Tuesday Open Thread

Looks like the School Board's manager, Erinn Bennett, is leaving as her job is being advertised.   Rumor has it she might be the next in line for Holly Ferguson's job in Governance.

I haven't read it but the Washington Policy Center has put out a "Guide to Major Charter School Studies".  The brief is not inspiring.  Nowhere does it mention "peer-reviewed studies" which are the gold standard for any study.  They also, right from the top, try to discredit the widely-used CREDO study.   And they continue with the use of "ban" to say that Washington State "bans" charters.  Show me that law.  We don't allow them and that's because voters (remember us) have said - three times and we will a fourth - no.

Let's read it and we can discuss it further.

What's on your mind?

Comments

mirmac1 said…
Erinn Bennett was Holly Ferguson's protege'. Don't see much improvement here. Perhaps now she'll take her lead from her bosses the school board and, by extension, the voting public.
someone said…
Another Gates initiative, in coordination with University of Washington:

gates-funds-game-based-learning

I had a difficult time getting past "teacher's avatar."
Anonymous said…
This is a quick blurb that there are openings for some of the Architecture 101 Workshops for grades 5 through 12.

See:
Architecture 101

Dora
Anonymous said…
FALL CLASSROOM LISTS ...

Our school usually displays the classroom lists on the back doors of the school but the PTA has been told that it is against FERPA laws to do so. Instead, this year the school is mailing out post-cards. The post-cards will be put in the mail on the Thursday or Friday before the Labor Day weekend ... unless the mail is really speedy, students won't be finding out who their teacher is until Tuesday - the day before school starts.

Have other schools already switched over to mailing post-cards?

Curious in the NW
Lori said…
wow, that policy brief is shockingly biased and ill-informed. I'm not (yet) rabidly anti-charter, but I am pro-veracity when it comes to communicating complex information to the public.

A few thoughts. I find it odd (and biased) that there is no description of what CREDO actually is or what its strengths are. Wouldn't the audience they are trying to educate need to know a little more to assess the criticisms that are highlighted? Staring off with a list of negatives really suggests that this is not an unbiased review.

Next, some of the criticisms are flat-out wrong, such as this one:
'The performance of charter school students was compared to the scores of hypothetical “virtual” traditional public school students that were invented by the study authors. Rather than comparing the performance of charter school students to their real-world traditional school peers...'

No, the controls were not *invented* by the authors! They used data from real students at real public schools who were matched to charter students on a number of variables, including scores on standardized tests from the preceding year when all students were in the same traditional schools. They *did* compare to the charter students' real-world peers! They used a matching technique similar to propensity score matching (a valid method used in epidemiology, BTW) and explain it clearly in their report.

After trying to show that CREDO is junk science, they then go on to say that 'the CREDO study still found that a large majority of charter schools, 67%, performed as well or better than...' Seriously? After telling the reader that CREDO was poorly done, they then try to spin the results in their favor? Which is it? Does it show that 67% are as good as or better than traditional schools or is the whole thing junk that should be disregarded? You really can't have it both ways.

Finally, later, they go on to say that observational studies are a gold-standard for charter school research. But guess what? CREDO is an observational study! Seriously, I can't believe they try to deny that.

Oh wait, another finally. One of their criticisms of CREDO is that it *only* used data from 15 states and therefore is not generalizable to other states, yet their list of "high quality studies" are either single-state analyses or multi-state analyses with fewer than 15 states in them! Are we to believe that this same concern about generalizability no longer exists in this cherry-picked list?

Wow, I don't know much about the Wa. Policy Center, but if this policy brief is representative of their work, I have to strongly disagree with their statement that they provide "accurate, high-quality research to policy makers..." Try again.
Anonymous said…
Is there hope for better curriculum (and a slow death of "balanced literacy")?

The Curriculum Reformation

and

commentary from Core Knowledge blog

-ED Hirsch fan
Maureen said…
NYT article on the impact charters are having on enrollment in large cities through out the U.S. Enrollment Off in Big Districts, Forcing Layoffs.

