tag:blogger.com,1999:blog-4026508841245042012024-03-13T13:20:05.290-05:00Red Jacket LadyOne person's quest to understand the Dallas School Board and DISDUnknownnoreply@blogger.comBlogger30125tag:blogger.com,1999:blog-402650884124504201.post-90973165392955824082016-05-23T22:46:00.000-05:002016-05-23T22:52:52.604-05:00FANTASTIC NEWS! Whitney Tilson & Diane Ravitch find common groundThe current struggle to provide an excellent education to all children reminds me of <a href="http://redjacketlady.blogspot.com/2015/05/the-epic-battle-in-education-is-about.html" target="_blank">making bricks without straw</a>. To further demoralize the situation, the two biggest groups working at the forefront seem to be constantly demonizing the other.<br />
<br />
UNTIL NOW.<br />
<br />
Two epic opponents are actually talking civilly and finding common ground!<br />
<br />
Longtime ed writer Jay Mathews <a href="https://www.washingtonpost.com/local/education/in-a-time-of-hate-two-education-enemies-find-agreement/2016/05/22/004f226c-1d27-11e6-9c81-4be1c14fb8c8_story.html" target="_blank">wrote this article</a> about it the Washington Post. It's a great article, worth the read. Mr. Mathews expressed affection for both proponents, and the hope springing out of his article is lovely. Here's what happened:<br />
<br />
Whitney Tilson, after recognizing that he and his nemisis Daine Ravitch shared the same views on other national topics, came to this realization:<br />
<br />
<blockquote class="tr_bq">
<i>How is it that two well-informed people can agree on so much in almost all areas, yet apparently disagree on so much in one area (ed reform)? Is it possible that we agree on more than we think?</i></blockquote>
<br />
So he thought about it, and emailed her a list of education topics he hoped they might potentially agree on. That email turned into two more, and turns out they both DO have more in common than they thought.<br />
<br />
THIS is how to be a great example to our students. This is how we find a workable path to sustainable solutions.<br />
<br />
Thank you, Mr. Tilson and Dr. Ravitch!!!<br />
<br />
They each posted all three email discussions as three separate posts on their websites. Below are links to the first one:<br />
<br />
<a href="https://dianeravitch.net/2016/04/25/whitney-tilson-and-i-exchange-views-on-education-reform-and-the-future/">https://dianeravitch.net/2016/04/25/whitney-tilson-and-i-exchange-views-on-education-reform-and-the-future/</a><br />
<br />
<a href="http://edreform.blogspot.com/2016/04/an-exchange-of-emails-with-diane_25.html">http://edreform.blogspot.com/2016/04/an-exchange-of-emails-with-diane_25.html</a><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-86829782835480700532016-04-13T23:15:00.002-05:002016-05-23T22:56:45.380-05:00I support Audrey Pinkerton for DISD Trustee! Why now?After years of intentionally not getting into the fray of politics, I've finally jumped in with both feet. I am an enthusiastic volunteer on the <a href="http://pinkerton4disd.org/" target="_blank" title="I endorse Audrey Pinkerton for the Dallas School Board!">Audrey Pinkerton Campaign</a>!<br />
<br />
What made me break my neutrality? Two things: The Imagine2020 eulogy at the March Board Briefing, and EducateDallas.<br />
<br />
I'll explain those, but first let me say that I think Audrey is a wonderful candidate. She was raised in DISD, raised her kids in DISD, has poured her time, talent and treasure into DISD - and she has a stellar resume. And, she thinks consensus is possible! Can you believe it? Heart, head and soul - the perfect candidate.<br />
<br />
Now back to my two epiphany moments:<br />
<br />
<h3>
</h3>
<h3>
The Imagine2020 Eulogy</h3>
<br />
You can view the full eulogy in the video. Starts at 1:37:53 and lasts until 2:42:00. It is delivered in the midst of the annual "how we are going to close the achievement gap" discussion, so the comments on Imagine2020 wander in and out.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ZNE0yWkZ54Q?t=1h37m53s" width="560"></iframe><br /></div>
<br />
<br />
So here's my beef with this. Nowhere did anyone acknowledge, "Wow, Bernadette - this is exactly what you warned us about" or " Gee, Joyce - maybe we shouldn't have been so hard on you." No acknowledgement whatsoever.<b> </b>It was instead, "You can have the greatest idea in the world, but if you can't execute it, it will fail" and idioms like that.<br />
<br />
To their credit, neither Ms. Nutall or Ms. Foreman said "I told you so." Instead, from Ms. Foreman to Sup. Dr. Hinojosa, regarding his decision to end Imagine2020:<br />
<blockquote class="tr_bq">
I think it's a great idea to look at programs, understand programs, and if they're not working, have the courage to get rid of them. Have the courage to get rid of them, because people pushed those programs... I appreciate that.</blockquote>
In the last few years, the only Trustee who ever seemed to take Ms. Foreman and Ms. Nutall seriously was Elizabeth Jones. Once she began to listen to them, she immediately began to be marginalized by the very groups who funded her campaign.<br />
<br />
After watching Board meetings for seven years, I am fed up with seeing the South Dallas Trustees demonized and ignored over and over and over.<br />
<br />
How can you close the <a href="http://redjacketlady.blogspot.com/2013/02/its-not-just-problem-way-off-in.html#gap" target="_blank">achievement gap</a> between white and black students when you intentionally ignore black Trustees? You can't.<br />
<br />
Audrey Pinkerton wants to work for consensus. Her opponent has big cash donations from some who expect him to play by the 5-vote rule<span style="color: magenta;">*</span>. Which leads me to...<br />
<br />
<h3>
</h3>
<h3>
EducateDallas PAC</h3>
<br />
EducateDallas PAC is supported by the Dallas Regional Chamber and some of their members. It was created with the mission to work "to elect high-quality candidates to the Dallas ISD Board of Trustees." <i>(from their website 4-13-16)</i><br />
<br />
Educate Dallas didn't even wait until the deadline for candidates to register passed before beginning their endorsement process. Could it be because they'd already groomed and lined up their own candidates<i>?</i> I think so.<i></i><br />
<br />
That was frustrating to learn. But what really set me off, what made me deeply, deeply angry was this: Right off the bat, the endorsement committee asked Audrey Pinkerton: So, is it true you lobbied for Joyce Foreman to be Board President?<br />
<br />
<i>(me) - REALLY?! With the needs our students have, <u>that's</u> your question?!</i><br />
<br />
Where are the grown ups in the room?!!!<br />
<br />
<span style="color: magenta;">*</span>Every big decision that comes to the board is preordained to pass because nothing comes before the board unless there are already 5 votes for it. So everything gets rubber stamped. Groups who lobby the board spend their time counting up to five. Nobody cares - not in a real way - about consensus, or finding common goals, or actually listening to the Cassandra voice of dissent. And kids make negative progress. And 2/3 of our teachers leave. And $96M is wasted on failed programs.<br />
<br />
<b>I can't be neutral anymore.</b><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-41809346994164998712015-10-22T16:28:00.002-05:002015-10-23T00:53:13.863-05:00Presenting the "Bring It Back in May" POV on the radio!<br />
<i>UPDATE: What a pleasure it was to be a part of the program! The tone was
civil throughout, there were lots of good questions asked, and good
information was exchanged. </i><br />
<i><br /></i>
<i>The whole thing is being re-broadcast Friday from 2:00-4:00p. Super easy to tune in! Just click the link below. The radio station's stream autoloads with the page.</i><br />
<i>___________________</i><br />
<br />
Super excited! (And also terrified.) I've been invited to share the "Vote No" point-of-view on a local radio show tonight. It will be my first radio program!<br />
<br />
The program is The Queen of Community Conversation on ThaAfterPartyRadio.com. The host of the program is Claudia Fowler.<br />
<br />
Dr. Lew Blackburn, DISD Trustee for District 5, will be representing the "Vote Yes" side. It's a call-in program, so get those questions ready!<br />
<br />
Here's the link, and the live stream of the radio station will auto-load when you get there:<br />
<br />
<h3>
<a href="http://thaafterparty.com/artist/queen-of-community-convo/" target="_blank">http://thaafterparty.com/artist/queen-of-community-convo/</a></h3>
<br />
<br />
Link to my info site where I have docs posted: <a href="http://disdbond2015.com/" target="_blank"> DISDBond2015.com</a><br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-75486455661205651932015-10-21T07:30:00.000-05:002015-10-21T07:30:02.006-05:00Everything in this bond is subject to change - including taxes<h3>
Balloon payments.</h3>
<div>
That's the lynch-pin of the <a href="http://www.dallasisd.org/cms/lib/TX01001475/Centricity/Domain/13988/taxrateanalysis.pdf" target="_blank">new bond tax plan</a> that Dallas ISD has posted on their site (as of 10/6/15) as the tax plan for the proposed DISD Bond coming before the voters Nov 3. </div>
<h3>
Balloon payments. <i>Really?!!!</i></h3>
<div>
Yes. This is a great example of what's wrong with this Bond. There is no dependable plan. Balloon payments was not the repayment plan that was presented to the Board when they voted to put the DISD Bond on the ballot. </div>
<div>
<br /></div>
<div>
