Friday Open Thread
One director community meeting this weekend, on Sunday, with Director Mack at Magnolia Library from 1-2:30 pm.
The Seattle Times has a lengthy article about Seattle Schools' efforts on race and equity and closing the opportunity gap. I'll have a separate thread on that one because there's a lot to unpack.
The district has a job opening for a Family Engagement Coordinator. That's fine but man, the details about how to act and think in the job are blowing my mind. Does all this have to be said out-loud have a job in SPS?
An early heads-up; noted educator and historian, Diane Ravitch, will be speaking at UW in April. Registration has not yet opened but it's sure to fill up. I have heard Diane before and she is a wonderful speaker.
Also to note, Crosscut is having the Crosscut Festival in early February - sort of a salon of discussion on many topics.
Have you noticed? The Washington State Legislature is in session and hey! No one has any ideas on how to fund public education per the Washington State Supreme Court's ruling on McCleary. Governor Inslee wants to use a carbon tax. From Crosscut:
Superintendent Reykdal has a bill to give districts more flexibility when it comes to levy funding (trying to lessen the issues of the bill that was passed on McCleary funding that changed the levy formula).
Speaking of Olympia, there will be a Justice 4Children Rally there on Monday, January 15th from 9:30-11:00 am.
What's on your mind?
The Seattle Times has a lengthy article about Seattle Schools' efforts on race and equity and closing the opportunity gap. I'll have a separate thread on that one because there's a lot to unpack.
The district has a job opening for a Family Engagement Coordinator. That's fine but man, the details about how to act and think in the job are blowing my mind. Does all this have to be said out-loud have a job in SPS?
- Demonstrates courage and confidence in his or her own ability.
- Takes ownership if a mistake is their own and does not blame others.
- Initiates action even if outcome is uncertain and is willing to accept the consequences of failure.
- Relates well with others (plays well with others? echo)
- Focuses his/her efforts on the most important priorities.
- Focuses on achieving the goal even in the face of obstacles.
An early heads-up; noted educator and historian, Diane Ravitch, will be speaking at UW in April. Registration has not yet opened but it's sure to fill up. I have heard Diane before and she is a wonderful speaker.
Also to note, Crosscut is having the Crosscut Festival in early February - sort of a salon of discussion on many topics.
The Crosscut Festival will bring together some of the boldest thought leaders in politics, business and social justice activism to be interviewed live on stage by some of the finest journalists in the Pacific Northwest.Their public education offering is Rethinking Schools to Create Education Equity.
Have you noticed? The Washington State Legislature is in session and hey! No one has any ideas on how to fund public education per the Washington State Supreme Court's ruling on McCleary. Governor Inslee wants to use a carbon tax. From Crosscut:
Democrats don’t have a plan and Republicans aren’t interested in coming up with the money this year.As well, the Breakfast after the Bell bill is on the table (again).
Democratic Gov. Jay Inslee offered an idea Tuesday during his State of the State address: A new $20-per-ton tax on carbon emissions. But he will need support from all 75 Democratic lawmakers in Olympia to pass it — something that isn’t currently a guarantee.
Superintendent Reykdal has a bill to give districts more flexibility when it comes to levy funding (trying to lessen the issues of the bill that was passed on McCleary funding that changed the levy formula).
Speaking of Olympia, there will be a Justice 4Children Rally there on Monday, January 15th from 9:30-11:00 am.
What's on your mind?
Comments
"In the resulting outcry, Texas lawmakers ended the policy and passed several bills overhauling special education. Still, the federal review found that years of pressure from state officials to enroll fewer students in special education had created a culture of noncompliance with federal law that had outlasted the policy.
Among other issues, the federal regulators found that many Texas schools have trained teachers not to try to find out whether struggling students qualify for special education until regular classroom teaching techniques like Response to Intervention have been tried for years without success. That approach runs counter to federal law, which requires schools to evaluate students as soon as a disability is suspected."
https://www.nytimes.com/2018/01/11/us/texas-special-education.html
Rosenthal got his start on reporting on the extreme inequities in serving students with disabilities via a partnership with the wonderful and persistent parent advocates in the SPS system. His reporting here rocked the department and helped put it under state and federal investigation. There is a long way to go, but changes for the good have followed.
