Lev

School Levy Elections Benefit from Simple Majority

viking — Wed, 20 Feb 2008 23:08:00 +0000

Posted by Michael Hundreds of school levy volunteers are breathing a sigh of relief today. Last night's levy results show that the education community's victory in November is making a huge difference for thousands of students across the state. While many communities continue to approve their levies at rates above the old 60 percent standard, a large number of levies passed thanks to the new 50 percent simple majority requirement. School leaders, educators, parents and students in places like Kennewick, Ellensburg, and Centralia will not have to brace themselves for a costly and time consuming second levy attempt. Instead, they can continue to focus on educating students. We'll be holding our breath for close elections around the state, especially in Thurston County where the North Thurston, Rochester and Yelm school districts are hovering just below 50 percent. Late-arriving ballots do tend to favor school levy elections. For bond elections, the supermajority requirement continues to thwart our schools. Only two out of five bond proposals are passing as of Tuesday night. In Lake Chelan, the bond is passing with just over 61 percent. This shows that every vote is especially important for school bond elections. While simple majority saved the day for many school districts, the League of Education Voters is confident school supporters will not take this election for granted. And we've not lost sight on what's at stake. A large part of the success of our state's students and schools comes from levy funding. That's because the state continues to NOT fully fund basic education services. The League of Education Voters would like to see a new K-12 finance system adopted next year that fully funds basic education and returns levies to their intended purpose of funding school enrichment programs.

A New Year, A New Legislative Session

Chris Korsmo — Thu, 03 Jan 2008 20:35:08 +0000

The new year ushers in a new session of the Washington State Legislature beginning January 14. As education advocates, it's our job to remind our lawmakers of our state's paramount duty: the education of our one million public school children. We will have our eyes on several key issues affecting early learning through higher education funding and policy this year. These issues include:

Initiatives to provide quality early learning opportunities for young children and families;
The redesign of our K-12 finance system;
Restoring the unfunded I-732 cost of living increase for educators;
Additional resources to help students pass the WASL;
Revision of mathematics standards; and
Expansion of scholarship and grant programs to colleges and universities.

The Legislature will convene for a "short" 60-day session. Lawmakers will make minor adjustments to the two-year state budget and address important public concerns. Major new initiatives and substantial funding for public education traditionally occur during "long" 105-day sessions. The Governor has released her plan for the 2008 supplemental budget. The plan proposes $144 million for targeted investments and required spending and sets aside $1.2 billion in reserve. Stay tuned for our e-survey asking you about your education priorities this year.

Tell Us Your Top Education Priorities

Chris Korsmo — Thu, 10 Jan 2008 20:48:24 +0000

The League of Education Voters is geared up for the upcoming short legislative session in Olympia. Among our many advocacy activities, we will be attending and testifying at public hearings, meeting with policymakers and sharing breaking news with you. Even though the legislative session is short, we know that many public education issues will be considered, and we will do our best to make sure you are up to date. Because there are so many issues, it is important to us to have a better understanding of which of them are your priorities. Help us understand what interests you most. We would like to hear from you! Take our E-Survey. Tell us YOUR top priorities for public education this legislative session. We would also like to know your interest in testifying in Olympia or writing to your representatives on these issues. Below are several of the major issues from early learning to higher education that we expect the State Legislature to address this session. Early Learning

Authority for Child Care Centers to Organize: Lawmakers will consider legislation to grant child care center directors and teachers authority to organize. The aim is to improve quality and standards so working parents will have access to a quality early learning environment for their children. More information is available here.

Consolidate Early Learning Programs: A proposal to consolidate Head Start and the Early Childhood Education and Assistance Program (ECEAP) would seek to increase quality and streamline administration. A key component would be to increase ECEAP funding by $3,000 annually per child to match Head Start.

K-12

Basic Education Finance Task Force: This state task force will recommend changes to our K-12 finance system to provide stable and adequate funding for public schools. The task force will meet throughout 2008 to prepare a final report expected by the end of this year.

Educator Cost of Living Increases: Educators will ask lawmakers to restore the unfunded and voter-approved I-732 cost of living increases. Education advocates will also raise the need to help school districts offset the cost of the COLA for locally funded educators.

Mathematic Standards: The state is reviewing its math standards in response to low test scores on the Washington Assessment of Student Learning (WASL). The goal is to adopt new standards to ensure students receive rigorous math education that prepares them for the world of work and college. More information is available here.

Meaningful High School Diploma: The State Board of Education is working to develop a revised definition of the purpose and expectations for high school diplomas. The new diploma will be more relevant to students and it will likely align with postsecondary education entry requirements.

School Libraries: A group of citizen activists has mobilized to sound the alarm over cutbacks to school libraries across the state. This session, they will advocate incorporating school library programs in the state's definition of basic education. More information about this effort is available here.

Washington Assessment of Student Learning: Students in the class of 2008 must pass the reading and writing portion of the WASL in order to graduate. As of the August 2007 retakes, 84.5 percent of the more than 73,000 students in the class now meet the standards. Lawmakers will consider increasing funding to help students who are not on track to graduate and proposals to encourage seniors and English language learners to continue their education and earn a high school diploma.

Higher Education

Expansion of Branch Campuses: Lawmakers will seek consensus on a site for a proposed University of Washington branch campus to provide students in Snohomish County and North Puget Sound greater access to a four-year university. In addition, funding is needed for a study to determine the feasibility of a four-year institution to serve Kitsap County.

Expansion of Financial Aid Programs: Last year, the Legislature authorized all community colleges in the state to help low-income adults attain a high-wage, high-demand career through the Opportunity Grants program. More funding is proposed to serve additional students.

Running Start: More students are taking advantage of Running Start. However community and technical colleges are not provided the full cost of allowing high school students to take college courses for college credit. A proposed down-payment this session would help close the gap, with the goal of a multi-year plan to provide full reimbursement.

Thank you for taking the time to complete our E-Survey.

LEV Legislative Update

viking — Fri, 18 Jan 2008 20:49:38 +0000

1. Legislative Session Begins The 2008 legislative session is underway in Olympia. Already more than 80 bills have been proposed relating to early learning, K-12 and higher education in the State House and Senate. You can view and track these bills on the Legislature's website. 2. LEV's Education Budget Priorities This first week, many of the education and budget committees sought testimony from education advocates about their session priorities. LEV prepared a testimony on our budget priorities to give before these committees. The testimony can be seen on our website. Our remarks acknowledge that the 2007-09 Biennial Budget was a great budget for education from early learning through K-12 and higher education. This year, the Governor has proposed a 2008 supplemental budget that is primarily focused on safety and security. LEV's education budget priorities reflect our view that additional investment is needed this session to keep the momentum for improving education. As always, your comments on our budget testimony are welcome. 3. Your Top Priorities: E-Survey Results Thank you for the tremendous response on our E-Survey. Here's what you told us were your top priorities this session: * Early Learning: Merge the Early Childhood Education and Assistance Program (ECEAP) with Head Start. * K-12: The Basic Education Finance Task Force's work to redesign our state's K-12 finance system. * Higher Education: Expansion of financial aid programs to help students attain a high-wage, high-demand career. 4. Public Meetings on the Proposed Math Standards Sup. Terry Bergeson will join Carla Santorno, Chief Academic Officer for Seattle Public Schools, at the first of three community meetings to discuss statewide efforts to improve K-12 math education. Find out more about the recently revised math standards and how they will impact students and schools. * January 22: Seattle, Roosevelt High School, 6 to 8 p.m. * January 28: Spokane, Spokane School District Administration Building Board Room, 6 to 8 p.m. * February 6: Vancouver, Evergreen Public Schools Evergreen Room, 6 to 8 p.m.

LEV Legislative Update

viking — Thu, 24 Jan 2008 20:59:12 +0000

The Legislature is moving at a fast-pace with less than 50 days until adjournment. Many important education issues that the League of Education Voters is supporting are moving through the committee process. Here's how you can learn more, get involved and take action: 1) View Our State's Report Card Washington's public schools received a 'C' average on its report card from Education Week's Quality Counts 2008, available free online through January 30. Here's how our state's grade is broken down by category:

Chance for Success: B-
K-12 Achievement: C-
Standards, Assessments, and Accountability: B-
Transitions and Alignment: C-
The Teaching Profession: C
School Finance: D+

Of particular note, Washington's ranking in School Finance, which takes into account equity and school spending, is 44th in the nation and 22nd in K-12 Achievement. Model states like New Jersey and Massachusetts rank higher in both spending and student achievement. Our D+ grade in School Finance makes it all the more important that the Basic Education Finance Task Force succeeds in building a finance system that addresses the needs of our children and schools in the 21st century. 2) Call in to Support a New Washington Head Start Program Thousands of young children in Washington could benefit by a proposal to link our state's Early Childhood Education and Assistance Program (ECEAP) with the federal Head Start program. The joint program, called Washington Head Start, would raise quality preschool standards across the state for low-income children. The House Early Learning & Children's Services Committee will hold a public hearing on House Bill 3168 on Tuesday, January 29. The bill directs the Department of Early Learning to develop a plan to implement a statewide Washington Head Start program which must align ECEAP with Head Start program requirements and funding. Call the Legislative Hotline at 1.800.562.6000 to tell your legislators you support HB 3168 or send an email. 3) Join Parents to Support School Libraries The Washington Coalition for School Libraries & Information Technology, a group of parents, business and community leaders, and educators, needs YOUR help to pass Senate Bill 6380 that would provide additional funding for libraries through the state's basic education formula. More than ever, adequately funded school libraries are needed to help our children gain the solid literary and critical thinking skills they need for success in school, work and life. SB 6380 is scheduled for executive session by the Senate Early Learning & K-12 Committee on Monday, January 28. Legislators will decide whether to move the legislation out of committee and keep the bill alive this session. Write the members of the Senate Early Learning & K-12 Committee to show your support for SB 6380 by visiting the committee website. In addition, a forum and rally is scheduled for Friday, February 1 in Olympia. Please hit 'reply' and let us know if you're interested in attending. We'll send you more details as they become available.

LEV Legislative Update

viking — Thu, 31 Jan 2008 21:04:06 +0000

Help Students Continue Their College Education Student leaders from Washington's community colleges and universities are leading the charge to make higher education a reality for more young people. The Washington Student Lobby needs your help to expand a program that provides quality, accessible, and affordable child care for students attending our state's public colleges and universities. Last year, wait lists for students seeking child care ranged from 58 at Central Washington University to over 700 at the University of Washington. Without this support, many students would not be able to complete their college degrees. Let's rally behind these students by supporting House Bill 2582. Contact the chair and vice chair of the House Appropriations Committee to voice your support. Look for Your Ballot in the Mail Chances are your school district will have a levy or bond on the February 19 ballot. Ballots will begin arriving in mailboxes in more than 100 school districts asking voters to approve critical funding for smaller class sizes, textbooks, teacher training as well as extracurricular activities. This will be the first school levy election with the new simple majority (50% + 1) rule in place. School bonds still require a 60 percent supermajority. Are You Working on a Levy or Bond? Visit the League of Education Voters Levy Library! The Levy Library is a free library of campaign materials to help pass school levies and bonds. It includes sample voter mail pieces, phone bank scripts, fundraising letters, and more, donated by levy and bond campaigns across Washington State. The League of Education Voters (LEV) is a grassroots, statewide network of advocates working to hold lawmakers accountable for responsible education policy and adequate funding. Visit us at www.educationvoters.org.

LEV Legislative Update

viking — Thu, 07 Feb 2008 21:08:42 +0000

We're thrilled that your top three priorities from our E-Survey for early learning, K-12, and higher education made it through cutoff. This week legislators reached the first cutoff deadline for the 2008 Legislative Session. Legislation that has not passed out of education policy committees in the House and Senate will most likely not receive further consideration this session. Here's the current status of each priority: Create the Washington Head Start Program: HB 3168 to create a statewide Washington Head Start Program passed out of the House Committee on Early Learning & Children's Services on Jan. 31. The bill would align the Early Childhood Education and Assistance Program (ECEAP) with Head Start program requirements and funding. This bill needs to pass out of the House Appropriations Committee by Tue., Feb. 12, the fiscal committee cutoff deadline. Establish an End Date for the Basic Education Finance Task Force: SB 6879 sets a final date of Dec. 1, 2008 for the Basic Education Finance Task Force to recommend to the Legislature a new K-12 finance system for Washington's public schools based on a new definition of basic education. The bill passed out of the Senate Committee on Early Learning & K-12 Education on Feb. 6. Approve a 10-year Vision for Higher Education: HCR 4408 defines the vision of the Higher Education Coordinating Board to expand access, affordability, and accountability for the state's higher education system. Central goals of the master plan include: * An increase of the State Need Grant eligibility threshold from 70 percent of median family income to 85 percent; * Expansion of Bachelor's and advanced degree programs in high-demand fields; and * A focus on diversity by increasing the percent of students, staff, and faculty of color in postsecondary education. The bill passed out of the House Committee on Appropriations Subcommittee on Education this morning. For questions or comments on these issues, reply to this email or contact us at (206) 728-6448.

LEV Legislative Alert: Key Vote on School Libraries Tomorrow

viking — Mon, 11 Feb 2008 21:13:20 +0000

Ask your State Senator, Joseph Zarelli, to vote for Senate Bill 6380 which would provide important funding to support your local school libraries. SB 6380 would provide new money to your local school district -- $12 for each student -- to support new library books, technology or librarians. More than ever, adequately funded school libraries are needed to help our children gain the solid literary and critical thinking skills they need for success in school, work and life. Please ask Sen. Zarelli to support SB 6380, which is coming up for a critical vote in Senate Ways and Means Tuesday at 1:30 PM. Contact him by calling (360) 786-7634 or by email at zarelli.joseph@leg.wa.gov before the hearing. If SB 6380 passes out of the committee, the bill will go to a floor vote. Thank you so much for your time and help. Your voice could make the difference.

Schools Need Your Vote Next Tuesday

viking — Fri, 15 Feb 2008 21:48:45 +0000

Students in your community are depending on your YES vote to approve your local school district's levy and/or bond on Tuesday, February 19th. Your vote in your school's levy election will help fund smaller class sizes, new textbooks, student transportation, technology, bilingual and special education services, and student activities. A vote in a bond election will fund renovation or construction of new schools in your community. What if I choose not to vote in the Presidential Primary? Your vote on your local school's levy and/or bond will still count regardless if you vote in the Presidential Primary. No party preference is required to vote on local issues. For school levy elections, students are counting on YOU to renew funding for basic educational services not fully funded by the state. Please have your ballot postmarked by Tuesday, February 19th or vote at the polls. To get involved, share best practices, and learn more about running school levy and bond elections, visit the League of Education Voter's Levy Library at www.educationvoters.org.

A Mixed Bag for Education This Week

Chris Korsmo — Thu, 21 Feb 2008 22:06:30 +0000

Education advocates have much to celebrate this week. But the news is not all good. * Simple Majority saved the day for more than 60 school levy elections that would have failed under the old supermajority requirement. While 121 levies are passing statewide, 3 out of 5 bond elections are failing along with 4 levies. * Educators get cost of living increases if a House budget proposal passes. But a proposed funding cut could prevent more young children from receiving the benefits of all-day kindergarten. * Last week, the state revenue forecast was reduced by $423 million which adversely affected investments in the proposed House budget. Budget Proposal Invests in Schools and Educators The League of Education Voters supports the State House budget proposal released yesterday. The budget makes prudent investments in educators and student learning, while leaving $750 million in reserves for the next two-year state budget. The budget funds six of LEV's top priorities this year: 1. Salary increases for educators: Increases the voter-approved I-732 cost of living adjustments (COLA) to 3.9 percent for the 2009 school year and adds a one percent boost to makeup for lost pay when I-732 was suspended in the 2003-05 budget. Due to Washington's convoluted K-12 finance formula, Superintendent Terry Bergeson estimates that local school districts will have to raise $16 million locally to match the salary increase. This underscores the need for the Basic Education Task Force to rebuild the K-12 finance system and for the state to amply fund it. For more information on the Basic Education Task Force click here. 2. Additional funding for school districts: Provides an additional $5 million for books, supplies, and technology to help school districts offset the increased COLA costs for locally funded teachers. 3. Help for English Language Learners (ELL) and Students in High Poverty Districts: About 23 school districts with large numbers of students learning English or living in poverty will receive additional funds to enhance learning opportunities for these students. 4. Increase Compensation and Quality in Early Education: Working parents want access to high quality early learning environments for their young children. Funding is provided to implement collective bargaining authority for child care workers and directors to help raise standards and improve quality at child care centers. 5. Create the Washington Head Start Program: Startup money is provided to develop a plan to integrate our state's Early Childhood Education and Assistance Program (ECEAP) with the federal Head Start program. The joint program, called Washington Head Start, would raise quality preschool standards across the state for low-income children. A Step Backward For All-Day Kindergarten While we support the investments and initiatives started in this budget, we are concerned with the step backward in funding for all-day kindergarten. The House budget proposal cuts $16 million that would be used to expand all-day kindergarten in high-poverty schools from 10 percent this year to 20 percent in the upcoming school year. We will work with budget writers in the House and Senate to restore funding for this effective and critical program for our state's young children. School Levies Win Thanks to Simple Majority Your work last fall to pass Simple Majority has made a tremendous difference for students and schools across our state this year. While many communities continue to approve their levies with more than 60 percent, more than half of the 124 levy proposals on the Feb. 19 ballot passed thanks to Simple Majority. School leaders, educators, parents and students in places like Kennewick, Monroe, and Centralia will not have to brace themselves for a costly and time consuming second levy attempt. Instead, they can continue to focus on educating students. Return Levies to Intended Purpose A large part of the success of our state's students and schools comes from levy funding. That's because the state continues to NOT fully fund basic education services. The League of Education Voters would like to see a new K-12 finance system adopted next year that fully funds basic education and returns levies to their intended purpose of funding school enrichment programs.

What Would You Fund in the Education Budget?

viking — Fri, 29 Feb 2008 22:26:54 +0000

Lawmakers Seek Compromise on Education Budgets The Senate and House have passed their respective budgets. Now, leaders from the Senate and House are working to negotiate a compromise supplemental budget with the Governor's office in order to adjourn by March 13. The League of Education Voters has prepared a comparison chart highlighting some of the major differences between the Senate and House supplemental budget proposals for early learning, K-12 public schools, and higher education. These proposed changes to the state budget could affect hundreds and thousands of students in your community. Which Investments in Education Would You Make? Education advocates understand that it is a tough budget year in Olympia. The economic slowdown has reduced the state's budget reserves from $1.4 billion to $970 million. Legislators are weighing the trade-off between making needed investments in education this year and saving for the 2009-11 state budget. It's unlikely that the final compromise budget will include all of the differences between the Senate and House budgets.

Take Action for Education

viking — Thu, 06 Mar 2008 18:59:59 +0000

Call in to Support Washington Head Start What does the creation of a statewide Washington Head Start Program mean for Washington families? It means raising the quality of early learning programs and care for children who need it most! We only have one day left before the Legislative cutoff deadline. Call the members of the Senate Rules Committee today and tell them to send House Bill 3168, creating the Washington Head Start program, to the floor of the State Senate for a vote. Click here for a list of Senate Rules Committee members and their contact information. Vote YES to Support Your Schools Students in your school district are counting on your "YES" vote to approve the levy on the March 11 ballot-next Tuesday! Your participation will make the difference, even with the new simple majority threshold for school levies. If you'd like to help sign wave and volunteer to get-out-the-vote for your school levy, hit "reply" and tell us your school district. We will send you the contact information for your school levy campaign. Visit the League of Education Voter's Levy Library at www.educationvoters.org to get involved, share best practices, and learn more about running school levy and bond elections. E-Survey Results Thank you! Last week, we asked you about your education budget priorities and received more than 350 responses. We've shared your priorities with policymakers in Olympia and will continue to advocate for these issues through the end of the legislative session. Click here to view your top five priorities. The League of Education Voters (LEV) is a grassroots, statewide network of advocates working to hold lawmakers accountable for responsible education policy and adequate funding. Visit us at www.educationvoters.org. * If you have received this email at a school district or government email address, do not forward this message using that account or take any other action in this matter using your agency's resources. Please update us with your home email address - just hit reply to this message and tell us your home email address. Thank you!

4204 Supporters Have Reason to Cheer Again

viking — Fri, 22 Feb 2008 20:13:24 +0000

Posted by Bonnie, 2/22/08 After what turned into a somewhat depressing Election Night last November, I spent two days accepting that we had lost Simple Majority. Few dislike losing as much as I do - but when a loss has a direct negative effect on one million students, it is especially hard. I think it was on the fourth day that things began to change. I remember sitting at my computer at 4 p.m. waiting patiently for Pierce, Snohomish and King counties to update their vote totals. By 4:15 p.m. suddenly we were winning - and man did it feel fantastic. I never thought I could match the excitement I felt that afternoon. I was wrong. This past Tuesday, 127 school levies were up for election statewide. But this time it was very different. The levy elections are now like the majority of elections we have, needing 50 percent plus one to pass rather than the old, unfair supermajority requirement. The results are pretty incredible. As of today, 122 of these levies are passing. Here are the results separated by approval rate to show how the results might have looked under the old supermajority requirement:

Approval rate	Number of School Levies	Percentage of Total
49% and below	5	3.9%
50%-59%	68	53.5%
60% and above	54	42.4%

As you can see, it would have been an entirely different story under the old barrier. An additional 53.5 percent of school levies statewide would have failed. Even more compelling, this group of 68 levies adds up to more than $485 million. Almost $500 million to help school districts reduce class size, increase professional development for teachers, and purchase new text books ... the list goes on. I admit there were moments during the campaign when I got tired. I phone banked nearly every night for a month straight with a dedicated group of staff and volunteers. We all had moments of exhaustion, but we kept going. Now we see why - and we will continue to see our efforts pay off in future elections. It took a huge amount of collective hard work to pass Simple Majority and we should all feel proud. So, if you talked to a neighbor, picked up the phone, wrote a check, or simply voted to APPROVE 4204, - this is your moment to sit back and smile. Your work is changing the lives of one million students statewide. Thank you!

No, I didn’t see Elvis!

viking — Wed, 05 Mar 2008 19:22:29 +0000

Posted by Bonnie, 3/5/2008

Last week I attended a two-day conference in Nashville, TN on teacher pay at Vanderbilt University. Day one started at 7 a.m. and ended about 15 hours later. The information was dense and overrun with formulas and cohort talk. Having said that, I left the conference with two simple yet overwhelmingly clear conclusions: First, this conversation requires collaboration. More often than not, the debate in the room was a little top-down and too removed from reality. The room seemed to be 70% economists and another 20% psychometrists. I was part of a grand team of four advocates that I counted (out of roughly 500 attendees). In addition, the union voice felt dangerously low to nonexistent. Sure, there were two union members who were panelists and NYC's UFT President Randi Weingarten delivered the keynote address (she did a great job by the way). However, considering the importance of the topic and potential effects on the teaching profession, it felt pretty unbalanced. This is more than a little ironic considering that the most successful pay for performance plans involved intense local collaboration from the get-go. Minnesota's Q-Comp is a voluntary program that districts can adopt after a local plan is developed by a team that includes teachers, union representatives, and other leaders. Oregon's Class Project has modeled many elements of Q-Comp in their demonstration sites. While these projects are new and data is next to nonexistent, intense local collaboration is leading to positive changes in local culture. Education leaders have come together and are working on solutions to improve support for teachers and results for children. Second, change is necessary. In many ways, I was the perfect focus group for this conference. I'm an advocate and I've studied data enough to know where the problems are. However, I'm not an academic and know relatively little about pay for performance programs across the country. Whether the research discussed a specific program or market supply economics - the research overwhelmingly revealed that the statewide pay scale exclusively based on seniority is outdated for several reasons. First, it doesn't recognize the fact that times have changed and college graduates today can expect to have three to five career changes in their lifetime. The current system is too inflexible and turns off potential applicants. Second, uniformly paying teachers based on seniority has led to dangerous economic effects by creating teacher shortages in subject and geographic areas. In addition, more experienced and effective teachers tend to move to districts with less challenging populations. Finally, the starting point is too low. How can we expect to attract the highest quality graduate with such a low starting salary? It just won't happen. If we're serious about raising student achievement, we need to get serious about treating teachers with the professionalism that they deserve. Research increasingly shows that the teacher is the most important element in a child's educational progress. Kati Haycock of Education Trust reminds us that students who have two years of ineffective instruction in a row never catch up. This is a lose-lose-lose situation - teachers lose, students lose, society loses. Teachers need support in terms of compensation and professional development opportunities that lead to results in the classroom. They also need better tools so they know how their students are doing and can ensure that every student makes at least one year of academic growth within one year of instruction. It is only by working together that we can develop a solution where teachers and students win, not to mention society, our economy ... the list goes on. Conference information (including papers) can be viewed here: http://performanceincentives.org/conference/

Cutoff Day in Olympia

viking — Fri, 07 Mar 2008 20:14:02 +0000

Posted by Michael, 3/7/2008

We’ve reached cutoff day in Olympia! Most of the bills I’m tracking for the League of Education Voters have passed the floor of the Senate or House. Last night, I tuned in to TVW to view floor action in the Senate and House. Lawmakers were working well past sundown in a rush to approve bills by today’s 5 p.m. deadline. Despite all those extra hours at work, legislators left two important early learning bills to the last minute — HB 3168, creating the new Washington Head Start program, and HB 2449, authorizing collective bargaining authority for child care center directors and workers. However, at 1:30 p.m. today, I caught Sen. McAuliffe speaking to the good merits of HB 3168. Her colleagues agreed and voted unanimously to approve the bill to set the stage for the creation of the new Washington Head Start Program. I’m still watching the Senate for action on HB 2449, but I’m discouraged that it hasn’t made it onto the floor calendar as of 2 p.m. For play-by-play action, watch TVW’s live television feed. These include legislation to help students not on track to meet state graduation standards (SB 6673), require the Basic Education Finance Task Force to report back by Dec. 1, 2008 (SB 6879), and expand a program that provides accessible and affordable child care options for students attending our state's public colleges and universities (HB 2582).

The Levy Lady Chimes In

viking — Mon, 10 Mar 2008 23:27:37 +0000

Posted by Lisa, 3/10/2008

Asking a 50-something person who doesn't "blog" (and until recently didn't know what one was) to write one seems awfully risky. But the younger, hipper LEVitators assigned me a topic they knew I would bite on--tomorrow's school levy elections. The reality is that I got infected by the school levy virus back in 1996 when Seattle failed its operating levy, and I have been fairly obsessed with wanting to help other districts pass their funding measures ever since. One example is our Levy Library. Check it out and be sure to send us samples from your last campaign. It is a strange system we have in Washington, where existing operating levies for schools have to be re-approved by local voters every few years. Until recently, those renewal levies needed an undemocratic supermajority of 60 percent to pass. After the passage of "simple majority" last fall, school districts all across the state are breathing easier. But hopefully school districts are not getting lazy and taking their voters for granted. They still need to get voters' permission to just keep up the current level of spending, much less ask for more, and they have to prove that they are spending tax dollars wisely. Bonds have always been tougher sells and they still need 60 percent approval to pass.

13 districts have a bond measure on tomorrow's ballot
12 districts have a capital levy
35 school districts have operating levies up for renewal

One district (Renton) has all three. Here is the link to the complete list. These last few hours before the vote counts come in are nerve wracking. You wonder whether you have done everything possible to remind your voters what is at stake. But the decision--including the important one about whether enough people will even bother to mail in a ballot or show up to cast a vote--is out of your hands. One thing is for certain. Every vote counts. Remember our over-time simple majority win. Schools are unfortunately used to winning and losing these ballot measures by just a handful of votes. I am just hoping that voters all over the state do the right thing tomorrow and say yes to investing in kids and schools.

Voters pass Initiative 728

viking — Tue, 07 Nov 2000 22:00:24 +0000

Initiative 728, the class size initiative, passed by nearly 72% in November 2000. I‐728 has demonstrated that targeted new investments can create significant and sustained results for a school district whether it is tackling class size problems or increasing early learning opportunities. Since 2001, I‐728 has provided $2.5 billion in funding to improve student learning. More Information:

Find out how I-728 dollars have been invested
A Guide to the Community Reporting Requirements of Initiative 728, Washington State School Directors’ Association
Complete Text of I-728, Washington Secretary of State

LEV and LEV Foundation created

viking — Fri, 20 Apr 2001 22:28:37 +0000

LEV and LEV Foundation created to make Washington’s public schools among the best in the nation.

LEV Foundation publishes Realities of Education Funding

viking — Sat, 20 Apr 2002 22:32:12 +0000

LEV Foundation publishes Realities of Education Funding, explaining why Washington’s schools are struggling.

LEV puts Initiative 884 on the ballot

viking — Mon, 01 Nov 2004 22:38:07 +0000

LEV puts Initiative 884 on the ballot, a proposal to invest more in preschool through higher education (P-16) to boost student achievement. Voters do not approve I-884, but for the first time, P-16 drives the education discussion.

This Task Force will be different

viking — Wed, 26 Mar 2008 21:37:58 +0000

Posted by George, 3/26/2008

Long-time school advocates watching the Basic Education Finance Task Force feel like Charlie Brown. We're pretty sure Lucy will snatch the football away at the last minute, but we want to kick that football so hard and so far, we're willing to try again at the risk of making fools of ourselves. Me, I'm betting this Task Force will be different, and that come December, it will propose a major overhaul of the finance system. The members are savvy, knowledgeable, and, all but two are thoroughly engaged. Dan Grimm, the chair, brings years of legislative and public finance experience, and a fresh perspective on the K-12 world. Since leaving the state treasurer's office in 1997, he's been working in venture capital here and in Europe. At Monday's meeting, their sixth, Task Force members stopped hearing presentations by experts and started framing and answering, albeit tentatively, their own questions. Rep. Skip Priest (R-Federal Way) led off with, "Should basic education, enshrined in the state constitution as the Legislature's paramount duty, be redefined in statute to include pre-kindergarten?" The tentative consensus: probably not, but look for ways to extend the state's early learning programs for at risk kids. Next, "Should the state guarantee that all students will reach any particular standard, or should it guarantee that all students will have certain opportunities?" No debate on this one among members: the state can't guarantee outcomes for any single student, but it can guarantee that all students will have opportunities which reasonably ensure success at reaching those standards. The thorniest question of the day: "Should we link teacher compensation to teacher performance?" Rep. Ross Hunter (D-Medina) said he's moving away from the idea of rewarding individual performance as it's just too difficult to design and implement fairly, in favor of offering school-based bonuses for schools that boost average academic growth per student in a given year. But he said the bonuses couldn't be nominal, they'd need to be, say, $5,000 for every employee in the building. Bremerton Schools Superintendent Betty Hyde proposed in a short draft paper that educators be paid based on their duties and responsibilities, in three broad categories: novice, professional, and lead. No member argued compensation reform would be easy or should be forced on unwilling teachers, or that teachers shouldn't be paid more. Sen. Lisa Brown (D-Spokane) asked one of the other thorny issues of the day: "What's the role of local levies in a more amply funded K-12 system?" That sparked lots of animated back and forth until Chair Grimm closed the discussion with the observation that perhaps levies are one of those issues where one's views pretty closely reflect where one sits. The next meeting of the Task Force is scheduled for April 14 and 15 in Olympia. First agenda item is likely to be a staff presentation suggested by Rep. Glenn Anderson (R-Fall City). He wants to see all the statutes defining basic education, along with the policies that implement them, gathered together in one place. He argues, "How can we get where we want to go if we don't know where we're starting from?" It's an idea he proposed before as legislation, but perhaps this Task Force will be more disposed to listen to a minority party member.

Better than bad does not equal good

viking — Fri, 04 Apr 2008 22:42:22 +0000

Posted by Heather

Two interesting reports were released this week: One on high school graduation rates for urban districts (including Seattle) and the other on state writing exam scores. Cities in Crisis: A Special Analytic Report on High School Graduation, published by the Editorial Projects in Education Research Center, ranks Seattle seventh in graduation rates among the 50 largest cities with a graduation rate of 67.6 percent (the 50-city average is 51.8 percent). It should be noted this graduation rate does not represent a specific class' graduation rate, or the graduation rate of districts over a specific time frame. Instead, it is an estimation based on the continuation rates of high school students between the 2003-04 and 2004-05 school years. This probably explains why the report's graduation rate is higher than the graduation rate Seattle Public Schools reported to the state. Here are the graduation rates for Seattle Public Schools, as reported through the Washington State Report Card, for the last five years available:

Academic Year	On-Time Graduation Rate
2001-02	53.2%
2002-03	50.1%
2003-04	62.6%
2004-05	57.6%
2005-06	44.7%

So what does this mean? The difference between the EPERC report and Washington's report card highlight a real need for not only a uniform system of calculating graduation rates, but also a more accurate system to track students. Fortunately, all students in Washington's public schools now have a unique student identifier, allowing the Office of the Superintendent of Public Instruction to accurately track students and calculate graduation and dropout rates. Before, OSPI could not always identify who transferred out of the system and who dropped out, affecting graduation rates. For the Class of 2008, we will hopefully have truly accurate data to show how many of Washington's (and Seattle's) students are graduating on time. In The Nations Report Card: Writing 2007, published by the National Center for Education Statistics, Washington comes out average, again. In an effort to make it sound like we are doing better than we are, references are made to the 88 percent of Washington 8th graders who scored at Basic or above. That's like patting ourselves on the back for having 88 percent of 8th graders earn D's or higher. The real proof of how we are doing as a state is the percentage of students who scored Proficient or higher-only 35 percent of 8th graders. Ten states performed better than Washington when comparing Proficient or higher scores, including Connecticut (53 percent), Massachusetts (45 percent) and New Jersey (56 percent). Here, again, we see Washington achieving average results with below average resources. Connecticut, Massachusetts and New Jersey all spend more per pupil than Washington (upwards of $2,500 more), and offer higher average teacher salaries (upwards of $11,000 more). While Washington's system fares better than most states (and Seattle's than other large cities), that doesn't mean it's "good."

Helping Kids in the Critical Years

viking — Mon, 07 Apr 2008 18:43:41 +0000

Posted by Molly

Last week, Gov. Gregoire signed the 2008 supplemental operating and capital budgets. One of the major highlights of the capital budget was the significant investment to support one of Washington's early leaning initiatives - the Thrive by Five communities. White Center and Yakima County are the two communities that were selected more than a year ago to design comprehensive early learning networks for children ages birth to 5. The White Center Early Learning Initiative is the first private-public model for early learning in Washington. It has brought local stakeholder groups and businesses together to develop plans to make positive early learning opportunities-whether at home or in child care centers-available to families in the White Center community. One of the most exciting parts of the capital budget was the $2 million allocated to the construction of the Greenbridge Early Learning Center in White Center in addition to the $7 million provided by the Bill and Melinda Gates Foundation. The center will serve as a headquarters for education and outreach services in the community. In addition, funding, both private and public, will be used to support a range of programs targeted at children from birth to 5, their parents, and caregivers, including:

Outreach services to pregnant women and recent mothers through the Community Doula program, which pairs new mothers with trained women who provide emotional support and guidance;
Nurse home visitation for expectant families through their children's first years;
Play and learn groups for toddlers; and
Literacy resources for parents.

Existing Head Start centers in the community will receive grants to improve teacher qualifications and program quality. In addition, grant funds will enhance the learning environments of licensed child care centers, preschools, and family child care homes through professional development for staff and a quality rating and improvement system that will make better information available to parents. Plans to get the Yakima program started are underway and should be unveiled soon - just watch the blog for the latest news. These two projects, once fully implemented, will not only greatly improve these communities, but they will most importantly improve the overall early learning infrastructure in Washington. The lessons learned and the insights gained by these projects will be leveraged to improve the programs and interventions available for families and children throughout our state so they will be successful in school and life.

The Time for Bold Solutions is NOW!

viking — Fri, 11 Apr 2008 16:45:22 +0000

Posted by Lisa, 4/11/2008

Telling truths and dispelling myths about education is what Kati Haycock, from The Education Trust, does extremely well. Kati makes a very persuasive case for why we need to raise standards higher for all kids of all races. Chances are that if you hear Kati speak, you will be moved to action. And that is what is needed if we want to really give our kids-all of our kids-as many opportunities as possible to succeed in life. Our state's education system is currently at an important crossroads. Not everyone realizes that right now we are in the process of deciding whether or not we should update (and yes, raise) high school graduation requirements to better align with the expectations of post-secondary education. Sounds like a no-brainer given the new realities of the changing work force and the knowledge economy that surrounds us. Not to mention the fact that every young adult should have the choice of going to community college or university. But, change is not easy. While we have made real progress in the last decade, there is no getting around the fact that too many kids are still struggling and losing out on key opportunities. We need more parents and concerned citizens engaged, demanding change, and communicating with policy makers. That is why the League of Education Voters Foundation is bringing Kati out to Seattle. We could not think of a better person to come rally the troops than Kati or a better time to do it than now. You won't want to miss this important conversation with one of the nation's leading education reform advocates. Eric Liu, one of our State Board of Education members, will moderate and help put Kati's recommendations in the context of things we can do right here, right now to create more opportunities for all of Washington's kids. Join us and together we will discuss bold solutions to ensure that every student will have the opportunity to build the future they desire. Kati Haycock and Eric Liu (view the invite) Monday, April 28 from 7:00 - 8:30 pm Seattle Public Library, Microsoft Auditorium The event is free and open to the public. Please RSVP by Friday, April 25^th.

Seeds of Compassion

viking — Mon, 14 Apr 2008 21:46:29 +0000

Posted by Molly, 4/14/2008

The Dalai Lama is in Seattle for a 5-day gathering to cultivate compassion. The focus throughout the event has been on nurturing kindness and compassion throughout the world starting with children and those who touch their lives. This special focus on young children and early learning was what drew me to attend the Compassion Forum on Sunday afternoon. The forum brought together a diverse group of more than 500 citizens, policy makers, teachers, parents, youth, community leaders, philanthropists and children's advocates to discuss action steps to sustain the goals of Seeds of Compassion. I spent the day engaged in conversations with a special-needs pre-school teacher, a care-center owner, an employee of the Department of Early Learning and a conflict-resolution counselor. It was really incredible having so many people gathered and focused on one thing - improving the lives of young children! There were lots of bold ideas being discussed on how we can all contribute to promoting successful and healthy young people. The keystone to all of the ideas, discussion and brainstorming was that we, as children advocates, need to build an awareness campaign that increases public understanding of the importance of the healthy social, emotional, and cognitive development of children. Unfortunately, many policymakers, community leaders, parents and the general public are just unaware how critical this time is in a child's life. Increasing awareness and understanding is necessary so decision-makers can take better-informed, more effective action! The forum yesterday was meant to collect the thoughts and ideas from those who are deeply engaged in the early learning and education fields. The recommendations that were gathered will be used to create a set of priorities by the forum leadership which will be translated into action in the coming year. "Compassion is not just being sentimental and feeling with someone, but seeking to change the situation. If you are going to be compassionate, be prepared for action." ~ Archbishop Desmond Tutu

Task Force takes up educator compensation reform

viking — Wed, 16 Apr 2008 17:47:23 +0000

Posted by George, 4/16/2008

Monday's Basic Education Finance Task Force meeting focused entirely on alternative pay systems for teachers. The Washington State Institute for Public Policy (WSIPP), the public agency charged by the Legislature with staffing the Task Force, invited half a dozen of the most informed folks from Washington and around the country to address the committee. No issue is more controversial than the one the Task Force took up Monday: educator compensation reform, in particular schemes to tie compensation to performance, knowledge and skills. Given the diversity of viewpoints entertained by the Task Force, it was a remarkably focused and informed discussion, one that generated more light than heat. WSIPP deserves credit for gathering some of the most articulate spokespeople for different points of view around compensation reform. Check out WSIPP's excellent 8-page overview of compensation reform schemes from around the country. The UW's Dan Goldhaber, the world's only sexy, young labor economist, and incidentally an authority on teacher compensation, gave the context for the push for pay for performance. Roughly speaking, teacher salaries have kept pace with median household income over the last couple of decades, but, compared to other professionals, teachers are falling woefully behind. The bottom line: teaching is becoming a less and less attractive choice among the brightest young college grads. While there's been a lot of experimenting with performance pay around the nation, it's too soon to know which models work. He concludes that since the current salary system isn't working, the Task Force ought to try performance pay. It's a case of the devil we know may be worse than the devil we don't know. Mary Lindquist, the new president of the Washington Education Association, defended the devil we know. Before the Task Force considers abandoning the current single salary schedule, members need to recall its virtues: it's objective, clear, predictable and fair, all values that resonate with teachers. The WEA's preferred approach is to elevate the status of the teaching profession with better pay, more professional respect, better preparation, and time on the job to work collaboratively with colleagues. We won't solve the problem of an inadequately funded system by trying to find super-teachers. Among the guidelines Lindquist proposed for any discussion about performance pay: any new system must be broadly supported by teachers, be open to all, and be based on reliable, sustainable funding. Tellingly, she said her mother taught in a merit pay school and earned the bonus, but the program was dropped after only a few years because it grew too expensive. Two folks from Minnesota, a superintendent and a teachers' union leader, related their personal experience with Minnesota's QComp, an alternative pay system that has been getting favorable national attention. The superintendent was about as enthusiastic as a Minnesotan can get. In his suburban school district with high concentrations of low-income kids, QComp "changed the conversation." Teachers were more focused on student achievement, more involved in goal setting with their principals, and more engaged in their own professional development. Test scores improved. The union leader, from a smaller, rural district, was equally positive. Initially 58 percent of his teachers approved QComp (teachers have to vote to implement the program); now approval is up in the mid-70's. Visit the Task Force's webpage for details about how QComp works. A former teacher and foundation officer from Denver related lessons learned from Denver's adoption of its ProComp plan, which is funded by a voter-approved mill levy. His pitch was less a commercial for the Denver model, and more a pep talk that performance pay, while controversial, can be done: "You can beat the politics of teacher pay incentives." He outlined some of the steps required: engage the unions, secure a permanent funding source, and invest in communicating the plan. Above all, he said, don't succumb to the usual myths surrounding performance pay, especially the myth that "unions won't collaborate." Finally, another former teacher from Wisconsin, this one turned policy wonk, presented his analyses of teacher compensation pay schemes from a union perspective. Like Professor Goldhaber, he finds there is very little evidence pro or con about their effectiveness. He argues systems that turn on individual evaluation will founder over the cultural issue of favoritism. He favors rewarding teachers based on skills and knowledge. So the one theme linking every presentation? Any successful performance pay plan must engage educators and their unions in its design and implementation. I'll give the last word to the most unabashed supporter of pay incentives, the former teacher from Denver: "Never underestimate the power of treating teachers well."

Higher standards for success

viking — Thu, 24 Apr 2008 18:48:26 +0000

Posted by Heather

There is a whole lot of moving, shaking and contemplating going on in Washington's K-12 community. In addition to the Basic Education Finance Task Force looking at our K-12 finance system, the State Board of Education is tackling math and science standards (along with OSPI), accountability and high school graduation requirements. The Meaningful High School Diploma was the focus of a SBE work group meeting Tuesday. The SBE is considering increasing the minimum high school graduation requirements from 19 to 24 credits. Our current graduation requirements do not match entrance requirements to Washington's four-year colleges and universities. The proposed change to graduation requirements, called Core 24, ups credit requirements for core classes and certain electives.

Subject	Current 19 credits	Core 24	HECB Min. 15 Credits
English	3.0	4.0	4.0
Math	2.0	3.0 (1 in senior year)	3.0 (Algebra II, 1 in senior year beginning 2012)
Science	2.0 (1 lab)	3.0 (2 lab)	2.0 (1 lab, 2 lab beginning 2012)
Social Studies	2.5	3.0	3.0
Fitness	2.0	1.5	0
Health		.5	0
Arts	1.0	2.0	1.0 (HECB allows subs, UW/WWU require .5)
Occupational Education (changes to Career & Technical Education)	1.0	3.0 (includes Culminating Project)	0
World Language	0	2.0	2.0
Electives	5.5	2.0	0
Culminating Project/High School & Beyond Plan	0	0	0

Within Core 24, the SBE wants to allow some flexibility for students with post-secondary plans not best served by Core 24's default requirements. Some elective requirements can be met in middle/junior high school or through CTE courses. Raising high school graduation requirements should help to better prepare students for post-secondary life, regardless of what their plans are. Too many (52 percent) of Washington's recent high school graduates take remedial courses at community and technical colleges. Even those students who pursue options other than a two- or four-year college need the same skills as those who do, according to employers. Research shows that when the bar is set higher students actually perform better, regardless of their achievement level. This is an exciting time for education in Washington. We have many decisions ahead of us, and the time for bold solutions is now. This is one of the reasons the League of Education Voters has invited Kati Haycock, president of The Education Trust, to a town hall meeting to discuss some of these issues and solutions. Please join us in a conversation about the future of education in Washington. Monday, April 28 7 - 8:30 p.m. Seattle Public Library, Microsoft Auditorium 1000 Fourth Avenue, Seattle

Inspired. Maddened. Informed.

viking — Wed, 30 Apr 2008 20:49:38 +0000

Posted by Chris

For those of you unable to attend Monday's presentation by Kati Haycock, let me tell you - you missed something incredible. It was inspirational, maddening, informative - and I hope, viral.

Did you know that students who have two ineffective teachers in a row never recover?
Or that we can't catch kids up by slowing them down?

Would you have known the answer? Now that you do, you also know that the time for bold solutions is now. Of all the lessons that Kati Haycock imparted this past week, for me, the takeaway was her six characteristics of successful schools. They seemed to me as straightforward as they are honest.

