Ann Arbor trustee comments rile physicians urging in-person learning

Beth LeBlanc: An Ann Arbor public schools trustee has suggested area physicians pushing for in-person learning options in the district were pushing teachers into risky environments that doctors wouldn’t subject themselves to.  Area doctors — more than 350 of whom had signed a letter urging the school board to reopen in-person learning — were “positioning themselves as experts … Continue reading Ann Arbor trustee comments rile physicians urging in-person learning

2021 Revision of the Mathematics Framework

California Department of Education: The California Department of Education (CDE), Instructional Quality Commission, and State Board of Education are commencing the revision process for the Mathematics Framework for California Public Schools: Kindergarten Through Grade Twelve (Mathematics Framework). Information and updates concerning the revision of the Mathematics Framework will be posted here. Schedule of Significant Events for the 2021 Revision … Continue reading 2021 Revision of the Mathematics Framework

Public health bodies may be talking at us, but they’re actually talking to each other

Megan McArdle: If you watch the YouTube video of the now-infamous November meeting of the CDC’s Advisory Committee on Immunization Practices, you’ll hear Chairman José Romero thank everyone for a “robust discussion.” Shortly thereafter, the committee unanimously agreed that essential workers should get vaccinated ahead of the elderly, even though they’d been told this would … Continue reading Public health bodies may be talking at us, but they’re actually talking to each other

Middleton, Verona parents plan Monday protests in favor of in-person learning

Stephen Cohn: Parents at Verona High School and in the Middleton-Cross Plains Area School District are planning separate protests Monday in favor of returning to in-person learning next semester. A peaceful protest to reopen schools for in-person learning has been scheduled by the Bring Kids Back Verona Area Schools Facebook page. Organizers said they plan … Continue reading Middleton, Verona parents plan Monday protests in favor of in-person learning

Commentary on Madison’s long term, disastrous reading results: “Madison’s status quo tends to be very entrenched.”

Scott Girard: “The problem was we could not get the teachers to commit to the coaching.” Since their small success, not much has changed in the district’s overall results for teaching young students how to read. Ladson-Billings called the ongoing struggles “frustrating,” citing an inability to distinguish between what’s important and what’s a priority in … Continue reading Commentary on Madison’s long term, disastrous reading results: “Madison’s status quo tends to be very entrenched.”

How DeVos May Have Started a Counterrevolution in Education

Jack Schneider and Jennifer C. Berkshire: Together, led by federal policy elites, Republicans and Democrats espoused the logic of markets in the public sphere, expanding school choice through publicly funded charter schools. Competition, both sides agreed, would strengthen schools. And the introduction of charters, this contingent believed, would empower parents as consumers by even further … Continue reading How DeVos May Have Started a Counterrevolution in Education

Civics: Facebook and Twitter Cross a Line Far More Dangerous Than What They Censor

Glenn Greenwald: The New York Post is one of the country’s oldest and largest newspapers. Founded in 1801 by Alexander Hamilton, only three U.S. newspapers are more widely circulated. Ever since it was purchased in 1976 by media mogul Rupert Murdoch, it has been known — like most Murdoch-owned papers — for right-wing tabloid sensationalism, … Continue reading Civics: Facebook and Twitter Cross a Line Far More Dangerous Than What They Censor

Covid-19 and Madison’s K-12 World

Hi, I’m cap tines K-12 education reporter Scott Gerard. Today. Our cap times IDFs panel will discuss how will COVID-19 change K-12 education. I’m lucky to have three wonderful panelists with me to help answer that question. Marilee McKenzie is a teacher at Middleton’s Clark street community school, where she has worked since the school was in its planning stages.

She’s in her [00:03:00] 11th year of teaching. Dr. Gloria Ladson billings is a nationally recognized education expert who was a U w Madison faculty member for more than 26 years, including as a professor in the departments of curriculum and instruction, educational policy studies and educational leadership and policy analysis.

She is also the current president of the national Academy of education. Finally dr. Carlton Jenkins is the new superintendent of the Madison metropolitan school district. He started the districts top job in August, coming from the Robbinsdale school district in Minnesota, where he worked for the past five years, Jenkins began his career in the Madison area.

Having worked in Beloit and at Memorial high school in early 1990s before moving to various districts around the country. Thank you all so much for being here. Mary Lee, I’m going to start with you. You’ve been working with students directly throughout this pandemic. How has it gone? Both in the spring when changes were very sudden, and then this fall with a summer to reflect and [00:04:00] plan, it’s been interesting for sure.

Um, overall, I would say the it’s been hard. There has been nothing about this have been like, ah, It’s really, it makes my life easy. It’s been really challenging. And at the same time, the amount of growth and learning that we’ve been able to do as staff has been incredible. And I think about how teachers have moved from face-to-face to online to then planning for.

‘It’s probably too late.’ Head of UW-Whitewater gives prognosis for fall term amid virus

Jonah Beleckis: UW-Whitewater’s interim chancellor said the university was “not far behind” UW-Madison, which on Wednesday night announced it would move all classes online for two weeks because of rising coronavirus cases. Less than a week into his current role, Interim Chancellor Greg Cook spoke during a Whitewater City Council meeting Wednesday. Elected officials were … Continue reading ‘It’s probably too late.’ Head of UW-Whitewater gives prognosis for fall term amid virus

Parents Got More Time Off. Then the Backlash Started.

Daisuke Wakabayashi and Sheera Frenkel: When the coronavirus closed schools and child care centers and turned American parenthood into a multitasking nightmare, many tech companies rushed to help their employees. They used their comfortable profit margins to extend workers new benefits, including extra time off for parents to help them care for their children. It … Continue reading Parents Got More Time Off. Then the Backlash Started.

Dane County Madison Public Health issues hundreds of warnings for alleged COVID-19 order violations

Chris Rickert: Since the beginning of the pandemic, there have been 5,568 cases of COVID-19 in Dane County, including 41 new cases reported Wednesday and 40 documented deaths. Statewide there have been 77,129 cases and 1,142 deaths. SSM Health, which owns St. Mary’s Hospital, was sent warning letters on Aug. 7, 13 and 19 for … Continue reading Dane County Madison Public Health issues hundreds of warnings for alleged COVID-19 order violations

Madison Council member catches heat for reposting flyer that called on protesters to ‘f— s— up’

Dean Mosiman: Ald. Max Prestigiacomo, who has represented the student-dominated 8th District since winning a special election to fill a vacancy in April, posted the flyer circulating online on his Facebook page after the shooting in Kenosha. “Madison stands with Kenosha,” reads the flyer promoting protests Sunday and Monday. “F—- Kenosha PD. F—- Madison PD. … Continue reading Madison Council member catches heat for reposting flyer that called on protesters to ‘f— s— up’

(Some) Madison Governance Rhetoric on University of Wisconsin Governance Plans

Kelly Meyerhofer: Blank defended the decision to reopen campus at a faculty committee meeting on Monday, saying UW-Madison will nearly double the number of tests administered within the county and add 35 contact tracers to the county’s ranks. The number of tests UW-Madison plans to administer — up to 8,000 weekly, covering roughly 15% to … Continue reading (Some) Madison Governance Rhetoric on University of Wisconsin Governance Plans

“qualifications and not seniority will decide who gets let go”

Scott Girard: Among the changes is one that would allow the district to choose who is laid off and designated as surplus staff based on qualifications rather than seniority. That is among a slate of administrator-proposed “preliminary recommendations” the board discussed Monday night during an Instruction Work Group meeting, with a vote anticipated at the full June … Continue reading “qualifications and not seniority will decide who gets let go”

A Conversation About the Science of Reading and Early Reading Instruction with Dr. Louisa Moats

Kelly Stuart & Gina Fugnitto: Dr. Louisa Moats: The body of work referred to as the “science of reading” is not an ideology, a philosophy, a political agenda, a one-size-fits-all approach, a program of instruction, nor a specific component of instruction. It is the emerging consensus from many related disciplines, based on literally thousands of … Continue reading A Conversation About the Science of Reading and Early Reading Instruction with Dr. Louisa Moats

“The achievement rate has gotten worse. The failure rate of kids has gotten worse. We would keep thinking that we were solving the problem, the United Way and all of these organizations jump on it, but it doesn’t change a thing.”

Steven Elbow: The problem, some say, is that disparities impact a population that has little political or economic clout. And white people, who control the levers of commerce and government, address only pieces of an interconnected web of issues that include child development, education, economics and criminal justice. Brandi Grayson co-founded Young, Gifted and Black … Continue reading “The achievement rate has gotten worse. The failure rate of kids has gotten worse. We would keep thinking that we were solving the problem, the United Way and all of these organizations jump on it, but it doesn’t change a thing.”

Mission vs. Organization: Madison’s long term, disastrous reading results

This meeting was held at Lakeview public library. Asking attendees to leave would have been a violation of the Madison Public Library’s rules of use, which require that “meetings be free and open to the general public at all times.” pic.twitter.com/BRgxOnbSmk — Chan Stroman (@eduphilia) December 13, 2019 It was nonetheless made quite apparent that … Continue reading Mission vs. Organization: Madison’s long term, disastrous reading results

Achievement, Teacher Unions and “an emphasis on adult employment”

The ultimate nightmare scenario for teachers unions isn’t a case like Janus but large numbers of African-American parents rejecting them as legitimate and not viewing them as partners in a shared cause. And this is why the Warren affair is so important. — James Merriman (@JamesMerriman6) November 25, 2019 Item 10.11: $100,000 contract to WestEd … Continue reading Achievement, Teacher Unions and “an emphasis on adult employment”

How the Collapse of Local News Is Causing a ‘National Crisis’

Julie Bosman: School board and city council meetings are going uncovered. Overstretched reporters receive promising tips about stories, but have no time to follow up. Newspapers publish fewer pages or less frequently or, in hundreds of cases across the country, have shuttered completely. All of this has added up to a crisis in local news … Continue reading How the Collapse of Local News Is Causing a ‘National Crisis’

Mckenna Kohlenberg: Why transparency is needed in Madison’s superintendent hiring process, and how to do it

Mckenna Kohlenberg: My concern stems from recent Board actions that I find concerning enough to warrant this stern message. As local press has noted (here too), the Board’s recent activities suggest a troublesome pattern of skirting, if not outright violating, open meetings and public records laws. Wisconsin law requires school boards, like other local public … Continue reading Mckenna Kohlenberg: Why transparency is needed in Madison’s superintendent hiring process, and how to do it

Madison Superintendent Search Commentary; Groundhog Day, in some ways

Negassi Tesfamichael: “I think the most important quality we are looking for in an interim superintendent is stability,” School Board member Cris Carusi said. “I don’t think it really matters as much if it’s an internal or external candidate … we’re going to want someone who can provide stability.” Carusi noted that she hopes the … Continue reading Madison Superintendent Search Commentary; Groundhog Day, in some ways

Minnesota’s persistent literacy gap has lawmakers looking for ways to push evidence-based reading instruction

Erin Hinrichs: “Minnesota has a state of emergency regarding literacy. I’m very disappointed with where we’re at right now with the persistent reading success gap between white students and students of color,” he said Wednesday. “We are not making adequate progress, and the future of tens of thousands of our students is seriously at risk … Continue reading Minnesota’s persistent literacy gap has lawmakers looking for ways to push evidence-based reading instruction

“One issue state officials say they have detected as they monitor the effectiveness of the READ Act is that not all teachers are up to date on how best to teach reading.”

