On Thursday, January 10, please where red to show solidarity with the LA teachers who are on the verge of going on strike. Their fight is the one we are all facing.
Here is a recent Bristol Press article concerning the MBMS Arts Magnet, with some new developments.
From the Courant, Hartford Federation of Teachers, in a unique and unfortunate situation due to Hartford’s poor finances, going to arbitration to fight “union busting” contract.
And finally, it what should be required reading for all school administrators and education reformers, a recent Washington Post article about the Dunning-Kruger Effect, in which the least competent feel the most confident.
Here is a great Washington Post piece about a survey done with principals, the results of which clashed with the narrative of the Central Office bureaucrats.
The Bristol Press had several articles on the schools this week…
This one explains the ever-increasing SPED costs and how they impact regular education.
Coverage of Dr. Moreau announcing her retirement. Her successor will be named next week.
Coverage (before the event was held) of the “Community Conversation about Equity, Inclusiveness & Excellence”
January 3 from 5:30 pm to 8:00 pm at BEHS
RSVP to firstname.lastname@example.org
The facilitator will be Kerry Lord, from the Connecticut Center for School Change.
Attendees can expect a light supper, short presentation, and then to work in small groups.
Here is an article explaining why equity and inclusiveness are necessary to improve gaps in learning…
…and here is one explaining why the concept is a red herring.
With Bristol teachers increasingly voicing concerns about student discipline, several new developments have occurred. The first is at the state level, where legislation that passed overwhelmingly in the last legislative session to address classroom safety and discipline, but vetoed by Governor Malloy, will be revised and re-introduced next month when the Connecticut Legislature convenes.
The second was news today at the Federal level, where guidelines issued in 2014 will be rescinded to allow districts more discretion in enacting discipline.
Here are the articles:
The full report from the Federal Commission on School Safety (180 page PDF)
City Journal – Excellent article discussing discipline and race.
A number of teachers have reported problems with their prescription payments not being properly counted toward their deductible. The district is working with Cigna to ensure the problem is resolved. All teachers are urged to review their prescription payments since July 1 and log into MyCigna to compare amounts. If you find discrepancies, email Carmen and CC in that email BFT VP David Lattimer, who can advise and monitor until the situation is resolved.
All teachers are strongly encouraged to always keep all medical and RX receipts, and to log into MyCigna regularly to monitor their own expenses.
The Every Student Succeeds Act (ESSA) returned the bulk of responsibility to states and districts for how the accountability system identifies and supports Title I schools in need of improvement. All states have now submitted and had their state ESSA plans approved. All will begin to implement their accountability systems in the coming months—and identification is certainly broader than the simple test-based accountability systems required by NCLB; however, many states have unfortunately, though not surprisingly, maintained the status quo. Proficiency rates on low-quality standardized tests by and large account for the bulk of the determination of school ratings.
The way that states will identify their lowest-performing schools is largely decided and enshrined in their state ESSA plans (and, in some cases, state law), but the school improvement process was left largely undefined in most state plans. This means there is still time to ensure states and districts truly think through how to best support schools that are in need of improvement.
1. LEARN WHAT’S IN YOUR STATE’S ESSA PLAN.
Each state’s full plan and related documents
Your state’s department of education website will have the ESSA plan for the state, along with other resources and explanations: www2.ed.gov/admins/lead/account/stateplan17/statesubmission.html
2. GET A SENSE OF TRENDS ACROSS THE COUNTRY ON KEY PIECES OF ESSA.
Key takeaways from each state: www.edweek.org/ew/section/multimedia/key-takeaways-state-essa-plans.html
Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap
This provides an overview of five indicators (suspension rates, school climate, chronic absenteeism, extended-year graduation rates, and college and career readiness), why they’re important, and a deeper look at how some states are using them. It also includes policy considerations for implementation. Includes briefs, archived webinar and interactive map.https://learningpolicyinstitute.org/product/essa-equity-promise
3. DETERMINE PRIORITIES AND PLACES FOR ADVOCACY.
Once you know what’s in your state’s plan, you will have a better sense of decision points yet to be made at the state, district and school levels, and be able to develop advocacy and policy priorities based on already-determined needs. Some you may want to consider:
ESSA requires reporting of each school’s per-pupil spending, a departure from the past practice of states reporting each district’s average per-pupil spending. Be aware of what this means for your state or district, and prepare for how you will help teachers, parents and other stakeholders understand these numbers.
