Tuesday Open Thread
Funny article of the day (but a possible teaching moment for your children) from The New Yorker, Scientists: Earth Endangered by New Strain of Fact-Resistant Humans. I have found that presidential campaigns are a good time to talk to your children about what "facts" are, how to prove them and why some people might not actually use them when trying to get elected to office. (Of course, discussing politics with your children may make them jaded before their time so use caution.)
Thinking of holiday gifts? Cross "Hello Barbie" off your list.
The Washington State Budget &Policy Center has a very good article on poverty and children in Washington State. What is compelling about their argument is that it's a "two-generation approach." Meaning, you need to help parents at the same time you help kids. You will often hear ed reformers say all it takes is a good teacher but that's pretty much nonsense when you talk about poverty. It's not that poor kids can't learn (another argument ed reformers love to use if you try to talk to them about issues of poverty and public education) - it's that the effects of poverty are so dire on learning.
Generally, I'm not so much a fan of NY Times writer, David Brooks, but this was a good piece on building school communities.
If you think SPS has now done the best it could for sleep-deprived teens, there's a headmaster in Great Britain with another idea - "no mornings" for teens.
Thinking of holiday gifts? Cross "Hello Barbie" off your list.
The Washington State Budget &Policy Center has a very good article on poverty and children in Washington State. What is compelling about their argument is that it's a "two-generation approach." Meaning, you need to help parents at the same time you help kids. You will often hear ed reformers say all it takes is a good teacher but that's pretty much nonsense when you talk about poverty. It's not that poor kids can't learn (another argument ed reformers love to use if you try to talk to them about issues of poverty and public education) - it's that the effects of poverty are so dire on learning.
Generally, I'm not so much a fan of NY Times writer, David Brooks, but this was a good piece on building school communities.
Researchers
at the Harvard Graduate School of Education asked 10,000 middle and
high school students if their parents cared more about their personal
achievement or whether they were kind. Eighty percent said their parents
cared more about achievement — individual over the group.
But there are some schools that nurture achievement precisely by building tight communities.
From the Eastside Education Network, an article about the crowding in Lake Washington School District that will ring familiar to many SPS parents. There are some interesting ideas for what they might do to alleviate this issue in the article. Like:
The District should move preschools from elementary schools and consolidate them in other facilities to free up classroom space.
If you think SPS has now done the best it could for sleep-deprived teens, there's a headmaster in Great Britain with another idea - "no mornings" for teens.
What's on your mind?
Comments
Every time we elect new people to the board, I get hopeful for change. But, despite great candidates this time, I'm more cynical than ever that we'll see any changes. Is change even possible?
I don't want much. I'd be happy with regular and detailed auditing of the budget. and rigorous enforcement of existing policy (including censuring and ultimately firing the superintendent when policy is not followed, such as missing or incomplete required reports). This level of supervision and auditing is the basic job of the school board, but I don't have much hope that we'll anything close to this. Are others more hopeful?
One of the girls on that squad was voted the Homecoming Queen at Kentridge this year! (Full disclosure: she's the daughter of a friend of mine.)
Momof2
HP
S parent
Some friends of mine and I have been joking on Facebook about who was in the geekiest clubs when we were in school. I thought I had won, but a friend told me she was in a grade school Propaganda club.
Apparently faculty would quiz the kids on identifying the logical fallacy or rhetorical device in a list of arguments.
Check it out: http://agloa.org/propaganda/
--JvA
"Inadequate funding we've seen for the last decade or two does make day-to-day life for teachers more difficult," said Butts. "It's a major problem."
http://www.komonews.com/news/local/Pricipals-say-state-teacher-shortage-now-a-crisis-359205001.html
The state has serious issues and Olympia should not be wasting time on charter school legislation.
http://www.salon.com/2015/11/28/youre_wrong_about_common_core_math_sorry_parents_but_it_makes_more_sense_than_you_think/
Modern
http://southseattleemerald.com/2015/11/29/transit-fare-victory-highlights-power-of-student-led-organizing/
HP
My SPS 1st grader, for the second time this year didn't have a substitute teacher. When this happens, the class is dispersed and the kids get no instruction for the day. If this has happened to your child, or you have data on how often it happens please share your stories here.
I have looked why this happens. Haven't found what I feel is the central cause, but I suspect that money would help.
Second question: Is there any movement afoot to raise a levee to generate, say 1 billion dollars in addition revenue for SPS instruction from Seattle voters? We just passed a billion dollar levee for transit. I would much rather that we had spent that money on schools.
If there is any group anyone knows of actively trying to do this, please pass on some information.
