal to a world of information and knowledge.

As you may remember this was one of the most hotly contested pieces of Students Come First last year, but it is clear now that the demand for this classroom technology is out there and an overwhelming majority of our schools want these devices.

Students, parents and teachers want this technology, and they want it soon.

In fact, every one of you has schools in your legislative districts that have requested to be part of the first one-third.

I encourage school districts to continue to submit their letters of interest until February 17 if they are interested in participating.

Providing the technology, whether it is 1:1 or document cameras or interactive whiteboards, what we know from study after study is that technology alone is not the answer. It’s all about implementing technology effectively.

Look at Project RED. If you put any technology in the classroom, it will have an impact.

But if you implement it effectively, it will have a significant impact on student achievement.

So now let me talk to you about effective professional development.

Last year, you and your fellow legislators appropriated historic amounts of money for professional development.

There is nearly $4 million a year built into this budget for professional development statewide to integrate technology into the classroom – from one-to-one devices to interactive whiteboards to iPods and iPads.

This money is built permanently into the funding formula now.

Why? Because we recognize professional development is a critical, ongoing need.

For that reason, this is not one-time money but ongoing funding.

Professional development will not focus on how to turn on the device, but how to use this device in the classroom, to integrate it into everything that happens in the classroom and how teachers can engage every student every day.

A subcommittee of the Technology Task Force was charged with developing a plan for implementing professional development statewide, and they made several recommendations in December.

Their recommendations included:

· Releasing an RFI for professional development for classroom technology integration
· More time for professional development in the school calendar
· The SDE developing a multi-year comprehensive professional development plan that encompasses all initiatives and professional development efforts, including technology

After receiving these recommendations, the Department has begun to develop the statewide professional development plan for the advanced classroom technology and implementation of 1:1 devices.

The state will use a blended model that combines both face-to-face and online methods of professional development for teachers, administrators and technology coordinators.

First, we will establish regional training teams of administrators, teachers and technology coordinators to provide professional development and support to schools in implementing classroom technology at all grade levels.

Stipends will be made available for these team members.

Next, the state will identify a lead teacher and technology coordinator at every high school who will not only learn how to integrate one-to-one devices and other classroom technology effectively, but will become in-house experts and take the lead in providing training to other teachers in their building.

Stipends will also be made available for these leads.

However, not all learning opportunities will be provided face-to-face.
School personnel, parents and students will all have access to a variety of tools that will be available to them online at any time they need assistance.

This will all be possible because of the ongoing funding for professional development.

Because of this historic investment in professional development by the state, other organizations have been inspired to provide additional support for teachers, principals and administrators.

Boise State University, for example, recently received a $4 million grant from the J.A. and Kathryn Albertson Foundation to create the Idaho Leads Project.

This is a new statewide effort to provide intensive professional development to local educators as they work to innovate in our schools and help students achieve at even higher levels.

Sixth, I propose that in FY 2013, we increase discretionary funds by 2%.

We know these discretionary funds can assist our local school districts in many ways.

Finally, I support additional funding for IT professionals in our local school districts.

Last year, when we presented Students Come First, we heard concerns about the amount of tech support that might be necessary at the local level.

This was one of the points the Technology Task Force addressed.

In December, they came forward with their recommendation for additional funding to support IT professionals in the effective integration of technology into teaching and learning.

To follow through on this recommendation of the task force, I am now requesting $2.5 million in additional funding for IT professionals.

This is my proposal for the FY 2013 budget for Idaho’s public schools.

Let me remind you why this request is slightly different than the budget request you saw in September.

First, this budget meets the Governor’s budget recommendation rolled out during his State of the State address.

Second, we now know we do not need as much funding for growth in enrollment. That funding now can be spent differently.

Third, this budget includes funding for recommendations made by the Technology Task Force, which finished its work in December.

Through this budget, we are able to fund growth and fully fund the Students Come First reform efforts – advanced classroom technology for every classroom, pay-for-performance for teachers, dual credit for our high school seniors and the initial implementation of one-to-one devices in Idaho high schools.

And we will not reduce the amount of money we send to districts for teacher and administrator pay.

In fact, because of that and the state’s new pay-for-performance plan, we will actually increase compensation for our teachers by 5% in the coming year.

Overall, this budget request will increase the General Fund for public schools by 4.7%.

As I travel across the state, I talk with more and more teachers, students and parents who are excited about where our education system is headed.

Teachers in other states hear that Idaho is putting money into teacher pay and classroom technology, rather than making cuts, and are excited about the opportunities our state will provide.

I tell them there is not a more exciting time to be involved in public education, and that Idaho is on the forefront of education reform in our nation.

Finally, we have chosen a path that leads us to an education system that assures that all children, no matter where they live, no matter what their family situation, have equal opportunity and access.

An education system that can change quickly and adapt to keep up with the ever-changing world we live in. An education system where not only every student graduates from high school but goes on to college, professional-technical education, or the workforce, and arrives without the need for remediation.

That’s when we will know our education system is meeting the needs of all our students.

That’s when we will have an education system where every child has the opportunity to live the American Dream like you and I do today.

Superintendent Luna Continues to Oppose Current Pay Increases for Constitutional Officers

2012-01-26T10:50:00.000-08:00

During his presentation to the Legislature’s budget committee this morning, Superintendent Luna again expressed his opposition to pay increases for constitutional officers.

Senator Diane Bilyeu, D-Pocatello, asked if any employees at the Department had received pay raises in recent years. Superintendent Luna said no, but “unfortunately,” he received an automatic 4 percent pay raise under Idaho law.

“The salary that I’m making today was decided right before I was elected, which was in the middle of the economic collapse. Last year, I got a 3 percent pay cut, and this year, I get a 4 percent increase this year. My recommendation is that myself and other elected officials get the same CEC (change in employee compensation) other state employees get,” Superintendent Luna told members of the Joint Finance-Appropriations Committee today.

“A leader never asks others to do things he’s not willing to do himself,” he said.

Under the current system, the State Superintendent’s annual salary is set by the Legislature. According to an Attorney General’s opinion published in 2009, it is illegal for any constitutional officer to refuse an increase in pay, even in tight budget years.

Superintendent Luna opposed legislation to increase constitutional officers’ pay in 2010. He has donated the increases in his salary to charitable organizations.

Superintendent Luna Will Present to Education Committees Next Week

2012-01-26T09:18:00.000-08:00

Superintendent of Public Instruction Tom Luna is scheduled to present to a joint meeting of the House and Senate Education Committees to provide an update on the implementation of Students Come First and the work of the Technology Task Force.