In short, the sad state of SPS's commitment to special education, parent advocates and Brian's reporting were the seed of this national story. There are similar stories in every state in the U.S. Advocacy and reporting needs to ramp up, not fade out.
EdVoter
The district plans on implementing new science standards. Please be aware: The manner in which the new standards are being rolled out does not allow for Ballard High to continue their Bio Tech program.
Please consider asking the school board to support Bio Tech in Seattle schools.
schoolboard@seattleschools.org
-Cynic
Do others think this makes sense?
I don't get it
As far as I understand, the different programs used to be available to more students before the current SAP, that's why you have very different high school academies and programs around town, but with strict student assignments also came no choice.
-Speechless
Yes I think we should definitely allow individual schools to create focus and the programs their community wants, to innovate, to try to build something real. We just need to stop the strict neighborhood segregation staff wants to create and allow students to move between schools via choice seats.
NJP
On paper
A four week literacy camp for struggling readers entering grades 1-4.
A 12 day hands-on integrated program that for students entering grades 2-6 emphasizes accelerated academics, creativity and higher-level thinking skills. This program typically appeals to independent learners who display intense curiosity, prefer complex and abstract thinking, and like to generate creative and unique ideas and products.
A course in Design Thinking a problem-based learning framework that guides and encourages creative and unconventional thinking for solving the problems of today and tomorrow for students entering grades 7-8.
An accelerated math program that compresses a year’s worth of content into four weeks for students who already have a strong foundation for students entering grades 5-7.
High school credit retrieval courses.
Fairmount Parent
NJP
I know that RBHS had drinking fountains issues but I thought most of that was addressed with new water lines. That said, it's a crummy building and they need a new one.
It's awful that most (all?) of our schools have so many water fountains with nonpotable water, but if this report is to believed I think no potable water may be a misunderstanding. Did someone from the school report that? Is there more information?
NJP
The district is going to spend extra money to make sure Athletic Charter buses are provided. Does anyone else find the priorities here off putting?
"How would sports or field trips be affected?
Charter buses will be used for athletic competitions, but field trips will be canceled.
Why would the district provide charter buses for sports but not school?
A little more than 12,000 students ride a yellow bus daily. While we could hire enough charter buses to cover athletic activities, there isn't a provider large enough to meet the needs of our daily yellow bus ridership."
-strikestuff
-HS Science Alignment Team
-SWWS
Momof2
See "Lead tainted water in Seattle schools stuns parents" from Seattle PI, 7/1/04
parent
http://www.mlkseattle.org/index.php
They have several that might be helpful to all of us, such as:
The White Moderate; Proper
Activism for Anti-Racist White
Activists!
This youth-led workshop highlights
the inherent problem of the white
moderate. It touches on how the issue
is perpetuated through notions of
colorblindness, tone policing, and
post-racialism. Participants will leave
this workshop with a greater
understanding of what white privilege
looks like, the difference between
allyship vs. friendship, and what can
be done to dismantle the white
moderate.
Students from throughout the district are leading various other workshops as well.
Hope to see you there supporting racial justice and fairness in this time of Trump and his unprecedented attacks on non-white citizens of planet earth.
Bulldog Dad
In 2010 Haiti was hit by large earthquake and because of the poorly engineered and poorly constructed infrastructure many areas around the epicenter suffered catastrophic failures of buildings and other infrastructures. 50,000 Haitians were evacuated to the US, but why? Why wouldn't the Haitians
simply migrate 50 miles to the Dominican republic and then the UN could have provided the resources to help the Dominicans aid their neighbors?
Instead the Haitians are uprooted and sent thousands of miles away to a nation gripped in one of the worst recessions since the 20s.
Being left on the island nation would have been the most logical path, the least disruptive and most cost effective approach. The second best place to move the Haitians to would have be the Puerto Rico. 8 Years After Haiti's Earthquake, Where Did The $13.5 Billion Go? (read NPR article)
There are US citizens suffering here, these citizens are not immigrants, they are children of non-immigrant parents. The last thing we need to do is pile on more stress to communities all ready struggling to serve English speaking unemployed Americans. The $13 Billion could have paid for college for millions of low income students!
