Sunday, June 1, 2014

Resources help decipher the new education funding formula | EdSource Today

Resources help decipher the new education funding formula | EdSource Today:




The Local Control Funding Formula (LCFF) has spawned an array of resources to help parents, teachers, principals, school board members and district officials make sense of the new law.
The material ranges from basic explainers to cloud-based software that helps districts craft their draft Local Control Accountability Plans.
Below is a list of resources compiled by EdSource reporters.
Do you know of a resource that should be on this list? Let EdSource know atedsource@edsource.org with the subject line “LCFF resources.”
Primers (LCFF basics and links to more resources)

Local Control Accountability Plan (LCAP) how-tos and checklist
Resources for engaging parents
LCAP builders

This report is part of EdSource’s Following the School Funding Formula project, tracking the implementation of the Local Control Funding Formula in selected school districts around the state

A vote for Booker is a vote for Christie | Bob Braun's Ledger

A vote for Booker is a vote for Christie | Bob Braun's Ledger:



A vote for Booker is a vote for Christie

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Just friends?
Just friends?

                New Jersey’s top Democrats are cowards. New Jersey’s top  Republicans are cowards. That is why Cory Booker, who did nothing for Newark but divide it, preside over unprecedented bloodshed in its streets, and form a diabolical alliance with Chris Christie to suppress its people, will walk to his re-election in November. I mourn for democracy in New Jersey.
                Booker does not deserve to be a United States senator and I am ashamed of those progressive Democrats who might have posed a challenge to his re-election in Tuesday’s primary but chickened out. They ran scared.
                Just as the Republican ran scared. Gov. Chris Christie made Booker a senator last year by manipulating the election dates—and wasting $24 million in the process. Booker and Christie conspired to bring privatization to the Newark schools—a stealth conspiracy that benefited, certainly not the children of the city, but the billionaires who support the clown in the Statehouse and the fraud in the Senate seat.
                The main-stream press, which simply anoints Booker as a “popular” Democrat without a moment’s analysis of how and why he became senator—or even mayor—already has decided how the race will go. So much so for a press that takes the people’s side against oppression—no, they would rather simply declare Booker “popular” and leave it at that.
                Oh, really? And how many votes did Booker get out of Newark in the senate race last year? And what did Ras Baraka’s election say about the popularity of this unknown from nowhere who was declared a “rock-star” by Oprah Winfrey who, of course, has nothing but the interests of Newark residents at heart.
A strong Republican could have wiped out Booker, a weak candidate who might A vote for Booker is a vote for Christie | Bob Braun's Ledger:

6-1-14 Seattle Schools Community Forum: Seattle Schools This Week

Seattle Schools Community Forum: Seattle Schools This Week:













Seattle Schools This Week

Wednesday, June 2ndSchool Board meeting, starting at 4:15 pm. Agenda.It is quite a long agenda with a longer-than-usual Consent agenda.  I was surprised to see a item like this not being discussed with Intro and then Action but they need to get work done on the North Queen Anne  Elementary School as soon as possible for the move in of the Cascade Parent Partnership Program.   I find this also dist
5-31-14 Seattle Schools Community Forum Week
Seattle Schools Community Forum:Seattle Schools Community ForumMath Talk in Friday Update Update: the Board meeting agenda was finally posted at the end of the day.  There is an amendment to the Math Adoption via President Peaslee and Director Peters.  We move that the School Board amend the motion for adoption of K-5 Mathematics Materials to include a dual adoption of Math in Focus Singapore Math




The Working Families Party Regret.southbronxschool.com

http://www.southbronxschool.com:



The Working Families Party Regret

I was thinking how to respond to theWorking Families Party nominating Governor Andy as it's gubernatorial candidate last night when I came across a Facebook post by SBSB super fan Gail Richmond.

Gail had received an email from Bill Lipton, State Director of the WFP, in which Bill defended the WFP's nomination. The Crack Team has received the email and run it through our computer for analysis.

Gail;

Last night, we secured a major win. Not for the Working Families Party, not for Governor Andrew Cuomo, but for the working families of the state of New York.

Yeah? How so? How are working families better off today than when Cuomo took office? The 2% tax cap? Hey, how many poor, upstate school districts are better off with that? How are the communities of the Southern Tier doing? In fact, it's just not working families that are being affected by Governor Andy.

About a month ago I went to a school board meeting in quite swanky and well off Rye, NY. The school board in the discussion of the budget was flummoxed. They spoke that they had cut all that they could and could cut no more. Remember, this in a city in which the per capita income is 
$88,637, and the median home price is 
$948,447. The board was planning to pass a utility tax on residents of Rye which has since passed. 


So if Rye is hurting, what does this tell you of the educational policies of Governor Andy?