The presentation is scheduled for 3 p.m. MT on Tuesday, January 31.

Two-thirds of Idaho High Schools Sign Up for First Round of Laptop Rollout

2012-01-26T09:12:00.000-08:00

More than two-thirds of high schools across Idaho want to be in the first round of schools to receive laptops for the statewide one-to-one initiative.

Under the Students Come First laws that passed last year, the state will implement a one-to-one ratio of students and teachers to laptops in every high school within the next five years to ensure every student has equal access to educational opportunities.

Superintendent Luna updated legislators on how the state will deploy mobile computing devices statewide in his presentation to the Johnt Finance-Appropriations Committee (JFAC) this morning.

All high school teachers and principals will receive these devices in September 2012. The statewide Technology Task Force recommended the state deploy devices to one-third of schools across Idaho per year, rather than one-third of students statewide to ensure the implementation is successful.

The laptops are the first step in implementing a one-to-one ratio of students and teachers to mobile computing devices in every high school across the state.

Teachers will receive devices in September 2012. The state will begin deploying devices to high school students in September 2013.

Based on a recommendation from the Technology Task Force, the State Department of Education will deploy devices to one-third – or about 27,000 – high students statewide, beginning in 2013.

The Department has asked districts to submit letters of interest if they would like to be in the first one-third of schools to receive devices statewide.

To date, the Department has received letters of interest from 73 districts and charter schools, representing 139 schools and more than 57,000 students statewide. This represents two-thirds of high school students across Idaho.

Districts and public charter schools still have until February 17 to submit letters of interest. More information is online at http://www.studentscomefirst.org/mobiledevices.

Superintendent Luna Proposes Increase for Public Schools, Fully Funding Teacher Salaries

2012-01-26T08:56:00.000-08:00

Superintendent of Public Instruction Tom Luna proposed increasing state funding for Idaho’s public schools by nearly 5 percent for the upcoming school year. The increases will include full funding for teacher salaries and the Students Come First reforms.

Superintendent Luna presented his proposed FY2013 Public Schools Budget to the Joint Finance-Appropriation Committee (JFAC) this morning.

“This year, I propose increased funding for Idaho’s public schools by nearly 5 percent," Superintendent Luna said this morning.

"Through this budget, we can fully fund teacher salaries, add $38 million for pay-for-performance bonuses, and provide another $15 million for advanced technology to support teachers as they work to raise achievement and provide equal access for all students,” he said.

Last year, Idaho passed comprehensive education reform known as Students Come First. Through these laws, the state reformed its education system and began spending the money it currently has differently and investing in strategic areas to make every classroom a 21st Century Classroom, ensure every student has access to a highly effective teacher every year in school, and give parents immediate access to understandable information about their child’s school and district.

The FY2013 Public Schools Budget continues to fund key components of Students Come First, such as the Dual Credit for Early Completers Program and advanced classroom technology in every classroom.

In addition, it provides funding for two other major components of Students Come First: pay-for-performance bonuses for Idaho teachers and laptops for every high school teacher and principal.

Superintendent Luna also requested a 2.38 percent increase in the state funding for teacher and administrator salaries. This increase will ensure there is no decrease in teacher salaries for the upcoming school year.

Here are the highlights of Superintendent Luna’s proposed FY2013 Public Schools Budget:

4.7 percent general fund increase for Idaho’s public schools, which is in line with Governor Otter’s budget recommendation

$4 million to fund growth in student enrollment

$19.4 million, or 2.38 percent, increase in state funding for teacher and administrator salaries to offset the adjustment that was scheduled for FY2013

$38.8 million in pay-for-performance bonuses for Idaho teachers

$9 million in advanced classroom technology for all grades

$2.5 million to begin implementing the one-to-one initiative in high schools by providing a laptop to every high school teacher and principal

$4 million for professional development to help teachers integrate technology in the classroom

Opportunity to Listen

2012-01-20T13:00:00.000-08:00

Each day this week I have presented a response to different parts of Governor McDonnell's "Opportunity to Learn" education agenda. On Monday, I gave an introduction and talked about the goal of advancing literacy in the early grades. On Tuesday, I wrote about implications for repealing the unpopular Kings Dominion Law. On Wednesday, I talked about proceeding thoughtfully and carefully with expanding choice in the Commonwealth. On Thursday, I discussed evaluating principals and teachers. This concluding post brings me to the end and back to the place where I started in the first post of this series: Money.

It looks like McDonnell has some great funding initiatives in his agenda but it's hard to reconcile them with the major budget cuts and bleak fiscal outlook across the Commonwealth. Every day, I read a new tale of budget woes, possible layoffs of essential staff from school districts across Virginia including Culpepper, Norfolk, Richmond, York, Hanover, Pittsylvania, and Northern Virginia, and of cuts to essential education programs such as preschool for low-income kids.

I understand that a big part of budget woes stem from the mandated VRS contributions that localities now have to make. The Virginia Association of School Superintendents has said that the proposal to put $2.2 billion in Virginia's retirement system is a big cause of the draconian cuts. At my most cynical I think that McDonnell is doing this here and now to demonstrate that the benefits make we offer our public servants are unsustainable and to starve the public schools so that they're set up to fail. At my most charitable, I think Bob McDonnell is very nervous about having debt and wants to remedy the situation ASAP and that he doesn't understand that while there is always room to be more efficient, quality education is not something that can be done well on the cheap.

The public has to realize that retirement benefits are not extras; rather, they are deferred compensation. They have been promised as part of an agreement the state made with employees. The problem with striving to replenish the VRS funds all at once is that causes a bigger and longer-term problem: compromising the quality of education districts in Virginia can provide. Talk about robbing Peter to pay Paul.

We will never improve our public education system by starving it of funds and pushing it to a breaking point. Redlining our schools is the wrong thing to do. Unfortunately, in this context, money matters. The government is not a business; schools are not businesses--that's for car dealerships and supermarkets. While there are always ways to reduce wasteful spending, providing a quality public education to ALL of Virginia's children is inherently inefficient, but in Virginia it's required by law and it's what good governments in healthy, democratic societies do. Fiscal conservatism is one thing, fiscal lunacy is quite another. As former Harvard President Derek Bok put it, "If you think education is expensive, try ignorance."

So, Virginians, where should we go from here?