They focus on what they CAN do, rather than what they can't.
They don't leave anything about teaching and learning to chance.
They set their goals high.
Higher performing secondary schools put ALL kids - not just some - in a demanding high school core curriculum.
Students who enter behind get extra instruction.
Good schools know how much teachers matter and they act on that knowledge.

You can view these lessons and the rest of Kati's presentation at http://www.didyouknowcampaign.com/ While she was here, Kati met with some folks at the Seattle Post-Intelligencer. Today's editorial page reflects part of that conversation. As she said Monday night, Kati was shocked to learn that the state only funds a five period day. If we want to achieve the goal of getting all kids college and career ready, we've set ourselves up for failure, especially kids who need extra instruction. The last thing Kati said Monday may have been the truest. Basically, it comes down to us to make the current system change. Without strong advocacy for a system that serves all kids, we likely won't see one. For every one of us who was in the Library Monday night, there are dozens, maybe hundreds more that each of us know SHOULD have been there. Help build momentum today by telling your friends about your takeaway lesson from Kati. Send them to http://www.didyouknowcampaign.com/ - ask them to engage. If everyone connected just five more people, we'd have a network of 1,000 educated citizens ready to change the world by changing our schools. Aside from pestering your friends, there's more you can do on your own. Monday night, State Board Member and event host, Eric Liu asked, "Did you know that the State Board of Education is getting ready to change the high school graduation requirements" - removing the barriers and the guesswork from preparing for post-secondary education. Please call or email the State Board of Education and let them know what you know about higher standards, preparing all children for college and careers, and making our high school diploma meaningful. The SBE can be reached at 360-725-6025 or by email at sbe@k12.wa.us Thank you for your steadfast commitment to all our kids' success. We are inextricably linked whether all of us act like it or not; they are our future, and we are theirs.

LEV Supports the 2008 Supplemental Budget for Education

viking — Thu, 13 Mar 2008 19:05:50 +0000

The State Legislature made it clear that education continues to be a top priority in Washington, despite economic uncertainty. Legislators balanced the need to save while making modest necessary investments in our schools to help students succeed. When the gavel falls today, legislators will leave Olympia with more than $835 million in savings for the next biennial budget and additional investments in our students and schools. Some of the major education highlights in the budget include:

A cost of living adjustment (COLA) for educators and an additional .5% to makeup for lost pay when the COLA was not funded in the 2003-05 budget.
Additional opportunities for student learning to help students and English language learners not on track to pass the WASL.
Funds to begin work on the new Washington Head Start Program, which would integrate our state's Early Childhood Education and Assistance Program with the federal Head Start program.
Support for school libraries that have suffered from the lack of funds resulting in outdated materials and closures in some school districts.
Maintaining funding for all-day kindergarten and opportunity grants.

The League of Education Voters is disappointed state legislators did not approve HB 2449 to authorize collective bargaining for child care workers and directors to help raise standards and improve quality at child care centers. Click here to view a chart showing some of the major education investments made in the 2008 supplemental budget. Tell the Governor You Support this Budget for Education Legislators approved a budget that left $835 million in reserves and made additional investments in education. Contact Gov. Gregoire and urge her to sign this budget for education. Tell her you support these modest investments that are needed to help improve student achievement this year. Call or send the Governor an e-mail today. School Levy and Bond Results The majority of school levies on the March 11 ballot are passing while bond proposals continue to struggle to reach the 60 percent supermajority requirement. Preliminary results show 43 out of 47 levies and two out of 13 bonds are passing. We are hopeful for the Renton and Snoqualmie Valley bonds, which are within a few percentage points of passing. Late returning ballots tend to favor schools. For more on the March 11 levy and bond elections, including a full list of preliminary results, click here. The League of Education Voters (LEV) is a grassroots, statewide network of advocates working to hold lawmakers accountable for responsible education policy and adequate funding. Visit us at www.educationvoters.org. * If you have received this email at a school district or government email address, do not forward this message using that account or take any other action in this matter using your agency's resources. Please update us with your home email address - just hit reply to this message and tell us your home email address. Thank you!

Come see our new website and blog!

Chris Korsmo — Mon, 24 Mar 2008 19:08:00 +0000

Welcome! That is today's operative word. If you haven't recently visited our newly redesigned website at www.educationvoters.org, welcome to the newest feature of our home page-an education blog. The blog gives us the opportunity to step outside of our normally data-driven banter to deliver a bit more of our own view on the news. Subscribe to our blog! Don't worry, you can still find all the news you want and need in our "just the facts Ma'am" style; and the blog is easily identifiable. So unlike a lot of media these days, you won't have to wonder which of the features are opinion and which are factual. While the rest of the world has been turned on to blogs for quite some time now, we are just beginning to try out some new communications vehicles-so for us, it is relatively new. We hope you'll give us feedback, post your own opinion, cast us questions and give suggestions for content. Not that we will be lacking for content-at least this week. It is a busy month for state-committees-with-some-responsibility-for-public-education. The Professional Educator Standards Board met last week-and our very own Heather Cope blogged on the event. This week finds both the Basic Education Task Force (today) and the State Board of Education (Wednesday and Thursday) meeting to discuss critical reform-driven issues. We will be writing about both of these events this week as well. We hope you enjoy our new website and our blog. We look forward to hearing your response, Chris Korsmo Executive Director

Let's Get Fired Up!

Chris Korsmo — Fri, 11 Apr 2008 19:10:46 +0000

Our state's education system is at a crossroads. Too many kids are missing out on opportunities they need to succeed in school and life. We citizens must act and demand more of our education system for our kids' futures. The time for bold solutions is now. Join me and others in the education family to hear one of our country's leading education reform advocates, Kati Haycock, President of The Education Trust. Mark this important conversation with Kati Haycock on your calendars: Monday, April 28 at 7:00 - 8:30 PM Seattle Public Library No cost, but please RSVP to let us know you will attend. Kati Haycock carries a message of urgency, change and hope that the League of Education Voters Foundation will embrace as we embark on a new campaign to promote and support bold education reform solutions. Read Lisa Macfarlane's blog about why Kati Haycock is the right person to inspire us at this critical time. Moderated by Eric Liu, it promises to be an informative and lively discussion. Please spread the word and bring neighbors, friends and colleagues too. I look forward to seeing you there. Chris Korsmo Executive Director

Task Force takes up educator compensation reform

viking — Fri, 18 Apr 2008 19:12:43 +0000

Task Force takes up educator compensation reform The Basic Education Finance Task Force is moving ahead full throttle to answer the tough questions before the December 2008 deadline to complete its work. The April 14th meeting focused entirely on the controversial subject of alternative pay systems for teachers. Task Force members heard a diversity of viewpoints from a panel of experts from Washington and around the country. Click here to read our Legislative Director's account of the meeting. The next Task Force meeting will occur on May 5th. Come hear a leading education reform advocate Join the League of Education Voters Foundation and others in the education family to hear one of our country's leading education reform advocates, Kati Haycock, President of The Education Trust. Kati Haycock carries a message of urgency, change and hope, which the League of Education Voters Foundation embraces as we embark on a new campaign to promote and support bold education reform solutions. Mark this important conversation with Kati Haycock on your calendars: Monday, April 28th 7:00 - 8:30 p.m. Seattle Public Library 1000 Fourth Avenue No cost, but please RSVP to let us know you will attend. Municipal League of King County honors Lisa Macfarlane The Municipal League of King County has chosen Lisa Macfarlane, LEV's co-founder, as its "Citizen of the Year" for her outstanding contributions to public education and the community. The Municipal League will present its 49th annual Civic Awards to Lisa and six other individuals at a ceremony on April 24th from 6 to 9 p.m. in the PACCAR Pavilion at the Seattle Art Museum's Olympic Sculpture Park. Come join us in congratulating Lisa. If you would like to attend, you may purchase tickets online to the event.

Come hear a leading education reform advocate

viking — Thu, 24 Apr 2008 19:15:05 +0000

Join the League of Education Voters Foundation and others in the education family next Monday to hear one of our country's leading education reform advocates, Kati Haycock, President of The Education Trust. Kati Haycock carries a message of urgency, change and hope, which the League of Education Voters Foundation embraces as we embark on a new campaign to promote and support bold education reform solutions. Monday, April 28th 7:00 - 8:30 p.m. Seattle Public Library Microsoft Auditorium 1000 Fourth Avenue No cost, but please RSVP to let us know you will attend.

Lessons From Kati Haycock

Chris Korsmo — Wed, 30 Apr 2008 19:17:38 +0000

Kati Haycock's presentation Monday on improving achievement and closing gaps between groups of students was inspirational, maddening, informative-and I hope, viral. Of all the lessons that Kati Haycock imparted this past week, for me, the foremost takeaway was her six characteristics of successful schools:

They focus on what they CAN do, rather than what they can't.
They don't leave anything about teaching and learning to chance.
They set their goals high.
Higher performing secondary schools put ALL kids-not just some-in a demanding high school core curriculum.
Students who enter behind get extra instruction.
Good schools know how much teachers matter and they act on that knowledge.

You can view these lessons and more takeaways from Kati's presentation on my blog. We'd like to hear what you think about Kati's presentation. Hit "reply" and tell us what lessons you learned. Stay tuned as we embark on a new campaign to promote and support bold education reform solutions. We will have specific actions we CAN do together to improve Washington's schools. Thank you for your steadfast commitment to all our kids' success. Chris Korsmo Executive Director

More Good News for 4204 Supporters

viking — Thu, 13 Mar 2008 17:50:42 +0000

Posted by Heather, 3/13/2008

The preliminary results from Tuesday’s elections are out, and come as another pat on the back for 4204 (Simple Majority) supporters. Most of the 47 levies are passing—more than a third thanks to simple majority—while the 13 bonds are faring less well.

It’s encouraging to see approval rates above 60 percent for half of the levy elections, but it’s even more rewarding to know an additional 66,000+ children will benefit from the passage of Simple Majority last November. Here are the preliminary results, as of today, separated by approval rate to highlight the impact of Simple Majority:

Approval Rate	Levy	% of total	Bond	% of total
60% and above	24	51.1%	2	15.4%
50%-59%	19	40.4%	10	76.9%
49% and below	4	8.5%	1	7.7%

A number of bonds are close to the required 60 percent supermajority approval rates. Both failing King County bonds (Renton and Snoqualmie Valley) are within 3 percentage points. Another three bonds (Woodland, Snohomish and Ferndale) are failing with 55+ percent approval. If bonds needed simple majority approval rather than supermajority (60 percent), all but one of the bonds would be passing—impacting almost 54,000 kids. As Bonnie noted in her blog posting after the February 19^th election, everyone involved with passing 4204 can sit back and smile. Your work continues to change the lives of kids across our state.

Talking Teachers

viking — Thu, 20 Mar 2008 18:10:44 +0000

Posted by Heather, 3/20/2008

As I sat in the back of the Washington State Professional Educator Standards Board (PESB) meeting yesterday (agenda here) listening to testimony and discussion, I couldn't help but wonder-where are all of the other stakeholders? Joining me in the peanut gallery were representatives from many of the state's schools of education, WEA and a few school districts. I didn't see any reporters, or incensed citizens, teachers, what have you. Surprisingly, everyone was on their best behavior, even when things got a little heated-the heat being the reason I was surprised at my solo alien status. The main reasons I rode MT194 to SeaTac were to hear about developments with implementation of Standard V and review of the WEST-B cut score. Standard V is one of five standards the PESB uses to evaluate teacher training programs in colleges and universities. Standard V lays out four competencies teacher candidates must meet through evidence-based outcomes, including incorporating math across the curriculum. Standard V is not yet fully implemented; a pilot program will begin this fall with five or so programs (see full timeline here). Representatives of schools of education highlighted their progress with implementing Standard V and brought up what I thought were some interesting points. Namely, the schools of ed are trying to define what these evidence-based outcomes look like and how the schools of ed can obtain that information. They also expressed a rising concern with K-12 schools' use of scripted curriculum and concerns over the WASL-factors effecting teacher candidates in their programs. So what does that mean for kids? It looks like the PESB is working to increase the quality of teachers coming out of the state's schools of education, which is a good thing. Asking teacher candidates to demonstrate competencies with not only their work, but the work of their students, before they graduate can only help their future students. After lunch, the board reviewed the passing score for the WEST-B, the state exam all prospective teachers must take for entrance into a teacher preparation program. Previously, the PESB set an initial WEST-B passing score below the Passing Score Panel's recommendation, wanting to study the impact of the test. Now, with five years worth of data, PESB staff recommended the board raise the passing score to the panel's original recommendation. After some aggressive questioning and debate, the PESB voted to maintain the passing rate as is, below the panel's recommendation. Board members wondered at the need to increase the passing score, and opted to maintain the passing score because of this lack of evidence. Many good points were made, but what I found glaringly lacking was the relation to student achievement. Washington students are not at the level we would like them to be (as evidenced by low WASL scores and high college remediation rates), and some of this comes back to teachers. The PESB was correct in asking for more information, but didn't ask about the impact on student achievement of teachers who scored between the low and high cut scores. In the end, the kids are who it is all about, and they were largely missing from the conversation.

Busy week

viking — Mon, 24 Mar 2008 22:32:27 +0000

Posted by Bonnie, 3/24/2008

We will come back to you with a full report later this week, but I wanted to let everyone know about our busy week. This week both the Basic Education Task Force and State Board of Education meet. It is a dream come true for an education wonk like myself (sadly, I'm only half joking). Basic Education Task Force: Today, March 24th in Olympia

Here is the agenda and a link to their website.

State Board of Education: Wednesday and Thursday, March 26th and 27th in Renton

Here is the agenda and a link to their website.

Both groups have a lot of ground to cover. Personally, I'm looking forward to hearing testimony on the content of the third year of math at the State Board of Education meeting on Wednesday. We will have staff attending both meetings. Stay tuned for a full report.

Tried and True Education Champ

viking — Tue, 25 Mar 2008 00:30:45 +0000

Posted by Bonnie, 3/24/2008

Sunday mornings are a casual affair in my household. As I sipped my coffee and read The Seattle Times, I came across a great article about Rep. Helen Sommers. I laughed a little as I read this line out loud to my roommate:

They quickly learned Sommers' favorite word when it came to spending requests: no. She'd often put it more diplomatically, however, said Appropriations Vice Chairman Hans Dunshee. "She'd say, 'Well, we'll consider it.' That meant you were dead.

My relationship with Helen began almost four years ago as her campaign manager. Many will remember her 2004 re-election campaign when the SEIU spent over $300,000 to try and unseat her, and lost. Much of what they say is true. She is unapologetically tough, incredibly sharp, and one of the few politicians I’ve met who does not speak unless she has something important to say. However there is a lot more to her than the word “no.”

Campaign life is tough. You are sleep deprived, live on junk food, and every day is Wednesday (because you worked the past two days and will work the next two days). This stressful work environment allows you to quickly see who a person really is. Helen was always upbeat, determined and ready to fight. Case in point, doorbelling. Most campaign managers have a tough time getting their candidate to doorbell; this was never the case with Helen. Even in the 90 degree heat, she doorbelled everyday for hours and never complained. I was always impressed with sharp wit, results-oriented approach to problem solving, and a sense of gratitude. And, she even found time to take a break during the chaos. She pushed me to take breaks and retreated to her garden regularly (even if it was only for 15 minutes before doorbelling).

It wasn’t until after the campaign, however, did I fully understand and appreciate what I was fighting for. I remember having dinner with Helen during the 2005 Legislative Session. She had just invited a UW scientist to present information to the Appropriations Committee on early brain research. She could not stop talking about how amazed she was and immediately began to discuss ways to invest in early learning programs. Helen was also a strong proponent of higher education. I remember telling her about my college loans. She asked me about my payment plan and interest rates and I told her that my current plan would have my loans paid off by 40ish. She looked at me, shocked, and began to brainstorm programs and investments that would target this growing problem. She is one of the few people who get it —“it” being the link between quality education and socioeconomic development. This commitment coupled with her results-oriented tenacity made her an incredible force for education. For her, investing in education was not only based on the right to opportunity; it was a smart budget strategy for Washington state.

Thank you, Representative Sommers, for setting such a strong precedent in both leadership and commitment to education in Washington state.

Pathways for Success

viking — Fri, 28 Mar 2008 17:39:19 +0000

Posted by Molly, 3/28/2008

Yesterday, I attended a conference at South Seattle Community College about Career and Technical Education (CTE) programs. Success for All Students: Exploring Career and Technical Educational Opportunities brought together business, industry, teachers, principals, higher education officials, and policy makers in an effort to explore ways to help youth transition to adulthood with a full range of positive career choices after high school. This conference was timed perfectly with recent media coverage of CTE programs and the growing demand in the workforce for skilled laborers (see article in the P-I and the Columbian). The articles show that there is a real need for skilled laborers in the workforce and that these jobs pay good wages. So why the low interest and low enrollment numbers? The conversation at the conference that resonated with me the most acknowledged that there is real stigma surrounding many, if not most, of the CTE pathways. The current discourse in the education world is that kids should have options after high school that enable them to be successful in life-earning a family wage and contributing positively to their community. We all know that there are multiple pathways to success, but do we really believe that all of these paths are equal? Parents, students, teachers, advocates and policymakers alike don't necessarily believe that success can be attained without a diploma from a college or university. "Those programs are good and fine for some kids, but it's not for me or my kid," is what principals and counselors said they hear all the time. There seems to be a very real sense that somehow completing a certificate or apprenticeship program is simply not as good as earning a college degree. Changing this attitude is the first step in making CTE programs successful and meaningful to students. The consensus in the room yesterday was that increasing awareness of all the different programs and showing kids the wide range of jobs these programs prepare them for is the best way forward.

Attention! Atención! Attenzione!

viking — Mon, 31 Mar 2008 18:40:30 +0000

Posted by Lisa, 3/31/2008

It is time to pay attention to the State Board of Education. This group, which used to be not very relevant, is now a force to be reckoned with. I'd argue that their work and the work of the Basic Education Task Force (a.k.a the Grimm Commission) will profoundly impact class room realities and student outcomes for years to come. The State Board members are thinking deeply (and soon they will be acting) about system reforms. They seem to be united around the goal that all kids graduate from high school with maximum options to succeed in life. They do not want to move to a system where there would be different kinds of diplomas for different kinds of kids. Here is the short-hand version of where the State Board is headed:

Meaningful diploma
Multiple pathways
No unfunded mandates

Board members are listening hard. Like me, several have become new, strong CTE (Career and Technical Education) converts. The fact that they are looking ahead to implementation and resource issues is refreshing. Education policy does matter. If you go to the State Board website, you will find all kinds of presentations and meeting notes. Know that the State Board is on a fast-track to drive some important system reforms. Board members feel the same urgency that we do. James Kelly, President of the Urban League, hit the nail on the head when he said "we need to do the right thing for kids; waiting is not the right thing."

Live Blogging: Sup. Bergeson Proposal for Student Support

viking — Mon, 09 Jun 2008 22:30:04 +0000

Sup. Terry Bergeson Proposal for Student Support and System Foundations 2:25pm-3:25pm Dr. Bergeson was back for the final proposal of the day, which focused on supports for specific groups of students, namely: struggling students, English language learners, guidance/advisory/learning support, career/technical education, and college-prep/highly capable students. In the beginning of the end, Dr. Bergeson spoke to struggling students and ELLs, looking to increase funding for both -- namely increase staff ratios and decrease class sizes. See the jump for further details. After the 10 minute break, we’ll tackle the remaining groups. Struggling Students Currently, the Learning Assistance Program allocates 3.46 staff per 1,000 low-income students, although no funds are set aside for materials. Dr. Bergeson recommends revised LAP allocations to include class size reductions for severe poverty, teachers for small group tutoring, teachers for intensive tutoring, program support, professional development for teachers, and instructional materials. Rep. Priest asked the Task Force be mindful how decreasing class sizes inside and outside of LAP impacts K-12 funding. Chairman Grimm again asked about the bottom line, and brought up the issue of LAP being a statutory program. According to Jennifer Priddy (OSPI), to implement the expanded LAP, it would cost roughly $420 million, nearly four times its current cost -- some of which Ms. Priddy attributed to the inadequate base schools are working with now. This was a real WOW moment. Rep. Hunter asked for clarification on the model, whether we would be allocating teachers based on LAP-eligible students or identifying students who would benefit from small-group instruction and funding those students. OSPI’s model is the former. English Language Learners Current allocation is $904 per ELL student, generating one teacher per 75 students. In Spokane, the district foots nearly two-thirds of the bill for its ELL program ($1.63 million of $2.475 million) and is achieving results, supporting the case that an increase in dollars can lead to results. OSPI’s allocation proposal includes smaller class sizes for ELLs, floor funding for districts with few ELLs, high ELL/multiple language enhancement, middle/high school enhancement, professional development for staff, and instructional materials and assessments. Rep. Priest asked about the time needed for professional development. In the proposal, PD days were set aside for specific ELL training for staff, however, these days would be phased out if 10 more PD days were added to the academic calendar. Rep. Hunter expressed concern over the trade-off variables between the different programs and basic education overall (eg. having more of X, but not if Y is implemented). We'll be back after the break...

Live blogging: Sup. Bergeson and the finale

viking — Tue, 10 Jun 2008 00:35:01 +0000

Sup. Terry Bergeson, Proposals for Student Support and System Foundations Time: 3:40pm-5:30pm

Continuing with the final presentation…The afternoon closed with some of the detailed aspects of Dr. Bergeson’s proposal: guidance and graduation support, career and technical education, and foundation support. By this time, the audience was thinning and energy was down (along with the number of Task Force members after 5pm). Continue reading for the action-packed final 90+ minutes. . .

-----

Guidance and Graduation Support

Dr. Bergeson has lots of love for Navigation 101, and would like to see grants offered so schools can implement the program. It costs $20,000 per secondary school to implement the program, and $10,000 per school over time. Her proposal also includes providing graduation advisors per 1,000 students to help track and manage requirements for students

Career and Technical Education

John Aultman, of OSPI, presented this part of the proposal, calling for the expansion of CTE offerings to 7th and 8th grade, change staffing from 19.5 to 18.5, create a “use it or lose it” provision for administrative allocation, increase NERCs, provide funding for summer school rich in math, science and technology, and provide additional staff at 1:25 for ELLs in the I-BEST progra

Foundation Support

After a brief look at resources given to ESDs and OSPI, Ms. Priddy took us into classified staff ratios and salaries. Currently, the State funds at 17.1 classified staff per 1,000 students, and OSPI recommends that be increased to 25.1 to 1,000 students (preliminary number). Districts spend $75 million beyond what the State funds on salaries for classified staff. To help curb this, OSPI recommends the State equalize these salaries and base future salaries on the salary survey already conducted by the State.

Rep. Priest raised the question of paraeducators and where they fit into the classified staffing ratio

Chairman Grimm asked about maintenance and if it made sense to have that be an entirely separate category, which was a nice transition to Dr. Bergeson’s presentation on facilities

Right now, State funding covers 58 percent of facilities maintenance expenditures, leading to a fair amount of deferred maintenance ($485 million worth in Seattle alone). The ask on this is (not surprisingly) an increase in State funding and NERCs

Rep. Priest asked about how small class size and longer school days will impact the Joint Legislative Task Force on School Construction. Dr. Bergeson said the happenings in the Basic Education Finance Task Force are on the radar of the other task force

Dr. Bergeson moved to NERCs (non-employee related costs), which includes technology. Here, OSPI is recommending the State allocate $1,383 per student (includes $282 per FTE for statewide technology program)

Chairman Grimm expressed concern over the reimbursement of expenditures, saying there is no disincentive to splurge on expenses. Ms. Priddy responded saying that is the reason OSPI is not recommending a reimbursement model

Technology was next, with OSPI looking to increase significantly the amount of technology available to students. The proposal includes laptops for all students in grades 9-12 to use throughout high school, laptops for all students in grades 7-8 in core classes, and a ratio of 3:1 for all students in grades 4-6

To end, we looked at curriculum and instruction. The highlight was the price tag to adopt all new curriculum ($727 million). In 2006-07, the State provided $42 per student for curriculum adoption, a model that allows districts to turn over curriculum every 18 years. At $92 per student per year, districts could turn over curriculum every eight years. For a six-year adoption cycle, it would cost $126 per student per year

Superintendent Kowalkowski raised the issue of staff development with new instructional materials. Ms. Priddy said that development would be a part of the 10 additional PD days proposed by OSPI

Finally, Dr. Bergeson pointed out some of the things not included in today’s presentation but in the back of OSPI’s collective mind -- including transportation, accountability system, special education, small school factors and more. Interesting to see what, if anything, OSPI puts forward in these areas in the future

Before adjournment, Chairman Grimm returned to the statistic offered earlier today about the effect of master’s degrees in teaching on student achievement in Washington. Steve Aos (WSIPP) clarified that the studies they looked at generally found that MSTs did not have a positive correlation with student achievement. Within in the studies examined by WSIPP was one conducted in Washington, which had similar results (0 out of 4 found any impact).

We'll be back with MORE live blogging tomorrow morning.

After all, we're first on the list tomorrow morning.

Live blogging: LEV Foundation, Reform + Resources = Results

viking — Tue, 10 Jun 2008 17:00:00 +0000

League of Education Voters Foundation, A Way Forward 9 AM- 945 AM We're back. Today we are here in force because our proposal, A Way Forward, is the first item on the agenda. Lisa Macfarlane, George Scarola, and John Tapogna are presenting. There is no doubt about it, A Way Forward is a bold plan. Lisa begins by asking a simple question: do we take this once in a lifetime opportunity and propose bold solutions or do we patch the system. We choose the former. Our plan is based on five core principles that the new finance system must address:

The state is responsible for providing every student reasonable opportunities to meet the state's high school graduation requirements.
The new finance system is organized to drive improvements in student achievement.
The funding responsibilities of the state and local school districts are clearly delineated and separated.
Local decision makers are given flexibility to determine the best use of money while being held accountable for results.
Revenue distribution is simplified and scull budgets are transparent.

Based on these principles, we propose five key proposals: Redefine Washinton's Basic Education Commitment This is about being bold. This about giving every student reasonable opportunity to meet the state's achievement standards and graduation requirements. Part of this is ensuring children have an opportunity to arrive to kindergarten school ready. To that end, we propose ensuring quality early learning for low-income children. We also recognize that a high school diploma is not enough education for young people today. We propose guaranteeing graduates a 13th year at the community college level. Strengthen Accountability Washington has some of the most burdensome and non-productive accounting practices around. Accounting system fixes and data system improvements are foundational issues for us. It’s time for an entirely new chart of accounts and to require all school districts need to use the same accounting system. When true costs are revealed, it will be crystal clear to policy makers, stakeholders, and taxpayers, what is being funded at what level and what is not being funded. The time has come for teachers and principals and district leaders to work together to tap the full potential of using student achievement data to improve instructional practices. We propose that school districts and the state work together to establish benchmarks for spending and achievement. We propose funding school-based performance awards. The awards, $100 or more per full-time student, would reward all the staff members of schools that meet or exceed their achievement targets, to reward collaboration. In cases of persistent under performance, state inspections and interventions would kick in. Core K-12 Education Fund LEV proposes an entirely different budget development process that is more transparent and more honest. We call for a new K-12 Expenditure Council (modeled after the Revenue Forecast Council and the Caseload Forecast Council) and we suggest that policy makers develop a new tool- a K-12 Resource Model (like what is in use in Oregon). We also call for an entirely different and much simpler way of distributing the money. We propose eliminating the many categorical programs (some of which are inside basic education and some are outside basic education) and replace them with a single, new K-12 Core Education Fund. It would essentially function as a block grant to school districts. This revenue would not be earmarked, but districts would have to account for how they spent the money and what results they achieved and they would do so using an uniform accounting system. This new Core K-12 Education Fund would provide additional funding per student for four groups who require additional resources to meet their education needs:

low income
special education
English language learners
career & technology education

Targeted Intervention Fund In addition to the Core K-12 Education fund, our 4th proposal calls for a new “targeted interventions” fund. This would be the place that state policy makers could direct school districts to use new money for gold-standard-research-proven programs. Today the list of gold standard programs includes:

one-on-one tutoring in K-3,
class size reductions in K-1, and
monitors for students at risk of dropping out of high school.

This fund would also invest in targeted implementation of promising practices, like Navigation 101, and would commit the state to rigorous evaluation of them. Better Compensation System The single best thing you can do to improve student achievement is to ensure high-quality, supported teachers. We need to do a better job of supporting teachers as they master the skills and knowledge necessary to drive student achievement . The state needs to invest more heavily in a rigorous teacher induction program if we want the highest quality teachers to enter and stay in the profession. Too many new teachers leave the field within their first five years. We expect a compensation survey would recommend higher compensation for hard-to-staff positions, for example in subject areas such as math, science, or special education or in schools with challenging demographics or locations that make it hard to attract talented teachers. Because we have given the state the responsibility for funding basic education, we think the state should also have the responsibility for bargaining educator salaries. We are also calling for renewable, three-year rolling contracts for teachers and principals. Kids are not well served when struggling teachers or principals stay in the system without the support and training they need to become effective team members in their schools. Adopting this part of the proposal would force a much needed focus on evaluation, mentoring, and professional development. Reform + Resources = Results. If we want our kids to be competitive and qualified for the jobs of the future, then we need to infuse resources and reforms into our school finance system

Live blogging: Highly Capable Students

viking — Tue, 10 Jun 2008 18:06:57 +0000

Washington Coalition for Gifted Education, Barbara Maurer and Irene Greve Time: 11:05am-11:35am The first group to, in their own words, not put forward an actual proposal or plan, but rather suggest what should be a part of any proposal moving forward. However, they then went on to say highly capable funding should move from a categorical program to being a part of basic education (which is arguably proposal like). They began with some good news: Washington's highly capable programs (which includes AP, IB, pre-AP, AVID and other programs, in additional to gifted/talented programs), according to this group, is well-regarded by other states, and is trying to make programs more expansive and inclusive (ie, serving more kids). Financially things are not as rosy, following the theme of every previous group; the State provided $6.7 million of the $37.5 million spent on highly capable students in 2006-07. After some prodding from Chairman Grimm, the presenters made clear their ask from the Task Force. Namely, they would like more professional development for teachers, additional support for students in these programs, and program accountability. After alluding that WASL scores do not adequately measure the growth of some highly capable students, Chairman Grimm asked if those students need a different type of assessment beyond the WASL. Ms. Maurer and Ms. Greve responded with the desire that WASL scores be disaggregated to more accurately measure the growth of students to better monitor their progress. They also suggested some students be allowed to take the WASL exams offered at higher grade levels.

How to ensure teacher success?

viking — Fri, 02 May 2008 21:51:24 +0000

Posted by Heather

Yesterday, Rep. Deb Wallace (Vancouver) hosted an online discussion on issues surrounding teachers and their success. Topics ranged from training programs to mentoring to shortage areas to data systems. While the web dialogues shied away from proposing solutions to many of the issues presented, they provided an engaging forum to talk about many of the issues facing our teachers, schools and, by extension, the students they serve. One of the largest takeaways from the day-long conversations was the need for K-12 and higher education to work together when attempting to tackle many of the issues facing our schools. We know teachers play a HUGE role in student achievement, and we also know teachers need support to ensure student success. I couldn't help but silently cheer when strong mentoring and induction programs were highlighted as an area Washington can and should work on to improve teacher practice and reduce teacher attrition. A UW study found that the attrition rate for new Washington teachers in the first five years is 26.5 percent, just over one in four. It would be great if more K-12 districts partnered with institutions of higher education to create mentoring and induction programs. This dialogue comes at an important time for education in our state. The State Board of Education and OSPI are working on new math and science standards, and the SBE is looking to raise high school graduation requirements, which may include Algebra II. As Kati Haycock, president of The Education Trust, said at our town hall meeting Monday, raising standards is a good thing and leads to higher success rates among students. Ready to take action? Join us at DidYouKnowCampaign.com and become involved in making our schools No. 1.

Standing room only

viking — Fri, 09 May 2008 21:52:53 +0000

Posted by George It was standing room only at Tuesday's meeting of the Basic Education Finance Task Force. As the Task Force bears down on the work of designing a better, more ample funding plan for schools, the room is filling with advocates, educators, print reporters and TVW. Soon we're going to need a bigger room. Most school advocates were encouraged by the sense that the Task Force is finally grappling with the rude question of what should be included in the cost of basic education. There were no academic discussions or presentations by visitors from out-of-state, just our own officials wrestling with the situation on the ground here in Washington. Steve Aos, with the Washington Institute for Public Policy, the state agency that is staffing the Task Force, led off with his conclusions from the institute's two major lines of research on compensation and class size. The state's teacher salary schedule, which stretches incremental pay increases over 16 years, does not align well with the research that shows that the biggest gains in teacher effectiveness are in the first six years. A smarter system would aim to reward productivity gains, not simply years of service. On the issue of class size, the evidence is clear that reduced class sizes in grades K-3 matter. Mr. Aos even quantified the return on that investment: 10 to 16 percent over the lifetime of students. That led to a vigorous discussion among members over the relative value of master degrees and years of experience. Experience won. Chair Dan Grimm was struck by Bremerton Superintendent Bette Hyde's observation that her teachers all too frequently moved to other districts where they were paid more for the same job. How does that square with the state's constitutional obligation to provide a "general and uniform" system of public schools? Next, Rep. Ross Hunter presented his vision for a cost-based model for K-12 funding. He begins with a simple, bold—and unassailable—premise: build the K-12 budget around what kids need to meet the state's high school graduation requirements. Because the State Board of Education is proposing to raise the minimum requirements so that high school graduates are prepared for college or meaningful employment, he starts there: fully fund 24 core credits, including three years of math and four years of English. At a minimum, this would mean funding six periods of high school instead of five. Rep. Hunter would have the state build and cost out four model school programs (K-4, 4-5, 6-8 and 9-12) and then write the K-12 budget to fund them. He also proposes the state build and cost out model programs for English Language Learners, free and reduced-price lunch and special education students, programs reasonable people would agree are needed to provide all students with the opportunity to meet the state's graduation requirements. Rep. Hunter wants to require the Legislature to make explicit decisions about key cost drivers that are now obscure: class sizes, number of periods per day, and amount of teacher preparation time. He proposed further adjusting the high school model program costs to reflect four kinds of students: typical, struggling, honors and Career and Technical Education. And to avoid descending into the weeds, he imposes on each model school program the one-page rule. Rep. Hunter wants the state to allocate funding for these model programs as a single block grant, and allow local districts to make actual spending decisions as they think best. To the extent districts choose to spend funds differently than the state allocation model, let them defend those choices to their parents and voters. Next, Jennifer Priddy, finance guru at the Office of Superintendent of Public Instruction, presented a sobering snapshot of current financing trends in districts. Declining fund balances have become the norm. The bottom line is districts are too reliant on local funds ( levies and I-728 ) that don't keep up with inflation to support their current staffing levels and salaries. Expect to see more and more districts facing financial insolvency. Chair Grimm asked, how much of the problem is due to the State's underfunding of basic education and how much to districts' own spending decisions? Superintendent Hyde responded that districts are facing a perfect storm. The very year that students must meet the WASL graduation standards, all the superintendents she knows are being forced to make cuts. The responsibility for the problem falls squarely on the State. Last up was Mary Jean Ryan, chair of the State Board of Education, who made a compelling case for raising graduation standards. Unlike the rest of the modern world, and every previous generation of Americans, today's students will be less well-educated than their parent's generation. Chair Grimm asked, why not let local districts set their own graduation requirements? Ms. Ryan answered, in an increasingly globalized economy where our students need to compete with their peers from all over the world, local standards just don't work. Superintendent of Public Instruction Terry Bergeson noted that district superintendents are telling her they can't imagine how to fund 24 core graduation requirements with current resources. But once the State Board adopts these requirements, it's hard to imagine how the State can evade responsibility for providing the programs students will need to meet them—which is precisely Rep. Hunter's point. Next meeting, stakeholder groups and concerned individuals are invited to make presentations. The League of Education Voters plans to be one of them. Our focus will be ample funding and needed structural reforms.

Two Million Minutes: An Essential Wake Up Call

viking — Fri, 23 May 2008 00:22:50 +0000

Posted by Bonnie Last week I attended a film screening of Two Million Minutes, a documentary comparing college preparation in India, China and America. The film was introduced by creator Robert Compton, a venture capitalist who travels to India and China frequently for business and decided it was time for Americans to wake up. Robert Compton introduced the film by showing some shocking statistics. Alone the statistics wouldn’t bother you. They might seem trivial and even silly. Together they illustrate an intimidating picture of an America that has already fallen behind. - Tallest building is in Taipei - Largest publicly traded company is in Beijing - Biggest refinery is being constructed in India - Largest passenger airplane is built in Europe - Biggest movie industry is Bollywood - Largest casino is in Macao - Only two of the world's ten richest people are American. Only ten years ago America would have topped almost every one of these categories. Two million minutes is the four-year period that a student will spend in high school. How a student spends their Two Million Minutes—in class, at home studying, playing sports, working, sleeping, socializing—will affect their economic prospects for the rest of their lives. The film follows a male and female high school student in China, India and America and analyzes how each of these students prepares for their next step. Admittedly these students are the cream of the academic crop, however the differences in their preparation is shocking. Case in point, here is a comparison of math and science courses taken by high achieving students in the US and India: America Not required for graduation, but typical of high achieving students. Keep in mind, Washington currently only requires two years of math. Physics - 1 year Chemistry - 1 year Biology - 1 year Math - 4 years Computer Science - 1 year India ISCE National Standard that starts in 8th grade and is required for graduation on technology track. Physics - 5 years Chemistry - 5 years Biology - 5 years Math - 5 years Computer Science - 5 years The movie also showed that the students in India and China are not only doing math and science to a higher level—their education is more rigorous across the board including music and language. Robert’s argument throughout the film is clear: our culture needs to change. High poverty and rare opportunities for achievement in India and China have fostered a culture where ‘cool’ is equated with success. While success is most often equated with engineering or computer science, other fields are pursued. Most importantly, their plans are ambitious. The students in India and China seemed to reach for the highest possible achievement and realized that even if they didn’t make it, plans B, C, & D were still well above average. Apoorva’s father described it best by saying, “I want her to be able to face any situation fearlessly.” For him, her education is about giving her options and opportunity in an increasingly globalized world. Click here to check out the trailer.

Class of 2008 rises to the challenge

viking — Thu, 05 Jun 2008 00:28:49 +0000

Posted by Heather

Yesterday, state Superintendent of Public Instruction Terry Bergeson gave an update on the Class of 2008, and fortunately the news is much better than the train wreck many predicted. Of the 67,000 or so high school seniors in the state, more than 61,000 (or 91 percent) have passed the reading and writing WASL exams or the equivalent. But keep in mind, this passing rate does not include the 9,000+ students who have dropped out or the 9,500+ students who have been reclassified into other grades.

Below are breakdowns of passing rates by ethnic groups and special programs. The gap between ethnic groups is shrinking (now less than 9 percent); however the numbers are less encouraging for English language learner and special education students.

What the WASL passing rates don’t show are the number of seniors who lack enough credits to graduate. In a 13-district sample study conducted by OSPI, 62.5 percent of the 10,000+ students in December 2007 were on track in credits and passed both required WASL exams. Another 5.3 percent of students were on track with credits but had not passed both WASL exams.

Dr. Bergeson also spoke to dropout statistics for the Class of 2008. We don’t yet, and won’t until the fall/winter, have a clear picture of the number of kids in the Class of 2008 who have dropped out of high school. And while any dropout rate is troublesome, it looks like the cohort dropout rate for the Class of 2008 will either hold steady with or be lower than rates for the past few cohorts (average of 21 percent over the last four years). So despite the anticipated panic, the WASL as graduation requirement is not causing students to mass exodus from schools.

Below is a graphical look at the mobility of the Class of 2008, from OSPI.

At the end of her presentation, Dr. Bergeson talked about next steps to drive further student achievement. Along with plans to strengthen options for English language learners and struggling students, she pointedly called out the need for an increase in funding in basic education. This is a rather timely assertion as the Basic Education Finance Task Force will hear proposals from various organizations, LEV included, next week in Olympia.

“The time for bold education reform solutions is now.”

viking — Sat, 07 Jun 2008 05:40:27 +0000

League of Education Voters Foundation Proposes Major Reforms to Washington’s Education Finance System Proposal to be presented to Basic Education Finance Task Force SEATTLE – The League of Education Voters Foundation (LEVF) will propose major reforms to Washington’s public education system at the Basic Education Finance Task Force meeting Tuesday, June 10. “The time for bold education reform solutions is now,” said Lisa Macfarlane, co-founder of the League of Education Voters Foundation. “We’ve got a once in a lifetime opportunity to redesign our public schools to work for the next 30 years.” LEVF’s proposal, A Way Forward, is the culmination of a yearlong effort to develop a new education finance model that prepares all students for college and the workforce. “We based A Way Forward on one simple premise: we need a public education system that will prepare all students to succeed in today’s competitive economy,” Macfarlane said. A Way Forward proposes a series of reforms and investments to achieve results and boost student achievement. “Today’s education finance system is overly complex and too prescriptive,” said Ken Hoover, superintendent of Monroe Public Schools and co-author of A Way Forward. “This proposal would give local school leaders more flexibility to solve problems and then hold them accountable.” “The state does not provide enough funding for what it costs to educate students today. Communities have stepped up to subsidize public education through local levies.” Macfarlane said. “Our proposal redefines Washington’s commitment to public education.” LEVF will present A Way Forward to the Basic Education Finance Task Force in Olympia on Tuesday, June 10 at 9 AM in House Hearing Room B, O’Brien Building. Click here to view the full proposal. ### The League of Education Voters Foundation is a 501(c)3 charitable organization dedicated to engaging ordinary citizens, educators, policymakers and the media in the effort to provide a quality education for all students in Washington State from early learning through post-secondary education.

Live Blog: Edmonds Education Association and Edmonds School District

viking — Mon, 09 Jun 2008 18:20:44 +0000

Posted by Heather Time: 11:05am-11:20am Group: Edmonds Education Association and Edmonds School District The folks from Edmonds focused on teacher compensation and made a proposal meant to move away from steps and lanes and toward a more performance-based model. The model includes five components: instruction (standards referenced), data-based instructional growth (meeting professional goals), professional development (and demonstration of mastery), new and challenging situations (stipends and/or additional support), and leadership/active participation (additional pay for additional responsibilities). Rep. Hunter asked, “What about teachers who do not demonstrate competence?” The group offered an answer about helping struggling teachers improve, while not allowing those who are not improving to stay in the classroom ad infinitum.

Live Blogging: Social Emotional Learning as Part of a Basic Education in Washington State

viking — Mon, 09 Jun 2008 21:30:06 +0000

Posted by Heather Time: 1:50pm-2:25pm

Group: Rep. Mary Lou Dickerson

Social Emotional Learning as Part of a Basic Education in Washington State

Rep. Dickerson made a presentation advocating basic education be expanded to include social-emotional learning (SEL). She went on to link the drop out rate with low social-emotional skills, positing students drop out not because of the WASL or curriculum, but because of poor attendance, lack of engagement, poor academic achievement, lack of adequate counseling and behavioral problems. In its favor, a study of school-based SEL skills programs found that students in the program not only demonstrated improved SEL skills, but also scored 11 percent higher than non-participating peers on standardized tests. Rep. Dickerson proposed SEL be incorporated into basic education by creating standards, selecting curriculum, conducting teacher professional development, offering support for teachers from counselors and other specialists, and providing financial resources. In the end, she hopes SEL will be incorporated into basic education so students can be successful academically and successfully.

Task Force members were respectful and listened, however, the bottom line ($$) became apparent as Chairman Grimm asked about funding dollar amounts and Dr. Bergeson about staffing ratios/needs.

Superintendent Hyde brought up Navigation 101, as a curriculum to consider -- one that has seen success in Washington.

Live blogging: LEV Foundation Q & A

viking — Tue, 10 Jun 2008 17:30:52 +0000

LEV Foundation, A Way Forward Q & A TIme: 10 a.m. - 10:30 a.m. Our proposal is bold and proposes significant changes. Task Force members were engaged and asked questions regarding price, phasing in, accountability (chart of accounts), bargaining at the state level, and teacher/principal evaluations. There were also key questions on the 13th year and early learning. A more comprehensive overview of the Q&A exchange will be posted a little later (if you listened in, you know there is a lot to cover!). A key highlight was when Sup. Bergeson referred to our proposal, and more specifically to the bold reform in bargaining, as 'eye-opening.' Eye-opening indeed. No one ever said reform was easy. Besides, it is exciting to be on a path to answering these tough questions. We're happy to have had the opportunity to frame the conversation this morning.

Tell the State Board of Education to raise high school academic standards

Chris Korsmo — Wed, 28 May 2008 19:21:17 +0000

Did you know Washington's high school students can graduate with a 4.0 GPA and not get into college? It's true! Currently, high school students can take all the classes required to graduate but still not meet college admissions requirements. You can help change the future for thousands of Washington's students. The Washington State Board of Education will vote in July to decide if they should raise our state's high school graduation requirements. It's important that you send a message to State Board members that you support this change. Join us at the State Board's upcoming community engagement meetings next month: Monday, June 2 4:00-6:00 PM Spokane Community College Littlefoot Conference Room, Student Center (Bldg. 6) 1810 N. Greene Street Spokane, WA 99202 Tuesday, June 3 4:00-6:00 PM Yakima Convention Center 10 North 8th Street Yakima, WA 98901 Wednesday, June 4 4:00-6:00 PM University Heights Center Room 209 (Auditorium) 5031 University Way NE Seattle, WA 98105 Hit reply to tell us which meeting you will attend - and how many friends you will bring. You can also check out yesterday's Seattle Times editorial in favor of increasing the rigor of Washington schools. Thank you for making a difference for Washington's students.