The plan the Board saw depended upon property values appreciated 6%-7% every year for the next five years. Big problems with that assumption - ask any real estate agent you know (or <a href="http://disdbond2015.com/taxes-will-they-go-up-or-not/" target="_blank" title="Old DISD Bond tax plan, the one the Board of Trustees was given">see this article on my other site</a>.)<br />
<br />
I guess this plan is suppose to be an improvement to that one. I certainly keeps payments within the current tax rate... until the balloon is due! Just how big is that balloon payment?!<br />
<h3>
$800 Million. That's the total of the balloon payments.</h3>
Good grief. <br />
<br />
But why am I getting worked up about this? The plan will surely change. Maybe before the election, maybe after. After all, EVERYTHING in this Bond is subject to change.<br />
<br />
And because really, <b><i>balloon payments?! </i></b><br />
<br />
<b>For more info, charts, and a wonderful quote explaining it all, <a href="http://disdbond2015.com/the-dope-on-the-tax/" target="_blank">see the TAX page on my bond info website.</a></b></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-70318825390163968362015-10-19T15:30:00.000-05:002015-10-19T10:43:59.867-05:00WP Article: "The education-reform movement is too white to do any good"Not a politically correct title. <b>Read it anyway. </b><br />
<br />
Excellent essay that explains clearly why we should partner with communities BEFORE planning changes. Positive long-term change comes from <i>partnering with</i> a community instead of <i>doing unto</i> a community.<br />
<br />
<h3>
"The education-reform movement is too white to do any good" from The Washington Post.<br /><a href="http://wapo.st/T879Pz">http://wapo.st/T879Pz</a></h3>
<div>
<br />
<br />
Reminds me of this empassioned plea from Trustee Nutall when the bond plan was being presented at the Board Meeting on June 25, 2015.<br />
<br />
<i>[After listing a lot of school and community groups that have been actively meeting about how to address needs at their schools. Video time-stamp 139:25]</i><br />
<blockquote class="tr_bq">
“The community has been meeting… So when you say you are going to go back to the community and see what the community wants, there are already [groups]… that are meeting with parents.. that are talking about solutions… I don’t see that in this plan. I see us putting here, like you keep saying ‘We’re gonna go to the community,’ and I’m telling you – meet with the people that are meeting now. And they will tell you the vision that they have for their children. </blockquote>
<blockquote class="tr_bq">
Include them in this. I’m asking you that as a Trustee… this ‘parental leadership’ style is killing me, telling us what’s best for us when we can tell you solutions to our problems. Include us in that solution! <i>[Lists schools and groups in South Dallas and Pleasant Grove.]</i> </blockquote>
<blockquote class="tr_bq">
I’m just asking the administration to sit with them, and talk and listen. Don’t come and bring something and say ‘This is what’s best for you.’ And we can work together on a solution, for our children.”</blockquote>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-75389130136898475632015-10-19T09:48:00.000-05:002015-10-19T10:21:15.738-05:00Enlightening read on DMN about what the DISD bond is and is notDallas Morning News reporter Tawnell D. Hobbs did an article 10/17 titled <a href="http://www.dallasnews.com/news/education/headlines/20151017-disd-bond-proposal-pits-needed-repairs-against-new-schools.ece" target="_blank">"Dallas ISD bond proposal pits needed repairs against new schools".</a><br />
<br />
My comments on four points:<br />
<br />
<h4>
1) Quote from Wanda Paul, DISD Operation Chief: <br /><i>"At the end of the day, it should be about what's best for the kids"</i></h4>
Yes, it should. So... whose kids and how many is she talking about? I have <a href="http://disdbond2015.com/documents-about-the-dallas-isd-bond-2015/" target="_blank" title="Documents from the Future Facilities Task Force">yet to find</a> where the FFTF looked at hard numbers about how many kids will benefit from their current plan versus fixing the top needs on the Parsons facility condition report.<br />
<br />
Same for school choice: how many kids does the current plans serve vs how many kids could be served by expanding current choice programs <i>with the same amount of money? </i> Keep in mind, new programs will start with just one grade level, where as expanding a current program can mean opening slots at multiple grade levels.<br />
<br />
Who knows? Not in the FFTF meeting notes because there aren't any. :(<br />
<br />
<h4>
2) Regarding Rosemont, one of the nine new schools on the list:<br />One of the Rosemont Elementary buildings would be replaced even though it’s listed in “good” condition in a district report.</h4>
<div>
Literally, over half the schools in DISD are in worse shape than this one. In the June 25th Board meeting, everyone is surprised to see Rosemont on the list. Trustee Cowan asked, "Why Rosemont?"* FFTF Co-Chair Craig Reynolds cited 2002 facility condition info, totally ignoring the 2013 info from the Parsons report. What?! </div>
<div>
<br /></div>
<div>
I've been told by an FFTF member that the committee as a whole never discussed Rosemont or voted on it. For that matter,<b><i> the FFTF committee never voted on any part of the FFTF plan. </i></b> </div>
<div>
<br /></div>
<div>
I've made an open records request about docs supporting Mr. Reynolds' statements, so will post it here and at my <a href="http://disdbond2015.com/" target="_blank">DISD Bond Info blog</a> when I get it.</div>
<div>
<br /></div>
<h4>
<b>3) Quote from Trustee Cowan: </b>“But I ask those people who are just focused on ‘choice’ to look at other things — the additions, the HVAC, the roofs, the cafeteria expansions, the CTE [career and technical education] program. It’s not just the past regime."</h4>
Would be nice, but what he just listed is NOT what the bulk of the money is going toward. Only $500M of the $1.6B is earmarked for that, and there is <b>need of $2B </b><i><b>just for existing facilities</b> (as noted in the article.)</i><br />
<br />
<h4>
4) Quote from Trustee Bingham:<br /> “If we don’t do the bond election in November, then those needs are just going to keep multiplying.”</h4>
<i>Has she read the bond proposal?! </i> The majority of funds are going to new things, not existing needs. A lot of existing needs will <u>still</u> keep multiplying under the existing plan! :( :( :(<br />
<br />
<br />
<div>
<i>* See the video from Board of Trustees meeting, time-stamp 145:13</i></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-71961243988635395832015-10-18T17:44:00.000-05:002015-10-18T20:09:55.211-05:00Best statement yet about why to vote NO for the DISD Bond in November.I love this quote from Bill Betzen, webmaster at <a href="http://www.dallasisd2016bond.com/" target="_blank">http://www.dallasisd2016bond.com/</a><br />
<br />
<blockquote class="tr_bq">
There is no doubt whatsoever that a bond election of $1.6 billion is urgently needed. The problem with this 2015 Bond Plan is that too much of the money is being spent on low-priority needs that then leave much more urgent needs unmet. <b>More students should be benefiting</b> from this plan without spending more money. That is not happening. <b>This plan came from a void, meetings with no minutes, ideas with no named source</b> for the ideas. Transparency & public involvement is missing!<br />
<br />
<em>Bill Betzen, via DMN comment 10/18/15 (emphasis mine)</em></blockquote>
<br />
Sum up: We need a bond. This ain't it. Vote NO and tell them to bring a better plan back in May.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-30654104317397364232015-10-09T14:45:00.002-05:002015-10-13T23:47:44.501-05:00What the 2015 bond is & is notThe more I learn about the Dallas ISD bond proposal, the more uncomfortable I become with it. The process and final product are very different than the last bond in 2008. What this bond is not:<br />
<ul>
<li>This is not a bond whose priority is to bring the facility experience for all students up to an acceptable level (a goal of the 2008 bond.) </li>
<li>This is not a bond that prioritizes fixing what we already have (it does not align with the district-wide <a href="http://www.dallasisd.org/cms/lib/TX01001475/Centricity/Domain/1/ParsonsReport.pdf" target="_blank">Facility Condition Index report</a> done by the Parsons engineering firm in 2013). </li>
<li>This is not a bond that had any meaningful input in the planning process from community groups that I can find - or for that matter, really any group outside the Administration. It looks like the Future Facilities Task Force got 100% of their info from the administration, and community meetings didn't start happening until the Administration was done with the plan. (No minutes were kept for the FFTF, and the committee never voted on the plan that was presented to the Board in June.)</li>
</ul>
<br />
So if that is what the bond is not... <b>what IS the bond?</b><br />
<br />
This bond is <b>a check for $1.7B handed to DISD with no strings attached</b> other than what the state requires for bonds.<br />
<ul>
<li>The list of new schools and improvements is marked Proposed and is 100% subject to change. </li>
<li>The Board has not voted on any plan associated with the bond.</li>
</ul>
If you think handing DISD a check with no strings attached is a good idea, then by all means vote for the bond. But if you don't, then vote NO. <b>Tell them to do it right and bring it back in May!</b><br />