The VASS (Virginia Association of School Superintendents) set a fine example by presenting their vision in an education reform blueprint. Why not convene task forces and associations of other stakeholders from across Virginia to present their ideas? Teachers and principals from across could tell us what they specifically need to better support and evaluate all teachers, to attract and retain high-performing teachers, and to remove those who shouldn't be in the classroom. Parents could discuss what improvements and changes they'd like to see for their children's education and what they value in schools. Educators from colleges and universities in Virginia need to be consulted: What are deficits are K-12 students arriving with and what are K-12 schools doing well? Virginia-based industries should also be called on to let us know what kind of education and skills they need potential employees to have. Virginia's scholars could examine the curriculum and practices in schools and let us know where the gaps in the curricula we're presenting exist and how we can improve our pedagogy. School finance experts could let us know what's smart spending, what's wasteful, as well as what's possible. Finally, we need to hear from a diverse group of students about the kind of learning communities they'd like to be a part of.

I urge Virginia's governor and legislature to resist the pressure to bow to the interests of big money and lobbyists, to hear their constituents, the taxpayers, and the people of Virginia. The Governor and the legislature must do what's best for quality education for Virginia's public school students, in line with what their parents envision for them, with what our professional educators say is sound practice, with what Virginia's communities and industries need to grow and thrive, and with what's best for the future of the Commonwealth.

The next and most crucial step will be for Virginia's politicians to listen.

cross-posted at the Virginia Education Report

INTERACTIVE DIGITAL TEXTBOOKS

2012-01-20T08:20:00.000-08:00

One of the exciting new advancements in education technology is the shift from hard copy textbooks to digital textbooks. There are a number of advantages to digital textbooks. First, publishers are offering the ability for schools to customize the content and cost structure of the digital textbook based on their needs. For example, a school may only be interested in purchasing certain chapters of a textbook relevant to their instruction.

Second, students no longer have to carry multiple, heavy books. All the digital textbooks can be loaded onto one mobile computing device. Students are more organized and less likely to forget one device.

Third, digital textbooks can be updated in real time, rather than having to wait for a supplementary or new edition at an added cost.

Recently, publishers and electronic manufacturers have also added highlighting and note taking capabilities, as well as included interactive elements in the digital textbook, such as streaming videos. One example is Inkling, a textbook company that offers education textbooks with interactive movies, diagrams, quizzes, and commentary. Schools can purchase these digital texts on a chapter-by-chapter basis, and many are free. For more information, visit http://www.inkling.com/.

Today, Apple announced they have developed a free app—iBooks 2— for viewing interactive digital textbooks on the iPad. In addition, they announced partnerships with three of the largest textbook publishers—McGraw-Hill, Pearson, and Houghton Mifflin Harcourt—to offer interactive digital textbooks priced at $14.99 or less and another free app—iBooks Author—that allows teachers to create digital textbooks from their existing presentation and digital content. For more information, please visit http://online.wsj.com/article/BT-CO-20120119-710157.html.

Opportunity to Evaluate Teachers

2012-01-19T19:45:00.000-08:00

Welcome to Part IV of my response to Governor McDonnell's "Opportunity to Learn" education agenda--we're almost to Friday, folks! On Monday, you read about advancing literacy. On Tuesday, you read about extending the school day/ year. Yesterday, you read my thoughts on expanding school choice in Virginia. Today, I'll share my thoughts about McDonnell's ideas for evaluating, retaining, and recruiting teachers.

The "Enhancing Teacher Quality, Strengthening Teacher and Administrator Contracts, Evaluation Policies and Streamline Grievance Process" section proposes to establish annual contracts and evaluations for teachers and principals. This, the McDonnell administration says will, "allow for a new evaluation system to work by attracting and retaining the top-tier educators in our K-12 public schools." The agenda also calls to streamline the grievance process. As long as due process is built in (and no, merely saying, "don't worry there will be plenty of due process" is not sufficient) no one I've heard of disagrees with streamlining the grievance process. However, McDonnell's ideas to "enhance" teacher quality and "strengthen" contracts are more controversial.

First of all, teachers and principals should be evaluated yearly and observed and given feedback even more often. The biggest question, though, is how this will be done, based on what, and with what consequences. Will teachers be evaluated with an eye on craft and content or with an eye on test scores? Will the goal be to improve practice and strengthen curriculum? Will the goal be to support teachers? Or will the eye be on standardized test scores parading as real achievement and learning, de-selection, and playing gotcha? If the eye is narrowly focused on boosting test scores and de-selection, we're going to lose good teachers and fail to attract new ones.

Another problem is that this walks and talks like yet another unfunded mandate. Virginia principals barely have enough time to do the evaluations they have. Furthermore, while there are certainly incompetent principals out there, at least one reason that incompetent teachers aren't removed faster is because principals have so much to do. Has Governor McDonnell ever been inside a public school principal's office and seen the students waiting outside, the stacks of unfinished paperwork, and heard the phone ringing off the hook? Has he ever tried to schedule an evaluation? Or how about re-schedule an evaluation?

Streamlining the grievance process may eliminate some paperwork, but mandating yearly high-stakes evaluations without making other changes will merely replace it, and then some. Tennessee recently changed their teacher evaluation process without thinking it through and it's been a nightmare for principals and a largely useless, bordering on absurd, process for many teachers. If we want all principals and teachers to be evaluated once a year, we had better fund it, staff it, and make sure the process is fair and that the tool itself is useful.

I would add a peer evaluation component to the evaluation process. I'm not quite comfortable with students doing high-stakes evaluations but I certainly think collecting and implementing feedback from students should be a required part of a teacher's evaluation process. I'd like to see master educators in each school who evaluate and mentor other teachers while still teaching some courses of their own. Also, we need to diversify evaluations: What a first-year teacher needs is different from what a veteran needs and what a math teacher needs is different from what an art teacher needs. For ideas about where Virginia districts might go, this Massachusetts teacher, who has published a book on the subject, has some great ideas for better evaluations. Montgomery County, Maryland, has had great success with their peer-review teacher evaluation process. Finally, two districts in California have done well revamping their teacher evaluation systems by integrating support and evaluation. Finally, Accomplished California Teachers put together an important report about improving teacher evaluations, with one of the authors, NBCT David Cohen, offering some further insights on the process here.

