Commission on Teacher Pay,
Reading and Phonics, Teachers’ Spending, Supporting Your Local School, DPE
SPECIAL EDUCATION NEEDS AND LEAD POISONING
In nearly all my previous posts having to do with the lead poisoning of America’s poor children, I have commented that we would likely see increased numbers of students needing special services in areas where lead is an identified problem.
Flint, Michigan is facing that situation. There aren’t enough special education teachers to handle the increased case load in Flint’s schools. The author of the article (and the plaintiffs in the lawsuit) don’t blame the lead in the water for the increased need for speical ed services in Flint. It seems likely, however, that the near doubling of the number of children identified for special education over the last 8 years has something to do with the damage done to Flint’s children by the lead in the water.
Who should pay for the permanent damage done to an entire community of lead poisoned children? Who should be held accountable? Will teachers’ evaluations reflect the lower test scores of their students damaged by policy makers’ neglect?
In a suit brought by the American Civil Liberties Union of Michigan, the Education Law Center, and the New York-based firm of White & Case, lawyers representing Flint families have sued the school system, the Michigan education department, and the Genesee County Intermediate school district, alleging systematic failure to meet the needs of special education students. The Genesee district helps oversee special education services in Flint and other county districts.
While the lawsuit does not pin the increased need for special education services solely on the prolonged lead exposure, research has linked lead toxicity to learning disabilities, poor classroom performance, and increased aggression.
STUDENT ACHIEVEMENT TESTS AREN’T VALID FOR TEACHER EVALUATIONS
What McCormick should have included in her comments…
We shouldn’t use student achievement tests to evaluate teachers. Student achievement tests are developed to assess student achievement, not teacher effectiveness…not school effectiveness…and not school system effectiveness. This misuse of standardized tests invalidates the results.
McCormick also said it is “past time” for the state to take students’ standardized test scores out of teachers’ evaluations. The argument is that scores should be used to inform educators on what concepts students have mastered and where they need help, rather than a way of evaluating how well teachers are doing their jobs.
“ILEARN was a snapshot in time, it was a one-day assessment,” McCormick said. “It gave us information on where students are performing, but there are a lot of pieces to student performance beyond one assessment.”
As for why the first year of scores were low, McCormick said the new test was “much more rigorous” and weighed skills differently, prioritizing “college and career readiness” skills.
“It’s past time to decouple test scores from teacher evaluations.”
• Hold schools harmless for test results for accountability purposes. In other words, schools would receive the higher of the grade they earned in 2018 or 2019.
• Pause the intervention timeline that allows the state to close or take over schools that are rated F for multiple consecutive years.
• Give emergency rule-making authority to the State Board of Education to enable it to reconfigure the accountability system to align with the new assessment.
McCormick also said it’s past time to decouple test scores from teacher evaluations, which can determine whether teachers get raises. Current law says teacher evaluations must be “significantly informed” by objective measures, like students’ test scores.
TEACHERS REPEAT WHAT THEY’VE BEEN SAYING FOR YEARS: LISTEN TO US!
Once more teachers tell policy makers (this time “business and education leaders”) how the state of Indiana (and the nation) has damaged public education and the teaching profession. Apparently, the only people who don’t know why there’s a teacher shortage are those who have caused it…
One by one, teachers and community members took to the mic to give their input of what they believe needs to be done to increase teacher pay as well as revenues available to school corporations.
Recommendations included — but were not limited to — looking into low-enrollment schools, increasing state taxes, dropping standardized testing and examining charter schools’ “harmful impact” on public education.
THERE IS NO MAGIC ELIXIR
There’s more to reading instruction than phonics.
[emphasis in original]
Teachers need a broad understanding about reading instruction and how to assess the reading needs of each student, especially when students are young and learning to read.
This includes decoding for children who have reading disabilities. But a variety of teaching tools and methods help children learn to read. The conditions in their schools and classrooms should be conducive for this to happen.
It would be helpful to read more about lowering class sizes, a way to better teach children in earlier grades.
Problems relating to the loss of librarians and libraries is also currently of grave concern. And with so many alternative education programs like Teach for America it’s important to determine who is teaching children reading in their classrooms.
The Reading First scandal was noxious, and I have not done justice describing it in this post. Today, most understand that NCLB was not about improving public education but about demeaning educators and closing public schools. Reading First fit into this privatization plan. It was about making a profit on reading programs. It turned out not to be a magic elixir to help students learn how to read better.
TEACHERS OPEN THEIR WALLETS
While the governor and his commission on teacher pay argue about the best way to increase teacher salaries across the state, Indiana’s teachers are opening their classrooms and their wallets. The average amount of money a teacher spends on his/her students in Indiana is $462, which is more than the national average.
The nation’s K–12 public school teachers shell out, on average, $459 on school supplies for which they are not reimbursed (adjusted for inflation to 2018 dollars), according to the NCES 2011–2012 Schools and Staffing Survey (SASS). This figure does not include the dollars teachers spend but are reimbursed for by their school districts. The $459-per-teacher average is for all teachers, including the small (4.9%) share who do not spend any of their own money on school supplies.
SUPPORT YOUR LOCAL PUBLIC SCHOOL – END VOUCHERS AND CHARTER SCHOOLS
What can you do to help support your local school?
As our nation’s young people return to public schools, there are things you can do to shore up the system. First, support your local public schools. It doesn’t matter if your children are grown or you never had children. The kids attending public schools in your town are your neighbors and fellow residents of your community. Someday, they will be the next generation of workers, teachers and leaders shaping our country. It’s in everyone’s best interest that today’s children receive the best education possible, and the first step to that is making sure their public schools are adequately funded.
Second, arm yourself with facts about the threat vouchers pose to public education and oppose these schemes. To learn more, visit the website of the National Coalition for Public Education (NCPE), a coalition co-chaired by Americans United that includes more than 50 education, civic, civil rights and religious organizations devoted to the support of public schools. NCPE has pulled together a lot of research showing that voucher plans don’t work and that they harm public education by siphoning off needed funds.
GUIDE TO THE DPE MOVEMENT
This excellent summary post by Thomas Ultican was originally published on Sept. 21, 2018.
The destroy public education (DPE) movement is the fruit of a relatively small group of billionaires. The movement is financed by several large non-profit organizations. Nearly all of the money spent is free of taxation. Without this spending, there would be no wide-spread public school privatization.
It is generally recognized that the big three foundations driving DPE activities are The Bill and Melinda Gate Foundation (Assets in 2016 = $41 billion), The Walton Family Foundation (Assets in 2016 = $3.8 billion), and The Eli and Edythe Broad Foundation (Assets in 2016 = $1.8 billion).
Last week, the Network for Public Education published “Hijacked by Billionaires: How the Super-Rich Buy Elections to Undermine Public Schools.” This interactive report lists the top ten billionaires spending to drive their DPE agenda with links to case studies for their spending.