Friday Open Thread
From Chief Sealth Int'l High School:
Many people have asked if there was a way to help support the family of Christy Phu, the Sealth student who was killed last week.
Here is the link to the fund if you would like to contribute.
There was a fire early this morning at 15th Ave NE and NE 65th (right by Roosevelt High.) This is right by my house so I was aware this was going on. SPS is saying that Roosevelt will start on time.
(Update: the Times is reporting that 15th Ave NE/NE65th will be closed in all directions for several hours. I know this is an early release day for the holidays so take note of this if you are coming in this direction. Metro routes are being detoured around the fire. And yes, it was one of the Sisley slums. Of course.)
Governor Inslee's supplemental budget proposal reflects raising the salary for starting teachers to $40,000 per year. From The Capitol Record:
That increase is in addition to the 4.8% cost-of-living adjustment already worked into the current budget. Teachers with more experience, along with administrative and classified staff, would also get a raise of at least one-percent.
To pay for the raises, Gov. Inslee wants to close or alter four “outdated” tax breaks.
“Having a classroom teacher to teach algebra right now is more important than some oil industry tax break that ended up getting done 20 or 30 years ago that doesn’t even apply anymore,” Gov. Inslee said during a press conference.
A good friend of mine, Dan Russell, works for Google and has a blog about using Google effectively called SearchReSearch. It's a good one to know about, both for you and your student.
A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sensemaking and information foraging.
From the "are there any adults in charge in this building who are human beings" file, a story out of Tampa, Florida about a middle school where kids who aren't doing well academically get forced to the end of the lunch line. Sure, that will teach them something (but I'm not sure it's the lesson that the principal really thought it would.) Apparently, it's a top-ranked school because of "incentives."
I was listening to NPR this morning and they had one of StoryCorps great stories along with news (to me) that there is youth education for this program. StoryCorps is oral storytelling, sometimes one person alone, sometimes one person telling another a personal story. They are very compelling stories that make you believe in humanity and the ability to rise above difficult circumstances.
The story this morning was between two teenagers, Henry and Akiva, who were talking about their friendship and how it developed. It was mentioned that there is curriculum for teachers called StoryCorpsU.
StoryCorpsU (SCU) is a year-long, cross-disciplinary (language arts, media, history), youth development program designed for 9th and 10th graders to help students develop:
What's on your mind?
Many people have asked if there was a way to help support the family of Christy Phu, the Sealth student who was killed last week.
Here is the link to the fund if you would like to contribute.
There was a fire early this morning at 15th Ave NE and NE 65th (right by Roosevelt High.) This is right by my house so I was aware this was going on. SPS is saying that Roosevelt will start on time.
(Update: the Times is reporting that 15th Ave NE/NE65th will be closed in all directions for several hours. I know this is an early release day for the holidays so take note of this if you are coming in this direction. Metro routes are being detoured around the fire. And yes, it was one of the Sisley slums. Of course.)
Governor Inslee's supplemental budget proposal reflects raising the salary for starting teachers to $40,000 per year. From The Capitol Record:
That increase is in addition to the 4.8% cost-of-living adjustment already worked into the current budget. Teachers with more experience, along with administrative and classified staff, would also get a raise of at least one-percent.
To pay for the raises, Gov. Inslee wants to close or alter four “outdated” tax breaks.
“Having a classroom teacher to teach algebra right now is more important than some oil industry tax break that ended up getting done 20 or 30 years ago that doesn’t even apply anymore,” Gov. Inslee said during a press conference.
A good friend of mine, Dan Russell, works for Google and has a blog about using Google effectively called SearchReSearch. It's a good one to know about, both for you and your student.
A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sensemaking and information foraging.
From the "are there any adults in charge in this building who are human beings" file, a story out of Tampa, Florida about a middle school where kids who aren't doing well academically get forced to the end of the lunch line. Sure, that will teach them something (but I'm not sure it's the lesson that the principal really thought it would.) Apparently, it's a top-ranked school because of "incentives."
I was listening to NPR this morning and they had one of StoryCorps great stories along with news (to me) that there is youth education for this program. StoryCorps is oral storytelling, sometimes one person alone, sometimes one person telling another a personal story. They are very compelling stories that make you believe in humanity and the ability to rise above difficult circumstances.
