There was no response to my suggestion that the appearance of collaboration with "reformers" might be bad.
In any case...we'll just have to see what happens next.
ISTA is reaching out to a broad number of groups to help achieve increased school funding and teacher compensation – Stand is just one of these organizations.I don't know any more details than that.
...a WFYI News review of Stand For Children’s Form 990 federal tax returns gives some insight into how much and where campaign and lobbying dollars are spent. Five years of filings show the Portland, Ore.-based nonprofit continues to make Indiana -- one of its 11 state affiliates -- a focal point for school reform efforts.
At least $1 million was spent in Indiana during the past five years. The bulk of that money appears to go toward lobbying state legislators to pass laws, including the controversial bill that led to “innovation network schools” supported by IPS Superintendent Lewis Ferebee and the Indianapolis Mayor’s Office.
Stand and other education “reform” groups need to quit trying to draw a direct line from a student’s single set of test scores to a teacher’s comprehensive evaluation. It makes no sense. It is overly simplistic. It is not defensible. It is unfair.
Stand for Children and Rep. Behning should focus on TRYING TO HELP HOOSIER CHILDREN instead of trying to HURT TEACHERS. The public has had their fill of this nonsense.
When schools reopen in Indianapolis, Indiana in July, the doors of three legacy high schools will remain shuttered. The Indianapolis Public School (IPS) board voted last fall to close them after six months of raucous meetings where community members accused the board and superintendent of ignoring community concerns. Like many school closures, the recent shuttering of what were once three great high schools would disproportionately impact low-income children of color.
Stand for Children, which supports innovation schools, typically sends mailers and hires campaign workers to support the candidates it endorses. But it is not required to disclose all of its political activity because it is an independent expenditure committee, also known as a 501(c)(4), for the tax code section that covers it. The group did not immediately respond to a request for information on how much it is spending on this race.
...one particular bone of contention is the district’s embrace of innovation schools, independent campuses that are run by charter or nonprofit operators but remain under the district’s umbrella. Teachers at those schools are employed by the school operators, so they cannot join the union.[According to Chalkbeat, it seems the main concern here is the teachers union as bogeyman. Keep in mind, however, that Chalkbeat is funded by a variety of billionaires and other privatizers such as the Walton and the Gates Foundations.]
The trio was also endorsed by the IPS Community Coalition, a local group that has received funding from a national teachers union.
Let’s be clear: Stand for Children and its kind want to put an end not only to teachers’ unions but to the teaching profession. They want teachers to be evaluated by test scores, despite the overwhelming evidence that doing so will promote teaching to standardized tests and narrowing the curriculum, as well as cheating and gaming the system.ISTA shouldn't reach out to Stand For Children. Ever.
With the arrival of Oregon-based Stand For Children, Indianapolis school board elections started to take on a decidedly different tenor. Until 2010, a few thousand dollars was all that was needed to win a seat. That all changed when Stand For Children, an education reform 501(c)(4), started pouring tens of thousands of dollars into the 2012 elections. Stand’s tax return that year reported that the election of three Indianapolis school board members was a top accomplishment for the organization.The result of this is that Indianapolis has seen school closures and disruptions led by the district superintendent...appointed by the school board purchased by Stand for Children.
Stand for Children also spent $473,172 lobbying Indiana lawmakers on Public Law 1321, which was passed in 2014. Public Law 1321 was based on a 2013 model policy drafted by the American Legislative Exchange Council (ALEC), the Koch-funded member organization of corporate lobbyists and conservative state legislators who craft “model legislation” on issues important to them and then help shepherd it through legislatures. Public Law 1321 allows Indianapolis and other districts across the state to create Innovation Network Schools — schools that are overseen by the school district but managed by private operators. These include privately operated charter schools that gain instant access to existing public buildings and resources.
IPS opened the first Innovation Network school in 2015. Fast-forward to 2018, and the district website lists 20 Innovation Schools in total. The Mind Trust has “incubated” and helped IPS open many of those Innovation Schools, including Daniels’s Purdue Polytechnic High School, with seven more schools in the pipeline.
The report, issued on Monday by the Intergovernmental Panel on Climate Change, a group of scientists convened by the United Nations to guide world leaders, describes a world of worsening food shortages and wildfires, and a mass die-off of coral reefs as soon as 2040 — a period well within the lifetime of much of the global population....and a link to the actual report.
The report “is quite a shock, and quite concerning,” said Bill Hare, an author of previous I.P.C.C. reports and a physicist with Climate Analytics, a nonprofit organization. “We were not aware of this just a few years ago.” The report was the first to be commissioned by world leaders under the Paris agreement, the 2015 pact by nations to fight global warming. The authors found that if greenhouse gas emissions continue at the current rate, the atmosphere will warm up by as much as 2.7 degrees Fahrenheit (1.5 degrees Celsius) above preindustrial levels by 2040, inundating coastlines and intensifying droughts and poverty.
“One of the key messages that comes out very strongly from this report is that we are already seeing the consequences of 1°C of global warming through more extreme weather, rising sea levels and diminishing Arctic sea ice, among other changes,” said Panmao Zhai, Co-Chair of IPCC Working Group I.WE ACCEPT SCIENCE WHEN...
The report highlights a number of climate change impacts that could be avoided by limiting global warming to 1.5°C compared to 2°C or more. For instance, by 2100, global sea level rise would be 10 cm lower with global warming of 1.5°C compared with 2°C. The likelihood of an Arctic Ocean free of sea ice in summer would be once per century with global warming of 1.5°C, compared with at least once per decade with 2°C. Coral reefs would decline by 70-90 percent with global warming of 1.5°C, whereas virtually all (> 99 percent) would be lost with 2°C.
