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LEV Interviews State Superintendent Chris Reykdal About His Long-Term Vision for K-12 Education

OSPI Chris Reykdal - League of Education VotersLeague of Education Voters Communications Director Arik Korman sat down with Superintendent of Public Instruction Chris Reykdal to discuss his six-year K-12 education plan, how the plan would prepare our kids for what comes after high school, and how we can help make it happen.

 

Listen:


 

Listen to Washington STEM CEO Caroline King talk about Career Connected Learning

Listen to Rep. Pat Sullivan talk about solutions to the McCleary education funding debate

Listen to Senator Ann Rivers talk about common ground for a McCleary education funding solution

Listen to Senator Hans Zeiger talk about McCleary school funding solutions

Listen to State Superintendent Chris Reykdal talk about priorities for his first 100 days

Listen to Governor Jay Inslee talk about his 2017 state budget

Listen to Senator Christine Rolfes talk about the Education Funding Task Force

Listen to Rep. Ruth Kagi talk about the Governor’s Blue Ribbon Commission on Children and Families

Listen to Washington state Teachers of the Year talk about teaching philosophy, classroom accomplishments and education priorities

Posted in: Blog, Career and College Ready Diploma, Career Technical Education, Closing the Gaps, Early Learning, ESSA, Funding, Higher Education, Legislative session, Media Clips, Podcast

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Students Must Be Ready for What Comes Next

Lisa Jiménez - League of Education VotersBy Lisabeth Jiménez
Guest Blogger

I am currently a sophomore at Columbia Basin College, where I major in political science with a minor in education. I attended two separate high schools before graduating in 2015: Delta High School, the first STEM high school in Washington, for 9th through 10th grade, and then I transferred to Pasco Senior High School to participate in Running Start, a program that allows students in the 11th and 12th grade to attend college courses to earn an Associate in Arts degree upon graduation from high school.

In high school I was a C/D average student. A few Bs made an appearance from time to time but not consistently, and it wasn’t from a lack of trying. My friends were A+ students, always making the honor roll, and they didn’t have to try. I would stay up till 4 o’clock in the morning, sometimes pulling all-nighters to finish assignments and group projects because of short deadlines and multiple assignments coming due at the same time. My friends’ teachers gave them small assignments and did not thoroughly check them to see if they were finished. Because of pre-conceived expectations, if their teachers saw writing on the papers turned in, they would give my friends an A for assignments because they were “completed.” My friends did not know how to find the slope of a y-intercept, learn the stages of mitosis, or master writing an analysis essay, but I did.

When it came to state testing, the teachers at Delta were committed to making sure we all passed because they wanted to see us walk across the graduation stage in the spring. I studied night and day for these exams, while some of my friends asked their parents to opt them out of the testing. I graduated with a 2.45 grade point average, passed all my state exams, and earned 24 high school credits and 33 college credits. My friends who did not take the tests graduated with a 4.0 average, 22 high school credits, and opted out of all the state exams because they simply did not want to take them. They had the opportunity to apply to any college they wished because of their grade point average, but my GPA did not provide the same opportunity.

They applied to universities and local colleges, and were accepted. The next step was to take their placement tests to determine which courses they would be eligible to take. Unfortunately, they received low test scores that placed them at the beginning of a long road of remedial college courses. How could a 4.0 student not be college ready? When I took my placement tests for Running Start, I placed right at the English 101/102 level and Math 99. I, a 2.45 GPA graduate and a C/D average student, was able to take college courses while still in high school.

Grades should not be the only thing to determine whether a student is college ready, because they are just a letter that some teachers give if the student behaves well.  State exams were not created only to burden students, as some tend to believe. The exams are there to ensure we are ready for the next step in our lives. After doing the required work in high school, I was able to pass all my state exams. I had to take a year off to work to save money for college, and I’m now more than halfway finished with my Bachelor’s degree.

Posted in: Blog, Career and College Ready Diploma, Higher Education

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Activist of the Month: Miguel Lucatero

At the League of Education Voters (LEV), we recognize all of the hard work that you do toward improving public education across Washington state. We are pleased to announce our Activist of the Month for June: Miguel Lucatero. Read about his experience as a strong advocate for Latino parents in the Tri-Cities.