<br />
<i>(And about that "it will not raise our taxes" claim... <b>there are strings attached to that one. </b> More on that later...)</i><b> </b>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-19635506750770117632015-05-15T02:10:00.000-05:002015-05-15T12:06:29.342-05:00Communities & PrincipalsThere is a struggle going on in DISD right now with the Rosemont community trying to keep their principal from being fired. The Rosemont parents have no illusions on their chances of success - many other popular principals of campuses with good-to-great state ratings have been fired over the last couple of years regardless of how large the community response was. <br />
<br />
In 2013, three of the four principals Dallas Morning News had deemed "Super Principals" were let go. One of them was Sunset's principal, the high school in Rosemont's feeder pattern. I remember parents in the Sunset community being completely blindsided by the decision. Sunset had made so many gains during his tenure.<br />
<br />
<i>(Read the story here:</i><br />
<i><a href="http://dallasmorningviewsblog.dallasnews.com/2013/08/three-of-our-four-annointed-super-principals-have-been-drummed-out-of-disd.html/">http://dallasmorningviewsblog.dallasnews.com/2013/08/three-of-our-four-annointed-super-principals-have-been-drummed-out-of-disd.html/</a> )</i><br />
<br />
Each year there are more. Communities come to Board meetings to protest, but to my knowledge, there has never been a reversal of the decision, except for the very recent case of the <a href="http://educationblog.dallasnews.com/2015/05/franklin-middle-school-principal-is-back-on-the-job.html/" target="_blank">Franklin Middle School principal</a>.<br />
<br />
The stated goal of the Administration is to create a politics-free principal evaluation system that gets rid of promotion via cronyism and glad-handing. I think most agree with that goal 100%. I know I do! But... there's always a big but, right? But, what if the system doesn't measure what we think it measures?<br />
<br />
As one parent said to me, maybe the system "replaced external politics with internal."<br />
<br />
I have no "inside track", so I am just guessing here based on what I hear at Board meetings: I wonder if the firing offense for some principals is push-back over teacher observation and evaluation requirements? It seems to have been an issue in the Franklin case (link above). I also found <a href="http://educationblog.dallasnews.com/2013/08/former-dallas-isd-principal-thanks-staff-for-good-showing-in-state-performance-ratings-says-she-was-told-her-methods-were-no-longer-effective.html/" target="_blank">this article</a> with a letter from one of the Super Principals to her staff in 2013. The LOLs, DOLs, and MRSs are references to required teacher instructional techniques. See more <a href="http://www.dallasisd.org/domain/7004" target="_blank">about that here</a>.<br />
<br />
It's hard to know what is going on. It's also hard to watch yet another community be blind-sided.<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-34786200169438107012015-05-11T08:30:00.000-05:002015-05-15T12:13:42.707-05:00The Epic Battle in Education is about making bricks without strawThere are two titanic forces battling over the future of American public education today. I'm sure there are official names, but I affectionately call them...<br />
<br />
<h3 style="text-align: center;">
Qualifiers vs Quantifiers</h3>
<br />
This is a shameful oversimplification, but here are the two sides:<br />
<br />
<b>Qualifiers:</b><br />
Qualifications matter. This group includes teacher unions, anti-standardized testing activists, liberal arts proponents, the highly-educated "old guard" in the education landscape. Beloved Sage, Diane Ravitch. <br />
<br />
<b>Quantifiers:</b><br />
Quantification matters. This group includes Teach for America donors, charter school donors, benchmarking proponents, STEM champions, the Reform movement in education. Fearless Advocate, Whitney Tilson.<br />
<br />
There are so many differences between the two warring sides, that it's easy to forget <b>they both care deeply about the same thing:</b> Making sure every child in America has the opportunity to get the education he or she needs. Both groups set that "need" bar pretty high, and they both see education as the best ticket out of poverty for a disadvantaged student.<br />
<br />
It's important to remember this core value commonality because each often accuses the other of exploiting the educational needs of poor kids out of greed. Like the Democrats and Republicans, to an outsider it seems they go out of their way to be against anything the other side is for. There are many ideological differences between the two, but to me it seems the core conflict is in the answer to this question: <br />
<br />
<b>Can a single teacher can be good enough to make sure every student in the classroom gets a good education?</b><br />
<br />
<b>Qualifiers say No. </b> A good teacher can reach many, and a great teacher even more, but no teacher can guide every child to success because some things are simply out of the teacher's control. Students (with their parents/guardians) must also take responsibility for their own education. Plus, to expect teachers to be the primary weapon in the war against poverty is unrealistic, especially with classroom sizes getting bigger and funding getting smaller.<br />
<br />
<b>Quantifiers say Yes.</b> If it can be measured, it can be improved. Just because something is not being measured doesn't mean it can't be measured, so a measurement needs to be found. With enough information, data-based training, and effort a teacher can find a way to reach every child in the classroom. Effective teaching is more important to student achievement than any other factor, including (to some extent) class size and funding.<br />
<br />
The conflict of these two opposing assumptions is behind almost all of the clashes between the Qualifiers and the Quantifiers.<br />
<br />
It reminds me of the Old Testament story about the Isrealite slaves who were required to make bricks with no straw, a necessary binding ingredient. I imagine arguments between the distressed people may have gone something like this...<br />
<br />
<i>1 - That's impossible! We can't do it.</i><br />
<br />
2 - We have to do it. We don't have a choice. We have to find a way.<br />
<br />
<i>1 - We're being set up for failure. We're going to make a lot of bricks that are not going to be good enough, because we don't have the ingredients we need to get the results demanded.</i><br />
<br />
2 - Very bad things will happen if we don't deliver all the bricks. Yes, it seems impossible, but we have to try anyway. And who knows, maybe we'll succeed. There is ZERO chance of succeeding if we don't try.<br />
<br />
<i>1 - What?! Are we suppose to create straw out of thin air with wishful thinking? Bricks are made with clay and straw. We have NO straw. Trying to make bricks without it is stupid.</i><br />
<br />
2 - Giving up is cowardice!<br />
<br />
<i>1 - Look, let's go scavenge our own straw. We can at least make some of the bricks properly.</i><br />
<br />
2 - That's a huge amount of time and effort for not enough bricks. That doesn't get our quota met. <br />
<br />
<i>1 - No, but the bricks we make will be up to specs. </i><br />
<br />
2 - Look, we have clay. Let's do some tests on different ways to make clay-only bricks. If we approach this methodically, we can find a way to get the quota met with what we have.<br />
<i><br /></i>
<i>1 - Talk about a huge waste of time! We need straw, we aren't being given it, so we go find it ourselves and make what we can. </i><br />
<br />
2 - That's not good enough! We have make quota!<br />
<br />
<i>1 - The quota's impossible! We can't do it!</i><br />
<i><br /></i>
2 - We have to do it! We don't have a choice! We have to find a way!...<br />
<br />
<br />
... and so it goes, around and around and around.<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-84384065017664083642013-08-19T13:08:00.000-05:002016-04-14T00:54:04.987-05:00Breakfast in the Classroom comes to DISD students!I was so happy to see this video show up in my YouTube feed!<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/XPQVsPiyt28?rel=0" width="420"></iframe>
<br />
Remember all those studies you hear about around this time of year that talk about why breakfast is the most important meal of the day? This program takes the science seriously, and puts our money where our mouth is. ;)<br />
<br />
Teachers and school staff are naturally wary of any program that brings a potential mess into the classroom, and takes time away from instruction. But most teachers in other districts who do this say that the trade off of time is worth it because the students can concentrate better and fidget less.<br />
<br />
Quick side note: Ms. Dora Rivas, who is the DISD Director of food services, managed one of the first (and maybe THE first) Breakfast in the Classroom programs when she was the food services director in Brownsville, Texas. <a href="http://beyondbreakfast.org/breakfast-classroom-chat-dora-rivas-dallas-isd/" target="_blank">Read more about that here.</a> I am very glad we have her launching and expanding the program here in Dallas!<br />
<br />
Big thanks, too, to <a href="http://www.dallasisd.org/Page/655" target="_blank"><b>Trustee Dan Micciche </b></a>who has been lobbying for this program to be expanded in DISD since 2012.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-85856094229760640822013-02-10T23:44:00.002-06:002016-04-13T22:18:45.679-05:00It's not just a problem Congress has...It's Sunday, so here is a Sunday School lesson for us.<br />