JS
Like when the Irish were labeled as filthy pigs not worthy of immigration into the US?
by the Democrats?
Immigration caps
In response to the questions, comments and concerns raised by the Ballard Science Department, the Alignment Team has prepared the following reply:
For the past two years our Alignment Team has been developing a plan for Seattle Public Schools science departments to address the adoption of Next Generation Science Standards in 2013 and Core 24 requirements, also considering the new high-stakes WA-CAS assessment and the implications these mandates have for student graduation. The alignment team was commissioned to create a standards-aligned common scope and sequence that would meet new graduation requirements for current 9th graders and all students that follow. The team is represented by teachers from each of the district high schools, including Ballard, and by teachers across the three core science content areas (Biology, Chemistry, and Physics).
In addition to responding to new standards, new credit requirements, and a new high-stakes test, this work was commissioned in response to a changing society. Today’s graduates require different skills than in the past. By shifting teaching practice and aligning to standards which incorporate not only discipline-specific knowledge but also scientific practices, such as Engaging in Argumentation Based on Evidence and Constructing Explanations and Designing Solutions, students will develop and refine skills that support strong engagement in a global community.
The work of the Alignment Team has been two-fold. It has been to realign our courses based on NGSS, as well as communicate and seek input from the other science teachers in our own buildings. Accordingly, all SPS high school science teachers had voice in this process. After the scope of the realigned courses was determined through bundling standards into semester courses, we sought to identify a common sequence to be used across the district, thereby supporting teacher collaboration across the district and students who move between schools. Alignment Team members sought input from their schools and represented these interests when reaching consensus on the new course sequencing of Phys A, Chem A in the 9th grade year, followed by Bio A and Bio B in 10th grade. At the 11th grade year, multiple pathways are possible, including the fully aligned Chem B and Phys B courses, as well as AP/IB offerings. Embedded in each course are the new Earth and Space Science standards as well as engineering, technology and application skills that are a part of the new state standards. One key feature of this sequence is that all students will have access to core Biology, Chemistry and Physics content.
The Alignment Team considered multiple additional factors in the development of this scope and sequence. One such consideration was the concerns regarding student preparation for mathematical portions of chemistry and physics. Accordingly, when we bundled the standards we chose to place standards requiring a deeper understanding of mathematics into the Chem B and Phys B courses. Note that “using mathematical and computational thinking” is one the Science and Engineering Practices in NGSS. Another consideration was splitting content areas across years, however science is inherently integrated and interdisciplinary. Ultimately, we decided that students will be able to use principles of Physics to develop their understanding of Chemistry, and their understanding of Chemistry to develop their understanding of Biology, and so on. Accordingly, the determined scope and sequence takes a spiraling approach such that students revisit standards multiple times throughout the science education, helping strengthen knowledge and prepare them for the new high-stakes science assessment given at the end of the 11th grade year. Lastly, outreach to many universities, including University of Washington and Seattle Pacific University, has proven that these institutions are supportive and excited by changes being made to science teaching because of this alignment.
Our work as an Alignment Team has been informed by multiple evidence-based practices. In collaboration with multiple universities, including the University of Washington, we have worked to understand and implement the methodology of using explanatory phenomenon and a complimentary driving question(s) to deepen students’ understanding of core science content by arranging well-crafted lessons in a storyline that allows students to figure out key learnings. While there is some new content in NGSS, much of the content remains the same as past standards. What has changed is the rearrangement of this content into semester courses to make use of this pedagogy. Accordingly, many of us, and other science teachers across the district, have been part of professional development opportunities and district-wide curriculum collaborations funded by grants obtained by the SPS Science Program that support implementation of these pedagogical practices and standards. For example, Biology has been collaborating with Michigan State University through an NSF grant for the past 5 years, and Phys A and Chem A teachers have been working together through a collaborative grant with Seattle Pacific University and Boeing. Furthermore, each year, SPS science teachers have had the opportunity meet for one week in the summer and three release days during the year to understand deeply the shift in pedagogy, new assessments and how to organize the content for alignment.