League of Education Voters June 2017 Activist of the Month Miguel Lucatero

June Activist of the Month Miguel Lucatero

Miguel Lucatero is a licensed home child care provider since 2001 who is participating in the Early Achievers program. He is also the parent spokesperson for Padres de Familia Preocupados por la Educacion y el Exito de Sus Hijos (Parents of Families Concerned for the Education and Success of their Children). In March 2016, a group of Tri-Cities parents met to exchange ideas and find out which kinds of problems they were experiencing in the education system. From there, the parent group Padres Preocupados por la Educacion y el Exito de Sus Hijos was born, and they have continued to meet monthly.

Last month, Mr. Lucatero wrote a letter to the Washington State Board of Education outlining the problems faced by his community, particularly the loss of tutoring services provided under the No Child Left Behind Act (NCLB) when the Every Student Succeeds Act (ESSA) planning stages began.

Miguel has been living in Washington State for 20 years. When asked what drives him, he says, “I am a person who likes to work because I am concerned for the future, the best interest of our children, and the well-being of the community.”

He and his wife have two daughters attending Stevens Middle School in Pasco. One is an 8th-grader and the other daughter is in the 7th grade. Mr. Lucatero says, “They still do not know want they would like to do, but they know they want to go to college.”

Although his community faces many challenges, Mr. Lucatero is inspired by trainings made available through the Early Learning Community on various aspects of early childhood education. “I like being able to take college classes about brain development,” he says. “That gives me ideas on how my wife and I can best teach the children in our care.”

If Miguel could design our education system, he would like to see teachers who are content experts developing curricula to ensure that students successfully finish high school with a focused, concrete foundation that would prepare them to achieve the college vision they want. “Think of how we build houses on concrete foundations,” Mr. Lucatero explains. “That way, our students could be successful in obtaining the careers they envision.”

Posted in: Activist of the Month, Advocacy and Activism, Blog, Closing the Gaps, ESSA

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Korsmo’s Weekly Roundup: Principals and Chardonnay

Chris Korsmo

Friends,

Well. What to say? No. Really. What is there to say? We aren’t going to talk about politics in the other Washington lest we start looking for an all-too-early excuse for room temperature chardonnay. And there’s not been a ton of progress – not public anyway – on the state budget. Fret not! It’s never a bad time to get smarter about education funding. (Put down that chardonnay! Learning is fun!)

They Call Me McCleary: First, you can catch yourself up on where things stand in the negotiations over ed funding – often shorthanded by the name of the court case the state is responding to: McCleary. Don’t miss the fight over the “Staff Mix” in the budget debate or you’ll never get the full story on how we build and perpetuate inequitable funding systems. If you’re going to understand ed funding, it’s good to know where the money goes. And, lest you forget, the people that make up the bulk of the system’s budget have thoughts on how the money should be used.

While we wrestle this issue to the ground and then some other states are working to solve the same problem.

It’s the Principal of the Thing: When you think of a school principal’s day what comes to mind? Waltzing through classroom after classroom interacting with teachers and kids, bringing a waft of fresh instructional leadership into every room they enter? Or maybe you remember the time(s) you were sent to the principal’s office and a different kind of wafting. Truth is that for many the day consists of one fire drill – sometimes literally – after another. Lunch duty, bus patrol, tying shoes, negotiating newly exposed hormones among tween girls, kids and sometimes parents with serious trauma, interspersed with classroom observations and report after report compiled and submitted. D.C. public schools is trying to get their principal corps back into the role they were hired for: instructional leadership.

And for as sexy as I just made the whole principal experience sound, teachers will climb the ranks of administration because it’s the only way to a significant increase in pay.

The Rest:

  • When confronted with a problem, one district changed everything to solve it.
  • I saw this in my college town: gaps
  • We love brain science!
  • Speaking of science

As always, thank you for all you do on behalf of our kids.