From the article:
The students left behind in some of these large districts are increasingly children with disabilities, in poverty or learning English as a second language.

Jeff Warner, a spokesman for the Columbus City Schools, said that enrollment appears to be stabilizing, but it can be difficult to compete against suburban and charter schools because of the district’s higher proportion of students requiring special education services.

In Cleveland, where enrollment fell by nearly a fifth between 2005 and 2010, the number of students requiring special education services has risen from 17 percent of the student body to 23 percent, up from just under 14 percent a decade ago, according to the Cleveland Metropolitan School District.

Such trends alarm those who worry about the increasing inequity in schools. “I see greater stratification and greater segregation,” said Randi Weingarten, president of the American Federation of Teachers.

Educators are concerned that a vicious cycle will set in. Some of the largest public school systems in the country are in danger of becoming “the schools that nobody wants,” said Jeffrey Mirel, an education historian at the University of Michigan.
Eric B said…
Curious-

Our school went to a slightly different model a few years ago. They used to post class lists on the door, but had to stop. Now, there's a postcard that goes out in the mail and you can ask about your child's placement at the back to school barbeque/grounds work party that's held a few days before school starts.
Anonymous said…
What is the news about the search for the special education executive director?


Reader
seattle citizen said…
If I were a student in a virtual classroom, I would want my "teacher's avatar" to be William Forrester (Sean Connery) from "Finding Forrester."
Anonymous said…
On the Gates initiative...read Orson Scott Card's "Ender's Game" for some "game-based learning." I hate it when life imitates art.

Solvay Girl
Anonymous said…
Can someone explain to me why Ms. Ferguson's job should be continued? She was pulled from the legal office to do special projects for the Superintendent (closure, NSAP, TFA ect). Most of the type of work she was doing is done in other Districts by Deputy Sups or Assistant Sups. There is no need for SPS to pay a lawyer to do this type of work. Also, I never understood why Ms. Ferguson (or Ms. Bennett, who is also a lawyer whose prior experience is in the prosecutor's office) is needed to oversee a very highly paid communications staff. If Ms. Rogers doesn't have the skill set to do her job, find a new head of communications. Don't pay a lawyer $150k to oversee communications!

ITK
Anonymous said…
Re: the SPED Executive Director. There is still no news but I do not see the position advertised any longer so maybe an announcement will be coming very soon. Hoping it is not filled by a displaced or troubled principal.

Eileen
Catherine said…
@Curious in the NW

10 or 12 years ago our SPS school did away with posting class lists because of security concerns. We got letters in the mail, and could ask in person at the school. No phone calls because identities could not be verified. I'm somewhat surprised the posting of class lists had survived anywhere past that point. Maybe they circled back at some point?
ITK, great question.
dan dempsey said…
ITK brilliantly asked:
Can someone explain to me why Ms. Ferguson's job should be continued?

Deming stated that if a position adds nothing of value to the product or service delivered, it should be eliminated.

So what would happen if this position disappeared?

Looking at Mr Banda's past, he likely will not need someone to help him construct SBARs. Mr Banda has had a pattern of advocating for changes based on a positive track record. ... The New Technology Schools .. $800,000 give away for a defective product (horrible New Tech schools track record and false data in the SBAR) needed a complete BS SBAR ... I doubt Mr Banda will need such service.
Charlie Mas said…
You're the man now, dog.
http://yourethemannowdog.ytmnd.com/
Anonymous said…
Q: Who/what is the WA Policy Center?

A: John Carlson's Oompa-Loompas.

WSDWG
Anonymous said…
Isn't that what a sped director job is? Easy directorship for a principal who otherwise wouldn't get a promotion?

Callit Whatit Is
Anonymous said…
If they hire from inhouse, it won't say anything reassuring about the new supterintendent. For sped, the last thing we need is business as usual.

Reader
Anonymous said…
The new super won't know that there's been any problem at all with sped. In that case, why not hire a promising young principal, or current sped staffer, or anybody at all? Why the heck not?