The Alignment Team, as well as Ms. Welch, have also worked diligently to inform stakeholders in this work. We have repeatedly met with our own science departments to provide information, ideas, and receive feedback. We have met with own building administrations. Ms. Welch has met with building principals, has meetings scheduled with counselors and registrars, and we are working to schedule community meetings at multiple high schools in the coming month. Moreover, several of the Alignment Team members are the chair of their building Science Department, many are SPS Career Ladder Teachers and Content Demonstration Teachers, many have post-graduate degrees in science and/or education, and many are parents of current SPS students, or soon-to-be SPS students.
As individuals, as representatives, and as stakeholders we have each worked greater than 120 hours on this alignment. We have used evidence-based research and pedagogy to inform our decisions. We have sought out feedback and used it to inform and improve our work. Ultimately, we reached a consensus SPS High School Science Scope and Sequence to best support all students learning and engagement in science.
Sincerely,
The Seattle Public Schools High School Science Alignment Team
Members of the Alignment Team include:
• Kim Dinh, M.I.T., NBCT, Chief Sealth International High School, SPS Science Curriculum Specialist. 7 years teaching experience.
• Dan Fisher, M.I.T., NBCT, SPS Science Demonstration Teacher, Ingraham High School, and parent to two future SPS students. 8 years teaching experience.
• Marni Jacobs, M.A.T., Chief Sealth International High School. 5 years teaching experience.
• AJ Katzaroff, Ph.D., M.I.T., Franklin High School Science Department Chair, SPS Career Ladder Teacher, 2012 Woodrow Wilson Teaching Fellow, and parent to two SPS students. 5 years teaching experience.
• Tracy Landboe, M.I.T., NBCT, Roosevelt High School. 10 years teaching experience.
• Liz Murdock, M. Ed., West Seattle High School. 12 years teaching experience.
• Jenny Newell, M.S., M.I.T., NBCT, Nathan Hale High School, SPS Science Curriculum Specialist, and parent to two future SPS students. 10 years teaching experience.
• Michaela Peterson, M.I.T., Center School Science Department Chair, SPS Career Ladder Master Teacher, lead teacher at the FHCRC Science Education Partnership, Noyce Scholar, and parent to two SPS students. 7 years teaching experience.
• Rachel Petrik-Finley, Ph.D., Garfield High School Science Department Co-Chair, member of the Garfield Mission and Vision Team, 2010 Woodrow Wilson Teaching Fellow, grader for the AP Environmental Science exam, and parent to two SPS students. 7 years teaching experience.
• Steve Pratt, M. Ed., NBCT, SPS Career Ladder Teacher, Cleveland High School, and parent to two future SPS students. 10 years teaching experience.
• Tiffany Robinson, Nathan Hale High School. 10 years teaching experience.
• Dan Quach, Cleveland High School. 13 years teaching experience.
• Ina Shepard, M. Ed., SPS Science Demonstration Teacher, Chief Sealth International High School, and parent to two SPS students. 11 years teaching experience.
• Emily Wang, M. Ed., NBCT, former Garfield High School teacher, and parent to one future SPS student. 13 years teaching experience.
• Kristen Yip, M.I.T, Rainier Beach Science Department Co-Chair. 5 years teaching experience.
"Ultimately, we decided that students will be able to use principles of Physics to develop their understanding of Chemistry, and their understanding of Chemistry to develop their understanding of Biology, and so on."
(I love how they simply unilaterally decided what students are able to learn, when, and in what sequence. Such arrogance!)
"The Alignment Team, as well as Ms. Welch, have also worked diligently to inform stakeholders in this work."
(Notice that it's "inform" rather than "listen to and work with")
"Ultimately, we reached a consensus SPS High School Science Scope and Sequence to best support all students learning and engagement in science."
("we reached a consensus" rather than "we worked to reach consensus with parents and teachers")
These recommendations should be tossed. Science education must not be driven by corporate education reform values. Let's stand with the teachers at Ballard HS and elsewhere who know best what's needed for their students and ensure that the school board rejects the flawed "alignment team" proposals.
And next time, maybe - just maybe - an "alignment team" will actually work with people rather than just decide behind closed doors and bring down a new plan like it's some sort of divine revelation.
Delridge Dad
But that would require having a school board willing to stand up to the central staff rather than just roll over every time. So far, we're still waiting for board members who are capable and willing to provide that pushback.