Chris

 

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Posted in: Blog, Closing the Gaps, Funding, Legislative session, Weekly Roundup

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LEV Interviews Washington STEM About Career Connected Learning

Washington STEM CEO Caroline King - League of Education VotersLeague of Education Voters Communications Director Arik Korman sat down with Washington STEM CEO Caroline King to discuss how STEM (Science, Technology, Engineering, and Math) and Career Connected Learning can be applied in the classroom, and how she would design an education system from scratch.

 

Listen:

 

Listen to Rep. Pat Sullivan talk about solutions to the McCleary education funding debate

Listen to Senator Ann Rivers talk about common ground for a McCleary education funding solution

Listen to Senator Hans Zeiger talk about McCleary school funding solutions

Listen to State Superintendent Chris Reykdal talk about priorities for his first 100 days

Listen to Governor Jay Inslee talk about his 2017 state budget

Listen to Senator Christine Rolfes talk about the Education Funding Task Force

Listen to Rep. Ruth Kagi talk about the Governor’s Blue Ribbon Commission on Children and Families

Listen to Washington state Teachers of the Year talk about teaching philosophy, classroom accomplishments and education priorities

Posted in: Blog, Career and College Ready Diploma, Career Technical Education, Podcast, STEM

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Activist of the Month: Elaine Woo

At the League of Education Voters (LEV), we recognize all of the hard work that you do toward improving public education across Washington state. We are pleased to announce our Activist of the Month for May: Elaine Woo. Read about her experience as a strong advocate for science education and fair funding.

League of Education Voters May 2017 Activist of the Month Elaine Woo

May Activist of the Month Elaine Woo

Elaine Woo works with conviction for the children of Washington state. She speaks to legislators in Olympia, visits schools, advocates through phone calls, and recently co-wrote an Op-ed for the Seattle Times.

Elaine became connected with LEV when she received an email about a Lunchtime LEVinar. Soon afterward, she met LEV state field director Kelly Munn at an activist training event, which put Elaine on a path to talking with lawmakers. “I started calling and visiting my legislators as well as writing letters,” she recalls. “It’s great how LEV helps people find a way to have a voice.”

Elaine taught elementary school for 3 years in California before heading to Okinawa to teach for a year with the Department of Defense. She then spent the next 33 years with Seattle Public Schools (SPS), with the exception of a year teaching highly capable education with Seattle Country Day School. Upon returning to Seattle Public Schools, she taught in the Accelerated Progress Program (APP) as well as in the regular classroom for the next 12 years.

After Elaine became the assistant principal at Bryant Elementary in Seattle, she was asked to help parents develop a science program for the school. She says, “Some of the parents told me that every child in Seattle needs a good science education, not just in this school.” Soon afterward, Elaine was approached by Valerie Logan, the wife of noted biologist Dr. LeRoy Hood. Both Logan and Hood took major leadership in helping the Bryant School community and the entire district  apply for a grant from  the National Science Foundation (NSF). With the NSF grant, other grants, and district funds, the professional development program was continually developed and implemented for 16 years providing researched-based professional development for elementary teachers.

Elaine worked as an assistant principal at Bryant and then principal at John Rogers Elementary for about six years before leading the grant efforts for science teacher professional development in the Seattle Public Schools central office. “The experience taught me about change,“ she explains. “There are certain areas where each of us just doesn’t want to change.” She learned that making policies stronger is  difficult but crucial. Elaine adds, “If policies are better and more supportive, then teachers can do better for their students.”

She has a big issue with elementary science, because there is so much pressure to focus on literacy and math that principals and/or teachers in Washington are left to decide whether or not science will be taught. Elaine says, “It’s too late for many students if you wait until middle school for full-year science.” She also likes the concept of ensuring that students can pass a science assessment before leaving high school. Elaine believes that if a biology assessment, for example, is required for graduation, it sends a message to the students that they need to work harder. She says, “Adults find excuses not to include a science test for graduation. People cling to those barriers, maybe because it’s  less work, which is tragic for kids.”

