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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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An Early Learning Perspective on the House and Senate Budget Proposals

Jennifer Jennings-Shaffer, Children's Alliance - League of Education VotersBy Jennifer Jennings-Shaffer, Early Learning Policy Director at the Children’s Alliance
Guest Blogger

Early learning is the foundation of the education continuum; it supports a child’s progress in school and in life. The House and Senate budget proposals each address early learning—but differ markedly in their approach to three key areas of interest to education advocates. Here’s how:

First, both budgets recognize the value of access to high quality pre-kindergarten. The Early Childhood Education and Assistance Program (ECEAP) is quality pre-kindergarten for income-eligible children who all too often face barriers to success in K-12. When poverty and other barriers tip the scales of child development toward the negative, ECEAP tips them back toward a good education, a good job, and a good life. Eligible families earn less than 110 percent of the federal poverty line—for a family of four, that is less than $26,730 per year. Despite delivering proven results in academic achievement, lawmakers fund ECEAP for fewer than half of our state’s eligible families—leaving approximately 23,000 children eligible but unserved. This is a missed opportunity.

The Senate budget proposes to provide access to ECEAP for an additional 1,200 children and increase the rate paid per ECEAP slot to more accurately support our early-childhood educators. The House budget proposes to provide access to an additional 2,043 children and also increases the slot rate. The House budget builds upon the proposal from the Senate; it is good progress toward ensuring that children who stand to gain the most from access to high quality pre-kindergarten get it.

Second, neither budget proposal responds to the crisis we see in child care, where lawmakers are giving working families inadequate support to meet rising costs. Washington is already one of the least affordable states in the country for families to find child care. The rates paid to center-based child care providers serving tens of thousands of children in the Working Connections Child Care (WCCC) program are far below the nationally recommended benchmark of 75 percent of market rate. When lawmakers try to offer assistance at these inadequate rates, child care providers face a difficult choice: serve families at a loss, stop serving them, or pass the cost on to (often only slightly) more affluent families to make up the difference. Lawmakers need to respond by raising rates for Working Connections Child Care paid to center-based providers. Neither the House nor the Senate budget adequately addresses this issue. The Senate budget includes $8.1 million for rate increases and the House budget includes $20.3 million. Advocates estimate that $40 million is the minimum investment necessary to protect access to child care.

Beyond failing to adequately address child care rates, the Senate budget includes deep cuts to child care access and quality. The Senate budget proposes a cut of -$31.9 million in access to WCCC. This cut includes eliminating 12-month authorizations for families and decreasing the number of families who can be enrolled in the program. If enacted, these cuts would mean that enrolled families could lose care in the middle of the year due to minor changes in their circumstances. Families who need and qualify for care would find themselves on a waitlist. Additionally, the Senate budget proposes to cut the Early Achievers program by $16.6 million. Early Achievers supports child care providers to improve their quality. These cuts put the brakes on our steady progress to ensure that Washington kids enter kindergarten ready to learn.

Third, evidence-based home visiting programs and paid family leave are both proven strategies for supporting parents as their child’s first and most important teacher. Both the House and Senate budgets protect access to home visiting services but only the House budget includes funding to implement paid family leave. Quality time at home with one’s newest family members is associated with improved maternal and infant health outcomes and increased employee retention. State and local governments across the country are increasingly implementing this smart policy.

We all have a stake in making sure that ALL our kids get a great start. As the House, the Senate and Governor Jay Inslee prepare to finalize a two-year state budget, we are calling on lawmakers to sustain and enhance their early learning investments. Children’s brains develop more rapidly in the first five years of life than at any other time. We cannot hope to close the achievement gap in K-12 if we ignore the early years.