As for one-year contracts, I don't see how using them (which by the way will not be a big change in some Virginia districts as budget woes have forced many principals in recent years to offer one-year contacts) strengthens contracts. In fact, it sounds more like weakening contracts (and like spinning one's education agenda). I also don't see how offering them exclusively will attract top-tier educators. Here's a job. Please leave the one you have or give up other opportunities for this one-year contract. Now run along and get those test scores up. I don't see that as a winning recruitment strategy. Moreover, as Chad Sansing pointed out, it's not really going to grow the profession as much as it will offer "jobs."

One-year contracts will also undermine stability and continuity in communities. Of course I want my children to have the best teachers possible, but the fact that the educators at the schools my kids attend have gotten to know our community, our family, and my children as learners, facilitates that. Most of them and most of the educators I have worked with work long hours with too much to do. I, for one, don't want to reward them with the prospect of one-year contracts and I don't want the uncertainty of not knowing which educators will be back each year. In these hard economic times, Virginia's families have enough uncertainty already.

I've also heard McDonnell wants to use merit pay. I was glad that his administration took a more cautious route and merely piloted merit pay before going all out with it. And as I explained here, I think we need to raise salaries across the board, as well as differentiate pay more than we do currently, based on a combination of responsibility and experience. Educators who lead extra-curriculars, or who take on mentoring, peer evaluating, or more responsibilities should be paid more. Also, we should pay teachers more who work in hard to staff schools with more challenging populations. They have to work harder and have more difficult jobs. Also, it is harder to attract STEM people. It just is. I am not a STEM person and I don't like that they would get paid more, but I understand we can't ignore labor market forces. Nevertheless, merit pay should not be based on a boost in test scores and nor has such merit pay proven to raise achievement in other places. As it has in DC, such an approach easily turns into: Here, you teach the more affluent kids who score higher on standardized tests. Congratulations! Here's some extra money.

By all means, let's re-imagine and then revamp our evaluation tools and processes in Virginia. Let's pay educators more and let's attract the best ones we can to our state. But let's do so in ways that are fair, meaningful, and cognizant of the unique roles educators play. A hasty switch to annual high-stakes evaluations, one-year contracts, and merit pay based on standardized test scores will increase paperwork and teacher turnover and lower morale without growing the profession or improving the quality of teaching. We can do better by our educators and by our students.

cross-posted at the Virginia Education Report

Opportunity to Expand Choice (Maybe)

2012-01-18T17:30:00.000-08:00

I've been busy responding to my governor's education agenda. On Monday, I wrote about the initiative to advance literacy. On Tuesday, I wrote about possible implications of repealing the Kings Dominion Law. Today will be a much meatier post about choice. I want to take a minute to acknowledge that school choice is a very thorny and complex issue; I do my best to approach it as such. To read a sampling of related posts on my blog, please go here.

In "Expanding Educational Options for Virginia's Students," McDonnell talks about virtual learning, charter schools, university lab schools, and granting tax credits to businesses that contribute to private school scholarships for low-income students. Many of these ideas seem to have been borrowed from Florida. One recent Richmond Times-Dispatch op-ed praised education reform in Florida, but Florida has hardly proceeded carefully. Virtual schools have a very mixed record there with some schools giving out worthless diplomas. The McKay Scholarship Program, intended to give vouchers to parents of special needs, though a savior for many who know how to navigate the choices, has been a harrowing experience for others, "pioneering" an industry of fraud and chaos. As for charter schools, those in Florida enroll far fewer poor and special needs students. Furthermore, they operate as a parallel school system controlled largely by for-profit management companies and private landlords with very little oversight and too much corruption. Finally, by their own measurements, charter schools in Florida aren't getting the results advocates said they would. Virginia's education system and efforts to reform it would be better served if we learned from Florida's mistakes rather than if we imitated them.

Using technology to expand learning spaces, methods, and opportunities is exciting and well worth exploring, but as with extending the school year or day, it needs to be done thoughtfully, based on evidence and with strong considerations of design. I was incredulous when a high school teacher in my district told me about p.e. as an on-line class, but when she explained to me the requirements and curriculum, I changed my tune. With that in mind, as we explore virtual education options, we should first tap the knowledge of our in-state resources. We need to look at what our districts are already doing in this arena and learn from their successes and failures. Furthermore, we should consult with Virginia-based virtual learning scholars such as VCU's Jon Becker. Even then, we need to be very careful that virtual learning is offered for the good of students and not merely for the benefit of those with a financial stake in the virtual education industry. Furthermore, we need to ensure that for Virginia students, any virtual learning is quality learning--for some caveats, see here, here, here, and here.

As for charter schools, if the goal is to offer more choices and further racial and socio-economic integration, magnet programs such as have been started in Miami-Dade County, Florida and Wake County, North Carolina, seem to have relatively stronger and more stable track records. We should also consider merging some of our urban and suburban school districts such as has been done in the afore-mentioned Wake County and also recently in Memphis, Tennessee, challenges notwithstanding. Montgomery County, Maryland, offers a magnet school/ choice-system of sorts at their traditional high schools--an effort worth studying. Each district in Virginia should examine its structure and programs--magnet schools and programs, Governor's Schools, alternative schools, vocational and trade schools, and even course offerings per school--to make sure it's offering the most options possible in the most inclusive and accessible way possible, towards meeting the needs of ALL students.

After this, if the people of the Commonwealth decide they do want more charters specifically, then we must make sure they're done right: initiated and managed by communities and educators and held accountable to the districts where they exist. Chad Sansing has a great post on this. As he describes the already existing charter schools in Virginia:

These schools matter to their students and communities and serve as examples of grass roots start-up efforts in Virginia schools. Because of their local origins and capacities to address local needs, these schools might not “scale up”, but the community-based processes used in their development are definitely replicable.

Districts, for their part, need to stop being hostile to groups of parents and educators who want to try something different, lest they drive them into the arms of profit-minded and unaccountable outsiders. Finally, while charters such as Richmond's Patrick Henry School of Science and Arts were started with a mind towards more integration, we must keep in mind that nationally charters are leading to increased segregation.

One final thought on charters: They will only be as "innovative" as high-stakes-testing and accountability schemes allow them to be. Schools will only be as good as what we hold them accountable for. Most of the glowing reports about Patrick Henry, for example, in the same Richmond Times-Dispatch op-ed cited earlier, glow about their test scores:

Recently, Richmond's first charter school (and the state's first elementary charter), the Patrick Henry School of Science and Arts, announced that its students surpassed school district and state averages in every subject on the Standards of Learning tests in its first year. In fact, every group of its students (white, black, economically disadvantaged) outperformed both district and state, an accomplishment made more impressive by the fact that the school teaches a more truly diverse population of students than any other in the city.