<br />
"Whatever you do in the little things, you're going to do in the big things." (paraphrase of Luke 16:10.)<br />
<br />
It's interesting to contemplate this in light of our recent national troubles. If the national savings rate of the average American was <i>negative 1%</i> before the recession, why does it surprise us when we learn the recession was caused by our banks being bad with money?<br />
<br />
If friends on Facebook block each other because of statements like "I can't see how anyone can be a Christian and be a [Republican/Democrat]", they why are we surprised when Congress can't agree on anything?<br />
<br />
If we don't want to spend the extra money to buy American - whether it's a gadget or a new roof or the clothes we wear - then why are we surprised when our manufacturing jobs go away?<br />
<br />
I can't even count the number of times I heard in the last election cycle the idea that the average voter doesn't have any power. Super PAC's, big business, and banks - they have all the power.<br />
<br />
No way. <b>We "little people" can't let ourselves off the hook that easy.</b> No super PAC casts your vote for you. We endorse all kinds of businesses and what they stand for every time we spend our money. We can't negotiate any changes <i><u>at all</u></i> on a credit card agreement - including the option for the bank to change terms anytime on a whim - but we sign up for it anyway. What does <i>that</i> say to banks?<br />
<br />
Each one of us is just one anonymous person... but what we do matters.<br />
<br />
<a href="https://www.blogger.com/null" name="gap"></a>Stop looking for Superman to save you. Stop looking for the guys on the top to change the world for you. It starts with you. <u>You</u> change first.<br />
<br />
<b>Be the type of person you want your elected officials to be.</b><br />
<br />
APPLICATION FOR EDUCATION<br />
<br />
<i>You consider yourself a Ed Reformer?</i> <br />
<a name='more'></a>If you've ever read "Diane Ravitch sold out to unions" and use that rational to totally ignore any point she might make, don't be surprised if testing goes up, the achievement gaps get wider, and voters get even less input into how their local schools are run. <br />
<br />
<i>Consider yourself pro-Public Ed?</i> <br />
If you've ever read "Charter schools are all about money" or "Charter schools succeed because they kick out the kids who don't", and use that rational to totally ignore any successful innovations they may have made, don't be surprised if funding for public education goes out the window and voters get even less input into how their local schools are run.<br />
<br />
Notice how when we ignore the "other side's" point of view, we voters get screwed? We bring it on ourselves when we pick sides like children in schoolyard gangs.<br />
<br />
Take the time to consider an opposing view occassionally, with grace and patience. Take the time to assess and admit the shortcomings of the views you hold yourself. And then, take the time to let your elected official know what you think is GOOD.<br />
<br />
<b>Again... <b>Be the type of person you want your elected officials to be.</b></b><br />
<b></b><br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-16281321852515426532012-11-08T13:42:00.001-06:002012-11-08T13:43:00.032-06:00Great report on the dedication of Zan Wesley Holmes, Jr. Middle SchoolDISD Trustee Carla Ranger wrote a wonderful report about the official dedication for the new Zan Wesley Holmes, Jr. Middle School. It was one of those rare moments when students could meet living history - Rev. Zan Wesley Holmes, Jr. himself!<br />
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<a href="http://carlaranger.blogspot.com/2012/10/zan-wesley-holmes-jr-middle-school_26.html" target="_blank">Click here to see Ms. Ranger's report and pictures.</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-85399389864480901982012-10-01T20:34:00.001-05:002012-10-02T09:30:52.737-05:00Student Accountability vs. Teacher AccountabilityAs adults, we see it pretty clearly. We get it. Kids need to value their education. They need to take responsibility for it. They need to be held accountable for their actions when they create big problems that get in the way of other kids getting to learn.<br />
<br />
We get it because we as adults can see the value of owning your own education. The flip side of that is people who aren't adults just don't always see it.<br />
<br />
An impassioned speaker at September's Board Meeting pointed out that in all the debate about teacher accountability, discussion about student accountability was being lost. (You can see the Board Meeting and all of the speakers <a href="http://sire.dallasisd.org/sirepub/mtgviewer.aspx?meetid=518&doctype=AGENDA" target="_blank">at this link</a>. The speaker reminded the audience that the famous 1989 movie "<a href="http://en.wikipedia.org/wiki/Lean_on_Me_%28film%29" target="_blank">Lean on Me</a>" was based on a true story, and that the story had at its heart student accountability. So why isn't student accountability being talked about more today?<br />
<br />
That's a good question. I suspect it's not due to a lack of desire for it. I think it's because it's hard to tackle from a policy standpoint. <br />
<br />
You can kick a kid out of school for certain felonies. But you can’t kick a kid out of school for being a bad student. In 2012, the law doesn’t let you.<br />
<br />
<i>(Well... you can't if you are a public school; you can if you are a charter school or private school. But that's a discussion for a different post!) </i><br />
<br />
Bottom line, we want to educate our kids. We want them to succeed. We try to craft our laws to reflect that. We are still working out how to do that. <br />
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The National law and the State law require that schools graduate a high percentage of students. At the same time, the law doesn’t want schools giving valueless diplomas. The graduation can only happen when the student has mastered a wide variety of academic knowledge and skills. Testing is how we determine that. It's far from a perfect measure. It's all we have today.<br />
<br />
We the public really want the law to work. We don’t want to see kids flunk out or drop out or be kicked out. We care about our kids. We also know that those who drop out of school or get kicked out usually end up in crime or on the streets. That's bad for everyone.<br />
<br />
The reason urban superintendents, principals and other administrators go from school to school, from district to district, and don't stay long in one place is that nobody has figured out how to meet the high standard of the law for every student. We’ve had almost thirty years of trying to make administrators get us there. They've taken us part of the way, but they can't get us all the way.<br />
<br />
So, now the pressure is on the teachers.<br />
<br />
It's either pressure on the teachers, the parents, or the students. Parents can and should be held accountable, but we want all kids educated, even the ones who's parents never step foot on campus. <i>(Some of those parents were the ones who dropped out twenty years ago. Break the cycle or continue it?)</i> So, between teachers and students... Which is easier to hold accountable - the adults who understand the how much rides on education, or the kids who don't?<br />
<br />
If you want to kick kids out of school, you raise your dropout rate and risk running afoul of the law. If you don’t keep your dropout rates low - or at least keep making progress - the school may have to fire everyone in it and re-staff. Plus, the kids you kick out will probably end up in jail, homeless or on drugs – or all of that.<br />
<br />
If you keep problem kids in school, you can put them in a special, personalized program. Behavior and academic problems are sometimes symptoms of deeper issues. DISD use to have more special programs for problem students. <br />
<br />
Very sadly, some of those excellent programs were shut down in the huge budget cutback of 2011. There were many reasons for it, all of them financial and legal. The State massively cut funding that was used for some of the programs, the general school budgets were cut, and there was a crack down on DISD to better prove equal funding between Title I schools in order to retain Federal funds. <br />
<br />
Dallas spends about $9,250 per student per year. <i>(It use to be over $11,000.) </i>The cost of maintaining some of the special programs for problem students exceeded $20,000 per student per year. That’s why they got cut, even though they worked.<br />
<br />
No more money is coming down the pike. Administrators will keep trying new things, but years later. trickle-down change is still slow. Teachers are getting the pressure to fix the system because others have tried and failed. Tying a teacher’s evaluation to the students’ test scores is the only way that government knows how to do that. Measuring test scores is all the government knows how to do in order to determine if the diploma a student is earning is worth the title.<br />
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<div class="MsoNormal">
For that matter, everything else IS measured in test scores. <span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Superintendent Myles’ success will be measured by test results.<span style="mso-spacerun: yes;"> </span>The Board
