Baltimore Schools Make an Impact on African American Students

by League of Education Voters

Representatives from the League of Education Voters (LEV) and community-based organizations recently traveled to Baltimore, Maryland, to learn more about the discipline reforms that have been implemented by Baltimore City Public Schools with great success. This is the eighth in the series, Transforming School Discipline: Lessons from Baltimore.

Reverend Dr. Carey AndersonBy Dr. Carey G. Anderson, Reverend, First African Methodist Episcopal Church

As a Pastor serving a local congregation in Seattle, Washington, I was greatly inspired to attend a trip sponsored by the League of Education Voters. This trip was an opportunity to interface with school administrators, teachers, and education partners in addressing school discipline and impacting the high school dropout rate in the city of Baltimore, Maryland.

One key observation with the school administrators that spoke with us was the inherent interest that is shown to each student. The model of student management focused on keeping students in the classroom, which included methods such as cognitive reasoning with students, behavior modification, active parental interaction, and the power of making choices. Read More

It’s about data

by League of Education Voters

Representatives from League of Education Voters (LEV) and community-based organizations recently traveled to Baltimore, Maryland, to learn more about the discipline reforms that have been implemented by Baltimore City Public Schools with great success. This is the seventh in the series, Lessons from Baltimore: Transforming School Discipline.

Beth RicherBy Beth Richer, Government Relations, League of Education Voters

There were a number of messages, strategies, and lessons that the Baltimore City Public Schools staff and administrators shared with us on the issue of school discipline. Three of these messages have remained with me:

  1. First and foremost, take children as they are
  2. Policies cannot replace positive school culture
  3. What gets measured gets done

There is a critical step in revising school discipline policies that involves looking at the practical rather than the socio-emotional, and that involves data. Read More

Money Matters in the Issaquah School District

by League of Education Voters

The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the last school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”

Alison MeryweatherBy Alison Meryweather, LEV Key Activist

Once the 2014 budget was approved, the Issaquah district moved quickly to strategically invest the additional funding. To be clear; our district has yet to be restored to pre-2008-2009 state funding levels, but with the “additional” $3 million allocation from the state, we could begin that process.

Below are some of the priorities where funding was spent:

Instructional Performance and Accountability: $1,000,000 for full implementation, district-wide, of the Teacher Principal Evaluation Pilot (TPEP) Program. These additional funds are required to ensure the program is implemented with equity and transparency. These new evaluations are much more time-consuming and therefore the district opted to increase Dean of Students staffing at both the elementary and middle schools and add another Assistant Principal at two of our comprehensive high schools who have enrollments of 2,000 students each. This staff increase will also serve to assist students who need additional support to address their challenges.

Instructional Time: $200,000 to fund a pilot 7th period at two high schools to expand core graduation and elective options for students. Due to state funding constraints, our district only provides a 6-period day. The district will pilot an on-demand academic option, as well as provide transportation.

Student Health: While $975,000 overall was allocated, the district is contracting for Mental Health Counseling at all three of our comprehensive high schools, at a cost of $275,000. To me, this is a very smart investment. Data from our annual Healthy Youth Survey indicates numerous areas of significant concern. Our teachers are on the front line with our students and both need the guidance and support to navigate the complexities of social/emotional health.

Just imagine the opportunities for our students should the state fully adhere to the court McCleary decision to restore the previous funding levels and make additional essential investments in education!

Alison Meryweather is a passionate advocate for public education and has been volunteering for over a decade so that our students can benefit from the best education possible.

It’s about collaboration

by League of Education Voters

Representatives from League of Education Voters (LEV) and community-based organizations recently traveled to Baltimore, Maryland, to learn more about the discipline reforms that have been implemented by Baltimore City Public Schools with great success. This is the sixth in the series, Lessons from Baltimore: Transforming School Discipline.