Christopher Osher: But districts are free to use their READ Act per-pupil funds on whatever curriculum they want, even on interventions researchers have found ineffective. “Typically, as with any education policy, we’re only given so much authority on what we can tell districts to do and what we monitor for,” Colsman said in an interview … Continue reading “One issue state officials say they have detected as they monitor the effectiveness of the READ Act is that not all teachers are up to date on how best to teach reading.”

deja vu: Madison’s long term, disastrous reading results

Laurie Frost and Heff Henriques: Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare. Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and … Continue reading deja vu: Madison’s long term, disastrous reading results

Keepers of the Secrets: “I was told that the most interesting man in the world works in the archives division of the New York Public Library”

James Somers: I was told that the most interesting man in the world works in the archives division of the New York Public Library, and so I went there, one morning this summer, to meet him. My guide, who said it took her a year to learn how to get around the Schwarzman Building on … Continue reading Keepers of the Secrets: “I was told that the most interesting man in the world works in the archives division of the New York Public Library”

Governance Transparency: Our view: Howard County’s acting superintendent has an excellent plan for handling public information requests — put it all in public view

Baltimore Sun:: The Howard County Public School System might not deserve a failing grade for how well it has kept the public informed over the years, but it sure hasn’t merited any A’s either. That was more or less the conclusion of the state’s public access ombudsman last year, and it wasn’t hard to see … Continue reading Governance Transparency: Our view: Howard County’s acting superintendent has an excellent plan for handling public information requests — put it all in public view

Withheld UW System budget was finalized last week

Karen Herzog: The annual operating budget that University of Wisconsin System officials refused to release publicly until 90 minutes before the Board of Regents approved it was actually finalized last week, contrary to what a system spokesman implied while explaining the delay to reporters, the Milwaukee Journal Sentinel has learned. The time stamp of the … Continue reading Withheld UW System budget was finalized last week

Madison’s Lengthy K-12 Challenges Become Election Grist; Spends 22% more per student than Milwaukee

Madison 2005 (reflecting 1998): When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As … Continue reading Madison’s Lengthy K-12 Challenges Become Election Grist; Spends 22% more per student than Milwaukee

“People talk and laugh, which is our goal,” Ryan said.

Faiz Siddiqui Unpopular books flying off branch libraries’ shelves Some bridle as Boston trims collections in effort to update offerings. At the Dudley Branch of the Boston Public Library, clustered volumes fill only half of many long, red shelves; the rest stand empty. In the adult nonfiction section, some shelves are completely barren. The library, … Continue reading “People talk and laugh, which is our goal,” Ryan said.

Year after Rocketship’s scrutinized Milwaukee launch, signs point to progress; Status Quo in Madison

Erin Richards: What were the highlights of Rocketship’s first year here? Strong growth. Rocketship set a goal of having 65% of its Milwaukee students meet the national average for reading and math growth over the course of the year. In fact, 72% of the school’s students, almost all of whom are low-income and Hispanic or … Continue reading Year after Rocketship’s scrutinized Milwaukee launch, signs point to progress; Status Quo in Madison

MTI Preserves, Gains Contracts Through June, 2016

Madison Teachers, Inc. Newsletter, via a kind Jeannie Kamholtz email (PDF): Last fall, MTI asked the District to bargain Contracts for multiple years. They refused, and a Contract was negotiated for the 2014-15 school year. After hundreds of MTI members, sporting their MTI red shirts, attended two school board meetings in late May, the Board … Continue reading MTI Preserves, Gains Contracts Through June, 2016

SAT college-entrance exam’s essay portion to become optional in 2016

Larry Gordon: As part of a major overhaul of the SAT college entrance exam, test-takers starting in 2016 will no longer be required to write an essay, the College Board announced Wednesday. However, an essay-writing test still will be offered, and many colleges may demand that applicants take it and submit the score. With that … Continue reading SAT college-entrance exam’s essay portion to become optional in 2016

Criticism and rebuttal: The main arguments regarding core curriculum

The Des Moines Register:

Here are arguments made by critics of the core curriculum, and responses from the Branstad administration:
TRANSPARENCY
TRANSPARENCY
CRITICISM: Although critics object to government telling them what their kids must learn, they also complain that the common core was developed by two private membership organizations through a process that was not subject to any freedom of information acts or other sunshine laws that government agencies must follow.
RESPONSE: “The common core standards were developed by a coalition of states led by governors and state school chiefs through their membership in the National Governors Association and the Council of Chief State School Officers. Forty-eight states took part, drawing on the expertise of content specialists, teachers, school administrators and parents. The process was open for public comment, and more than 10,000 comments were received. The standards were created for voluntary adoption in states through their own unique processes. In Iowa, the standards were discussed and adopted by the State Board of Education at public meetings in 2010.”

The status quo in education is not acceptable

Hoppy Kercheval:

It’s understandable that friends and admirers of former state school superintendent Jorea Marple are upset with her firing.
Marple spent a lifetime in public education in West Virginia, and she built strong relationships.
The board did not help its case by potentially running afoul of the state’s open meetings law when it dismissed Marple two weeks ago.
On Thursday, the board held a special meeting, allowed Marple supporters to vent, and then cured any legal question with a do-over of Marple’s firing.
Her dismissal is apparently a result of a clash of ideas between Marple, school board president Wade Linger, and others on the board over how to respond to the independent audit of the school system released nearly a year ago.

NM unions complain about teacher evaluation plan

Associated Press:

Three New Mexico teachers unions are complaining the state Public Education Department has failed to consult parents and teachers as it crafts a new teacher evaluation system.
The state chapter of the American Federation of Teachers, the Albuquerque Teachers Federation and the Albuquerque Education Assistants Association sent a letter Friday to U.S. Education Secretary Arne Duncan.
The letter claims the state didn’t include any teachers nominated by the American Teachers Federation on its evaluation task force.
The letter also says parents and school board members weren’t included and that the task force violated the Open Meetings Act by meeting without public notice.

Madison’s Collective Bargaining to “Handbook” Transition: Status Quo, or ? Intrade?

Matthew DeFour:

Madison will be looking to its own collective bargaining agreement as well as handbooks adopted by other districts and input from employees, Nadler said. Unlike previous collective bargaining discussions, however, School Board meetings on the subject will be held in open session.
Madison Teachers Inc. Executive Director John Matthews, who in 45 years has had a hand in expanding the collective bargaining agreement from four to 157 pages, has been emphasizing since Act 10 passed that everything in the agreement has been jointly agreed upon by the School Board and union.
“Instead of collective bargaining it’s going to be meet and confer,” Matthews said. “We have really 50 years of developing things together that make the school system work.”
Don Severson, president of a conservative watchdog group and MTI critic, sees the handbook as an opportunity for the district to break away from MTI’s influence over school operations. He wants a middle school to be able to hire a math teacher from outside the district with math certification, for example, rather than be forced to hire a district teacher who meets minimum requirements but lacks such certification.
“They need to keep in mind that the only thing the union has any involvement or responsibility for is negotiating salary,” Severson said.

Related: Current 182 page Madison Teachers, Inc. Collective Bargaining Agreement (PDF) and Concessions before negotiations (“Voluntary Impasse Resolution Procedure“)
I suspect that 90% of the existing collective bargaining agreement will end up in the District’s “Handbook“. Perhaps someone might setup a prediction @ Intrade on this matter.
Conversely, some Districts will think differently and create a far different and more appealing world for some teachers.
New Wisconsin School District Handbooks take effect.

Administration Memo on the Madison Superintendent Search

Dylan Pauly, Legal Services:

Dr. Nerad recently announced his retirement effective June 30, 2013. Consequently, over the next few months this Board will be required to begin its search for the next District leader. While some members of the Board were Board members during the search that brought Dr. Nerad to Madison, many were not. A number of members have asked me to provide some background information so that they may familiarize themselves with the process that was used in 2007. Consequently, I have gathered the following documents for your review:
1. Request for Proposals: Consultation Services for Superintendent Search, Proposal 3113, dated March 19, 2007;
2. Minutes from Board meetings on February 26,2007, and March 12,2007, reflecting Board input and feedback regarding draft versions ofthe RFP;
3. Contract with Hazard, Young and Attea;
4. A copy of the Notice of Vacancy that was published in Education Week;
5. Minutes from a Board meeting on August 27, 2007, which contains the general timeline used to complete the search process; and,
6. Superintendent Search- Leadership Profile Development Session Schedule, which reflects how community engagement was handled during the previous search.
It is also my understanding that the Board may wish to create an ad hoc committee to handle various procedural tasks related to the search process. In line with Board Policy 1041, I believe it is appropriate to take official action in open session to create the new ad hoc. I recommend the following motion:

Dave Zweiful shares his thoughts on Dan Nerad’s retirement.
Related: Notes and links on Madison Superintendent hires since 1992.

Madison Superintendent Art Rainwater’s recent public announcement that he plans to retire in 2008 presents an opportunity to look back at previous searches as well as the K-12 climate during those events. Fortunately, thanks to Tim Berners-Lee’s World Wide Web, we can quickly lookup information from the recent past.

The Madison School District’s two most recent Superintendent hires were Cheryl Wilhoyte [Clusty] and Art Rainwater [Clusty]. Art came to Madison from Kansas City, a district which, under court order, dramatically increased spending by “throwing money at their schools”, according to Paul Ciotti:

2008 Madison Superintendent candidate public appearances:

The Madison Superintendent position’s success is subject to a number of factors, including: the 182 page Madison Teachers, Inc. contract, which may become the District’s handbook (Seniority notes and links)…, state and federal laws, hiring practices, teacher content knowledge, the School Board, lobbying and community economic conditions (tax increase environment) among others.

Superintendent Nerad’s reign has certainly been far more open about critical issues such as reading, math and open enrollment than his predecessor (some board members have certainly been active with respect to improvement and accountability). The strings program has also not been under an annual assault, lately. That said, changing anything in a large organization, not to mention a school district spending nearly $15,000 per student is difficult, as Ripon Superintendent Richard Zimman pointed out in 2009.

Would things improve if a new Superintendent enters the scene? Well, in this case, it is useful to take a look at the District’s recent history. In my view, diffused governance in the form of more independent charter schools and perhaps a series of smaller Districts, possibly organized around the high schools might make a difference. I also think the District must focus on just a few things, namely reading/writing, math and science. Change is coming to our agrarian era school model (or, perhaps the Frederick Taylor manufacturing model is more appropriate). Ideally, Madison, given its unparalleled tax and intellectual base should lead the way.

Perhaps we might even see the local Teachers union authorize charters as they are doing in Minneapolis.