of Trustees’ success is always measured by test results.<span style="mso-spacerun: yes;"> </span>The new Executive Directors will be measured
by test results.<span style="mso-spacerun: yes;"> Even principals will be measured by test results, if rumors about the new principal evaluation system pan out. </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"><br /></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Put yourself in their
shoes.<span style="mso-spacerun: yes;"> </span>From the point of view of the
Administration, everyone else is being measured by student test results – why should
the teachers, the ones who teach the students, be exempt?</span></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Maybe <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">teachers</i></b> will be the ones
to finally find a better way to measure student success.<span style="mso-spacerun: yes;"> </span>I hope so!<span style="mso-spacerun: yes;"> Otherwise, we're stuck with test scores.</span></span></div>
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<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-9273465769906428412012-06-26T21:42:00.000-05:002012-10-01T20:39:29.409-05:00Everybody wants change, but nobody trusts it - especially if a big salary is attachedThe faces at 3700 Ross have come and gone over the years, but the people in the community who watch DISD
tend to stay the same. I point this out because it helps explain the chronic suspicion around the place. What looks like a new
idea to a new superintendent looks like a repackaged old idea to community members. It's neither fair nor
unfair. It's just the way it is.<br />
<br />
So, it was no surprise to me when a friend asked, "Why is DISD bringing in a Communications Director at <a href="http://educationblog.dallasnews.com/2012/06/how-dallas-isds-communication-chiefs-185000-salary-stacks-up.html/" target="_blank" title="DMN blog article on the topic">twice the salary</a> of her prior position?"
I don't know anything about that hire or about that particular situation at all. I <u><i>can</i></u> say that there's been countless variations on that question asked at Board Briefings and Board Meetings over the last few years.<br />
<br />
The Dallas "public" is always suspicious of large DISD admin salaries. This is because, in part, the high profile
faces come and go, and yet the school system keeps chugging along "just the same". The average voter doesn't know what the specific
impacts of the highly paid individuals are. How can the voter measure the value of what they don't know? Easy. They don't.<br />
<a name='more'></a><br />
<br />
The DISD teachers are suspicious because they are constantly being asked to adapt to changes being
constantly dictated from highly paid administrators. From their perspective, every time a new director comes in somewhere up the chain of
command, or a principal is changed out
(which happens often on many campuses) systems change as the new administrator "does things their way". The
constant change is overall demoralizing; the message being communicated is that the teachers' work is
never good enough, that it never quite measures up.<br />
<br />
To be fair, it should be pointed out that administrators push for change
because they have been brought in specifically to change the <i>status quo</i>. Administrators are constantly under pressure to find that "magic bullet". Added to that, many administrator positions require the person to be master of a wide variety of skills that
don't necessarily have anything in common. The public sector generally believes that a good business manager could go into education and still
be a good manager, the reality is that there is a lot to education that business never has to deal with.<br />
<br />
Education has more similarly to government agencies than it does to business entities. There are
literally thousands of requirements from state and federal agencies that a public education organization
has to comply with and operate under.
All this makes for a system that is both very rigid (from regulatory perspective) and constantly fluid
(frequent changes mentioned earlier). The constant message from society is that DISD is not good enough, so
everyone in the system who feels like they are working hard and doing well naturally look to the other groups in the system as the source of "trouble."<br />
<br />
What does this have to do with salaries?
Well, lots of change and lots of not knowing what is really being done creates a lot of distrust. Salaries are always a particularly hot topic because no one knows how to tell if we are getting out money's worth.<br />
<br />
Everyone understands the principle of "you get what you pay for." But we are at a hard spot in K-12
education. It is not what we want it to be, and yet it <u><i>is</i></u> improving and adapting. We are educating our
children for jobs that don't exist yet. How do you measure success for a moving target?<br />
<br />
As for Dallas ISD, the best thing Mr. Miles can do to build public trust in his expensive personnel decisions is to tell the public
exactly what he is expecting from each appointment. In other words, tell us what we are suppose to be
getting for our money. If the public can see the targets met, the price tag will seem justified ("you get what
you pay for"). Conversely, if the targets are not met, the public needs to see Mr. Miles protect their
investment in the position and fill it with someone else who can perform to that pay scale.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-80752345396953499892012-02-11T19:08:00.001-06:002012-10-01T20:40:16.137-05:00Gracious response from Trustee, more thoughts on communication with parentsI got a very nice phone call from DISD Trustee Ms. Bernadette Nutall in response <a href="http://www.savedisd.com/images/pdfs/blue-ribbon-school-tragedy.pdf" target="_blank">a letter I wrote</a> to the Board. She reminded me that she has been calling attention to the possible school closings in her district since March 2011. In fact, she had her first community meeting with constituents in her district that month. She had more in Fall 2011, and had community members coming to one of the Fall Board meetings to speak against the school closing because of them. (I remember this, but don't remember which one it was. I can look that up if anyone wants to know.)<br />
<br />
She went on to remind me (I remember this, too) that she asked that all bond projects in District 9 (her district) be put on hold until the school closing issue was decided. She did not want to spend money on schools that were ultimately going to be shuttered, even if the money came from the bond budget and not the General Operating fund budget (the one the cuts are having to come from).<br />
<br />
She is right. The issue of schools closing is not new, and both her and Mr. Cowan (District 7) have brought up the topic in Board Briefings on multiple occasions. I am glad she reminded me of that, and that is why I am posting her response here. This needs to be acknowledged.<br />
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It also highlights, though, that the current system of communication with parents is still very hard to manage. Ms. Nutall, who has a full-time job and young children, spent a great deal of time organizing and attending meetings to give her community a heads up so they would not all be blind-sided by the school closing issue. In spite of all her work and sacrifice, there still were many who <u><i>were</i></u> surprised. This bothers me. Her effort and dedication were spot on - that inspires me! What bothers me is that although she worked the system as hard as she could, the system still failed for some people.<br />
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I hear that "Good Communicator" is the #1 attribute the public wants in a new Superintendent. This bother me, too. (Aren't I hard-to-please today? Sorry.) This bothers me because here we are again "waiting for Superman." We have serious systemic problems, and we need to change the system.<br />
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In <a href="http://redjacketlady.blogspot.com/2010/04/add-delegate-to-disd-board-briefings-as.html" target="_blank">one of my first posts</a>, I suggested that the ultimate solutions to communication will need to come from the community. In my letter, I suggested the Board needed to find the solution. Maybe the real answer lies in both.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-12339332472833572212012-02-04T11:20:00.000-06:002012-02-04T11:20:47.975-06:00Speakers at the January School Board meetingDallas ISD is very good about webcasting all the Board Meetings and Board Briefings, even the ones that are controversial. This meeting is no exception. My thanks to DISD for being very faithful in that.<br />
<br />
Below are highlight clips from the Speakers at that meeting. I went through the webcast and pulled at least a snippet from every speaker speaking to the agenda item of closing the 11 schools. Considering <a href="http://redjacketlady.blogspot.com/2012/02/blue-ribbon-school-tragedy.html">the vote outcome</a>, the silver lining in the whole evening was the first speaker, Vince Murchinson. Mr. Murchinson has been a dedicated supporter of J.L. Long Middle School for a few years now. He leads a very active SBDM committee there (SBDM = Site Based Decision Making). They are a fantastic example of effective community support that makes a measurable difference in a public school.<br />