Reverend Reggie WitherspoonBy Reggie Witherspoon, Reverend, Mount Calvary Christian Church

Mount Calvary Christian Church has been working for years with members of our community who have been to prison, and we’ve been aware of the “school-to-prison pipeline” for some time. Working with the League of Education Voters (LEV) has allowed us to begin working with members of our community sooner—during the “school” portion of the aforementioned “pipeline”—with the goal of preventing the “prison” part of it altogether.

At Mount Calvary, we believe that education plays a major role in nurturing a strong community. Education is power, and it’s what liberates us. Without education, poverty always leads to crime. One of the things we’re doing through our youth ministry is developing relationships with Meany Middle School, Franklin High School, and Garfield High School so that we can implement mentorship and tutoring programs to help students study and prepare for college.

I ultimately decided to join LEV on their listening tour of Baltimore schools because of the plight of our community members—particularly that of African American males. I wanted to see what was going on in Baltimore and what had been implemented successfully that we could bring home. Read More

Money Matters in the Kent School District

by League of Education Voters

The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the third school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”

Agda BurchardBy Agda Burchard, Legislative Representative, Kent School District Board

Thanks to the state legislature, nearly $500 per student in additional funding was available at the start of the 2013–2014 school year.

In the Kent School District, a portion of the additional resources support student learning by funding:

  • Full-Day Kindergarten. Research shows that students who attend full-day kindergarten are more likely to be independent learners, more productive, and less likely to be withdrawn or aggressive. Seven additional elementary schools in Kent received state funds for full-day kindergarten. In a full day, teachers have more time to concentrate on teaching the curriculum and students are able to focus longer on a subject. Students also have time to engage in a wider range of activities including the arts and physical education.
  • Increasing Student Success. KSD added or expanded these programs:
    • Dual-language programs at Scenic Hill and Carriage Crest elementary schools. Students will focus on learning two languages and develop high linguistic and academic proficiency.
    • Preschool classes at Meridian and Park Orchard elementary schools. To prepare students for success in school.
    • Parent Academy for Student Achievement. The Parent Academy teaches parents how to engage in their children’s education and is taught in nine different languages.
    • Career Medical Pathways program at Kentlake in partnership with Renton Technical College. Students can take low-cost college courses and work with businesses such as MultiCare Health System to receive practical instruction in the medical field. This type of experience gives students new opportunities and advantages in the modern job market.

The additional state funding was a good down-payment toward fully funding public education as required by the state supreme court’s McCleary decision. When you see your state legislators, please thank them on behalf of the students in your community. And ask them to keep working to fully fund basic education so that all our students can increase their academic achievement and graduate ready for success in college, career, and community life.

Agda Burchard and her husband Tom have lived in Kent for 20 years. Agda became active in the Kent School District when their daughter Sam entered kindergarten in 2002. In addition to serving on the Kent School District Board, Agda is a Girl Scout leader and PTA leader.

Money Matters in Spokane Public Schools

by League of Education Voters

The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the second school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”

Bob DouthittBy Bob Douthitt, President, Spokane Public Schools

Spokane Public Schools received approximately $18 million in net new state and federal revenue for the 2013–2014 school year to support basic and special education. This represents 5–6 percent of our operating budget, which is slightly over $300 million.

Of the $18 million, $10 million is being used to fund Basic Education obligations that had previously been backfilled by levy money. The remaining $8 million, which represents new revenue, is being used to reduce K–1 class sizes, particularly in high-poverty schools, increase reading intervention teachers to provide support in all elementary schools, and increase certificated staff in middle schools to support both at-risk and high-achieving students. Additional investments for professional development to implement the Teacher-Principal Evaluation Project (TPEP) and new curriculum for Common Core were added to the budget. Our Mentor Teacher Program was restored. Finally, investments in college and career completion initiatives are available in this year’s budget to help support the School District’s T-2-4 goal.

The “T-2-4” goal, which is part of our new five-year strategic plan introduced this fall, says that as much as 67 percent of the jobs in Washington state are expected to require some form of post-secondary training by 2018. The “finish line” for our students should not be merely obtaining a high school diploma, but rather, completing something at the post-secondary level. It could either be technical or military (the T), a 2-year degree (the 2), or a 4-year degree (the 4).