Talk to the State Board of Education

viking — Wed, 21 May 2008 20:53:55 +0000

Posted by Michael The Washington State Board of Education will hold 3 community engagement meetings in June to hear your thoughts on high school graduation requirements and accountability. It's important that education advocates weigh in at these meetings. The State Board will consider your feedback when they convene in July to make key decisions about the number of credits Washington's students need to graduate from high school. Currently, our state's minimum high school graduation requirements do not match minimum college admissions requirements. Luckily, I had a great high school counselor who told me to take 3 years of math, instead of the minimum of 2 to graduate. But we shouldn't rely on luck to ensure Washington's students have the opportunity to go to college or enter the workforce with the skills needed to succeed. View your school district's graduation requirements here and compare them to our state's college admissions requirements. If they don't match up, make sure to voice your concerns to your local school board and the State Board of Education.

Second Time’s a Charm in Renton

viking — Sat, 24 May 2008 05:40:45 +0000

Posted by Molly

Good news for the Renton School District -- it looks like their $150 million construction bond is going to pass. The bond failed to get the required 60 percent supermajority during the first election in March by just 78 votes. As of Thursday, the bond was receiving a 61.56 percent “yes” vote, which is above the 60 percent needed for passage. Although levies can now pass with a simple majority, bonds still require the 60 percent supermajority.

The election results won’t be certified until June 4, but it is looking really good.

Congratulations Renton School District!

Great editorial Seattle Times!

viking — Tue, 27 May 2008 22:49:35 +0000

Posted by Bonnie. The Seattle Times took an important step today to ensuring that all students have the opportunity to attend college. Here is a link to the editorial. The editorial, echoing many of the facts used on our Did You Know Campaign website and materials, urges the State Board of Education to adopt Core 24 and require Algebra II as the default curriculum for the third credit of math.

The state board is expected to vote on the new requirements in July. The vote should be a unanimous "yes." Why wait? Others haven't. The Bellingham School District changed its requirements to mirror admissions requirements at Western Washington University.

The State Board is voting on Core 24 and the content of the third credit of math at their July meeting in Vancouver. You can urge the State Board of Education to vote YES on Core 24 and Algebra II by sending an email or attending one of their upcoming outreach meetings listed below.

Monday, June 2 4:00-6:00 PM Spokane Community College Littlefoot Conference Room, Student Center (Bldg. 6) 1810 N. Greene Street Spokane, WA 99202 Tuesday, June 3 4:00-6:00 PM Yakima Convention Center 10 North 8th Street Yakima, WA 98901 Wednesday, June 4 4:00-6:00 PM University Heights Center Room 209 (Auditorium) 5031 University Way NE Seattle, WA 98105

Schools Doing Great Things

viking — Fri, 30 May 2008 23:42:10 +0000

Posted by Molly

Sometimes I feel like I spend all of my time thinking about the problems in our education system -- kids falling through the cracks of a broken system, teachers struggling to effectively teach a class of nearly 30 students, and school districts making tough budget cuts while navigating the levy/bond gauntlet. Reform often seems daunting, intimidating, overwhelming, and at times impossible. However, there are teachers, schools and organizations doing amazing things for our kids. I want to highlight just a few that I have had the opportunity to see firsthand.

The New School

The New School is a Seattle public school that receives supplemental funding through a private foundation. With the additional funds, the New School is able to provide a comprehensive curriculum to its students, with a strong emphasis on quality programs and excellent and enthusiastic staff. During my visit, I was amazed to see kindergarteners counting by tens to 100 and second graders making graphs to illustrate data. It was inspiring to see these students rising to the challenge of high standards in such a supportive learning community.

Meany Middle School

Located in the heart of Capitol Hill, Meany is dealing with the typical problems that most urban schools in our country face -- large populations of free and reduced-price lunch, ELL, and special needs students. However, the teachers, staff and students of Meany are working hard and doing some really great things. Due to private financial support from the Nesholm Foundation, Meany has recently undertaken the challenge of integrating the arts into the curriculum and the evidence is apparent when you walk into the building. Poems, self-portraits and drawings line the hallways and the students’ pride is palpable. I was lucky enough to be there on a day when students were sharing poems from their poetry portfolios. Some of the themes of the poems were very mature; it was clear that a lot of these students are grappling with some very serious issues in their lives. I was touched by the strength, wisdom and empowerment of the students as they were sharing. This was just one day in one classroom, but it was clear that the students of Meany are flourishing.

The New School and Meany Middle School are combining quality programs, high standards and excellent staff that lead to higher student achievement. Progress does not come without costs however. Private foundation grants provide critical additional funding to allow for smart, strategic investments in programs that work. I was lucky enough to see progress at work in the classroom. With statewide per-student spending lagging far behind (43^rd in the nation currently), clearly there is an urgent need to increase smart investments across Washington.

I encourage everyone to look to these great schools and programs for inspiration.

Live Blog: Sup. Bergeson's Proposal

viking — Mon, 09 Jun 2008 17:45:50 +0000

Posted by Heather Time: 9:15am-10:45am

Group: Superintendent of Public Instruction Terry Bergeson

Proposals for Quality Education Development, Compensation and Support

Dr. Bergeson was the lead-off presenter and came with a meaty proposal (100+ pages). The first chunk dealt with teacher training, retention and compensation. Her three main proposals were to 1) strengthen induction and professional development programs, and 2) develop a new compensation model, based on more than experience and education and offering additional pay for certain positions and obtaining results.

The presentation reflected the density of the proposal, taking more than 90 minutes and peppered with plenty of back and forth between the Task Force, Dr. Bergeson and her panel of experts (including Jeanne Harmon of the Center for Strengthening the Teaching Profession (CSTP), Jennifer Priddy of the Office of Superintendent of Public Instruction (OSPI) and Jennifer Wallace of the Professional Educator Standards Board (PESB)). See the jump for a more detailed account of Dr. Bergeson’s presentation.

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Dr. Bergeson began by addressing K-12 funding, saying her proposal assumes an increase in financial support for struggling students, eliminates inequities between districts and provides foundational resources to districts. The remainder of her proposal focused on teacher training and compensation.

· Strengthening induction and professional development programs

All first and second year teachers (and educational staff associates) would have a mentor and additional professional development and release days to improve their craft and meet with mentors.

Sen. Tom asked about extending induction to the third year of teaching, and Dr. Bergeson cited the Professional Certification process as an opportunity to provide support to teachers in years three and four. (ProCert is the next certification level after Residency, and all teachers must earn their ProCert within the first seven years of teaching. The ProCert process takes about two years and requires all teachers to complete a portfolio of evidence -- mostly student work.)

Rep. Hunter asked about research on induction and ProCert programs.

Sen. Brown asked about teacher preparation programs in higher education and where the schools of education fit in. She followed up by highlighting the need for stronger teacher preparation programs to hopefully alleviate some of the pressure on districts to provide further training to teachers.

Jeanne Harmon of CSTP pointed to other professions, like medicine, where graduates are not expected to be proficient upon exit from college/university. She did not, however, let higher ed off the hook and acknowledged the need for teacher prep programs to better align with K-12 needs. She also offered an answer to Rep. Hunter about induction programs, citing success in other states, namely California and Connecticut.

Rep. Priest wondered if we were “wandering into a peanut butter approach” where everything is a priority and not much is done because of it.

Superintendent Kowalkowski advocated for strong induction and professional development programs, as they can be critical to teacher growth and, as a result, benefit students.

· New compensation model

In the new model, I-732 remains and drives COLAs and would apply to new teachers. Pay would be linked to skills and knowledge, along with education and experience (a modified system of steps and lanes, looking largely the same); larger salary increases would occur in the early years of teaching; maximum salaries would be increased; and the system would be aligned with certification requirements. Teachers would fall into three tiers: entry (7 years), career (14 years) and leader (8 years). A new certification structure would be created for the leader tier, and would require an external evaluation and renewal of some sort of demonstration of expertise, like National Board Certification. Additional pay would be awarded for certain leadership roles, hard-to-staff schools and positions, improving student achievement (including building-based bonuses), and loan forgiveness for obtaining credentials in hard-to-staff subjects and positions. Dr. Bergeson said the additional pay was about encouraging collaboration rather than competition.

Sen. Tom asked about master’s degrees in teaching and how research shows they do not have a large impact on student achievement. The answer provided acknowledged the trend nationally but in Washington, research shows MSTs have a positive correlation with student achievement.

Live Blog: CSTP's proposal

viking — Mon, 09 Jun 2008 18:40:40 +0000

Posted by Heather Time: 11:20am-11:40am

Group: Jeanne Harmon, Center for Strengthening the Teaching Profession

Ms. Harmon began with induction programs, picking up from the discussion begun during Dr. Bergeson’s first presentation. She briefly compared Washington’s induction program with Oregon, California and Connecticut, looking mostly at funding and structure. Ms. Harmon also advocated for state-wide mandatory induction for all new teachers to help reduce attrition rates. She raised the issue of public vs. private colleges, as 16 of the 22 degree-granting institutions in Washington are not state-funded.

Superintendent Kowalkowski asked about where certain “exemplar” districts funds comes from. Ms. Harmon’s answer: local levy and I-728 dollars.

Chairman Grimm asked about the selectivity of teacher training programs. Ms. Harmon responded that our system allows most applicants to earn certificates and relies on the marketplace to weed out low performers. Two other system models are 1) having high entrance requirements and allowing in a small group of applicants to teacher preparation programs, and 2) allowing in more applicants while having high exit requirements to earn a certificate.

Jennifer Wallace of the Professional Educator Standards Board (PESB) came forward and mentioned the four alternative certification pathways in Washington, as well as some upcoming PESB reports. Rep. Hunter asked about the number of candidates in alternative routes. Ms. Wallace said it’s roughly 120 per year.

Live Blog: Sup. Bergeson’s Proposal Part 2

viking — Mon, 09 Jun 2008 19:30:08 +0000

Posted by Heather Time: 11:40am-12:30pm

Group: Superintendent of Public Instruction Terry Bergeson

Proposals for Student Support and System Foundations

Dr. Bergeson’s second presentation focused on staffing ratios. In her proposal, allocations would be doled out by district, rather than by school. The new model would identify staffing ratios for a school by grade band (K-5, 6-8, 9-12), fund teachers based on class size assumptions not a staffing ratio, and fund a workload assumption for educational support associates (students per staff). See the jump for a more detailed play-by-play.

Dr. Bergeson brought up the issue of State funding allocations based on a school day with five hours of instruction, rather than the six hours offered by schools. Jennifer Priddy added that class size calculations are based on the assumption of the State that over 91 percent of staff members are teachers and about 8 percent are Education Staff Associates (ESAs). Together they advocated for clear policy on how many hours of instruction should be funded, as currently there is none.

Rep. Haigh called for an assessment on not only optimal class size, but also optimal school size -- recognizing that some students need different support systems.

Dr. Bergeson then referred to cost-benefits for reducing class size, with a return of $2.79 in K-2 and $1.38 in grades 3-6, before making a specific recommendation on class size. Here, she proposed class sizes of 21.2 in K-5, 25.5 in 6-12, along with one instructional coach for every 1,000 students and significantly lower class sizes for high poverty and/or high poverty/ELL students.

Then we moved on to libraries. Twenty years ago there was one librarian for every 670 students; today, we have one librarian per 786 students. Dr. Bergeson recommended a ratio of 1:500.

To end, Dr. Bergeson addressed student health and support. She recommends a ratio of one school nurse per 750 students, as well as one counselor/pupil support per 500 elementary students and one per 350 secondary students.

Superintendent Kowalkowski asked about staffing ratios for administrators. Ms. Priddy said they do not have a different staffing ratio to recommend for administrators, but OSPI wants to do more work in the area of administrator compensation. Dr. Bergeson spoke to continued work with administrator training/internship programs, acknowledging the need.

Sen. Brown asked about the role of local dollars in the K-12 system as we move forward. Dr. Bergeson agreed with the import of the involvement of local dollars and community buy-in. She said local districts should not be totally reliant on the State. Sen. Brown then touched on levy equalization. Rep. Hunter made the recommendation that the Task Force look at local funding and think about moving from renewable levies to permanent ones. Superintendent Kowalkowski politely fought back, saying levies originated as supplements to basic education funds from the State, paying for extras -- rather than supplanting State funds and creating inequities between districts. Sen. Brown clarified, she did not want districts to be reliant on levies, but recognize that levy dollars can add to educational offerings by districts. In the end, Sen. Brown was looking for a line to be drawn between state and local funding responsibilities -- and think about levy equalization.

Chairman Grimm then cited the Doran ruling from 1978 (where the State is responsible for defining, and then funding, basic education). Dr. Bergeson responded by saying she wants to change the definition of basic education.

Live blogging: Washington State Association of Head Start and ECEAP

viking — Tue, 10 Jun 2008 19:01:11 +0000

Washington Head Start and ECEAP, Joel Ryan Time: 11:35 a.m.-12:00 noon Mr. Ryan starts off by setting the framework for including early learning in the definition of basic education. He reminds the Task Force that three other states do this: North Carolina, New Jersey, and South Carolina. Additionally, 13 other states and D.C. include early learning in their school formula. He asks: Why early learning? Is this just day care? No. Early learning is about brain development. Research has provided a deeper understanding of how children's brains develop and how quickly they develop. Research shows that factors in first grade predict drop out nearly as well as risk factors in high school. (My thought: WOW!) His key point: If a child does not have a solid foundation entering kindergarten, than other investments will not pay off. Mr. Ryan goes on to briefly discuss several well-known early learning return on investment studies. Gains are shown for the individual (especially low-income children) and society as a whole. So, what should we do? Step 1: Address Quality Fund ECEAP at Head Start levels (from $6,630 to $8,725) = $17 million per year Step 2: Cover ALL Eligible Children An estimated 12,500 three and four year olds are eligible to receive services and do not because of a lack of resources. The cost to this would be an addtional $109 million a year Q & A: Rep. Hunter begins with two great questions. First, he points out that the fact that WA Head Start is targeted would create legal problems (basic education is, by definition, for all). Additionally, the State would have problems distributing funds in a mixed delivery system (for example, funds to church-based programs). Mr Ryan points out that he supports covering all children, his specific proposal would be the first step. He admits that there are constitutional issues that we'd have to iron out (to which Rep. Hunter laughed). Rep. Hunter then asked why early learning should be in Basic Education rather than the General Fund. Many other programs that offer positive, proven results receive funding from the General Fund. Mr. Ryan reiterates his key point, research has proven that early learning provides a huge opportunity - and we cannot miss the opportunity to take advantage of it. Rep. Hyde, who has done amazing early learning work in Bremerton, then asked about what results would we see if Mr. Ryan's plan was implemented. Mr Ryan points to research from Head Start to show that children would enter school more ready to learn and gains would continue through the years. Gains would be rigorously monitored. On a side note, Joel Ryan's proposal is included within our proposal A Way Forward.

Live Blogging: Washington School Nutrition Association

viking — Tue, 10 Jun 2008 20:55:01 +0000

Washington School Nutrition Association Time: 1:30 p.m.- 1:55 p.m. The Washington School Nutrition Association started with a simple statement, hungry kids can't learn. They recognized that the Task Forces has big issues to face and big asks - and that this would be a small ask. Children from low-income families often still cannot afford the co-pay. Hunger is correlated with higher levels of aggression, hyperactivity and (obviously) poorer overall health. The ask: They want the 2009 legislature to eliminate the co-pay for Pre-K and 4-12 grade reduced price students. The cost would be $9.3 per biennium. Principal Deborah Gary from Auburn School District, was the recipient of a USDA grant that has ensured that the school has fresh fruits every morning. Every day the grant ensures that fresh fruits and vegetables are served to every student and staff member with a message about nutrition everyday. Deborah then went on to talk about how Pioneer Elementary School's student achievement and closing the achievement gap in several grades. She did not directly correlate the two results, but the implication was clear. Q&A: Rep. Tom recognized the importance of school nutrition, but the questions remains for basic education, where do you draw the line? The Nutrition Association argued that just as transportation is part of basic eduation, so should nutrition. It prepares them to learn.

Performance Pay on NPR

viking — Fri, 18 Jul 2008 05:41:35 +0000

Posted by Bonnie. This morning there was an interesting story on NPR on the national debate on performance pay for teachers. The story reviews Obama and McCain's education platform and looks closely at performance pay, specifically how it has played out in Colorado. Pro-Comp is one of the newer performance pay programs and they are working hard locally to cultivate teacher buy-in, an essential ingredient to a successful performance pay program. Click here to listen to the story. While trolling the NPR website, I also found a link to an episode of The Conversation from last month that examined pay for performance and focuses on Washington. Click here to listen to the program. Until recently many teacher unions have adamantly opposed pay for performance. Among other things they fear teachers will be evaluated unfairly. But many of the new pay for performance programs tend to be less rigid and more inclusive. Some teacher's unions have embraced this new breed and believe they will encourage good teachers and better support struggling teachers. Although these programs are new, several models exist. Here is a link to a chart that briefly explains some the programs in place. Our recent proposal to the Basic Education Task Force titled A Way Forward advocates adopting a modified pay for performance system that would include a new salary schedule based on three levels of responsibility and skills (Entry, Professional, and Lead), school-based bonuses, and additional funding for hard-to-staff positions as well as National Board Certified Teachers.

Live Blogging: Full Funding Coalition

viking — Tue, 10 Jun 2008 22:25:23 +0000

Full Funding Coalition (WSSDA, WASA, AWSP, WEA, PSEW) 1:55p.m. - 3: 10 p.m. Randy Parr, WEA, illustrates our K-12 funding crisis in a few slides. First, expenditures per-student as a percent of the national average have declined since the state took over 'full' funding of basic education. Second, in terms of our student achievement, we are highly efficient (high performing despite low funding levels). Rep. Hunter claims 'legislative rules' and points out that if the chart accounted for demographics, our student achievement in terms of NAEP scores would be average by comparison. Randy Parr moves on to state that our definition of basic education is already in place (legal and legislative reform). We simply need schools to get the resources to do the job assigned them by government. Cutting to the chase, Mr Parr posits three funding proposals for the State to choose from: 1) students perform at higher levels, 2) students continue to perform at current levels, or 3) students perform at lower levels (Randy admits that this is their fear). David Conely begins to answer the questions - what constitutes basic education? how much does it cost? what results can we expect if we spend the money? Answers to these questions are based in the Washington Adequacy Funding Study, published in 2007:

Major recommended additions: classroom-centered supports, educator supports, instructional supports, and learning environment supports
Creating a Commission for Quality Education in Washington, a nonpartisan commission that would determine the annual amount of money needed to make ample provision for the education of all Washington students (much like the K-12 Revenue Council proposed in A Way Forward).

Advantages of a system like this is that it is scalable and lends itself to ramping up full funding based on expected student performance levels. Rep. Hunter interrupts to question the viability of the CQEM because we don't have the data available to correlate spending with student achievement. David Conely points out that data now is much better than it was 15 years ago and will continue to improve. He admits that this might not be perfect - but this is a better way. This is a policy advisory tool. Rep. Jarrret suggests that, because of our strong constitutional language, it might be difficult to move forward with a model that identifies what ample is and most likely not be able fund it. Questions continue from Sup. Bergeson and Sup. Kowalkowski, Sen. Tom, Chair Grimm and so on. It is afternoon, after lunch, nearing the end of two long days of lots of information. It is a little hard to stay on task. Getting back to the PowerPoint, Randy Parr underlines that they are proposing a new basic education funding structure. It is called the Foundation Formula.

Like our proposal, local levy funds would only be used for their intended, supplemental use.
Five categorical funds would remain: regular instruction, CTE, special education, learning assistance, and English language learners.
Multi-Measure Accountability: multiple measures, reflection state goals, provide fair and scientifically accurate annual report cards for every school. Each school and district is held accountable fairly - in relation to student, school, and district characteristics (a growth model). Paul Rosier asks - how do we honor growth.

Time for a break... more later.

Live blogging: Full Funding Coalition, round two

viking — Tue, 10 Jun 2008 23:36:30 +0000

Full Funding Coalition - Round Two Time: 3:30 p.m. - 4:21 p.m. Randy Parr starts off by expressing that their proposal is just that, a proposal. While it does outline clear benchmarks, these are explicitly stated only to provide an example of one way we could move forward in the short-term. To that end, the suggested six-year transition to the new funding plan includes:

The state enriches funding through the current system for the 2009-11 biennium.
The state would convert to the new Foundation Formula in 2011-2013.
The CQEW reviews initial progress and makes recommendations for subsequent additional funding.
The state makes additional payments on known, prioritized interventions during 2013-2015 budget cycle.
Some additional interventions are necessarily spread across all six years.

Sup. Bergeson asks for clarification on student-weighted formula. Randy continues to explain the year one phase in would include: K-3 class size reduction to 1:17, ramping up the phase-in of all day kindergarten, implementing additional relevant professional development, resources for struggling students, implementing behavior support systems, increasing support staff for principals and begin phase-in for NERCs. Year two example includes: continue to increase K-3 class size reduction, all-day kindergarten, and additional ESA's for classified staff, adding funding for key instructional programs in core subjects, and adding campus security funds for middle and high schools. So - the cost: $1.2 billion increase in the next biennium. The most significant portion, about a quarter, of would increase teacher COLAs. Randy goes on to outline a few revenue source ideas that would cover the first two years worth of reform efforts:

Capturing a portion of future growth. Transferring half of anticipated new revenue (above %5) in 09-11 would yield $500 million for public education.
Recapture the currently uncollected regular property tax authority to provide new revenue to school districts. Currently the state has reserved a total rate of $3.60 per $1,000 of assessed value, but the state property tax rate for schools in calendar year 2010 is expected to be $2.12 per $1,000 of assessed value

Q&A First question is, unsuprisingly, about the price tag. Rep. Fred Jarrett asks if $1.2 billion is the total cost. Randy Parr says no. When the study was completed it recommended 45% increase (of 10 billion at the time). The study has not been updated. There is not a specific dollar amount to the proposal - but do suggest a specific amount in the short term. We're offering more because we want to prove that it can be done. Next, Sup. Bergeson asks about teacher compensation reform and distribution. Randy Parry points out that they advocate for a salary survey and adjustments made according to that. He also noted that they discussed some local teacher compensation experimentation, but did not develop a specific proposal to this end. Rep. Priest asks Randy Parr and Paul Rosier if the Full Funding Coalition can have an open discussion about any of the ideas presented to the Task Force (bargaining at the state level for example), or if the coalition partners should discuss the issues separately. Both Mr. Rosier and Mr. Parr assured Rep. Priest that they would continue to try and work together. Sup. Kowalkowski asks how realistic the revenue source proposals are - especially the property tax increase. Randy Parr acknowledged the difficulty of the property tax increase by stating that the property tax is the tax most legislators love to hate. And so the day - and live blogging - comes to an end.

8th Annual Quality Education Conference

viking — Wed, 18 Jun 2008 21:22:04 +0000

Posted by Molly

Last week, I attended the 8^th Annual Quality Education Conference in Washington, D.C. The conference explored the inequities of the educational systems in our country and efforts, both successful and failed, to bridge the gap for a more just system.

Highlights:

Progress report from the states

There were 30 states represented at the conference. Each state shared progress and challenges.

Missouri is really struggling. They lost their equity case on the grounds that there is no judiciable issue (there is no valid claim to a contentious issue). This makes future litigation nearly impossible.

Wyoming has probably made the most significant progress. They were successful in their litigation and have been able to hold the legislature’s collective foot to the fire in terms of implementing the court’s decision. Thus far, they have been quite successful in getting additional funding for teacher compensation. Wyoming teachers are some the best paid in the nation (accounting for regional cost differences).

New Jersey is finding that the momentum from the Abbott decision is stalling. Although funding -- and performance -- increased significantly for the 30 lowest performing school, the schools in the middle are still struggling. The issue has now moved towards equity and away from adequacy. This shift is not gaining traction and there is a belief that NJ used all of its political capital with Abbott.

Washington is in a unique position with their litigation. Tom Ahearne, one of the plaintiff’s lawyers in the McCleary case (also known as the NEWS lawsuit), believes that there is wide support in the legislature to increase funding. He views this lawsuit as a way to give those who support increased funding the political cover necessary to make the bold funding reforms that are necessary, though perhaps not popular.

A View From the Bench – The Necessary Role of the Courts

Judge Greaney offered some really interesting insight into the most compelling components to the adequacy funding case in Massachusetts. He sited the amicus briefs as the most helpful and persuasive in making a decision. He also rejected the negative stigma attached to the concept of an “activist court.” Instead, he argued that the court is often a better place to decide such complicated issues. In particular, Judge Greaney believes that there is no other authoritative, impartial governmental entity that is capable of establishing and monitoring the delicate mixture of expert and political judgments that are involved in finding effective remedies in school funding lawsuits.

Narrowing the Achievement Gap

This was an interesting session that explored the achievement gap from a data, economic, and advocacy perspectives. The data presented demonstrated a strong and growing problem. It is important to note that the data presented was national data and demonstrated glaring data holes at the state level. The economic presentation was not really anything new -- simply highlighting the costs of “fixing” the problem. Finally, Bill Kopsky, Executive Director of the Arkansas Public Policy Panel, led a very interesting discussion on the successes they have had with grassroots organizing throughout Arkansas. Their effort with the Arkansas Citizens First Congress mirrors the work we are doing at the LEV Foundation in regards to the Early Learning Advocates Table (ELAT). However, they are further along in coalition building process in Arkansas and function as a cohesive advocacy group.

Schools across Washington are facing budget cuts

viking — Wed, 25 Jun 2008 18:42:48 +0000

Posted by Michael This is the time of year school boards consider what to do about next year's budget. Unfortunately, school directors across Washington are facing cuts in order to balance the budget. This is largely due to a combination of rising costs, inadequate state funding and an outdated education finance system. The Kitsap Sun wrote an excellent piece about our education funding challenges in Washington State and how this is impacting their local schools.

Our exciting new addition: Katarina, A Rainier Scholar

viking — Fri, 04 Jul 2008 03:39:20 +0000

Posted by Katarina. Hi, I’m Katarina. Born here in Seattle, I am an upcoming high school junior. I have attended private school my whole life but I’m very interested and eager to learn more about issues in the public schools. Through Rainier Scholars, I was offered this opportunity to intern at the League of Education Voters office. I consider Rainier Scholars more than just an academic program but as a family. The positive and continuous encouragement from everyone at RS has led me to truly believe an individual can make a difference in this world. By helping to develop future leaders, Rainier Scholars has helped me and my peers see our potential and have motivated us to step to up and prove that success is for everyone. I have been a part of Rainier Scholars since fifth grade and looking back, I can see the difference they have made in my life. In two years I will be off to college. At this point, I am still unsure about what school I want to attend or what profession I want to pursue but with the support of school counselors, family and Rainier Scholars, I know I am heading down the right path. As a child I wanted to be everything. Now that I am older I know I can be anything, I just have to believe in my dreams and know my options. I enjoy playing volleyball and just kicking back in the summer sun with friends. I spend a majority of my time with my two sisters and parents. Art is a large part of my life. I danced ballet for six years and I have recently started to draw and paint more. I played the piano and flute for a little and I listen to music whenever I can. I am also an active member of my church and youth group. Summer is my favorite season and I’m always up for an adventure.

A FRESH FACE IN THE LEV OFFICE

viking — Tue, 08 Jul 2008 00:46:59 +0000

Posted by Katie It’s wonderful to join the LEV staff, and I look forward to being a part of the movement to improve public education in Washington’s schools. My name is Katie, and I am the new office manager at LEV. As a former student in the Edmonds School District and as a tutor and mentor for high school students in Seattle, I am very familiar with the challenges that today’s students face. Furthermore, I spent the past ten months as a corps member with City Year Seattle/King County, an AmeriCorps program that serves youth throughout Puget Sound. This experience has opened my eyes to the realities and implications of school funding (or lack thereof), graduation requirements (including the WASL, of course) and the beauties and intricacies of working within a diverse community. The issues about which I feel most passionate parallel those of LEV, educators and citizens in Washington and across the country. Additionally, I would like to see an increase in student voice in policy and standards discussions. It seems ironic to me that students' voices are rarely heard while important decisions are made on their behalf. I realize that school boards and lawmakers have their plates full of daunting responsibilities already, but with the well-being of Washington’s youth being the heart of why they serve, I believe that conversing with students should be a top priority. As I enter this new chapter with LEV and begin applying for my Masters in Teaching, it is a personal and professional goal of mine to see that Washington students have a voice in decision-making. I believe that we (teachers, administrators, lawmakers and community members) need not only to encourage our youth to speak out but empower them to exercise their voices and challenge ourselves to listen.

Sup. Goodloe-Johnson celebrates her one year anniversary

viking — Thu, 10 Jul 2008 00:53:52 +0000

Posted by Bonnie My morning ritual always involves two things: tea and NPR. This morning I was drinking my tea, listening to NPR and heard a great piece on Sup. Maria Goodloe-Johnson celebrating her one year anniversary in Seattle (including quotes from our very own, Lisa Macfarlane). She has been praised by advocates and policy makers alike who use words like focused, courageous, and decisive. Her strategic plan is bold in its honesty -- revealing that only 17 percent of high school graduates took the credits necessary to be considered for entrance at a four-year college -- and goals -- to increase the 17 percent figure to 40 percent by 2012. One year in, Sup. Goodloe-Johnson says that the district has had little accountability to its 45,000 students and she plans on changing that. But, the rubber is now beginning to meet the road and unfortunately the road is a bumpy one. A tight budget, shortages in math and science teachers, and persistent declining enrollment all pose serious challenges to the path ahead. Lisa Macfarlane states, "Where the rubber is going to meet the road is how we are going to measure progress against those goals [outlined in the strategic plan]. It's great to say that we are going to have a quality teacher in every classroom, but how are we going to measure that and how are we going to do if we are not meeting those benchmarks?" We look forward to rolling up our sleeves in Seattle and across Washington State -- and hope you'll join in. There's also a great interview with Sup. Goodloe-Johnson in the Seattle P-I. The Seattle Public Schools strategic plan can be viewed here.

Join us on the Did You Know Campaign Bus!

viking — Sat, 12 Jul 2008 05:32:36 +0000

Join students, parents and community leaders on the Did You Know Campaign Bus. Washington's students are counting on YOU to make your voice heard at the State Board of Education meeting in Vancouver, WA on July 23rd. We're going to let State Board members know that we expect our kids to be ready for college and careers when they earn a high school diploma in Washington State. Click here to view your invitation to Vancouver. RSVP today!

Sign Our Online Petition!

viking — Sat, 19 Jul 2008 03:59:26 +0000

To: Washington State Board of Education We’re parents, educators, business leaders, kids and others in the community working together to do all we can to improve education in our state. We believe that a Washington State high school diploma should mean students graduate ready for college, job training and the workforce. Washington’s high school graduation requirements are outdated and our kids are paying the price:

Only 41% of high school graduates meet college entrance requirements in Washington.
More than half of firms surveyed reported difficulty finding qualified job applicants in Washington.
Our students compete with students from thirty-seven states that have stronger graduation requirements than Washington.

We want the Washington State Board of Education to vote to update our state’s high school diploma at their July 23-24 meeting in Vancouver, WA. The time is now. Our future depends on all of us. Sincerely, Click here to sign our petition

Sea of Red

viking — Wed, 23 Jul 2008 21:27:45 +0000

Posted by Heather The State Board of Education are meeting today and tomorrow in Vancouver to vote on the proposed Algebra II requirement and have further discussion on CORE 24 (proposed new high school graduation requirements). To show support for CORE 24, a busload of 50 students, parents and advocates rode down with us to the meeting. Wearing red "Change our world, change our schools" t-shirts, we were literally a sea of red in the room. Even more amazing than our visual presence was the student perspective offered by 10 members of our group. Public testimony on CORE 24 was heard for more than an hour, and our group took up about a third of that time. After hearing from some of the usual suspects -- most of whom support CORE 24 despite their concerns over funding and implementation -- our speakers offered some perspective a bit closer to the ground. Student speakers Roxana, DeAngela, Sebastian and Simran gave great testimony about how CORE 24 will help prepare ALL of our kids for success after high school. They all spoke to how raising expectations will benefit students, not hurt them, and creating a post-secondary plan will help students visualize their futures. All four asked the SBE to not wait to raise graduation requirements for fear of leaving more of their peers behind. Let's hope their testimony leaves SBE members seeing red over our current low expectations for students and voting to continue with CORE 24 as a framework.

Press, press and more press

viking — Thu, 24 Jul 2008 18:58:27 +0000

Posted by Heather The State Board of Education meeting this week is getting some great press coverage (and LEV isn't doing too bad either). Check out these stories in local papers: Our kids need tougher graduation requirements (also in the Redmond Report, Auburn Reporter, Kirkland Courier Reporter and Mercer Island Reporter) Students prod state board for more classes (also in the Tacoma News Tribune) WA Board of Ed votes on high school diploma dream (AP story also in the Longview Daily News) K-12 Education: Increase standards Tougher math requirements are only part of the equation Washington board may require students to take second-year algebra Evergreen district to host state board of education meetings State considers stiffer high school graduation requirements (Spokesman-Review article in the TNT)

Simran's testimony, Western Washington Student

viking — Thu, 24 Jul 2008 22:43:24 +0000

Just shy of spending two weeks as an intern here, I attended the State Board of Education meeting in Vancouver yesterday to testify in support of CORE 24. As I watched the number of miles decrease on the exit signs, my thoughts were about how the Board would react to the proposal, if much of the public would attend, if they would be in support of CORE 24, and if the students’ testimonies would be enough to sway the Board.

Upon arriving, I was ushered into a crowded room. I was intimidated by the formality of the meeting, yet comforted by the red shirts scattered throughout the sea of people. As I began listening to one woman testifying against CORE 24, I was taken aback by her opinion of students struggles in education. I can’t get over how people use technical issues like finances as an excuse for not supporting issues like CORE 24 and how easily people forget why Washington State made a board that makes decisions on public education. For the students, of course!

When my turn came, I hope to channel the importance of this decision, and how the Board is responsible for an uncharted number of children who would go through our state’s school system. I wanted to convey how we could set the students up for failure if we weren’t decisive. As another testifier said, “…..not making this decision would be criminal”. I was pleased that the Board seemed eager to listen to the students, and that my words proved to be meaningful.

It was a tangible experience and I found it empowering that people can make a difference despite the obstacles. My goal is to help other students realize that it isn’t difficult to speak out, but it takes having someone to listen that makes it count.

Here is an excerpt from my testimony:

My name is Simran and I’m a public school graduate heading into my third year at Western Washington University. I was fortunate to have parents and an older brother who were familiar with high school four-year plans, and knew how to prepare for success in enrollment in college. By taking AP courses and being highly involved in my high school, I had gained enough experience to ensure my position at a four-year university. I was lucky. We need to make sure that every student is just as lucky . . .

Despite the obvious technical issues that lie ahead with Core 24, it is important for you as a member of the State Board of Education to understand the fundamental theme behind this proposal. This is for the betterment of all students and will give them an opportunity to excel. They are the future of society and I believe that all of you have their best interests in mind. Thank you for continuing to do what you do for all students.

Congratulations, we did it!

viking — Thu, 24 Jul 2008 23:28:30 +0000

The Washington State Board of Education approved the CORE 24 framework (contingent upon funding) in Vancouver moments ago.Together, we changed our schools for our kids. Students, parents, educators, and business leaders spoke with one loud voice: We want our high school graduates to be ready for college and careers.

Thank you to:

Over 500 supporters who signed our postcards and online petition;
Over 50 activists who boarded the Did You Know Campaign bus to the State Board meeting in Vancouver yesterday;
Dozens of students who gave great testimony about how CORE 24 will help prepare ALL our kids for success; and
Members of the State Board of Education for raising the bar.

Send an email to the State Board of Education and thank them for strengthening Washington’s high school diploma.The CORE 24 framework will replace our state’s outdated high school graduation requirements and increase the number of credits needed to graduate from 19 to 24. Students will choose between three graduation pathways based on their plans after high school. In addition, the State Board set a high standard for math and voted to adopt Algebra II as the default third credit of math.

Click here for more information about CORE 24. We’re not done The State Board’s approval of CORE 24 is just the first step. CORE 24 will be phased-in over six years, but nothing will happen unless the State Legislature implements CORE 24 and approves the funding schools need to hire more teachers and extend the school day to six periods.

Stay tuned for the next opportunity to take action. Please thank the members of the State Board of Education for raising the bar.

Katarina's trip to Vancouver

viking — Fri, 25 Jul 2008 21:06:21 +0000

Boarding a bus at seven in the morning to attend a State Board of Education meeting was not at the top of my summer to-do list. Honestly, I would have never guessed that attending a State Board of Education meeting would ever be on my calendar.

With my eyes a little puffy and my stomach empty, my excitement meter was running on the low side as I headed to the office two hours earlier than normal. As I slowly dragged my body out of my dad’s car, I was instantly greeted with smiles and eager faces ready to show the State Board what we’re all about.

As the bus arrived at the meeting, our show-stopping swag captured the eyes of many in the room. Our message was even stronger than our fierce red shirts – every student should have the opportunity to succeed. We all brought our own stories, each one as powerful and unique as the next.

It was not until this summer that I realized how fortunate I was. Hearing some of the testimonies really helped me see how difficult it may be without the guidance, mentoring and encouragement I received through family, school and Rainier Scholars. Every student is not offered a chance to know success but I believe everyone should be able to know what it feels like to succeed. Through Core 24, every student will have the opportunity to make decisions that will directly affect their future. It offers a solid academic foundation with flexibility to alter courses in order to accommodate post high school graduation plans.

I can now say I have attended a State Board of Education meeting, learned a lot and had fun at the same time. Not only did we show everyone at the meeting how Core 24 would be beneficial to all students, but we also showed them how important student voices really are. We are the future and the time for change is now.

Katarina is our summer intern and also a Rainier Scholar.

Change The World. Change Our Schools. Take Action Now!

viking — Thu, 17 Jul 2008 19:25:47 +0000

Remember 1985? Ronald Reagan was President and Wham! topped the music charts. Did you know 1985 was also the last time we revised our state's high school graduation credit requirements? Washington's one million public school children need your help to ensure they're prepared for today's competitive economy. Next week, the Washington State Board of Education will meet in Vancouver, WA to decide what classes students need to take to earn a high school diploma. We need you to take action today! Sign our online petition. Our state's outdated requirements mean students can graduate high school without the skills and knowledge necessary to succeed in college, job training and the workforce. Thirty-seven states have stronger graduation requirements than Washington. We're behind as a state and our kids are paying the price:

Only 41% of high school graduates meet college entrance requirements in Washington.
More than 40% of students need to take remedial classes in college.
More than half of firms surveyed reported difficulty finding qualified job applicants in Washington.

Change the world. Change our schools. Take action now! Tell the State Board of Education you want Washington's high school diploma to mean students are ready for college, job training and the workforce:

Sign our online petition that we'll personally deliver next week;
Join us on the Did You Know Campaign Bus leaving from Seattle for Vancouver, WA on July 23rd; or
Email them at sbe@k12.wa.us.

The time is now!

We Did It! State Board Approves CORE 24

Chris Korsmo — Thu, 24 Jul 2008 19:27:36 +0000

Congratulations, we did it! The Washington State Board of Education approved the CORE 24 framework (contingent upon funding) in Vancouver moments ago. Together, we changed our schools for our kids. Students, parents, educators, and business leaders spoke with one loud voice: We want our high school graduates to be ready for college and careers. Thank you to:

Over 500 supporters who signed our postcards and online petition;
Over 50 activists who boarded the Did You Know Campaign bus to the State Board meeting in Vancouver yesterday;
Dozens of students who gave great testimony about how CORE 24 will help prepare ALL our kids for success; and
Members of the State Board of Education for raising the bar.

Send an email to the State Board of Education and thank them for strengthening Washington's high school diploma. The CORE 24 framework will replace our state's outdated high school graduation requirements and increase the number of credits needed to graduate from 19 to 24. Students will choose between three graduation pathways based on their plans after high school. In addition, the State Board set a high standard for math and voted to adopt Algebra II as the default third credit of math. Click here for more information about CORE 24. We're not done The State Board's approval of CORE 24 is just the first step. CORE 24 will be phased-in over six years, but nothing will happen unless the State Legislature implements CORE 24 and approves the funding schools need to hire more teachers and extend the school day to six periods. Stay tuned for the next opportunity to take action. Please thank the members of the State Board of Education for raising the bar.

Announcing our 2008 Endorsements

viking — Tue, 05 Aug 2008 19:29:05 +0000

We're committed to working with school advocates, like you, across Washington State to achieve an education system that prepares every student for college, work and life. To improve our schools, we also need partners in Olympia to pass bold education reform solutions. What's at stake in this election? 2009 is shaping up to be the year of education. The governor and State Legislature will write the next education budget and decide how to update Washington's K-12 finance system for the 21st century. This year's election is a critical opportunity to re-elect and send new education champions to Olympia. Your choice for governor, state senator and state representatives will be critical in determining the future of Washington's education system for years to come. We've made tremendous progress. In the last two years, Gov. Gregoire and the State Legislature have invested in education programs to prepare our kids for college, job training and the workforce. Major accomplishments include:

High-quality, early learning opportunities such as ECEAP and home visiting to ensure children start their first day of kindergarten ready to succeed;
All-day kindergarten for children in schools with the highest poverty;
A 4.4 percent cost of living increase to retain and attract high quality educators;
Tutoring programs and summer school classes to help students meet academic standards; and
Adding nearly 10,000 enrollments to accommodate the demand at our state's colleges and universities.

Let's continue to make these great strides by supporting our 2008 endorsed candidates. Support our 2008 endorsed candidates. We have targeted nine Priority Candidates who will need your help to make a difference for Washington's children in Olympia next year.