Cheers,
Rob MacDonald
We have some ideas and links to donate to give in our schools on the SfT website:
http://www.soupforteachers.org/news/2015/sft-gives
-Liza from SfT
Please pay attention to mechanisms to "fund" education. You will find a proposal on the table called a "levy swap", which means Seattle Public Schools would loose tens of millions of dollars.
But this goes back to any kind of curriculum change. Schools have a responsibility to bring the parents along if there is that drastic a change. You cannot fault parents for wanting to support their child's learning.
Rob, we do have levies that support learning. Problem is, more money than it should goes to administrative programs and not to schools. The district will put up for renewal in Feb. their two levies, Operations (about $750M) and BTA IV (about $440M.) Unfortunately the Board already voted on how to spend the money BUT the good news is that levies are really a pot of money. If enough parents advocated for changes in how the money is spent, the Board could vote to redirect the money.
Curious
The Amplify assessments have been customized by the district this year to cover only the CCSS that have been taught at this point. (I believe last year's fall testing covered the entire year's material.)
The assessments are meant to be used to provide information to both teachers and parents. Have you made a request for your child's test results in writing? If not, I'd do that - and would direct it to your principal.
There's a discussion of Amplify Beacon on pages five and six of this
document.
We were darn lucky to escape with as little damage as we did.
On the other hand, if we are going to customize a fairly expensive testing product, has anyone looked at whether it would be preferable to just devise and administer our own assessments? I don't recall that Amplify was cheap. If you are just going to give kids a test to see if they have mastered slope, I wonder if we don't have lots of folks that are perfectly capable of coming up with assessments on their own for a lot less than the cost of purchasing, and then customizing Amplify.
It is pointing out the obvious, I guess, to note that assessments devised at the class, or school (or even district) level have the added benefit allowing teachers to test on more, or less, material, if there are classes moving faster or slower than the "norm" (and there should be such classes, if we are truly differentiating instruction).
Hurray
The SpEd students are presumed to: not need education; and, not need their specially-designed instruction. This happens everyday, in many classrooms across the district. What clearer message does anyone need that SpEd students aren't expected to learn, aren't expected to meet standard.
Under the law, the district owes these children their lost hours. But who's counting, right?
What happens to the the $200/day buildings get for subs they forego via this means? Does it go into a kitty for purposes other than SpEd?
I want to hold those who perpetuate this fraud accountable. It takes more than one person, however.
BTA IV Projects update
The Teaching and Learning update has some stuff re: HCC testing etc that might interest some.
reader47
Now it's time for this board to "man up" and start forcing compliance, especially our new in resident OSPI lawyer.
PPK
West Seattle
So, a Common-Core supporter writes an article in Salon, concluding: "A lot of the resistance boils down to parents' feelings being being hurt by not understanding the math their kids learn." (Talk about blaming the victims.)
Now why would that be a problem or have any bearing on how a kid does in school? Everyone knows parents don't matter to their kids' learning experiences! And their solution is for parents to "re-educate themselves" so they can help their kids. Does the author know what "resources" are, and that they include "time?"
This CC proponent view is nothing new. It's no different from the viewpoints held by inquiry-based math proponents, which over-complicates and confuses students, especially those struggling or below grade-level, as Dan Dempsey has amply demonstrated.
But don't just take my word for it. I dare anyone reading this to read that Salon article and see whether it enlightens, or further complicates, your understanding of CC math concepts. Judge for yourselves.
WSDWG
I guess a year late is better than nothing.
I really don't like vagueness. What is this referencing?
Then we have the reason Mirmac has stated. The building itself decides that they want no subs.. their favorites are not available so rather than have a "stranger" which means more hands on work, etc.. and the costs as depending on the subs seniority the costs can eat a budget so they go without.. double up, send to library have teachers/admins cover..
Then we have the last reason and often the most discerning one - there are problems in the building. Many many subs just won't go to certain buildings for many reasons.. this can be lack of lesson plans, seating charts, building support with discipline issues, secretarial issues (these women wield immense power) or any number of problems that lead subs to go "f" it not going there as another job will come up.
That is the biggest reasons jobs go unfilled. Trust me they can ban me from any building without due process and I can do the same.. et tu brutus.