MTI Solidarity: Leadership In Demand

Madison Teachers, Inc., via a kind Jeanie Bettner email:

Given MTI’s leadership during last year’s protests over Governor Walker stealing public employees’ rights and negating 46 years of MTI’s gains through collective bargaining, and because of MTI members’ leadership in the recall campaigns of anti-public employee Senators and the Governor, the Union has received and continues to receive requests for guidance.
Currently MTI President Peggy Coyne (Black Hawk) and MTI Faculty Representative & Recall Committee member Kathryn Burns (Shorewood) are in Osaka, Japan, where they will be presenters at a meeting of 200 to prepare for the Osaka Social Forum to be held in September. The public employees in Osaka City advise that they are facing the same kind of attacks by the new Mayor of Osaka City, who was formerly the Governor of Osaka Prefecture. The theme of this fall’s conference is how to organize resistence to the harsh attacks on union rights and public education.
In April, MTI Board of Directors’ Secretary Liz Wingert (Elvehjem) will travel to Edmonton, Alberta, where she will engage in a very similar meeting to that described above in Osaka, Japan. Similar to Wisconsin, Koch Industries registered last spring as lobbyists in Alberta. Their subsidiary, Flint Hills Resources, is among Canada’s largest crude oil purchasers, shippers and exporters. Koch Industries‘ [open secrets 2008 Senate Democrat contributions, including Obama, 2008 Republicans] Flint Hills Resources operates a crude oil terminal in Hardisty, and has offices in Calgary. Charles and David Koch are reportedly the 24th richest people in the world, with holdings worth $17.5 billion. It was David Koch who Governor Walker thought he was talking with last spring, only to have the caller being an impersonator. The New York Times reported that the Koch brothers were among Walker’s largest contributors. The Capital Times reported last Monday that David Koch said, “What Scott Walker is doing with public employee unions in Wisconsin is critically important.” The Koch brothers “Americans for Prosperity” has bought about $700,000 in TV ads in support of Governor Walker.
In Alberta, like Wisconsin, conservative legislators argue that public sector collective bargaining should be curtailed and that alternate means of delivering public services should be enabled. Alberta conservatives call it “privatization” and “managed competition”, where the lowest price gets the contract.

We Blew It on Madison Prep

Madison School Board Member Ed Hughes:

I can’t shake the feeling that something important was going on at our School Board meeting last Monday night to consider the Madison Prep charter school proposal, and that the actual School Board vote wasn’t it.
The bare-bone facts are that, after about 90 public speakers, the Board voted 2-5 to reject the Madison Prep proposal. I reluctantly voted against the motion because I was unwilling to violate the terms of our collective bargaining agreement with our teachers.
After the motion failed, I moved that the Board approve Madison Prep, but delay its opening until the fall of 2013. My motion failed for lack of a second. (And no, I don’t have an explanation for why neither James Howard nor Lucy Mathiak, who voted in favor of the first motion, was willing to second my motion.)
Probably like most who attended Monday night’s meeting, I have thought a lot about it since. People who know I voted against the proposal have come up to me and congratulated me for what they say was the right decision. I have felt like shaking them and saying, “No, you don’t understand. We blew it Monday night, we blew it big time. I just hope that we only crippled Madison Prep and didn’t kill it.”
I appreciate that that’s an odd and surprising place for me to have ended up. To echo the Talking Heads, “Well, how did I get here?” I’ll try to explain.

Much more on the proposed Madison Preparatory IB charter school, here.

Madison Superintendent Nerad to unveil plan to help low-income minority students

Matthew DeFour:

Madison Superintendent Dan Nerad said Wednesday he will unveil next month a new plan for improving the achievement of low-income minority students.
The plan will summarize the district’s current efforts as well as put forth new approaches, such as a longer school year and opening magnet schools, Nerad said.
Nerad discussed the plan in a meeting with the State Journal editorial board less than a week before the School Board is to vote on Madison Preparatory Academy, a proposed charter school geared toward low-income, minority students.
Nerad said he opposes the current proposal for Madison Prep primarily because it would violate the district’s contract with its teachers union, but that he agrees with the charter school’s supporters in that a new approach to close the achievement gap is necessary.
“I made a purposeful decision to not bring (a plan) forward over the past several months to not cloud the discussion about Madison Prep,” Nerad said. “It’s caused us to take a step back and say, ‘We’re doing a lot of things, but what else do we need to be doing?'”

Superintendent Nerad’s former District; Green Bay offers three “magnet options”:

Louisiana Gov. Bobby Jindal canvasses officials on ideas to boost education

Ed Anderson: Gov. Bobby Jindal continued his push for overhauling the state’s public education system, asking a handful of lawmakers and some members of the state’s chief school board for their input Friday. Jindal, who has targeted “education reform” as his chief agenda item for his second term, met with several veteran and rookie lawmakers … Continue reading Louisiana Gov. Bobby Jindal canvasses officials on ideas to boost education

Madison Prep and Teacher’s Union Collaborate: What’s it all about?

Kaleem Caire, via email:

October 3, 2011
Dear Friends & Colleagues.
As the Wisconsin State Journal and The Capital Times newspapers reported over the weekend, the Urban League of Greater Madison, the new Board of Madison Preparatory Academy and Madison Teachers, Inc., the local teachers’ union, achieved a major milestone last Friday in agreeing to collaborate on our proposed charter schools for young men and women.
After a two-hour meeting and four months of ongoing discussions, MTI agreed to work “aggressively and proactively” with Madison Prep, through the existing collective bargaining agreement (CBA) between MTI and the Madison Metropolitan School District, to ensure the school achieves its diversity hiring goals; educational mission and staff compensation priorities; and staff and student performance objectives.
Where we started.
In March 2011, we submitted a proposal to MMSD’s Board of Education to start an all-boys public charter school that would serve 120 boys beginning in the 2012-13 school year: 60 boys in sixth grade and 60 boys in seventh grade. We proposed that the school would operate as a “non-instrumentality” charter school, which meant that Madison Prep would not employ teachers and other relevant support staff that were members of MTI’s collective bargaining unit. We also proposed a budget of $14,471 per pupil, an amount informed by budgets numbers shared with us by MMSD’s administration. MMSD’s 2010-11 budget showed the projected to spend $14,800 per student.
Where we compromised.
A. Instrumentality: As part of the final proposal that the Urban League will submit to MMSD’s Board of Education for approval next month, the Urban League will propose that Madison Prep operate as an instrumentality of MMSD, but have Madison Preparatory Academy retain the autonomy of governance and management of both the girls and boys charter schools. MTI has stated that they have no issue with this arrangement.
What this means is that Madison Prep’s teachers, guidance counselor, clerical staff and nurse will be members of the MTI bargaining unit. As is required under the current CBA, each position will be appropriately compensated for working extra hours to accommodate Madison Prep’s longer school day and year. These costs have been built into our budget. All other staff will employed by Madison Preparatory Academy, Inc. and the organization will contract out for some services, as appropriate.
B. Girls School Now: When we began this journey to establish Madison Prep, we shared that it was our vision to establish a similar girls school within 12-24 months of the boys school starting. To satisfy the concerns of the Wisconsin Department of Public Instruction about how Madison Prep complies with federal Title IX regulations, we offered to start the girls school at the same time. We have since accelerated the girls school in our planning and look forward to opening the girls and boys schools in August 2012 with 60 sixth grade boys and 60 sixth grade girls. We will add one grade per year in each school until we reach a full compliment of 6th – 12th grades and 840 students total.
C. Costs: Over the past six months, we have worked closely with MMSD’s administration to identify an appropriate budget request for Madison Prep. Through an internal analysis of their spending at the secondary level, MMSD recently reported to us that they project to spend $13,207 per pupil on the actual education of children in their middle and high schools. To address school board members’ concerns about the costs of Madison Prep, we worked hard to identify areas to trim spending without compromising our educational mission, student and staffing needs, and overall school effectiveness. We’ve since reduced our request to $11,478 per pupil in Madison Prep’s first year of operation, 2012-13. By year five, our request decreases to $11,029 per pupil. Based on what we have learned about school spending in MMSD and the outstanding educational needs of students that we plan to address, we believe this is a reasonable request.
Why we compromised.
We have more information. After months of deliberation, negotiation and discussion with Board of Education members, school district administration, the teacher’s union and community stakeholders, we’ve been able to identify what we believe is a clear path to getting Madison Prep approved; a path that we hope addresses the needs and interests of all involved without compromising the mission, objectives and needs of our future students.
We believe in innovation and systemic change. We are very serious about promoting change and opportunity within our public schools, and establishing innovative approaches – including new schools – to respond to the educational needs, interests and challenges of our children, schools and community. Today’s children are tomorrow’s workforce; tomorrow’s leaders; tomorrow’s innovators; and tomorrow’s peacekeepers. We should have schools that prepare them accordingly. We are committed to doing our part to achieve this reality, including finding creative ways to break down boundaries rather than reinforce them.
The needs and desires of our children supersede all others. Children are the reward of life, and our children are our first priority. Our commitment is first and foremost to them. To this end, we will continue to seek ways to expand opportunities for them, advocate on their behalf and find ways to work with those with whom we have differences, even if it means we have to compromise to get there. It is our hope that other organizations and individuals will actively seek ways to do to the same.
We see the bigger picture. It would not serve the best interests of our community, our children, our schools or the people we serve to see parents of color and their children’s teachers at odds with each other over how best to deliver a quality education to their children. That is not the image we want to portray of our city. We sincerely hope that our recent actions will serve as a example to areas businesses, labor unions, schools and other institutions who hold the keys to opportunity for the children and families we serve.
Outstanding Issues.
Even though we have made progress, we are not out of the woods yet. We hope that over the next several weeks, the Board of Education will respond to your advocacy and work with us to provide the resources and autonomy of governance and leadership that are exceedingly important to the success of Madison Prep.
We look forward to finding common ground on these important objectives and realizing our vision that Greater Madison truly becomes the best place in the Midwest for everyone to live, learn and work.
Thank you for your courage and continued support.
Madison Prep 2012!
Onward!
Kaleem Caire
President & CEO
Urban League of Greater Madison
Phone: 608-729-1200
Fax: 608-729-1205
www.ulgm.org

The Myth About Traditional Math Education

Barry Garelick, via email:

The education establishment commits to fads like group and collaborative learning, but Garelick says they shouldn’t ignore and misinterpret traditional math.
Most discussions about mathematics and how best to teach it in the K-12 arena break down to the inevitable bromides about how math was traditionally taught and that such methods were ineffective. The conventional wisdom on the “traditional method” of teaching math is often heard as an opening statement at school board meetings during which parents are protesting the adoption of a questionable math program: “The traditional method of teaching math has failed thousands of students.” A recent criticism I read expanded on this notion and said that it wasn’t so much the content or the textbooks (though he states that they were indeed limited) but the teaching was “too rigid, too inflexible, too limited, and thus failed to adequately address the realities of educating a large, diverse, and rapidly changing population during decades of technological innovation and social upheaval.”
There is some confusion when talking about “traditional methods” since traditional methods vary over time. Textbooks considered traditional for the last ten years, for example, are quite different than textbooks in earlier eras. For purposes of this discussion, I would like to confine “traditional” to methods and textbooks in use in the 40′s, 50′s and 60′s. And before we get to the question about teaching methods, I want to first talk about the textbooks in use during this time period. A glance at the textbooks that were in use over these years shows that mathematical algorithms and procedures were not taught in isolation in a rote manner as is frequently alleged. In fact, concepts and understanding were an important part of the texts. Below is an excerpt from a fifth grade text of the “Study Arithmetic” series (Knight, et. al. 1940):