Delridge Dad
Real learning will have to wait.
JS
missing info
The other thing this letter shows is that the goal isn't to ensure science is taught well, it's to satisfy corporate demands for workforce training. That's not the same thing as effective science education. The Ballard HS teachers have it right.
Delridge Dad
January 25, 7-8:30 p.m. Chief Sealth High School, Library
January 30, 6:30-8 p.m. Cleveland High School, Room 1201
February 1, 7-8:30 p.m. Ingraham High School, Library
February 8, 6:30-8 p.m. Garfield High School, Commons
missing info
Furthermore, this work has been supported by the UW Chemistry Department Chair and the SPU Physics Department Chair. Faculty in other UW Science departments are also supportive of this alignment.
WEA and SEA sat on their collective hands while SPS and other districts abused and neglected special education students. Aren't WEA and SEA special now trying to create a racial wedge...
SPED Parent
The same logic of staying in put instead of migrating could be asked of all Americans.
Maybe Jews should should have stayed in Nazi Germany and fought the Nazis with their bare hands.
Or the Irish should have quietly starved to death.
I'm sure the First Peoples would have been happy if the Pilgrims had just sucked it up and stayed in Britain.
I think the students who are workshopping on Monday will have a lot to say and teach any of us who care to learn.
Bulldog Dad
Director Geary has a community meeting tomorrow 11-12:30 at the Montlake Community Center.
https://www.seattleschools.org/cms/one.aspx?portalId=627&pageId=20423&objectId.13771=31641600&contextId.13771=101256&parentId.13771=101257&ref=mesTP9fg96fVsgzpWYeogGwcKUZxx5Q2nVFY15qBgZs%3d
Can you please clarify a few things?
1. In your "diligent outreach to stakeholders," why were parents not engaged earlier? To engage us as the "this is what we're going to do" phase hardly seems like engagement.
2. How does the new sequence work for HCC students, who have already taken some high school science?
3. What is the transition/phase-in plan for students currently mid-pathway? For ex, say a student already took a year each of Bio and Chem. Do they have to take an awkward semester of Physics 1 now? Or does the new pathway only impact incoming 9th graders?
4. How are you reaching out to current 8th grade families with this information?
DisAPP
Where's the UN outrage over that?
Tin Foil
January 13 2018 11:00 AM to 12:30 PM
Location: Montlake Community Center
-GLP
Who cares
White American, British, Spanish and Portuguese slave traders and slave owners were outraged and terrified and have made Haiti as miserable as possible ever since.
White people do not give up privilege easily, as we can see by reading Breitbart.
pwa soup
https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/17-18%20agendas/20180117/I04_20180117_High_School_Boundaries_and_Pathways.pdf
There is a new map F4.3 based on the feedback at the Board Work Session on 1/10 (page 12), and data on 4 change areas to be discussed further (page 14).
-GLP
Realistically
-Cynic
-Cynic
I a!so believe that they should collect empirical evidence from a few classrooms before realigning all of sps.
Pratical approach
The new science standards are tied to Amplify. Amplify sells tests. There are plenty that have the opportunity to profit. In a couple of years, students will be required to pass science test for graduation, again. Another high stake test that will prevent some students from graduating high school. We're looking at a lot of tests to be sold.
@ PWA- Are Spanish people considered white to you? That's nice because it varies considering who you ask in the US. Are middle eastern? Same thing. Are mediteranean people who were ruled by middle eastern arab people for centuries, were colonized and oppressed for centuries before being labeled "Italian" with the unification of Italy in 1860? They have more in common with other mediteranean people like Syrians, Greeks, Lebanese etc than the people and culture of northern Europe. Are people from Malta (it's right next to Sicily) white? Who is white? Why? Who are oppressors and who is oppressed? Where do you draw that line?
Gray
You hit the nail on the head.
What is white? What was white throughout our history? What is white privilege?
I look forward to hearing what the students have to say any and they would probably enjoy hearing your contributions.
Hope to see you at Garfield on Monday!
Bulldog Dad
The reason I get to hear such slurs is I am white.
I also get to hear slurs against blacks, Mexicans and Native Americans, again because I am white.