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Here is the first set of speakers, with some of Mr. Murchinson's very nice speech.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/fSY1iC5PH9E" width="420"></iframe><br />
<br />
This set starts out with the events that led to the School Board President stopping the public speaking, tossing out a speaker, and moving the meeting to the private Board Briefing room. His decision is being brought under scrutiny. I don't know much about that, but for those who are interested, it's in this clip.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/YXY1c4cRz40" width="420"></iframe>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-18466998880159258292012-02-01T22:47:00.000-06:002012-02-01T22:47:41.772-06:00The Blue Ribbon School TragedyI am so heartsick over the fate of Bonham Elementary, one of DISD's few Blue Ribbon Schools. For those who don't know, last Thursday the Dallas School Board voted to close and consolidate 11 schools. Among them was James B. Bonham Elementary. Here is a <a href="http://www.dallasnews.com/news/education/headlines/20100924-Dallas-James-B-Bonham-1732.ece" target="_blank">report on Bonham's award</a> by the Dallas Morning News. I guess this means the National Title I Distinguished Schools award isn't going to come through. I mean, if there's no school to give it to... <br />
<br />
For the last few months, there has been a big campaign from the communities of many of the 11 schools to oppose the school closings. Many petitions with hundreds of signatures were turned into the Board last Thursday for many of the schools. <br />
<br />
But Bonham and its community was the leader of them all. With it's national recognition, academic successes, and consistent community support, surely the Board would look at other options? As one Trustee says often, our outdated public school system is not designed to teach poor children how to succeed. To that I say - my friend, Bonham did that <i><u>very</u></i> well. And you closed it.<br />
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It is heartbreaking to me to see this decision for another reason. Now we know beyond a doubt that in DISD a school cannot be "good enough" to have its program saved. It takes a lot more than mere academics and student success to stay alive in a <a href="http://educatetexas.wordpress.com/2012/02/01/my-kid-is-worth-more-than-your-kid-a-tale-of-inequity-in-school-funding/" target="_blank">WADA based system</a>.<br />
<br />
And <i><b>another</b></i> bad thing - the Bonham community got zero compromise or guarantees. That is especially shocking to me. They came on "long and strong," as another Trustee is known to say. They started speaking at Board Meetings <u><i>and</i></u> Board Briefings in the Fall. <i>(Speakers at Board Briefings are not that common.) </i> They offered alternatives that made sense based on the information given them. They had Trustees at their <a href="http://lakewood.advocatemag.com/2012/01/bonham-school-closure-questions-answered-parents-frustrated/" target="_blank">community meetings</a>. They were even willing to discuss compromises they didn't like, such as moving but keeping the teaching and leadership staff largely intact (as one parent suggested, <a href="http://www.wfaa.com/news/education/The-battle-for-Bonham-Dallas-parents-staffers-strive-save-school-134979633.html" target="_blank">per this article</a>) . <br />
<br />
After all, isn't it the team and not the building that really makes a program thrive? "Copy it, don't kill it!" is a paradigm shift the magnet communities have been preaching for years. Bonham supporters urged it, too.<br />
<br />
We'll have to keep preaching. The Board hasn't seen the light yet. Despite their many assertions that the building doesn't make the school, the Board didn't give an inch on Thursday. They gave no promises whatsoever that even one teacher would follow the children to the new school, much less all of them. So much for preserving what works. <br />
<br />
<b>DISD shot one of their prize horses for glue</b>, but he's not quite dead yet. Bonham is open through the end of this semester. Between now and then, Bonham parents and neighbors need to press hard to get as much of their program and staff transplanted with the children as possible. And, if the Robert E. Lee Elementary parents want their school to be a Blue Ribbon School, too, they'll help!<br />
<br />
Parents have to keep preaching, or at the end of the day it will <i>still </i>be just <a href="http://lakewood.advocatemag.com/2012/01/bonham-school-closure-questions-answered-parents-frustrated/" target="_blank">all about the money</a>.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-17944597910387137292011-06-01T18:37:00.004-05:002011-06-03T02:03:04.423-05:00Students shouldn't have to pay for adult problemsIn the May Board Briefing, Trustees discussed how DISD spends waaaay more than its peers on outside legal counsel. The budget use to be $6M, but we exceeded it this year. Now it is $8M and growing - and we haven't even done a RIF. One Trustees compared this to Houston's $2M outside counsel budget. Good grief.<br />
<br />
Now, consider that the Board of Trustees was told at the May Board Meeting that it would cost $7M to make a two-student change in the staffing ratios for middle schools (say, going from 27:1 down to 25:1). Also consider that DISD attorney Jack Elrod told the Board they could not make any amendments to the Staffing formulas they were being asked to approve.<br />
<br />
First, if DISD is spending too much on outside counsel, take that out of the non-campus budget. It's been talked about a lot, but nothing has been said publicly about who or what is going to offset this cost, so by default, the students do.<br />
<br />
Second, since when does the Board not get to make amendments to the staffing formulas? DISD council told the Board last Thursday that they couldn't make any amendments to the staffing formulas presented. What?! So, was it illegal when it was done in May 2009? <a href="http://sire.dallasisd.org/sirepub/mtgviewer.aspx?meetid=235&doctype=AGENDA">Check it out here</a>, go to time frame 8:08:00ish. Not one, but two amendments!<br />
<br />
To be fair, another parent in attendance said he thought Mr. Elrod was speaking to changing the budget, not the staffing guidelines. Either way, the staffing could have been changed, but no one did it. Trustee Morath pointed out that $7M could be found just by going back to the Budget 4.0 plan of cleaning schools every other day instead of every day. (Other local districts already do that.) But, he didn't follow it up with any amendment to change staffing formulas.<br />
<br />
The Board didn't have to tell the Administration how to fund the staffing formulas in order to change the staffing formulas. But, they chose not to. They voted to expand Pre-K (good) but funded it by cutting middle schools and high schools. The frustrating thing is they could have done right by both groups of kids, instead of choosing between them.<br />
<br />
The Citizen's Budget Advisory Committee drafted <a href="http://www.dfpe.org/PDF/CBRC-Recommendations-FINAL-052611.pdf">a list of recommendations</a> for cutting other places besides the classroom. Keep in mind, the Committee was tasked for finding cuts to help the District trim $120M. The recommendation also includes what to put back in if the cuts are not that big.<br />
<br />
Guess what... they may not be. The latest numbers out put the likely cuts at $90M. $90M is what DISD's Budget 5.0 is based upon. The extra $30M went to expand full-day Pre-K and... the classroom, as the Committee suggested? No. DISD spent it elsewhere, and they didn't implement all the Committee's suggestions. Granted, they didn't have to.<br />
<br />
Parents, are you out there? Do you want your Board to set staffing of middle schools to at least 25:1? You'd better act quickly - <a href="http://www.savedisd.com/index.php?option=com_eventlist&view=details&id=27:disd-school-board-briefing-tues-6-7-11&Itemid=24">info on your best opportunity</a>.<br />
<br />
The vote to pass the Budget 5.0 Staffing Formulas with no changes was 6 -3. <a href="http://sire.dallasisd.org/sirepub/mtgviewer.aspx?meetid=392&doctype=AGENDA" target="_blank" title="Speakers up front, vote at the very end">See how your Trustee voted (at the very end of the video).</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-87313845060173906712011-05-25T08:32:00.000-05:002016-05-23T22:27:23.340-05:00Other prosperous countries are having trouble funding educationIs it just me, or does it seem like once a culture "makes it," they slack off? Rising economies - China, India, South Korea - see education as the most valuable investment you can make for the future of your children. But, not all established economies see it that way. We think we do, but our actions are starting to say the opposite.<br />
<br />
Here is a morbidly fascinating article from our neighbors to the north about college students who don't read - <!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]--><span style="font-family: "calibri" , "sans-serif"; font-size: 12.0pt;"><a href="http://www.thestar.com/news/insight/article/994530--mallick-why-canadian-kids-can-t-read">http://www.thestar.com/news/insight/article/994530--mallick-why-canadian-kids-can-t-read</a></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-12964005263372517512011-05-22T20:43:00.000-05:002011-05-22T20:43:36.794-05:00Austin is fun and interestingI went to the Capital on Saturday to join the Save Texas Schools rally. The Save Texas Schools rally was small (about 100 accumulative throughout the day) but very enthusiastic.<br />