I love going to a building and not one adult speaks to me, acknowledges me by name, ignoring me in shared classrooms, lunchrooms, in copy rooms and calling me "sub" as if I don't have a name. They need to follow some of the bully lessons that they hoist on the kids...and you wonder where kids learn to treat subs as dirt.. it starts at the top.. I have personally experienced and witnessed manipulations on both sides of classrooms about the "sub" it is a nasty job with not one perk or benefit. Shortage? Well kinda sorta and it is across the nation where standards are low to have one sit in the room. Minnesota has eliminated subs in one district by having Ipads and PC's and online lessons with an adult observer in public areas such as library or lunchroom. Soon this will be the teacher.. but hey turnabout is fair play right?
- Sub
Math Placement Process Altered
Due to some changes in testing, the current middle school Math placement plan has been reconsidered. All SPS students will be recommended to take the next Math course in sequence in grade 6. That is, if a student was taught grade 6 standards in grade 5, the student will be recommended for grade 7 as a sixth-grader. The Math program manager will work with the elementary schools to identify the current standards being taught to grade 5 students so the middle schools know what Math course is next for students.
In an effort to reduce barriers to advanced courses, the option for students to “opt up” one course beyond the next in sequence will remain. Families will be guided to make this decision based on:
* standards mastered
* the student’s willingness to be challenged and perhaps even frustrated in a course that is well beyond the next in sequence
Ultimate placement decisions remain the right and responsibility of the middle school and may be made based on a variety of factors at that school.
This change will be communicated to principals next week.
fyi
Apparently the new SPS website has the capability for board members to elect to post their SPS emails and other documents with a simple click. Apparently there will be a button in each email and when clicked, the email is sent to the web site where each director will have their own community blog. From what I've read, the PR dept will moderate the postings to insure any necessary redaction is performed by legal.
This is voluntary, but I hope the whole board chooses to use it.
Hurray
And, a series of e-mails, out of context, is not a blog.
Rat Circle.
WSDWG
Funny - they can post that - but if it's not in the official policy or the procedure, I don't believe they can enforce it. I wonder if it applies to students who are already identified as highly capable or advanced learners? It sounds like it does.
The AL website states:
IMPORTANT NOTE: Students who became eligible for Advanced Learning Programs after September 2014 retain eligibility throughout their education at Seattle Public Schools. There is NO need to re-test to maintain eligibility.
and
Achievement Testing (if needed): Administered in January.
Students will be administered an achievement test if they do not have recent achievement results from their school (ERB, ITBS, MAP, SBA, etc).
I don't think opting out of SBAC or Amplify would change AL status, but clarification from AL would helpful.
-parent
page, both under the chart and at the bottom of the page.
I also wonder if they are saying that kids currently in HCC programs will be removed if they opt out of any District testing??? Talk about blackmail!!
Momof2
-parent
WAC 392-170-045 Referral process for highly capable students.
Each school district shall establish written procedures for the referral of students to participate in programs for highly capable students. Such procedures shall permit referrals based on data or evidence from teachers, other staff, parents, students, and members of the community. A district's referral procedure for students who are highly capable may include screening procedures to eliminate students who, based on clear, current evidence, do not qualify for eligibility under WAC 392-170-055.
? - So you can screen people out based on evidence of not meeting the criteria, but can you screen them out for not having specific evidence available one way or the other?
WAC 392-170-055 Assessment process for selection as highly capable student.
(1) Students nominated for selection as a highly capable student, unless eliminated through screening as provided in WAC 392-170-045, shall be assessed by qualified district personnel;
(2) Districts shall use multiple objective criteria for identification of students who are among the most highly capable. There is no single prescribed method for identification of students among the most highly capable; and
(3) Districts shall have a clearly defined and written assessment process.
? - So if the screening process is only used to eliminate those who don't qualify based on evidence that they don't meet the criteria (and not just based on absence of data either way), then those who are nominated--including by a parent--should not be eliminated from further assessment. That suggests that not having certain scores available for review cannot disqualify you from eligibility.
WAC 392-170-060 Nondiscrimination in the use of tests.
All tests and other evaluation materials used in the assessment shall have been validated for the specific purpose for which they are used and shall accurately reflect whatever factors the tests purport to measure. If properly validated tests are not available, the professional judgment of the qualified district personnel shall determine eligibility of the student based upon evidence of cognitive ability and/or academic achievement. This professional judgment shall be documented in writing.
? - Does this really mean if the tests aren't available, or if the test scores aren't available?
HF
PS - It looks like they are once again revising the Highly Capable procedures... There's a redline version over on the AL website, for those interested.
Thanks to Sub and other folks for your insights and reply's.
Dave W. wrote, "Last year Seattle Human Resources Department didn't even bother to respond to the survey sent by OSPI on substitute shortage.
I guess a year late is better than nothing." David, this is fascinating. Do you have any other information? Could you point me towards something on this issue you have read?