Gov. Chris Gregoire
Fred Jarrett for State Senate (D-Mercer Island)
Rep. Hans Dunshee (D-Snohomish)
Rep. Roger Goodman (D-Kirkland)
Rep. Skip Priest (R-Federal Way)
Rep. Larry Seaquist (D-Gig Harbor)
Rep. Deb Wallace (D-Vancouver)
Marcie Maxwell for State House (D-Renton)
Vickie Ybarra for State House (D-Yakima)

Support these Priority Candidates by contributing online to Education Voters PAC. And, we have named eleven incumbents Education Champions for their special contributions to early learning, K-12 public schools, workforce training and post-secondary education in the last two years:

House Speaker Frank Chopp (D-Seattle)
Sen. Rosemary McAuliffe (D-Bothell)
Rep. Don Barlow (D-Spokane)
Rep. Kathy Haigh (D-Shelton)
Rep. Ross Hunter (D-Medina)
Rep. Ruth Kagi (D-Lake Forest Park)
Rep. Phyllis Kenney (D-Seattle)
Rep. Marko Liias (D-Mukilteo)
Rep. Dave Quall (D-Mount Vernon)
Rep. Sharon Tomiko Santos (D-Seattle)
Rep. Pat Sullivan (D-Covington)

Support these Education Champions by contributing online to Education Voters PAC.These Education Champions and Priority Candidates will be important partners in our effort to adopt bold education reform solutions during the 2009 legislative session. Please do all you can to support them in the August 19th Primary Election and November 4th General Election. George Scarola Legislative Director

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Wed, 06 Aug 2008 21:55:29 +0000

Posted by Heather 1:15-2:30pm Teacher Preparation and Certification in Washington: State Policy Perspective and Direction Jennifer Wallace, PESB Roger Erskine, PESB and LEV board With Pat Wasley, Dan Goldhaber and Frank Kline Ms. Wallace began by discussing the challenge the Professional Educator Standards Board (PESB) regularly struggles with: balancing between defining and requiring appropriate credentials and providing access and opportunity to acquire them. The PESB sets the credentialing requirements/standards for teachers in the State and approves/reviews teacher credentialing programs in the State. Ms. Wallace then highlighted that data produced by colleges of education are not easily accessible to the public or policymakers. Rep. Priest asked about when the evolution of teacher preparation programs stops. Ms. Wallace replied that the PESB has put in place a number of accountability mechanisms but wants more. Ms. Wallace presented lessons from other states: 1) accountability at institutions leadership level, 2) state investment in redesign/faculty development, and 3) better data systems. Somehow we got onto cut scores of certification exams. Chair Grimm asked if the cut scores changed every year, to which Ms. Wallace responded "no." Rep. Hunter asked about the percentage of test takers who fail credentialing exams, which Ms. Wallace estimated at 10 or 20 percent. Mr. Erskine added that the percentage is higher for underrepresented groups. Then we moved to out-of-endorsement assignment of teachers. This is a concern in the State, and the PESB is developing strategies to end this practice. Superintendent Kowalkowski asked about measuring teachers' mastery of pedagogy, to which Ms. Wallace clarified that certification in Washington tests teachers' mastery of both subject-area knowledge and pedagogy. Ms. Wallace then spoke to Washington's need for better data. The following points of data are unavailable at present: whether/where WA program completers are teaching and how they are doing; whether and where teaching assignments match qualifications; teacher qualifications related to student demographics; and true picture of out-of-field assignments. She also spoke to measuring teacher quality, saying it goes beyond a single test. Rep. Anderson asked a question about measuring teacher effectiveness, and Ms. Wallace pointed out there is a difference between knowing math and knowing how to teach math. Chair Grimm asked about studies showing the benefit of pedagogy on student achievement. Mr. Kline and Ms. Wallace both said yes, there is evidence that pedagogy matters. Chair Grimm asked about testing pedagogy. Ms. Wallace responded that some states do test pedagogy mastery with pen-and-paper exams, but Washington law specifically prohibits it. Chair Grimm then asked if that was a wise law. Ms. Wallace provided the perceived rationale behind the law -- that it takes more than a pen-and-paper test to determine mastery of pedagogy. Chair Grimm then asked if the PESB would have as much work if there was a pen-and-paper test to determine pedagogy mastery. Ms. Wallace said the work of the PESB is about more than determining mastery of pedagogy of teacher candidates, but also award accreditation to colleges of education. Rep. Hunter asked about the ability of the PESB to close down programs that do not meet standard. Ms. Wallace shared that one school has lost its accreditation and has ceased operation and another school (Central Washington University) that lost its accreditation but recently regained it (by reviewing its program and fixing any shortcomings). Ms. Wallace picked up Chair Grimm's disinterest in hearing about meeting districts' need for teachers and started to skip that portion of her presentation, but touched on financial assistance available to prospective teachers. Rep. Priest then said standards are important, but so is recruitment and wants to know who is responsible for recruitment of teachers. And if it's not the PESB, then maybe it's the legislature. Rep. Hunter proffered that school boards are responsible, since they are penalized for not having highly qualified teachers. Ms. Wallace answered, in many states it is the legislature and maybe it needs to be that way in Washington. Dr. Goldhaber chipped in that compensation is tied to this issue and should be considered with recruitment. Dr. Hyde suggested no one in Washington is responsible for recruitment and that needs to be corrected. And if colleges of education have open slots and people aren't applying, then raising compensation may help with that and/or offering scholarships. Ms. Wasley said there are scholarships out there. Superintendent Kowalkowski asked about the cost to a university for teacher candidates. Ms. Wasley said it costs $22,000 for a five-year program at SPU, which does not account for housing, books, or other costs. And a retooling program costs about $5,000. Dr. Goldhaber added that a lot of teachers are counseled out of teaching in the first three years of teaching, often quietly, so it can be hard to track. This coincides with scholarships because the State could then provide a lot of money to educate individuals who end up not teaching for a long period of time. Rep. Haigh suggested loan forgiveness after a certain number of years in the classroom as an alternative. Dr. Goldhaber and Ms. Wasley both cautioned that loan forgiveness is less attractive to potential candidates than scholarships. Chair Grimm made the comment "money is money" and seemed to suggest compensation would be the best incentive. In closing, Mr. Erskine said that not only do we need to educate novice teachers, but we need to provide continuing support to ensure all teachers remain excellent educators. On to Q&A. Rep. Hunter asked about assessments -- not a test -- of teacher quality and effectiveness, like the Teaching Assistance Program or National Board Certification. He acknowledged this would be expensive. Dr. Goldhaber doesn't think there is one assessment we could use to measure teacher effectiveness, just like the SAT cannot always predict how a student will do in college. Ultimately, Rep. Hunter asked about finding a better way to link licensure with student achievement. Dr. Goldhaber said he would be shocked if we couldn't come up with a better way to do that, seconded by Mr. Erskine. Ms. Wasley referenced a few tools and programs in use now that attempt to measure this. Ms. Wallace seconded and spoke about the shift to evidence-based competencies by the PESB. Dr. Hyde asked about a timeline for some of these tools in development. Rep. Haigh asked about retooling and posited teachers eligible for retooling are the ones we should go after. Ms. Wallace said there are a lot of programs and scholarships available for retooling. Chair Grimm asked Dr. Hyde about districts reporting of out-of-endorsement assignments. Dr. Hyde spoke about the NCLB requirement of districts to report the number of teachers who are highly qualified. Superintendent Kowalkowski said districts also need to report to the PESB the number of teachers they have teaching out of endorsement and apply for waivers.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Wed, 06 Aug 2008 22:48:40 +0000

Posted by Heather 2:45-3:30pm Inequities in State Equalization Aid and Levy Lids: The Problems and a Possible Solution Barbara Billinghurst, PTA Ms. Billnghurst began with the problems of the formulas for state equalization aid and local levies. With state equalization aid, districts should receive equal aid for equal property value; however, this is not happening. Rep. Hunter pointed out that property value isn't the only factor to consider, and districts receive additional funds depending on student demographics (e.g. low-income, special education). Ms. Billinghurst showed the disparity in maximum levy authority between districts. She then suggested the State equalize the amount of money districts receive per student (adjusted for demographic and regional differences) and set levy authorizations as a fixed percentage of the State's average funding per pupil. Rep. Hunter asked about the problem with local districts telling the State the cost of education, and Rep. Jarrett echoed. Chair Grimm interjected that the problem is that it gets dicey considering the legal precedence saying it's the State's responsibility to define and fund basic education (implicating that if districts determine costs, they are also, in essence, defining basic education -- the responsibility of the State). Rep. Jarrett said that since the Dorn ruling the funding of basic education has declined. Chair Grim reiterated his point. Dr. Bergeson added that TRI (time, responsibility and incentive) pay inserts another inequity between districts. Task Force members then discussed among themselves how the number of TRI days vary between districts, along with how the grandfathered levy lids were determined. Superintendent Kowalkowski asked if Ms. Billinghurst had estimated the cost of her suggestion, to which she said she had not because of the possible variations. Rep. Hunter said he agrees with Ms. Billinghurst's general conclusion that the current funding system is "goofy." And the Task Force returned to the issue they've been grappling with since its inception: what does adequate and equitable funding look like? This led to revisiting the local vs. State funding question. After this topic was exhausted by the Task Force, Chair Grimm adjourned the meeting.

Live blogging: Achievement Gap Advisory Committee

viking — Thu, 21 Aug 2008 23:14:44 +0000

Posted by Heather After finalizing presentations, each work group reported on its work. First up was Data, with Annie giving an abbreviated version of the presentation she prepared for the work group. Her presentation focused on WASL participation and proficiency rates and SAT scores for African American and White students. She also discussed a slide demonstrating how characteristics impact performance on the Grade 10 Math WASL. Trish added the recommendations of the work group, namely that teachers demonstrate mastery of EALRs and a GMAP-like accountability system for schools be developed. Deborah Wilds asked about 10th grade WASL score data including retakes (it did not but the data is available). Mona asked about a better data system, and the recommendation of a P-16 data system was added. The Communications & Community Engagement work group was next. They began by presenting on town hall meetings, which will occur. The goals of the town hall meetings are to 1) educate and inform and 2) provide a call and response opportunity. The town hall meetings will be held in Pierce County (October 14 at Evergreen State College, Tacoma campus), King County and Eastern Washington (Spokane and/or Tri-Cities). James Smith asked about including questions about teacher quality in the town hall meetings. Mona asked about including outreach strategies beyond town hall meetings (other outreach methods are included in the communications plan). Then we heard from the Best Practices work group. The work group has drafted a report which I don't yet have a copy of. The draft addresses a P-16 framework, early learning, teacher quality, curriculum, and higher education. The work group also wants to meet with district superintendents. The group will also recommend that the definition of basic education be rewritten to require equity for all students, closing the achievement gap be a requirement for accreditation from State Board of Education, an oversight advisory committee be created to monitor the implementation of this group's plan, and a cultural competency be added to teacher certification requirements. The committee transitioned into a review of the draft outline of the interim report and gave suggestions to staff on organization. After some other administrative items, the meeting was adjourned.

WASL scores unveiled

viking — Tue, 26 Aug 2008 19:25:21 +0000

Posted by Heather

WASL scores for 2007-08 were released today by the Office of the Superintendent of Public Instruction. As we all could probably predict, results are mixed, but let’s look at this through a glass-half-full lens.

For the Class of 2008, passing rates on the Reading and Writing WASL are now at 92.9 percent, up 1.5 percent, or 684 students, from June (I wrote about those results here). No, we can’t boast a pass rate of 100 percent. And yes, these numbers do not include the students who have dropped out (9,000+) or been reclassified into other grades (9,500+). BUT, we also can’t call the WASL-as-graduation-requirement a “train wreck” (as many thought it would be).

For the Class of 2009 (incoming 12th graders), scores are also going up, with 86 percent having passed the Reading and Writing WASL. Scores for all subgroups are up when compared to the Class of 2008 at the same point last year, although the achievement gap persists at a similar rate (between 11 and 17 percentage points).

[caption id="attachment_252" align="alignnone" width="420" caption="Source: OSPI"][/caption]

And for the Class of 2010, scores weren’t too bad either. On the first go-round, 75.41 percent passed the Reading and Writing WASL. Unfortunately the achievement gap persists between subgroups, ranging from 7 to 25 percentage points.

[caption id="attachment_253" align="alignnone" width="420" caption="Source: OSPI"][/caption]

In grades 3-8, Science and Writing WASL scores were up, although not always by leaps and bounds. Increases ranged from 1 to 2 percentage points in Writing and 3 to 6 percentage points in Science. Grade 5 had across-the-board score increases while grades 4 and 7 saw decreases in Reading and Math. Scores in grades 3, 4 and 6 varied little from last year.

Detailed results are available on the OSPI website here.

Support materials, including press release and PowerPoint, are available here.

Live blogging tomorrow: Basic Education Finance Task Force

viking — Tue, 05 Aug 2008 19:39:27 +0000

Posted by Heather The Basic Education Finance Task Force will meet tomorrow in Olympia. The work session will focus on teacher preparation in Washington. Considering the concern many Task Force members have shown around this topic, the meeting should be an especially interesting one. To see the agenda and featured speakers, click here. For play-by-play coverage, check back throughout the day tomorrow as I'll be live blogging from Senate Conference Room ABC. TVW is scheduled to broadcast the audio from the meeting.

Governor Gregoire is a Nationally Recognized Leader in Early Learning!

viking — Tue, 05 Aug 2008 19:44:13 +0000

Posted by Molly

It is no surprise to those of us in the early learning community here in Washington, but it is exciting when Governor Gregoire's leadership is nationally recognized!

Pre-K Now, a national organization that works with advocates and policymakers to lead a movement for high-quality, voluntary pre-kindergarten for all three- and four-year-olds, has recognized Gov. Gregoire’s leadership in early learning investments.

Policymakers are forced to make difficult budget decisions all the time, and are often forced to refocus on their most valued policy priorities. Gov. Gregoire has consistently made early learning a priority and has not wavered in her commitment to Washington’s kids. Most recently, she supported a 25 percent increase in funding to support the Early Childhood Education and Assistance Program (ECEAP), and a $4.2 million investment that will support a pilot quality rating and improvement system.

Gov. Gregoire gets it! She understands that the return on investment in early learning programs is high for children, their families, and communities. She has worked hard to safeguard and expand the high-quality programs that children need so they enter school ready to succeed in school and thrive in life. We are lucky to have a governor who has the strength and determination to confront these fiscal challenges without sacrificing her commitment to our kids.

Announcing our 2008 Endorsements

viking — Wed, 06 Aug 2008 16:00:44 +0000

Posted by George We’re committed to working with school advocates, like you, across Washington State to achieve an education system that prepares every student for college, work and life. To improve our schools, we also need partners in Olympia to pass bold education reform solutions.

What’s at stake in this election?

2009 is shaping up to be the year of education. The governor and State Legislature will write the next education budget and decide how to update Washington’s K-12 finance system for the 21st century. This year’s election is a critical opportunity to re-elect and send new education champions to Olympia. Your choice for governor, state senator and state representatives will be critical in determining the future of Washington’s education system for years to come.

We’ve made tremendous progress.

In the last two years, Gov. Gregoire and the State Legislature have invested in education programs to prepare our kids for college, job training and the workforce. Major accomplishments include:

High-quality, early learning opportunities such as ECEAP and home visiting to ensure children start their first day of kindergarten ready to succeed;
All-day kindergarten for children in schools with the highest poverty;
A 4.4 percent cost of living increase to retain and attract high quality educators;
Tutoring programs and summer school classes to help students meet academic standards; and
Adding nearly 10,000 enrollments to accommodate the demand at our state’s colleges and universities.

Let’s continue to make these great strides by supporting our 2008 endorsed candidates.

Support our 2008 endorsed candidates.

We have targeted nine Priority Candidates who will need your help to make a difference for Washington’s children in Olympia next year.

Gov. Chris Gregoire
Fred Jarrett for State Senate (D-Mercer Island)
Rep. Hans Dunshee (D-Snohomish)
Rep. Roger Goodman (D-Kirkland)
Rep. Skip Priest (R-Federal Way)
Rep. Larry Seaquist (D-Gig Harbor)
Rep. Deb Wallace (D-Vancouver)
Marcie Maxwell for State House (D-Renton)
Vickie Ybarra for State House (D-Yakima)

And, we have named eleven incumbents Education Champions for their special contributions to early learning, K-12 public schools, workforce training and post-secondary education in the last two years:

House Speaker Frank Chopp (D-Seattle)
Sen. Rosemary McAuliffe (D-Bothell)
Rep. Don Barlow (D-Spokane)
Rep. Kathy Haigh (D-Shelton)
Rep. Ross Hunter (D-Medina)
Rep. Ruth Kagi (D-Lake Forest Park)
Rep. Phyllis Kenney (D-Seattle)
Rep. Marko Liias (D-Mukilteo)
Rep. Dave Quall (D-Mount Vernon)
Rep. Sharon Tomiko Santos (D-Seattle)
Rep. Pat Sullivan (D-Covington)

Support these Education Champions by contributing online to Education Voters PAC. These Education Champions and Priority Candidates will be important partners in our effort to adopt bold education reform solutions during the 2009 legislative session. Please do all you can to support them in the August 19th Primary Election and November 4th General Election.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Wed, 06 Aug 2008 16:30:44 +0000

Posted by Heather

9-9:30am

Washington State Institute for Public Policy (WSIPP) presentation on research about teacher professional development Steve Aos and Annie Pennucci

Mr. Aos and Ms. Pennucci gave a brief presentation on studies evaluating the effectiveness of teacher professional development.

Most of the Task Force members asked about specific findings and mentioned a few programs used in the State. Chairman Grimm then brought up the importance of teachers on student achievement. Mr. Aos indicated WSIPP is continuing to review studies related to that and deferred to Dr. Goldhaber, who would be speaking later. Superintendent Kowalkowski then brought up waiver days and Mr. Aos said WSIPP would look into the impact of waiver days on student achievement.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Wed, 06 Aug 2008 17:55:24 +0000

Posted by Heather 9:30-10:50am Teacher Licensure: Theory and Empirical Evidence Dr. Dan Goldhaber, University of Washington Dr. Goldhaber began with the statement that research exists to support varying viewpoints on teacher licensure. He provided an example about class size, saying in some non-empirical studies struggling students end up in smaller classes leaving stronger students in larger classes, which can give the impression that students in larger classes do better than students in smaller classes. Goldhaber began with an overview of licensure, beginning with a screening test (WEST-B in Washington) which weeds out individuals who do not meet a minimum standard. Individuals then go through an academic program that typically includes a period of student teaching, followed by an exit (or certification) exam. Then to frame the licensure issue he provided two quotes, one from Linda Darling-Hammond of Stanford and Chester Finn, Jr. of the Fordham Foundation. The quotes were about Teach For America, which distracted some of the Task Force members from the point Goldhaber was trying to make. (Full disclosure: I am a Teach For America alumna). Goldhaber discussed issues surrounding licensure that may impact teacher quality. First, the cost of and lack of income during enrollment in a teaching program -- potential teachers must spend money (sometimes a lot of money) on credentialing programs and sacrifice income while enrolled. Second, he briefly discussed the relationship between certification systems and student achievement and some research on the issue. Third, he mentioned the hiring decisions and expectations of local districts. Goldhaber presented information on licensure tests and the potential pool of teachers. In some states (for example, New Jersey and Texas) alternatively certified teachers represent a substantial proportion of new teachers. He mentioned Teach For America (TFA) and the excess of applicants to the program and spoke in general terms about the program. Rep. Priest asked about the retention of TFA teachers, and Goldhaber responded with estimates. We then heard about studies tracking the relationship between licensure exams and the potential pool of teachers, relationship of licensure and teacher effectiveness and alternatively versus traditionally licensed teachers. To be honest, Goldhaber blazed through studies about the first topics and then slowed down for the alternative vs. traditional licensure studies. He cited three studies (one by Mathematica in 2005, Boyd in 2006 and the Urban Institute in 2008), all of which found alternatively certified teachers performed as well, if not better than, their traditionally trained peers. TFA was a part of and eventual focus of this section. A fair amount of information was batted around, much of it generalized and anecdotal. All of this TFA talk irked Chair Grimm a little who sternly asked Goldhaber to stick to the topic of licensure and the impact on student achievement. Goldhaber then gave an overall impression of studies on licensure and student achievement, which was not encouraging. First, there is a small body of research on this topic. Of these, it appears there is a weak link between licensure and student achievement, but some of this is because programs vary so widely between states, especially alternative route programs. Superintendent Kowalkowski brought up anecdotally that from his own experience and talking to teachers, most feel their student teaching experience was critical to their training. Moving to licensure tests, Goldhaber pointed out the differences in rigor (i.e. cut scores) of varying certification exams (like the PRAXIS). He compared different states, but did not include Washington because of the different tests used here (sort of). The research behind these tests is generally positive, finding students of teachers who perform better on licensure exams perform better on their own exams -- in other words, high performance of teachers on licensure exams generally leads to higher performance of students on exams. Rep. Hunter asked about the feasibility of tracking teacher performance and licensure exam scores, possibly even disclosing exam scores to districts. Jennifer Wallace, of the Professional Educator Standards Board, said that is possible and the PESB could do it, but there would be a cost related to that tracking. Superintendent Kowalkowski said districts can and do look at the transcripts of new teachers, and would welcome seeing licensure exam scores. Rep. Priest questioned the use of licensure exam scores, making an analogy to exam scores for attorneys (which do not necessarily indicate who will be a better lawyer). He said that before we tie teachers to their exam scores, we should know if exam scores are an indicator of potential effectiveness. Goldhaber went on to discuss cut scores of licensure exams and the effects of raising or lowering the minimum standard. He demonstrated how raising cut score standards (using North Carolina and Connecticut as examples) can eliminate ineffective teachers, but can also eliminate some effective teachers. Goldhaber's final thoughts: there are a lot of things that impact the efficacy of a licensure system (including labor market conditions and value judgments) and there are likely distributional consequences of licensure systems (including instate variations in hiring capacity and salary).

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Wed, 06 Aug 2008 19:05:59 +0000

Posted by Heather 11-11:15am Mike Brown, executive director, Fire Chiefs Mr. Brown spoke to the Task Force about the need for increased safety and emergency services for schools. The fire chiefs support these services and asked for increased funding to provide these services. Rep. Haigh asked about funding sources for the legislation they referenced, which Mr. Brown provided. 11:15am-12pm Frank Kline, Washington Association for Colleges of Teachers Education Pat Wasley, dean, UW College of Education With Jennifer Wallace, PESB, and Roger Erskine, PESB and board member of LEV Mr. Kline spoke about WACTE's role in teacher development and licensure. He then gave an overview of certificates offered in Washington. A Residency Certificate is a general certificate, and all candidates must show competency of standards, an impact on student learning and competency in at least one endorsement area (eg. math or English). A Professional Certificate is a "contextualized" certificate, where candidates work with a committee (made up of another teacher, district representative and program representative) and must demonstrate competencies in three areas within the context of their job assignment -- effective teaching, professional development and leadership. Then he moved on to WACTE's role in accountability. WACTE wants to see an integrated assessment system of P-12 students, teaching candidates and professional education programs developed. Rep. Hunter asked about WACTE's feelings on including student performance data in such a system. Mr. Kline said he is unsure about WACTE's feelings as a whole, but he personally is open to it as long as it would be implemented well. Rep. Hunter asked about value-added data, and Ms. Wasley expressed hesitancy as making it the only indicator because there are some gray areas in research on the issue. Chair Grimm offered including value-added data as one part of such a system, and Ms. Wasley seemed to agree. The WASL was offered as a measure and Mr. Kline showed some hesitancy. He would prefer a "comprehensive" system, as he outlined next. WACTE is developing a system, which would include the WEST-B, admission requirements, program portfolio, WEST-E, Pedagogy Performance Assessment, follow-on study, retention study, value-added studies and information on induction studies. Mr. Kline said WACTE is already pursuing some of these components (with support from the Carnegie Foundation) and also plans to ask the Legislature for some financial support in 2009. Sen. Tom expressed concern over a plan on paper that never actually comes to fruition. Ms. Wasley responded by saying some of the components already exist and are bringing together superintendents and the like in the winter to review this system and provide feedback. Rep. Priest stated Washington needs to improve data collection. Mr. Kline and Ms. Wasley agreed. There was legislation presented before and WACTE has been cooperating with data collection efforts led largely by Marge Plecki at UW. The limited availability of teacher data, especially the endorsements of teachers and the number who teach out of their endorsement areas, was highlighted by Ms. Wasley and Ms. Wallace. Chair Grimm asked about plans to acquire that data. Ms. Wallace said there have been plans but have hit roadblocks, and the PESB continues to push for a system to gather that data. At present PESB collects information via survey, but not all districts participate. Dr. Hyde offered that districts do have to report some teacher certification information because of No Child Left Behind; however, Ms. Wallace countered that the definition of Highly Qualified Teacher under NCLB is different from State certification and endorsement standards. Task Force members asked about consequences for districts who do not report data. Ms. Wallace said they publish the list of districts that don't provide data, but there is no tangible consequence for districts. Sen. Brown offered that legislation should be proposed that requires districts to report this kind of data. Mr. Kline laid out some of the issues surrounding Washington's need for more teachers. Schools of education can accommodate the teachers Washington needs, but they need recruitment help. WACTE conducted a math study and found they have 1,000 open spots in teacher training programs with no students to fill those seats. Mr. Kline and WACTE are asking for help with recruitment (casting teaching in a positive light and sharing subject-area needs) and better pay for teachers. Ms. Wasley offered that salary is a significant disincentive for individuals to pursue teaching. Rep. Haigh asked about recruiting teachers from other states. Ms. Wallace shared that about a third of Washington's teachers come from out of state and they are working on recruitment strategies. Ms. Wasley added that all states in the U.S. need more math teachers, making competition fierce. In summary, Mr. Kline said, professional education is a developmental process, with the Residency, Professional and National Board certification. WACTE is working on accountability for teachers and trying to meet the State's need in certain subject areas. We will be back after lunch.

Washington part of end-of-course exam trend

viking — Thu, 14 Aug 2008 21:40:30 +0000

Posted by Heather

The Center on Education Policy, a policy shop/think tank in the other Washington, released a report this week on end-of-course exams. Washington’s plan to phase out the Math WASL and replace it with end-of-course exams in Algebra I and Geometry by 2014 featured heavily in the report (providing me with some interesting reading).

Like most reports coming out of think tanks, this one offered suggestions to states implementing EOC exams. The good news: Washington falls in step with some of their recommendations. As CEP suggests, we are phasing in our EOC exams and reviewing state content standards. As the State moves forward in developing and finalizing EOC exams, we can only hope stakeholders are consulted and teachers adequately prepared for implementation.

Given the unfortunate low performance of Washington students on the Math WASL, the move to EOC exams is a positive one -- as long as we implement it well. EOC exams should also help schools identify struggling students earlier, rather than waiting until the 10th grade to see if students mastered Algebra and Geometry (classes they may have taken in 8th and 9th grade).

This report also reminded me about options for students who failed the WASL, namely using the SAT as a replacement. If a student uses the SAT as a WASL replacement, s/he need only score a 470 in math (out of 800), 350 in reading, or a 380 in writing. For a frame of reference, the average SAT score (math and reading) in 2007 of incoming freshmen at CWU was 991, at WWU was 1107, and at UW was 1090-1320.

The CEP report is available here.

An article in Education Week about the report is here.

More information about the Washington State Assessment System is available here.

Early Education is on the Agenda

viking — Mon, 18 Aug 2008 20:05:44 +0000

Posted by Molly Every so often I take my eyes off of statewide education policy to check in and see how education issues are being discussed at the national level. Last week, I watched an online forum on the 2008 Democratic Party Platform hosted by the New America Foundation. Although the platform is still just a draft and won't be finalized until the convention later this month, it is exciting to note the special attention given to early learning. In fact, an individual section was devoted to the the topic:

Pre-school We will make quality, affordable early childhood care and education available to every American child from the day he or she is born. Our Children's First Agenda, including increases in Head Start and Early Head Start and investments in high-quality Pre-K, will improve quality and provide learning and support to families with children ages zero to five. Our Presidential Early Learning Council will coordinate these efforts.

It is exciting to see early learning receive national recognition as a vital investment for young students and their families. I am looking forward to seeing what the Republican Party Platform says about early learning when it becomes available.

Make your voice count in Washington’s Primary Election tomorrow

viking — Mon, 18 Aug 2008 21:25:59 +0000

Posted by Michael Believe it or not, tomorrow is Washington's Primary Election. The primary isn't just for show. Many local and statewide elections could change dramatically depending on the outcome tomorrow. It's also the first time we get to try out our new "Top Two" primary. The new primary means the top two candidates, regardless of party affiliation, will advance to the November ballot. For some districts in Seattle and Eastern Washington, two candidates from the same party could be on the November ballot. The top two system applies only to elections for partisan office. Judicial races and non-partisan statewide races (such as Superintendent of Public Instruction) may be decided in the primary if a candidate gets the majority of votes cast. Remember to have your absentee ballots postmarked by Tuesday, August 19th or visit your polling location on Election Day if you live in King or Pierce counties. View the League's list of endorsed candidates.

Live blogging tomorrow: HB2722 Advisory Committee Meeting

viking — Wed, 20 Aug 2008 18:35:35 +0000

Posted by Heather The Advisory Committee created by HB2722, otherwise known as the African American Achievement Gap Committee, will meet tomorrow in Seattle. The committee is working with the Center for the Improvement Student Learning (housed in OSPI). In its work, the committee will: ● Examine detailed data on achievement. ● Examine current federal, state, school and community-based initiatives intended to improve student learning. ● Identify best/promising practices specifically for African-American students. ● Develop a comprehensive plan including strategies, programs and interventions, with funding necessary for implementation. ● Develop educational performance measures and improvement benchmarks to monitor progress of the strategic plan. ● Present a draft report by September 15, 2008 and a final report by December 30, 2008, to the Superintendent of Public Instruction, the State Board of Education, the governor, the P-20 Council, and the Education Committees of the Legislature.

Check back tomorrow for live blogging updates direct from the Waterfront Activity Center at the UW.

LEV priority candidates advance to November ballot

viking — Wed, 20 Aug 2008 19:22:18 +0000

Posted by Michael Our fourteen Priority Candidates made it through the new "top two" Primary Election yesterday. All of them will need your help and financial support between now and November so they can be key partners in our effort to provide a quality education for all students in Washington State. Here are the Primary Election Results for our candidates: Governor Christine Gregoire (LEV Endorsed) (Prefers Democratic Party) 49.27 % Dino Rossi (Prefers G.O.P. Party) 45.07 % State Senator, 4th LD Judi Owens (LEV Endorsed) (Prefers Democratic Party) 42.65 % Bob McCaslin (Prefers Republican Party) 57.35 % State Representative, 8th LD Larry Haler (LEV Endorsed) (Prefers G.O.P. Party) 54.29 % Rob Welch (Prefers Republican Party) 45.71 % State Representative, 10th LD Tim Knue (LEV Endorsed) (Prefers Democratic Party) 47.33 % Norma Smith (Prefers G.O.P. Party) 52.67 % State Representative, 14th LD Vickie Ybarra (LEV Endorsed) (Prefers Democratic Party) 32.46 % Norm Johnson (Prefers Republican Party) 21.38 % State Representative, 17th LD, Pos. 1 Tim Probst (LEV Endorsed) (Prefers Democratic Party) 49.53 % Joseph James (Prefers Republican Party) 31.88 % State Representative, 17th LD, Pos. 2 Deb Wallace (LEV Endorsed) (Prefers Democratic Party) 60.71 % Micheline Doan (Prefers Republican Party) 39.29 % State Representative, 26th LD Larry Seaquist (LEV Endorsed) (Prefers Democratic Party) 55.73 % Marlyn Jensen (Prefers Republican Party) 44.27 % State Representative, 30th LD Skip Priest (LEV Endorsed) (Prefers Republican Party) 56.47 % Carol Gregory (Prefers Democratic Party) 43.53 % State Senator, 39th LD Fred Walser (LEV Endorsed) (Prefers Democratic Party) 43.60 % Val Stevens (Prefers Republican Party) 56.40 % State Senator, 41st LD Fred Jarrett (LEV Endorsed) (Prefers Democratic Party) 59.05 % Bob Baker (Prefers Republican Party) 40.95 % State Representative, 41st LD Marcie Maxwell (LEV Endorsed) (Prefers Democratic Party) 53.89 % Steve Litzow (Prefers G.O.P. Party) 46.11 % State Representative, 44th LD Hans Dunshee (LEV Endorsed) (Prefers Democratic Party) 59.12 % Larry Countryman (Prefers G.O.P. Party) 40.88 % State Representative, 45th LD Roger Goodman (LEV Endorsed) (Prefers Democratic Party) 51.24 % Toby Nixon (Prefers Republican Party) 48.76 %

LIVE BLOGGING: Achievement Gap Advisory Committee

viking — Thu, 21 Aug 2008 18:02:47 +0000

Posted by Heather After introductions by the chairs of the Achievement Gap Advisory Committee (Trish Millines Dziko and Mona Bailey), the committee heard from CJ, an alumnus of the Seattle MESA program. CJ shared his powerful story of attending Seattle Public Schools, participating in the MESA program and graduating from the University of Washington. Janet Hayakawa, of the Center for the Improvement of Student Learning, gave some general housekeeping updates. Most interesting was the notice of the inclusion of this committee and impending study in the funding adequacy lawsuit. The committee will break into work groups for the next hour. The three work groups of the committee are: Best Practices, Data, and Communications & Community Engagement.

Live blogging: Achievement Gap Advisory Committee

viking — Thu, 21 Aug 2008 19:00:03 +0000

Posted by Heather As a data nerd, I joined the Data work group in the hopes of learning more from WSIPP’s Annie Pennucci. Annie, as usual, did not disappoint and presented depressing stats on the achievement gaps in our schools. In math, we see an achievement gap of about 30 percentage points between White and African American students. In reading, the gap is a bit narrower, averaging around 20 percentage points. Annie’s presentation is not yet available online, but you can see similar graphs on our site here. While going through Annie’s presentation, members of the work group (Trish and Rosalund Jenkins) highlighted the need for more/better data tracking in the State.

Live blogging: Achievement Gap Advisory Committee

viking — Thu, 21 Aug 2008 20:06:16 +0000

Posted by Heather

During lunch, Jennifer Priddy of OSPI gave a presentation on school funding in Washington and the work of the Basic Education Finance Task Force. Jennifer’s presentation is not online yet, but a similar PowerPoint is available here (slides 1-18). Much of Jennifer’s presentation focused on staffing ratios and Learning Assistance Program funding (two big drivers of school funding). The committee seemed to take to heart the funding crunch facing districts and asked some policy questions, specifically about funding and CORE 24.

Make your voice count in Washington’s Primary Election on August 19th

viking — Thu, 14 Aug 2008 19:31:02 +0000

Washington's Primary Election is next Tuesday, August 19^th. Your choices for governor, state senator and state representatives will determine the future of Washington's public education system for years to come. Support these education champions on your ballot. Champion of Education Governor Chris Gregoire (D) www.chrisgregoire.com Washington's children have made tremendous progress in academic achievement during Gov. Gregoire's four years in office. She has chaired an effort to reform our state's education system and charged a state task force with developing a new finance system. Her commitment to building a public education system from early learning through post-secondary education will help prepare more of our citizens for today's competitive economy. Champion of Education Fred Jarrett for State Senate (D-Mercer Island) www.vote4fred.org A long-time member of the State House, Rep. Fred Jarrett will be a strong voice for higher education and a passionate advocate for K-12 funding reform in the State Senate. Currently Rep. Jarrett is a key member of the Basic Education Finance Task Force. Don't forget to vote! Remember to have your absentee ballots postmarked by Tuesday, August 19th or visit your polling location on Election Day. Our state's new "top two" primary system means the top two candidates, regardless of party affiliation, will advance to the November ballot. The top two system applies only to elections for partisan office. George Scarola Legislative Director

Announcing our second round of endorsements

viking — Tue, 26 Aug 2008 19:33:27 +0000

We're working with education advocates like you across the state to ensure every child has the opportunity to succeed in school. We're also working with lawmakers to provide our schools the resources they need to prepare Washington's children for today's competitive economy. Your vote in November will make a difference for Washington's one million public school children. The elected officials you send to Olympia will write the next education budget which will have broad impact, from teacher salaries to the number of seats in each classroom. We're endorsing seven more outstanding candidates, in addition to our prior endorsements for governor and State Legislature. These candidates will be allies in our effort to improve Washington's education system from early learning through higher education. Sen. Curtis King (R-Yakima): After winning an upset election to fill the last year of Sen. Alex Deccio's term, Curtis King distinguished himself as a thoughtful, responsive member of the State Senate. He successfully sponsored the inclusion of funding for the proposed East Yakima Early Learning Demonstration Project in the Capital Budget. He currently serves on the Joint Legislative WASL Review Committee. Judi Owens for State Senate (D-Liberty Lake): Judi Owens' education credentials include nearly two decades as a school secretary in the Central Valley School District. She has worked closely with LEV on education issues in her community as a key supporter of both the Initiative 728 and simple majority campaigns. She also serves as the state vice president for Public School Employees of Washington. Fred Walser for State Senate (D-Monroe): A former police chief for the City of Sultan, Fred Walser worked closely with Sultan middle schools to reduce truancy. He tells voters at the door that well-funded schools are a better long-term investment than building jails. Fred will bring a unique perspective on what it will take to reduce our dropout rate and keep children on track to succeed in school and life. Rep. Larry Haler (R-Richland): Rep. Larry Haler is the Ranking Member of the House Early Learning and Children's Services Committee. His leadership in the Republican caucus on early childhood education issues ensured bipartisan support of the child care quality rating and improvement system (QRIS) and collective bargaining authority for child care center directors and workers (HB 2449). He was also a regional leader in the successful expansion of WSU Tri-Cities to a full four-year university. Tim Knue for State House (D-Mount Vernon): Tim Knue is an award-winning teacher who has dedicated more than three decades in the classroom. As a high school teacher of agricultural education, Tim has helped prepare hundreds of students to contribute to their community. Tim will fight for adequate funding of basic education so schools in small towns can continue to support thriving rural economies. Tim Probst for State House (D-Vancouver): As CEO of the Washington Workforce Association, Tim Probst makes education more relevant for students by helping them connect their coursework to career pathways. He created scholarship programs that have changed the lives of more than 100 at-risk youth who now work in skilled jobs at local businesses. Tim will be a strong advocate for making college affordable for today's young people. Rep. Maureen Walsh (R-College Place): Rep. Maureen Walsh is a leader in the Republican caucus on children's issues. Her support led to the strong, bipartisan passage of the child care quality rating and improvement system (QRIS) last year. Last session, she supported collective bargaining authority to empower child care center directors and workers to seek higher wages and standards (HB 2449). You can help elect these candidates by donating to LEV PAC. Thank you for your support. George Scarola Legislative Director

Announcing our second round of endorsements

viking — Wed, 27 Aug 2008 16:00:01 +0000

Posted by George We're endorsing seven more outstanding candidates, in addition to our prior endorsements for governor and State Legislature. These candidates will be allies in our effort to improve Washington's education system from early learning through higher education. Sen. Curtis King (R-Yakima): After winning an upset election to fill the last year of Sen. Alex Deccio's term, Curtis King distinguished himself as a thoughtful, responsive member of the State Senate. He successfully sponsored the inclusion of funding for the proposed East Yakima Early Learning Demonstration Project in the Capital Budget. He currently serves on the Joint Legislative WASL Review Committee. Judi Owens for State Senate (D-Liberty Lake): Judi Owens' education credentials include nearly two decades as a school secretary in the Central Valley School District. She has worked closely with LEV on education issues in her community as a key supporter of both the Initiative 728 and simple majority campaigns. She also serves as the state vice president for Public School Employees of Washington. Fred Walser for State Senate (D-Monroe): A former police chief for the City of Sultan, Fred Walser worked closely with Sultan middle schools to reduce truancy. He tells voters at the door that well-funded schools are a better long-term investment than building jails. Fred will bring a unique perspective on what it will take to reduce our dropout rate and keep children on track to succeed in school and life. Rep. Larry Haler (R-Richland): Rep. Larry Haler is the Ranking Member of the House Early Learning and Children's Services Committee. His leadership in the Republican caucus on early childhood education issues ensured bipartisan support of the child care quality rating and improvement system (QRIS) and collective bargaining authority for child care center directors and workers (HB 2449). He was also a regional leader in the successful expansion of WSU Tri-Cities to a full four-year university. Tim Knue for State House (D-Mount Vernon): Tim Knue is an award-winning teacher who has dedicated more than three decades in the classroom. As a high school teacher of agricultural education, Tim has helped prepare hundreds of students to contribute to their community. Tim will fight for adequate funding of basic education so schools in small towns can continue to support thriving rural economies. Tim Probst for State House (D-Vancouver): As CEO of the Washington Workforce Association, Tim Probst makes education more relevant for students by helping them connect their coursework to career pathways. He created scholarship programs that have changed the lives of more than 100 at-risk youth who now work in skilled jobs at local businesses. Tim will be a strong advocate for making college affordable for today's young people. Rep. Maureen Walsh (R-College Place): Rep. Maureen Walsh is a leader in the Republican caucus on children's issues. Her support led to the strong, bipartisan passage of the child care quality rating and improvement system (QRIS) last year. Last session, she supported collective bargaining authority to empower child care center directors and workers to seek higher wages and standards (HB 2449). Your vote in November will make a difference for Washington's one million public school children. The elected officials you send to Olympia will write the next education budget which will have broad impact, from teacher salaries to the number of seats in each classroom. You can help elect these candidates by donating to LEV PAC. Thank you for your support!

Tracking the Class of 2010

viking — Wed, 27 Aug 2008 23:35:38 +0000

Posted by Heather

With the release of WASL pass rates yesterday came the first opportunity to look at the progress of the Class of 2010. Two-thirds of the class is on track to graduate, having passed the Reading and Writing exams this past spring. But how has this class progressed over time? I took a peak at the data from when the Class of 2010 was in 4th and 7th grades (2001-02 and 2004-05, respectively).

The results: the Class of 2010 has made progress on the Reading and Writing WASLs but declined slightly on the Math exam. Science WASL scores are not included in this comparison as the class wasn’t tested three times in this subject.

[caption id="attachment_263" align="alignnone" width="420" caption="Source: OSPI"][/caption]

Back to School and Back to Quality

viking — Wed, 03 Sep 2008 18:34:39 +0000

Posted by Chris This is a special week. One million children will fill their backpacks with new books, nervous energy and optimism and board yellow buses to return to school. Some are all but guaranteed to end the school year far ahead of where they are now. Too many will be less fortunate, experiencing less opportunity for growth, or worse yet, stagnation. This school year we citizens have an opportunity to partner with educators, principals, and policymakers to ensure that all of our kids are headed back to school and back to quality. Our vision: Every student is able to read by third grade. Every child deserves to arrive on their first day of kindergarten prepared to succeed. Unfortunately, over the past five years pass rates on the 4th grade Reading WASL have declined. One of the most effective ways to get us back on track is to invest in high-quality early learning programs, like Washington Head Start, and professional development for child care providers. As the Basic Education Finance Task Force redefines basic education, early learning must be included as one of the most promising avenues to impact student achievement from the very beginning. Our vision: An excellent teacher in every classroom. Every child deserves a quality education from kindergarten and beyond, and excellent teachers are profoundly important to this journey. But three in five students in Washington attend an underperforming school where they may not learn what they need. That's unacceptable. Fortunately solutions are in the works. The Basic Education Finance Task Force will propose measures to professionalize the teaching profession, which is likely to include an evaluation system to reward and support great teaching. Additionally, the State Board of Education will propose a series of steps that aim to turn around schools that underperform year after year. Our vision: Every high school graduate is ready for college and work. Every child deserves to choose his or her path after high school. Unfortunately, not all high school students are given this choice in Washington. Only 41 percent of high school graduates meet college entrance requirements -- and over half of entering community college students take remedial classes they should have mastered in high school. To help ensure a high school diploma means college and work ready, the State Board of Education adopted CORE 24 as the new graduation requirement framework. CORE 24 aligns high school course work with college entrance requirements and workforce expectations. Before the Board can implement these new requirements, we need to persuade the Legislature to fund more than just a five-period day. The time for bold solutions is now. The reform efforts mentioned above will be debated and decided during the upcoming 2008-09 school year. In this year of education, it is appropriate to assess not only student achievement, but citizen involvement. What will our citizen report card show? Join us to change the world by changing our schools. We're parents and community members who saw a need for a more independent voice and real results for all children. We're dedicated to the idea that every one of our million school children deserves an excellent education and we need you. Visit didyouknowcampaign.com to learn more about what you can do to make a difference for kids.

Becoming Señora Wallace

viking — Fri, 05 Sep 2008 23:19:51 +0000

In case we haven’t met yet, my name is Katie, and I’m an aspiring teacher. I joined the League of Education Voters at the beginning of July as a stepping stone to my next challenge. Teacher quality and preparation is something that comes up in conversation daily in the LEV office. Fortunately, I am on the brink of knowing firsthand what teacher prep looks like in Washington State. Let me tell you about it… They say nothing makes sense in your twenties. You’re young. You don’t know what you want. But I do know what I want, and I can’t stop thinking about it. I want to teach Spanish in Seattle Public Schools, preferably at a high school in south Seattle beginning in fall 2010. I thought I “needed” to do “other things” first. For six years I was convinced that I would be a sportswriter. A few weeks into my first quarter at the School of Journalism and Communication at the University of Oregon, I woke up to the reality that writing about baseball everyday was not going to be as fulfilling as it was fun to dream about. The funny thing is that I have always wanted to teach, yet I always had an excuse as to why I should wait, why I should pursue other careers. Then again, maybe there were reasons that I was discouraged from teaching. It is pretty daunting to waltz into a broken system. Our failure to adequately fund our schools is aggravating. It is disheartening that we don’t invest more in our youth and our teachers. When you look at teacher salaries and school funding, it appears that we don’t put a high value on education. Why would I spend roughly $80,000 on Bachelors degrees (journalism and Spanish) and eagerly apply to graduate school for my Masters in Teaching (which means another $30,000 on top of outstanding student loans!) to go into a career where I work 10-12 hours a day, take my work home with me and start out earning less than $40,000 per year? Because there’s nothing else I would rather do. I have never felt so compelled to commit to anything in my whole life. Despite the pessimism and harsh realities of the education system, I can’t wait to have my own classroom. As a corps member with City Year Seattle/King County last year, I had the opportunity to tutor in a Seattle high school two days a week. Those two days a week clearly reminded me of a) why I’m up for the challenge and b) why I can’t wait any longer. Two years from now I will be standing in front of my own classroom. However, until then, I have my work cut out for me. First step – grad school applications. Eek… October 1 is closer than I thought… I’ve been sensing the urgency of jumping into education, but this quickly approaching application deadline adds a different kind of pressure! Thankfully, I have already passed my entrance exams – the WEST-B and the Praxis II in Spanish. We’ll dive into a discussion of these educator skills tests next week… I invite you to join me in this adventure. I’ll update you every Friday, and if something comes up during the week that I can’t wait to post, I’ll fill you in. Oh, and by the way, starting Tuesday of next week, I’ll be volunteering in high school Spanish classes once again… stay tuned!

Governor’s 2008 Economic and Workforce Development Conference

viking — Mon, 08 Sep 2008 23:42:05 +0000

Posted by Molly

Last week, I attended the Governor’s 2008 Economic and Workforce Development Conference. Over the two-day conference the focus was on the progress that has been made in the last year in the overall health of Washington’s economy and the long-term vision to keep it thriving.

In her address to conference attendees, Governor Gregoire spoke of Washington’s unique economic position because of our diverse businesses and trade all over the state including manufacturing, technology, medical and agricultural industries. Her diagnosis of our economy was strong and healthy in comparison to other states in the nation. That was the good news. However, Governor Gregoire also called this the time to “buckle down” and do the “hard work necessary to ensure our economy continues to thrive.” Although we are doing relatively well economically, we are not an island. We must be proactive in building a strong infrastructure to produce competitive businesses and skilled workers.

The conference highlighted the good work being done across the state to promote the global trade of our goods, support small businesses and encourage companies from around the world to do business in Washington State.

The majority of the time, however, was spent strategizing what still needs to be done to ensure Washington remains competitive in the future. The needs of employers and businesses were discussed at length. It was not a surprise to learn that the main concern in the business community (from high-tech to construction, manufacturing to agricultural) is having an educated and skilled workforce. With industries changing to compete in the global market and new ones emerging, it is vital that we do more to prepare the workforce (both young and old alike) for the jobs of tomorrow. This means greater, more affordable access to higher education; developing certificate programs and apprenticeship programs in the new, innovative and competitive industries; and effective workplace training to help workers keep up and move ahead.

There is a lot of really great information online from conference presentations if you would like to learn more.