Callit
SeattleSped said…
The new super knows there's problem with SpEd. Board directors have asked him to make it a top priority. I'd rather he did it right than fast.
Anonymous said…
But, who is Banda listening to now? The very same staff who have brought disgrace to the district for its management of special education

Doubtful reader
Anonymous said…
Right SeattleSped, are you telling us our beloved directors care sooooooooooo much about sped? Is it their "top priority"? I think NOT! And, that lack of care is reflectd everywhere they go, and will be reflected in their communications to the new "last man standing", supe. Sped department will also get "last man standing" for a director in all likelihood, unless new supe is bring someone.

Callit
Anonymous said…
SeattleSped. BTW. If they closed the position (as other posters have suggested) it means they have somebody they want the new supe to hire. If that's true, it means HR is running this. If so, it means they're NOT looking for somebody nationally, NOT somebody good, nor anything. Just, hurry up and hire somebody, anybody. It means they're filling the position with whoever is left over from the years of NOT hiring. Yes, if indeed the position is closed, it absolutely is a rush job with no direction from new supe. It doesn't matter what the directors have told him.

Callit
SeattleSped said…
I have it from very reliable sources that a) someone with "fresh eyes" will likely be the new SpEd Exec Director; and b) an update will go out to parents next week.

Hurrah!
seattle citizen said…
This comment has been removed by the author.
seattle citizen said…
Charlie, your link gave me a headache! I much prefer the original "you're the man now, dog"!
dw said…
Curious said: ...students won't be finding out who their teacher is until Tuesday - the day before school starts.

Is this really a big problem? If it's critical to know your child's teacher in advance (and I would suggest that this is NOT usually the case), then just call or visit the building in mid-August, when some of the staff return, and ask directly.

Why do we need to be wasting money sending out postcards?
dw said…
Quick follow up,

On the other hand, I definitely DO see the benefit in receiving the class supplies lists FAR in advance of the start of the school year, so frugal shoppers can take advantage of sales and not be in a crazy rush the day before school starts.

This is not going to be possible to put on a postcard. What's wrong with sending out a small packet with (optional) teacher placement, and a list of requested supplies and other pertinent information. It seems like we haphazardly received those letters some years and not others.
Anonymous said…
Study Shows US Students Not Gaining On International Peers

Although improving academic outcomes of American students compared to their international peers has been the focus of educational efforts of the last two presidential administrations, according to a new study released by Harvard University’s Program on Education Policy and Governance, the efforts haven’t yet produced encouraging results. Over the past two decades, the American education reform movement gave birth to voucher programs, school choice, charter schools and new teacher evaluation systems that link student test results to tenure and salary decisions, but the PEPG study conclusions seem to indicate that none of these measures have had an impact on student achievement.

On top of the bad news for the US, which the study ranks at about the middle of the pack out of the 49 countries covered by the researchers, the data shows that students from countries both above and below the US are improving at double — and sometimes triple — the rate of American students.

====

So instead of doing things that are proven to increase academic achievement ... the current well financed USA agenda is more crap that does not work.

Hattie's Visible Learning for Teachers lays out a direction for school improvement that is almost the exact opposite of current direction of CCSS, more testing, VAM, charters, differentiated instruction, etc. which will produce essentially zero... Until teachers are given the tools and autonomy to act in concert to improve the instructional delivery and climate for their students the centralized dictatorial directions coming from the Ed-Elites will expensively produce sub-standard results.

-- Dan Dempsey
Anonymous said…
They are hiring an interim ex. director, again. BiHoa Caldwell-- no offense to her but really!!!

Sick and Tired
Anonymous said…
Sick and .... For which job the interim? Sped? Who'd want it anyway, all that's required is kissing up to principals. That is the definition of job tenure for special education folk in seattle.

But better a temp than somebody who could do lasting damage.

Sigh
Maureen said…
BoHoa Caldwell absolutely rocks! What position will she be covering?
Anonymous said…
Dan, we are a country with a population of poor exploding around us. How could anyone expect our kids to keep up with countries that still have vibrant middle classes?

n...
Anonymous said…
Interim Ex. Director of Special Education.