On Funding: Melissa wrote, "Rob, we do have levies that support learning. Problem is, more money than it should goes to administrative programs and not to schools. The district will put up for renewal in Feb. their two levies, Operations (about $750M) and BTA IV (about $440M.) Unfortunately the Board already voted on how to spend the money BUT the good news is that levies are really a pot of money. If enough parents advocated for changes in how the money is spent, the Board could vote to redirect the money." Questions for you.
Are you saying that SPS is funded adequately now? Or if they got more money it would be wasted? Please elaborate.
Second question, is there any movement afoot in the city to increase funding to schools dramatically (by say 1 billion dollars over 10 years) that you know of? I mean in addition to the Operations and BTA dollars?
The city just voted for nearly 1 billion in progressive transportation spending over the next ten years (we could argue about the validity of the adjective I used to describe that levee, but lets at least agree, it was sold that way). Clearly, the voters are ready to sign some big checks right now for progressive causes. I'm just wondering if there is any similar movement afoot right now do something similar for SPS?
Thanks,
Rob MacDonald
I have this picture on my wall
http://www.thestranger.com/seattle/welfare-state/Content?oid=6686284
Obviously, I think it would be better to have a statewide income tax. I view that as a source of many problems. Michael DeBell once said just imagine if we pooled all our PTA donations into an ad campaign for progressive taxation and that has really stuck with me. Of course, our opponents would probably dig deep and outgun us.
One, neither test is made for this reason. (At least SBAC and MAP weren't but I'd be surprised if Amplify is made to be used for this reason.)
Two,students are already going to take a test to qualify. It's part of the process.
I continue to believe this is just one way to keep those possible high test scores in the fold. As well, if your child's ability to continue in the program is dependent on taking the SBAC or Amplify test EVERY year, then you can could on this being the reason.
Thanks for the great link and the thoughts.
We do have the B&O tax. What would it take for Seattle to raise it's own B&O tax rate and funnel the proceeds to SPS, I wonder? It is a progressive way to do this.
I have a call in with the state department of revenue to see what they say on this matter.
If there is no such movement, maybe it would make sense to start one. Say start with a meetup group like "Seattleits who want to raise a billion for SPS" or something a bit more catchy?
I think some in senior management have a real disconnect between what they believe will move the needle in SPS and what is happening on the ground in our schools. But they control the purse strings (and various boards have allowed to them to act in that manner) and so much doesn't get done.
What is truly appalling is that there are all these "initiatives" that seem to quickly fall by the wayside when there are so many other things - simple, concrete things - that could and should be done.
The fact that operationally this district struggles and struggles should tell you something. That part of the district is not under control and that is precisely why we don't get ahead. But yes, the issue of money is just not that it's not being spent in more constructive ways but that there is NOT enough of it.
Rob, the district is already going to ask voters for about $1B in Feb. The City is getting about $235M for the Families and Education levy. While I think that we are underfunded, I don't believe in going to the voters of Seattle for more.
No, the money must/should come from the state. That is why when I hear Rep. Magendanz say he will hold McCleary hostage until charter schools get their funding, I get enraged.
You know there was this phrase used in Brown v Board of Education "all deliberate speed" and that appears to be what is happening in the Legislature. It was wrong for Brown and it's wrong for McCleary.
I get that it's an enormous task for the Legislature. The pressure of 131 doesn't help (but they are largely going to ignore it except for K-3.) But solve it they must and kicking the can down the road has only earned them the ire of the Supreme Court.
I do not support asking Seattle taxpayers for more. I support the heaviest possible pressure on all our legislators to get this done.
To which culture are you referring?
"I get enraged.", really?
I get enraged when I'm asked to fund incompetency.
Broken record
Broken, I am speaking of many cultures - African-American, Native American, HIspanic - we have many students of different cultures on our district.
And, I agree - I don't like funding incompetency, either.
The district let me know this is just not true. So please, verify your facts before you post them.
One more time: McCleary funding plan = less money for Seattle. Go ask any Seattle legislator or the SPS Supe to his-her face. Mayor knows it too.
McClearySCAM
It looks like you choose to believe SPS on this, suit yourself.
Hurray
reader
anything going on inside of a school. How can we ever be successful at addressing the achievement gap without an open and honest conversation about the role of family in education? Why are schools "held accountable" for something largely beyond their control?
All this talk of "lack of cultural competency" and school funding just diverts attention from the real issues.
Education Begins At Home
https://www.psychologytoday.com/blog/freedom-learn/201506/how-early-academic-training-retards-intellectual-development