Sen. Obama's new education ad

viking — Tue, 09 Sep 2008 22:06:55 +0000

Posted by Bonnie. We're state advocates first and foremost. That being said, watching how education plays out (or all too often doesn't play out) in the presidential debate is fascinating. Today Sen. Obama released a new ad focused on education. I say, YAHOO - finally education is entering the debate. We look forward to watching Sen. McCain's response. [youtube=http://www.youtube.com/watch?v=wXb_ZXbIsi0&hl=en&fs=1]

Education making national headlines

viking — Wed, 10 Sep 2008 19:30:49 +0000

Posted by Michael Ed in '08's goal of elevating the need for education reform in our nation's political dialogue is making headway this week. Both Senator Obama and Senator McCain are speaking about their plans to strengthen our nation's education system. Yesterday, we posted a Youtube clip from Sen. Obama about education. Today, Sen. McCain has released a response to the ad. I hope we see few of these 30-second ads that don't advance the discussion on the challenges and opportunities we face in education reform. Instead, we should focus on the issues and what both candidates propose to do if elected. CNN has devoted a page that compares the two candidates on education. What should excite education advocates in Washington state the most is Sen. Obama's call to invest $10 billion into early education, particularly Early Head Start. Let's hope both candidates keep up the intensity we're seeing this week on education in the remaining weeks of the election.

African American Achievement Gap Advisory Committee meeting recap

viking — Wed, 10 Sep 2008 21:54:23 +0000

Posted by Heather

The African American Achievement Gap Advisory Committee (created by HB 2722) met at UW-Tacoma yesterday. The main attraction of the meeting was Paul Ruiz of The Education Trust. Mr. Ruiz is one of EdTrust’s experts on the achievement gap, and brought along the latest version of “Education Watch: Washington.” You can read the 2006 version here.

Mr. Ruiz made a number of interesting and thought-provoking points during his presentation to the committee. Here are some of the highlights:

Not all kids learn the same way, but all should learn to “respectable levels.”
Kids should leave high school with ability to pursue options (college, trades, etc).
When looking at NAEP and WASL scores, Washington is telling two different stories about proficiency (Of 4th graders, 77 percent passed the 2007 Reading WASL, compared to 37 percent scoring proficient or higher on NAEP).
The faculty of low-income/high-minority schools should mirror the faculty at affluent schools (meaning our teacher workforce should be more equally distributed).
We shouldn’t force teachers to teach where they don’t want to go, but the Legislature can set money aside to be used by high-poverty schools as incentives to attract teachers.
In order to improve student achievement, the Committee (and State) should set goals and then allow districts and schools to figure out to meet those goals.

After a brief Q-and-A session with Mr. Ruiz, the Committee broke for a working lunch to discuss the efforts of its three workgroups.

Next, we heard from Janell Newman (of OSPI) and Dan Barkley about district and school improvement and accountability. Dr. Newman and Mr. Barkley gave a presentation on Washington schools in improvement steps (as defined under No Child Left Behind) and how the State works with some of those schools. In the data recently released by OSPI, we learned 628 schools (of 2,115) are in an improvement step. This is up from 280 schools last year and 180 schools in 2005. And while OSPI only has the resources to help about 100 schools, they were able to make progress with those schools.

The big challenge here is the State cannot intervene in schools in improvement steps unless it is asked. If all goes well with the State Board of Education, Washington will have a new accountability system that gives the State the ability to intervene when schools are struggling. To learn more about the effort of the SBE, click here.

The Committee ended by reviewing its interim report, due next week. These are typically status reports, and the Committee seems on track to meet its final draft deadline in December.

Preview: September 15-18

viking — Fri, 12 Sep 2008 21:51:20 +0000

Posted by Heather This month is a busy one in the world of education -- back to school, legislative workgroup sessions, State agency meetings -- and next week is no exception. September 15 and 16: The Basic Education Finance Task Force will meet in Olympia. This meeting will feature WSIPP reports and discussions on State and local funding. We'll be live blogging both days, so check back often. September 17 and 18: The Professional Educator Standards Board and Higher Education Coordinating Board will meet. The PESB will be in Pasco to discuss its legislative agenda and recruiting more math and science teachers. I will be there tracking the action and writing a summary blog. See the agenda here. The HEC Board will meet in SeaTac to talk about, among other things, its legislative agenda and CORE 24. Molly will attend and report back with a summary blog. See meeting materials here. It looks like TVW will broadcast the BEFTF meeting in the evening on the 15th and 16th; I can't see the schedule for the 17th and 18th. Check TVW's website for more detailed schedule information.

Becoming Senora Wallace: The adult version of the WASL

viking — Fri, 12 Sep 2008 22:56:55 +0000

Posted by Katie. Just as high school students have to take exams to graduate, aspiring teachers have to take exams to reenter the classroom. In Washington State, teachers must pass a subject-area Praxis test and the Washington Educator Skills Test – Basic. The Praxis evaluates a person’s proficiency in a specific subject-area while the WEST-B evaluates one’s basic skills in reading, writing and math. Potential educators must pass both exams before pursuing their Masters in Teaching and in order to earn their teaching certificate. I have never been a good test taker. Through all my years of schooling, I could always make the grade, but standardized testing has been one of my lifelong enemies. Initially, as my test taking anxiety got the best of me, I was hoping that the Praxis and WEST-B would not be too difficult. The Praxis, which tested my content knowledge in Spanish, pushed me just enough. It clearly illustrated my strengths and areas in which I need to improve. However, as I sat through 4.5 hours of the WEST-B, I wanted to cry – not because it was too hard but because it was a joke. I describe the WEST-B as the “adult version of the WASL,” yet the scary thing is that it’s much easier than the WASL. According to this exam, navigating a table of contents and reading a bar graph are components in determining a quality teacher. What does it mean that the math skills required to become a certified teacher in our state are more basic than the skills measured by the WASL for 10th grade students? We need to expect more from our teachers. Our teachers should be held to higher standards than their students. Let’s just put it this way – if Washington students only had to pass the WEST-B in order to graduate, graduation rates would soar.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 16:30:57 +0000

Posted by Heather 9:15am-9:25am Review of Task Force assignments Reminder: Proposals due to WSIPP by October 1st Review of Task Force timeline and schedule Chair Grimm clarified that all Task Force sessions will be public, even if identified as executive sessions.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 17:00:21 +0000

Posted by Heather 9:25am-10am School District Budget Update Jennifer Priddy, OSPI Districts have turned in their budgets to OSPI. Ending fund balances have dropped substantially for the 2007-08 and 2008-09 school years, from almost 6 percent to just under 4 percent. Clarification: the 2008-09 numbers are estimates. Chair Grimm asked how this compares to the State's ending balance, which was about 1 percent. Rep. Hunter added that the State has control of it's revenue, while school districts do not. Looking at districts by size, we see large districts are holding steady, while our smallest districts had the largest drop (from 16 percent to about 7 percent). Task Force members then discussed concern over percentages versus actual dollars. Ms. Priddy also showed the utility costs of districts and how those costs outpace NERC (non-employee related cost) allocations. Currently, about 49 percent of NERC allocations go to utilities costs, and Ms. Priddy projects it will be 59 percent in the next three to four years. In 2007-08, 13 districts spent 80 percent of NERC allocations on utilities and insurance. For 2008-09 districts had to budget 48 percent more for fuel. Chair Grimm asked about SPI forecasts, which Ms. Priddy said they do annually. He asked because districts bargain contracts that last multiple years, and is concerned that districts don't accurately calculate budget forecasts and get into contracts they cannot sustainably finance. Ms. Priddy said OSPI does not receive the details of contracts and offers what forecasting support it can. Rep. Haigh asked about enrollments and how they affect district budgets. Ms. Priddy said enrollment estimates for budgets are critical. If districts overestimate, they are locked into funding staff positions they may not have funds to support (since funding is based largely on enrollment). In summary, Ms. Priddy made these points:

District Ending Fund Balances are still low but did not drop significantly from last year
Roughly 600 staff positions were eliminated statewide, which is equivalent to one district serving 4,000 students
7 districts are in binding conditions; one may exit.
At least 5 districts could move into binding conditions
$2 billion operating value for districts with 2 percent or less Ending Fund Balance
May forecasts for 2009-10 look bleak

The Task Force then discussed costs districts cannot control for, such as fuel prices and long-term substitutes.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 17:20:02 +0000

Posted by Heather 10am-10:20am Historical Perspective on School Funding Wally Miller, author of the 1975 "Miller report" used by the Legislature in the 1970s to setup the current school funding formula Mr. Miller was asked to address specific questions from the Task Force. He began by saying the problems are the same: not enough funding, high reliance on levies, more funding needed for special education students, and the definition of basic education. As for local versus State control, he brought up district negotiations of contracts with staff and how this can strain budgets. Mr. Miller brought up income tax, and how the public will be resistant to such a tax. He cautioned that we may have reached a limit with a 10 percent sales tax, and will need to seek other funding sources. Property taxes are another possible source of funds, as well as intangible property (which is exempt from property tax). Sen. Brown added that the intangible property tax exemption has been looked at by the Legislature, but the political will was not there to repeal the exemption. Mr. Miller made the point that low- and middle-income groups pay the most taxes. He cited a report from five years ago, which helped him come to many of his conclusions. Superintendent of Public Instruction Terry Bergeson asked about a written version of his testimony, which will be made available (to the delight of this visual learner). It is now time for a 10 minute break.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 18:50:05 +0000

Posted by Heather 10:45am-11:50am WSIPP reports Annie Pennucci and Steve Aos, Washington State Institute for Public Policy (WSIPP) WSIPP has put together a summary report of the proposals made to the BEFTF so far. It will be online today or tomorrow. WSIPP was asked to research TRI (Time, Responsibility and Incentive) Pay and issue a report. WSIPP surveyed districts and asked:

How much TRI pay can teachers earn? (excluding pay for duties like coaching and heading a department)
What factors are associated with TRI pay?

Data was collected from 234 districts, which is 80 percent of districts serving 90 percent of students. Not surprisingly, TRI pay varies by district. Twenty percent of districts do not offer TRI pay. The statewide estimate spent on TRI pay is $285 million for 2007-08. The average amount of TRI pay is $5,487 per teacher. Plotted on a map, the districts with the most TRI pay are in the Puget Sound area, and north along the I-5 corridor. TRI pay increases with district size, property wealth and passed levies. TRI pay is not, however, related to poverty or base salary. Not surprisingly, TRI pay increases with TRI pay in adjacent districts (explaining the geographic clustering). Rep. Jarrett asked about the income of residents in districts. Mr. Aos said WSIPP does not have income by districts, but is working to get the data from OFM, which organizes Census data by school district. Rep. Jarrett posits that cost of living plays a role in this issue. Regional costs and pay rates came up. Sen. Brown pointed out a dollar is worth more in Spokane than in Seattle. Sen. Tom asked about the TRI pay rate among districts, asking if districts pay different rates per hour or task. Then WSIPP presented on projecting the effect (on student achievement) of Task Force recommendations. Possible student achievement outcomes that could have been used include: NAEP, SAT, WASL, high school graduation, non-tested K-12 subjects, higher education participation, labor market outcomes and non-cognitive skills. WSIPP decided to look at WASL met-standard rates and high school graduation rates. Rep. Hunter said he is more interested in seeing raw score increases on the WASL, rather than met-standard rates. Mr. Aos said they do model the scale scores, and they mirror met-standard rates. Superintendent Kowalkowski said he would like the inclusion of identifiers beyond test scores, perhaps higher education participation rates. Mr. Aos said he would prefer to include all possible indicators, but the data isn't available to do so. Superintendent Hyde pointed out that growth is not linear, and it is harder to get the last 10 percent to meet standard. She asked if the model accounted for that. Mr. Aos said WSIPP's model tries to reflect this fact. Chair Grimm asked if WSIPP could plot the cost of getting 90-95 percent of kids to meet achievement standards. Sen. Brown also expressed concern over looking at test scores, saying the purpose is to figure out what it costs to get students where they want to go after high school (whether it's college, an apprenticeship, etc.). Rep. Hunter said he is now going to use rock n' roll analogies, and asked about random precision. Mr. Aos said they tried to account for that. Mr. Aos then presented 14 possible models, or "investment portfolios." Investments can be made in Pre-K through 10th grade (using passing the 10th grade WASL as the desired outcome), with variations in the number of years investments are made (ex: the entirety of Pre-K-10, or during grades 5-10). There are two characteristics of these Portfolios: 1) Research-proven effectiveness is uncertain, some bounds are available, and 2) Near-term effectiveness probably decays over time. We are now breaking for lunch and will return around 1pm. I should also note, the room went from being half full to nearly full by 1030am.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 20:55:24 +0000

Posted by Heather This portion of the agenda featured presentations by community groups. 1:10pm-1:20pm Shannon Campion, Stand for Children Ms. Campion gave a brief presentation on Stand for Children and its presence in the State. Stand has five chapters in Washington: Bellevue, Gig Harbor/Key Peninsula, Issaquah, South Sound and Tacoma. 1:20pm-1:55pm Washington Health Foundation WHF is asking that health and physical education be included in education funding, in addition to advocating for investments in K-3 and closing the achievement gap. They believe investing in education will positively impact life-long health, and referred to research that more educated individuals are healthier. They also presented data that students with health risks are more likely to be at academic risk. White and Asian students are at less risk than African American, Latino, Native American, and Native Hawaiian/Pacific Islander students. WHF asserted one-quarter of the achievement gap can be attributed to health disparities. Sen. Brown asked about pre-K investments, and WHF supports those as well. Then we heard from Debra Gray, principal of Pioneer Elementary in Auburn, a school that received extra funds to offer healthier food options and constructed walking paths to schools to encourage physical activity. They have seen a growth in WASL scores, which they attribute to instructional choices and the health program. They have also reduced the number of buses they use from six to one. Sen. Brown asked about the transition to middle school, and how kids are fairing. Ms. Gray reported that they are hearing from middle schools that students from Pioneer are making healthy lunch choices.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 21:12:21 +0000

Posted by Heather [caption id="attachment_324" align="alignnone" width="300" caption="The Basic Education Finance Task Force meets in the Legislative Building's Columbia Room for its Sept. 15-16 meeting."][/caption]

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 15 Sep 2008 21:30:46 +0000

Posted by Heather 1:55pm-2:20pm Ben Kodama, Equitable Opportunity Caucus Tim Ames, Superintendent of Wellpinit School District Mr. Kodama and Superintendent Ames spoke about the need for improved education of Native American students. Sup. Ames also advocated for more local control of school funds (giving districts more flexibility on how to spend funds). Also, the EOC is part of the NEWS lawsuit (http://www.waschoolexcellence.org/). 2:20pm-2:30pm Eileen Proudlock, American Board for Certification of Teacher Excellence Ms. Proudlock presented on the certification program offered by ABCTE, which was an abbreviated version of the printed testimony provided by ABCTE. The program offered by ABCTE is online and takes about 10 months to complete, with candidates taking ABCTE exams at the beginning and end of the program. Upon being asked, Ms. Proudlock said studies have found ABCTE exams to be as difficult, if not more difficult, than exams like the Praxis (used by Washington certification programs to determine content mastery). ABCTE recommends candidates complete 1-2 years of coaching after completing the program. ABCTE asserts they track student achievement of its teachers, which was questioned as student-teacher data is often hard to come by. Ms. Proudlock says they enter into agreements with states and districts where possible. And with that, we have adjourned for the day. Check back tomorrow for live blog updates. With the inclusion of some of tomorrow's agenda items today, tomorrow's meeting will most likely end early.

State’s Basic Education Finance Task Force members will be in Redmond Sept. 22

viking — Wed, 17 Sep 2008 18:01:07 +0000

Posted by Michael Education advocates in East King County have a great opportunity to hear from members of the Basic Education Finance Task Force Monday, Sept. 22. Three members, Rep. Ross Hunter (D-Medina), Rep. Glenn Anderson (R-Fall City) and Sen. Rodney Tom (D-Bellevue), will discuss their efforts to redesign our state's K-12 finance system for the 21st century. The legislators will take questions from school board members and the public. When: 7:00 PM, Monday, September 22 Where: Lake Washington School District Resource Center 16250 NE 74th St., Redmond, WA (Redmond Town Center)

Back to School and Back to Quality

Chris Korsmo — Wed, 03 Sep 2008 19:34:52 +0000

This is a special week. One million children will fill their backpacks with new books, nervous energy and optimism and board yellow buses to return to school. Some are all but guaranteed to end the school year far ahead of where they are now. Too many will be less fortunate, experiencing less opportunity for growth, or worse yet, stagnation. This school year we citizens have an opportunity to partner with educators, principals, and policymakers to ensure that all of our kids are headed back to school and back to quality. Our vision: Every student is able to read by third grade. Every child deserves to arrive on their first day of kindergarten prepared to succeed. Unfortunately, over the past five years pass rates on the 4th grade Reading WASL have declined. One of the most effective ways to get us back on track is to invest in high-quality early learning programs, like Washington Head Start, and professional development for child care providers. As the Basic Education Finance Task Force redefines basic education, early learning must be included as one of the most promising avenues to impact student achievement from the very beginning. Our vision: An excellent teacher in every classroom. Every child deserves a quality education from kindergarten and beyond, and excellent teachers are profoundly important to this journey. But three in five students in Washington attend an underperforming school where they may not learn what they need. That's unacceptable. Fortunately solutions are in the works. The Basic Education Finance Task Force will propose measures to professionalize the teaching profession, which is likely to include an evaluation system to reward and support great teaching. Additionally, the State Board of Education will propose a series of steps that aim to turn around schools that underperform year after year. Our vision: Every high school graduate is ready for college and work. Every child deserves to choose his or her path after high school. Unfortunately, not all high school students are given this choice in Washington. Only 41 percent of high school graduates meet college entrance requirements -- and over half of entering community college students take remedial classes they should have mastered in high school. To help ensure a high school diploma means college and work ready, the State Board of Education adopted CORE 24 as the new graduation requirement framework. CORE 24 aligns high school course work with college entrance requirements and workforce expectations. Before the Board can implement these new requirements, we need to persuade the Legislature to fund more than just a five-period day. The time for bold solutions is now. The reform efforts mentioned above will be debated and decided during the upcoming 2008-09 school year. In this year of education, it is appropriate to assess not only student achievement, but citizen involvement. What will our 2009 citizen report card show? Join us to change the world by changing our schools. We're parents and community members who saw a need for a more independent voice and real results for all children. We're dedicated to the idea that every one of our million school children deserves an excellent education and we need you. Visit didyouknowcampaign.com to learn more about what you can do to make a difference for kids.

Receive our 2009 Citizen's Report Card - Update your contact info today

Chris Korsmo — Mon, 08 Sep 2008 20:30:20 +0000

Thank you for your interest in the League of Education Voters and the movement to create excellent public schools across Washington State. We attempted to send you information about us and our exciting Did You Know Campaign that highlights reforms under consideration right now by the State Board of Education and the Basic Education Task Force. However, we do not have your current mailing address. If you agree with our vision of...

Every child reading by 3rd grade
An excellent teacher in every classroom
All high school graduates ready for college and work

...then please reply to this e-mail with your current mailing address so we can send you our 2009 Citizen's Report Card and keep you informed about how you can change the world by changing our schools. Thank you, ~FirstName~. We look forward to hearing from you.

PESB: Day 1

viking — Thu, 18 Sep 2008 00:11:14 +0000

Posted by Heather Here's a recap of today's Professional Educator Standards Board meeting. Handouts are not online yet, but some are worth a read once they are (or contact PESB staff next week and they will email them to you). To start, David Kinnuen, Corrine McGuigan, JoLynn Berge and Superintendent of Public Instruction Terry Bergeson presented on certification fees for FY 2007-08. Certification fees are collected to finance certification office expenditures. Previously, revenues from certification fees exceeded expenditures, but now, the opposite is true. OSPI would like to 1) revamp the accounting system for cert fees (to make things more transparent) and 2) talk to all parties about raising certification fees (but won't be asking to do so in the 2009 legislative session). Next, Jennifer Wallace (PESB) presented on the work of the PESB Task Force - Ensuring an Adequate Supply of Well-Qualified Math and Science Teachers (summary materials from August meeting available here). I won't rehash the entire summary -- the meeting summary on the PESB website does it well enough. This Task Force has taken on a large task and it will be interesting to see what its final recommendation is. After Ms. Wallace's presentation, Chair Van Glubt required every PESB member to comment on the issue. Below are questions and comments raised: - Are math and science teachers on Task Force? They should be included. - Pedagogy and subject-area knowledge are important. - Need to look beyond UW-Seattle to supply teachers. - Access is an issue: subject-area courses are often offered during the day, which are hard for working individuals to attend. - Teacher compensation needs to be looked at. - Easier access to information for interested candidates, maybe one person/group as the information source. - Teachers don’t know about retooling, don’t feel incentive ($) to retool. - Concern over differential pay; try loan forgiveness instead. How will English teachers feel? What about elementary teachers who teach all subjects?

- Why can’t we recruit teachers? Money is an issue. Maybe embed teaching course requirements into math and science majors. - We need a substantial mentorship program, 5-10 years.

- Need to change image of teaching: salary, challenges under NCLB, etc. No one saying “this is a great profession.” Ms. Wallace then presented on out-of-state and online teacher preparation programs that operate field experiences in Washington State. The PESB is putting together a policy framework for working with these programs. This proposal outlines requirements for these programs, including conducting a needs assessment and agreements with school districts. After lunch, Nasue Nishida (PESB) put forward three legislative budget and policy requests to be made to the Office of Financial Management and Gov. Gregoire. (These handouts are suggested reading) 1) Educator Workforce Data System: This proposal will be made with the State Board of Education and wants a data system by the end of the 2010-11 school year. The system should respond to the needs of stakeholders and include, at minimum, whether and where teachers are assigned, teaching assignments versus qualifications, and teacher qualifications related to student demographics by school. 2) Institutional Priority for Teacher Education Task Force: This Task Force would "raise the level of awareness, attention and dialogue addressing how Washington's state institutions will better reflect and prioritize the need to produce more teachers, particularly in hard-to-fill subject areas and hard-to-staff locations." Members of the Task Force will come from the PESB, public universities, the Higher Education Coordinating Board, OSPI and K-12. The Task Force has a list of directives and will need to make recommendations by September 2010. (Price tag: $59,500) 3) Preparation Program Quality and Teacher Effectiveness: This proposal seeks to revamp the evidence-based pedagogy assessment teacher candidates must take, increase response rates on beginning teacher survey, and fully funding the Teacher Assistance Program (linked to teacher survey). (Price tag: $695,288) The final two agenda items -- the biennial SBE-PESB report and changing program administrator certification requirements -- need follow-up, so I'll leave them for now.

PESB: Day 2

viking — Fri, 19 Sep 2008 22:24:30 +0000

Posted by Heather Thursday's portion of the Professional Educator Standards Boardmeeting began with a look at the finances of the PESB. Transportation costs are up, and the PESB, like everyone else, is feeling the effects in its budget. The PESB isn't running up a huge deficit, but Jennifer Wallace said the PESB will be asking the Office of Financial Management for some additional dollars for FY 2009 because of rising costs. Later, Ms. Wallace presented on the PESB's Goal 1 -- a state-level system for assessing educator preparation program quality. A large chunk of this is done through site visits and PESB approval of programs. As the committee working on this moves forward, Ms. Wallace said the following are things to think about: - What should ongoing site visits look like? - To what extent should data items be included in site visit reports? - How will the PESB weight items for approval? - Should types of programs offered be a consideration? - Is it better to collect information from programs annually? Members of the board provided feedback, the most interesting focused on a potential "high-performing" label for preparation programs. Some members of the board cautioned against it, and others thought it a good idea if the bar for earning the distinction was raised (eg. earning "exemplary" in categories, rather than just meeting standard). Corrine McGuigan, OSPI, returned to present on the implementation of Standard V -- a new certification standard that requires candidates to provide teacher and student evidence to demonstrate mastery. July 2009 is the deadline for the PESB to approve preparation programs' implementation of Standard V, and OSPI is working on data reporting templates to provide preparation programs. OSPI is currently raising awareness of Standard V to preparation programs, ESDs and professional organizations. Ultimately, the goal is for all teachers, teacher leaders and school support staff to know about Standard V and the importance of evidence of student learning. The final agenda item before the board moved into executive session focused on Professional Certificate programs and their differences (ProCert is what teachers must pursue within their first seven years in the classroom). Mary Jo Larsen, OSPI, looked at all of the programs offered in the State and reported on their commonalities and differences. ProCert programs are based on the same WAC framework, but do vary in scheduling and additional portfolio components. Some programs are more flexible in terms of course requirements, while others prescribe specific courses to all candidates. Final thoughts on the two-day meeting: The PESB is opening up possibilities to change the way Washington recruits and trains teachers. Given the other action in Olympia (State Board of Education, Basic Education Finance Task Force, budget session) the PESB may have its work cut out for it in the next year -- I foresee a potential cage match over the importance of pedagogy in teacher preparation and some intense discussion on alternative routes to teaching.

WASL workgroup meeting -- September 22nd

viking — Fri, 19 Sep 2008 22:42:28 +0000

Posted by Heather The agenda for the September 22nd WASL Workgroup meeting is now available: House Hearing Rm B John L. O'Brien Building Olympia, WA Work Session:

Follow-up from previous meeting.
Commercially developed tests and experiences in other states.
Multiple choice questions - discussion with Dr. James Popham.
WASL performance audit - discussion with Legislative Auditor.
Diagnostic assessments.
Public comment and discussion on the work group's next steps.

Higher Education Coordinating Board Meeting - September 17 and 18

viking — Fri, 19 Sep 2008 23:14:44 +0000

Posted by Molly

I attended the HECB meeting earlier this week. The agenda for the two-day meeting consisted of one part work session and one part Board meeting.

The work session on the first day included committee reports on several key areas of the HECB’s Strategic Master Plan. First up on the agenda was the report on Policy and Demographic Analysis which sought to examine the state’s demographic and participation trends in those pursuing post-secondary education in order to identify target populations in the future.. The findings were not surprising. Based on the data, students from low-incomes families, students of color and people of working age (18-34) are prime demographic groups in need of more post-secondary education opportunities. There was discussion on possible policy recommendations to provide incentives for these target groups: expansion of dual-credit programs, establishment of a College Opportunity Incentive Network (COIN) that would coordinate individual policy efforts to encourage post-secondary education (GET for every student, Navigation 101, college students as mentors, etc.), and greater emphasis on teacher preparation.

Looking at the projected demographics was a very interesting and complex conversation which segued nicely into the Economic Needs Assessment presentation. This conversation centered primarily on getting students to pursue degree programs that will meet the economic employment demands for the next 10 years. Some of the preliminary conclusions from the committee were that there will be tremendous need in STEM programs (those that involve extensive math and science), construction, and health sciences and services; there must be a proactive and coordinated effort with education and workforce policymakers to ensure that the workforce is prepared for the jobs of tomorrow; and that those already in the workforce have the opportunity to gain the skills and education to stay competitive.

Finally, there was an update on the status of institutional performance agreements. So far, all six institutions (UW, WSU, WWU, EWU, CWU and TESC) have submitted proposals and appear to be committed to the process. The next challenge will be for all of them to reach an agreement.

The second day of the meeting consisted of discussion and approval of CORE 24 – the State Board of Education’s proposal for a new set of high graduation requirements. However, the bulk of the day was dedicated to the Higher Education Operating and Capital Budget requests in the upcoming legislative session. With the economy in upheaval and the budget forecasts predicting a large deficit, there is significant worry that higher education funding is at risk this session. Given the revenue projections for the state, the Board examined two alternative funding levels to help evaluate and prioritize expenditure requests for the proposed 2009-11 biennium. The two levels are:

Level 1: Sustaining Quality, Access and the State’s competitiveness; and Level 2: Building a foundation for Excellence.

It is clear that the Board realizes the need to protect maintenance level funding, but values building the infrastructure necessary for higher education in Washington State to remain relevant and competitive. Finding the balance between these two concepts will most likely be on the top of the agenda when the Board meets again in October.

Candidates for Superintendent debate tomorrow

viking — Mon, 22 Sep 2008 19:59:57 +0000

Posted by Michael With just over 40 days left until Election Day, here's a great opportunity to see what separates the two candidates for Superintendent of Public Instruction. This office oversees K-12 education in Washington State including one million students, 295 school districts and more than 2,100 schools. Superintendet Terry Bergeson and candidate Randy Dorn will debate in Seattle Tuesday from 5:30 to 8:00 PM at First Place School (172 20TH Ave). The debate-style forum is sponsored by the Equitable Opportunity Caucus and Minority Executive Directors Coalition. RSVP to Theresa at (206) 325.2542 or email tguerrero@medcofkc.org.

State Board of Education to meet in Pasco

viking — Tue, 23 Sep 2008 22:49:48 +0000

Posted by Heather The State Board of Education is meeting at ESD 123 in Pasco September 24-25. Tomorrow's portion of the agenda is heavy on accountability.

Tell OSPI what you think about proposed revisions to science standards

viking — Thu, 25 Sep 2008 22:38:34 +0000

Posted by Michael, updated Oct. 6 The Office of Superintendent of Public Instruction would like to hear feedback from you about proposed revisions to our state's science standards. You're invited to attend a public forum to hear more about the proposed changes and give your comments. SEATTLE October 7th 6:30 - 8:00pm Stanford Center Auditorium 2445 Third Avenue South VANCOUVER October 15th 6:30 - 8:00pm ESD 112 2500 NE 65th Avenue RSVP to Shaina.Cochran@k12.wa.us or 360-725-4961

Don't miss out on one of the most important Elections in a generation

viking — Mon, 29 Sep 2008 23:37:47 +0000

Posted by Michael Only 35 days remain until the Nov. 4 general election! That means, the last day for online or mail-in voter registrations or transfers is Saturday, October 4. If you're not registered to vote, or need to update or check the status of your registration, here's what you need to do: Already registered to vote:

Check your voter status by accessing MyVote.

Registering for the first time in Washington:

If you have a valid driver's license or state identification card, you can visit the Online Voter Registration website.
If you don't have a valid ID, you need to fill out a mail-in voter registration form and postmark it by Saturday, October 4. Download one of these forms in your language preference (English, Chinese, Spanish, Cambodian, Korean, Laotian, Russian, Vietnamese) and mail it in today.

Updating your voter registration:

Visit MyVote and enter your name and birth date to get access to the online address change form if you have moved to a new residence within the same county.
If you have moved to a different county, your address must be updated using the Online Voter Registration website.

For more information, visit the Washington Secretary of State's website.

LEV urges NO vote on Initiative 985

viking — Tue, 30 Sep 2008 16:50:39 +0000

Posted by Michael The education community urges a NO vote against Initiative 985. "I-985 claims to reduce traffic congestion, but its major effect will almost certainly be to take away money from classrooms," said Lisa Macfarlane, co-founder of the League of Education Voters. "Our schools need every dollar they currently get to prepare our children for college, job training programs and the workforce." "We believe I-985 would result in unacceptable cuts to K-12 education, health care and other programs that are important to children," said Laura Bay, President of the Washington State PTA. Why vote NO on I-985? The paramount duty of the state is public education. I-985 would take away more than $100 million a year from the state's general fund which is used to pay for education, health care and social services, and public safety. Instead, Tim Eyman's initiative would spend that money on transportation. Currently, user fees such as the gas tax and tolls pay for highway projects. This would be a seismic shift in funding priorities for our state. A roadblock to quality education. I-985 is a roadblock in the way of improving Washington's education system and preparing all children for college, job training and the workforce. Our state's general fund is already stretched thin. If I-985 is approved, it will threaten funding for:

Expanding all-day kindergarten;
Reducing class sizes; and
Increasing enrollments at our state's colleges and universities.

Visit www.no985.org for more information about why voters should oppose I-985. In the interests of children and schools, we urge a NO vote against I-985.

Bipartisan group of state legislators releases school finance proposal

viking — Tue, 07 Oct 2008 21:55:06 +0000

Posted by Michael The League of Education Voters and the education community are eagerly anticipating the final recommendations of the Basic Education Finance Task Force due in December. The Task Force has been diligently speaking with school finance experts and stakeholders over the last year to develop a new basic education finance system to fully fund Washington's public schools based on today's expectations. A bipartisan group of state legislators has released their proposal to the Task Force and posted it on a website for public comment. Visit http://whatittakesforkids.com/ to participate in the discussion and download the proposal by Rep. Ross Hunter, Rep. Glenn Anderson, Rep. Fred Jarrett, Rep. Pat Sullivan, Sen. Rodney Tom and Rep. Skip Priest. The Task Force has added additional meetings to discuss and debate the merits of the various proposals. Here's the schedule of the remaining meetings:

October 20-21, 2008 (House Hearing Rm. B, O'Brien Building)

November 10-11, 2008 (Senate Conf. Rm. A-B-C, Cherberg Building)

November 17-18, 2008 (Columbia Room, Legislative Building)

November 24-26, 2008 (Senate Conf. Rm. A-B-C, Cherberg Building)

December 8-9, 2008 (Senate Conf. Rm. A-B-C, Cherberg Building)

We're in Parent Map Magazine

viking — Thu, 09 Oct 2008 00:20:47 +0000

Posted by Michael Parent Map Magazine published a recent article about the education issues impacted by the November 4th election. Our very own Lisa Macfarlane was quoted several times: Shortly after her inauguration, Gov. Gregoire created Washington Learns, a cabinet-level steering committee charged with transforming Washington's entire education system. "She has been, from the outset, a very strong champion for improving our education system," says Lisa Macfarlane, cofounder of the League of Education Voters. "There's an investment in education: She's started to roll up her sleeves and work on these problems," problems such as closing education gaps - the preparation gap, the achievement gap, the opportunity gap - and making school relevant to children. Children's Alliance listed Gov. Gregoire as a "Champion for Children" from the 2007 legislative session, noting her devotion to early childhood education and other children's issues. And she's a "priority candidate" for the League of Education Voters, who favors Gregoire over opponent Dino Rossi. Says Macfarlane: "[Rossi] hasn't done anything in the last four years that would distinguish himself as an education champion and she has; you don't want to get between her and where she's trying to go."

What’s at stake for education in this Election?

viking — Thu, 09 Oct 2008 19:23:22 +0000

Posted by Lisa Less than 30 days are left until the November 4th general election. Although you might not know it, EDUCATION is on the ballot this fall. Your vote for governor will determine if we move forward or backwards in education reform and funding next year in Olympia. The governor will decide:

A new education finance system: A state task force will send a proposal to the Legislature to adequately fund our schools based on today's expectations.

Needed investments in education: Funding for all-day kindergarten, class size reductions, and new enrollments at our colleges and universities all depend on the next state budget.

How to proceed through tough economic times: The governor sets our state's budget priorities and will decide how to close a projected deficit.

Who do you trust to make these decisions? The governor's decisions will impact the quality of education for more than a million children and young adults in our public education system. For the League of Education Voters, the choice for governor is Chris Gregoire. In the last four years, we've made steady progress for children and public education. Under Governor Gregoire, we've made it our state's priority to:

Make sure every child reads by third grade by investing in high-quality early learning opportunities and all-day kindergarten;

Ensure there's an excellent teacher in every classroom by boosting teacher pay and providing more opportunities for professional development;

Make higher education more accessible and affordable by providing thousands of new enrollments and expanding financial aid and grant programs; and

Ensure every child is prepared for life after high school, whether he or she chooses to attend a college, university, career or technical school, or apprenticeship program, or enter the workforce.

The November 4th election has tremendous consequences for public education in Washington State. Tell your family, friends and colleagues what's at stake for public education in this election. Make sure they know Governor Gregoire is the choice for education voters in this election.

Mike Riley

viking — Fri, 10 Oct 2008 18:25:44 +0000

Posted by Lisa I can't quite bring myself to write about Mike Riley in the past tense. Doing so has me fighting back tears. Wednesday's news of his death was devastating. Besides being incredibly sad, I am mad. Not Mike. He was too young and too talented. Mike Riley had a profound influence on many of us in the education policymaking and political world because he was so accessible and so willing to invest time in those of us who were wet behind the ears. I will always be grateful to Mike for all the support he gave to me personally and to the League of Education Voters as a fledgling organization. The morning after I-884's massive defeat at the polls four years ago, I was a rather large mess. I will never forget opening my email and finding the most beautifully written 5:00 am thank you email from Mike. What is making me so sad now is that I never properly thanked him for all his years of leadership and wise counsel.

WASL Workgroup meeting Oct. 13

viking — Fri, 10 Oct 2008 20:07:11 +0000

Posted by Heather The WASL Workgroup is meeting at 9am on Monday, October 13 in Olympia (House Hearing Room B in the O'Brien Building). The agenda: Work Session:

Follow-up from Previous Meeting.
Balanced Assessment Systems: Trends in Other States.
Update on Implementation of Math End-of-Course Assessments.
Balanced Assessment at the District Level: Experiences in Three Districts.
Culturally Responsive Pedagogy, Achievement, and Assessment.
Public Comment.
Discussion: Next Steps.

Voting and Volunteerism

viking — Fri, 10 Oct 2008 23:04:31 +0000

[caption id="attachment_387" align="alignnone" width="300" caption="City Year kicks off their service year at Westlake Plaza"][/caption] I spent last Friday with the 2008-09 City Year Seattle/King County corps, and it was wonderful to be back! This time last year I was wearing the red jacket, volunteering at Chief Sealth High School and running a service-learning program for high school youth. Last Friday I put on my alumna hat by speaking with City Year stakeholders and educating this year’s corps about why they should vote. What a powerful group of young people -- 53 idealists from across the nation, ages 17-24, who have come to Seattle to serve youth in the Pacific Northwest. A few corps members are from Washington; most are from out-of-state. Yes, that’s right -- here’s a fresh crop of new Washington voters, young adults eager to learn about Washington's public schools. These are our most valuable education voters. They are our future teachers, school administrators, non-profit leaders, social workers and perhaps even our future legislators. City Year places these energetic, passionate young adults in schools around Puget Sound, including Wing Luke Elementary, Dearborn Park Elementary, Denny Middle School, Asa Mercer Middle School, Chinook Middle School (Highline), Chief Sealth High School and the African-American Academy. Corps members also serve youth at Treehouse, South Park Community Center and the Center for Young Adults (part of the YMCA of Greater Seattle), . City Year corps members are familiar with education issues because they are in classrooms as tutors and mentors, providing academic support to K-12 students and facilitating afterschool programs and weekend service-learning programs. They are invested in the issues because they know the students, parents and teachers affected by key issues like the WASL, graduation requirements and funding. Last Friday was productive and inspirational. It started with the Breakfast of Champions, a community engagement event attended by a variety of stakeholders including Cheryl Chow (president) and Harium Martin-Morris (director) of the Seattle School Board and Davy Muth, Wing Luke Elementary principal and City Year service partner. Following the breakfast, I delivered a presentation to the corps called, “You, Washington State and the 2008 Election.” My goals were to register new voters, remind out-of-state voters to check their state guidelines and to highlight why every vote counts. Here in Washington State, we’re all quite familiar with tight races. If the 2004 gubernatorial race and last year’s Simple Majority Campaign won’t convince you that your vote matters, I don’t know what will! According to a USA TODAY/MTV/Gallup Poll of registered 18-29 year-old voters (see the October 6th USA Today article, “Young voters hint at electorate shift”), Obama leads McCain 61 percent to 32 percent among this age group, making this “the most lopsided contest within an age group in any presidential election in modern times.” The young voter turnout rate jumped 9 percentage points from 2000 to 2004, and in the presidential primaries, it nearly doubled in 2008 (since 2000). Volunteerism is on the rise, especially among young people. Involvement in community service raises social and political awareness. Greater knowledge and investment in pressing social issues fuel the fire for change. It’s no wonder young voters support Obama. He inspires greater participation in national service programs like City Year, Teach For America and AmeriCorps because a) he’s mobilizing youth and b) he’s willing to financially reward those who commit to national service. City Year, keep up the great work! Friday was a reminder of the importance of outreach and the ripple effect that it has on social change.

Funding Basic Education

viking — Wed, 15 Oct 2008 18:21:42 +0000

Posted by Michael The public is invited to hear presentations on the Model School Approach proposal by Rep. Ross Hunter, Rep. Glenn Anderson, Rep. Fred Jarrett, Rep. Pat Sullivan, Sen. Rodney Tom and Rep. Skip Priest on these dates: Tuesday, October 21 -- 6:30 to 9 PM, Thomas Jefferson Middle School, 3000 NW 119th Street, Vancouver Wednesday, October 22 -- 7 to 9 PM, Benson Hill Elementary, 18665 116^th Ave. SE Renton, WA 98058 Thursday, October 23-- 7 to 9 PM, ISD Administration Building, 565 NW Holly Street, Issaquah, WA The lawmakers have also released a short overview of their proposal.

HB 2722 committee to meet tomorrow

viking — Wed, 15 Oct 2008 20:07:22 +0000

Posted by Heather The HB 2722 committee, more commonly referred to as the African American Achievement Gap Committee, will meet tomorrow at the Tacoma campus of The Evergreen State College. The agenda features: - A presentation on aspects of leadership required to address the achievement gap by Doris McEwen-Harris, distinguished educator at the University of Washington (and former superintendent of Clover Park School District), and Tom Murphy, superintendent of Federal Way Public Schools. - An overview of a proposed system of accountability by Edie Harding, executive director of the State Board of Education. I'll be there taking notes, and blogging afterward.

Join us in supporting education champ Hans Dunshee, Tue., October 7th in Seattle

viking — Tue, 23 Sep 2008 20:31:27 +0000

Join parents, community and business leaders, and education advocates who support the re-election of Rep. Hans Dunshee, one of our state's strongest leaders for children and schools in Olympia.

Jerry Bender Chris Korsmo Adair Dammann Patrick Dunn Paul Rosier Ricardo Sanchez George Scarola Lucinda Young Sandra Schroeder Rosemary Wolf Molly Boyajian

Kim Cook Pat Dunnoly John Burbank JW Harrington Gary Kipp Melinda Mann Michael DeBell Bill Freund Bob & Kathy Roseth Earl Hale Steve Nielsen

Grace Yuan Hannah Lidman Lisa Macfarlane Kurt Guenther Rod Regan Stephen Lindstrom Ruth Lipscomb Cliff Traisman Marilyn Watkins Randy Parr Barbara Mertens

Bernal Baca Kelly Munn Wendy Rader-Konofalski Mary Lindquist Bonnie Beukema Simone Boe Sarah Cherin Mike Ragan Kursten Holabird Marcia Fromhold Jeff Gombosky

A champion for kids, schools and colleges. Come meet the legislator who's been named a Champion of Education by the League of Education Voters and received a perfect legislative score by the Children's Alliance. Tuesday, October 7th 5:00 to 7:00 PM League of Education Voters Office 2505 3rd Avenue, Suite 326, Seattle (MAP) Street parking available. Paid parking lot one block away. Suggested donation $50 Please RSVP to molly@educationvoters.org or (206) 728-6448

Rep. Hans Dunshee (D-Snohomish) is a long-time champion of kids and education. As past Chair of the House Capital Budget, he built the best budget for school construction in two decades. As the current Vice Chair of House Appropriations, he consistently pushes for better funding for education, from early learning through higher education.

LEV urges NO vote on Initiative 985

viking — Mon, 29 Sep 2008 20:36:03 +0000

The education community urges a NO vote against Initiative 985. "I-985 claims to reduce traffic congestion, but its major effect will almost certainly be to take away money from classrooms," said Lisa Macfarlane, co-founder of the League of Education Voters. "Our schools need every dollar they currently get to prepare our children for college, job training programs and the workforce." "We believe I-985 would result in unacceptable cuts to K-12 education, health care and other programs that are important to children," said Laura Bay, President of the Washington State PTA. Why vote NO on I-985? The paramount duty of the state is public education. I-985 would take away more than $100 million a year from the state's general fund which is used to pay for education, health care and social services, and public safety. Instead, Tim Eyman's initiative would spend that money on transportation. Currently, user fees such as the gas tax and tolls pay for highway projects. This would be a seismic shift in funding priorities for our state. A roadblock to quality education. I-985 is a roadblock in the way of improving Washington's education system and preparing all children for college, job training and the workforce. Our state's general fund is already stretched thin. If I-985 is approved, it will threaten funding for:

Expanding all-day kindergarten;
Reducing class sizes; and
Increasing enrollments at our state's colleges and universities.

Visit www.no985.org for more information about why voters should oppose I-985. In the interests of children and schools, we urge a NO vote against I-985. Lisa McFarlane

What’s at stake for education in this Election?

viking — Thu, 09 Oct 2008 20:39:11 +0000

Less than 30 days are left until the November 4th general election. Although you might not know it, EDUCATION is on the ballot this fall. Your vote for governor will determine if we move forward or backwards in education reform and funding next year in Olympia. The governor will decide:

A new education finance system: A state task force will send a proposal to the Legislature to adequately fund our schools based on today's expectations.

Needed investments in education: Funding for all-day kindergarten, class size reductions, and new enrollments at our colleges and universities all depend on the next state budget.

How to proceed through tough economic times: The governor sets our state's budget priorities and will decide how to close a projected deficit.

Make sure every child reads by third grade by investing in high-quality early learning opportunities and all-day kindergarten;

Ensure there's an excellent teacher in every classroom by boosting teacher pay and providing more opportunities for professional development;

Make higher education more accessible and affordable by providing thousands of new enrollments and expanding financial aid and grant programs; and

Ensure every child is prepared for life after high school, whether he or she chooses to attend a college, university, career or technical school, or apprenticeship program, or enter the workforce.

