Category Archives: Education Policy

What box do I check? Time for a COLA

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Current Affairs, Education Policy

Photo (5)

by Maren Johnson

My school district sent out a new survey this past week. They were trying to do some planning, and for informational reasons, they were hoping that certified staff would be willing to answer.

I had my choice of three boxes to check on the school district survey:

To help us in planning for next school year we would like to know if you have
plans to earn credits that would change your placement on the salary schedule:

  • Yes, I anticipate earning ______ credits which would advance my placement on the salary schedule.
  • Yes, I anticipate earning my Masters degree.
  • No, I do not anticipate earning credits that would change my current salary schedule placement other than the experience step.

So what box do I check?  None of them quite fit. Yes, I anticipate earning quite a few clock hours/credits this year, but no, this won’t get me anywhere on the salary schedule, and I won't be getting the "experience step" the third box in the survey mentions. I finally hit it this year, that lower right hand corner of the salary schedule. 

At this point, there is nothing I can do to move forward any steps on the salary schedule—no clock hours, no years of experience, no certifications, not even performing hand stands in the middle of the high school commons.

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Why I support SB 6082

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Education, Education Policy, Elementary

ImagesBy Tom

One of the ironies of my job is how lonely it sometimes feels. I’m surrounded by kids all day long, yet I seldom get to talk to the teacher who works right next to me in the hallway. That irony was brought home last week when I noticed some of her kids working in the hall on a social studies project involving Native Americans. As it happened, my class was also studying Northwest Tribes, and both classes would have undoubtedly benefitted had the two of us planned that unit together, instead of in total isolation.

But unless Olympia does something, it’s only going to get worse.

Currently, students have to receive 1000 hours of instruction per year. But this only has to be a district average, which means some kids have more than a thousand, some less. According to legislation passed last year, next year’s students are supposed to have six hours of instruction per day, 180 days per year. That works out to 1080 hours. That’s for secondary students; for elementary students the total has to be 1000 hours.

Teachers, for the most part, will probably not notice the increase in hours. What they will notice, however, is the DECREASE in collaborative time. Take my district, for example. We have a waiver from the state to convert five of those 180 days into professional development days, which are divided into district-wide PD, building time, collaborative time and individual time. The thinking is that the decrease in instructional time is offset by the benefits gained through the professional development of the teachers. Up until now, the state has agreed with that thinking and granted our district a waiver, year in and year out.

Last year the Legislature changed the law. But this is the same Legislature that passed TPEP, which includes a mandate for teachers to collaborate. Districts like mine, therefore, are stuck in the position of mandating that teachers work together, yet will be unable to provide time for that to happen.

Enter SB 6082, sponsored by Senators McAuliffe and McCoy. This bill simply includes language that allows teacher collaboration to count as part of those 1000 or 1080 hours. (By the way; recess, passing time and parent-teacher conferences are already counted.) This doesn’t address the issue of district time, building time and individual time, but it does allow teachers to work collaboratively.

There are other ways to increase collaborative time, of course, but they involve money. And it’s looking more and more like the Legislature is holding tight to the purse-strings. Which is why SB 6082 was introduced.

It makes total sense. If we value teacher collaboration – and we apparently do, since it’s mandated by law – then we should include it in the school day.

And maybe I’ll be a little less lonely.

At least there’s one school that won’t be wasting time on test-prep this year

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Assessment, Education, Education Policy, Elementary

Wasting-timeBy Tom

In years past, February marks the beginning of “Test-Prep Season” in my classroom. It isn’t all we do, of course, but I try to weave activities and practice assessments into my plans, gradually increasing the intensity throughout the late winter and early spring until mid-April, when it’s basically an all-out siege.

But not this year.

This year I’m not doing of that. This year I’m teaching, and my students are learning, all year long; including the second half of April.

And here’s why: this year our school board decided that each school in our district (Edmonds) could decide how they wanted to transition from the MSP to the Smarter Balanced Assessment. Option one was to take both. Option two was to take only the MSP. Option three was to field test the SBA and not take the MSP. We chose option three, in the most lopsided vote we’ve ever had, even though the results of the SBA would not be released.

I voted with the majority on this one; in fact I was a leading voice in the discussion that preceded the vote. Option one, taking both tests, seemed ridiculous. Our faculty is trying to become familiar with the CCSS, and that takes time. Getting the students ramped up for another round of MSPs also takes time, and time is the scarcest resource we have. It also takes time for students to become familiar with the new standards, which is what they’re doing this year. Taking two tests on two different sets of standards seemed like a bad idea.

Option two, taking only the MSP, was another non-starter. In order for our students and staff to get a handle on the new standards, it seemed imperative that we get a chance to see the new assessment this year. Besides that, the new tests are all on-line, and piloting the tests will give us a chance to see if our technology can handle the demand. Furthermore, we wanted to have our students’ scores become part of the pilot pool. We have a relatively high-need population; when it comes time to set the benchmarks, it’s good to have a broad student base.