- What is ESSA’s New School-Spending Transparency Requirement, and How Will It Work?: www.edweek.org/ew/articles/2018/08/09/what-is-essas-new-school-spending-transparency-requirement.html
Due in large part to the stringent requirements that come without additional funding, only two states (Louisiana and New Hampshire) have applied and received approval for an innovative assessment pilot, although four more states have signaled interest for the second round, for which applications are due in December 2018. However, there are other ways to innovate outside of doing a pilot.
- What Happens When States Un-standardize Tests:www.edweek.org/ew/articles/2018/10/11/what-happens-when-state-un-standardize-tests.html
ESSA requires that a needs assessment be done for schools that have been identified for comprehensive support and improvement, as well as in a few other circumstances. It is potentially one of the most powerful components of the accountability process; it should help educators and other stakeholders identify, understand and prioritize the needs that must be addressed to improve performance.
- Needs Assessment Guidebook: Supporting the Development of District and School Needs Assessments
This guidebook is designed to support state and local leaders in the first step of the improvement process: the development and facilitation of a needs assessment. However, it is a useful guide for anyone interested in being involved in the planning, implementation or assessment of the process. https://statesupportnetwork.ed.gov/system/files/needsassessmentguidebook-508_003.pdf
- Is My School a Community School? A Checklist for Teachers and Students
Although this guide has community schools in mind, it contains a good list of things to consider, including components of a school needs assessment.www.aft.org/sites/default/files/communityschoolchecklist.pdf
- Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program(U.S. Department of Education non-regulatory guidance, 2016):www2.ed.gov/policy/elsec/leg/essa/essaswpguidance9192016.pdf
The most important piece of any functioning accountability system—supporting and improving teaching and learning for students—was also, in many cases, the least described in state plans. This means there is potentially a lot of advocacy to be done at the state, district and even school levels.
- School organization and design: https://learningpolicyinstitute.org/topic/school-organization-and-design
- Evidence-based interventions briefhttps://learningpolicyinstitute.org/sites/default/files/product-files/Evidence_Based_Interventions_Guide_for_States.pdf
- Evidence for ESSA
This helps to identify programs and practices that meet the ESSA evidence standards.www.evidenceforessa.org
- Schools that Succeed: How Educators Marshal the Power of Systems for Improvement
Karin Chenoweth has extensively studied high-performing schools that serve traditionally underserved populations, many of them AFT schools. Her books combine lessons from these schools and relevant research to provide an accessible narrative. Check out her most recent book; it’s a quick and insightful read. http://hepg.org/hep-home/books/schools-that-succeed
- ExtraOrdinary Districts podcast
This podcast by Karin Chenoweth features union leaders. It can be found wherever you get your podcasts or at https://edtrust.org/extraordinary-districts/.
4. CHANGE YOUR STATE’S PLAN.
States with new governors and state school chiefs after the elections may lead to requests to amend state plans. If you are in a state that has had governance changes, make sure you are at the table and ready to amend the plan for the better. The administration has notified states that they would like changes to state plans to be submitted by March 1, 2019 for the 2019-20 school year.
5. GET IN TOUCH WITH AFT NATIONAL.
Ahead of the election this Tuesday, the AFT CT has endorsed numerous candidates across Connecticut. For a complete list, please follow this link.
The BFT contract is quite clear when it comes to student grades. If you are being pressured to alter grades for students by an administrator, point out this section of the contract for them.
22:1 Teachers shall be responsible for determining and recording the grades of their pupils. No teacher shall be required to change a pupil’s grades once it has been recorded, and no teacher shall be requested to change a grade for reasons other than the student’s performance.