Our Response to State Education Department’s Hold on Madison Prep Grant

Kaleem Caire, via email

Dear Friends & Colleagues,
In the last 48 hours, local media has been abuzz about the Wisconsin Department of Public Instruction’s decision to put a hold on our charter school planning grant. The grant application was formally endorsed in March 2011 by the Board of Education of the Madison Metropolitan School District.
Last week, DPI officials contacted us to request that our team and the leadership of the Madison Metropolitan School District meet with them to discuss how we intend to address issues related to (a) the 1972 Title IX Education Amendments to the Civil Rights Act of 1964 and (b) new federal Title IX regulations on the establishment of single sex classes, extracurricular activities and schools that took effect in 2006. This meeting has been scheduled.
DPI has publicly stated that it is not uncommon for grant awards to be delayed for various reasons. In our case, DPI wants to ensure that all parties – MMSD, DPI and the Urban League of Greater Madison – are on the same page with regard to how Madison Prep will comply with federal and state statutes relative to single sex public schools. We welcome this conversation. MMSD and the Urban League have been working together on this issue since June.
Single Sex Public Schools are Growing in the U.S.
According to the National Association for Single Sex Public Education, there are presently 116 single sex public schools in the United States. The number of single sex public schools continues to grow each year. For example, the Houston (Texas) Independent School District’s Board of Education recently approved an all boys and later an all girls college preparatory academy for students in grades 6 – 12. Both campuses opened this week.
There are also public charter schools such as Bluford Drew Jemison S.T.E.M Academy for boys in Baltimore, Maryland that was approved by the Board of Education of Baltimore City Public Schools without approving a similar school for girls at the same time. Bluford Drew Jameson is part of BCPS’ bold and aggressive Charter, Innovative and Transformation Schools Plan to revitalize public education in the city. BCPS’ efforts are being heralded nationally as they are seeing clear signs of turning around.
With Confidence, Precedent and Support, We Will Succeed
Given the successful growth of single sex public/charter schools across the country, along with our plans to comply with the new Title IX regulations and our publicly stated commitment to establish the 6-12 grade Madison Preparatory Academy for Young Women, we are confident that the issues raised by DPI will be resolved.
With your support and that of DPI and MMSD, Madison Prep will soon provide a long overdue solution to a deeply rooted pattern of academic failure and under-performance, particularly among African American and Latino boys in our community. It will also serve as a learning laboratory that informs the programs, strategies and practices of schools and educators across Greater Madison and the State of Wisconsin.
We look forward to Madison Prep producing hundreds of confident, excited and future-focused young men who are ready for college and committed to promoting the schools values – leadership, excellence, pride and service – in their community, homes, peer groups and daily lives.
Visit the website and sign our petition below.
Madison Prep 2012: Empowering Young Men for Life!

IB interviewed Kaleem a few weeks ago.
Much more on Kaleem Caire and the proposed Madison Preparatory Academy IB charter school, here.

Sun Priarie Administrator Moving to Madison?

SP-EYE via a kind reader’s email:

At the last school board meeting, we learned, in a late addendum to the Personnel agenda item, that High School Assistant Principal Rainey Briggs ($75,971) is also leaving the district. Word on the street is that he has been offered a Principalship in the Madison school district. Hmmm? Don’t we have a Principal position open here in Sun Prairie? At Creekside elementary? Was Briggs interested in that position? Was he interested but Culver was not, n’est ce pas? Enquiring minds are wondering.
Briggs has developed a reputation as a charismatic, inspiring, and aspiring leader within the district and the community. We’ve heard anecdotal tributes to his efforts to work with kids at the high school and middle school level. We’re hoping we didn’t let him go without a fight. In fact, the board meeting got a little edgy when 3 board members voted AGAINST accepting his resignation. It came down to poor Terry Shimek having to cast the final vote to accept the resignation of Briggs as well as the Sound of Sun Prairie leaders who resigned amid stormy allegations. It was the right move for Shimek…they couldn’t really deny these folks…right? (although Briggs had technically committed to honoring his contract earlier this year). You can’t force people to stay when they wish to go…right?

Madison Teachers, Inc. 2011 Candidate Questionnaire

1MB PDF, via a kind reader’s email:. Mayoral Candidate Paul Soglin participated and I found this question and response interesting:


What strategies will you introduce to reduce the 6000+ families who move in and out of Madison Public School classrooms each year?
In the last three years more children opted out of the district than all previous years in the history of the district. That contributed to the increase of children from households below the poverty line rising to over 48% of the kids enrolled.
To stabilize our enrollment we need stable families and stable neighborhoods. This will require a collaborate effort between governments, like the city, the county and the school district, as well as the private sector and the non-profits. It means opening Madison’s economy to all families, providing stable housing, and building on the assets of our neighborhoods.
One decades old problem is the significant poverty in the Town of Madison. I would work with town officials, and city of Fitchburg officials to see if we could accelerate the annexation of the town so we could provide better services to area residents.

Ed Hughes and Marj Passman, both running unopposed responded to MTI’s questions via this pdf document.

MTIVOTERS 2011 School Board Election Questionnaire
Please respond to each ofthe following questions. If you wish to add/clarifY your response, please attach a separate sheet and designate your responses with the same number which appears in the questionnaire. Please deliver your responses to MTI Headquarters (821 Williamson Street) by, February 17, 2011.
General:
If the School Board finds it necessary to change school boundaries due to enrollment, what criteria would you, as a Board member, use to make such a judgement?
Ifthe School Board finds it necessary to close a school/schools due to economic reasons, what criteria would you, as a Board member, use to make such a judgement?
If the School Board finds it necessary, due to the State-imposed revenue controls, to make further budget cuts to the 2011-12 budget, what criteria would you, as a Board member, use to make such a judgement?
IdentifY specific MMSD programs and/or policies which you believe should to be modified, re-prioritized, or eliminated, and explain why.
What should the District do to reduce violence/assure that proper discipline and safety (of the learning and working environment) is maintained in our schools?
Do you agree that the health insurance provided to District employees should be mutually selected through collective bargaining?
_ _ YES _ _ NO Explain your concerns/proposed solutions relative to the District’s efforts to reduce the “achievement gap”.
Should planning time for teachers be increased? If yes, how could this be accomplished?
Given that the Wisconsin Association of School Boards rarely supports the interests of the Madison Metropolitan School District, do you support the District withdrawing from the W ASB? Please explain your rationale.
From what sources do you believe that public schools should be funded?
a. Do you support further increasing student fees? _ _ YES _ _ _ NO
Do you support the Wisconsin Alliance for Excellent Schools’ (WAES) initiative to raise sales tax by 1% to help fund schools?
_ _ YES _ _ NO
Do you support class sizes of 15 or less for all primary grades? _ _ YES _ _ NO
Do you support:
a. The use of public funds (vouchers) to enable parents to pay tuition with tax payers’ money for religious and private schools?
_ _ YES _ _ NO
b. The expansion of Charter schools within the Madison Metropolitan School District? _ _ YES _ _ NO
c. The Urban League’s proposed “Madison Preparatory Academy for Young Men” as a charter school which would not be an instrumentality of the District?
_ _ YES _ _ _ NO
Do you agree that the usual and customary work ofteachers, i.e. work ofthose in MTI’s teacher bargaining unit, should not be performed by others (sub-contracted)?
_ _ YES _ _ NO List MMSD staff and Board member(s) from whom you do or would seek advice.
Is your candidacy being promoted by any organization? _ _ YES _ _ NO
If yes, please name such organization(s). Have you ever been employed as a teacher? If yes, please describe why you left the teaching profession.
Do you support the inclusion model for including Title 1, EEN and ESL students in the regular education classroom? Why/why not?
What grouping practices do you advocate for talented and gifted (TAG) students?
Aside from limitations from lack ofadequate financial resources, what problems to you feel exist in meeting TAG students’ needs at present, and how would you propose to solve these problems?
The Board ofEducation has moved from the development ofpolicy to becoming involved in implementation of policy; i.e. matters usually reserved to administration. Some examples are when it:
a. Decided to hear parents’ complaints about a teacher’s tests and grading. b. Decided to modifY the administration’s decision about how a State Statute should be implemented.
Do you believe that the Board should delegate to administrators the implementation of policy which the Board has created?
_ _ YES _ _ NO
Do you believe that the Board should delegate to administrators the implementation of State Statutes? _ _ YES _ _ NO
Do you support the Board exploring further means to make their meetings more efficient? _ _ YES _ _ _ NO
Do you support a merit pay scheme being added to the Collective Bargaining Agreement _ _ YES _ _ _ NO
If yes, based on which performance indicators?
Do/did/will your children attend private or parochial schools during their K-12 years? Ifno, and ifyou have children, what schools have/will they attend(ed)?
_ _ YES _ _ NO If you responded “yes”, please explain why your child/children attended private parochial schools.
Legislation
Will you introduce and vote for a motion which would direct the Wisconsin Association of School Boards to request the introduction and promote the passage oflegislation to eliminate the revenue controls on public schools and return full budgeting authority to the School Board?
_ _ YES _ _ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to request the introduction and promote the passage oflegislation to prohibit the privatization ofpublic schools via the use oftuition tax credits (vouchers) to pay tuition with taxpayers’ money to private or religious schools?
_ _ YES _ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to request the introduction and promote the passage of legislation which will maintain or expand the benefit level of the Wisconsin Family and Medical Leave Act?
_ _ YES _ _ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to request the introduction and promote the passage oflegislation which will increase the retirement formula multiplier from 1.6% to 2% for teachers and general employees, i.e. equal that of protective employees?
_ _ YES _ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to request the introduction and promote the passage of legislation which will forbid restrictions to free and open collective bargaining for the selection ofinsurance for public employees (under Wis. Stat. 111.70), including the naming ofthe insurance carrier?
_ _ YES
_ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to request the introduction and promote the passage of legislation which will guarantee free and open collective bargaining regarding the establishment of the school calendar/school year, including when the school year begins?
_ _ YES _ _ NO
Will you introduce and vote for a motion to direct the Wisconsiu Association of School Boards to request the introduction and promote the passage of legislation to forbid the work of employees organized under Wis. Stat. 111.70 (collective bargaining statute) to be subcontracted?
_ _ YES _ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to seek passage of legislation which will require full State funding of any State-mandated program?
_ _ YES _ _ NO
Will you introduce and vote for a motion to direct the Wisconsin Association of School Boards to seek passage oflegislation which will provide adequate State funding of public education?
_ _ YES _ _ NO
Do you support a specific school finance reform plan (e.g., School Finance Network (SFN), Wisconsin Alliance for Excellent Schools (WAES), Andrews/Matthews Plan)?
Why/why not? Your Campaign:
Are you, or any of your campaign committee members, active in or supportive (past or present) of the “Get Real”, “ACE”, “Vote No for Change” or similar organizations?
Name ofCampaign Committee/Address/Phone #/Treasurer. List the members ofyour campaign committee.