Posted in: Blog, Closing the Gaps, Early Learning, Funding, Legislative session

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Ask a Teacher on the WA Teacher Advisory Council

2015 Washington state Teacher of the Year Lyon Terry - League of Education VotersBy Lyon Terry, 2015 Teacher of the Year
Guest Blogger

As the 2015 Washington state Teacher of the Year, I am often called to be a speaker, panelist, story-teller, spokesperson and more. But I am far from the only teacher who understands what works in education. To improve our schools, we must involve the people doing the work—the teachers.

I remember speaking in front of six hundred education advocates in a windowless room at the Seatac DoubleTree. The people there wanted to support kids and improve education, and I was glad to be called. But I was the only teacher in the room. How was this audience going to make change to schools without talking to the people who teach the kids?

Education is at a crossroads in our state right now. We must ask teachers for solutions. Teachers should be in every education conversation. Yet, we are often not consulted.

Washington state must increase funding for education by billions over the next two years to satisfy the McCleary Decision. What is needed? Why is it needed? Ask teachers. They will tell you.

Sure, we must increase salaries, particularly for beginning teachers, but teachers are not in the profession for the money. Teachers know there are many other needs. The following teachers are all award-winning educators in the WA Teacher Advisory Council Network. You can search for any education issue there and even use it to gain access to classrooms. We want you to see what is needed. Here are some of the issues that match our teachers’ expertise:

Michael Werner in Granite Falls or Spencer Martin in Sunnyside can tell about the funding needed for their amazing Career and Technical Education Programs.

Ask Katie Brown in Bellingham, Alisa Louie in Kent, or Jose Corona in Yakima about the needs of students who are learning English for the first time.

Have questions about special education? Ask Elizabeth Loftus in Oak Harbor or Theodore Mack in Moses Lake.

Do you want to know solutions for funding our massive teacher shortage? Ask Bethany Rivard in Vancouver, Dave Gammon in Spokane, or Nathan Bowling in Tacoma.

What about the importance of social and emotional learning? Ask Theresa Holland-Schmid on the Kitsap Peninsula or Lynne Olmos in Mossyrock. They can also bend your ear about the importance of arts integration.

Teachers Kendra Yamamoto in Vancouver and Tim Larson in Odessa can articulate the incredible importance of early learning.

Many teachers know what is needed to support science, technology, engineering, arts and math (STEAM).  Ask Barney Peterson in Everett, Jeff Wehr in Odessa, Jeff Charboneau in Zillah, John Gallagher in Port Angeles, or Camille Jones in Quincy if you are interested.

How can we improve parent engagement? Ask Kimberly Witte in Bremerton or Brian Sites in Richland.

Do you care about dual credit, advanced placement, and access for all? Ask Nathan Bowling in Tacoma or Shari Conditt in Woodland.

I could go on and on. I love knowing these teachers. They are all Teachers of the Year, recognized by their districts, ESDs, and the state as experts in the field; they know what our students and schools need to be successful, to thrive. They are members of the WA Teacher Advisory Council with the mission to inform education decisions and influence policy, promoting equity and excellence for all.

Let them rise to their mission. If you have an education question, then please, talk to an accomplished educator. And listen. #askateacher

 

Lyon Terry teaches 4th grade at Lawton Elementary School in the Seattle Public Schools. He is a National Board Certified teacher with 20 years of experience. Every day he plays guitar and sings with his students. You can find him on Twitter @lyonterry or email: wastoy15@outlook.com.

 

 

 

Posted in: Blog, Career Technical Education, Early Learning, Funding, STEM, Teacher Prep

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Celebrating Our 2017 Donors: First Quarter

January 1–March 31, 2017

Thank you!Donations are made to the League of Education Voters (LEV) and the League of Education Voters Foundation by individuals, groups, and businesses throughout the community. These generous donations from you who believe in high-quality public education allow us to ensure measurable progress toward LEV’s vision that every student in Washington state receives an excellent public education from cradle to career.

Below are our donors from the first quarter of 2017, January 1–March 31. We regret any omissions or errors to the donor list. Please contact our Development Associate, Jessica Nieves, by emailing jessica@educationvoters.org or by calling 206.728.6448 with any questions or to correct any information.