But the most important reason for me was the simplest one. I love to teach and I love to watch my students learn. Test-prep is not teaching and taking practice tests is not really learning. And when you’re in a classroom and you’re not teaching or you’re not learning, you’re wasting your time.

I hate wasting time.

Speed Dating and Student Work: Half Days and a Senate Bill

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Assessment, Education Policy, Life in the Classroom, Science

Stopwatchby Maren Johnson

We sat down at a table in the science classroom at 2:30, just 10 minutes after the bell rang at the end of the school day.  We were ready to go: three teachers looking at student work.  Oh wait, there’s a student at the door who needs an assignment—one of us went to help him, the rest continued on.  What were we up to?  We were trying to collaborate, and we only had twenty minutes.  One of our members had volunteered to facilitate, and we even had an informal agenda: 5 minutes—introduce the lesson and provide background.  10 minutes—follow a simplified high-medium-low protocol for finding characteristics of the student work.  5 minutes—debrief.  

Partway through the high-medium-low protocol, a recently graduated student appeared at the door with a big grin, coming back to our high school to say hello.  We were happy to see him (he was a very jolly student)—we wished him well and sent him on to visit the math teacher.  Then we continued looking at the student work!  2:50 rolled around—we got up and left the room.  None of us usually leave the school at 2:50, the end of the contracted day, but on that day, I had another appointment, and needed to go, meaning that our collaboration time truly was limited to twenty minutes.  Twenty minutes is the length of time collaboration would have to be if it were to fit within the normal school day, with no early release, late start, or other modified schedule.

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Growth, and then…

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Current Affairs, Education, Education Policy, Life in the Classroom

Rock and rollBy Mark

Two steps forward, one step back. Climbing a hill of sand. Sisyphus without the deceitfulness.

Or, January in my classroom.

For the three weeks prior to winter break, we all worked very hard in room 116. By the time the quiz rolled around, we'd practiced, reviewed, self-assessed, strategized, tried new approaches, and for the most part, achieved the goal. On my proficiency level scale for identification and analysis of figurative language, the data was finally–finally–showing not just growth, but mastery.

Interpreting abstract figurative language is difficult enough for grown ups, let alone for adolescents who struggle to even understand overtly stated concrete concepts. Add to that the fact that interpretation of figurative language hinges tremendously on a reader's prior schema and life experiences upon which to draw and adolescents are set up to struggle. Nonetheless, through practice, diverse examples, more practice, and trial and error, growth happened by December 20th.

And then it went away.

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Thirty Million Words

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Current Affairs, Education, Education Policy, Elementary, Parent Involvment, Social Issues

LogoBy Tom

There’s a kid in my class who I’ll call Arthur. Although he’s in fourth grade, he started the year reading at about the first grade level and his math skills were even lower. He wrote nothing. When we discussed his situation during a September Child Study meeting we decided to “pull out all the stops.” And so we did. Arthur gets pulled out for one-on-one phonics lessons every day from 9:30 to 10:00. He goes directly from there to his small-group reading lesson with our special ed teacher. From 11:30 to noon he receives in-class support for writing and organization skills. At 2:15 he gets an hour of math support.

That’s pretty much “all the stops.” Fortunately, he has started to making progress; if you were to draw a line representing his academic growth since September, it would have an upwards trajectory. But if that line were a ski slope, you would not tremble at the top. And as far behind as he was four months ago, he is even farther behind now; his classmates, after all, have also made progress, but at a faster rate.

It didn’t have to come to this. A famous study by Betty Hart and Todd Risley resulted in the Thirty Million Words Initiative. Simply put, they found that parent-child communication has an enormous impact on a child’s development and academic success. The name of the initiative reflects the optimal number of words a child should hear from his parents before entering school.

I have never met Arthur’s dad, and apparently neither has he. I have met his mother, though, on several occasions. She is very quiet, somewhat sullen, with the air of a person who looked at the low hand she was dealt and folded pretty early in the game. Which was about when Arthur was born.

Arthur is exactly the kind of student that TMW wants to prevent. Had his mother known how important it was to simply talk to her child, perhaps he wouldn’t be in his current circumstances. Perhaps I’d feel a little more certain that he’ll be in fifth grade next year. Perhaps his ski slope would be a little scarier.

We’ll never know. But I do know this: The most important thing non-teaching education stakeholders can do to support education in this country is to help parents help their children. And Thirty Million Words is an example of how simple that support can be. Talk, after all, is cheap. But apparently it’s pretty important, especially early in a child’s life.

Because sadly, fourth grade is a little bit too late.

Washington Teachers Still Sacrificing COLA

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Education, Education Policy

20131230_153121By Kristin

Mr. Ungritch, my tenth grade geometry teacher, was a superstar.  He gave each of us nicknames, made us do push ups for goofing off, and allowed us to throw the whole year's work out the window in exchange for whatever score we earned on one final proof, drawn out of a hat and done on the board.  We loved him.  He was a superstar in another way, too – he never complained about being a teacher.  He didn't complain about the work load, the pay, or the parents.  He once said, "Teachers actually get paid really well, if you know how to live right." 