The story this morning was between two teenagers, Henry and Akiva, who were talking about their friendship and how it developed. It was mentioned that there is curriculum for teachers called StoryCorpsU.
StoryCorpsU (SCU) is a year-long, cross-disciplinary (language arts, media, history), youth development program designed for 9th and 10th graders to help students develop:
- Self and social awareness—social and emotional learning competencies;
- Academic skills—speaking, listening, and analytical and critical thinking; and
- Strengthened school relationships.
What's on your mind?
That card is a ticket to the head of the lunch line. The kids who don’t get a card go to the back of the line.
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
That card is a ticket to the head of the lunch line. The kids who don’t get a card go to the back of the line.
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
That card is a ticket to the head of the lunch line. The kids who don’t get a card go to the back of the line.
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
That card is a ticket to the head of the lunch line. The kids who don’t get a card go to the back of the line.
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
A parent told a Tampa TV station the “no-card kids either have a ‘C’ or a conduct issue. They eat last.”
The “no-card kids,” the parent said, sometimes get only 10 minutes to eat after waiting at the end of the line.
- See more at: http://www.actionnewsjax.com/news/news/education/school-sends-achievers-front-lunch-line-others-eat/npjq3/#sthash.D7euvCea.dpuf
Comments
-flibbertigibbet
FWIW, SPS doesn't pay for the typical students at the EEU, only the ones with IEPs, so I'm not sure what their concerns are about special ed funds being misallocated (if that is indeed their concern -- the reasons seem to change depending on the day) unless they mean that special ed teachers' time is sometimes taken up attending to typically developing students, which is going to be hard to avoid in an inclusive classroom. The whole thing really stinks.
-- Sonetka
So I am hoping that the School Board will get Nyland to get this statement recalled. This makes JSCEE look ridiculous. It is an embarassment, as it suggests that SPS thinks inclusion cannot occur b/c ... typical kids benefit from the presence of special ed professionals .... who can only be there to support the legal right of students with disabilities to education in the least restrictive environment .... with the federal dollars to make that happen.
In fact I hope that somebody sends this statement to OSPI and to the Feds, as it really makes it clear how crippled this District is in its understanding of special education. Maybe we can rethink that decision to move SPS out of Level 4 on SPED. Does the spokesperson for SPS really not know what the law says about using federal dollars to bring about the least restrictive environment which could include a general education classroom? It's embarassing. Also the statement that this program has too many bells and whistles - what? Inclusive good practices constitute bells and whistles? Does he think this about the science kids that SPS sends out to schools? Do they have too many bells and whistles? What about reading materials? Math? Does he think that equipment in PE constitutes too many bells and whistles? Really, get somebody to recall these statements. Our tax-paying public deserves better than this.
Speaker
Does Seattle seem to be moving backward with respect to inclusion (or even just mainstreaming) of students with disabilities? What is the plan moving forward - is moving more students with disabilities to general education environments even a district goal? Is ACCESS working well in the schools where it is currently located? I can't even really figure out what it is other than a staff ratio.
-Former EEUParent
Another reader
Speaker wrote: "It is an embarrassment, as it suggests that SPS thinks inclusion cannot occur b/c ... typical kids benefit from the presence of special ed professionals .... who can only be there to support the legal right of students with disabilities to education in the least restrictive environment .... with the federal dollars to make that happen."
Yes! More than embarrassing...it is frightening. It makes it look like inclusion is not even a goal, because the district thinks it would not only be too expensive, but also somehow illegal???
-Former EEUParent
Bryant mom
Yes, the "bells and whistles" comment was amazingly tin-eared and I fear it shows too accurately what these people think of special ed -- a obligation that they'll try and punt after giving it the absolute minimum of time, attention and funding. I also can't help wondering what this might mean for the push-in programs at other schools; those inevitably involve special-ed teachers working with typical children as well because they're taking place in the general ed classroom. Are those going to be axed as well? None of that leads to a less restrictive environment or inclusion of any serious kind. And I really suspect the timing -- parents have to start selecting kindergartens in January. Especially with the winter break coming up, there's very little time to get that decision reversed before parents will be forced to start looking elsewhere. I'm sure that Duecy et al were aware of this.