Chicago’s Urban Prep Academies Visits Madison: Photos & a Panorama

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Students from Chicago’s Urban Prep Academies visited Madison Saturday, 2/26/2011 in support of the proposed Madison Preparatory IB Charter school. A few photos can be viewed here.
David Blaska:

I have not seen the Madison business community step up to the plate like this since getting Monona Terrace built 20 years ago.
CUNA Mutual Foundation is backing Kaleem Caire’s proposal for a Madison Prep charter school. Steve Goldberg, president of the CUNA Foundation, made that announcement this Saturday morning. The occasion was a forum held at CUNA to rally support for the project. CUNA’s support will take the form of in-kind contributions, Goldberg said.
Madison Preparatory Academy for Young Men would open in August 2012 — if the Madison school board agrees. School board president Maya Cole told me that she knows there is one vote opposed. That would be Marj Passman, a Madison teachers union-first absolutist.
The school board is scheduled to decide at its meeting on March 28. Mark that date on your calendars.
CUNA is a much-respected corporate citizen. We’ll see if that is enough to overcome the teachers union, which opposes Madison Prep because the charter school would be non-union.

Idaho K-12 Reform Plans Included Bargaining Transparency

Maureen Dolan:

Under the proposed plan, all new educators will have two-year contracts with raises and bonuses based on student achievement. Teachers with seniority will not be protected from workforce reduction layoffs, and collective bargaining will be limited to salary and wage-related benefits.
“We think that gives the local elected school board more control over the staff and the people that work in their schools,” Luna said.
The plan further requires that once agreements between local teachers unions and school boards are reached, they must be published online immediately by school districts. In addition, collective bargaining negotiations for those contracts must take place during open meetings, with parents, teachers and the public able to observe.
The state will publish a fiscal report card for every district showing per-pupil spending, how much of a district’s budget is going into the classroom, how much is spent on administration and how each district compares to other districts in the state.
Funding for the reform package aligns with the governor’s proposed K-12 public schools budget of $1.2 billion, and includes a multi-year spending strategy using revenue from some cost-saving measures to pay for other programs.

The Backstory on the Madison West High Protest

Madison School Board Member Ed Hughes:

IV. The Rollout of the Plan: The Plotlines Converge
I first heard indirectly about this new high school plan in the works sometime around the start of the school year in September. While the work on the development of the plan continued, the District’s responses to the various sides interested in the issue of accelerated classes for 9th and 10th grade students at West was pretty much put on hold.
This was frustrating for everyone. The West parents decided they had waited long enough for a definitive response from the District and filed a complaint with DPI, charging that the lack of 9th and 10th grade accelerated classes at West violated state educational standards. I imagine the teachers at West most interested in this issue were frustrated as well. An additional complication was that West’s Small Learning Communities grant coordinator, Heather Lott, moved from West to an administrative position in the Doyle building, which couldn’t have helped communication with the West teachers.
The administration finally decided they had developed the Dual Pathways plan sufficiently that they could share it publicly. (Individual School Board members were provided an opportunity to meet individually with Dan Nerad and Pam Nash for a preview of the plan before it was publicly announced, and most of us took advantage of the opportunity.) Last Wednesday, October 13, the administration presented the plan at a meeting of high school department chairs, and described it later in the day at a meeting of the TAG Advisory Committee. On the administration side, the sense was that those meetings went pretty well.
Then came Thursday, and the issue blew up at West. I don’t know how it happened, but some number of teachers were very upset about what they heard about the plan, and somehow or another they started telling students about how awful it was. I would like to learn of a reason why I shouldn’t think that this was appallingly unprofessional behavior on the part of whatever West teachers took it upon themselves to stir up their students on the basis of erroneous and inflammatory information, but I haven’t found such a reason yet.

Lots of related links:

“They have the power, but I don’t think anyone has looked at this. So [once again], I’m the angry black man.”

ibmadison.com interviews Kaleem Caire about the proposed Madison Preparatory Academy, via a kind reader:

In Caire’s mind, kids can’t wait. Consider the data he cites from the ACT District Profile Report for the Madison Metropolitan School District’s 2010 graduating class:

Of students taking the ACT, average test scores differed significantly between African Americans and white students:

English Math Reading Science Composite
African Americans 16.3 18.0 17.1 18.4 17.6
Caucasian/White 25.1 25.6 25.8 24.8 25.4

The percent of students meeting ACT College Readiness Benchmark Scores, broken out by ethnicity, for the 2010 graduating class seems more alarming:

Total Tested English (18) Math (22) Reading (21) Science (24)
All Students 1,122 81% 68% 71% 51%
African Americans 76 38% 24% 25% 9%
Caucasian/White 733 90% 77% 79% 60%
Hispanic 71 59% 39% 45% 18%
Asian/Pacific Isl. 119 67% 65% 61% 45%

Numbers like these fuel Caire’s fire, and his vision for The Madison Preparatory Academy for Young Men. “I’m amazed that [the primarily white leadership in the city] hasn’t looked at this data and said, ‘wow!’ They have the power, but I don’t think anyone has looked at this. So [once again], I’m the angry black man.”

Caire understands the challenges that lie ahead. By November, he needs to formally propose the idea to the School Board, after which he will seek a planning grant from the Department of Public Instruction. He anticipates other hurdles along the way. Among them, a misconstrued conception. “Madison believes it’s creative, but the reality is, it’s not innovative.” Will the community accept this idea, or sit back and wait, he wonders.
Second: The resources to do it. “We can survive largely on what the school system can give us [once we’re up and running], but there’s seed money you need to get to that point.”
Third: The teacher’s union response. “No one knows what that will be,” Caire said. “The school board and district are so influenced by the teacher’s union, which represents teachers. We represent kids. To me, it’s not, ‘teachers at all costs,’ it’s ‘kids first.’ We’ll see where our philosophies line up.” He added that the Urban League and those behind the Charter School idea are not at all opposed to the teacher’s union, but the Prep School’s design includes, for example, a school day longer than the teacher’s contract allows. “This isn’t about compensation,” he said of the contract, “it’s about commitment. We don’t want red tape caught up in this, and we want to guarantee long-term success.”

Related: “They’re all rich, white kids and they’ll do just fine” — NOT! and outbound open enrollment.

A View From Both Ends of the Educational Spectrum

James Warren:

I attended my first Chicago Board of Education meeting in decades Tuesday and my first Chicago Public Schools kindergarten graduation the next morning. The inadequacies of the former were underscored by the inspiration of the latter.
The board reaffirmed the existing teachers contract, guaranteeing a generous 4 percent raise negotiated by the weak-kneed duo of Mayor Richard M. Daley and Arne Duncan, then the superintendent of Chicago Public Schools and now the United States secretary of education. The board thus eliminated the chance of a strike in the fall as it also gave Mr. Duncan’s successor, Ron Huberman the power to perhaps lay off teachers and raise the number of students in classrooms.
“Door Open to 35 in a Class,” declared a Chicago Sun-Times headline, reflecting the prime concern of what essentially is a superficial debate.
In fact, the meeting itself might as well have been choreographed by the Goodman Theatre, given all the role-playing.

Related: The 4% Solution.

“Anything But Knowledge”: “Why Johnny’s Teacher Can’t Teach”

from The Burden of Bad Ideas Heather Mac Donald, Chicago: Ivan R. Dee, 2000, pp. 82ff.
America’s nearly last-place finish in the Third International Mathematics and Sciences Study of student achievement caused widespread consternation this February, except in the one place it should have mattered most: the nation’s teacher education schools. Those schools have far more important things to do than worrying about test scores–things like stamping out racism in aspiring teachers. “Let’s be honest,” darkly commanded Professor Valerie Henning-Piedmont to a lecture hall of education students at Columbia University’s Teachers College last February. “What labels do you place on young people based on your biases?” It would be difficult to imagine a less likely group of bigots than these idealistic young people, happily toting around their handbooks of multicultural education and their exposés of sexism in the classroom. But Teachers College knows better. It knows that most of its students, by virtue of being white, are complicitous in an unjust power structure.
The crusade against racism is just the latest irrelevancy to seize the nation’s teacher education schools. For over eighty years, teacher education in America has been in the grip of an immutable dogma, responsible for endless educational nonsense. That dogma may be summed up in the phrase: Anything But Knowledge. Schools are about many things, teacher educators say (depending on the decade)–self-actualization, following one’s joy, social adjustment, or multicultural sensitivity–but the one thing they are not about is knowledge. Oh, sure, educators will occasionally allow the word to pass their lips, but it is always in a compromised position, as in “constructing one’s own knowledge,” or “contextualized knowledge.” Plain old knowledge, the kind passed down in books, the kind for which Faust sold his soul, that is out.
The education profession currently stands ready to tighten its already viselike grip on teacher credentialing, persuading both the federal government and the states to “professionalize” teaching further. In New York, as elsewhere, that means closing off routes to the classroom that do not pass through an education school. But before caving in to the educrats’ pressure, we had better take a hard look at what education schools teach.
The course in “Curriculum and Teaching in Elementary Education” that Professor Anne Nelson (a pseudonym) teaches at the City College of New York is a good place to start. Dressed in a tailored brown suit, and with close-cropped hair, Nelson is a charismatic teacher, with a commanding repertoire of voices and personae. And yet, for all her obvious experience and common sense, her course is a remarkable exercise in vacuousness.
As with most education classes, the title of Professor Nelson’s course doesn’t give a clear sense of what it is about. Unfortunately, Professor Nelson doesn’t either. The semester began, she said in a pre-class interview, by “building a community, rich of talk, in which students look at what they themselves are doing by in-class writing.” On this, the third meeting of the semester, Professor Nelson said that she would be “getting the students to develop the subtext of what they’re doing.” I would soon discover why Professor Nelson was so vague.
“Developing the subtext” turns out to involve a chain reaction of solipsistic moments. After taking attendance and–most admirably–quickly checking the students’ weekly handwriting practice, Professor Nelson begins the main work of the day: generating feather-light “texts,” both written and oral, for immediate group analysis. She asks the students to write for seven minutes on each of three questions; “What excites me about teaching?” “What concerns me about teaching?” and then, the moment that brands this class as hopelessly steeped in the Anything But Knowledge credo: “What was it like to do this writing?”

The Legal Requirement of Public Input

Charlie Mas:

Dan has been working hard snooping around in the RCW. It’s pretty amazing what you can find in there if you look.
Here’s what he found: RCW 28A.320.015

School boards of directors — Powers — Notice of adoption of policy.
(1) The board of directors of each school district may exercise the following:
(a) The broad discretionary power to determine and adopt written policies not in conflict with other law that provide for the development and implementation of programs, activities, services, or practices that the board determines will:
(i) Promote the education and daily physical activity of kindergarten through twelfth grade students in the public schools; or
(ii) Promote the effective, efficient, or safe management and operation of the school district;
(b) Such powers as are expressly authorized by law; and
(c) Such powers as are necessarily or fairly implied in the powers expressly authorized by law.
(2) Before adopting a policy under subsection (1)(a) of this section, the school district board of directors shall comply with the notice requirements of the open public meetings act, chapter 42.30 RCW, and shall in addition include in that notice a statement that sets forth or reasonably describes the proposed policy. The board of directors shall provide a reasonable opportunity for public written and oral comment and consideration of the comment by the board of directors.