I have always remembered what a rare gift it was to have a teacher who was so content, and I've tried to follow his example.  I love my job.  I love my students and their parents.  I feel blessed to have great benefits, time off with my daughters, and a reliable paycheck.  I'm grateful to taxpayers, and I want to be worth my pay.

On the other hand, it has been a long time since voters approved a cost of living allowance, or COLA, for teachers with Initiative 732.  Over 60 percent of Washington voters said "yes" to giving educators in public k-12 schools, community colleges, and technical colleges a cost of living adjustment.  It was suspended in 2008 because there wasn't enough money.  Teachers didn't like that, but we are nothing if not public servants, so we accepted it.  We're still accepting it. 

 

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Student Growth Percentiles and Teacher Evaluation: More Questions than Answers

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Assessment, Current Affairs, Education, Education Policy

by Maren Johnson 

Just this month, OSPI released a new kind of data: Student Growth Percentiles (SGP).  What are student growth percentiles?  In short, SGPs describe a student’s growth in state test scores as compared to other students with similar prior test scores.  Here’s a five minute video:

  

You can find Student Growth Percentiles for your specific school or district here: http://data.k12.wa.us/PublicDWP/Web/WashingtonWeb/PublishedReports/PublishedReports.aspx 
or http://bit.ly/1lE2Pi9

What are student growth percentiles for?  Teacher evaluation is one potential use, and will be an issue in the upcoming legislative session.  Washington state recently received a high risk warning from the federal government regarding teacher evaluation.  The issue?  Whether state test scores “can” or “must” be used in teacher evaluation—the U.S. Department of Education is saying that state test scores must be used in order for Washington state to continue to receive a NCLB waiver.  We’ve written extensively about this waiver on our blog—see posts from Mark, Kristin, Tom, and myself.

One issue with including state test scores in teacher evaluations?  Very few teachers in Washington state even teach classes associated with a state test!  The number of teachers with state test data has been estimated at 16% at the most by OSPI—see the chart. Student growth measures

How do you evaluate teachers with state tests when these teachers don’t even teach courses that are tested?  In Tennessee, teachers without test scores were able to choose a test for their evaluation, leading to some unusual conversations, “The P. E. teacher got information that the writing score was the best to pick,” said the art teacher. “He informed the home ec teacher, who passed it on to me, and I told the career development teacher. It’s a bit like Vegas, and if you pick the wrong academic subject, you lose and get a bad evaluation.”   In Florida, teachers have been evaluated using school wide test averages, meaning that some teachers are evaluated based on test scores from students they have never taught.  North Carolina attempted to test students of all teachers in all subject areas with 52 different standardized tests.  All these approaches have proved problematic.

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Common Core: Irony, Commerce and the Clock

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Assessment, Current Affairs, Education, Education Policy, Life in the Classroom, Literacy, Professional Development, Social Issues

File52a4a9f585e15By Mark

For English Language Arts 9-10, Common Core standard #8 for Informational Text is this:

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

I thought of this when I read a rant recently about how Common Core required education about safe sex rather than abstinence. This was the same week I read two different assertions: one claiming that Common Core specifically outlawed the teaching of cursive, the other claiming that cursive was now required. A few weeks ago I was lectured by a parent about how Common Core was forcing kids to just memorize a list of facts and spit them back on a test. My school year this year started with a colleague upset at the required reading list identified by the Common Core State Standards for high school English.

A seven-second Google search enabled me to "evaluate the argument and specific claims… assessing whether the reasoning is valid and the evidence is relevant and sufficient" and "identify false statements." 

1. Common Core does not address issues of sex education…

2. Common Core does not address handwriting or cursive in the standards…

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Teacher of the Year is Dyslexic

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Assessment, Education, Education Policy, Elementary, Life in the Classroom, Literacy, Social Issues

Jeff Dunn 1

Our guest blogger, Jeffrey Dunn is 2014 Regional Teacher of the year from ESD 101. Jeffrey is an educator, cultural critic, & backwoods modernist currently teaching in Deer Park, Washington. He invites others to read bell hooks, Paulo Freire, and Richard Brautigan.

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Try and imagine the impact this fact has on my students. No longer am I a model of all that is correct. No longer am I the authority on all that is academic. In this case, I am learning disabled as defined in Washington State law (WAC 392-172A-03055). This law reads that learning disabilities may include “conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” In short, I am not the model of perfection students are led to believe all we teachers are.  

Researchers from the Yale Center for Dyslexia and Creativity's Sally Shaywitz (Overcoming Dyslexia) and the College de France and  Institut national de la santé et de la recherche médicale'sStanislas Dehaene (Reading in the Brain) estimate that between 10-20% (call it the midpoint, 15%) of all human populations are dyslexic (variation  is a result of definition and assessment practice). Think of it, in any class of 25, we should expect 4 of our students to be dyslexic. My thirty-six years of teaching experience has proven this statistic to be true.

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