The November 4th election has tremendous consequences for public education in Washington State. Forward this message to your family, friends and colleagues so they know what's at stake for public education in this election. Make sure they know Governor Gregoire is the choice for education voters in this election. Lisa Macfarlane League of Education Voters

Ballots arriving in your mailbox

viking — Sat, 18 Oct 2008 00:01:04 +0000

Posted by Michael Finally, ballots have been mailed! The League of Education Voters has endorsed Gov. Chris Gregoire and 37 state legislators who will help adopt bold education reform solutions during the 2009 legislative session. We're also urging voters to vote NO on Initiative 985. It's an initiative that's neither good for education or transportation. Click here to view our full list of endorsements.

Becoming Senora Wallace: November 4: Election and Interview Day

viking — Fri, 17 Oct 2008 23:28:19 +0000

It’s out of my hands, and for the moment, I am relieved. I submitted my Master in Teaching (MIT) application to Seattle University on October 1st, and I turned in my MIT application to the University of Washington last Thursday. Some people don’t like the waiting game, but I don’t mind it. The application process was obnoxious, and it felt like I was cramming for final exams as I completed the last bit of paperwork. Maybe it was stressful because it’s been about six years since I’ve dealt with college applications. On the other hand, perhaps it was the difficulty of tracking what the Offices of Graduate Admission want vs. what the Colleges of Education require. While SU’s application requirements are pretty standard, UW asks for an endorsement evaluation (your courses/credits must match the requirements of UW departments), 60 hours of classroom observation (thank goodness for my City Year experience) and supervisor evaluation(s) from the observation. I complained throughout the process although I wouldn’t have wanted it to be any easier. Applying to graduate school for teaching should not differ greatly from applying to any other master’s program. On Wednesday, exactly two weeks after Seattle U received my application, I was invited to an interview! On November 4th (as if that day’s not significant and nerve-racking enough), I will participate in a group interview (with six to seven other candidates) and deliver a two-minute presentation on the following questions: • What are the qualities that you bring to the teaching profession that will make you an effective teacher? • What are the aspects of teaching you believe will be most challenging for you? Seattle U is more expensive, but I would earn my certification and master’s degree in four quarters. I have always been attracted to the university, it’s much smaller than the University of Oregon (my beloved undergrad alma mater), and I love the location of the campus. UW is less expensive… or is it? UW requires MIT students to take a course on the education of an ethnic group before the program begins, and depending on whether the UW Spanish department accepts credits from my UO Spanish degree, I may have to take additional Spanish courses. Taking classes prior to the program may mean additional fees. The newness of the MIT program can be exciting, but the info session made me nervous because many aspects of the program are still uncertain. The UW College of Education is revamping the MIT Program so that students can earn certification in one year and have an opportunity to observe and student-teach in more socioeconomically and racially diverse schools. It’s eerie but energizing to think about college again. Just walking the two campuses made me nostalgic for Eugene but eager for a new academic experience. I am reassured to know that I can't lose by choosing either program. With any luck, UW will offer me an interview by the end of the month. I am crossing my fingers that I will have the luxury of deciding between the two schools because they both have great programs to offer. For now, I'll enjoy the anticipation of another interview and the relaxation of no longer worrying about applications!

BEFTF, SBE and PESB -- oh my

viking — Sun, 19 Oct 2008 23:15:40 +0000

Posted by Heather This week features meetings of my favorite state groups -- the Basic Education Finance Task Force, State Board of Education and Professional Educator Standards Board. The BEFTF will meet Monday and Tuesday in Olympia (O'Brien building). We will be live blogging Monday, so check back throughout the day for updates. You may also be able to follow the action on TVW's website. The agenda for both days: October 20 I. Call to Order, Dan Grimm, Chair II. TRI Survey Update and Costs of Local Salaries, Benefits, and COLAs, Jennifer Priddy, OSPI and Annie Pennucci, WSIPP III.Work Session: The Cost of Human Capital: How it Affects K–12 Budgets Moderator: Stephen Nielsen, Puget Sound ESD IV. State Board of Education, Mary Jean Ryan, Board Chair V. Review of Task Force Legislative Direction, Susan Mielke, Senate Committee Services VI. Washington Learns Update, Judy Hartmann, Governor’s Executive Policy Office October 21 I. Call to Order, Dan Grimm, Chair II. Washington State Labor Market Projections, Greg Weeks, Employment Security Department III. Research on Teacher Education, Annie Pennucci, Washington State Institute for Public Policy IV. Basic Education Definitions, Kristen Fraser, House Office of Program Research The SBE's System Performance Accountability workgroup is meeting Tuesday at the Puget Sound ESD in Renton. The full agenda isn't up yet, but my guess is the SPA group will be finalizing the accountability plan to go before the full Board in November. Wednesday, the PESB's Task Force on Ensuring an Adequate Supply of Well-Qualified Math & Science Teachers will meet in Olympia (Knox Building - Olympia School District). The agenda features presentations from Teach For America, The New Teacher Project, Center for Teaching Quality, and two district representatives.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 20 Oct 2008 17:39:53 +0000

Posted by Heather 9:20am-10:15am TRI Survey Update and Costs of Local Salaries, Benefits and COLAs Jennifer Priddy, OSPI Annie Pennucci, WSIPP Ms. Pennucci began with an overview of TRI (Time, Responsibility, Incentive) pay in the state, and included an update with data from 2007-08. Of the reporting districts, 16 percent offer no TRI pay. The remaining 84 percent of districts offer TRI pay ranging from $276 to $12,539, with a weighted average of $5,581. Factors affecting TRI pay include size of the district (in students), wealth (levy valuation), levy passage amount, and geography. Ms. Pennucci then provided follow-up data requested at September's Task Force meeting. It appears higher TRI pay is related to labor market conditions, where areas with tighter labor markets have higher TRI pay. We then looked at what TRI pay goes toward, there was great variety between districts. In some districts, most TRI pay goes toward Incentive supplements, while in others more TRI pay goes toward Responsibility supplements. Superintendent Kowalkowski asked about the districts that reported no TRI pay (guessing they were mostly small), and would like the names and sizes of the districts. Dr. Bergeson asked about which districts not offering TRI pay also do not have levies. Chair Grimm asked a follow-up about the number of districts in the state that do not have levies. Ms. Priddy's presentation sought to answer questions posed by Chair Grimm. She began with compensation. Total compensation makes up 82-84 percent of total expenditures by districts (65 percent for salaries, 9 percent for pensions, 11 percent for health insurance). School districts spend $1 billion on health, life and disability insurance for all employees. Districts spend about 8 to 9 percent more per teacher than what the state allocates (typically made up by levy funds). Ms. Priddy also spoke to supplemental pay. Supplemental pay increases by about 6 percent annually for full-time certificated staff (including extracurricular coaching). Increases in supplemental pay come from COLAs applied to TRI pay, COLAs above the state COLA, increase in extra duties, new incentives, and higher or more frequent class size overload. Chair Grimm clarified that these were all districts' decisions and not imposed on districts by the state. Ms. Priddy answered, generally yes. Dr. Hyde clarified that sometimes COLAs and increases in benefits can feel like a mandate. Ms. Priddy added that the state does not require COLAs to be applied to supplemental pay, districts make that choice. Looking at COLAs in 12 large districts, there is large variation in the amount of additional COLAs staff receive. In the 2008-09 school year, teachers in Seattle Public Schools will receive a 5+ percent COLA above the state COLA of 4.4-5.1 percent. Ms. Priddy closed with the fact that compensation expenditures outpace local, state and federal revenue. In the 2009-10 school year, districts are projected to spend $127-$134 per student on I-732 COLA increases ($28-$35 on COLA increases for all teachers and $99 on COLA on local funds). This is compared to the typical levy growth of $60-100 per student, leaving districts short $27-$94.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 20 Oct 2008 19:33:18 +0000

Posted by Heather 10:30am-12:15pm Work Session, The Cost of Human Capital: How it Affects K-12 Budgets Moderator: Stephen Nielsen, Puget Sound ESD Panel: Lucinda Young, John Morrill, Dr. Bill Blakney, Dr. Ken Hoover, Denny Heck Warning: This portion was all talk, no visuals, and an information overload. We first heard about statutes governing collective bargaining, including salaries and benefits, and laws in other states. Mr. Nielsen gave a brief introduction to the panel and Ms. Young, of the WEA, gave the first presentation. Ms. Young spoke about her background as a teacher and union representative in Nebraska, self-described union "goon" in Colorado, and lobbyist for the WEA. She summarized the differences she sees between bargaining in Nebraska, Colorado and Washington, and gave a lengthy description of the bargaining process in Washington (which she likened to "problem solving"). Chair Grimm asked the presenters think about the advantages and disadvantages of the current system, and any implications to the current system. Rep. Haigh asked about contracts bargained on a three-year basis when the state is on a two-year budget cycle. Ms. Young said they are aware of this issue and often bargain accordingly, leaving room to accommodate for changes in funding. Dr. Blakney spoke about his experience with bargaining in his roles in Vancouver, Bainbridge Island, Seattle, and Mercer Island. Chair Grimm asked if the current system worked for him, and Dr. Blakney answered it did because he knows the current systems. Next was Dr. Hoover, superintendent of the Monroe School District. In addition to negotiating salaries and benefits, Dr. Hoover sees bargaining as providing a place for employees to be heard. He also spoke to programs bearing the brunt of fiscal cuts. Chair Grimm asked if "programs" was a euphemism for "staff," to which Dr. Hoover responded, not really. By programs he means offerings or spaces available for students. Because of staffing ratio minimums, districts can only cut so many staff and often couldn't cut enough staff to close any budget holes. Rep. Haigh asked about bargaining things like extended sick leave, and Dr. Hoover said they budget for averages and can sit down with the union if those averages are exceeded. Mr. Morrill spoke about his experience as a UniServ director. He said parties at the bargaining table are aware of districts' financial situations and work with what they have. He also said he likes the current bargaining system and thinks it should be protected. Mr. Morrill threw in that schools are underfunded, and adequately funding schools will help with bargaining. Districts offer TRI pay because it is a way to make-up for the underfunding by the state. Rep. Priest asked if TRI pay is actually for additional time, responsibility and incentive. From Mr. Morrill's experience, he said it was true TRI -- previously in the form of extra days and now more in the form of extra responsibilities. Dr. Hyde commented that she, too, wants teachers to earn higher salaries and is sensitive to the problem solving aspects. What concerns her most, however, is the equity in bargaining. Supt. Kowalkowski said he sees a role for the WEA in bargaining, but can't help but feel the union's single goal is additional compensation. Mr. Morrill said the unions aren't just motivated by compensation. Supt. Kowalkowski then asked about situations like in Seattle, where they can't afford building maintenance because of compensation expenditures -- and made it clear he was not blaming the unions. Ms. Young said she agrees districts shouldn't have to make the choice between maintenance and employee compensation and put it down to underfunding of schools. Chair Grimm asked about data on teacher attrition due to compensation (no one knew of any) and data on salaries of careers comparable to teaching. Mr. Morrill says they have done some analysis but doesn't have it on hand. He said they usually look at engineers, architects, and the like (which is different from the jobs usually referenced -- nurses, social workers, etc). Chair Grimm also asked if management representatives (i.e. superintendents) work together on bargaining. Dr. Hoover said they do talk to one another but it is difficult to coordinate one plan due to variances between districts. Then, Chair Grimm asked if any districts bargain contracts that allow for higher pay for shortage areas (e.g. math and science teachers). Dr. Hoover said he knew of none in Washington, but in Colorado, his district would grant years of experience to teachers who taught in hard to fill positions. Rep. Priest asked about the teaching calendar and the supposed three months off in the summer. In the 1960s, we know they had those 3 months. Do teachers still have that much time today? Mr. Morrill said the summer is usually 10-11 weeks now, and many teachers spend those weeks earning required credits or attending trainings. He added that teachers should be valued because of the work they do. Supt. Kowalkowski added that districts can use Title II funds to supplement the salaries of math and science teachers, or offer other incentives (ex. Technology). He also said many teachers do not take summers off, and even so, summer is another incentive to draw people into teaching. Mr. Nielsen brought up the issue of sustainability of the system, and how the current system doesn't appear sustainable (per the presentations of Ms. Pennucci and Ms. Priddy). Dr. Hoover added the need to consider what happens when contract negotiations reach an impasse (and create a solution that prevents disruptions to the school year).

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 20 Oct 2008 23:00:32 +0000

Posted by Heather 1:40pm-2:30pm State Board of Education Mary Jean Ryan Ms. Ryan began by giving a brief presentation on CORE 24, highlighting the flexibility of the framework to accommodate students on all paths. This framework is contingent on funding, and the SBE won't implement it without those dollars. Ms. Ryan also emphasized the need to students to have adequate time in school to master all requirements. Adequate time may mean more periods in a day or being able to demonstrate proficiency through an assessment of some sort. She then segued into the High School and Beyond Plan, mentioning Navigation 101. Chair Grimm asked for more information about Navigation 101. Ms. Ryan gave a brief explanation of the program, and Chair Grimm said it sounded like "tracking" students. This caused a small uproar among Task Force members, who clarified the program is about helping students weigh their post-secondary options, rather than set them on a path based on test scores or GPA. Ms. Ryan said to implement CORE 24 effectively we need to provide enough time, funding, materials and facilities for students. Rep. Priest asked if the SBE has projected the number of math and science teachers needed to support CORE 24. Ms. Ryan said they have not come up with hard numbers; the Professional Educator Standards Board is looking into that very issue. Supt. Kowalkowski asked about the financial implications of going to a six- or seven-period day. Ms. Ryan responded that they don't have a financial analyst and haven't costed it out. Dr. Bergeson added that Ms. Priddy will do that work for the SBE. Supt. Kowalkowski asked about providing more opportunities for students to earn college credit while in high school. Ms. Ryan said the SBE wants to expand those opportunities to kids, including International Baccalaureate, etc. Dr. Hyde asked a clarifying question about the CORE 24 implementation timeline, and if it would go into full effect by 2016. Ms. Ryan said CORE 24 would be fully implemented as the graduation requirement framework by 2016, except for certain math components, as long as the funding is there. Ms. Ryan then transitioned into the accountability work being done by the SBE. She didn't get too far before Chair Grimm asked how long before ineffective administrators are fired. Ms. Ryan explained struggling schools and districts would have two years after initial identification to improve. If no improvement is made in two years, a peer review team would assess the school or district and make a recommendation to the SBE. The recommendation may or may not include an administrative or staffing change. Ms. Ryan also clarified that this authority is not currently held by the SBE, and would need to be granted. There are also funding implications in this proposal. Ms. Ryan said the SBE is trying to finalize their proposal in time for the Task Force to incorporate into its proposal. Dr. Hyde asked about the number of schools identified as struggling, especially as compared to those schools identified under No Child Left Behind. Ms. Ryan said the number was small, especially in comparison to the "exploding dog" that is NCLB (no joke, her words). Chair Grimm raised concern over giving too much time to ineffective administrators, which can make an accountability system seem weak. Rep. Haigh added that struggling administrators need support, and expressed her doubts that local communities would give up their ability to elect local school boards (part of the SBE's accountability proposal). Ms. Ryan said the possible action taken by the SBE could be a range and not necessarily a progression. She also hears Chair Grimm's concerns over too much time passing before action is taken. Dr. Bergeson brought up that the Legislature put into RCW a restriction prohibiting the superintendent of public instruction from intervening in schools. Chair Grimm brought up the funding realities the state will be facing in the 2009-11 biennium, and cautioned the SBE to consider this when making their recommendations (especially CORE 24). It might make more sense for the SBE to list priorities in their proposals. Ms. Ryan countered that strong high school preparation requires offering a variety of courses and options, because we have students with a wide variety of needs.

LIVE BLOGGING: Basic Education Finance Task Force Meeting

viking — Mon, 20 Oct 2008 23:26:23 +0000

Posted by Heather 2:40pm-3:30pm Washington Learns Update Judy Hartmann, Governor's Executive Policy Office Ms. Hartmann provided a review of the Washington Learns report, including the five principles of change within the report. The five principles are: 1. Share accountability for continuous improvement 2. Tailor education to fit the needs of individuals 3. Bring creativity into the classroom 4. Engage parents, communities and private partners 5. Commit the necessary human financial resources Ms. Hartmann ran through the strategies included in the report. She was running through the laundry list of strategies and received a question from Chair Grimm when she got to expanding alternative routes for math and science teachers. Chair Grimm asked for more clarification on the routes, including whether candidates received pedagogical training. Ms. Hartmann gave more information, and candidates in these alternative route programs do receive pedagogical training, typically through an institution of higher education. We then returned to the laundry list -- the good news being that much of this list is in progress, rather than on standby. Ms. Hartmann said the path forward includes three items: 1. A system of shared accountability that is transparent, incentive-based and built on the principles of shared responsibility and continuous improvement 2. A redefinition of basic education, designing a funding structure to support the new definition, and making a significant down payment toward the goals 3. Design a 10-year implementation strategy Adjournment at 3:30pm.

Early Learning Advocates...We Need Your Input!

viking — Mon, 20 Oct 2008 23:41:38 +0000

Posted by Molly

The achievement gap is probably one of the single most alarming issues facing public schools today. Research shows that closing the achievement gap requires closing the school readiness gap. However, we can’t close the preparation gap – and help all children be successful in school – without better understanding the magnitude and nature of the gap which is why a Kindergarten Readiness Assessment is essential.

The good news is that progress is being made! The Legislature directed the Office of Superintendent (OSPI) to work with the Department of Early Learning (DEL) and Thrive by Five Washington (Thrive) to design and pilot a common statewide approach to assessing entering kindergartners’ skills and knowledge upon entering Kindergarten as a strategic way to address the achievement gap epidemic.

As a part of their overall work, The OSPI, DEL and Thrive created a statewide survey about the kindergarten assessment process in Washington State.

This survey allows you - educators, families and early learning stakeholders – to be involved in the process and make your preferences and opinions for a statewide kindergarten assessment process in Washington State known! I encourage everyone to take some time and fill out the survey. http://www.del.wa.gov/development/kindergarten/readiness_plan.aspx

Re-elect an Education Champion

viking — Tue, 21 Oct 2008 21:42:08 +0000

Posted by Chris Our next governor must be committed to building an education system that prepares every student for life after high school, whether it's college, job training or work. For education voters, the choice is clear: re-elect Governor Chris Gregoire. In Governor Gregoire's first term, she proved to be a hands-on, tenacious advocate for education. She seized every opportunity to make children and education her top priority. Under her leadership, Washington State:

Invested in high-quality early learning opportunities and all-day kindergarten to help every child read by third grade;
Ensured that 84,000 more children have access to health care;
Fully funded voter-approved initiatives to lower class sizes and boost pay for educators; and
Added 10,000 new enrollments at our state's colleges and universities and increased financial aid to open the doors of opportunity for more young people.

Nearly 30 years have gone by since our state updated our K-12 finance system. Under Governor Gregoire's leadership, we're finally on track to reform and fully fund Washington's schools to prepare all students for today's global economy. Make Washington schools among the very best in the nation. Re-elect Governor Chris Gregoire!

Seattle P-I: No on I-985

viking — Thu, 23 Oct 2008 17:08:02 +0000

Posted by Michael The Seattle P-I Editorial Board opposes Initiative 985. Here's an excerpt: In this economic era, we can understand how people might be so eager to cut their tax bills that they would even want to trim school levies. But would people want to cut money for education and still pay the same taxes? That prospect -- less for schools with no tax cut in return -- is one of the frightening aspects of Initiative 985, the impatient person's poorly considered scheme for addressing traffic congestion by throwing money from all over the state mainly at the problem in the Puget Sound area, probably not achieving much positive and making congestion worse in places. Initiative 985 would divert an estimated $290 million in the next biennium from the state's general fund, which pays for public schools, health care, law enforcement, higher education and other services, into a new traffic congestion relief account. Yes, it would come out of that general fund, the one already facing a $3.2 billion shortfall. Click here to read the rest of the editorial.

Lisa Macfarlane - Majority Owner

viking — Fri, 24 Oct 2008 17:49:03 +0000

Lisa has a new name around this office - Majority Owner. This month Lisa is featured in Seattle Magazine's 2008 Power List. Honestly, we can't say we're surprised - although Lisa is gonna kill me when she sees this blog post. Here's what Seattle Magazine had to say:

The history-making election may be dominating national headlines and dinner conversations around the country. But we looked at the year’s local headlines—and behind them—to ferret out the people who are changing the landscape and driving conversations in Seattle and the greater Puget Sound region.

EDUCATION Majority Owner Lisa Macfarlane, director of external affairs, the League of Education Voters Bio: The 52-year-old New Jersey native got involved with school levy issues in 1995 following the fourth failure of a Seattle school levy and bond campaign, due to a requirement that such measures pass by a 60 percent margin. The following year, when a levy failed with 58 percent of the vote, Macfarlane says, “I was seeing red. I ripped the hose off at the gas station and drove to the [Schools First] campaign office,” she recalls. She took leave from her job to help rerun the levy campaign, and has worked on every levy campaign since. By 2000, she and Nick Hanauer founded the League of Education Voters (LEV). Why she’s on the list: Macfarlane, along with her LEV colleagues and the powerful state teachers union, helped pass House Joint Resolution 4204, the constitutional amendment that enables school levies to pass with a simple majority. (Bonds still require a 60 percent margin.) After years of lobbying, HJR 4204 squeaked through Olympia with the required two-thirds majority in both chambers. The legislation was ratified by voters last November, but again, just by a hair. It relied on absentee ballots to get it over the top. “We won in overtime,” says Macfarlane. Biggest influence: Her days in the late 1970s when she was a VISTA volunteer at a maximum-security juvenile correctional facility in South Carolina. “I know what happens to kids when they don’t get opportunities,” she says. Steve Hansen Click here to read the article.

The Education Champ v. the Slacker

viking — Fri, 24 Oct 2008 18:49:44 +0000

[youtube=http://www.youtube.com/watch?v=Nc7MA5e93-Q] As you know the governor's race is close and for education voters, the choice is clear: re-elect Governor Chris Gregoire. Our next governor must be committed to building an education system that prepares every student for life after high school, whether it’s college, job training or work. The League of Education Voters PAC funded a video about the Education Champ, Governor Chris Gregoire, and the Slacker, Dino Rossi. The video pokes fun at Dino's claim to the "change" message, yet he doesn't have any ideas to improve education. Gov. Gregoire is the one talking about funding schools to lower class sizes and pay teachers better. We've posted the Champ v. the Slacker video on Youtube. Please send it around - and VOTE FOR CHRIS ON NOV. 4th!

Acheivement Gap (HB 2722) meeting recap

viking — Tue, 21 Oct 2008 18:03:29 +0000

Last week, the HB 2722 Advisory Committee met in Tacoma to continue discussion of their proposal on closing the African American achievement gap.

The committee’s Best Practices workgroup came up with five goals to be included in the committee’s proposal to the Legislature. 1. Increase the on-time graduation rates of African American students by 10 percent a year, to achieve 100 percent by 2018. 2. Reduce the dropout rate of African American students by 10 percent a year, to eliminate dropouts by 2012. 3. Increase by 50 percent the number of African American students entering higher education or other post-secondary opportunities, without needing remediation, by 2014. 4. Ensure proportional representation of African American students enrolled in all special programs (including special education and gifted programs) by 2014. 5. Provide all 3- to 5-year-old African American children with high-quality, academically focused early childhood educational opportunities by 2018. Attached to each goal are strategies for meeting the goals. Committee members discussed the goals and made suggestions for change. Some members wanted to increase the urgency of Goal 1 and 2, changing the rate of increase from 10 percent to 25 percent. There was also a push to include in Goal 1 the idea that students not only graduate from high school, but graduate college and work ready. After discussion of the goals, Edie Harding and Warren Smith from the State Board of Education made a presentation about the accountability plan being developed by the Board. Committee members provided feedback that they want to see more of a “stick” to get districts to improve, rather than having a plan based on voluntary participation. Finally, Federal Way Superintendent Tom Murphy and former Clover Park Superintendent Doris McEwen Harris presented on leadership in closing the African American achievement gap. Both spoke pointedly about happenings in their districts and how leadership has and will continue to help close the achievement gap. The committee’s next meeting is November 20th at City University’s Renton Campus.

SBE System Performance Accountability recap

viking — Wed, 22 Oct 2008 19:45:16 +0000

The State Board of Education's System Performance Accountability workgroup met Tuesday in Renton. The SBE's accountability proposal was on the table, and the workgroup attempted to reach a consensus. Before reviewing the proposals, workgroups members shared the feedback they have received from stakeholders. Reciprocal accountability and funding were two of the most cited concerns, trailing well behind "receivership" -- nearly the word of the day. Stakeholders also shared their value of balancing accountability and intervention with recognition of success. Next, Pete Bylsma recapped his accountability index proposal. This proposal includes the matrix the SBE would use to determine the performance level of schools and districts (exemplary, good, acceptable, struggling, priority). The index would be calculated annually, and there was concern from workgroup members that a fluke year (good or bad) could skew the index score of a district of school. Mr. Bylsma acknowledged that is possible and responded the SBE could elect to modify how the index is calculated. Mr. Bylsma then moved into the recognition system, which workgroup members seemed to generally support. Questions rose over schools/districts receiving recognition for doing well in one area of the index (ex. Reading WASL scores) while performing poorly in all others. Some thought providing a pat on the back sent the wrong message to schools and districts, while others argued encouragement is necessary to keep up morale. Some workgroups members advocated for recognition of successful schools and districts so they may serve as models to other schools and districts. Other concerns were raised about the weighting of inputs in the index and the cut scores for each tier. Some thought graduation rates and achievement should be weighted more. Janell Newman of OSPI then gave a brief presentation on OSPI's Summit program, a voluntary support program for struggling schools. This was followed by a presentation of Mass Insight's proposal on school and district turnaround (via the Innovation Zone). Andy Calkins of Mass Insight began by showing how this proposal will mesh with efforts already in place in Washington, and why the state should do both. Academic receivership came up again and certain people in the room began to tense up. Meghan O'Keefe of Mass Insight said this term can be changed. Some questions were brought up about the need for the Innovation Zone if the state already has the Summit program, which has proven effective. There was then a slightly heated discussion about intervention options related to local school boards (reconstitution, restructuring and takeover), along with possible mayoral takeover of districts. The idea of "academic watch" surfaced, which would be comparable to the "financial watch" system used by the state. In this sort of system, the state works with districts to make improvements with the understanding that if things don't change, a leadership change will be made. Workgroup members preferred this model, where accepting assistance is the requirement rather than mandated intervention strategies. A draft accountability system is supposed to be presented at the full Board meeting in November. We'll have to wait and see if that remains the case. Check out the agenda for the November 5-6 meeting here. Go here to see a flowchart of how schools and districts would move through this accountability system.

PESB Task Force recap

viking — Thu, 23 Oct 2008 20:15:21 +0000

The Professional Educator Standards Board Task Force on Ensuring an Adequate Supply of Well-Qualified Math and Science Teachers met Wednesday morning to continue its work in figuring out how to address Washington's math and science teacher shortage. Featured presenters included representatives from Teach For America, The New Teacher Project, school districts and the Center for Teaching Quality. Ify Offor, vice president of new site development for TFA, presented to the Task Force, followed by Ariela Rozman, CEO of TNTP. This was the only part of the meeting I was able to attend; the presentations were informative along with the following Q-&-A sessions. The big issues for Task Force members were cost, retention and feasibility. Jennifer Wallace said quite plainly that there are no statutory barriers to TFA coming to Washington. TNTP is hired as a consultant by districts, states and universities, so no barriers exist to its being hired by Washington stakeholders. Check out the meeting materials here for some interesting reads. Click on the following links to learn more about TFA and TNTP.

SBE meeting preview

viking — Fri, 31 Oct 2008 17:21:44 +0000

The agenda and support materials for next week's State Board of Education meeting are up on the Board's website. The meeting will be held at Highline Community College and is scheduled to run 9am-5pm on Wednesday, Nov. 5th and 9am-3pm on Thursday, Nov. 6th. Items on the agenda include: - Proposal to create a CORE 24 Implementation Task Force, whose purpose would be (you guessed it) to look at implementation issues and advise the SBE accordingly. Action Item - Release of the much-anticipated (by me, anyway) High School Transcript Study. - Presentation on the Math K-8 Curricular Review and recommendations. Action Item - Discussion of the draft system performance accountability framework (a meaty item to be sure). Action Item - Update on the science standards review. We'll be there next week, and posting updates as we go.

10 reasons to vote NO on Initiative 985

viking — Mon, 03 Nov 2008 21:02:16 +0000

Posted by Michael The Seattle Times Editorial Board lists 10 reasons to vote NO on I-985. Reason #7 should make every education voter want to reject I-985: No. 7 — I-985 zaps the general fund to pay for congestion relief. Result: Further cuts in education and health care. View the entire list here.

We’re urging voters to send an education champ to Olympia

viking — Thu, 16 Oct 2008 20:44:43 +0000

We're urging voters to send lawmakers to Olympia who are committed to building an education system that prepares every student for life after high school, whether it's college, job training or work. In the 28th Legislative District, voters have the opportunity to send a strong advocate for public education to the State Senate. Debi Srail is the best choice for education voters. Debi Srail for State Senate (D-University Place) www.debisrail.com A long-time teacher and education leader, Debi Srail will bring to the Senate a lifetime's experience working and raising a family in University Place. Debi and her husband John, an Army veteran, educated each of their three children in University Place public schools. Debi earned master's degrees in both teaching and public administration, and now specializes in teaching students in alternative programs at Curtis Junior High & High School. Debi Srail has the expertise to get results on education reform in Olympia. She will fight for the state to fulfill its Constitutional responsibility for public education -- and reduce reliance on local property tax levies. Stay tuned next week for an additional message about our endorsement of Gov. Chris Gregoire and opposition to I-985, an initiative that is neither good for schools or transportation. Lisa Macfarlane League of Education Voters

Send education champs back to Olympia

viking — Fri, 17 Oct 2008 20:46:19 +0000

We're urging voters to send lawmakers to Olympia who are committed to building an education system that prepares every student for life after high school, whether it's college, job training or work. Rep. Geoff Simpson, running for re-election to the State House Position 1, and Rep. Pat Sullivan, running for re-election to the State House Position 2, are the best choices for education voters. Rep. Geoff Simpson (D-Kent) www.votesimpson.com A career firefighter and former city councilmember, Rep. Simpson has served four terms in the legislature. As chair of the Local Government Committee, he has focused on improved public safety and open government. He has demonstrated consistent support for children and public education with his votes for children's health, education reform, better school funding and increased post-secondary education opportunities. Families can count on Rep. Simpson to fight for what matters most: affordable health care, good jobs, a strong economy and an excellent public education system. Rep. Pat Sullivan (D-Covington) www.votepatsullivan.com As a former mayor, father, youth sports coach, and PTA volunteer, Rep. Sullivan has a proven record of accomplishment and leadership. He has joined a bipartisan team of legislators on the Basic Education Finance Task Force to develop a bold proposal to reform and fully fund Washington's schools. It's called the Model Schools Proposal and is available at www.whatittakesforkids.com. Parents, teachers and school advocates seek out Rep. Sullivan because he has a track record of listening carefully and bringing people together to work on the priorities of his community and state. Stay tuned next week for an additional message about our endorsement of Gov. Chris Gregoire and opposition to I-985, an initiative that is neither good for schools or transportation. Lisa Macfarlane League of Education Voters

What’s your Trick or Vote costume?

viking — Thu, 23 Oct 2008 20:49:24 +0000

The League of Education Voters has partnered with The Washington Bus to host Trick or Vote. It's the largest non-partisan get-out-the-vote canvass...in costume on Halloween. Next Friday, October 31, hundreds of volunteers, parents and children, will meet on Capitol Hill to do a quick training and get ready to Trick or Vote in youth-heavy neighborhoods around Seattle. The first wave of Trick or Voters will meet at 3:30 PM, and the second group will meet at 5:30 PM. Volunteer to Trick or Vote! Our goal is to knock on 8,000 homes in the Seattle area. We want everyone to VOTE and vote all the way down the ballot. Local races have a huge impact on all our lives and they are determined by only a few hundred votes. Remember, the 2004 gubernatorial election was decided by just 133 votes and last year's simple majority for school levies was another close one. Need help on those charter amendments? Here's an easy way to vote on all the races and measures on your ballot. The Progressive Voters Guide lists the endorsements and positions of eighteen organizations who are working to promote education, social justice, the environment, and health care in our state. Check it out! Let's set another record Washingtonians set a new state record this year by exceeding 3,515,000 registered voters. Secretary of State Sam Reed predicts 83 percent of registered voters could participate in this election. But that still doesn't break the 85 percent turnout record that's stood for more than 60 years. You can help Washington break the record by signing up to Trick or Vote! Thanks for voting in this election, Bonnie Beukema Deputy Director

A subtle reminder from your friends at LEV: VOTE!

viking — Mon, 03 Nov 2008 23:53:45 +0000

The big day has arrived. Tomorrow we as a nation will make history. Millions more than ever before are expected to take part in our democracy. We as a state cannot risk moving behind as our country moves forward. So, please remember to vote - and VOTE FOR GREGOIRE. Gov. Gregoire will keep us moving forward - and continue to be a champion for kids and schools. Don't know where to vote? Go here: www.canivote.org. Want to volunteer for Gregoire? Go here. Remind your friends. Remind your neighbors. Remind people on the street. VOTE TOMORROW!

Becoming Senora Wallace: Several reasons to be nervous

viking — Wed, 05 Nov 2008 00:18:01 +0000

It’s a difficult day to concentrate. Shouldn’t Election Day be considered a national holiday? It gives me goose bumps just thinking about this afternoon and evening when the results roll in! I’ve never considered myself very “political” (especially compared to my fellow LEVitators), but if there’s ever been a time to tune into politics, this is it. What’s most nerve-racking yet invigorating is that the implications of this election transcend the perceived boundaries of the political world. Oh, yes… and to add to the madness of today, I had my interview at Seattle U. With that behind me, I am really playing the waiting game. Fortunately, it wasn’t as scary as I had anticipated. I sat anxiously around a conference table with four other female candidates and two SU faculty members. Each candidate had just two minutes to describe what qualities she’d bring to the teaching profession and the anticipated challenges of being a teacher. The part I dreaded the most was the group interview. When I applied to be an Resident Assistant at the University of Oregon, our group interview involved building a model of diversity out of Tinker Toys. Today’s interview was more of a civilized conversation than anything. Thankfully there were no Tinker Toys or Legos involved. Up next: UW’s pre-interview info session on Thursday. I’ve never attended a pre-interview meeting before. Should I be worried?

LIVE BLOG: SBE Meeting

viking — Wed, 05 Nov 2008 18:35:35 +0000

9:20am-10:10am

CORE 24 Implementation Task Force

Steve Dal Porto

Jack Schuster

Dr. Kathe Taylor

Linda Lamb had questions about online learning and how those credits may count toward graduation. This should be addressed by either the whole Task Force or a subgroup.

Mr. Schuster responded that OSPI is looking into online courses.

Ms. Lamb also wanted to tweak the language around the ITF a little to say something like, "up to the level needed for six-period equivalency."

Amy Bragdon wanted to emphasize the need for educators with experience working with "average" kids, as educators who work with special education and gifted students are explicitly requested.

Mr. Dal Porter said the emphasis is on all kids, we just wanted to include language emphasizing student groups with some more specialized needs.

Ms. Bragdon also asked about the implementation, citing concerns over requirements taking effect too soon if students aren't aware of them and districts aren't able to accommodate them.

We ended up back on the six-period day issue (addressed in a footnote of the ITF proposal) and it seemed to be confusion over what the SBE is saying about periods in a day. Before cutting the line completely, Ms. Lamb advocated keeping some language about a six- or seven-period day, so as to prevent the Legislature from not funding enough periods for students meet CORE 24 requirements.

Dr. Sheila Fox reminded the SBE about increasing high school graduation rates and how CORE 24 can impact that. She specifically referenced more non-traditional students (eg. students with 504 plans, in juvenile justice programs, who are pregnant).

Steve Floyd raised the issue of funding. Mr. Schuster and Mr. Dal Porto pushed back saying it's the role of the ITF and SBE to put forward recommendations to the Legislature regardless of whether or not the Legislature provides the funding. Mr. Floyd clarified his question: if the ITF comes up with a certain number of recommendations, will it be able to attach dollar amounts to the recommendations? Mr. Dal Porto said the ITF can ask for support from experts in those areas.

Eric Liu mentioned that the SBE will be competing for funds with other groups in the upcoming legislative session. To help in this, the SBE needs to remain clear in its message and purpose.

Ms. Lamb said something about funding could be attached to some parts of the CORE 24 framework, even if the entire framework does not receive funding from the Legislature.

Ms. Bragdon circled back to her original concern, clarifying that she hopes actual classroom teachers are on the Task Force, not just representatives from organizations. Dr. Taylor said that is the intention.

Ms. Lamb then asked about how the Task Force will get to the capacity issue in subjects like math and science. Dr. Taylor said that would be another area in which the ITF would need to reach out to others (possibly the Professional Educator Standards Board).

Chair Mary Jean Ryan closed by saying the SBE will be advocating that CORE 24 be included in the definition of basic education and the recommendations of the Basic Education Finance Task Force.

Superintendent of Public Instruction Terry Bergeson came in just in time to comment on the ITF, which centered on the importance of CORE 24.

Warren Smith brought up the issue of urgency, and would like the SBE to be mindful of the current kids in the system.

10:10am-10:15am

*Surprise* Recap of Lorilyn Roller and Austianna Quick's presentation at the Washington Association of Student Councils Conference Phyllis Bunker Frank Lorilyn Roller Austianna Quick

Ms. Roller and Ms. Quick spoke to student leaders about CORE 24 and were encouraged by what they heard. Ms. Frank said students at the conference were glad to hear CORE 24 requirements would not be implemented immediately, but phased in.

LIVE BLOG: SBE Meeting

viking — Wed, 05 Nov 2008 20:11:58 +0000

11am-11:50am

High School Transcript Study

Dr. Duane Baker, BERC Group Inc.

Dr. Candace Gratama, BERC Group Inc.

Study wanted to see if high school graduation requirements impacted whether students enrolled in postsecondary education. Sample high schools similar to total high school population.

Half (49 percent) of students in the sample had the basic credit requirements established by the Higher Education Coordinating Board for four-year colleges.

Chair Ryan asked if some of the largest districts in the State were included in the sample. Mr. Baker said all districts in King Country represented. Chair Ryan raised the recent news from Seattle Public Schools that only 17 percent of recent high school graduates had the minimum credits to a four-year college.

Other findings:

-About two-thirds of students took enough math credits to meet the four-year college minimum (three credits) in districts with two- and three-credit math requirements.

- About 90 percent of students took enough science credits to meet the four-year college minimum (two credits, including one lab) in districts with two- and three-credit science requirements

- Of students who were not eligible to apply to four-year colleges, most were deficient in math and world language credits

- In their senior year, about a third of students took less than a full course load, a third took a full course load (mean 6.4 periods), and the last third took more than a full course load.

- Two-thirds were taking math in their senior year

- Half were taking science in their senior year

- A quarter were taking a world language in their senior year

- A fifth were enrolled as a TA in their senior year

- More than 90 percent were taking English and social studies in their senior year

- A fourth of students had taken high school math and 6.5 percent had taken a world language course prior to 9th grade

Dr. Baker pointed out that there was variance between districts on what credit was awarded for the same course, and the cross-credit award for certain courses.

Dr. Gratama said the students who took more than a full course load were in Running Start, morning fine art classes or credit recovery classes.

Mr. Dal Porto asked if TA credit can be broken out by subject, and Dr. Gratama said no, districts dont differentiate on the credit.

The SBE will come back to this study tomorrow.

LIVE BLOG: SBE Meeting

viking — Wed, 05 Nov 2008 22:06:36 +0000

11:55am-12:50pm

Highline Big Picture High School's Request for a Waiver from Credit-Based Graduation Requirements

Jeff Petty, Big Picture High School

Carla Jackson, deputy superintendent, Highline School District Brad Burnham

If the SBE grants the waiver, Big Picture will report to the Board annually.

At Big Picture, there are no classes. Students participate in internships Tuesdays and Thursdays.

Mr. Dal Porto asked about the competencies used at Big Picture. Mr. Petty said they use a system developed in Oregon, and all of Washington's EALRs are incorporated into the competencies.

Mr. Dal Porto asked if Big Picture students are meeting all math standards. Mr. Petty answered, yes, just not in classes. Dr. Bergeson asked: how does Big Picture measure mastery? Mr. Petty answered: by evaluating their portfolios.

Then two students from Big Picture spoke about their experiences.

LIVE Blog: SBE Meeting

viking — Wed, 05 Nov 2008 23:03:08 +0000

1:30pm-2:20pm

Report from the Strategic Teaching on OSPI Math Curricular Menu Findings and Board Draft Recommendations

Steve Floyd
Edie Harding
Linda Plattner, consultant, Strategic Teaching

A summary of Ms. Plattner’s presentation: Strategic Teaching’s work verifies the work of OSPI, although Strategic Teaching does have slightly different recommendations in curricula than OSPI.

OSPI

Strategic Teaching

Elementary School

Math Connects (K-5)

Bridges (K-5)

Math Connects (K-5)

Math Expressions (K-5)

Middle School

Math Connects (6-8)

Holt (6-8)

Math Connects (6-8)

Holt (6-8)

Prentice Hall (6-8)

The SBE will vote on Strategic Teaching’s report and findings tomorrow, and if approved, would send its recommendations to OSPI. OSPI would then have time to reevaluate its curricula review and respond to the SBE in 2009.

Dr. Bergeson brought up that districts receive funds for curriculum materials on a longer cycle than is reasonable. Mr. Dal Porto also brought up that even if certain curricula become recommended, it will take time (a few years) for those curricula to be present in classrooms. The SBE needs to figure out what to do for schools in the interim.

(The room has gone from pretty full before lunch to packed after lunch)

2:20pm-2:50pm

Public comment

Representative from Bridges to Mathematics – in defense of Bridges
2 representatives from the White River School District – in defense of Bridges
Representative from Where’s the Math – in support of Strategic Teaching’s recommendations, against Bridges
Representative of Pearson Education – advocating examination of additional Pearson curricula
Representative from Clover Park School District – concerns over Strategic Teaching’s proposal as it only focused on a few grades

Trish Dziko, Technology Access Foundation – in support of Accountability Index

- We need to hold adults accountable, since we’re holding kids accountable

- Look beyond AYP, and examine which kids in struggling schools aren’t passing the WASL

LIVE BLOG: SBE meeting

viking — Thu, 06 Nov 2008 00:18:17 +0000

2:50pm-2:55pm Presentation on school funding Rep. Ross Hunter Rep. Hunter began by thanking the SBE for approving CORE 24. He then went on to advocate for an accountability system. Not only do we need to give every student the chance to succeed, we need to hold schools accountable for that success. Rep. Hunter added that an accountability system goes hand-in-hand with a new funding model. Short break before the big topic of the day 3:10pm-5:10pm Draft Policy Framework for Accountability Concepts Dr. Pete Bylsma, consultant to SBE Andy Calkins, Mass Insight Meghan O'Keefe, Mass Insight Edie Harding Dr. Bylsma ran through the Accountability Index again, as a refresher to the SBE. Ms. Frank asked about differentiating between alternative and traditional schools in the struggling tier. Dr. Bylsma explained that alternative schools would not be held to a different standard, but were separated out for informational purposes. Mr. Calkins waxed poetic about the purpose of school intervention and turnaround, and then Ms. O'Keefe went into some detail about the proposed intervention strategies (namely the Innovation Zone). For more detail on this, check out my previous post and read this SBE overview. Now for discussion... Dr. Fox is concerned about the "hammer" language still present in the proposal. She is doubtful of the need for the Innovation Zone, because of its heavy-handed language and cost. We haven't gotten to the point of looking past heavy-handed interventions to offering support. Ms. Lamb focused on the "reciprocal accountability" language in the Mass Insight proposal, saying the description is vague. She asked about tracking cohorts instead, to measure year-to-year growth. Ms. Lamb also wants to clarify the goals of any recognition system. Mr. Liu said he hears "reciprocal accountability" to go beyond just students and teachers, but also includes community members, parents, businesses and non-profit organizations. Mr. Dal Porto asked about the timeline for finalizing the accountability system. On to public comment... Martha Rose Laffey, WSSDA - concerns over local control in intervention process - Wants control to remain with local school board, training for school board members, and school board involvement in peer review - Questions over whether State can put elected officials in binding conditions - Supports Option A before the Board Mick Miller, Deer Park School District - encourages SBE to take time to talk to practioners; need to inform practioners in the State about CORE 24; concerns over timeline of accountability system Charles Hoff, former school board member and superintendent - need to get more parents involved in their children's education Holly Williams, school board director, Evergreen Public Schools - release the spreadsheets, formulas and data so public can get a better understanding; if SBE proceeds with the Innovation Zone, make it available to all Priority schools and districts Kay Brader, school board member, Prosser School District - accountability system must be easy to understand with clear roles for all involved parties Kim Howard, Washington State PTA - need to be able to communicate to parents any accountability system; change Accountability Index to 1-5 scale, instead of 0-4; allow for fractional points to be awarded in Index Mary Lindquist, WEA - latest proposal addresses many (but not all) of WEA's concerns; good to have partnership between stakeholders in accountability system; must secure funding for these changes Alan Spiciatti, Highline Public Schools - encourages use of multiple years of data in accountability system; need alignment between federal and state accountability systems; encourage internal accountability Kathleen Anderson, school board member, Coupeville School District - layer new system on top of current system; need accountability to be part of funding system, not an add on Larry Ehl, Partnership for Learning - interventions should not be opt-in Lisa Macfarlane, LEV - need to reform and fund our schools; need to support schools in the creation of intervention proposals

LIVE BLOG: SBE meeting

viking — Thu, 06 Nov 2008 17:30:30 +0000

We're back for the second day of the SBE meeting. 9:50am-10:30am Funding Proposals for Basic Education and K-12 Funding Edie Harding Brad Burnham Ms. Harding and Mr. Burnham first gave brief run-through of the four proposals going before the Basic Education Finance Task Force. Then we segued into discussion of funding for CORE 24. In funding calculations, the SBE is presuming a full-time student would attend school for 6 hours each day and a full-time teacher would teach for 5 hours and have 1 hour of prep time. Ms. Lamb raised concerns over counseling and suggested the term "advisory" be used, to avoid certification issues. Ms. Frank said she would like more specific language about counseling, citing Navigation 101 as an example for districts to consider.