Elaine’s philosophy is that if a teacher has high expectations, participates in research-based professional development, and provides effective support, then students will achieve better. Outside the classroom, our kids need good instruction and support at home, as well. She also weighs in on the McCleary education funding debate. She says, “The accountability portion of McCleary is really hard, but it’s really important.” She notes that there has to be support from superintendents, principals, and parents for raising the bar. “Legislators are walking a fine line,” she explains. “We need to thank them for their hard work.”

On LEV, she says, “The work LEV is doing is fantastic – helping parents and students find information outside of the system.” And when judging her own efforts on behalf of Washington kids, Elaine humbly says, “I don’t do enough, and I’d like to do more.”

Posted in: Activist of the Month, Blog, Funding, STEM, Teacher Prep

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Korsmo’s Weekly Roundup: Quiet on the Western Front?

Chris Korsmo

Whenever the house goes quiet, the hair on the back of my neck goes up and my Spidey senses ask: what are they up to? In my case, “they” would be the neighborhood boys who congregate in the basement. In the context of the legislature, it’s, well… the legislature. It might seem like all’s quiet on the western front, but we know better.

Some news to get you caught up:

A few stories for Teacher Appreciation Week:

Other morsels to chew on:

And finally, a couple items we’ve been working on here at LEV:

Until the quiet ends, thanks for all you do on behalf of Washington’s kids. And Happy Cinco de Mayo.

Chris

 

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Posted in: Blog, Funding, Teacher Prep, Weekly Roundup

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LEV Interviews Rep. Pat Sullivan About Solutions to the McCleary Funding Debate

Representative Pat Sullivan - League of Education VotersLeague of Education Voters Communications Director Arik Korman sat down with House Majority Leader Pat Sullivan, member of the Appropriations Committee and member of the Education Funding Task Force, to discuss how parents, teachers and the community can get involved in a McCleary education funding solution, why teachers are so important, and what he would tell someone who is considering a run for public office.

 

Listen:

 

Listen to Senator Ann Rivers talk about common ground for a McCleary education funding solution

Listen to Senator Hans Zeiger talk about McCleary school funding solutions

Listen to State Superintendent Chris Reykdal talk about priorities for his first 100 days

Listen to Governor Jay Inslee talk about his 2017 state budget

Listen to Senator Christine Rolfes talk about the Education Funding Task Force

Listen to Rep. Ruth Kagi talk about the Governor’s Blue Ribbon Commission on Children and Families

Listen to Washington state Teachers of the Year talk about teaching philosophy, classroom accomplishments and education priorities

Posted in: Blog, Early Learning, Funding, Higher Education, Legislative session, Podcast

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Why Early Learning Matters

Pre-K teacher Julia Brady uses handmade rekenrek’s with her students during a math lesson at South Shore Pre-K. (Mike Siegel/The Seattle Times)

By Kristin DeWitte
Principal of South Shore Pre K-8
Guest Blogger

On my first day of first grade, I stood up and said that I wanted to become a teacher. I never wavered from that goal. As I got older, I had the opportunity to work in a school for children with disabilities about the time that PL 94-142 (the first special education law) went into place. I went to Central Washington University and earned my degree in Special Education with an elementary minor. Later in my career I went on to complete two Master’s degrees, the first in Curriculum and Instruction, and the second in Educational Leadership.

I worked most of my career In the Marysville School District, about half the time in special education and the remainder of the time in general education. I have taught kindergarten, first grade, second grade, fifth grade, sixth grade, resource room, elementary, middle school, and high school EBD (Emotional and Behavioral Disorder) classrooms. I have also worked on the core education faculty at Antioch-Seattle, the adjunct faculty at Western Washington University at Bellingham, Everett, North and South Seattle satellite campuses. I was the original developer of both distance and online learning components of continuing education for Seattle Pacific University. And I have consulted on a variety of topics in an eight-state region of the Northwest and Southwest US.

Prior to coming to Seattle Public Schools, I worked for current Seattle Superintendent Dr. Larry Nyland when he was in the Marysville School District. He asked me to take a position at Quil Ceda Elementary, which was a failing school in the state of Washington. We were in the bottom 5 percent of the state when I became principal there. I was there for five years before following Dr. Nyland to Seattle Public Schools. Under his leadership, I learned that being an effective administrative leader means that you build your teachers’ instructional skill and that equity is not frosting on the cake; it is a basic right for the students in high poverty schools. All schools in our state have a lot of work to do on the topic of true equity. I was lucky enough to land at South Shore Pre K–8.