Comments on Seattle’s Math Curriculum Court Ruling, Governance and Community Interaction

Melissa Westbrook:

I attended Harium’s Community meeting and the 43rd Dems meeting (partial) yesterday. Here are some updates (add on if you attended either or Michael DeBell’s meeting).
We covered a fair amount of ground with Harium but a lot on the math ruling/outcomes. Here’s what he said:

  • the Board will decide what will happen from the math ruling. I asked Harium about who would be doing what because of how the phrasing the district used in their press release – “In addition to any action the School Board may take, the district expects to appeal this decision.” It made it sound like the district (1) might do something different from the Board and (2) the district had already decided what they would do. Harium said they misspoke and it was probably the heat of the moment.
  • He seems to feel the judge erred. He said they did follow the WAC rules which is what she should have been ruling on but didn’t. I probably should go back and look at the complete ruling but it seems like not going by the WAC would open her decision up to be reversed so why would she have done it? He said the issue was that there are statewide consequences to this ruling and that Issaquah and Bellevue (or Lake Washington?) are doing math adoptions and this ruling is troubling. I gently let Harium know that the Board needs to follow the law, needs to be transparent in their decision-making and the district needs to have balanced adoption committees or else this could happen again. No matter how the district or the Board feel, the judge did not throw out the case, did not rule against the plaintiffs but found for them. The ball is in the Board’s court and they need to consider this going forward with other decisions.

A Talk with Ellie Schatz: WCATY Founder and Author of “Grandma Says It’s Good to be Smart”

I enjoyed meeting and talking with Ellie Schatz recently. Listen to the conversation via this 17MB mp3 audio file CTRL-Click to download or read the transcript. Parent and activist Schatz founded WCATY and is, most recently author of “Grandma Says it’s Good to Be Smart“.
I enjoyed visiting with Ellie and found the conversation quite illuminating. Here’s a useful segment from the 37 minute interview:

Jim: What’s the best, most effective education model these days? Obviously, there are traditional schools. There are virtual schools. There are chartered schools. There are magnets. And then there’s the complete open-enrollment thing. Milwaukee has it, where the kids can go wherever they want, public or private, and the taxes follow.
Ellie: [32:52] I think there’s no one best model from the standpoint of those models that you just named. [32:59] What is important within any one of those models is that a key player in making that education available to your child believes that no matter how good the curriculum, no matter how good the model, the children they are about to serve are different, that children are not alike.
[33:30] And that they will have to make differences in the curriculum and in the way the learning takes place for different children.
[33:45] And I have experienced that myself. I’ve served on the boards of several private schools here in the city, and I have given that message: “This may be an excellent curriculum, and I believe it’s an excellent curriculum. But that’s not enough.”
[34:05] You cannot just sit this curriculum down in front of every child in the classroom and say, “We’re going to turn the pages at the same time, and we’re going to write the answers in the same way.” It does not work that way. You must believe in individually paced education.
[34:24] And that’s why I say the WCATY model cannot change. If it’s going to accomplish what I set out for WCATY to do, it must be accelerated from the nature of most of the curriculum that exists out there for kids today.

Thanks to Rick Kiley for arranging this conversation.

Our View: Teachers’ e-mails at work are public records

Wausau Daily Herald via a kind reader’s email:

Sometime in the spring of 2007, Don Bubolz of Vesper didn’t like what he heard at a meeting of the Wisconsin Rapids School Board.



He filed an open records request on April 16 of that year seeking the release of all e-mail messages sent to and from the accounts of five teachers in the district, for a period of about six weeks. At the time, he told the Wisconsin Rapids Daily Tribune that he wanted to find out — and wanted school administrators to know — whether the teachers were “doing their job the way it’s supposed to be done.”



The district superintendent indicated he would release the e-mails. The Wisconsin Education Association Council, representing the five teachers, filed an injunction to block their release.



The case made its way through trial court, and last month the Appeals Court certified it for consideration by the state Supreme Court. The appeals court said that there is no existing legal guideline in Wisconsin about whether personal e-mails constitute public records. If it chooses to rule on the case, then, the Supreme Court’s decision would have far-reaching implications.

Lead on Education

Fort Worth Star-Telegram:

Just how desperate must public schools get before Texas lawmakers find the gumption to fix the flawed system they created in the first place?
From the perspective of new House Speaker Joe Straus, it isn’t enough that superintendents across the state are pleading that their districts will have to deplete savings, slash programs or increase local tax rates substantially — all of which some have already done — if the Legislature doesn’t repair the funding mechanism adopted in a 2006 special session.
“We tend not to address situations until we absolutely have to, and we don’t have to this session,” Straus said during a wide-ranging meeting with the Star-Telegram Editorial Board last week.
“The political will doesn’t exist to do anything major” on school finance this session, he said.
Straus brings a welcome open-mindedness to the speaker’s chair, something missing during the autocratic reign of his predecessor, Tom Craddick.

Madison Math Program Public Input Session

The Madison School District Administration held a public input session on the recent Math Task Force report [3.9MB PDF] last evening at Memorial High School. Superintendent Dan Nerad opened and closed the meeting, which featured about 56 attendees, at least half of whom appeared to be district teachers and staff. Math Coordinator Brian Sniff ran the meeting.
Task force member and UW-Madison Professor Mitchell Nathan [Clusty Search] was in attendance along with Terry Millar, a UW-Madison Professor who has been very involved in the Madison School District’s math programs for many years. (Former Madison Superintendent Art Rainwater recently joined the UW-Madison Center for Education Research, among other appointments). UW-Madison Math professor Steffen Lempp attended as did school board President Arlene Silveira and board members Ed Hughes and Beth Moss. Jill Jokela, the parent representative on the Math Task Force, was also present.
Listen via this 30MB mp3 audio file. 5.5MB PDF Handout.
Related:

Anything but Knowledge

Why Johnny’s Teacher Can’t Teach” (1998)
from The Burden of Bad Ideas
Heather Mac Donald
Chicago: Ivan R. Dee, 2000, pp. 82ff.
America’s nearly last-place finish in the Third International Mathematics and Sciences Study of student achievement caused widespread consternation this February, except in the one place it should have mattered most: the nation’s teacher education schools. Those schools have far more important things to do than worrying about test scores–things like stamping out racism in aspiring teachers. “Let’s be honest,” darkly commanded Professor Valerie Henning-Piedmont to a lecture hall of education students at Columbia University’s Teachers College last February. “What labels do you place on young people based on your biases?” It would be difficult to imagine a less likely group of bigots than these idealistic young people, happily toting around their handbooks of multicultural education and their exposés of sexism in the classroom. But Teachers College knows better. It knows that most of its students, by virtue of being white, are complicitous in an unjust power structure.
The crusade against racism is just the latest irrelevancy to seize the nation’s teacher education schools. For over eighty years, teacher education in America has been in the grip of an immutable dogma, responsible for endless educational nonsense. That dogma may be summed up in the phrase: Anything But Knowledge. Schools are about many things, teacher educators say (depending on the decade)–self-actualization, following one’s joy, social adjustment, or multicultural sensitivity–but the one thing they are not about is knowledge. Oh, sure, educators will occasionally allow the word to pass their lips, but it is always in a compromised position, as in “constructing one’s own knowledge,” or “contextualized knowledge.” Plain old knowledge, the kind passed down in books, the kind for which Faust sold his soul, that is out.
The education profession currently stands ready to tighten its already viselike grip on teacher credentialing, persuading both the federal government and the states to “professionalize” teaching further. In New York, as elsewhere, that means closing off routes to the classroom that do not pass through an education school. But before caving in to the educrats’ pressure, we had better take a hard look at what education schools teach.
The course in “Curriculum and Teaching in Elementary Education” that Professor Anne Nelson (a pseudonym) teaches at the City College of New York is a good place to start. Dressed in a tailored brown suit, and with close-cropped hair, Nelson is a charismatic teacher, with a commanding repertoire of voices and personae. And yet, for all her obvious experience and common sense, her course is a remarkable exercise in vacuousness.

“Good News isn’t News”: Addressing Health Care Costs

FoxPolitics via a Steve Loehrke email:

Fremont School District Board of Education and FoxPolitics reader, wrote to update me with positive (!!) financial news from a school district. Refreshing!
In early March, 2007, the Post-Crescent, striving to illustrate the Freedom of Information Act for readers, requested invoices for legal charges from Weyauwega Fremont (W-F), a 1000-student school district west of Appleton. Per one of the newspaper’s articles at the time:

Using the state’s Open Records law, the newspaper fought for 10 months to see detailed invoices for attorney services after the district released heavily redacted copies ….

(P-C, March 11, 2007. The articles are no longer linkable. You can pay the P-C for an archived copy, or access articles from 1999 and later, free with your library card via Newsbank on the Appleton Public Library website.)
Loehrke objected to carte blanche (unredacted) release of the information and the P/C suit ended up costing district taxpayers about $25,000.
Quoting again from the March 11, 2007 P/C article:

District officials maintain they have not broken the law nor spent money irresponsibly, that the media is hyping the issue, and a handful of antagonistic residents are digging for dirt where none exists.
“We have willingly and openly responded promptly to more than 30 open records requests in the last year,” school board president Steve Loehrke wrote in an e-mail to The P-C this past week.

Much of the legal work paid for by W-F and questioned by the P-C, was in response to actions by district retirees unhappy with health insurance changes the board and administration were considering – changes which ultimately led to substantial savings for the District.
Loehrke is proud of his school district and concerned that good news isn’t reported.

To update you, our school district changed to a self-funded insurance plan and got rid of the WEAC owned insurance carrier. This year the school district put $800,000 (8%) of our budget into the Fund Balance. Tax rate is lowest of all surrounding school districts. Test scores are up. Permanently fixed the OPEB [Other Post-Employment Benefits] problem. Balanced the next year’s budget. Many things the newspaper could have and should have reported. Instead they wanted a whipping boy to help them sell papers. They never showed up at this year’s annual meeting. News silence. Good news isn’t news.

I talked with W-F District Administrator Jim Harlan to confirm Loehrke’s claims, and if accurate, to get the low-down on how the district achieved all this good stuff.
It seems to me the primary story is one of doggedly doing everything they can to reduce costs – to reduce costs that don’t impact learning in the classroom. Lo and behold, one way W-F reduced costs was by controlling – surprise, surprise – health insurance costs.