Test scores certainly give us some information about how a school is doing and we can glean some other useful information from them, but what's more important is what kids are actually learning (curriculum) and how they're being taught (pedagogy or instruction). If we keep doing the same thing we've been doing for the past ten years and focus on scores on limited and narrow standardized multiple-choice tests, instead of on what is actually being taught and learned and how, education in our state will not progress or innovate, and our students won't engage in meaningful, challenging learning, whether they're in traditional schools or charters.

If we're going to expand choice in Virginia, we need to do it with two goals in mind. First, we should make choice as fair, equitable, and democratic as possible. Exclusion of special needs students and English Language Learners, and increased racial and socioeconomic segregation should not be the outcome of increased school choice. Second, the choice provided should be diverse options between different schools, rather than a competition to get the best test scores. Increased choice could be among programs that provide rich and meaningful learning and quality teaching along different dimensions (such as language, science, or arts magnet schools) while meeting the needs of all students. Or choice could simply be among schools beholden to the same corrupting incentives that undermine real student learning in our current system, which means having many poor choices, which, frankly, is no choice at all.

cross-posted at the Virginia Education Report

Senate Education Committee Approves Digital Learning Requirement for Students

2012-01-18T15:45:00.000-08:00

The Senate Education Committee voted 8-1 today to approve the State Board’s proposed rule for students in the Class of 2016 to take two (2) online credits before graduating from high school. The Committee approved the rule based on the commitment that the State Department of Education and State Board of Education would work to run a new rule in 2012 removing the requirement that one of those credits be delivered asynchronously.

“We are grateful for the work of the Senate Education Committee, the Boise School District, Meridian School District, Idaho School Boards Association and Idaho Association of School Administrators for working together in a bipartisan way and supporting the online course requirement to better prepare Idaho students for postsecondary education and the workforce,” Superintendent of Public Instruction Tom Luna said after the vote.

The current rule requires students in the Class of 2016 to take two credits online, one of which had to be delivered asynchronously – where students move at their own pace. The other options are synchronous courses – courses delivered in real time through video teleconferencing or other means – or blended courses that combine face-to-face time and digital learning.

On Tuesday, the Senate Education Committee heard testimony from representatives of the Idaho School Boards Association, Boise School District and Meridian School District who said they would support the rule if the asynchronous requirement was removed. Superintendent Luna said Wednesday he would support the removal of this requirement, based on the feedback from local school districts.

The Committee voted 8-1 to approve the rule with the understanding that the asynchronous requirement will be removed in 2012 through a temporary rule.

Superintendent Luna on Tuesday reiterated in his testimony that digital learning is a critical skill of the 21st Century.

“We know online learning is a critical skill in the 21st Century – whether students go on to an institution of higher education or the workplace,” he said during his testimony. “The vast majority of Idaho’s colleges and universities are now offering online courses to students, especially in the beginning years. If students are going to take full advantage of the college experience, if students want to graduate in 4 years, they will be expected to take online courses.”

Superintendent Luna Testifies in Support of Online Course Requirement

2012-01-18T08:46:00.000-08:00

The Senate Education Committee considered the State Board of Education's proposal that students in the Class of 2016 take two credits online in order to graduate from high school. The Legislature passed a law in 2011 asking the State Board to develop a requirement for students in the Class of 2016 to take online courses before graduating from high school.

A State Board committee developed the proposed rule in the summer of 2011, which was then approved by the full Board in November 2011. The Senate and House Education Committees are considering the rule this week.

Superintendent of Public Instruction testified in support of the State Board's proposed rule in the Senate Education Committee on January 17. The following are Superintendent Luna's prepared remarks.

Mr. Chairman, Members of the Committee, thank you for your time today.

Last year, I stood before you and worked with you as we passed the most comprehensive education reform in the country. Idaho was one of 30 states to pass some form of education reform. Still, I believe our laws were the most comprehensive and to the best benefit of Idaho students.

Under one of the bills this Committee passed last year, the State Board of Education was tasked to develop a requirement for students in the Class of 2016 to take online learning before they graduate from high school. The goal of this law is to ensure every student graduates from high school in Idaho prepared to go on to postsecondary education or the workforce, and not need remediation once they get there. To accomplish this, we must make sure Idaho students get the knowledge and skills they need in K-12 in order to be successful in life after high school.

We know online learning is a critical skill in the 21st Century – whether students go on to an institution of higher education or the workplace. The vast majority of Idaho’s colleges and universities are now offering online courses to students, especially in the beginning years. If students are going to take full advantage of the college experience, if students want to graduate in 4 years, they will be expected to take online courses.

Just look at the College of Western Idaho. CWI President Bert Glandon said recently, “To not have computer or technology skills is a huge deficit.” Why? Because almost all courses at CWI have an interactive or web-based component. More than 30 percent of the courses offered at CWI are only offered online. Another huge percentage of courses are hybrid courses, which combine face-to-face and online learning. Boise State has reported similar numbers.

We cannot ignore these facts. Students will be expected to learn in an online environment – whether synchronous or asynchronous – once they go on to postsecondary education.

The same will be expected of them in any workplace. Workplaces across the U.S. are asking employees to utilize virtual meeting spaces and webinars to conduct business. According to one report, e-learning training accounts for 30% of corporate training across the United States and is expected to exceed 50% soon. We have heard this from many Idaho companies – whether they are government agencies, banks or auto shops.

It is clear that next year and five years from now, we know there will be more online learning, not less. Idaho’s students must be prepared for this so they can be successful in a traditional classroom setting as well as an online environment. If they struggle with online learning, they should be able to struggle in the K-12 setting where they can get immediate assistance and remediation and master these skills before going on to postsecondary education.

For these reasons, the Legislature and now the State Board of Education have developed an online course requirement for the Class of 2016.

I think when most of us think of an online course, we think of the online course of years past where a student sits in front of a computer, drills through curriculum and takes a multiple choice test after a few weeks. That is not the online course of today. The online course of today is interactive.

In an asynchronous course, students take interactive coursework at their own pace. It is not in real time, but a teacher is involved at all times. The teacher may record a lecture and then the student might complete the coursework on their own. If the student needs help, they can reach out to the teacher immediately, via phone or email or instant message. Sometimes they might Skype.

MIT announced in December they are offering all of their online college courses to the public for free. Now, students in Idaho will be able to take MIT courses without leaving their school or community.