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I don't know if I made an impact on anyone, but the experience made a huge impact on me! It was very interesting, and very educational. I talked to clerks in 7 different offices, 1 Democrat Rep & 5 Republican Reps and 1 Rep Senate. I went with my oldest daughter who graduated from SEM and my basic pitch was –<br />
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<blockquote>“I am here to plead for the life of my daughter’s alma mater, the #1 high school in America. It operates at less than the state average for high school cost/per/student, has a majority minority and low-income population, and was held up as a model for the nation by President George Bush (or, Secretary Arnie Duncan for the Democrat.) If the House funding levels for education go through, the program would basically disappear because we simply couldn't sustain the AP math & science classes. Isn’t there a way to think creatively about funding, and identify efficient, high-performance programs like SEM and copy them rather than ax them?”</blockquote><br />
Don’t be fooled – my summary above is far more elegant than the actual messages delivered. I stuttered and rambled a lot, but the clerks were very kind and patient.<br />
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While riding the elevator, I overheard some clerks talking about a snarky comment a House Rep made about “those teachers” in the rally. I found out at the closing rally when they asked for a teacher show of hands, less than a third there were teachers. I suspect this is significant. I don't think our representatives are use to getting visits from ordinary citizens who are not associated with a union or a PAC.<br />
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Have you ever gone to Austin to visit your representative's office? You can do it anytime - just go down and walk in. You probably won't see your Rep, but you can talk to their friendly clerks and get your opinion logged. You can pick up cards with phone numbers and emails. You can sign their books to show you were there and why.<br />
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You can look at what other average citizens have signed the books, and be surprised like I was that there aren't that many. See? If you don't talk to your elected representatives to express your opinion, no one else will do it for you.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-89376902096640577602011-04-07T00:21:00.006-05:002011-05-22T20:30:04.339-05:00The Health Magnet's Dental Clinic - Can DISD afford it? YESUPDATE, 5/22/11: Per discussion I heard at the Citizen's Budget Advisory Committee, I think CATE funds <u><i>do</i></u> go through the General Fund, but they can only be used for CATE-qualified expenses. I am not sure it really changes the focus of my posting below, but I did want to mention that. It is also possible that the teacher is paid with General Funds, and program costs with CATE funds. Sigh - hard to tell, this stuff is still being sorted out in a way that we the public can understand.<br />
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<i><b>(original post)</b></i><br />
Jack Lowe asked a very pointed question at the last Board Meeting. Putting kids through a dental certification program is great - they can go out and get a good job in a good field - but can DISD afford to do it in these lean times?<br />
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Mr. Lowe had recently visited the student-run dental clinic at the Health Magnet High School. He asked how many kids were in the program, and was told "ten". Mr. Lowe - God bless him! - doesn't waste time beating around the bush, saying what he's thinking straight out. This meeting was no exception, and it's a question that needed asking - can we afford to spend money on a great program for only ten kids?<br />
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The nice thing about saying these kind of things out loud is that IF parents are listening, they can participate in the discussion. I am happy to report that there WERE parents listening, both in the audience and watching the podcast. One of those parents got right on it!<br />
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Here's what she found out:<br />
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<b>YES! DISD can afford it because DISD doesn't have to pay for it!</b><br />
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First, the program and the teacher are both funded through CATE funds (Career and Technology, from a special grant). These funds do NOT come out of the General Ledger fund, which is where the cuts have to come from. So, if this program were cut, it would not save the District any money. CATE funds <u>cannot</u> be moved to the General Ledger fund. Use 'em or lose 'em (I think).<br />
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Second, each <i>class </i>has 10 students, but the whole <i>program </i>actually prepares 30 a year for certification. The class size is capped by the State, so the Health Magnet offers more classes in order to serve more students.<br />
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Third, the clinic serves teachers and DISD staff (whom they charge) and also DISD students who don't have insurance (I don't think they are charged). Last year, they had 249 appointments with 525 procedures performed. A DISD teacher who had her teeth cleaned there said she paid $50 for the service, which included x-rays. She said the students did a great job, and she was happy to save money!<br />
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How many other grant-funded programs are out there? Can we replicate them on other campuses?Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-51259779223064720132011-04-06T23:49:00.000-05:002011-04-06T23:49:07.214-05:00Speaker Straus sends nice replyI've been emailing State representatives about how State budget cuts are endangering effective <u>and efficient</u> Dallas ISD programs. I received a very nice response from an unexpected place:<br />
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<blockquote>Thank you for contacting me with your concerns regarding proposed educational budget cuts. I appreciate having your perspective on the issues that affect the citizens of our great state.<br />
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The Legislature is facing serious challenges this session in balancing the state budget, and I agree that we must make items like public education a priority. The reductions to which you refer are simply proposals at this time. They are only a starting point, not a foregone conclusion. Before any final action is taken and the budget for the 2012-2013 biennium is adopted, there will be a thorough examination of all recommendations in both chambers, with ample opportunity to hear from all interested parties.<br />
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I encourage you to stay involved with the budget process by visiting Texas Legislature Online at <a href="http://www.capitol.state.tx.us/">www.capitol.state.tx.us</a> or by calling the Texas Bill Status Hotline at 1-877-824-7038. The website includes <b>My TLO</b>, a helpful tool that allows you to track the status of particular bills by creating custom watch lists. You can also receive alerts when significant actions are taken on the bills in which you have an interest.<br />
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Again, thank you for writing, and for your kind invitation to visit the Science and Engineering Magnet High School in Dallas. I will keep your concerns in mind as the legislative session progresses and we work to craft a budget that meets the state's needs but also lives within its means. If I can be of further assistance to you on this or any other issue, please do not hesitate to contact my office at (512) 463-3000.<br />
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Sincerely, <br />
<br />
Joe Straus<br />
Speaker </blockquote>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-68472421077663607132010-05-26T02:45:00.012-05:002011-04-07T00:58:34.683-05:00Pre-K Overhaul plansIn our society, when we hear the words, "Scientists say.." then we take whatever follows as gospel truth. This drives me nuts. I have five scientists in my extended family, and once you get past Newton's laws of physics, you can't get them to agree unequivacably on anything.<br />
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In the education world, it goes like this: "Studies show..." and whatever follows is taken as gospel truth. And no one asks questions! Nuts!<br />
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It happened at the May Board Briefing. Studies show that full day Pre-K programs better prepare children for success in school than half day Pre-K programs do. So, the Administration wants to convert all the half-day Pre-K programs into as many full day programs as it can afford and as it has facilities for. <br />
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The upside - the participating kids would get a better education. The downside - to fund this, 500 or more fewer students would be able to attend Pre-K, and 330 Teacher Assistants would have to be laid off in order to hire enough new Pre-K teachers.<br />
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Discussion from there went around topics such as <br />