Faced with a challenge from Zephyr Teachout -– a Working Families Democrat if there ever http://www.southbronxschool.com:

Reflections on the 50th Anniversary of Freedom Summer Badass Teachers Association

Badass Teachers Association:



Reflections on the 50th Anniversary of Freedom Summer
Why Teach for America and the Common Core are More Civil Wrongs than Civil Rights.
Yohuru Williams & Marla Kilfoyle


One of the more disturbing narratives employed by corporate education reformers, who support both Teach for America and the Common Core, is the claim that they are cast in the spirit of the Civil Rights Movement—specifically in the use of education as a tool to challenge economic and political inequality.   The larger claim of the Common Core defenders is that it will close the achievement gap.  Their rhetoric is that CCSS will increase “rigor” and make children “college and career ready.”  The idea that a set of standards can erase child poverty, systemic racism that continues to exist in our educational system, and squash the rise of classist privilege is beyond absurd.  To do this in the name of Civil Rights is insulting.  Have the CCSS really leveled the playing field?  Are they really doing what the corporate reformers say they will do?  An examination of Kentucky, the first state to adopt the CCSS in 2010, clearly shows that CCSS is not addressing Civil Rights nor is it closing the achievement gap. In 2011, one year after Kentucky adopted the CCSS, the average reading scale score for Black students in the 4th grade was 210.  In 2013 it fell to 204.  In Texas, where CCSS is not implemented, Black students in the 4th grade in 2011 scored 210 (the same as those exposed to CC in Kentucky) and in 2013 that number fell one point to 209 (5 points above those exposed to CC in Kentucky).  So, our question is; does it look like CC is closing the achievement gap? Why is it that children of color in Kentucky, who are exposed to CC, are scoring below a scaled reading score when compared to their counterparts, who are not exposed to the CCSS?  Kentucky however, is merely the tip of the iceberg.


In a May 2013 commencement speech at Brown University Teach for America founder Wendy Kopp admitted another of the major problems associated with TFA as a remedy to inequality.  “It turns out,” she pointedly acknowledged, “it's hard to recruit and select a diverse corps of individuals who are ready to teach in our neediest schools. It's hard to provide them with the training and ongoing support necessary so they don't just survive but thrive with their students. It's hard to ensure their experience does not disillusion but empowers them to be lifelong leaders for change.”  Yes, Wendy it is hard and the corps individuals you place in our neediest schools are not trained sufficiently to be there.  They don’t stay or live in the communities they teach, they often replace teachers of color who have been fired, and as a result Badass Teachers Association:

6-1-14 With A Brooklyn Accent: For Many Students, There is No Light at the End of the Testing Tunnel

With A Brooklyn Accent: For Many Students, There is No Light at the End of the Testing Tunnel:











For Many Students, There is No Light at the End of the Testing Tunnel

For a lot of students, especially those in low or moderate income communities, turning schools into test prep/ Common Core hell makes absolutely no sense. There is no light at the end of the tunnel that makes this kind of sacrifice- of art, music, trips, history, creativity, you name it- worth while. Look at what awaits them. For some, low wage dead end jobs. For others, prison and the underground


5-24-14 With A Brooklyn Accent Go BATs All Week
With A Brooklyn Accent:With A Brooklyn Accent Go BATs All WeekWhy It's Time to Go Green- A Guest Pot By Laurel M. SturtIn the last decade, the Democratic party has become increasingly indistinct from the Republican, both parties in virtually impervious thrall to the siren of money. As exacerbated by the Citizens United and McCutcheon Supreme Court decisions, the--for all intents and purposes--whol






New Orleans Education Reform: A Guide for Cities or a Warning for Communities? | The New Orleans Tribune

New Orleans Education Reform: A Guide for Cities or a Warning for Communities? | The New Orleans Tribune:



NEW ORLEANS EDUCATION REFORM: A GUIDE FOR CITIES OR A WARNING FOR COMMUNITIES?



Kristen Buras, Ph.D., assistant professor at Georgia State University, has written extensively on post-Hurricane Katrina education reforms. Her work has appeared in numerous articles and publications. She recently published with a local research group a warning notice to communities across the country considering using the New Orleans education reform model for turning around their school systems. In this interview Dr. Kristen talks about fundamental problems with the education reforms in New Orleans and why communities should beware.
RS: Over the years, you’ve written extensively about education reform. Could you tell us about your articles and books?
KB: Much of my work has focused on education policy in New Orleans, the destructive effects it has had on Black working-class communities and how communities “speak out” to challenge what is happening in the city’s public schools. I coauthored a book with veteran teachers and students entitled Pedagogy, Policy, and the Privatized City: Stories of Dispossession and Defiance from New Orleans. It includes firsthand accounts on how privately managed charter schools and the mass firing of veteran teachers have negatively affected communities. My forthcoming book is called Charter Schools, Race, and Urban
Space: Where the Market Meets Grassroots Resistance. As the title suggests, it charts the assault on Black public schools and neighborhoods by mostly White policymakers and entrepreneurs and bottom-up resistance to the education market that has been imposed on the community.
RS: Could you tell us what compelled you to join with colleagues to write a “Warning for Communities” about education reform in New Orleans?
KB: In early 2012, the city’s leading charter school incubator, New Schools for New Orleans, issued A Guide for Cities. Sen. Mary Landrieu organized a forum in Washington, DC, that highlighted the Guide to national policymakers. Their message was that cities across the nation should follow the New Orleans model of school reform because it has been an amazing success. Based on experience and research, we knew a different story needed to be told. When I say “we,” I mean Urban South Grassroots Research Collective (USGRC). As director of USGRC, I work closely with various longstanding educational and cultural organizations in New Orleans as well as other researchers engaged in documenting and challenging the inequities of charter schools. We joined together and published a response, New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (What was New Orleans Education Reform: A Guide for Cities or a Warning for Communities? | The New Orleans Tribune:

We, the undersigned, demand the Bill and Melinda Gates Foundation divest from corporate education reform. | Teachers' Letters to Bill Gates

We, the undersigned, demand the Bill and Melinda Gates Foundation divest from corporate education reform. | Teachers' Letters to Bill Gates:



We, the undersigned, demand the Bill and Melinda Gates Foundation divest from corporate education reform. 