In a synchronous course, a student interacts with the teacher or instructor in real time, via video teleconferencing. The teacher can see the students; the students can see the teacher. They can hear each other in real time and interact after hours, if necessary. The Idaho Education Network provides students with synchronous online courses.

The Governor and I recently had the opportunity to visit St. Maries High School. It was one of the last schools connected to the IEN so we went to celebrate the completion of phase one. At St. Maries, a science class of students was interacting with a professor from St. Louis University School of Medicine. He was dissecting a brain, in real time, via the IEN. Students were asking questions along the way. He was pointing to parts of the brain and asking questions of the students. It was interactive, it was engaging. Most importantly, it was an experience these students might not otherwise have.

That is the power of digital learning. That course was a type of blended learning course, where students take some coursework digitally and other coursework face-to-face with the teacher.
All of these courses – synchronous, asynchronous, and blended – are allowed under the State Board’s proposed rule.

I have heard the same arguments against this online learning rule that I am sure you have heard. First, some will say the failure rate in online courses is too high. The most popular study cited that shows this refers to online coursework students took at Washington State community colleges and technical colleges. The fact is far too many students showed up at these postsecondary institutions not prepared to learn in an online environment, yet they were expected to take online courses. As a result, most students in the study dropped the online course and some did not come back for their second year of school at all. We cannot let this continue to happen. We have to better prepare students before they go on to postsecondary education.

Second, I have heard people say that some students can’t learn in an online environment. To me, this is like saying some students cannot learn math or some students cannot learn science. In fact, I think we heard similar arguments when this Legislature pushed for increased math and science requirements in 2007. The fact is we have to prepare students for the world that awaits them. In the 21st Century, online learning is a reality. Idaho students must be equipped for it.

This requirement will make up 2 of the 46 credits students are required to take in high school. I believe all students are capable of meeting this requirement, and I believe we have the talented teachers in Idaho to help them get there. For those students, such as those with severe learning disabilities, who do need another option, this proposed rule allows the local school district the flexibility to put them on an alternate route.

Third, I have heard that online courses will replace the teacher in the classroom. Nothing could be further from the truth. Every online course is taught by an Idaho-certified teacher. That teacher will work with the students in his/her classroom. The online classroom is not the same as a traditional classroom. It is not limited by walls or bell schedules. The teacher and the student can be miles and miles apart. Still, the teacher is always involved.

I appreciate the process that the State Board committee went through in developing this proposed rule. They heard from experts, researched online learning and took public comments across the state. I believe the two-credit requirement is necessary for the Class of 2016. It will meet our goal of making sure every student is prepared in high school with the knowledge and skills they will need to be successful after high school.

After all, our ultimate goal is not to make sure students do well while they are in school. We have to make sure they are successful outside of school, once they graduate and go on. That’s our responsibility.

Mr. Chairman, with that, I stand for any questions.

Opportunity to Extend the School Year

2012-01-17T20:00:00.000-08:00

Yesterday, I posted the first post in a series of five in response to Governor McDonnell's recently announced education agenda, entitled, "Opportunity to Learn." The first post provided an introduction and discussed McDonnell's ideas to advance literacy.

Another major piece of Governor McDonnell's agenda included "Reducing Mandates on Local School Divisions," which in this case means a repeal of the "Kings Dominion Law." In substance, this is mostly uncontroversial and seems to make sense, i.e., letting districts decide how to set their calendars. Some have made the leap to, "the Governor is pushing a longer school year," but so far, I don't see it. Many school districts don't like the law, and thus the Governor wants to repeal it.

Now, I'm in a bit of a bind here because my county, the home of Kings Dominion (otherwise known as The Promised Land among the under-10 set in my house) is opposed to repeal of the law as it would mean a big loss of revenue in particular for them. Given our bleak budget outlook, particularly for education, we need that revenue. Of course, there are (horror of horrors) other reasonable ways to raise revenues. Also, it is rather ironic that as the current local political climate is infused with cries for smaller government and fewer mandates, some seem to want an exception made for the mandate that helps them. Sigh.

Back to the topic at hand, if the idea is in the long run to reorganize the school year and extend the school year and/or school days, it needs to be done thoughtfully. While doing so would certainly benefit many kids and I bet many working families in Virginia would welcome it, the most important thing is not adding more time but rather what is done with the added time (or even with the time we already have. . . ).

If a longer school year and day means more test prep, more narrow focus on reading strategies and math drills, then Virginians should say: No, thank you. However, if we're talking about more time for meaningful and interesting project-based learning, extra-curriculars, clubs, school newspapers, unstructured play, P.E., sports teams, science, social studies, art, music, theater, practical skills (cooking, financial literacy, etc.), foreign languages, gardening, computer science, robotics, entrepreneurship, etc., then we should say resoundingly: Yes, please!

Furthermore, any longer day or school year must be matched with increased pay, staffing, and resources. Otherwise, we'll have yet another unfunded mandate. And no, throwing some cheap math workbooks at teachers does not count as increasing resources, nor will piling such activities on to the school day improve the quality of education Virginia's children receive.

If we're going to extend the school year and day in Virginia, we need to do so in a way that's smart, fair, and that will provide meaningful and rich learning experiences for students.

cross-posted at The Virginia Education Report

Opportunity to Develop Literacy

2012-01-16T14:00:00.000-08:00

On Monday, January 9th, Virginia Governor McDonnell announced his education agenda, entitled, "Opportunity to Learn." This has been covered by The Virginia Education Report, The Washington Post, as well as commented on by many throughout the state (For Chad Sansing's excellent commentary, read here. Or, for a partial listing of other reactions, see here.) I am going to offer my reactions in a series of posts starting with this one.

Before I comment on the agenda, I want to reiterate a point that Chad Sansing made in his piece:

McDonnell’s blueprint promises “a bold education proposal that will dramatically increase money for Virginia’s teachers and students by $480 million a year.” Meanwhile, his budget plans also include “hundreds of millions of dollars in cuts, including to child-care subsidies for low-income families and to health and parent-education programs for poor pregnant women.” Families who need social and support services to help their kids attend school and access curriculum won’t benefit from McDonnell’s cuts.

I will return to issues if budgeting and funding in later posts but for now I'll assert: We're not going to succeed in improving education for low-income children with one hand if we're squeezing their parents and communities with the other. As I explained here, single-issue advocacy is problematic and students don't lead single-issue lives. Furthermore, the more we deny help to those in need, the more needs our students will come to school with and the more resources our schools will need to adequately serve those students. And right now there is a growing number of people in need.