Thank you to all of our donors!

(more…)

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The Value of Early Childhood Education

South Shore PK-8 Teacher Matthew O'Connor - League of Education VotersBy Matthew O’Connor, Guest Blogger

I came to teaching at South Shore because of previous experience with Teach for America, working in a Head Start classroom in Houston with 3- and 4-year-olds. This inspired me to become an Early Childhood Education teacher.

I am a pre-K and kindergarten teacher at South Shore PK-8 in Rainier Beach. This is my seventh year teaching (fourth year at South Shore) and I work with five other colleagues, three lead teachers, each partnered with a full-time classroom teammate. Our vision for students begins with the belief that every student can be at grade level when they move on to first grade.

Moving forward from that belief, my team considers the reality that the American public education system does not mirror the histories or lived realities of students of color. To respond to this truth, we try to build classroom experiences that combine content and student identity in order to develop a good foundation of academic and social-emotional skills as well as a good sense of self and family. We hope that, in the future, this will allow them to tell their story of self in order to advocate for themselves and their community, reveal truth, interrupt bias, and encourage healing.

We loop with our students, starting with them as preschoolers at 4 years old, and stay with them as kindergarteners. Because of getting to work with our students for two years, we develop deep relationships between us. The students we have are very diverse, from multiple ethnic and racial backgrounds: immigrants, refugees, communities of color, many low income.

For most of our students, it is the first experience that they have with the American education system, and it is a privilege and a burden. It is a privilege because if we do our work right, they obtain a good foundation about what being in school means. They come to understand that the quality education that is their birthright includes a teacher who cares about them and listens authentically to their needs. They also know that this education includes discussions about what is happening in their community. They hopefully come to understand that it is school that must respond to their needs and the stories they bring—not the other way around. It is a burden to know that we send them off as six-year-olds and that they have twelve more years to finish their education, because they may not receive an education that continues to support them to be the best that they can.

Some projects that we do include a unit on developing preschoolers’ sense of self – we interview students about their favorite food, color, they create body shapes and mix paints to match their own skin color, we interview students and parents about their names, why they like their names and what their names mean. We also do two family projects. One is a family tree in which they identify family members in multiple generations. The other is a genetic one about students’ hair, skin, and facial features. Students write what they learn about their families, and what they learn is compiled into a book. At the end of the unit we have a publishing party where students share their work with their families.

Parents are also actively involved in our program. One way is that we invite them to give input on choosing the top 12 priorities that they wish to see students learn. Later they assess their children’s teachers on how they have done to implement these priorities into their children’s lessons. This is done through a tool developed by the Teaching Excellence Network. My team members and I also conduct Chalkboard Chats for parents on different topics – some are academic, focused on how to do a great read along with your children.  For others, community experts were invited in to discuss issues of parenting—such as talking to young children about racial identity or what to do if you expect your student is exhibiting atypical academic or social behavior.

The value of early childhood education is that it gives children a good foundation on which to build for their succeeding years in school – besides academics, students develop a good sense of self and family, and learn that their actions, no matter how small, can help make the world better.

Posted in: Blog, Closing the Gaps, Early Learning

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A Higher Ed Perspective on the House Budget Proposal

By Juliette Schindler Kelly, Director of Government Relations and Advocacy at the College Success Foundation
Guest Blogger

On March 27th, the Washington state House Democrats released their operating budget proposal for the 2017-19 biennium, SHB1067. Generally it was received favorably by the higher education community as supporting our priorities, and as a necessary improvement upon the Senate’s postsecondary funding approach. Additionally, many representing postsecondary in the education advocacy space emphasize the need to support the entire education continuum, from the formative preschool years to post-high school additional credential or degree. The House budget demonstrated an understanding of moving beyond the McCleary mandate to provide genuine learning opportunities for Washington’s youth.