Contentless Writing

Mr. Fitzhugh [fitzhugh@tcr.org] is Editor and Publisher of The Concord Review and Founder of the National Writing Board and the TCR Institute [www.tcr.org].
Abraham Lincoln’s address at Gettysburg was short. Indeed, the President had spoken and taken his seat before many in that large crowd gathered outdoors even realized that he had spoken. Fortunately, an alert reporter took down his words. Short as the speech was, it began with a date and a fact–the sort of factual content that is being drained away from student writing today.
The very idea of writing without content takes some getting used to. I was taken aback not long ago to read the comments of a young woman who had been asked how she felt about having a computer grade the essays that she wrote on the Graduate Management Admission Test (Mathews, 2004). She replied that she didn’t mind, noting that the test givers were more interested in her “ability to communicate” than in what she actually said.
Although style, fluency, tone, and correct grammar are certainly important in writing, folks like me think that content has value as well. The guidelines for scoring the new writing section on the SAT seem to say otherwise, however. Readers evaluating the essays are told not to take points off for factual mistakes, and they must score the essays “holistically”–at the rate of 30 an hour (Winerip, 2005).
Earlier this year, Linda Shaw of the Seattle Times (2006), reported that the the rules for the Washington Assessment of Student Learning (WASL) do not allow dictionaries, but “when it comes to the writing section, there’s one rule they can break: They can make things up. Statistics. Experts. Quotes. Whatever helps them make their point.” According to Shaw, the state’s education office announced that “making up facts is acceptable when writing nonfiction, persuasive essays on the WASL.”
Lest you conclude that writing without content, or writing nonfiction with fictional content–think James Frey’s A Million Little Pieces–is limited to the Left Coast, think again. Across the United States, even the most prestigious writing workshops for teachers generally bypass the what to focus on the how.
All writing has to have some content, of course. So what are students encouraged to put down on the page? In its 2003 report, The Neglected ‘R’, The National Commission on Writing in America’s Schools and Colleges, gave us a clue. According to the report, the following passage by a high school student about the September 11 terrorist attacks shows “how powerfully children can express their emotions.”
“The time has come to fight back and we are. By supporting our leaders and each other, we are stronger than ever. We will never forget those who died, nor will we forgive those who took them from us.”
Or look at the National Assessment of Educational Progress (NAEP) the supposed gold standard for evaluating academic achievement in U.S. schools, as measured and reported by the National Center for Education Statistics. In its 2002 writing assessment, in which 77 percent of 12th graders scored “Basic” or “Below Basic,” NAEP scored the following student response “Excellent.” The prompt called for a brief review of a book worth preserving. In a discussion of Herman Hesse’s Demian, in which the main character grows up and awakens to himself, the student wrote,

Columbia (Missouri) Parents for Real Math

Math Excellence in Columbia Missouri Public Schools:

To: Columbia Public Schools Board of Education and Superintendent Phyllis Chase
An increasing number of parents and community leaders have expressed concern about the various math curricula currently used in the Columbia Public Schools (CPS). These experimental math programs go by the names of Investigations (TERC), Connected Math (CMP) and Integrated Math (Core Plus) and they emphasize “self-discovery” over mathematical competency. We are concerned because these curricula have been discredited and abandoned in other regions of the country after they failed to deliver demonstrable results. The failed curricula are currently the only method of instruction in the elementary grades and middle schools. At higher grade levels, CPS has actively discouraged students from enrolling in math courses that place more emphasis on widely accepted standard methods. And, while implementing and evaluating these programs, the Columbia School District did not provide open access to meetings or adequately consider the concerns of professional mathematicians, parents and community leaders.
Therefore, we, the undersigned, would like to express our deep concern with the following issues and to propose that the Columbia School District adopt the following goals:
1. Protect the right of students to become computationally fluent in mathematics. We expect students to receive direct instruction in standard algorithms of all mathematical operations and laws of arithmetic so that they can master the skills that allow fast, accurate calculation of basic problems. This goal cannot be met with the current Investigations/TERC math curriculum for lower grade levels.
2. Ensure that math instruction is flexible enough to allow for various learning styles and is age and grade-level appropriate. The elementary level should focus on math standards that will build a solid base of mathematical skills for ALL students. Middle school curricula should build a bridge between the fundamental arithmetic learned in elementary school and the more abstract concepts taught in high school. At both the elementary and middle school levels the curricula should allow teachers the flexibility to meet the needs of all types of learners. This goal cannot be met with the Connected Math program currently used in middle and junior high schools.

Related: Columbia Parents’ blog site, which offers a number of useful posts. [RSS]
Math Forum Audio / Video.
Via a reader.

Desired Superintendent Characteristics

The Board of Education of the Madison Metropolitan School District, after consulting staff, students, parents and community members, seeks an educational leader who is student-centered and demonstrates the following characteristics:
Possessing:

  • Leadership experience and demonstrated success in a diverse community and school district

  • Leadership experience and demonstrated success in challenging and engaging students at all points along the educational performance continuum

  • Effective communication skills

  • Strong collaborative and visionary leadership skills

  • Unquestioned integrity

  • Excellent organizational and fiscal management skills

Ability to:

  • Deal directly and fairly with faculty, staff, students, parents and community members

  • Be accessible, open-minded and consider all points of view before making decisions

  • Build consensus and support for a shared vision for the future

  • Develop positive working relationships with a wide variety of constituent groups

The individual selected is expected to be highly visible in and engaged with the schools and community. Successful experience as a superintendent or district level administrator in a similar urban environment and school district size is preferred.
Hazard, Young, Attea & Associates, Ltd. Executive Summary 960K PDF File:

This report summarizes the findings of the Leadership Profile Assessment conducted by Hazard, Young, Attea & Associates, Ltd. (HYA) for the Board of Education of Madison Metropolitan School District (MMSD). The data contained herein were obtained from reviewing approximately 185 completed Leadership Profile Assessment forms, 220 emailed responses and interviews with approximately 240 persons identified b y the Board, in either individual, focus group or community input settings, on September 19 and 20, 2007. The questionnaire, interviews and focus groups were structured to gather data to assist the Board in detennining the primary characteristics it might seek in its next superintendent of schools. Through this process, the consultants attempted to identify the personal and professional characteristics desired in the superintendent, as well as the skill sets necessary to maintain what constituent groups value and to address current and emerging issues which the District might be facing.
Information obtained through interviews, emails and completed questionnaires reflects similar views from all groups with respect to the multiple strengths of MMSD. Respondents were extremely proud of their District’s national recognition for educational excellence. They voiced pride in their students’ excellent test scores, the District’s exceedingly high number of National Merit Semifinalists and its ability to provide top quality academic programs in an environment of rapidly changing demographics. Given the changes in the socio-economic, racial and ethnic make-up of the student body, residents identified as major strengths the District’s commitment to reduce the achievement gap between Caucasian and minority students, its willingness to address issues of diversity and its provision of training in best practices to assist staff in meeting the special needs of a diverse student population.
Respondents also pointed to MMSD’ s commitment to neighborhood schools, retention of small class sizes in most elementary schools, rigorous curriculum, support of music programs and the arts, broad range of sports and other extra-curricular activities, high expectations of a well educated parent constituency and its excellent special education program with the focus on the inclusion of students in regular classrooms. Residents cited the strong support for the District by caring, involved parents and by a community that values high academic standards and achievement. Other strengths cited included the District’s bright, motivated students and its highly competent, dedicated, hard-working teachers and support staff committed to the success of all students. Building administrators were commended for their dedication, accessibility and innovative leadership in providing programs that reflect the needs of their individual school populations. All respondents cited MMSD’s proximity to and partnership with UW-Madison and Edgewood College as invaluable assets.
The over-arching challenge cited by all respondents centered on the MMSD’ s future ability to maintain its excellent academic programs and student performance, given the District’s insufficient financial resources, significant budget cuts and ever-growing low-income and ELL student populations. These concerns are interrelated and if not addressed successfully could eventually become the self-fulfilling cause of what respondents feared the most: the exodus of a considerable number of high-performing upper/middle class students to private or suburban schools as a “bright flight” mentality overrides parental desire to provide children with a “real world” enviromnent of socio-economic, ethnic and racial diversity.
Concern over the funding issue was expressed in several ways: failure to cut the personnel costs of a “top heavy” central office, more equitable funding of the various schools, state level politics that restrict local access to property taxes and fail to increase state funding, the cost of responding to the arbitrary mandates of t he NCLB law, the future need for a referendum to increase property taxes and a strong teachers’ union perceived as placing its salary/benefit issues, restrictions on management prerogatives and undue influence over the Board ahead of the District’s interests. The impact of continued budget cuts strikes at the quality and reputation of the educational program, with fear of an erosion of the comprehensive curriculum and after-school activities, reduction in aides who help classroom teachers with ELL and special education students; curtailment of music, fine arts and gifted programs; increases in class size; lack of classroom supplies; postponed maintenance and renovation of aging facilities; need to update technology and the lack of long-range financial planning as the District confronts one financial crisis after another.
Concern over the impact of the changing demographics was also expressed in various ways: fear that the rising cost of responding to the special needs of an increasingly diverse student population and efforts to close the achievement gap will reduce the dollars available to maintain electives and enrichment programs for regular and gifted students; the changing school culture in which gang activity, fights between students, a pervasive lack of respect by students toward authority are perceived as the norm, which in turn generates fear that the schools are no longer as safe as they used to be; the need to provide more relevant programs for the non-college bound students and the need to address the high minority student dropout rate. Concern that students from minority group populations are disproportionately disciplined, suspended and/or expelled was also expressed.
Almost all constituent groups felt that the Board and Administration need to gain the trust of parents and the community through communication that clearly identifies the fiscal issues and the criteria on which funding and budget decisions are based. Many expressed the view that the Board and Administration’s lack of transparency in district decision-making and show of disrespect toward those who question administrative proposals have eroded constituent support. A concerted effort by the Board and Administration to become more creative in publicizing the successes of MMSD’s outstanding educational opportunities might encourage mor e young upper/middle class families to move into the District and convince others to remain.
Respondents agreed on many of the attributes that would assist a new superintendent in addressing the issues confronting MMSD. They want a student-centered, collaborative educational leader of unquestioned integrity with superior communication, interpersonal and management skills. He/she should have strategic plmming skills and feel comfortable with the involvement of parents, teachers and community members in shaping a vision for the District’s future direction. The successful candidate should be a consensus builder who has had experience in meeting the needs of an ethnically and socio-economically diverse student population. He/she should b e sensitive and proactive in addressing diversity issues and a strong advocate of effective programs for ELL and gifted students and of inclusion programs for special education students. The new superintendent should be open to new ideas and encourage staff to take risks with research-based initiatives that engage students in learning and maintain high academic expectations as they work together toward common goals. When confronted with controversial issues, he/she should be willing to seek the views of those affected, examine all options and then make the tough decisions. The new superintendent should have the courage of his/her convictions and support decisions based on what is best for all students
The successful individual should have a firm understanding of fiscal management and budgets, K-12 curriculum and best practice and the importance of technology in the classroom. He/she should be a strong supporter of music, fine arts and after-school activities. The new superintendent should have successful experience dealing collaboratively with a Board and establishing agreement on their respective govemance roles. He/she should have a proven record of recruiting minority staff and hiring competent people who are empowered to strive for excellence and are held accountable.
He/she should b e visible in the school buildings and at school events, enjoy interacting with students and staff, be actively involved in the community and seek opportunities to develop positive working relationships with state and local officials, business and community groups. The individual should be a personable, accessible, open-minded leader who engages staff, students, parents and the community in dialogue, keeps them well informed and responds respectfully to inquiries in a timely, forthright manner.
While it is unlikely tofind a candidate who possesses all of the characteristics desired by respondents, HYA and the Board intend to meet the challenge of finding an individual who possesses many of the skills and character traits required to address the issues described b y the constituent groups. We expect the new superintendent to provide the leadership that inspires trust and unites the community in its support for MMSD’s efforts to achieve an even higher level of performance for its students and staff.
Respectfully submitted,
Marvin Edwards
Jim Rickabaugh
Joan Levy

960K Executive Summary.