Sick and Tired
Anonymous said…
Dear N...

I believe that the USA could have done much better over the last score of years in regard to academic results. Publisher profits and Universities as grant recipients made out very well.
I do not believe that Economic factors are particularly significant in this report, given that a great many countries have had economic disruption.

I think the "vibrant middle class" argument is a cop-out.

Over the past two decades, the American education reform movement gave birth to voucher programs, school choice, charter schools and new teacher evaluation systems that link student test results to tenure and salary decisions, but the PEPG study conclusions seem to indicate that none of these measures have had an impact on student achievement.

Take a look at the "mathematical chaos" produced by among others the NSF. Look at the SPS math choices k-12 over the last decade.

Check out the positive results from Auburn SD elementary schools, when autonomy was put in place.

We have a Nation filled with educational fads based on ideological "never never land" thinking. .... Oh just a little tweaking and we can arrive at the end of the rainbow.

What possible excuse was there for continuing "whole language" other than Ed gurus liked it. The data was crap from the very beginning.

Look at the progression of nonsense pushed by the SPS over the last twenty years ... other districts were likely similar in this follow the leader for guidance fiasco.

Now try the fact that
social promotion" is not an effective practice. Note this result comes from an interesting large scale study of retention in Florida.

Once again read "Visible Learning" and check out the effect sizes. When practices with low effect sizes are pushed and effect sizes are ignored in making decisions..... poor results are often the result.

note: Hattie shows "retention" rather than social promotion as ill advisable ... yet in the particular case of Florida's ending of social promotion this was not the case.

Also the USA had best figure this "educational leadership business" out in the new economic reality that confronts us. Things are not likely to significantly improve financially in the future.

"To improve a system requires the intelligent application of relevant data."
Enfield, MGJ, and Santorno were clueless ... read the action reports rationale for action.

-- Dan Dempsey
Anonymous said…
Of course there are more pieces to the puzzle. Of course some schools and school districts are doing better than others. But you can't ignore the fact that in this country there are many, many regions much poorer than our "blue" northwest. We are not a poverty-stricken region. Poverty is always part of it. Lack of adequate safety nets are part of it. Of all the countries that are doing better than we are, where do they rank in terms of social safety nets and parity between rich and poor? And how many attempt to teach every child?

It is all part of the problem and must be part of the solution.

I agree with almost everything you post. But you have to look at the bigger picture when you start comparing systems from country to country.

n...
Sahila said…
Its an accepted fact, supported by data, that the US' academic rankings, when corrected for poverty, put US kids at the top of international charts...

You might like to look at this paper re the effect of poverty on students in US schools:

Dr. David Berliner (AZ State U) explains, in excruciating detail, the stifling effects poverty has on young children, and how the money spent on testing could be much better spent ameliorating the effects poverty has on students.

It's an important read, and an exclusive preview of the yet-to-be published paper....

Nichold Final 1
Anonymous said…
Thanks, Sahila. It's common sense. We have the most polarity now between rich and poor of all the first-world countries. But all we need are charters to make it all better. Or different curricula. We need a whole lot more than that.

n...
Anonymous said…
One more thing: data has shown that we now have one of the worst rates of mobility between classes. I don't have the data handy but will find it if someone asks. But it's out there and I've seen it. It's been out there for quite a long time.

We aren't who we think we are anymore.

n...
Anonymous said…
An advocate for principals as temp sped director. You ARE kidding us right?

Sped watcher
Jan said…
Dan -- good points all (except, in my opinion, the social promotion one). I concur with you that "social promotion" -- if all it means is "no, Elmer doesn't know what he needs to know to handle fourth grade, but we will advance him anyway, so as not to hurt his feelings, and then hope for the best next year" is not an effective practice. But then, neither was retention, when all retention meant was "stupid kid. If he can't do the work, stick him back in 3rd grade another year, and maybe he'll either be shamed into learning it next year, or we'll just hope that next year, the spaghetti sticks to the wall and somehow all the stuff that didn't work this year with him will go better the second time around." Frankly, NEITHER worked, as far as I can see. For schools, I think that NOT retaining them gave them far fewer headaches with parents and kids -- so they just did it.