The House budget expands higher ed pathway opportunities, with a focus on preparing Washington students for today’s labor market. Affordability and pathways are key components, although there is still room for enhancements. The approach to addressing the cost barrier for students pursuing postsecondary study is a combination of a tuition freeze (with backfill for the public institutions of higher education so that the loss of funds is not detrimental), with need-based financial aid in the form of bolstering the State Need Grant. Investing in the State Need Grant to give more low-income students access to postsecondary education is a critical component to increasing access for Washington students. Unlike the Senate budget, the House proposal opens the door for 6,000 more of our students to receive a State Need Grant. The goal should be for all 24,000 deserving but unserved students to not have to struggle to find a way to afford college, but this step moves us closer to the goal post.

The budget also displayed an understanding that obstacles exist beyond financial need.  Many students need assistance in the transition to, and persistence within, their postsecondary experience. Low-income, first generation students often need extra navigational assistance in this foreign environment. Many students from diverse and economically-challenged populations attend community and technical colleges, and benefit greatly from student advising and supports. Therefore, it is gratifying to see the proposed increase for community and technical colleges (CTCs) to use Guided Pathways, or a similar model designed to improve student success, to better serve students in this system.

Breaking down barriers to postsecondary opportunities is for naught if the basic needs of a low-income individual prevents him from pursuing further education. The Senate budget proposal diverts Temporary Assistance for Needy Families (TANF) Work First dollars to support the State Need Grant program, which is counterproductive. The House budget writers are wise to include increased funding to address homelessness and augment the TANF, State Family Assistance, and Refugee Cash Assistance Program grant amounts. These programs help stabilize the families of the very students we seek to provide a greater opportunity for focused learning.

Budgets reflect priorities, and although there is more work to be done, we applaud the House for targeting many of the essential priorities that will help move our state forward, advance our economy and close opportunity gaps. In this spirit, let us all support greater investment in our education system from early learning through higher education so that increased attainment will reap greater prosperity for all Washingtonians.

Posted in: Blog, Funding, Higher Education, Legislative session

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Korsmo’s Weekly Roundup: March Madness

Chris Korsmo

It’s that time – March Madness culminates in the crowning of a champ. Go Dawgs!

The Zags’ road to a championship notwithstanding, then there were three. State budgets that is. A week after the Senate put forward their $43 billion spending plan, the House has issued their $44.9 B budget. The plans differ in a couple of key ways: the obvious difference in size and how to pay for things. With many expecting legislative overtime, the path to agreement is almost always compromise, something that did not go unnoticed by OSPI chief Chris Reykdal. One thing is for sure, our kids need a resolution that helps them succeed. And that doesn’t mean cutting back on out of school programs and supports like the POTUS’ “skinny” budget does. I wonder if the skinny budget isn’t just “hangry.”

One thing not included in the House budget: alternatives to the state exams currently required to graduate. That’s because the House removes the requirement for the tests – and therefore their alternatives. I think you know how I feel. Others agree.

In other news:

  • Changes to the FAFSA – financial aid forms for college – are making life difficult for some.
  • Brookings breaks down the racial disparities in discipline.
  • What do college and preschool have in common? It’s the Benjamins.
  • I think this is kind of harsh. But then I’m not a psychologist.

Before we go, I want to send a huge thank you to all who joined us for the LEV breakfast yesterday. The messages of hope and love for their work came through loud and clear from Teachers of the Year Kendra Yamamoto and Elizabeth Loftus! Many thanks to them for their wonderful insights – and for their leadership in their regions.

And as always, many thanks to you for the work you do to support Washington’s kids!

Chris

 

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Posted in: Blog, Career and College Ready Diploma, Early Learning, Funding, Higher Education, School Discipline, Weekly Roundup

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2017 LEV Annual Breakfast Highlights

Thank you for joining our seventh annual LEV Breakfast on Thursday, March 30, a celebration of Washington’s teachers and an engaging conversation on how we can advocate to put great teachers in front of our kids who need them most. We featured LEV President Chris Korsmo and an inspirational talk with 2017 Regional Teacher of the Year recipients Kendra Yamamoto and Elizabeth Loftus on how great teachers are the key to student success.