When done right, early learning finds the children from within our school boundaries and invites them in to experience school before they hit kindergarten age to ensure that they are in a language- and experience-rich environment, and that they have had opportunities to learn social emotional skills for functioning in a classroom setting. The purpose is to equalize readiness for all students so they are prepared for kindergarten. Two factors that often play a role in school readiness are an early literacy-rich environment (which builds both vocabulary and introduction into a print-rich environment), and experiences had outside of school.

In addition, most children for a variety of reasons have had opportunities to attend daycare or other preschools that allow children to develop social-emotional literacy, as well. At South Shore, our preschool program is developed to teach to the whole child. Not only do they get early learning skills, but the High Scope program is designed to help students learn how to manage their time and to develop skills for problem solving.

We know that if children do not have a rich environment prior to entering school, they will most likely always be playing catch-up. At South Shore, early childhood education allows us to supplement the home experience so that all children enter kindergarten on a level playing field. To me, having early childhood education is one of the most important components of a school that serves a diverse population, some of which live below the poverty level. We can support and enrich what is happening at home.

In our preschool program, students attend 4 days out of 5. The 5th day, Fridays, are spent on parent engagement activities. A major benefit to students of this program is that students stay with their teachers for two years, so students develop very close relationships with their teachers. Our pre-K and kindergarten teachers are some of the most culturally responsive of the staff because they know what is going on in their students’ neighborhoods. Teachers have been hearing recently from some of our immigrant students about their fears about the recent executive orders, and it is affecting our staff also. We had a pre-K assembly on Friday a few weeks ago in which staff greeted families and gave them strong messages that they are welcome at South Shore.

Funding from a private donor has enabled us to retain a therapeutic counselor and data teams so that we are able to work very closely with particular families who need intensive wraparound support. Many students in grades K-2 do meet learning standards, but not all remain on track. Two subgroups who do not fully meet standards are students with special needs and English language learner (ELL) students; such students may benefit from longer placement to help develop their language access skills. Students are also provided a therapeutic setting where they can take regular “motion” breaks to move around as they wish, and this helps them learn more effectively.

A benefit to our pre-K staff is that they do professional development on Friday afternoons and that the instructional aides receive training along with teachers, so instructional aides get professional development as strong members of the pre-K teaching team.

Seattle Public Schools uses an equity formula and approach to placing students in special education. We are well aware that students of color are over-identified for placement in special education, so our staff works with our pre-K and kindergarten students of color to avoid unnecessarily placing them into special education.

At South Shore, we believe that our whole child approach to early learning, parent engagement with students’ families, and regular professional development for certificated teachers and instructional aides all help provide a strong foundation for students after they leave our preschool and progress onto successive grades.

Posted in: Blog, Early Learning

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LEV Interviews Senator Ann Rivers About Solutions to the McCleary Funding Debate

Senator Ann Rivers - League of Education VotersLeague of Education Voters Communications Director Arik Korman sat down with Ann Rivers, Co-Chair of the Education Funding Task Force and member of the Senate Early Learning & K-12 Education Committee, to discuss why she decided to run for office, where she sees common ground for a McCleary education funding solution, and her favorite classroom accomplishment when she was a middle school teacher.

 

Listen here:

 

Listen to Senator Hans Zeiger talk about McCleary school funding solutions

Listen to State Superintendent Chris Reykdal talk about priorities for his first 100 days

Listen to Governor Jay Inslee talk about his 2017 state budget

Listen to Senator Christine Rolfes talk about the Education Funding Task Force

Listen to Rep. Ruth Kagi talk about the Governor’s Blue Ribbon Commission on Children and Families

Listen to Washington state Teachers of the Year talk about teaching philosophy, classroom accomplishments and education priorities

Posted in: Blog, Funding, Legislative session, Podcast, Teacher Prep

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