Prejudice is complicated, but people with dark skin get the lion's share of discrimination and abuse.
Let's all go to Garfield and see what the kids have to say.
Happy MLK Day!
Bulldog Dad
JS
gray
Gray
Gray
https://www.insidehighered.com/views/2016/11/15/why-its-better-talk-about-advantage-rather-privilege-essay
Gray
purple puppy
Seems like you agree with Trump's comments about Haiti; calling them a "stone age" country is even more insulting than his "s***hole country" comment.
David Hockney
Great response to the article you referenced:
"I would argue the real problem is not advantage, which seems like privilege by another name. Either word implies something that should be removed. But the problem is not that white people, or men, or whomever, have unearned advantages that should be taken away. The problem is the set of disadvantages that others have unfairly that should be neutralized. For example, it's not a bad thing that white people don't have to fear cops, it's a bad thing that black people do.
The difference is not just semantic. Privilege and advantage are words used to justify cutting people down. Recognition of unfair systemic disadvantage is about raising people up."
Steve Foerster
Bulldog Dad
https://www.seattletimes.com/opinion/fifth-graders-will-take-a-knee-for-liberty-and-justice-for-all/
I apologize for insulting the stone age!
JS
https://kottke.org/18/01/how-haiti-became-poor
NW Parent
The one commenter you quoted is stating they think it is a more useful term than either privilege or advantage. As the commenter states" " Either word implies something that should be removed". The article's author to whom I linked making the point about using term advantage over privilege (who happens to be a male Latino) mentioned privilege is also something someone would want to give up. People are not receptive to the message. Why would you want to give up a privilege? He also makes other points as to why advantage is a better term in his opinion.
In addition, I have heard a linguist interviewed on NPR who made the point that the term privilege is already a term with the social meaning "wealth" so utilizing that term in this way "white privilege" can cause confusion, unreceptiveness and can be problematic. If the point is to be heard, this is a consideration.
Maybe you can share this article and its responses to the group at Garfield who want to help others understand their very just message. To communicate that some people face systematic disadvantages based upon their race, skin color, primary language spoken, economics, gender, disability, etc. Their are factors such as growing up in foster care etc. Some also face many multiple disadvantages. Also, we can not assume as outsiders we understand all of the disadvantages individual people face or have faced. Sometimes they are not obvious.
Gray
Gray
https://www.newyorker.com/news/news-desk/trumps-fixation-on-haiti-and-the-abiding-fear-of-black-self-determination
Voodoo Child
JS
literacy rate for America = 87%
Murders for 100,000 people for Haiti = 263
Murders for 100,000 people for America = 6
Consider a few facts. Voodoo is one of the official religions of Haiti, and its designation in 2003 merely granted official acknowledgment to a longstanding reality. The slave revolt that brought Haiti independence indeed relied on voodoo, the New World version of ancestral African faiths. To this day, by various scholarly estimates, 50 percent to 95 percent of Haitians practice at least elements of voodoo, often in conjunction with Catholicism.
The lighter-skinned Dominicans looked down on the darker-skinned Haitians: in 1965, even as the Dominican Republic was embroiled in civil war, Haitians were working in Dominican fields and not the other way around. And while Trujillo at least encouraged economic development in his country, Duvalier père et fils essentially sold their people as cheap sugar-cane cutters to the Dominican Republic.
But go ahead and continue blaming whites and America for Hatiti's troubles.
JS
On MLK weekend, to boot.
No deletions, right Westbrook? You reserve those for progressives and others who counter your narrative.
What a disgrace.
Through
Great news, Chelsea Manning is running for office. After prison, much of it in solitary, she is not afraid, she's tough as nails.
Lovin' it
It's funny - I seem to delete the wrong comments left and right. What's a moderator to do?
JS equated DACA people with Haitian immigrants. JS, you are wrong to do so. Entitled to your opinion but those are two different situations. You can also consider citizens of other countries "backward" but again, that's your opinion. As well, others say "stone age" about Haiti which is also not true but that's your opinion.
"But go ahead and continue blaming whites and America for Hatiti's troubles."
Well, Haiti is probably a very different place than it would have been had explorers not come and changed (that's a nice word to use) the country.