<ul><li>whether or not to put 4 year olds in portables</li>
<li>which is more important - not laying off adults or providing better education for the children</li>
<li>working parents who can't participate in half-day Pre-K could put their kids in full day <i>(yeah, I know - the math of serving 500+ <b>fewer</b> students doesn't really work for that argument, but don't get sidetracked by that)</i></li>
<li>whether a 1:18 teacher/student ratio for Pre-K was acceptable, etc.</li>
</ul><br />
All the time, I am sitting in the overflow room fighting the urge to yell at the monitor - Study? What study? Go back to the study! Ask about the study!!!<br />
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Sadly, no one asked about the study. Luckily, the Administration is very good about posting their PowerPoint presentations with the Agenda (thank you) and so I looked it up later.<br />
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From the footnotes, here is the primary study that I think they are referencing, "Is More Better? The Effects of Full Day vs. Half- Day Preschool on Early Achievement (2006) (PDF, 220 KB, 22pp) NIEER working paper". You can read it yourself <a href="http://nieer.org/resources/research/IsMoreBetter.pdf" target="_blank">here</a>. <br />
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Sociology 101: no study is a one-size-fits-all cure-all. You have to look at the parameters of a study to see how much of it can be applied to the problem-solving of your own situation. To do otherwise is to set yourself up for disappointment and confusion.<br />
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The study (conducted in New Jersey):<br />
<u>Number of children participating</u> - less than 100 in the test group, less than 200 in the control group.<br />
<u>Class size</u> - 16 students to one teacher <i>and one teacher's assistant</i> in the "Wave 1" study group and 13 students to one teacher <i>and one teacher's assistant</i> in the "Wave 2" study group.<br />
<u>Test Group Sample Source</u> - although entrance into the test group (the full day program) was by lottery, it was part of a magnet program and the parents had to register for the lottery. It created a good cross-section of the local demographics (arguably similar to DISD's), but it was not a true random sample because of the parent-initiated registration process.<br />
<u>The Control Group</u> - the half-day Pre-K program with very similar adult/student ratios.<br />
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My personal opinion of the study: It shows that with <i>all other factors being equal</i> between a half day vs. a full day Pre-K program, the extra hours of instruction do indeed result in children having more academic skill and knowledge without any observable difference in student fatigue or stamina levels. <br />
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How much of the same results can Dallas expect? That would depend on how much our deviations from their program would affect the final result. Our biggest deviations are class size and adult/student ratios.<br />
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<u>DISD Pre-K Class size</u> - current full day (226 classes) and half-day (106 classes) programs have a maximun adult/student ratio of 2:22 (Teacher & a Teacher's Assistant). The proposed change would make all Pre-K full day with a 1:18 ratio. Both where-we-are-starting-from and where-we-are-going-to are significantly different from the study, and from each other. <i>(When class size was under discussion, it was brought up that other Texas cities have big Pre-K ratios, specifically Austin (1:18) and Houston (1:22). Nobody asked if these cities were in the study. They weren't.)</i><br />
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Whoa - wait a minute! <b>Did you catch that we already have our own comparable full day and half day programs? Have we done our own study?</b> Can we compare the academic performance our own kids in our own program? Has Austin or Houston done any tracking or comparisons of their programs? Before we fire 330 people and stop serving 500+ kids, let's have a little more Dallas data, or at least Texas data. If we want to be like New Jersey, we would have to <b>hire</b> more T.A.'s, not fire them.<br />
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BUT WAIT! THERE'S MORE...<br />
The Administration's report referenced two other sources.<br />
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<a href="http://www.hro.house.state.tx.us/focus/pre_K81-11.pdf" target="_blank">A Texas House of Representatives study </a>that is an interesting primer on the Pre-K program in Texas. It starts with the history of how the federally mandated (and state funded) Pre-K program came to be, and goes through the current debate on whether state and federal agencies should require full day Pre-K. Views from both sides of the debate ore presented in this report.<br />
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<b>Before anyone thinks I'm trying to make anyone look bad for not reading the study more closely, check out this out.</b> <a href="http://www.nea.org/assets/docs/mf_policybriefece.pdf" target="_blank">An NEA report on Pre-K policy</a>. It references the landmark HighScope Perry Preschool Longevity Study, which you can read about at <a href="http://www.highscope.org/Content.asp?ContentId=219" target="_blank">HighScope's website</a>. POSSIBLE ERROR ON THE FIRST PAGE OF THE NEA REPORT - Well, if not an error, it's at least misleading. It claims the Perry project found that individuals who were enrolled in a quality preschool program ultimately earned up to $2,000 more per month than those who were not. What the study's site says is that at age 40 the group who received high-quality early education had median <i><b>annual</b></i> earnings more than $5,000 higher than the non-program group ($20,800 vs. $15,300).<br />
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See? Even the Experts need to make it a habit to actually look at the studies.<br />
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Check out the Perry report. It's very interesting. The program those kids went through is the gold standard, and changed the destiny of some of those kids. Hopefully, the day will come when Dallas can give all of our kids - one way or another - the same level of education. From the site: "Our teachers were well-qualified, they served no more than eight children from low-income families at a time, they visited these families as part of the program to discuss their child's development, and the classes operated daily for children three and four years old." <a href="http://www.highscope.org/Content.asp?ContentId=282" target="_blank">Click here to read it in context on the site.</a> <br />
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That brings it back to our community. If we want that kind of nurture for our young children, we in the community have to help the District and the Board to provide it. When parents are banned from the campus, though, it makes it hard to participate... but that's a discussion for another time.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-402650884124504201.post-5473965793197186532010-05-25T23:43:00.003-05:002013-02-11T01:17:24.993-06:00The Board needs a Master List for spending prioritizationUPDATE: In January 2012, the Board passed a list of priorities that can be found <a href="http://www.dallasisd.org/Page/15033" target="_blank">here</a>.<br />
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Original post from 2010:<br />
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I had an epiphany at the May Board Briefing. After listening to sometimes heated discussion over the span of three hours and only two topics, it came to me.<br />
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The Board gets programs pitched to them like it is the only new thing on the table. Every month. Where's the Master List of all these new or expanded programs? How can the Board prioritize expenditures if there is no Master List to prioritize? <br />
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Maybe they do have one. I have <b><i>never</i></b> heard it referenced. They need one, and they need to refer to it at every expenditure discussion. Larry Throm is fond of saying (rightly so), "You can have whatever you want - but the dollar you spend on that is going to have to come from somewhere else. What are you going to take it from?" If the Board does not prioritize, the Administration will - by default or by design, or a little of both.<br />
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If they had a priority list, then comments like this from Dr. Hinojosa would not go completely unquestioned:<br />
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"Well, as we talked to people about the needs for an OverAge High School, we got a lot of feedback saying, 'Hey, we could really use this type of program for middle school, too.' So we are going to do a middle school as well... We plan to move forward unless the Board is opposed to it."<br />
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That one just sailed right on by. No questions, no discussion about where those dollars are coming from. Zip. Nada.<br />
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If there were a Master List, someone could have said, "Okay - what are we going to bump down the list in order to make that happen? The dollars have to come from somewhere."Unknownnoreply@blogger.com0