-- Sonetka
On Sexual Assault from the family who brought Title IX to the Seattle Public School District
Huffington Post "Why Lady Gaga Should Be Talking to a Rape Victim's Mother About K12 Sexual Assault" http://huff.to/1NY0
Miri
I don't know the official reason why it ended, but I had heard talk among parents on the playground indicating that some were happy it was ending because all the other classes were overcapacity. The other K's that year had 28-30 kids each, and every nook and cranny was being converted to classroom space to accomodate growth and conversion to the new assignment plan (ie, no longer able to cap enrollment). So having a K with only 17 kids in it was not popular among some families, and it was no longer viable given the capacity situation in the north.
I have always felt sad about it ending because I thought it was wonderful model. That said, I do not know how the families of children with IEPs felt. I'd be curious if they feel the same and had good experiences there and in other blended classrooms."
Former EEUParent
Sadly, the district did not agree: special ed teachers were supposed to solely teach special ed kids, and that was that. Understandable, of course, and there are good reasons for that (otherwise, special ed resources are siphoned off for other purposes, for instance), but in THIS case it seemed to work for everyone concerned.
Disclaimer: I was only a parent at AS1 and may be misrepresenting how things worked; but that's how it SEEMED to be working.
-JAH
Blended Kindergartens are not in compliance with Special Education law because many of the students with IEPs are not in their LRE. I have no idea if that is why the EEU program is being de-funded, but that would be my guess. A model and university-driven program, EEU has been providing high level services. The problem is that such programs are not usually replicable in the current state of public schools, where the students would wind up being warehoused rather than educated in many, but not all, cases.
That is why blended Kindergartens were disbanded several years ago--lack of compliance with IDEA.
--about time
stop the trolls
On the first point, if SPS is unable/unwilling to replicate that environment in its schools, it is unfair to those excluded, and possible illegal. Two options: figure out (again?) how to create those opportunities in SPS elementary schools/regions or discontinue the one program model at the EEU. Then all students have Equitable opportunities. Well, equitable, possibly, but often lower quality opportunities. Lower but equal. Or something like that.
Curious
Parent
The decision to stop blended kindergartens in SPS was about LRE. Even though there were some very effective programs with this model, special education law is clear that these types of programs are illegal if they are not the LRE for the students in the program (which was the case for many students). SPS was in favor of blended Ks and they were in place for years. My understanding is that the feds/OSPI called them on the carpet and told them to change. The fact that SPS was doing something right does not override the general tendency of public schools to warehouse and highly impact classrooms with students who have IEPS, which is why the laws had to be put in place.
Melissa, the district is rarely good or upfront about communication unless it benefits them or they are putting out a fire.
--about time
By "high level" I meant "high quality" not continuum of service level.
--about time
"The fact that SPS was doing something right does not override the general tendency of public schools to warehouse and highly impact classrooms with students who have IEPS, which is why the laws had to be put in place." Well, yes, of course we don't want warehousing. Is SPS going to stop warehousing special education students now? The decision to kill EEU funding shows that NOW they care about the law and the needs of special education students? The students other than S1 students who were planning to be in the EEU K in a fully inclusive classroom are now going to be in general education K with the proper supplementary aids and services? Are they all going to ACCESS?
I don't know the real reason for the district's decision to stop funding the EEU program because, as usual, the district lacks transparency. But let's stop pretending this helps any kids or is being done because fully inclusive classrooms, like the K classrooms at the EEU, somehow violate the IDEA. (Self-contained and segregated classrooms where kids have no or little access to the general education curriculum are fine under the law, but not classrooms where students on IEPs have full access all day to the general education curriculum and are not segregated? That makes no sense.)
Parent
The district never seems to take the attitude of "how CAN we make this work," but instead, why it doesn't work. And it's not just the lack of transparency, but the embarrassing way that they "communicate" (an offhand comment or an email that one admin sends that the other is unaware of, etc) with anyone, let alone stakeholders.
What happens next?
curious.
CCA
As to ACCESS, these are also not in neighborhood schools. And, supposedly, there was going to be assignment pathway for all special education students. Where is it? Without a special education assignment pathway, like every other student gets, EEU is equally valid as a school assignment.
Finally, the old canard, special ed funds going to general ed. No problem at BHS when general ed teachers are funded with special ed funds ALL THE TIME. No problem that elementary students are kept out of general ed, and their BEA goes to reduce class size for other students. No problem there.
The real reason to sack the EEU, is because it provides quality. Quality is something the district doesn't ever want showing up in sped.
Speddie