Thursday, August 27, 2015

#FightForDyett A Group Of Chicago Residents Are Starving Themselves To Save A School

A Group Of Chicago Residents Are Starving Themselves To Save A School:

A Group Of Chicago Residents Are Starving Themselves To Save A School

A dozen protestors have been on a hunger strike since August 17







A group of Chicago residents finished the 11th day of a hunger strike Thursday in an attempt to move the Chicago School Board to make a decision over the fate of a local school, Dyett High School. 
The group of 12 has been going without solid food since Aug. 17, even after medical professionals expressed concern for their health.
While Dyett was once slated to close, the Chicago School Board is now set to weigh plans to reconstitute the school, although this process has been rife with delays. The protestors -- part of the Coalition to Revitalize Dyett High School -- want the board not only to take immediate action, but also to accept their proposal to reopen the school as a district-run one that focuses on science.
The hunger strike has so far caused two protestors, Jeanette Taylor-Ramann and Irene Robinson, to spend time in the hospital. Both protestors still intend to forgo food for the indefinite future, fellow protestor Jitu Brown told The Huffington Post.


As a result of these health issues, a group of medical professionals urged Chicago Mayor Rahm Emanuel to intervene.
 "We consider the current situation to be a deepening health emergency in our city," said a letter from a group of medical professionals delivered to the mayor Thursday, per DNAinfo. "It is one you can abate by reaching out to the strikers, entertaining their grievances and accepting their proposal."
As of Thursday afternoon, the mayor had still not reached out to protestors. A request for comment from his office was not returned.
In 2013, Emanuel closed 49 Chicago schools that were underutilized and academically low-performing -- a move that angered many local residents and advocates for neighborhood A Group Of Chicago Residents Are Starving Themselves To Save A School:

New Orleans Recovery School District, ACT Outcomes, and Falling Through the Cracks | deutsch29

New Orleans Recovery School District, ACT Outcomes, and Falling Through the Cracks | deutsch29:

New Orleans Recovery School District, ACT Outcomes, and Falling Through the Cracks






This post includes information on Louisiana’s Class of 2015 ACT scoring outcomes and is chiefly focused upon the Recovery School District (RSD) in New Orleans. It is as much a post about who in RSD is taking as it is about who is not.
According to the Louisiana Department of Education (LDOE) district enrollment counts for February 2015, Orleans Parish School Board (OPSB) enrollment is 13,173, and New Orleans RSD enrollment at 30,448.
In July 2015, Jessica Williams of Nola.com published information about the Louisiana’s Class of 2015 district ACT composite scores. In that article, Williams included a search engine for ACT composites related to schools and districts. Specifically, Williams’ search engine allows one to look up some schools/districts to see 1) the number of seniors who took the ACT, 2) the percentage of those seniors who scored at or above 20 on the ACT, and 3) the percentage of seniors who scored at or above 18 on the ACT.
According to Williams’ search engine, 1065 Class of 2015 seniors took the ACT; 21.1 percent scored 20+, and 36.7 percent scored 18+.
These are low percentages, but one might expect as much given that the RSD Class of 2015 ACT composite was 16.6.
What is also noteworthy is the number of RSD seniors: 1065 for a district of 30,448 students.
Using the LDOE district enrollment counts for February 2015 and Williams’ ACT-New Orleans Recovery School District, ACT Outcomes, and Falling Through the Cracks | deutsch29:

Controversial psychologist found working at special ed schools | EdSource

Controversial psychologist found working at special ed schools | EdSource:

CONTROVERSIAL PSYCHOLOGIST FOUND WORKING AT SPECIAL ED SCHOOLS



He is among the nation’s leading believers in “aversive therapy,” in which students with behavior disorders are pinched, deprived of food and shocked with electricity to control their behavior. For more than 30 years, state attorneys generalU.S. congressmenand the U.N. Special Rapporteur on torture have alleged his methods violate the health, safety and educational rights of children with disabilities.
Now Matthew Israel has been tripped up by investigators at the California Department of Education for a seeming technicality: failing to submit school-employment paperwork.
Prompted by a citizen complaint, state investigators found that Israel is working as a behavior analyst or administrator for two Antioch special education schools run by his wife, Judy Weber-Israel, without being listed on the schools’ applications for state certification, as required by the California Education Code. Nor were the school districts that send students to the schools – including Antioch Unified, Oakland Unified, River Delta Unified and Mt. Diablo Unified – notified that Israel had been added to the roster of licensed staff, as required by the Education Code.
Upon closer inspection, investigators found that the schools, known as Tobinworld II and Tobinworld III, did not have records that proved Israel had cleared a U.S. Department of Justice criminal background check, held a valid license or credential or passed a tuberculosis test, as required by the Education Code.
The state investigation concluded that Matthew Israel is designing behavioral intervention plans and “is not qualified to do so.”
As a result of these failures, effective Aug. 24, the California Department of Education has suspended the certification of Tobinworld II and Tobinworld III, a status that prohibits the schools from accepting new referrals from school districts. The schools may continue to operate with their current students and the state has established a series of deadlines, starting with Sept. 16 and ending Dec. 31, for them to address noncompliance issues before their certification status is reconsidered.
Israel, who holds a Ph.D. in psychology from Harvard and well as a J.D. from Harvard Law School, was licensed in California as a psychologist in 1978, but his license expired in 1987. His job duties at Tobinworld II included designing special education behavioral intervention plans, which are strategies to encourage students to act appropriately. State regulations specify that such plans must be designed by staff members who hold a valid license to practice psychology or a related specialty, an appropriate teaching credential, or a Controversial psychologist found working at special ed schools | EdSource:

'Every Kid Is Money' New Orleans Post-Katrina Charter Schools Foster Unhelpful Competition - US News

New Orleans Post-Katrina Charter Schools Foster Unhelpful Competition - US News:

'Every Kid Is Money'

Principals see dollar signs instead of students in New Orleans' post-Katrina charter schools.








This week commemorates a grim anniversary. Ten years ago, Hurricane Katrina devastated New Orleans. It wiped out the entire public school system and cleared the way for what has become the nation's first fully charterized district. In the New Orleans Recovery School District, traditional neighborhood public schools are gone, replaced by privately run charter schools.
Compared to the pre-Katrina period, students' scores on state mandated tests are up and dropout rates are down. Based on these numbers, some commentators, including various Republican presidential candidates, are calling for the New Orleans model of education reform to be replicated elsewhere; however, there are important questions to be asked before any copycat efforts should be attempted.
One of these questions is explored in a report released earlier this year, which has been making waves in the education research community. Based on an award-winning dissertation by Huriya Jabbar, the report examines how school principals navigate the competitive waters of a charterized school district. Competition is the central premise upon which a system of school choice is built; such a system assumes that popular schools will be sought out by students and parents, while unpopular schools will either have to up their games and find ways to become more appealing to their clients or go out of business. The report examines the extent to which these concerns weigh on the minds of principals and how they respond to them.
The study shows that in all but one of the 30 randomly selected New Orleans schools, school leaders did view other schools as competitors. The principals understood competing for students as synonymous with competing for taxpayer money, as each student would bring additional money from local, state and federal sources. One principal quoted in the report explained, "Every kid is money," and another noted, "Enrollment runs the budget; the budget runs the enrollment."
Though the image of a principal with dollar signs in her eyes as she looks at students may be disturbing, the most disconcerting findings in the report were that principals did not respond to these competitive pressures in ways that might be good for students.
Only one-third of the schools responded to competition by trying to improve academics or instruction. In fact, principals in the so-called "failing" schools were even less likely than those in the "non-failing" schools to focus on strengthening the academic program and student learning.
In one-third of the schools, leaders admitted "matter-of-factly" that they engaged in strategies to screen and select their students, even though such practices were not permitted and all but two of the schools were expected to enroll any student who applies and is chosen for admission through random lottery. The "creaming and cropping" strategies principals used included deliberately courting more affluent families at special invite-only open houses, counseling out families whose children "might hurt their test scores," and not filling seats left empty by students not returning to school, either because they were pushed out or because they chose not to return.
The most common response to competition reported by leaders was to direct more money and resources into marketing efforts, including advertising and hiring brand consultants.
As media pundits and politicians commemorate the 10 year anniversary of Katrina, many will point to competition and choice as the drivers of improvement in New Orleans student outcomes. Though the validity of such claims remains disputed by educational researchers, it's clear that competition inspires school leaders to make different decisions about how they allocate funds and expend their time and energy.
These principals may not be acting in ways that policymakers would expect, but the question remains: Are they acting in ways that citizens will tolerate? Is it acceptable to spend tax dollars on slick advertising campaigns, or as Jabbar calls it, "glossification," at the expense ofNew Orleans Post-Katrina Charter Schools Foster Unhelpful Competition - US News:

Special Nite Cap: Catch Up on Today's Post 8/27/15 #SaveDyett


SPECIAL NITE CAP 

CORPORATE ED REFORM



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Special Nite Cap: Catch Up on Today's Post 8/26/15 #SaveDyett
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