"What the hell are we doing, putting government in charge of educating our children?"-- Jim Lucas, October 4, 2018LOCAL SUPERINTENDENTS SAY ISTEP IS WORTHLESS
Northwest Allen County Superintendent Chris Himsel says he hasn't looked at [ISTEP test scores] and doesn't care to.And this...
"ISTEP does not tell us why the kids passed," he said. It does not tell us why kids do not pass and therefore it offers us no information that helps us improve instruction for kids. Therefore we will pay very little attention to them."'
We shared some of NACS' results with him. With only 45 percent of his high school students passed both sections of the test, he says that doesn't line up with the nearly 95 percent of his students passing the national college-readiness ACCUPLACER test.
"There's a disconnect between the test scores which makes us believe there's a flaw in the testing system Indiana's using for the ISTEP," he said.
Superintendent of Southwest Allen County Schools Phil Downs agrees, calling the ISTEP a waste of time and tax dollars.
"While Southwest Allen County Schools is legally obligated to take the ISTEP+ tests, SACS does not place much value in their results," he said. "ISTEP+ scores continue to produce results that do not align with any other measures of student performance SACS uses, are in no way useful for teachers, nor are they helpful to students and their parents."
For example, imagine that a wealthy South Carolinian who is in the top tax bracket gives $1 million to a “scholarship organization” that funds the state’s private school voucher program. South Carolina will reimburse that donor $1 million – this means the donor hasn’t spent anything. Nonetheless, the federal government considers that $1 million a charitable donation and therefore not taxable. At the top federal income tax bracket of 37 percent, the donor saves $370,000 on their federal taxes. But because the donor was reimbursed by the state for every dollar of their $1 million donation, that extra $370,000 savings is pure profit. It’s outrageous.
...Superintendent McCormick believes that “any school that takes public money should be an inclusive place for LGBT students and staff.” It seems pretty clear that she does not see eye-to-eye with her Republican colleagues on what the Superintendent of Public Instruction’s role should be or with how charters and private schools should be held accountable for their receipt and use of public money. This news came as Dr. McCormick discussed the Department of Education’s legislative priorities for the upcoming session. Among the priorities she announced for the Department were providing an inclusive environment for K-12 students, holding charter school authorizers accountable both fiscally and academically, and reducing testing time.
- You can't hold a teacher accountable for things she can't control. Senator, in your statement, you imply that student growth should be a part of a teacher's evaluation. But a teacher's effectiveness is obviously not the only factor that contributes to student outcomes. As the American Statistical Association states: "...teachers account for about 1% to 14% of the variability in test scores, and that the majority of opportunities for quality improvement are found in the system-level conditions."(2)
Simply put: a teacher's effectiveness is a part, but only a part, of a child's learning outcomes. We should not attribute all of the changes in a student's test scores from year-to-year solely to a teacher they had from September to May; too many other factors influence that student's "growth."
It’s a lousy week to be an education reporter in Indiana. ISTEP-Plus test results were released Wednesday by the State Board of Education, so editors are assigning – and readers are expecting – the usual stories. Which schools did best? Which did worst? Which improved, and which didn’t?
Reporters who spend their work lives visiting schools and talking to educators and experts know this is the epitome of a non-news story. They know that years of experience and research tell us that affluent schools will have higher test scores than schools serving mostly poor students.
Any teacher who has studied reading, understands that both phonics and whole language are important. A great reading teacher is capable of interweaving the two, depending on the instructional reading needs of every student in their class.
Some students need more phonics. Other students don’t need as much phonics. Teachers are better able to address the individual needs of their students while bringing the class together, if they have manageable class sizes. Questions involving how to teach reading are important, but class size is critical no matter how reading is taught.
Lowering class sizes enables teachers to create an individualized reading prescription, like an IEP. It enables teachers to provide more one-on-one instruction which we also know helps students. It also provides them with more time to work with parents.
While it may not top the list of issues motivating voters to go to the polls, education is a key factor in some big races. (Depending on age, location, political affiliation or time of survey, other matters may come out on top, including the economy, immigration or health care.) And while Education Secretary Betsy DeVos isn’t on the ballot anywhere, her priorities are.
Americans have long cited education as a key concern when asked by pollsters to list issues important to them, but it has never been seen as one that could affect their vote. But for a combination of reasons, including the inevitable swing of the political pendulum, things seem different this year.
Hundreds of teachers and retired educators — an unprecedented number — are running for political office on the local, state and federal levels. There are hundreds of teachers — most of them Democrats — running for state legislative seats alone.
“Parents, by their very nature, should decide what, when, where and how their children learn,” DeVos said.But even amidst the barren, dystopian landscape of Ms. DeVos’ vision of American education, the quote above somehow caught my eye. You have to give it to her: Betsy has a real knack for distilling complicated, complex problems down into a single ignorant, nonsensical nugget of edu-drivel.
And she’s just clever enough to remember who her audience is here–and it’s not teachers, or teacher educators, or the 75+% of parents who are happy with their kids’ schools. No, her audience is the conservative base who believe that nothing public is better than anything private, who refer to public schools as “government schools,” and believe that paying even a single dollar in taxes is a form of robbery....
1. ADHD is Real
Nearly every mainstream medical, psychological, and educational organization in the United States long ago concluded that Attention-Deficit/Hyperactivity Disorder (ADHD) is a real, brain-based medical disorder. These organizations also concluded that children and adults with ADHD benefit from appropriate treatment. [1,2,3,4,5,6,7]