Now, on to the education agenda:

In the "Raise Standards - College Workforce and Readiness" section, the McDonnell administration proposes, among other things ("other things" being streamlining diploma requirements, positive youth development, and expanding dual enrollment programs--none of which I have any objections to, so far :), advancing literacy. McDonnell wants to make sure all third graders can read before they move on to fourth grade. That is a worthy goal, but I'm not sure that his way of achieving it is sound. McDonnell wants to pay kids who learn to read. Harvard Researcher Roland Fryer tried something similar to this, and it didn't really work. If kids aren't reading by third grade, it's not (good grief!) because we're not paying them. Nor do I think the strategy of waiting until third grade and then simply holding kids back will help much--it's too reactive.

If we want struggling readers to struggle less, we need to do two things:

1) Invest in reading intervention programs that work and reach out to struggling readers long before third grade. Many of the children who are likely to struggle with reading would probably benefit from the very preschool programs McDonnell is looking to cut, so if he wants to advance literacy he should reconsider cutting those programs. One program that my school district successfully uses and that helped my own son when he was struggling to learn to read was Reading Recovery. Such programs are expensive and require investment and commitment. (UPDATE: After I drafted this post, I read that McDonnell proposed adding $8.2 million to the budget for early reading programs. This is good news, though I'd want to know more about the efficacy of the specific programs being funded and the real estimated impact of the dollars allotted.)

2) We need to spend much less time teaching reading as a subject and teaching reading strategies beyond their utility and much more time teaching content or subject matters, such as literature, science, social studies, p.e., art music, foreign languages, technical education, etc. Yes, most kids need to be explicitly taught to decode and yes, to a point reading strategies are useful. Of course, content should be taught as reading and writing intensive. However, literacy is largely representative of someone's background and content knowledge, and knowledge of vocabulary and does not develop or improve without it. As the University of Virginia's own Dan Willingham says, teaching content is teaching reading. (It's also much, much more meaningful and interesting for kids.) My regular readers know that I talk about this ad nauseum. In case you're new to my writing on education, here are some posts that elaborate further: here, here, and here.

You know what I've found, as a parent and in my observations of my kids' teachers, is the best reward for kids who are working hard to learn to read or who are already reading? More books. Let's reward students for reading by giving them more books.

UPDATE: In a misguided effort to get Virginia third graders to do better on reading and math tests, State Senator John Miller (D-Newport News) wants teachers to spend even more time on reading and math and even less on science and social studies. And he wants to do so to get test scores up in fifth grade (not necessarily because it will mean better education). Ugh. Even supporters of NCLB say the bill is too limited in scope by just focusing on math and reading. Sorry, Senator Miller, but this bill will take us in the complete wrong direction!

cross-posted at The Virginia Education Report

DEPARTMENT SEEKS SUMMER FOOD PROGRAM SPONSORS

2012-01-11T10:57:00.000-08:00

The Child Nutrition Division of the State Department of Education is seeking sponsors for this year’s Summer Food Service Program, which provides free meals for children, ages 1-18, who live in areas in need of economic assistance during school summer vacations.

Now more than ever, this program is needed to fill the gap for families who may not be able to afford to give their children nutritious meals during the summer months when school is not in session.

The Department contracts with public and private schools, non-profit organizations, city, county, and tribal governments, and other organizations to feed low-income children during the summer months. Nationally, more than 26 million children eat school lunch daily when school is in session, and about half of them receive their meals free or at a reduced price because they are from families with low household incomes. The summer program offers them nutritious food when school is not in session.

Last year, Idaho’s 88 summer food sponsors served approximately 1.4 million meals at 337 sites. For the 2012 program year, sponsors may be:

• Public or private nonprofit schools;
• Public or private nonprofit residential camps;
• Local, municipal, county, tribal, or state governments;
• Public or private nonprofit colleges or universities that participate in the National Youth Sports Program;
• Upward Bound programs;
• Libraries; or
• Private nonprofit organizations.

New sponsors are required to attend training at a location near them and complete a paper application as soon as possible. Continuing sponsors for the 2012 summer program are invited to choose a training session in March or April at a location near to them. The 2012 training schedule is:

• March 14 – Fruitland
• March 21 – Boise
• April 9 – Coeur d’Alene
• April 10 – Lewiston
• April 17 – Idaho Falls
• April 18 – Pocatello
• April 19 – Twin Falls

The 2012 training registration information is available online at http://www.databasesdoneright.com/nutrition/. Select the calendar to find the training.

Applications are provided at training and are due to the Department by May 4, 2012.

Meals for the Summer Food Service Program must be served in accordance with Federal Law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Adjudication, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call toll free (866) 632-9992 (Voice). Individuals who are hearing impaired or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.

Additional information about the Simplified Summer Food Program is available on our website at www.sde.idaho.gov/site/cnp/summerFoods, or from Angela T. Miller, (208) 332-6821 or at ATMiller@sde.idaho.gov.

Things Are Not Always as They Appear!

2012-01-10T19:37:00.000-08:00

I had the opportunity to spend some of the holiday season in Kaua'i. On that island there is an amazing wonder called Waimea Canyon. It is considered the Grand Canyon of Hawaii. Indeed when we went to see it, I was shocked that this amazing canyon was hiding on an island. That portion of the island was not as it appeared from a distance. A hidden treasure!
I was talking with a group of students today about NAEYC's requirements for 'multiple measures' to be used in tracking children's progress. That information is part of Standard 4 in NAEYC's Accreditation process. It is critical for us to individualize enough so that we can monitor the progress of each child. Sometimes children can fool us with their knowledge when they are in a group setting. Just like Waimea Canyon, things may not be as they appear. Within the classroom we can easily assume a child has mastered a skill that may still be a challenge for her individually. Without individualization and assessment, we would not know about the additional support that she may need. I remember a child I had a number of years ago that I assumed was a solid reader. He seemed to fit into our reading program well. However, when I asked him to read to me one day, he read a paragraph completely different than what was in print. The irony was that when he was finished he had stated the same information that was in the paragraph, just using different words and rewording sentences. Without individualized attention, his lack of skills may have been like the canyon-completely unknown from a distance. Individualized assessment allows us to explore every skill canyon that we are trying to reach. Assessment can keep us from false appearances in the classroom.