LIVE BLOG: SBE Meeting

viking — Thu, 06 Nov 2008 19:01:20 +0000

10:40am-11:30am Update on Science Standards Review and Science End of Course Assessment Study Kathe Taylor Rodger Bybee, Heil and Associates Kasey McCracken, Heil and Associates After giving an overview of national trends in science end of course assessments, Mr. Bybee and Ms. McCracken made the point that EOCs are a better measure of depth and knowledge but their use can lead toward narrowing of science course offerings. They also said that with the proposed increase in science credits for graduation, districts could choose between EOCs (rather than State saying specific subjects must be tested). EOCs would demand greater statewide consistency in course offerings, but they could raise tensions in regard to local control. Mr. Bybee said EOCs tend to be "medium" stakes assessment, where EOC grades are factored into course grades and/or put on transcripts. Research also suggests EOCs benefit students and teachers (including increased rigor and clarified content). Ms. Lamb shared that WASL scores previously were listed on transcripts, but the Legislature removed them. Ms. Fox said moving to EOCs may require professional development for teachers, as many grade students on factors other than content mastery (attitude, participation, etc). Mr. Floyd asked if any EOCs in existence build on skills and knowledge gained in previous course. Ms. McCracken indicated she knew of none. Dr. Bergeson made a comment that related (I think) to concerns over narrowing course offerings (probably to biology, chemistry and physics). Professional development was suggested as part of the solution. 11:30am-12pm Public Comment Martha Rice, WSSDA - concerns about unfunded mandates and CORE 24 being an unfunded mandate; does not want CORE 24 implemented with only partial funding; a pilot program may be the way to go Bob McMullin, AWSP - take time with accountability work; ensure Accountability Index identifies the truly struggling schools; "go slowly to go fast" Sandra Hill, Pasco School District - thinks accountability is good; should not use WASL as indicator in Accountability Index, ELL students are negatively impacted; thinks Innovation Zone mirrors OSPI's Summit Program; increase funding for intervention programs so all schools can benefit Mack Armstrong, WASA - "slow down so we can speed up;" moving too quickly will bog down the system; need to co-own the transition Elena Wade, Reichert McGraw Hill - disappointed in low marks given to Everyday Mathematics

LIVE BLOG: SBE Meeting

viking — Thu, 06 Nov 2008 22:42:18 +0000

1:10pm-2:25pm

Business Items

Policy Framework for Accountability

Chair Ryan said the Board still has a lot of work to do in regard to the accountability framework. In light of other things going on in the State, namely the Basic Education Finance Task Force, the Board doesn't have the time to wait to put something forward. The SBE doesn't need to get super detailed; we could put forward the principles and concepts of the desired accountability system.

Dr. Bergeson agrees. Mr. Floyd brought up what Rep. Hunter said to the Board yesterday (to get something passed, he needs the SBE to have a framework), and supports the idea of putting forward a framework. Ms. Bunker agrees on putting forward a framework in January. Mr. Dal Porto sees value in putting together a framework and having more time to work on the details.

Ms. Fox likes the idea, but wanted to clarify whether the Board would vote on principles brought to the January 2009 meeting. Chair Ryan would like to have further discussion today on some of the principles to include in the draft framework. Mr. Smith is mindful of the balance between urgency and correct implementation, and supports putting forward a framework.

Ms. Bragdon raised concerns over the Accountability Index indicators, and Chair Ryan thought all members had concerns around the indicators but agreed an index is necessary.

Dr. Bergeson launched into her big ideas. She started by saying the SBE needs to get accountability into the work of the BEFTF, and include supports for school and staff. Dr. Bergeson wants to run the Accountability Index created by Mr. Bylsma on "real" schools to indicate something (not sure what). Then she asserted the SBE needs intervention authority so the State can step in when districts continue to fail and refuse voluntary assistance.

Chair Ryan summarized: accountability needs to be included in basic education, there needs to be an index, supports for schools and districts, academic watch.

In Mr. Dal Porto's proposed idea, "academic receivership" is gone and there is a presumed system of to identify and support struggling schools. If schools/districts continue to struggle after a certain period of time, the State works with the district to create an intervention plan, which is ultimately approved by the SBE. OSPI is then responsible for working with the district to implement the plan. The SBE remains involved by monitoring the progress of the district, and must report to the community the details of the plan and results.

Mr. Smith has concerns about the term "academic watch," and would prefer a term that better expresses what is going on (something more student-centered). The constant monitoring suggested by Mr. Dal Porto has financial implications, so we need to think about that. Mr. Dal Porto clarified that OSPI staff would monitor and then report to the SBE the progress of the district's plan.

Mr. Liu expressed concerns over what he was hearing. He thought the Board was getting too much into details and not speaking enough about principles of a proposed accountability system.

>>After some struggle in trying to figure out a process of continuing with the topic, we went back into order of hand raised.<<

Ms. Lamb said she agrees with the proposed framework until getting into the details (causing laughs all around). She feels the system should allow for drilling down in struggling schools and districts to see what is causing schools/districts to struggle and then target those causes. At the heart of Ms. Lamb's statement was that the State shouldn't come in and try to tell local boards what needs to be done.

Dr. Bergeson shared with the room that she believes in local control, and teachers. Then she said something about needing more money. Dr. Bergeson moved on to No Child Left Behind and pontificated about the problems she sees with it. Chair Ryan interrupted to try to get back on track. Dr. Bergeson then spoke about thinking with the end in mind.

Dr. Baca brought it back to the kids, saying there remains a sense of urgency.

Ms. Bragdon said she is coming to this from the perspective of a teacher, and does not like "academic watch." She would like to see more resources available to schools and districts before putting them on academic watch, to prevent having to watch schools/districts fail kids for a certain number of years before really turning things around.

Mr. Vincent sees the framework as putting in place a system of constant improvement, instead of just addressing the worst of the worst.

Ms. Fox thinks the function(s) of the Accountability Index needs to be clear. She sees the functions as providing feedback to schools, identifying schools that need help, and driving resources.

Chair Ryan agrees with Ms. Fox that the purpose of the Index needs to be clear. She also agrees with Ms. Bragdon and Dr. Baca on the sense of urgency around identifying schools and districts the Board would need to keep an eye on. And as Mr. Vincent pointed out, this should be a system of constant improvement. Chair Ryan also thinks the SBE is afraid of putting forward some of the harder hitting language. She wonders if the SBE wants to be able to approve intervention plans and have them be binding (which would require legislative action).

Ms. Frank does not think the SBE should be reviewing individual schools, but instead OSPI should and then offer recommendations to the Board.

Mr. Liu wanted to return to the principles of the framework. He sees the system, in the end, being about turning around the lowest performing schools.

Ms. Bragdon believes there does need to be some sort of 360 degree accountability, not sparing the Board or Legislature.

Ms. Harding said she would take the ideas shared by Board members and put together a one-page framework driven by principles and general elements.

Children and Education Winners in Election

viking — Fri, 07 Nov 2008 01:40:08 +0000

Children and schools were winners on November 4th. Governor Chris Gregoire will continue her work to build an education system that prepares every student for life after high school, whether it’s college, job training or work. Her re-election ensures that the work of the Basic Education Finance Task Force will receive the full attention it deserves. Voters solidly defeated Initiative 985, ensuring funding for schools will not be cut for transportation. For Superintendent of Public Instruction, Randy Dorn will unseat Terry Bergeson. We applaud Terry Bergeson’s twelve years of tireless leadership and dedication. We are confident the new superintendent will work for the best interests of children and schools. New Partners, Education Champs Elected Overall, 30 of 38 of our endorsed candidates won. Here are some races we’d like to highlight: Two new state senators will be important partners for education in Olympia. Senator-elect Fred Jarrett will be instrumental in developing a bold proposal to reform and fully fund Washington’s schools as a member of the Basic Education Finance Task Force. And, Senator-elect Kevin Ranker will work to restore the state’s responsibility for education funding. We’re excited to be working with two new voices for education: Tim Probst, a champion for career and workforce training, and Marcie Maxwell, a school board member and PTA leader. Rep. Skip Priest survived a strong challenge from another education leader, Carol Gregory. As a member of the Basic Education Finance Task Force, Rep. Priest will be a critical voice we need in the Republican caucus to ensure a bipartisan solution is found. We are watching two close races: Tim Knue, a teacher with more than three decades in the classroom, and John Driscoll in Spokane. The bad news, it looks like we’re losing a good friend, Rep. Don Barlow, a school board member from Spokane. And, Vickie Ybarra did not win in Yakima. But we will continue to work with both of these education advocates in their community. Stay tuned in the coming weeks as we gear up for the 2009 Legislature.

Election Results

viking — Fri, 07 Nov 2008 01:47:12 +0000

*Candidates BOLD are Endorsed by the League of Education Voters PAC *Last updated Nov. 6, 4:30 PM

Office	LD	Candidate 1	%	Candidate 2	%
Governor		Chris Gregoire	54.25%	Dino Rossi	45.75%
Superintendent		Terry Bergeson	48.76%	Randy Dorn	51.24%
Senator	1	Rosemary McAuliffe	59.71%	Dennis Richter	40.29%
Senator	3	Lisa Brown	75.35%	John Moyna	24.65%
Senator	4	Judi Owens	43.11%	Bob McCaslin	56.89%
Representative	6	John F. Driscoll	50.31%	John E. Ahern	49.69%
Representative	6	Don Barlow	47.66%	Kevin Parker	52.34%
Representative	8	Larry Haler	60.26%	Rob Welch	39.74%
Representative	10	Patricia J. Terry	45.69%	Barbara Bailey	54.31%
Representative	10	Tim Knue	50.40%	Norma Smith	49.60%
Senator	14	Curtis King	100.00%		0.00%
Representative	14	Vickie Ybarra	47.55%	Norm Johnson	52.45%
Representative	16	Maureen Walsh	72.45%	Dante Lee Montoya	27.55%
Representative	17	Tim Probst	56.65%	Joseph James	43.35%
Representative	17	Deb Wallace	62.08%	Micheline Doan	37.92%
Representative	21	Marko Liias	65.05%	Andrew Funk	34.95%
Representative	25	Rob Cerqui	48.53%	Bruce Dammeier	51.47%
Representative	26	Larry Seaquist	58.93%	Marlyn Jensen	41.07%
Representative	26	Kim Abel	48.23%	Jan Angel	51.77%
Senator	28	Debi Srail	46.40%	Mike Carrell	53.60%
Representative	30	Skip Priest	52.63%	Carol Gregory	47.37%
Representative	32	Ruth Kagi	100.00%		0.00%
Senator	34	Joe McDermott	100.00%		0.00%
Representative	35	Kathy Haigh	62.57%	Marco Brown	37.43%
Representative	37	Sharon Tomiko Santos	100.00%		0.00%
Senator	39	Fred Walser	43.05%	Val Stevens	56.95%
Senator	40	Kevin Ranker	59.82%	Steve Van Luven	40.18%
Representative	40	Dave Quall	100.00%		0.00%
Senator	41	Fred Jarrett	60.96%	Bob Baker	39.04%
Representative	41	Marcie Maxwell	53.03%	Steve Litzow	46.97%
Representative	43	Frank Chopp	87.80%	Kim Verde	12.20%
Representative	44	Hans Dunshee	61.55%	Larry Countryman	38.45%
Representative	44	Liz Loomis	51.28%	Mike Hope	48.72%
Representative	45	Roger Goodman	55.86%	Toby Nixon	44.14%
Representative	46	Phyllis Kenney	83.64%	John Sweeney	16.36%
Representative	47	Pat Sullivan	59.19%	Timothy Miller	40.81%
Representative	47	Geoff Simpson	53.68%	Mark Hargrove	46.32%
Representative	48	Ross Hunter	65.19%	Charles A. Lapp	34.81%
Senator	49	Craig Pridemore	62.74%	Tom Langston	37.26%

LIVE blogging from the Basic Education Finance Task Force

viking — Fri, 07 Nov 2008 22:35:37 +0000

We're LIVE blogging from the Nov. 10-11 Basic Education Finance Task Force work session. Here's the agenda that Annie Pennucci, Senior Researcher at the Washington State Institute for Public Policy, sent out: The Basic Education Finance Task Force will meet on Monday and Tuesday (November 10 and 11) next week from 9:00 a.m. to approximately 5:00 p.m. on both days. The meeting will be held Senate Conference Room A-B-C in the Cherberg Building on the Capitol Campus in Olympia. The agenda for the meeting is as follows: November 10 I. Call to Order, Dan Grimm, Chair II. Summary of Proposals Sponsored by Task Force Members, Annie Pennucci, WSIPP (View the summary document) III. Presentations by Task Force Members Sponsoring Proposals IV. Teacher Pay in Washington State: A Comparable Wage Update, Lori Taylor, Ph.D., Bush School of Government and Public Service, Texas A&M University V. Public Hearing VI. Task Force Discussion and Consideration of Proposals (time permitting) VII. Adjournment November 11 I. Call to Order, Dan Grimm, Chair II. Public Hearing III. Task Force Discussion and Consideration of Proposals IV. Adjournment Both days, there will be a one-hour break for lunch at approximately 12:00.

Live blog: BEFTF

viking — Mon, 10 Nov 2008 18:00:18 +0000

9:20am Chair Grimm opened the meeting by thanking Superintendent of Public Instruction Terry Bergeson for her 12 years of service in her position. 9:25am-11am Teacher Pay in Washington State: A Comparable Wage Update Dr. Lori Taylor, Texas A&M University Information/Findings:

Seattle wages for college graduates are 28 percent higher than in rural Eastern Washington and 9 percent higher than in Olympia. Wages in Olympia are 11 percent higher than in Bellingham. (2005, NCES)
16 labor markets in Washington; 9 urban (Seattle, Bellingham, Bremerton, Kennewick, Olympia, Portland, Spokane, Tacoma, Yakima); 7 clusters of rural counties. Every school district is associated with a labor market.
Wages for college graduates increased about 3.5 percent per year from 2005 to 2007; 2.9 percent in Eastern Washington and 4.7 percent in Bremerton.
Seattle-Bellevue-Everett has highest average wages for high school and college graduates.
During 2007-08, final total salaries (for teachers) exceeded base salaries by an average of $7,974.
65.8 percent of the difference between final total salaries and base salaries (in other words, extra pay) was paid to teachers specifically for teaching activities (according to survey)

>>Rep. Hunter asked about the other 34.2 percent, and whether it was TRI pay. Dr. Taylor said not exactly, many of the additional wages were for coaching or tutoring. The definition of salary used by Dr. Taylor caused a stir among some members, namely Rep. Hunter, Dr. Bergeson, Chair Grimm and Sup. Kowalkowski.<<

Salaries were held constant for the following: individual demographics (age, gender, ethnicity, experience, credit hours), certification endorsements assignment activities, assignment programs, percent FTE in teaching, or grade level assignment.
The Hedonic Model explains 94.2 percent of the variation in teaching salaries
The State average teacher salary for 2007 was $54,329.
Comparable salary for college graduates - annual salary (51 weeks/year): $67,257; 10-month average: $56,048.
On average, teachers earn about 86.4 percent of comparable occupations' wages annually. Lowest in Index School District (71.2 percent) and highest in Evaline School District (99.5 percent).
Relative teacher salaries were higher in the district with the lowest teaching salaries (Dixie School District) and lowest in the district with the highest teaching salaries (Everett School District) - because of labor markets in the area.
Teachers earn higher relative wages in rural Eastern Washington and west of Puget Sound, and lower relative wages in the greater Puget Sound area and Tri-Cities area.
Teaching salaries were higher than comparable occupations in 2002-03, then dropped, and are now beginning to go back up (in all 16 WA labor markets).

>>Rep. Hunter attributed this to I-732, and the suspension of teacher COLAs during part of that time.<<

Teachers with less than 4 years of experience (10,661) have an average beginning salary of $41,597.
Comparable salary for 25-year-old college graduate is $48,880.
Average salary for math and science teachers (6,125) is $54,568.
Comparable salary in math, science and engineering occupations was $76,199 (financial specialties, mathematical occupations, architecture and engineering, biological and life sciences).
For classified staff, the average salary for teacher aides is $30,557 and for other classified staff is $38,408.
Comparable salary for high school graduate is $39,091.
Salaries for classified staff are more responsive to market conditions than teacher salaries.

>>Rep. Haigh raised the issue that most teachers are female, and when comparing wages this isn't taken into account. Sup. Kowalkowski asked about comparisons to other states. Dr. Taylor did not include comparisons to other states. Rep. Hunter offered some data (calculated from NEA salary data and Chamber of Commerce cost differences), saying Seattle teacher salaries were below the average of the 100 largest districts, and Spokane was about average.<<

Live Blog: BEFTF

viking — Mon, 10 Nov 2008 19:09:53 +0000

11:15am-12:10pm Summary of Proposals Sponsored by Task Force Members Annie Pennucci, WSIPP (The full comparison document is located on the BEFTF's website, here. WSIPP staff did a nice job of putting the five proposals into a matrix, for easy comparison.) One hour break for lunch...

LIVE BLOG: BEFTF

viking — Mon, 10 Nov 2008 21:49:11 +0000

Proposals Sponsored by Task Force Members 1:25pm-1:55pm Dr. Terry Bergeson, OSPI Dr. Bergeson's full proposal is available here. She spared us the full run-through, acknowledging the "seven hours" (her words) she spent presenting her proposal in June. Instead she gave a 30 minute overview of her proposal which featured no visual aids. Dr. Bergeson's proposal is based on three principles: 1) enhancing support for educators, 2) enhancing student support systems, and 3) fully funding school operating costs. 1:55pm-2:35pm Reps. Hunter, Sullivan, Jarrett, Anderson, Priest, Sen. Tom The legislators' full proposal is available here; PowerPoint of the proposal is available here. Not to be outdone, this presentation lasted 40 minutes, and included a PowerPoint. The key principles of their proposal: adequate, flexible, transparent, and accountable. Priceless quote from Rep. Jarrett: "The data shall set you free." 2:40pm-2:45pm Rep. Pat Sullivan - League of Education Voters Foundation Rep. Sullivan did not give a full presentation of our proposal (since we did so in June). He did, however, take time to highlight the inclusion of early learning in our proposal and the impact quality early learning can have on student achievement. **Dr. Hyde, Sup. Kowalkowski and School Board President Cheryl Chow will present the Full Funding Coalition's proposal tomorrow. Now for a short break...

LIVE BLOG: BEFTF

viking — Mon, 10 Nov 2008 23:20:14 +0000

3pm-3:05pm Chair Grimm brought us back to ask the Rep. Hunter about the 2009-11 Washington State budget, and the impending deficit. Chair Grimm also asked about higher education funding, focusing on community colleges and UW. The guess was higher education receives about 10 percent of the General Fund. 3:05pm-4:10pm Public Comment George Scarola, League of Education Voters - Final proposal needs to have the following things:

Harness the power of incentives to drive student achievement, and have the ability to measure student achievement (via assessments)
Attract quality teachers to the profession, including higher pay for new teachers - don't make teachers wait 16 years to earn a solid salary - and strong induction program for new teachers
Simple funding structure (like in Model Schools proposal)
Funding for early learning, tied to all-day kindergarten and smaller class sizes in K-3
Responsibility aligned with funding
Define and fund basic education
Removal of the levy lid, but maintain equalization
P-20 data system
Accountability for everyone
Intervention in failing schools
Incentive for all students to pursue post-secondary education (funding a 13th year)

Marcia Holland - advocating for inclusion of gifted education Kelly Greenfield, parent, Bainbridge Island - advocating inclusion of libraries and librarians in basic education Randy Parr & Bill Freund, WEA - clarifying some aspects of Full Funding Coalition proposal for WSIPP summary document (will issue in writing instead) Tom Locke, Public School Employees - advocating for standards (qualifications and expectations) for paraeducators, comparable wages for classified staff Kathleen Lopp, Association for Career & Technical Education - advocating for inclusion of CTE in funding proposal; likes Model Schools and Dr. Bergeson's proposals on CTE; like the idea of funding summer school in math and science through CTE; need to include career counselors, in addition to academic counselors Jennifer Wallace, Professional Educator Standards Board - supports many of the ideas in Model Schools proposals, including in-classroom evaluations of pre-service teachers, support for evidence-based professional certificate and associated pay bump; would like teacher preparation to be more field-based, and need to better tie higher education and K-12 funding to encourage better supply of teachers in shortage areas; does not like idea of deregulating teacher certification >>Chair Grimm asked about how to better drive prospective teachers into shortage areas. Should it be L&I data? Ms. Wallace said shortage area projections are available, and colleges of education could respond accordingly (WWU is an example of this). Chair Grimm expressed skepticism over setting limits on subject area enrollments, saying the institutions of higher education will find a way to get around any such restrictions.<< We are adjourned for today. Tomorrow's meeting begins at 9am.

LIVE BLOG: BEFTF

viking — Tue, 11 Nov 2008 17:05:59 +0000

We're back for Day 2 of this week's Basic Education Finance Task Force meeting. 9:20am-10am Presentation of Full Funding Coalition proposal Dr. Bette Hyde Sup. Jim Kowalkowski School Board President Cheryl Chow The full proposal is available here. Members of the FFC include the Association of Washington Principals, Public School Employees, Washington Association of School Administrators, Washington Education Association and Washington State School Directors' Association. The three districts leader came in with the shortest presentation (25 minutes) and had a PowerPoint. >>Questions arose over the Commission for Quality Education in Washington (in the FFC proposal) and the need for it. Dr. Hyde, Sup. Kowalkowski and Ms. Chow cited benefits for having experts in the field make funding recommendations to the governor and Legislature.<<

Children and Education Winners in Election

Chris Korsmo — Thu, 06 Nov 2008 20:52:10 +0000

Children and schools were winners on November 4th. Governor Chris Gregoire will continue her work to build an education system that prepares every student for life after high school, whether it's college, job training or work. Her re-election ensures that the work of the Basic Education Finance Task Force will receive the full attention it deserves. Voters solidly defeated Initiative 985, ensuring funding for schools will not be cut for transportation. For Superintendent of Public Instruction, Randy Dorn will unseat Terry Bergeson. We applaud Terry Bergeson's twelve years of tireless leadership and dedication. We are confident the new superintendent will work for the best interests of children and schools. New Partners, Education Champs Elected Overall, 30 of 38 of our endorsed candidates won. Here are some races we'd like to highlight: Two new state senators will be important partners for education in Olympia. Senator-elect Fred Jarrett will be instrumental in developing a bold proposal to reform and fully fund Washington's schools as a member of the Basic Education Finance Task Force. And, Senator-elect Kevin Ranker will work to restore the state's responsibility for education funding. We're excited to be working with two new voices for education: Tim Probst, a champion for career and workforce training, and Marcie Maxwell, a school board member and PTA leader. Rep. Skip Priest survived a strong challenge from another education leader, Carol Gregory. As a member of the Basic Education Finance Task Force, Rep. Priest will be a critical voice we need in the Republican caucus to ensure a bipartisan solution is found. We are watching two close races: Tim Knue, a teacher with more than three decades in the classroom, and John Driscoll in Spokane. The bad news, it looks like we're losing a good friend, Rep. Don Barlow, a school board member from Spokane. And, Vickie Ybarra did not win in Yakima. But we will continue to work with both of these education advocates in their community. Stay tuned in the coming weeks as we gear up for the 2009 Legislature. Chris Korsmo Executive Director

Children and Education Winners in Election

viking — Thu, 06 Nov 2008 20:55:58 +0000

For the past fourteen months, the Basic Education Finance Task Force, a group of legislators and education leaders, have been meeting to develop a new finance system for Washington's K-12 public schools. The Task Force has conducted thoughtful and deliberate discussions on bold proposals to reform and adequately fund Washington's schools so every child is prepared for college and work. Five comprehensive proposals, including LEV Foundation's A Way Forward, have been reviewed and debated. The proposals have two common denominators: reforms to get better results and a significant increase in K-12 funding-upwards of 50 percent. In light of the state's projected $5 billion budget shortfall, Task Force members understand that new revenue is not likely next session. We anticipate the final recommendations will propose a phase-in of reforms contingent upon adequate funding. In recent meetings, Task Force members have taken preliminary votes on items to be included in its final recommendations. Here are some of the major reforms members are lining up behind:

Including early learning for low-income children in basic education;
Including Initiative 728 in basic education;
Reforming teacher compensation;
Simplifying school budgeting and giving districts more flexibility to spend dollars based on local needs;
Incorporating CORE 24 graduation requirements; and
Supporting the State Board of Education's impending accountability system.

Click here for a full list of preliminary votes. We believe the Task Force is poised to release the most serious and ambitious plan to reform and adequately fund our schools to date. We will provide full analysis and reaction to the final recommendations when they are released in December. In the meantime, visit blog.educationvoters.org for full coverage of the next Task Force meetings Nov. 24-26. And as always, please send us your questions or comments about the Task Force. Lisa Macfarlane League of Education Voters

LIVE BLOG: BEFTF

viking — Tue, 11 Nov 2008 18:41:11 +0000

10am-11:40am Public Comment Randy Parry & Bill Freund, WEA, representing FFC - attempting to clarify the CQEW >>Rep. Hunter asked more about the CQEW, specifically about the CQEW overseeing the accountability system. Mr. Freund responded that the CQEW would make a funding recommendation to the Legislature; and if the Legislature did not follow the recommendation, it would need to disclose to the public the consequences of not doing so. Rep. Hunter asked another question about accountability. Mr. Freund said the accountability system in their proposal would involve the State Board of Education, Professional Educator Standards Board and OSPI, primarily. He went on to expound that the CQEW is an attempt to make school funding less political.<< Randy Parr, WEA, NOT representing FFC - thoughts on proposals

Speaking to wage comparisons, including 10 month to 12 month salaries
Brought up question of how the State wants to treat the teaching profession, i.e. Should teachers need to work summer jobs to equalize wages? Is the expectation for educators to only work 10 months? (I was hoping this would be mentioned)
The CQEW would be a non-political body that would keep track of research and real costs for running schools
Concerns over Model Schools proposal wanting to pull National Board certified teachers to be mentors and evaluators - would rather see them stay in the classroom
Does not agree with George's statement yesterday ("harness the power of incentives to drive student achievement"), thinks most educators are already working hard to improve student achievement
On Chair Grimm's proposal, only agrees with one sentence ("all compensation shall be subject to collective bargaining," p. 21) and disagrees with everything else

>>Sup. Kowalkowski mentioned that the FFC proposal includes enhancements for small schools and districts, while Chair Grimm's does not. >>Dr. Hyde asked Mr. Parr why the WEA is opposed to statewide bargaining. Mr. Parr responded that the WEA is local and members feel loyalty to their local chapter and district. The WEA also feels local districts already receive too many mandates from the State, and the best government is that which "touches" the citizens. Mr. Parr then made an analogy to McDonald's, saying "anywhere you go you know you can get a hamburger, but you also know it won't be good." Dr. Hyde then raised the issue of equity, saying it's hard to guarantee without statewide bargaining. Mr. Parr said the State has every right to determine how much money should be allocated for educator salaries, and would love for the State to provide adequate funding for salaries but salary decisions should be made at the local level. >>Rep. Hunter raised issue with the use of the word "disingenuous" in regard to any proposal. Then Rep. Hunter asked why the WEA does not like the idea of having National Board certified teachers to serve as mentors and evaluators, when they are among the most effective teachers. Mr. Parr claimed that teachers improve their practice by going through the National Board process, and alluded to the benefit, then, of National Board certified teachers remaining in the classroom. (There is also research that indicates NBPTS certification serves as a check on effective teaching, rather than improving teaching.) There was then some disagreement on school-wide bonuses<< George Scarola, League of Education Voters - clarifying the purpose of school-wide bonuses Roz Thompson, librarian, Tumwater High School - clarifying role of librarian, includes teaching; ratio of 1:500 students would only reach 35 percent of schools (other schools have less than 500 students) and would like to see in final recommendation that every school have a librarian Jim Kainber, Stand for Children - advocating for mentoring for new teachers, including expansion of Teacher Assistance Program Wes Pruitt, citizen (not representing Workforce Training and Education Coordinating Board, his employer) - advocating for adequate funding to provide all kids with opportunity to succeed; some kids have non-academic barriers to academic success; need a student data system; need graduation advisors; need accountability system, including support and intervention Kim Howard, PTA - would like to see changes phased-in over 6-8 years; need to adequately fund system; would like adequate (eventual) funding of CORE 24; need better assessment system, including diagnostic exam and assessments of State standards; but would like de-emphasis of State assessments; support all-day kindergarten; support allocation model; supports funding for gifted education; support expansion of pre-K and funding of Skill Centers; State has not been held accountable for full funding Christie Perkins, Washington State Education Coalition - advocating for increase in funding of basic education; by raising base, special education funding would increase; funding support programs would decrease number of students needing special education placement; would like to see more buses equipped to transport all students; levy dollars should be for enhancements only, not basics Karen Madsen, WSSDA - advocating for CQEW, seeing problem with current system of same body identifying funding needs and providing funding >>Chair Grimm asked a question about the Doran decision, saying it said the State defines basic education then funds it. What he is hearing Ms. Madsen say is that the State should identify what it can fund and adjust expectations accordingly. Ms. Madsen said she sees value in having an entity made of experts advising the Legislature on what should be funded.<< Now for a lunch break...

LIVE BLOG: BEFTF

viking — Tue, 11 Nov 2008 21:01:38 +0000

1:10pm-1:15pm Update from Dr. Bergeson on Bill & Melinda Gates Foundation The Gates Foundation held a conference today and announced its 5-year education agenda. Some of the foundation's focus will be on:

Getting kids to complete college
Reforming financial aid
Diagnostic remediation in higher education
Ensuring high school graduates are prepared for post-secondary life
Creating national standards, assessments and curriculum
Improving teacher effectiveness

1:15pm-1:35pm Review of Summary Matrix Annie Pennucci, WSIPP Ms. Pennucci went through the updated matrix, which included revisions provided by proposal authors. 1:35pm-2pm Procedure on Moving Forward Chair Grimm recommends members take a straw vote and proposals receiving votes will be referred to staff to be put into bill language. Then members will vote on the bill language. A majority of votes (of those present) will determine what makes it into the final recommendation of the Task Force. There is no quorum for voting; voting will not be delayed because of member absence. Sup. Kowalkowski asked questions to double check if the process matches with the legislative intent behind the Task Force. Chair Grimm thought it did, or that Task Force members could vote to not comply. The issue also came up that one of the recommendations coming out of the Task Force is supposed to be revenue neutral (according to statute). Rep. Hunter made the point that it can be wise to put forward two plans, one of which requires new revenue and is reasonable, and another that requires no new revenue but is too painful to adopt. Roxanne Lieb clarified that WSIPP was charged to provide a report on 2, but no more than 4, proposals, which staff has done. That obligation does not carry over to the Task Force.

LIVE BLOG: BEFTF

viking — Tue, 11 Nov 2008 22:05:30 +0000

2pm-3pm Task Force Discussion and Consideration of Proposals Result of Straw Vote (proposal receiving majority of votes listed)

Goals: Model Schools
Diplomas: Model Schools (CORE 24 graduation requirements)
State-funded contract days: Bergeson/Model Schools (180 instructional days, 10 learning improvement days)

>>Judy Hartmann asked if the 10 LIDs would be a mandate or an allocation. Dr. Bergeson said it would be a mandate. Rep. Hunter said one teacher could have 20 days (and be paid for it) and another no days (and receive no additional pay), but they would all be working days.

Administrative staff: Model Schools (district personnel is 6 percent of district budget)
Other Compensation: Bergeson/Model Schools (loan forgiveness for teachers in shortage areas)
Special education: Bergeson/Model Schools (basic education base expanded, so special education allocation expanded)
Gifted and highly talented students: Model Schools (add to definition of basic education) deferred

>>Chair Grimm raised the concern that by moving it into the definition of basic education but funding on an allocation basis, the courts may rule the funds have to be spent on the specific program. It may be better to include it in the allocation formula without adding it to the definition of basic education...Eventually we end up with Rep. Hunter talking about pots filled with shekels. Rep. Sullivan added that districts determine which students are considered gifted/highly talented.

Teacher Certification: Model Schools

>> Dr. Bergeson objects to the use of National Board certified teachers as mentors and evaluators. Rep. Hunter acknowledged implementation concerns, but thinks the Task Force can work out that detail later. Ms. Chow agrees with Dr. Bergeson's concerns.

Funding formulas for allocation purposes only?: Yes
Capital: Taken out of consideration
Transportation: Taken out of consideration

We will take a short break...

LIVE BLOG: BEFTF

viking — Tue, 11 Nov 2008 23:45:43 +0000

3:30pm-4:40pm Task Force Discussion and Consideration of Proposals, continued Result of Straw Vote (proposal receiving majority of votes listed)

Comparable wage survey, on a regular basis: Yes
Regional cost of living comparable wage survey: Yes
Comparable wage survey for various qualifications: Yes

>>Rep. Hunter pointed out differential pay for math and science may have unintended consequences. Sup. Kowalkowski raised concern over the feasibility of doing so, considering elementary teachers teach multiple subjects. Ms. Hartmann

Health benefits included in comparable wage survey: Yes
Teacher salary equalization: deferred

>>Laurie Dolan asked if the comparable wage survey would take care of this issue. Chair Grimm sees equalization as a part of the interim plan, guessing the fruits of the wage survey wouldn't come about for four years. Rep. Hunter shared his concern that equalizing salaries would bankrupt a large number of districts. Instead, the Task Force could propose a phase-in of equalization, which is more doable. Chair Grimm responded that the State said that 30 years ago, and didn't equalize salaries. Rep. Sullivan recommended the State do nothing in the interim and wait for the results of the salary survey (as also recommended in LEVF's proposal). According to Jennifer Priddy, OSPI, raising all salaries to the level of the highest paying school district (Everett), it would cost the State $400 million per year/$800 million per biennium. Rep. Hunter wondered if the State raised all salaries to the highest level and then discover through the salary survey that some salaries did not need to be increased, leading to an increase in the base salary (costing the State even more).

Administrator salary equalization: Model Schools (eliminate equalization, regional cost differences)

>>Rep. Hunter explained that in the Model Schools proposal they found the average administrator salary and allocated accordingly. He would also like to remove tenure for principals, since they are management. Sup. Kowalkowski would like the State to provide the entirety of administrator salaries (rather than a portion, as is currently done).

Classified staff salary equalization: Model Schools (eliminate equalization, regional cost differences)
Enhanced funding for small school districts: Yes

>>Sup. Kowalkowski expressed great concern over eliminating enhanced funding for small school districts. Ms. Priddy said the State spends $47 million per year on the small school factor, and $2.2 million per year on rural/remote enhancements. Ms. Hartmann made the point that those numbers would increase once they increase the base funding. Dr. Bergeson agrees with Sup. Kowalkowski. Sup. Kowalkowski asserted small schools provide a return on investment. Rep. Hunter made the point that online courses could help mitigate the small school/district course offering challenges.<< The Task Force will reconvene next Monday and Tuesday (November 17 and 18).

Election Update

viking — Thu, 13 Nov 2008 18:52:26 +0000

Late returning ballots have dramatically changed the vote tallies for four of our endorsed candidates running for state representative. Marcie Maxwell and John Driscoll lead their opponents by narrow margins while Liz Loomis and Tim Knue need to make up ground. These candidates need your help to ensure every vote is counted properly. Contact me at michael@educationvoters.org or (206) 728-6448 if you can help. The four close races are highlighted below. *Candidates BOLD are Endorsed by the League of Education Voters PAC *Last updated Nov. 13, 10:00 AM

Office	LD	Candidate 1	%	Candidate 2	%
Governor		Chris Gregoire	53.20%	Dino Rossi	46.80%
Superintendent		Terry Bergeson	47.51%	Randy Dorn	52.49%
Senator	1	Rosemary McAuliffe	58.03%	Dennis Richter	41.97%
Senator	3	Lisa Brown	74.53%	John Moyna	25.47%
Senator	4	Judi Owens	42.47%	Bob McCaslin	57.53%
Representative	6	John F. Driscoll	50.05%	John E. Ahern	49.95%
Representative	6	Don Barlow	47.14%	Kevin Parker	52.86%
Representative	8	Larry Haler	60.17%	Rob Welch	39.83%
Representative	10	Patricia J. Terry	44.57%	Barbara Bailey	55.43%
Representative	10	Tim Knue	49.64%	Norma Smith	50.36%
Senator	14	Curtis King	100.00%		0.00%
Representative	14	Vickie Ybarra	46.67%	Norm Johnson	53.33%
Representative	16	Maureen Walsh	72.44%	Dante Lee Montoya	27.56%
Representative	17	Tim Probst	55.83%	Joseph James	44.17%
Representative	17	Deb Wallace	61.31%	Micheline Doan	38.69%
Representative	21	Marko Liias	65.05%	Andrew Funk	34.95%
Representative	25	Rob Cerqui	46.08%	Bruce Dammeier	53.92%
Representative	26	Larry Seaquist	58.11%	Marlyn Jensen	41.89%
Representative	26	Kim Abel	46.70%	Jan Angel	53.30%
Senator	28	Debi Srail	43.81%	Mike Carrell	56.19%
Representative	30	Skip Priest	52.63%	Carol Gregory	47.37%
Representative	32	Ruth Kagi	100.00%		0.00%
Senator	34	Joe McDermott	100.00%		0.00%
Representative	35	Kathy Haigh	61.73%	Marco Brown	38.27%
Representative	37	Sharon Tomiko Santos	100.00%		0.00%
Senator	39	Fred Walser	41.53%	Val Stevens	58.47%
Senator	40	Kevin Ranker	58.47%	Steve Van Luven	41.53%
Representative	40	Dave Quall	100.00%		0.00%
Senator	41	Fred Jarrett	59.53%	Bob Baker	40.47%
Representative	41	Marcie Maxwell	50.50%	Steve Litzow	49.50%
Representative	43	Frank Chopp	86.89%	Kim Verde	13.11%
Representative	44	Hans Dunshee	60.98%	Larry Countryman	39.02%
Representative	44	Liz Loomis	49.91%	Mike Hope	50.09%
Representative	45	Roger Goodman	54.62%	Toby Nixon	45.38%
Representative	46	Phyllis Kenney	82.83%	John Sweeney	17.17%
Representative	47	Pat Sullivan	58.37%	Timothy Miller	41.63%
Representative	47	Geoff Simpson	52.60%	Mark Hargrove	47.40%
Representative	48	Ross Hunter	64.40%	Charles A. Lapp	35.60%
Senator	49	Craig Pridemore	61.73%	Tom Langston	38.27%

BEFTF: Nov. 17-18 meeting preview

viking — Fri, 14 Nov 2008 17:55:43 +0000

The Basic Education Finance Task Force will meet next Monday and Tuesday, November 17-18, in Olympia (Columbia Room). The agenda for both days: 1. Call to Order 2. Task Force Discussion and Consideration of Proposals 3. Adjournment We'll be there both days, live blogging as best we can, so check back often for updates. It should be an interesting two days, with lively discussion and deliberation. TVW will broadcast Monday's meeting live.

LIVE BLOG: BEFTF

viking — Mon, 17 Nov 2008 16:54:21 +0000

9:15am-9:50am Clarification and discussion of last week's decisions (provisional decisions in italics)

Salary survey: Only for teachers, or for ESAs and classified staff as well? - Include ESAs, classified staff and teachers in salary survey

>>Dr. Bette Hyde thinks ESAs and classified should be included, as does Rep. Ross Hunter. Sen. Rodney Tom thought it was valuable to include classified staff, but perhaps not long term. Rep. Pat Sullivan indicated he thought there was consensus last week that classified staff and ESAs should be included in a salary survey; Chair Dan Grimm concurred. Dr. Bergeson made a point that ESAs are certificated staff, and Dr. Hyde asked if she was advocating that they all be lumped together in a salary survey (with teachers). Dr. Hyde thought each should be broken out into categories.<<

How do we define shortage areas? Include ESAs? (for loan forgiveness) - Loan forgiveness will be available for certificated staff in documented shortage areas

>>Rep. Hunter said he was open to including ESAs. Sen. Tom thinks shortages should be documented regionally or by district. And there needs to be consideration over whether loan forgiveness counts as salary, or in some other category, for tax purposes. Rep. Sullivan thinks ESAs should be included if there are documented shortages in certain areas. Rep. Fred Jarrett asked if it was really feasible to offer loan forgiveness to college undergraduates who then have to commit to that career for 14 years. It can be hard to project out long-term shortage areas. Chair Grimm said it would be a cumbersome system. Superintendent Jim Kowalkowski thinks shortages should initially be identified on a statewide scale, rather than district by district. Sen. Tom thinks the purpose of the loan forgiveness needs to be clarified - is it an incentive to enter a particular field, or a bonus for doing so? Chair Grimm sees it as a form of differential pay, and perhaps more burdensome than simply paying individuals in shortage areas higher salaries. Seattle School Board President Cheryl Chow asked about how the loan forgiveness would work. And it was clarified that it would function like loan forgiveness programs already in existence - sign a contract at the beginning, and if the recipient doesn't end up in shortage area, s/he is liable for the loan.<<

New accounting system for Safety Net Program? No

>> Rep. Hunter thought the current accounting system for special education was improving, but it is too soon to tell how well it's working. If the Task Force revises the entire accounting system, special education would be included in that revision. Rep. Hunter also spoke to the amount of paperwork necessary to comply with federal law and thought this Task Force may not be the best equipped to recommend specific changes to the special education accounting system. Dr. Bergeson asserted that No Child Left Behind conflicts with the Individuals with Disabilities Education Act (IDEA).<<

LIVE BLOG: BEFTF

viking — Mon, 17 Nov 2008 17:58:11 +0000

9:50am-10:55am Discussion of proposals Accounting Systems

Require school districts to use uniform, state-developed, state-funded accounting system? Yes

>>Rep. Kathy Haigh asked about the cost. Chair Grimm thought it would cost $15-20 million over time, and most of the cost would be in the conversion to a single system, rather than development. Rep. Hunter pointed out that moving to one system could save districts money. Rep. Jarrett asserted that costs are typically driven by people and office culture, rather than computing systems. Dr. Bergeson made a lengthy point that the accounting system is a piece of the larger accountability system (and is tied to data systems).<<

System must provide for separate accounting of state and local revenues and expenditures? Yes, substitute "cost" for "expenditure"

>>Dr. Hyde said it would be challenging. Rep. Jarrett agreed that it would be difficult. Chair Grimm said he included it in his proposal to help keep the state accountable for fully funding basic education. Rep. Jarrett said he wasn't disagreeing, just pointing out the difficulty of doing so. He recommends changing the word "expenditure" to "cost." Rep. Hunter said he doesn't care how districts spend specific dollars; he just wants to know what they spend it on. Discussion continued about the complexity of accounting systems to differentiate how state, local and federal dollars are spent. [Back and forth, to and fro...a fair amount of cyclical talk on how to organize an accounting system.]<<

Use National Center for Education Statistics structure for expenditure classification? Yes

>>Sen. Tom said Washington should get on board with national standards in accounting. Chair Grimm said the language could be revised to say national standards, rather than NCES specifically. Jennifer Priddy, OSPI, said there is value in using NCES' classifications to enable comparisons with other states.<<

Provide state funding for training and auditing of data system? Yes

>>Dr. Hyde asked if "no costs to districts" is the same as "state funded"? Chair Grimm said it could be revised to "fully state funded at no additional cost to the district."<<

Districts required to report on how funds are used by program? Yes

>>Use Rep. Jarrett's system of schools and districts reporting on costs, rather than expenditures.<<

Expenditures linked with student outcomes data? Yes

>> Rep. Jarrett: Yes. Dr. Bergeson asked about the complexity of understanding the data. Rep. Jarrett said the data would need to undergo thorough analysis, but it is relatively easy to link the data. Dr. Bergeson still worried about unintended consequences. Rep. Hunter clarified that he didn't want to know the specifics of where districts spent what dollar, but he does want to know what programs individual students are in to determine the effectiveness of programs/courses. He doesn't want to know if a particular pencil is an ESL pencil, but does want to know if an ESL program is effective.<< Student Data

Connect individual student data with individual teacher data by grade level or course? Already in law, praise for legislators involved in passing that legislation

Use standardized course descriptions? Dispensed from consideration by Task Force

>>Chair Grimm asked if this really means uniform course content. Rep. Jarrett said that would be difficult, and it would make more sense to have students take a uniform exam to demonstrate common proficiency. Chair Grimm agrees, and asked if common course names mattered. Rep. Priest brought up student mobility, and how uniform course descriptions can aid correct student placement when students move. Chair Grimm compared it to a consumer awareness system. Rep. Jarrett said having a student data system that includes the results of diagnostic exams would do the same thing. Rep. Haigh asked if end of course assessments should be available in all subjects and whether students should be able to take exams when they are ready to demonstrate proficiency. Chair Grimm pointed out that one proposal includes that idea [his own]. Sup. Kowalkowski asserted that the Task Force should leave this to the State Board of Education, which is looking into this topic. Dr. Hyde agreed, as did Ms. Chow and Rep. Hunter.<<

Data system includes student standardized test performance, including diagnostic and college-readiness tests? Yes
Include a dropout warning system? Yes

League of Women Voters picks up Early Childhood education cause

viking — Mon, 17 Nov 2008 18:12:22 +0000

The northwest chapter of the League of Women Voters has decided to focus on Early Childhood Education. For more on the story, go here:

http://www.bellinghamherald.com/102/story/671151.html

LIVE BLOG: BEFTF

viking — Mon, 17 Nov 2008 19:12:08 +0000

11:10am-12:10pm Discussion of proposals, continued (straw poll in italics)

Collective bargaining: Statewide (Jarrett, Haigh, Hunter, Grimm, Hyde, Chow) deferred until draft language distributed

>>Rep. Hunter raised concerns over statewide bargaining, and what exactly would be bargained. Chair Grimm clarified his proposal, saying teachers would retain their current rights but negotiations would be transferred to the state/governor and could be negotiated district-by-district, regionally or through a master contract. Chair Grimm would leave to local bargaining smaller issues, like parking. Rep. Anderson asked about the purpose of local school boards, if negotiations are moved to the state level. Chair Grimm said school boards would still manage the district budget, be responsible for hiring and firing, etc. Dr. Hyde sees value in transferring negotiations related to money to the state, and retaining negotiations of working conditions, etc at the local level. Sup. Kowalkowski supports the idea of negotiating salaries at the state level but expressed concern over the need to change state law to do so. After 5-10 minutes, Dr. Bergeson made the point that she would like to find a new way to address TRI pay. Rep. Haigh thinks some of the pressure of bargaining should be transferred to the Legislature. Rep. Sullivan said the reason the Model Schools proposal was silent on this issue is because of how tricky it is. Rep. Hunter said that if TRI were eliminated, one of two things could be done, 1) bargaining at the state level, where new revenue can be raised, or 2) bargaining at the local district level, where new revenue couldn't be raised. It would seem to make more sense to bargain with the entity that can raise new revenue. Chair Grimm said he doesn't preclude the negotiation of contracts by region, and thinks it makes more sense. >>Sup. Kowalkowski says the main problem is that basic education is underfunded, and the COLA is a symptom of that. If basic education is fully funded, the pressure would be taken off districts. Rep. Sullivan asked if Chair Grimm's proposal includes classified staff; the answer is yes. Rep. Hunter raised issue with Sup. Kowalkowski's point, asserting that if funding increases at the rate of inflation (as it does), then districts should be able to cover the COLA. Dr. Bergeson does not agree with statewide bargaining. Rep. Haigh thinks that if state had been bargaining base pay, there would be more money for things like technology and support materials. >>Rep. Priest said they can either move salary negotiations to the state, or review TRI pay. Sen. Tom asked that if TRI is removed, aren't we then moving to statewide bargaining anyway. Another quote from Rep. Jarrett: "if we want a world-class system, we need to pay world-class people." Rep. Hunter suggested that the drafted language be put forward, and if Task Force members don't like it, they can put forward their own preferred language.<<

TRI pay: deferred, to be included in collective bargaining discussion

Now for a one hour lunch break...