Special thanks to Workhouse Creative for this amazing film, featuring 2017 Washington state Teacher of the Year Camille Jones, teachers Jamilla Norris and Donte Felder, and Washington Governor Jay Inslee:

 

Here are a few photos from the event:

League of Education Voters 2017 Annual Breakfast - Daniel Zavala, Elizabeth Loftus and Kendra Yamamoto

LEV Director of Policy and Government Relations Daniel Zavala moderates the discussion with 2017 Washington Regional Teachers of the Year Elizabeth Loftus and Kendra Yamamoto

 

League of Education Voters 2017 Annual Breakfast - CEO Chris Korsmo speaks

LEV President and CEO Chris Korsmo front and center

 

League of Education Voters 2017 Annual Breakfast - Table mates

LEV Board Member and Teacher Cate Simmers (2nd from R) and her table mates

 

League of Education Voters 2017 Annual Breakfast - Board Member Bob O'Hara and former Board Member Thelma Jackson

LEV Board Member Bob O’Hara (R) and former Board Member Thelma Jackson with guests Lyle Quasim (L) and Mark Jones

 

League of Education Voters 2017 Annual Breakfast - Lobby interactive exhibit

The interactive exhibit in the Sheraton Seattle Lobby

 

League of Education Voters 2017 Annual Breakfast - 2017 Washington state Teacher of the Year Camille Jones (L) and Regional Teachers of the Year Elizabeth Loftus and Kendra Yamamoto

From left: 2017 Washington state Teacher of the Year Camille Jones with 2017 Regional Teachers of the Year Kendra Yamamoto and Elizabeth Loftus

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LEV FOUNDATION is a 501(c)3 charitable organization that provides strategic, accurate, and timely information to citizens, educators, policymakers, and the media; highlights research-driven educational practices that prepare all students to reach their full potential; and advocates for reforms and revenue to implement the research-based practices in Washington. Donations are tax-deductible.

OUR VISION is that every student in Washington state receives an excellent public education that provides the opportunity for success.

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Korsmo’s Weekly Roundup: There’s Also a Price When We Don’t Pay

Chris Korsmo

Happy Friday to you, Friends!

If you’re playing along at home, we are two weeks past the midway point of the legislative session. You can keep score here. Let’s dive right in.

If You Spend it They Will Come: If it’s true what Oscar Wilde (and with slight revisions, P.T. Barnum) said, “the only thing worse than being talked about is not being talked about,” then Senate Republicans should feel great about their budget coverage. You cannot swing a dirty sweat sock in this town without breathless headlines and clever turns of phrase. With a $1.8 billion increase to K-12 education, Senate Republicans have said they are fully funding “basic education,” the point of the McCleary decision and subsequent rulings by the Supreme Court. The budget gives further legs to the Senate’s education plan released earlier this session with levy reform playing a leading role in the “how to pay for it” discussion. We can all agree that there’s also a price when we don’t pay…

This opening budget salvo did come at a price to higher education, early learning, housing and food assistance – cuts we hope are restored (and then some) when final negotiation are under way. And at the time of this writing it looks like Republican senators are open to those conversations. With the Senate budget out, we expect the House to put their plan forward next week. Both chambers would do well to invite this journalist to the negotiating party.

Rigorous Rigor: Last week I had a little soapbox moment about the attempts to roll back high school graduation requirements. This week, there’s more evidence that raising expectations (and supports) raises outcomes. Sometimes you gotta ask yourself whether it’s funny when you’re the butt of the joke.