Washington’s students certainly need the additional $3+ billion delineated in HB 2261 And ESHB 2776, and required under the McCleary decision, if they are going to substantially improve their academic achievement and realistically expect to obtain the outcomes we want as a state, and need as a society.

Bob Douthitt was elected to the School Board for Spokane Public Schools in 2007, and has served as president since 2011. A former tax attorney and retail business owner, he has been active in civic affairs throughout his career.

Money Matters in the Anacortes School District

by League of Education Voters

The League of Education Voters invited leaders from all around Washington state to share their school district’s story on how money matters, and how they are using it to reduce the opportunity and achievement gaps. This post is the first school district perspective in our five-part blog series, “Money Matters. But so does how it’s spent.”

Jeannette PapadakisBy Jeannette Papadakis, President, Anacortes School Board

The increased funding from the 2014 legislative session, as the first installment for fully funding K–12 education, is directly benefiting Anacortes students. The additional resources received are being used to positively impact the Anacortes School District’s instructional goals.

Thanks to the work of the legislature, we have been able to continue to fund full-day kindergarten for every student in our district. We believe that starting “school ready” is a requirement for future academic success. Through initiatives such as our aggressive early learning efforts and the ability to continue full-day kindergarten, our student assessment data shows substantial and consistent gains in this area.

Another area we have addressed with additional funding is first and second grade literacy. By the completion of these grades, 30 percent of our students are not on target to meet the reading standards. It is critical to their future academic success that students are able to read by third grade. After analyzing data, our current practices and curriculum, and studying the latest research, we hired two primary literacy instructional coaches to address this problem. Current research shows that students have the best gains with a certified, high-quality teacher (versus our former pull-out model). These instructional coaches model, guide, collaborate, and provide feedback, with the goal of directly impacting student reading achievement.

We appreciate our legislature taking the necessary initial steps to fully fund public education. Through the use of these additional resources the Anacortes School District is addressing specific student needs and outcomes.

Jeannette Papadakis is the President of the Anacortes School Board. She has served on the board since 2007.

It’s about the future

by League of Education Voters

Representatives from League of Education Voters and community-based organizations recently traveled to Baltimore, Maryland, to learn more about the discipline reforms that have been implemented by Baltimore City Public Schools with great success. This is the fifth in the series, Lessons from Baltimore: Transforming School Discipline.

Tony MooreBy Tony Moore, Member, Federal Way School Board

The problems of the world will be solved by our future generations.

But when you look at where our kids are ending up, it’s clear that we are failing many of them. Our country has made a practice of punishing rather than nurturing our young, and it shows—in our school discipline practices, and in how we imprison so many of our citizens. Americans make up just five percent of the world’s population, but American jails hold a quarter of the world’s prisoners. Of those prisoners, nearly forty percent are African American, even though African Americans make up just thirteen percent of the United States population.

Many of the people in our prisons got there by way of archaic school discipline practices and the school-to-prison pipeline. To change this trajectory, we need to reform our school discipline practices. From there, we can work on solving the problems in our prison system and rebuild our communities so that everyone has a chance for success. Read More

Olympia’s education efforts: Mid-course correction needed

by League of Education Voters

This post was written by League of Education Voters CEO Chris Korsmo and originally posted on Crosscut on December 3, 2013.

Chris Korsmo, CEO, League of Education VotersThe National Assessment of Educational Progress (NAEP) 2013 test results were heralded recently by many in our state for the increases in fourth and eighth grade math and reading scores.

The results are promising and the progress deserves to be recognized.

Yet when the results were announced, there was little to no mention of the widening achievement gaps among some groups of Washington students.

Specifically, during the past 10 years, the gaps between black/white, Latino/white, and low-income/higher income students widened at all grades and subjects tested.

Clearly, what we are doing for these students is not working. Read More