Dear Bill and Melinda,
Prestigious academics from around the world collaborated to write a letter to Dr. Andreas Schleicher, director of the Organization for Economic and Cooperation Development’s (OECD) Programme for International Student Assessment, to express deep concern about the impact of the PISA tests. These academics included David Berliner, Regents Professor of Education at Arizona State University; Diane Ravitch, Research Professor, New York University; Carol Burris, Long Island school leader and former High School Principal of the Year; Henry Giroux, Professor of English and Cultural Studies, McMaster University, and Yong Zhao, Professor of Education, Presidential Chair, University of Oregon. Together they called for a halt of next year’s round of testing. Here is what they said:
“We assume that the OECD’s PISA experts are motivated by a sincere desire to improve education. But we fail to understand how your organisation has become the global arbiter of the means and ends of education around the world. OECD’s narrow focus on standardised testing risks turning learning into drudgery and killing the joy of learning. As PISA has led many governments into an international competition for higher test scores, OECD has assumed the power to shape education policy around the world, with no debate about the necessity or limitations of OECD’s goals. We are deeply concerned that measuring a great diversity of educational traditions and cultures using a single, narrow, biased yardstick could, in the end, do irreparable harm to our schools and our students.”
This statement also applies to the Bill and Melinda Gates Foundation’s corporate education reform policies. We at Teachers’ Letters to Bill Gates and the following signers hereby assume that the Bill and Melinda Gates Foundation experts are motivated by a sincere desire to improve education. But we fail to understand how your organization has become the national and global arbiter of the means and ends of education in the United States and around the world. The Bill and Melinda Gates Foundation’s narrow focus on standardized testing risks turning learning into drudgery and killing the joy of learning. As the Gates Foundation’s national and global push for the Common Core, high-stakes testing, and teacher evaluations based on test scores has led many governments into a national and international competition for higher test scores, the Bill and Melinda Gates Foundation has assumed the power to shape education policy in the United States and around the world, with no debate about the necessity or limitations of the Bill and Melinda Gates Foundation’s goals. We are deeply concerned that measuring a great diversity of educational traditions and cultures using a single, narrow, biased yardstick could, in the end, do irreparable harm to our communities, our schools, our profession, and our students.
You and the OECD have much in common, Bill and Melinda. Your imposition of corporate reform policies, which are measured using a single, narrow, biased yardstick, are successful in one area only: making a profit for you, test companies, publishers, and the privatizing corporate reformers. Your policies continue to use our children as guinea pigs in your corporate reform experiments and risk doing “irreparable harm to our schools and our students”.
We the undersigned reject the Bill and Melinda Gates Foundation’s tight control of education policy. Venture philanthropy’s influence on public education has been all-pervasive and we demand an immediate restoration of democracy in our schools.  Divest from corporate education reform.
(Note: We will deliver this letter with signatures along with a published copy of all Teachers’ Letters to Bill Gates at the #EducatingGatesRally in Seattle on June 26th.  Readers, please send us a note to add your name as a signer. Join us at the rally! )

Nite Cap 6-1-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




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empathyeducates – News Flash: Failed Education Policies Will ALWAYS Fail Our Children
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We, the undersigned, demand the Bill and Melinda Gates Foundation divest from corporate education reform. | Teachers' Letters to Bill Gates
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Devil is in the Details: Teacher Tells Us What’s Up With Local Accountability | Cloaking Inequity
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6-1-14 Scathing Purple Musings | Color me purple in Florida
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6-1-14 Fred Klonsky | Daily posts from a retired public school teacher
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Morning Wink 6-1-14 AM Posts #BATsACT #RealEdTalk #EDCHAT #P2
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empathyeducates – Can We Really Measure Racial Prejudice?
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solidaridad: Network for Public Education to our Friends and Allies in California: Support Sherlett Hendy Newbill for LAUSD School Board
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Nite Cap 5-31-14 #BATsACT #RealEdTalk #EDCHAT #P2
James Baldwin said it best: "For these are all our children, and we will profit by or pay for whatever they become."A BIG EDUCATION APE NITE CAPThe Truth About St. Marcus (WELS) | Larry Miller's Blog: Educate All Students!The Truth About St. Marcus (WELS) | Larry Miller's Blog: Educate All Students!: The Truth About St. Marcus (WELS)Filed under: St. Marcus,Vouchers — millerlf @ 3:24 pm S





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