De Minimizing the De Minimis: You may have noticed the Supreme Court Nominee Neil Gorsuch was engaged in multiple rounds of Senate confirmation hearings this week. A funny thing happened on the way to the marble arch. The U.S. Supreme Court – they of the even numbered variety for over a year now – managed a unanimous decision. On special education. Overturning a case from the 10th Circuit from which Gorsuch hails. I’m not one who typically exalts the writings of Chief Justice Roberts, but do not miss this:

“When all is said and done, a student offered an educational program providing ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all,” wrote Chief Justice John G. Roberts Jr., who wrote the 16-page opinion. “For children with disabilities, receiving instruction that aims so low would be tantamount to ‘sitting idly… awaiting the time when they were old enough to “drop out.” ’ ”

Oh, SNAP!

Lovely, Lively Reads:

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

Chris

 

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Posted in: Blog, Career and College Ready Diploma, Closing the Gaps, Early Learning, Funding, Higher Education, Weekly Roundup

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Chris Korsmo: My Ed Path

Chris Korsmo

When I reflect back on my education, it becomes clear pretty quickly that there was not one big “aha” moment. I didn’t just wake up one morning and was suddenly enlightened about everything on the face of the earth. And we haven’t yet figured out how to download information directly into our brains, like Carrie Anne Moss suddenly learning how to fly that helicopter. Everything I learned built on what I had learned previously. Graduation requirements at my high school were aligned to college-going. While rigorous, those requirements allowed for the arts. Seven years of marching band made me who I am today. All the stories about band camp are true.

This is why our vision at the League of Education Voters is for every student in Washington state to have access to an excellent public education – from early learning through higher education – that provides the opportunity for success. And this is why LEV is a proud member of the Cradle Through College Coalition.

To that end, during the 2017 legislative session, LEV is advocating for:

  • Additional funding for increased access and participation in high-quality early learning programs across the state
  • A system that attracts, retains, and supports qualified and effective educators, which includes teachers, para-educators and principals, while addressing needs for equitable access to quality instruction
  • Programs and funding targeted toward students who need it most, providing both academic and non-academic supports for students to improve outcomes and make progress in closing the opportunity and achievement gaps
  • An accountability system that provides transparency for families on school budgets and student outcomes, measures student and school success meaningfully, and provides effective state- and district-level supports for struggling schools
  • Additional funding to serve all students eligible for the State Need Grant

Here’s what we know about our kids: They all have assets. Every one of them has talent. They are not widgets. They want to know that what they’re learning has meaning. And they want you to know their names. For all the difficulty we ascribe to changing education policy, it’s really pretty simple:

  • Foundational skills that transfer with them to careers
  • Access to information about possible career choices
  • Individualization
  • Applied learning or relevance
  • And adults who care about them

Speaking of caring adults, none of my success would have been possible without great teachers. Research consistently shows that a great teacher has the single biggest impact on whether a student will succeed. I know this from personal experience, and I thought you might appreciate these photos from my education path:

League of Education Voters CEO Chris Korsmo's education path

Spring Day at Beloit College was a huge day of fun. There were no classes, and air band contests were the order of the day. Guess which band we were and who I was? I believe the year was 1983. I’m holding a toilet brush, in case you’re curious. For the record, the brush was brand-new.

I couldn’t have made it to Beloit without support from my favorite teacher, Sue Remley. I had her twice for math in high school and she took me under her wing. I could tell she was paying attention, which is why I did not want to let her down.

Her expectation for me was a motivating factor in applying to and going to college, because she let me know when the SATs and ACTs were. She even asked me who I was sending them to. She had 150 kids a day, in six or seven classes. And she knew everybody. I wasn’t the only person she was talking to. I wasn’t the super special kid. Everybody was super special. And that was cool.

Wouldn’t it be great if every student had a story about a favorite teacher, and every student had access to great teachers from early learning through higher education to help them along their education path? Call your legislators and encourage them to support the full education continuum at 1-800-562-6000. If you need help finding your legislators, just click here.

 

#MyEdPath

Posted in: Blog, Career and College Ready Diploma, Closing the Gaps, Early Learning, Funding, Higher Education, Legislative session, Teacher Prep

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