MMSD and MTI reach tentative contract agreement

Madison Metropolitan School District: The Madison Metropolitan School District and Madison Teachers Incorporated reached a tentative agreement yesterday on the terms and conditions of a new two-year collective bargaining agreement for MTI’s 2,400 member teacher bargaining unit. The contract, for the period from July 1, 2007 to June 30, 2009, needs ratification from both the … Continue reading MMSD and MTI reach tentative contract agreement

Update on Search for New Superintendent

Arlene Silveira, School Board President, provided the following update on the Isthmus Forum: All – here is the update on the search for the new Superintendent. On Tuesday and Wednesday evenings the Board will interview 4 search firms/consultants. We had decided that we want to use a consultant to assist wit the search for the … Continue reading Update on Search for New Superintendent

Some interesting insight into another district’s budgeting process, knowledge, and challenges.

Shane Samuels: There are those who like to work with numbers, and then there are those who figure school budgets. They’re not necessarily the same person. School finance consists of a labyrinth of property values, student enrollment totals, federal aid, and state aid. Only two people in Chetek claim to understand the funding formula from … Continue reading Some interesting insight into another district’s budgeting process, knowledge, and challenges.

A judge says Preston Hollow Elementary segregated white kids to please parents. The reality is deeper and maybe more troubling.

On a sunny September morning in 2005 Preston Hollow Elementary School hosted Bike to School Day. Dozens of grinning children with fair skin played and talked outside in the courtyard, relaxing happily after rides through their North Dallas neighborhood of garish mansions and stately brick homes. Parents shared tea and fruit, capturing the smiles of … Continue reading A judge says Preston Hollow Elementary segregated white kids to please parents. The reality is deeper and maybe more troubling.

Comments on BOE Progress Report for December

Madison School Board President Johnny Winston, Jr. (thanks!) posted a rather remarkable summary of recent activity today. I thought it would be useful to recall recent Board Majority inaction when reviewing Johnny’s words: It’s remarkable to consider that just a few short years ago, substantive issues were simply not discussed by the School Board, such … Continue reading Comments on BOE Progress Report for December

New Glarus Parent Files Request for Summary Judgement On Behalf of Gifted Education in Wisconsin

State gifted education advocate and Madison attorney Todd Palmer recently filed a request for a judicial “summary judgement” in the matter of “Todd Palmer v. The State of Wisconsin Department of Public Instruction and Elizabeth Burmaster.” As he explained it to me in layperson’s terms, a summary judgment “is a procedure wherein a party (me) … Continue reading New Glarus Parent Files Request for Summary Judgement On Behalf of Gifted Education in Wisconsin

Boundary changes for Lake View & Chavez?

A story by Susan Troller in the Cap Times reports: Two elementary schools at opposite ends of the Madison Metropolitan School District are bursting at the seams and may face boundary changes next year to deal with crowding. Lake View Elementary on the northeast side of the city and Chavez Elementary on the southwest side … Continue reading Boundary changes for Lake View & Chavez?

If Chartering is the Answer, What was the Question?

Ted Kolderie and Joe Graba, charter school leaders at Education/Evolving urge legislators to expand Wisconsin’s charter school law: “The Importance of Innovation in Chartering” Remarks to the Legislative Study Committee on Charter Schools By Ted Kolderie and Joe Graba, Education/Evolving October 17, 2006 TED KOLDERIE Let me try to set the context for the Legislature’s … Continue reading If Chartering is the Answer, What was the Question?

The Politics of K-12 Math and Academic Rigor

The Economist: Look around the business world and two things stand out: the modern economy places an enormous premium on brainpower; and there is not enough to go round. But education inevitably matters most. How can India talk about its IT economy lifting the country out of poverty when 40% of its population cannot read? … Continue reading The Politics of K-12 Math and Academic Rigor

November 7, 2006 Referendum & Election Page Update

I’ve updated the election page with information and links regarding the November 7, 2006 selection. Links include the Madison School District’s information page, boundary changes and the open government complaint documents (and District Attorney Brian Blanchard’s recent response) related to the School Board’s closed meetings over the Linden Park land purchase. A motion to make … Continue reading November 7, 2006 Referendum & Election Page Update

Locked-in lunches now for East High 9th-graders

A story from Susan Troller and The Capital Times: Freshmen at East High School will no longer be spending their lunch hours at Burger King or the local convenience store. A new closed-campus policy for ninth-graders went into effect today at Madison’s oldest public high school. “We’re interested in getting our entering freshmen off to … Continue reading Locked-in lunches now for East High 9th-graders

Superintendent Rainwater’s Reply Regarding the Math Coordinator Position

Madison Metropolitan School District Superintendent Art Rainwater replied via email to our “Open letter about Math Coordinator position at MMSD“: On Wed, 31 May 2006, Art Rainwater wrote: Dear Steffen and others; Thank you for sharing your concens. The District has always employed outstanding curriuclum leaders in our Teaching and Learning Department. Mary Ramberg has … Continue reading Superintendent Rainwater’s Reply Regarding the Math Coordinator Position

Fifth Verse – Same, Sorrowful Tune: Superintendent Proposes to Elminate Elementary Strings

Other districts facing fiscal and academic achievement challenges have had successes maintaining and growing their fine arts education – through strategic planning, active engagement and real partnerships with their communities. In Tuscon, AZ, with a large low income and hispanic population, test scores of this population have climbed measurably (independent evaluations confirmed this). This state … Continue reading Fifth Verse – Same, Sorrowful Tune: Superintendent Proposes to Elminate Elementary Strings

Carol Carstensen’s Weekly Email

Carol Carstensen: Parent Group Presidents: BUDGET FACTOID: The administration’s proposed budget for the 2006-07 school year will be made public on Friday, April 21. Board members and the media will have hard copies of the budget and an electronic version should be up on the web site shortly. The Board begins discussion and consideration of … Continue reading Carol Carstensen’s Weekly Email

Longtime advocates for academic rigor and educational excellence back Mathiak and Cole

Recent post from the Madison United for Academic Excellence (MUAE) list serve: Dear MUAE Friends, When we volunteered to oversee a District-wide “TAG” parents email list back in 2002, it was in part to help out the District “TAG” staff and in part to make the list available for explicit “TAG” advocacy efforts. We never … Continue reading Longtime advocates for academic rigor and educational excellence back Mathiak and Cole

Leveling the Playing Field: Creating Funding Equity Through Student-Based Budgeting

When the Cincinnati Public Schools devised a reform strategy for improving student performance, it became clear that the district’s traditional budgeting system was inadequate. The authors trace the district’s process of moving to a system of student-based budgeting: funding children rather than staff members and weighting the funding according to schools’ and students’ needs. By … Continue reading Leveling the Playing Field: Creating Funding Equity Through Student-Based Budgeting

Carol Carstensen’s Weekly Message

Carol Carstensen: Parent Group Presidents: BUDGET FACTOID: MTI has just informed the district that it will not agree to reopen negotiations to consider changes to health insurance. If the union had agreed to reopen negotiations on this point, the agreement was that any savings that resulted from a change in health insurance options would be … Continue reading Carol Carstensen’s Weekly Message

By Invitation Only: How the MMSD-MTI Health Insurance Task Force Limited Its Options

In June of 2005, when the majority of the Madison School Board approved the two-year collective bargaining agreement with the teachers union, the agreement included a task force to study and make recommendations on possible changes in health insurance coverage for the teachers, the majority of the district’s employees. Task force members would be the … Continue reading By Invitation Only: How the MMSD-MTI Health Insurance Task Force Limited Its Options

Student Posting on District Food Policy

I am a member or the MMSD’s Student Senate. I am currently involved in a group discussing a draft of a proposed food policy which I feel is rather Draconian. The draft has not yet been made public (I am told this is because it is a “draft” and thus not ready for release) and … Continue reading Student Posting on District Food Policy

Very disappointing start for MTI-MMSD health insurance task force

On Wednesday, January 11, representatives of Madison Teachers, Inc. (MTI) and the Madison school district met at the union’s headquarters for three hours. MTI Executive Director John Matthews chaired the meeting. It was the first of two meetings at which MTI and MMSD will supposedly explore the potential for savings on health insurance costs for … Continue reading Very disappointing start for MTI-MMSD health insurance task force

Swan Creek Residents Organize to Stay at Leopold

Kurt Gutknecht, writing in the Fitchburg Star: Residents of Swan Creek have launched a spirited campaign against plans to bus students from the area to Midvale/Lincoln elementary schools. A few days after Christmas, 185 households signed a letter [500K PDF] opposing the plan, which a task force had proposed to address overcrowding at several schools … Continue reading Swan Creek Residents Organize to Stay at Leopold

Public Not Welcome at MMSD Talks about Future Health Insurance Costs

Last August, MMSD parent KJ Jakobson asked “whether the new joint district-union task force for investigating health insurance costs be a truly collaborative effort to solve a very costly problem? Or will it instead end up being a collusion to maintain the status quo?” Collaboration or collusion: What should the public expect from MMSD-MTI Task … Continue reading Public Not Welcome at MMSD Talks about Future Health Insurance Costs

West HS English 9 and 10: Show us the data!

Here is a synopsis of the English 10 situation at West HS. Currently — having failed to receive any reply from BOE Performance and Achievement Committee Chair Shwaw Vang to our request that he investigate this matter and provide an opportunity for public discussion — we are trying to get BOE President Carol Carstensen to … Continue reading West HS English 9 and 10: Show us the data!

Thoreau Boundary Change Grassroots Work

Erin Weiss and Gina Hodgson (Thoreau PTO) engage in some impressive grassroots work: November 28, 2005 Dear Thoreau Families, Staff, Teachers and Friends, Now is the time for you to get involved in the MMSD redistricting process! This Thursday, December 1 at 6:30pm, a Public Forum will be held at Cherokee Middle School. This forum … Continue reading Thoreau Boundary Change Grassroots Work

Carol Carstensen’s Email Message to Parent Groups

Carol Carstensen: Parent Group Presidents: N.B. The Board’s discussion regarding animals in the classroom has been postponed until January. BUDGET FACTOID: Why does the Madison district spend more than the state average per pupil? One part of the answer is that our student enrollment differs significantly from the state average in areas which require more … Continue reading Carol Carstensen’s Email Message to Parent Groups

Public Information and Tonight’s Land Purchase Vote

Tonight the Board of Education will vote on approving the purchase of land in the proposed plat of Linden Park located along Redan Road on the west side of Madison. The Board will vote on approving the purchase of 8.234 acres for the price of $535,258.83. One provision of the agreement requires the District to … Continue reading Public Information and Tonight’s Land Purchase Vote