DEPARTMENT SEEKS PUBLIC COMMENT ON NEW ACCOUNTABILITY PLAN

2012-01-10T11:47:00.000-08:00

The Idaho State Department of Education is seeking public comment on a new system of increased accountability that focuses on academic growth.

The Department created the new accountability plan as part of its application for more flexibility under No Child Left Behind. While the official application is due February 21, the Department is seeking public comment on the new accountability system and other parts of the waiver application during the month of January.

“Through this new, higher level of accountability, Idaho will have the flexibility it needs to make sure every student in Idaho is growing academically every year they are in school,” Superintendent of Public Instruction Tom Luna said. “I encourage parents, teachers, school administrators and others to review the draft of our new accountability plan and give us feedback on how we can further improve it for Idaho students.”

Idaho has taken a lead role in building the next generation of accountability systems. By passing the Students Come First reform laws in 2011, the state has moved toward an education system based on academic growth and better preparing students for the world that awaits them after high school.

Superintendent Luna worked with other states to develop key principles for new accountability systems through his role as President-Elect (and now current President) of the Council of Chief State School Officers. In June, Superintendent Luna sent a letter to U.S. Secretary of Education Arne Duncan, informing him that Idaho would begin moving toward a new system of increased accountability since Congress has not reauthorized No Child Left Behind. The new system would include more flexibility for school districts and a new accountability system that measures growth.

Under the current No Child Left Behind law, states only measure school success based on proficiency – or how many students pass the test. The federal law, which originally passed in 2001, was supposed to be reauthorized four years ago so states could include academic growth, or how much progress a student makes in a given year. However, Congress has not taken action on reauthorization.

With a waiver to certain parts of the No Child Left Behind law, Idaho is creating its new system of increased accountability based on higher standards, academic growth, and improved performance evaluations for educators – all key components of the Students Come First reform laws. These laws have positioned Idaho well to implement its new system of increased accountability.

Under the new accountability plan, schools will no longer receive an Adequate Yearly Progress (AYP) ranking. Instead, schools will be rated based on a Five-Star scale.

A Five-Star School is performing excellent in key areas – proficiency, academic growth, and postsecondary and career-ready metrics. A One-Star School, on the other hand, is struggling to meet the state’s goals in these areas and will receive additional technical assistance from the state.

Educational stakeholders and members of the public have until February 1, 2012 to provide feedback on the draft of Idaho’s waiver application. Comments can be submitted online at http://www.sde.idaho.gov/site/assessment/FederalReq/.

The final waiver application will go to the Idaho State Board of Education for approval in February before being submitted to the U.S. Department of Education.

Visit http://www.sde.idaho.gov/site/assessment/FederalReq/ to review a draft of Idaho’s new accountability plan, read an executive summary of the state’s application, or comment on the plan. (An executive summary of the plan also is attached.)

9 High Schools Watch State of the State via Idaho Education Network

2012-01-09T16:25:00.000-08:00

Nine high schools in Idaho got to watch the State of the State live over the Idaho Education Network (IEN).

The Idaho Education Network is a high-speed, broadband intranet that connects every Idaho high school with each other and with Idaho’s colleges and universities. Through the Idaho Education Network, students can take advanced courses and go on virtual field trips. Today, they got to watch the State of the State Address live.

The high schools were:

Bonneville High School
Buhl High School
Fruitland High School
Kellogg High School
Richfield High School
Rigby High School
St. Maries High School
West Side High School
Idaho School for the Deaf and Blind

St. Maries High School was featured in the address. St. Maries has been exemplary in their use of technology and distance learning to improve student achievement.

“St. Maries High School shares the Governor’s enthusiasm for the opportunities that are provided for students throughout the State of Idaho. Although the Idaho Education Network is a valuable tool for Idaho schools, its strength lies in the ability to connect rural and remote campuses to other high schools and institutions of higher education,” said John Cordell, principal of St. Maries High School. “Students Come First was truly the overall feeling in our building, as St. Maries High School was mentioned by the Governor.”

All 194 Idaho high schools are now connected to the IEN—almost a year ahead of schedule and 16 percent under budget.

EDUCATION A PRIORITY IN GOVERNOR'S STATE OF THE STATE ADDRESS

2012-01-09T15:25:00.000-08:00

In what he described as one of the more pleasant State of the State addresses he's had the privilege to deliver since 2007, Governor C.L. “Butch” Otter spoke this afternoon of his two top priorities for this legislative session: jobs and education.

Gov. Otter described his inseparable focus on jobs and education as the locus of Idaho's commitment to spur economic growth and create more job opportunities—for both our citizens working here in Idaho and our veterans returning from their service abroad.

To that end, Gov. Otter reiterated his continued commitment to the success of the Students Come First reforms. His budget calls for fully funding Students Come First, including its technology and pay-for-performance elements, with what the Governor called his “modest but targeted and responsible” budget increase for K-12 education.

In addition, based on current revenue projections, the Governor proposed increasing funding for state and public school employee salaries by 3 percent. This increase would more than offset reductions to salary-based apportionment.

The Governor also expressed his continued desire to “ensure the success of our Idaho students in an increasingly complex, connected and competitive global marketplace. He reminded the audience, “When it comes to education, we cannot rely on the policies of the past to prepare our children for the possibilities of the future.”

The Governor wants our students to be prepared for all the world has to offer, and he’d like to see them find the great jobs and opportunities they dream of right here in Idaho. That’s why jobs and education go hand-in-hand.

The Governor also expressed his desire to see our colleges prosper, requesting the full funding of enrollment growth at Idaho’s universities, colleges, and community colleges, as well as funding the cost of moving into and operating new facilities on their campuses. He also highlighted the selflessness of NIC and CSI as they deferred their share of an additional $1 million in funding proposed for FY 2013 so that CWI could receive that full sum to fund the exciting and explosive growth of its job training programs.

Governor Otter commended the work of the IEN, which has successfully connected all of Idaho’s 194 high schools to the internet a year ahead of schedule and 16 percent under budget. Internet access is a powerful component of Students Come First that unlocks the power and opportunities of distance learning.

Superintendent Tom Luna was pleased with the priority Governor Otter placed on education in Idaho.

“The Governor delivered great news today,” Superintendent Luna said after the speech. “He clearly demonstrated his ongoing commitment to education. We have a path forward to fully fund Students Come First, financially rewarding our hard-working teachers and providing equal access and opportunity to every student no matter where they live in Idaho. In addition to that, everyone is excited we will be able to increase funding for public schools for the first time in four years.”