In the Florida study you cite, kids who were retained after third grade were required to attend summer school, were required to be placed in classes with "the most highly effective teachers" (though the authors had the good grace to note in their conclusions that they did not believe that teacher placement was a determining factor in these kids' success -- AND they were required to get an additional 90 MINUTES A DAY of reading instruction the following year.

So while it is true that social promotion wasn't working -- it is not at all clear that "merely retaining" students is what produced the positive effect (as opposed to the remedial measures, which adds up to a whopping lot of hours, when you throw summer school in as well).

I am not a proponent of retention OR social promotion. I am a huge proponent of intervention (and suspect you are too). I would love to know whether, if you took two groups of similarly "failing" students in 3rd grade, retained half of them (with the remedial interventions the authors discuss) and promoted the other half (with the remedial interventions the authors discuss), what the difference would be. Would those allowed to "remediate" without simultaneously having to handle more challenging 4th grade material do significantly better? Would those promoted think that the vote of confidence (that they could do 4th grade work, with extra help to get them caught up) do better? To me, THAT is the studey that would clarify the beneficial/harmful effects of retention vs social promotion. What this study does is clarify that if you promote (with no remediation), it is less effective than retention with significant (in excess of 300 hours of) remediation.
Jan said…
study, not "studey" -- apologies.
Anonymous said…
@Eric & Catherine ... thanks for the info!

@DW ... our school let's each teacher create their own school supply list, hard to buy school supplies if you don't know who the teacher is until the day before school starts. Also, some kids need to be prepped a bit depending on who their teacher is going to be. Lastly, the office has said that they will not take calls or release the info in person, parents need to wait for the postcard.

I agree sending postcards is a waste of money ... why doesn't SPS just update the SOURCE the week before school starts?

Curious in the NW
Anonymous said…
Curious in NW,

Me too. Given how technology is touted as the thing these days that will reduce waste, spending, and lift all our boats, I too wonder why we can't get our SPS communications dept. to make better use of such tool. I have no idea why info as basic as this can't be streamline and deliver without so much fuss. For folks who don't have internet access, snail mail them the info along with basic supplies list, bus schedule, etc. But I guess that would take a bit of work to coordinate such thing. And this being summer and all.......

grumpy
Anonymous said…
The students and staff of the Seattle Schools All-City Marching Band cordially invite you to join us for the 2012 Band Jam Friday July 27th at 6:30 pm at Memorial Stadium - 401 5th Ave N. The evening will feature musical performances by the:

Ten Man Brass Band
Junior All-City Marching Band (presented by Denny International Middle School, Chief Sealth International H.S., and the All-City Band)
Sumner High School Marching Band
Seattle Seahawks Blue Thunder Drumline
Seattle Sounders Soundwave FC Band
Seattle Schools All-City Marching Band

It will be a fun night celebrating the best part of any parade - the marching bands. Hope to see you. Pass it on.

Band Geek
dan dempsey said…
Jan,

You have nailed it. "Retention alone" is nearly worthless or even worse than worthless.

At one time Seattle Schools had a "promotion/non-promotion" policy. It talked about needing skills to be promoted.... but the many interventions would be in place and implemented to help child gain acquired skills before any retention occurred.

The district never followed the policy during at least the last ten-years of its existence.

Holly Ferguson authored a ridiculous SBAR that argued the policy should be dumped because it does not work. She openly stated the policy was not being followed.

The idea of actually following the written policy was never considered. .... Typical SPS logic => ignore following a policy for a decade ... and then fault the policy.

=====
Speaking of grades received by students ... do they correlate with subject mastery? In middle school math in the SPS apparently not. The term read for High School math is just another sham.
dan dempsey said…
Sorry --

The term "Ready for High School Math" is a sham ... see 2010 and 2011 data for 8th graders ready for high school math HERE.

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