LIVE BLOG: BEFTF

viking — Mon, 17 Nov 2008 21:38:46 +0000

1:25pm-2:35pm Discussion of proposals, continued (straw poll in italics) We're back on the matrix, available here.

Teacher compensation: Bergeson (Kowalkowski, Chow, Bergeson), Model Schools (Anderson, Hyde, Dolan, Jarrett, Hunter, Tom, Sullivan, Priest), Grimm (Grimm)

>>First, Annie Pennucci, WSIPP, reviewed the proposals before the Task Force, starting with Dr. Bergeson's. The salary allocation model (SAM) in this proposal will be based on certification, clock hours, endorsements and collective bargaining laws. In the Model Schools proposal, the SAM is based on a career ladder and progression on the ladder is determined through a peer-review evaluation system (as well as experience). LEVF's proposal has a SAM based on a career ladder (piloted first). Chair Grimm's proposal would eliminate the SAM and have all compensation subject to collective bargaining. >>Rep. Hunter offered a more detailed description of the compensation system in the Model Schools proposal. Rep. Anderson clarified the reasoning behind the removal of salary increases for master's degrees. Dr. Hyde asked about the role of principals' evaluations of educators. Rep. Hunter said principals would continue to award tenure and conduct evaluations, but this compensation system would add another level to that. Dr. Hyde also asked if new teachers had to work for a certain number of years before moving up a level in the compensation system. Rep. Hunter said there was variance in the Model Schools proposal, and depended on the new teachers' demonstrated mastery of teaching. Dr. Bergeson wasn't clear in her answer [so it may take the full seven years]. >>Rep. Haigh said she has been working with the higher education community, and sees improvements being made. Ms. Dolan asked clarifying questions about the Model Schools proposal: Teachers would pursue their Professional Certificate at their own pace, within the first five years of their career? (Answer: Yes) Would earning a ProCert be a component of earning tenure? (Answer: it's a part, but not the sole determinant) Rep. Hunter went on to say he would rather see consumers ask programs what they will learn, putting pressure on higher education programs to offer courses that improve teacher effectiveness. Dr. Bergeson then asked what the purpose of higher education programs would be [giggles throughout the room]. >>Sup. Kowalkowski agrees that the state should move away from the current system, but feels the Task Force is getting bogged down in the details of the Model Schools evaluation system. Chair Grimm thanked him and indicated he was about to move the Task Force in that direction. >>After the vote, Dr. Bergeson seemed unhappy and seemed to suggest merging her proposal and the Model Schools proposal. Rep. Anderson rebutted, saying compensating for master's degrees doesn't seem to add value.<<

Pre-K - a major financial pinch on the middle class

viking — Mon, 17 Nov 2008 23:05:12 +0000

Posted by Molly As early learning advocates, we know how important high quality educational opportunities are to the cognitive development of children, but few probably realize the financial burden that early education and care related expenses put on families. Pre-K Now just released a report examining the financial pinch on middle class families created by the rising costs of quality early education programs. Unfortunately, the state level analysis doesn't paint a pretty picture for Washington State.

Of the states in the nation with state pre-k programs, Washington has the highest percentage of middle class children struggling for access to quality early learning educational opportunities..
Washington has one of the highest disparities between family incomes of eligible children and family incomes needed to sustain the middle-class status.
35% of total monthly expenditures for the average middle-class family of four in Washington is spent on early education and care ($1,734/month on average).

This report is both informative and timely. The current economic crisis is hitting everyone across the income spectrum, but no one will be hit harder than middle-class families. The pre-k pinch is very real!

LIVE BLOG: BEFTF

viking — Mon, 17 Nov 2008 22:34:26 +0000

2:35pm-3:30pm Discussion of proposals, continued (straw poll in italics)

Pay for performance, knowledge and skills
- NBPTS bonuses: Yes
- Multiple measures including student retention: Yes
- Bonus for completion of ProCert: Yes
- Principal pay: deferred
- Regional pay differences: Yes
- Hard to staff, serve bonuses: Yes
- Differential pay based on qualifications/duties: For (Grimm, Jarrett, Hunter, Tom, Anderson), Against (Haigh, Priest, Hyde, Kowalkowski, Sullivan, Chow, Bergeson); no direction to staff

>>Ms. Pennucci gave an overview of the proposals before the Task Force. Each member had an opportunity to speak about their respective proposals, beginning with Dr. Bergeson. Dr. Bergeson said there is no current incentive for teachers to pursue ProCert. [Residency Certificates are only good for up to 7 years...] Sup. Kowalkowski clarified with Dr. Bergeson that she would like to add a bonus for teachers earning ProCert, which she confirmed. Rep. Hunter clarified the metrics used to determine school-based bonuses. Chair Grimm clarified that his proposal only differs on the NBPTS bonuses, which his does not include. >>Ms. Hartmann asked if there is a link between any of these proposals and the accountability work of the State Board of Education. Reps. Hunt and Jarrett, as well as Chair Grimm, said they see them as linked. Sup. Kowalkowski added that he supports the idea of bonuses for all staff members, including non-instructional staff (janitors, cooks, etc). Rep. Sullivan echoed Sup. Kowalkowski. Dr. Hyde indicated she would prefer a pilot of school-wide bonuses rather than administrator bonuses. Chair Grimm said he would also prefer that, if feasible, but if not, then at least providing bonuses to administrators. >>Rep. Hunter seemed uncertain about offering bonuses for earning ProCert. Dr. Bergeson defended the idea, saying it would at least help in the interim (before the proposed evaluation system is in place). >>Dr. Bergeson acknowledged that pay for specific qualifications (like math and science endorsements) is contentious and wasn't sure how else to attract teachers to those areas. Sen. Tom invoked Dan Goldhaber, saying we live in a market-driven economy and need to pay accordingly. Rep. Sullivan wondered if we know that offering higher salaries in certain subjects will attract more people to those subjects. He also wondered about putting more value on certain subjects (ex. do English teachers work less than math and science teachers?). Rep. Priest also wondered about incentives to career changers, thinking it may make more sense to allow career changers to come in higher on the pay scale (eg. year 10) rather than offer a bonus/differential. Sup. Kowalkowski spoke to offering incentives, like loan forgiveness, on the front end to get prospective teachers to pursue degrees in shortage areas. Rep. Jarrett agreed that more needs to be done to recruit individuals into teaching shortage areas, and thinks scholarships for 10 year commitments is a good idea. Sen. Tom advocated for reforming the compensation system to attract individuals to shortage areas. Dr. Bergeson railed against higher education institutions using teacher preparation programs as cash cows. Chair Grimm then made a crack about the UW and WSU football teams this season.<<

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 00:11:20 +0000

3:50pm-5:10pm Discussion of proposals, continued (straw poll in italics)

Extra pay for mentors and evaluator teachers: Yes
Tenure: Model Schools (Jarrett, Anderson, Sullivan, Priest, Hunter, Haigh, Tom, Hyde)

>>Rep. Priest explained that in the Model Schools proposal, tenure would be granted upon earning ProCert (with approval of principal). Dr. Hyde asked if a teacher changed districts after two years, would those two years of experience carry over to the next district. Rep. Jarrett said that in the Model Schools proposal, teachers must have two years of experience in district and a ProCert. If a teacher moves districts but has ProCert, s/he has another two years before tenure (which is similar to current law, according to Sup. Kowalkowski).<<

I-732: Eliminate separate categorical funds and include in basic education

>>There was some confusion over what the proposals were proposing. Then Reps. Hunter and Priest got into a back-and-forth over whether I-732 would be necessary if basic education were fully funded. George Scarola (of LEVF) was called forward to clarify LEVF's proposal. He explained that I-732 COLAs would roll over into the base, and would be unnecessary if statewide bargaining occurred. Rep. Jarrett clarified that the Model Schools proposal was similar to LEVF's proposal on I-732. Chair Grimm said his proposal is also similar to LEVF's. Rep. Sullivan added that COLAs are not raises, but keep wages constant (at rate of inflation). To paraphrase, Rep. Jarrett said the idea was to end the shell game (I-732) and create something rationale. Sup. Kowalkowski would like to protect COLAs without putting the burden on the state for employees funded with local dollars, and isn't sure which proposal does that.<<

Salary equalization: deferred to collective bargaining discussion
Administrator salaries: Average from state salary survey, adjusted for regional cost differences

>>Rep. Sullivan thought consensus was reached last week on this issue.<<

Instructional time: deferred until tomorrow
Class size/instructional staff ratios: deferred until tomorrow

>>Ms. Priddy walked us through a review of the proposals. Then Chair Grimm adjourned for the day.<< We will be back tomorrow at 9am.

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 18:20:41 +0000

(Members present at 9:20am, FYI - Jarrett, Hartmann, Haigh, Bergeson, Grimm, Tom, Priest, Hyde, Sullivan, Kowalkowski, Chow) 9:20am-11:20am Discussion of proposals, continued (straw poll in italics)

Instructional time
Class size/instructional staff ratios (based on cost projections): FFC (Kowalkowski, Chow, Hyde), Bergeson (Bergeson, Grimm, Chow, Kowalkowski, Dolan), Model Schools (Jarrett, Tom, Priest, Anderson, Kowalkowski, Dolan, Hyde, Haigh (for Hunter))

o Staffing ratios based on State Board of Education's CORE 24 framework? o Teacher planning time: One hour per day >>Jennifer Priddy, OSPI, again walked through instructional hours. There was some confusion among Task Force members about the number of instructional hours currently provided in schools. Then we switched to Ben Rarick, House Office of Program Research, who explained the costs related to each proposal (and needed to leave before 10am). Mr. Rarick's cost projections were based on 2007-08 salaries and revenues, and do not reflect the full costs of each proposal (as most suggest revision of the salary allocation model). His calculations also did not include an increase in the number of teachers as a function of longer school days, but instead but it under compensation. His projections, again without increased compensation and based on 2007-08 numbers/dollars:

Proposal	Annual Total Cost	Cost Per Pupil
Current funding	$5.6 billion	$5,649
OSPI	$8.7 billion	$8,712
Model Schools	$9.0 billion	$9,032
FFC	$11.2 billion	$11,258
Grimm	$8.7 billion	$8,674

>>Going back to Ms. Priddy and instructional time...More confusion around current instructional time. The state considers 1 student FTE = 900 hours of seat time, which boils down to 5.5 hours of instruction per day (and 4.6 hours of instruction for teachers - 5 periods of instruction and 1 prep period). Rep. Kathy Haigh asked about teacher stamina and the ability to teach longer days. Dr. Bette Hyde said she does see physical burnout and suggested considering a staggered day, where some teachers, for example, work periods 0-6 and others 2-8. Sup. Jim Kowalkowski pointed out that the length of periods and preps varies widely between districts. >>On the question of staffing ratios based on implementation of CORE 24 - Dr. Bergeson eventually said something in general support of doing so, but need to cost out 6- and 7-period days. Sup. Kowalkowski worried about following CORE 24 without the funding to support it. Dr. Hyde shared her concerns around the logistics of implementing CORE 24, but also sees the value of CORE 24 as part of a world-class education system. Rep. Skip Priest asked about costing out a 6.5-period day, to compare with 6- and 7-period days, saying 6 periods is not enough but 7 may be too many. >>Chair Grimm gave some sobering information on the upcoming budget situation. With a projected $4 billion deficit, and probable proposed increases in K-12 with no tax increases, the state is looking at elimination of Washington's higher education system AND cuts in/suspension of state employee salary increases AND cuts in healthcare AND some other things. Rep. Priest defended increases in K-12 because of Washington's constitution and the listing of basic education as the "paramount duty" of the state. >>Going back to Ms. Priddy and the policy questions she prepared for the Task Force. (1) If the state increases instructional hours, will teachers have increased workloads with no increased compensation? Or increased workloads with increased compensation? Or will the state instead hire more teachers and not increase workload? (2) If student hours are increased, will teacher planning time be increased? (3) How much should salaries be increased, or how many more teachers must be hired? >>A lot of pushback to Chair Grimm on taking a straw poll on staffing ratios. Some TF members are unprepared to commit to numbers, not knowing what reasoning/research each ratio is based on. Chair Grimm's and Dr. Bergeson's proposal come from the research of Piccus and Odden. The FFC's ratios come from the research of Conley. Dr. Hyde explained her support of Conley's numbers, and named Chair Grimm's numbers as her second choice. Seattle School Board President Cheryl Chow preferred the FFC ratios, followed by Grimm/Bergeson, followed by Model Schools. Dr. Bergeson made a roundabout point that her numbers are a starting point. (Members present at 10:45am, FYI - Jarrett, Haigh, Anderson, Bergeson, Grimm, Tom, Priest, Hyde, Sullivan, Kowalkowski, Chow, Hartmann, Dolan) >>Rep. Jarrett spoke for the Model Schools proposal saying some was research based and some was based on practicality (smaller class sizes for CTE for safety reasons), followed by Sen. Tom who clarified some come from models in existence in the state (e.g. ELL program in Spokane). Rep. Priest spoke for himself and brought up the exclusion of early learning from the discussion; he would like to see it included in basic education. Rep. Priest also shared his support for CORE 24, and concerns around professional development for teachers. Rep. Sullivan thought all the proposals were based on best practices, and explained the reasoning in the Model Schools proposal behind smaller ratios for AP/IB classes (to help smaller schools offer those courses). Sup. Kowalkowski defended professional development for teachers, saying there is some research on PD in the state.<<

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 19:07:48 +0000

11:35am-12pm Discussion of proposals, continued (straw poll in italics)

Early learning: As part of basic education (Haigh, Jarrett, Chow, Tom, Priest, Kowalkowski, Sullivan, Hyde, Grimm)

>>Annie Pennucci, WSIPP, summarized the two proposals before the Task Force. Rep. Jarrett asked if there are any specific differences between the two proposals (LEVF's and Grimm's). Off hand, Chair Grimm did not think so, saying his is more general and LEVF's offers more specifics. Rep. Jarrett suggested the two be combined. Chair Grimm did not see a problem with that. Rep. Priest raised concerns over delivery systems (meaning "on the street"). Chair Grimm said he had nothing in his proposal limiting delivery systems, saying his only requirement is that the program be instructional. Rep. Sullivan agreed, and suggested Chair Grimm's proposal be used as a placeholder. Dr. Bergeson asked about the inclusion of early learning in the definition of basic education. Chair Grimm said early learning is meant to be included in the definition of basic education; the same with LEVF's proposal. Laurie Dolan expressed her support of early learning programs, and her concern over current K-12 funding struggles. >>Sen. Tom pointed out the link between early learning and K-12 and the effectiveness of early learning programs. Rep. Sullivan brought up that preparing kids on the frontend through early learning can help save money further along in the system. Dr. Hyde referenced research that early learning dollars have more impact than dollars spent on all-day kindergarten. Rep. Anderson shared his support for early learning, but echoed Dr. Dolan that supports also need to be in place in K-3 to ensure the benefits of early learning aren't lost in the early grades (also included reference to "the chicken and the egg" dilemma). >>Dr. Bergeson queried the inclusion of early learning in basic education because it would then require it be available to all kids. She would rather see it targeted to low-income and at-risk children. Chair Grimm pointed out both proposals target at-risk children. Ms. Chow saw value in included funding for early learning but not including it in the definition of basic education, for reasons similar to those already mentioned. Sen. Tom suggested tying early learning and all-day kindergarten, and allocating funding for all-day K while allowing districts to decide how to spend those funds (between early learning and all-day kindergarten). Dr. Hyde and Chair Grimm referenced research that showed a significant return on investment for dollars spent on early learning. [See here on our website for some information] >>Rep. Priest indicated his understanding of the mission of the TF to review the definition of basic education, so if the TF wants to include early learning in the definition it may. Dr. Dolan brought up the issue of student mobility.<<

Incredible.

viking — Tue, 18 Nov 2008 19:54:25 +0000

WOW. I had to add an editorial comment regarding the latest vote - to add early learning to the definition of basic education. This is a truly historic change that will set Washington apart as a leader in education policy nationwide. If it gets through (it is now in round two), we would join (I believe) 14 other states who already include early learning in their definition of basic education. It felt like a leap. LEV was after all the only proposal to explicitly include early learning within definition of basic education. Chair Grimm's proposal provided for the phase-in of early learning programs integrated into the K-12 system. Members of the BEFTF deserve credit for their vision and leadership on this crucial issue.

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 21:01:03 +0000

(Members present, FYI: Jarrett, Hartmann, Haigh, Anderson, Hunter, Bergeson, Grimm, Tom, Priest, Hyde, Kowalkowski, Chow, Dolan) 1:10pm-2pm Discussion of proposals, continued (straw poll in italics)

Collective bargaining: Refinement of draft language

>>Jill Reinmuth, House Office of Program Research, presented to the TF with draft language on statewide bargaining (as requested by Chair Grimm). Rep. Haigh asked if any issues have come up since state employee collective bargaining became statewide. Ms. Reinmuth said she had heard anecdotally a few things, but has not seen any legislation come forward as a response to concerns. Sup. Kowalkowski asked about what happens to current contracts if statewide bargaining is adopted. Chair Grimm answered that statewide bargaining wouldn't go into effect until current, locally bargained contracts expire. Sup. Kowalkowski asked about legal implications and what statewide bargaining would solve. Chair Grimm gave a list of benefits, including prevention of five-year contracts and universal compensation system/scale. >>Dr. Hyde asked about the ability for local districts to negotiate non-monetary items under the draft language. Ms. Reinmuth said there could be flexibility for that, but there is only one sample to pull from (Hawaii's bargaining language). Rep. Priest clarified that local districts could negotiate non-monetary items, but those agreements would need state approval. Rep. Haigh asked about compensation adjusted for regional cost differences. Ms. Reinmuth said the draft language allows such differences, but would not be required. Ms. Hartmann asked about the number of agreements that could be negotiated. Ms. Reinmuth answered that unions with smaller memberships would need to form a coalition, or could join with a larger union. >>Rep. Hunter expressed his hesitancy to adopt the draft language, and would like to put placeholder text in the preliminary report but be able to offer substitute language next week. Dr. Bergeson indicated her preference for regional bargaining, instead of statewide bargaining. She then talked about the problem with just taking away TRI pay, and acknowledged the value of bargaining with who holds the purse strings. Dr. Hyde would like to see draft language for regional bargaining, including language for local bargaining of non-monetary items. Rep. Haigh would like to see language regarding grandfathering [of what specifically, she didn't say, perhaps current district base pay]. >>Chair Grimm proposed staff work on draft language for regional bargaining based on federally identified labor markets (used by Dr. Lori Taylor), including language to allow for negotiation of non-monetary items at the local level. Sen. Tom expressed his skepticism of the political viability of statewide bargaining, and disagreed with including statewide bargaining language in the preliminary report. Sup. Kowalkowski agreed. Rep. Haigh thought language should not be put forward without the input of those who would be impacted (union representatives). Rep. Jarrett said he couldn't fully consider the topic without also considering TRI pay. Rep. Hunter again said he is not comfortable with the current draft language, but would like placeholder text in the preliminary report as well as time to draft alternative language. Sen. Tom saw value in pursuing both "tracks" (collective bargaining and TRI pay). Dr. Dolan likes the idea of placeholder text and taking time to reach out to union representatives.<<

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 21:31:07 +0000

2pm-2:30pm Discussion of proposals, continued (straw poll in italics)

TRI pay: Limit to Time

>>Ms. Pennucci reviewed the three proposals before the TF. Rep. Hunter said that in the Model Schools proposal, the thinking was to limit TRI pay to additional time (i.e. for coaching afterschool or teaching a Saturday program). Dr. Hyde referenced the current definition of TRI pay (cannot cover basic education expenses) and thought expanding the definition of basic education may mitigate some of these concerns. Dr. Bergeson asked about the LEVF proposal. George Scarola, LEVF, clarified that in the LEVF proposal levy funds are used for enhancements (with pay rates set by the state) and salaries covered by basic education funds. Sen. Tom clarified that there would be parameters around pay rates for those enhancements. Mr. Scarola said yes, there would be parameters. >>Ms. Chow raised concerns over putting forward a proposal that is then picked apart in the upcoming legislative session (especially removal of additional state funds and inclusion of expensive changes). Chair Grimm acknowledged that issue, and referenced his previous comments on that issue. Sup. Kowalkowski worried about eliminating TRI pay without fully funding K-12. Chair Grimm confirmed it as an issue, but said funding can't be a deterrent to pushing reforms. Rep. Jarrett suggested including the idea of teachers working a 40 hour week. Rep. Hunter suggested inclusion of language referencing salary surveys, etc.<<

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 22:35:41 +0000

(Members present, FYI - Jarrett, Hartmann, Haigh, Hunter, Bergeson, Grimm, Tom, Priest, Hyde, Kowalkowski, Chow) 2:45pm-3:35pm Discussion of proposals, continued (straw poll in italics)

Accountability: FFC (Chow, Hyde, Kowalkowski, Haigh), Model Schools (Jarrett, Hunter, Haigh, Tom, Priest, Dolan, Hyde, Bergeson)

>>Ms. Pennucci ran through the proposals (again, the TF is working from this matrix). Rep. Hunter asked clarifying questions about achievement targets in the LEVF and FFC proposals. In the LEVF proposal, districts and the state set achievement targets. In the FFC proposal, the CQEW sets achievement targets (based on funding levels). [For previous discussion on the CQEW, see here.] According to Bill Freund, when the FFC began working on its proposal, its members weren't aware of the State Board of Education's accountability work. >>Then members repeated previous discussions and reviewed the CQEW. Many TF members take issue with the CQEW watering down expectations for schools because of what it sees as inadequate funding. These members spoke in favor the idea of a CQEW - Chow, Haigh, Kowalkowski. Rep. Hunter expressed doubt of the need for an additional financial advisory group, and indicated WSIPP could easily fulfill that function (and has previously provided financial estimates). Mr. Freund disagreed that WSIPP has the capability to cost out policies. >>Dr. Bergeson shared her support of an academic accountability system similar to the "financial watch" system already in place. Chair Grimm advocated for the empowerment of the governor to set performance standards. Dr. Bergeson then shared her disapproval of the previous decision by the Legislature to remove oversight/intervention authority from the Superintendent of Public Instruction (the entity she would like to see empowered to set performance standards). Rep. Hunter defended the Model Schools proposal's use of the SBE's accountability system. Rep. Jarrett does not want to delegate the responsibility of oversight to another entity. Dr. Hyde supported the idea of a CQEW coupled with the SBE's work.<<

LIVE BLOG: BEFTF

viking — Tue, 18 Nov 2008 23:09:13 +0000

3:35pm-4pm Discussion of proposals, continued (straw poll in italics)

Teacher certification: Model Schools, to be dealt with next week

>>Chair Grimm clarified his proposal. Sup. Kowalkowski suggested the TF stay out of this arena and leave it to the Professional Educator Standards Board. Fortunately for the TF, Nasue Nishida, Center for Strengthening the Teaching Profession (formerly of the PESB), was in the room and could clarify current certification requirements. Dr. Bergeson attempted to invoke the research of Linda Darling-Hammond, but didn't cite any actual research.<<

Teacher professional development: Model Schools, minus NBPTS requirement and replace with objective criteria

>>Dr. Bergeson pointed out that most of the proposals put forward are induction proposals, and PD is more than that. She also took issue with the Model Schools proposal's requirement that mentors be NBPTS certified, saying mentors require a different skill set (and there should be a mentor certificate). Dr. Dolan would like to see a blending of the proposals and agrees that mentors do not need to be NBPTS certified. Sen. Tom advocated for mentors to be selected based on objective criteria. Mr. Freund clarified that in the FFC proposal, teachers receive three release days for PD (in addition to the LIDs).<<

LIVE BLOG: BEFTF

viking — Wed, 19 Nov 2008 00:21:07 +0000

4:15pm-5:20pm Discussion of proposals, continued (straw poll in italics)

I-728: Fold into basic education, retain community involvement language

>>Ms. Pennucci reviewed all proposals, pointing out all of them fold I-728 dollars into basic education. Rep. Hunter suggested some revised language, which he will provide. Rep. Haigh expressed concern about the removal of language requiring community input. Chair Grimm indicated the language could be included. Dr. Bergeson expressed skepticism that it would continue if I-728 dollars were rolled into basic education. Mr. Scarola clarified that community involvement was included in LEVF's proposed accountability system, requiring the district to share expenditures and results with the community. TF members liked that idea. Sup. Kowalkowski asked an implementation question, wondering what prevents the Legislature from saying it gave schools more money (when it only re-categorized funds). After some deliberation, Chair Grimm said there is no guarantee, and districts will have to rely on the language in the state constitution.<< [References by Chair Grimm to hugs: 2]

Levies: deferred

>>In Rep. Hunter's presentation of the Model Schools proposal, he indicated the flexibility of the formula in the proposal. Sup. Kowalkowski supported the general ideas in the Model Schools proposal. Dr. Hyde shared her support for maintaining poverty as a driver in determining the levy base. Ms. Hartmann asked what the end goal was on this issue. Chair Grimm made a depressing statement that maintaining levies without clarifying the definition of basic education will result in more of the same (districts reliance on levy funds to supplement basic education). Rep. Hunter shared research he had staff conduct, which found that less money was spent in states where the funding is state driven (instead of locally driven). Rep. Hunter said he would not be able to get the votes to pass Chair Grimm's proposal.<< (Members present, FYI - Hartmann, Haigh, Hunter, Bergeson, Grimm, Priest, Dolan, Hyde, Kowalkowski, Chow)

Small schools enhancement: No direction to staff

>>Rep. Haigh likes small school enhancements, but wants to run the numbers. Sup. Kowalkowski said small districts don't want to lose any enhancements because they are struggling financially.<<

BEFTF recap

viking — Wed, 19 Nov 2008 19:29:16 +0000

The Basic Education Finance Task Force cast a number of preliminary votes in recent meetings on items to be included in its final report. To recap (and help you keep them straight), here is a consolidated list of decisions the Task Force has made, and those yet to be finalized. Decisions made

State-funded contract days: 180 instruction days, 10 Learning Improvement Days
Salary survey: Conducted for teachers, ESAs and classified staff, includes: o Regional labor market differences o Different job descriptions/duties, based on other occupations o Health, pension and other benefits
Teacher compensation: Modified salary allocation model based on career ladder, progression based on peer-review evaluation system, continued salary growth based on experience (Model Schools)
TRI Pay: Limit to Time
Other compensation o Loan forgiveness available to certificated staff in shortage areas and hard-to-serve schools o NBPTS bonuses o Building-based bonuses that include multiple measures including student retention o Bonus for completing Professional Certification o Regional pay differences o Hard to staff, serve bonuses o Extra pay for mentor and evaluator teachers
Tenure: Granted upon earning ProCert, must have at least two years in district and approval of principal (Model Schools)
I-732: Eliminate separate categorical fund and include in basic education
Administrator compensation: Average from state salary survey, adjusted for regional cost differences
Central district administration: 6 percent of total district budget
Allocation model: Yes, funding formulas are for allocation purposes, not mandates on spending
Early learning: Included in basic education
Special education: Use broader base (K-4 enhancements, LIDs, CTE, I-728, ELL, all-day K) while maintaining current multiplier (.9309); no change in Safety Net accounting
I-728: Fold into basic education, retain community engagement language
Diplomas: Adopt State Board of Education CORE 24 high school graduation requirements
Instructional Time: 7 55-minute instructional periods
Class size/instructional & classified staff ratios: Model Schools
Teacher planning time: One hour per day
Teacher certification: Coupled with peer-review evaluation system (Model Schools, to be revisited)
Teacher professional development - mentoring/induction: 2-5 year program for new teachers, mentors selected using objective criteria (Model Schools minus NBPTS requirement)
Accountability: Use State Board of Education accountability system (Model Schools)
Accounting system o State-developed and state-funded budgeting and accounting system o Separate accounting of state and local revenues and costs o National Center for Education Statistics structure for expenditure classification o State funding for training and auditing of data system o Districts report how funds are used, by program o Expenditures linked with student outcomes data
Student data o Data system includes standardized test performance, including diagnostic and college-readiness tests o Includes dropout early warning system

Dispensed from consideration

Capital: Defer to Joint Task Force on School Construction Funding
Transportation: Defer to OFM K-12 Pupil Transportation Advisory Committee
Differential pay based on qualifications/duties: No direction to staff
Small schools enhancement: No direction to staff

Decisions yet to be made

Collective bargaining: refining draft language proposed by Chair Grimm, will consider any other proposed language
Remediation
ELLs
Gifted/Highly talented students
Full-day kindergarten
CTE
Skill Centers
Other special programs
NERCs
Facilities maintenance
Levies
Phase-in: discussions indicate 6-8 years
Revenue sources

PESB meeting today & tomorrow

viking — Wed, 19 Nov 2008 21:02:35 +0000

The Professional Educator Standards Board is also meeting this week. The board is in Vancouver today and tomorrow, discussing a number of annual and subject-specific reports. See the agenda here.

Budget Blues.

viking — Thu, 20 Nov 2008 20:43:37 +0000

The latest state revenue forecast released yesterday paints a pretty dire picture. Subsequent cuts will be unprecedented-disastrous-painful. Pick your adjective. Like most other states, Washington is suffering from a dramatic loss in state revenue. Before yesterday our deficit was projected to be $3.2 billion dollars - now we are looking at a $5.1 billion gap over the next two years. The Washington State Budget and Policy Center released a very handy tool to help everyone understand the deficit we are facing and how the Rainy Day Fund fits in. Click here to check it out. It should be noted that we are currently living under Initiative 960 and all tax increases (or transfers for that matter) currently require a two thirds supermajority vote both the House and Senate. If you haven't heard enough bad news, you are in luck. I have more. The individuals on the Priorities of Government (POG) guidance team finalized their 2009 POG Report. These Result Teams of agency, OFM and other executive staff were charged with making choices based solely on the activity performance and alignment with evidenced-based strategies for achieving each of the ten statewide results. They assumed no new money while completing the exercise and had to separate programs into four categories: high, low, buy next, and do not buy. While it does not represent any final budget decisions, the report does advise the Governor as she finalizes her 2009-11 budget (due out Dec. 20th). Early learning programs can be found in the Student Achievement section and Vulnerable Children and Adults. K-12 programs are in the Student Achievement section. Postsecondary programs are in the Postsecondary Learning section. Early learning and postsecondary programs face dramatic (and I mean dra-mat-ic) cuts. K-12 programs also face significant cuts, however many K-12 programs are protected by the Washington State Constitution and basic education. Stay tuned as we continue to unravel the budget and what it means for our kids.

Change is coming

viking — Thu, 20 Nov 2008 19:23:22 +0000

In today's Seattle P-I, Marguerite Roza and Robin Lake, of UW's Center for Reinventing Public Education, assert the Basic Education Finance Task Force is playing it safe when it comes to K-12 finance reform. At LEV Foundation, we have reached different conclusion. Big reform ideas receiving preliminary support from the Task Force include revising teacher compensation, tying expenditures to student achievement data, supporting CORE 24 and adopting the State Board of Education's accountability system. The proposed teacher compensation system seeks to recognize and improve teacher effectiveness by tying salary increases to a peer-review evaluation system. No longer would teachers automatically move along the salary schedule simply for returning to the classroom each fall. This system will recognize effective teachers and support struggling teachers in improving their practice. For more details, read pages 17-20 of the Model Schools proposal. Last week, Task Force members unanimously declared any new funding model would be for allocation purposes only. Yes, the state will continue to use a formula to calculate the amount of money districts will receive. However, districts will have the flexibility to spend those dollars as they see fit. And these are just a few examples of the reform ideas that will be featured in the Task Force's final recommendations (due December 8-9). Check out this matrix to see just how much reform is on the table. At next week's meeting, Task Force members will decide on the remaining issues before them and consider final report language. To catch up on preliminary decisions made by the Task Force, read this recap. For detailed coverage of next week's meeting, check back regularly as we live blog throughout the day. We urge all parents, educators, policymakers, researchers and community members to follow this work closely -- change is coming. *Side note: the state's student data system was expanded and strengthened last year by the passage of Educational Data and Data Systems (E2SSB 5843).

Education news of the day

viking — Fri, 21 Nov 2008 14:35:45 +0000

Overall it's a slow news day, but here are some highlights: College kids could be paying more. Thank you recession. BUT Uncle Sam is going to help loan kids more. Everett P.E. teacher using Wii for gym class. Four Bellingham high schools getting officially accredited. Super sweet sixteens downsized nationwide.

Joint Task Force on Basic Education Finance

viking — Fri, 21 Nov 2008 23:14:57 +0000

The Joint Task Force on Basic Education Finance is closing in on its final recommendations. These are the remaining meetings scheduled:

November 24-26, 2008 (Senate Conf. Rm. A-B-C, Cherberg Building)
December 8-9, 2008 (Senate Conf. Rm. A-B-C, Cherberg Building)

Here are some great resources to review what the Task Force has previously discussed:

LEV "live blog" coverage of Task Force meetings
Summary of Five Comprehensive Proposals, Washington State Institute for Public Policy
Basic Education Finance Task Force Cost Estimates, Ben Rarick, Office of Program Research, Washington State House of Representatives
TVW Audio and Video archive

Meeting documents by date:

September 15-16, 2008

October 20-21, 2008

November 10-11, 2008

November 17-18, 2008

BEFTF on TVW

viking — Mon, 24 Nov 2008 16:23:25 +0000

If you are interested in watching today's meeting, tune to TVW. It's a live broadcast today.

Education news this morning

viking — Mon, 24 Nov 2008 17:08:54 +0000

Here's your morning edu-news: Get ready for cuts: Gregoire says everything is on the cutting board (including education). Budget Crisis Hits UW: As officials propose tuition hikes as high as 15 percent. A little budget relief in Tacoma: School enrollment steady in face of economic woes. Tri-Cities Science, Technology, Engineering and Mathematics (STEM) high school coming together: STEM school a great opportunity. Sec. of education gossip: Arlington's Smith Has a Track Record Obama Would Prize.

LIVE BLOG: BEFTF

viking — Mon, 24 Nov 2008 17:29:15 +0000

(Members present, FYI: Tom, Sullivan, Priest, Jarrett, Bergeson, Grimm, Hunter, Hartmann, Chow, Kowalkowski, Dolan) 9:25am-10:25am Review of draft proposal Annie Pennucci, WSIPP (FYI: The document is not yet available online.) >>Superintendent of Public Instruction Terry Bergeson asked a process question, indicating she will have many thoughts on the draft. Rep. Ross Hunter also chimed in, saying he wants to have some big discussions on certain items. We also learned that the only color printer in Rep. Hunter's home is in his kid's room - a fact made relevant by his request to limit the use of color in documents. >>On the definition of basic education, Rep. Hunter thought the draft language too vague for courts to opine on, and would like to see a definition that more clearly links to CORE 24. Chair Grimm asked if members could withhold discussion until Ms. Pennucci concludes her presentation; members agreed. >>On the instructional program of basic education, WSIPP staff members have a question about whether the draft legislation should include an explicit definition of the length of the school year and day. In previous discussions, Task Force members voted in favor of a 180-day (instructional) year and a 7-period day. However, it was unclear to staff whether these were for allocation purposes, or mandates. >>On early learning, Rep. Hunter indicated there will need to be discussion on the ability of state dollars to go to religious organizations that provide early learning programs. >>On the salary allocation model, questions arose over whether teachers staying in the old SAM would be eligible for the NBPTS, ProCert, mentor and evaluator bonuses. [Hate to say it, but there seems to be some brain drain among TF members - a fair amount of confusion over TF decisions made in the past two weeks.] >>On teacher tenure, TF members need clarification. >>On teacher certification, Dr. Bergeson queried how the evaluation system would work, and whether evaluators would come from out of district. The short answer is yes, the program would be statewide to help eliminate conflicts. >>On I-732, WSIPP staff question about COLAs and how they would be awarded. Rep. Hunter said the idea is that the Legislature would set the SAM each year, and incorporate COLAs in that model. The TF is not proposing to incorporate the COLA under I-732 into the definition of basic education, but instead keep the COLAs (as mandated by law in I-732) while eliminating the separate categorical allocation for the funds. >>On the student data system, Sen. Rodney Tom asked about the absence of grade book data. He thought the TF had decided to incorporate this data into the student data system and this information should be available to parents. >>On the accountability system, Superintendent Jim Kowalkowski asked about implementing the State Board of Education's accountability system. He wondered if the TF should instead defer to the SBE, considering the proposed system is still under development. Rep. Hunter expressed concern over doing so, in case the SBE system becomes watered down.<<

What do you think?

viking — Mon, 24 Nov 2008 17:41:34 +0000

[polldaddy poll=1135609]

LIVE BLOG: BEFTF

viking — Mon, 24 Nov 2008 19:32:34 +0000

(FYI, members present - Tom, Sullivan, Priest, Kowalkowski, Chow, Bergeson, Grimm, Jarrett, Hunter, Dolan, Hartmann, Anderson, Hyde) 10:45am-12:30pm Discussion of proposals, continued (straw poll in italics)

Basic education definition - goals: no decision
Instructional days/hours: days (Hunter, Bergeson), no change (Sullivan, Hyde, Chow, Grimm, Dolan)

>>Dr. Bergeson wasn't sure any of the definitions focused enough on student outcomes. Rep. Hunter countered that the language should be more about opportunity rather than results. Then there was a bit of back-and-forth on this, with the inclusion of processes in the discussion. Rep. Hunter asserted that there are simply some things the system cannot make up for. Rep. Fred Jarrett said the Model Schools group created its funding system based on the inputs necessary for the average student to have a reasonable opportunity to meet the academic standards, with supports built in for struggling students. >>Chair Grimm asked, how do we measure college and/or workforce readiness? In his mind, the easiest standard to use would be a college admission exam. There was pushback on this idea. Rep. Hunter agreed that there should be some sort of assessment to measure achievement, but it needs to align to academic standards/course content. However, he did not want to include a specific test score or student pass rate in the definition of basic education. Chair Grimm chimed in, saying he believes an externally validated standard needs to be incorporated into the definition with the expectation for the state to provide a reasonable opportunity for every student to meet it. >>Sup. Kowalkowski advocated that the definition not focus on college readiness, to which Chair Grimm said he didn't hear anyone disagreeing with that idea. Sup. Kowalkowski does not believe specific courses should be included in the definition of basic education, but does think technology should be. Sup. Kowalkowski then moved to instructional days and hours, advocating that the state mandate minimum instructional hours rather than days to give districts flexibility (to do things like move to a four-day week). Dr. Laurie Dolan expressed her preference that the school day be represented as hours, rather than as periods, to grant flexibility. Rep. Jarrett agreed, but said they need periods for allocation purposes. >>Rep. Glenn Anderson brought us back to the issue of technology, saying he sees it as a tool rather than an outcome. He expressed doubt over the silver bullet often attached to technology, pointing out that research does not support that theory. Sup. Kowalkowski agreed and clarified he meant more use of technology, and would like it included somewhere (even under NERCs, as long as the funding was protected). [Information/Media/Technology literacy may be what they are really talking about.] Rep. Jarrett reiterated that the model his group proposed is an allocation model, and districts, in the end, can spend funds as they see fit. >>Chair Grimm said the discussion has been a healthy one, and as the TF moves forward, would like members to indicate their preferences based on the draft language presented today. Rep. Jarrett said he felt the final report should layout the desired system with proposed legislation as appendices, rather than the format with which they are working. Dr. Bette Hyde asked about the language related to residential schools for juveniles in detention facilities. According to Barbara McLain, Education Committee staff, funding for those programs are included in basic education as determined by court rulings. Dr. Hyde also asked about funding following the child, specifically for students in residential facilities (all types). >>Back to instructional program of basic education - Rep. Pat Sullivan suggested they return to this topic, as Rep. Hunter is out of the room. Chair Grimm asked if the TF should decide and then allow Rep. Hunter to talk for a bit upon his return [Laughter throughout the room.] Dr. Hyde suggested state responsibility for funding be added to the language regarding the required minimum instructional hours to be provided by districts. To the suggestion of shared responsibility, Chair Grimm cautioned that "shared responsibility means no responsibility." Concerns were also raised over the use of "underachieving students" to identify those eligible for supplemental instruction and services. >>On minimum instructional days vs. hours - Rep. Hunter prefers minimum days, worrying that time may not be used as well if pushed into fewer days. Sup. Kowalkowski asked if Rep. Hunter would be comfortable with using 180 days for allocation, but leaving the final decision to districts. Dr. Hyde and Sup. Kowalkowski shared concerns over commuting time for some students (who may travel an hour each way for regional programs), and how those students may be better served by fewer, longer school days. Sup. Kowalkowski gave the example of outdoor environmental camps. Rep. Hunter said he did not think multiple days should be granted for those programs as not all of the time is used for instructional purposes - he supported this by sharing he was a parent volunteer on a trip like that. Rep. Hunter also thought that if a district had a snow day, that day should be made up with a "real" day.<< Break for lunch, be back at 2pm...

LIVE BLOG: BEFTF

viking — Mon, 24 Nov 2008 22:30:28 +0000

(FYI, members present: Sullivan, Priest, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Anderson, Dolan, Tom) 2:05pm-3:25pm Discussion of proposals, continued (straw poll in italics)

Small school district funding adjustments: deferred

>>Rep. Hunter advocated the issue be left alone. After Rep. Hunter's explanation, Sup. Kowalkowski attempted to summarize: "so what you're saying is, 'trust us.'" Rep. Hunter indicated that was a correct summary.<<

Phase-in: deferred

>>On class sizes - Dr. Hyde then took the discussion in a different direction, asking about the small class size enhancement for schools with student populations that are more than 50 percent low-income. She wanted to know if it was prorated for percent low income, pointing out schools with 51 percent low-income students have different needs than schools with 81 percent low-income students. Rep. Hunter said it was an easy formula to use, and was preferred to creating a complicated formula. He added that schools with high populations of low-income students would receive a lot more money regardless. >>Dr. Dolan asked about the class sizes for CTE and AP/IB courses. Rep. Priest answered that AP/IB had smaller class sizes to help schools offer those programs (in case they don't have the demand). CTE had smaller class sizes because of safety concerns and the changing nature of CTE courses. Dr. Dolan wondered about the financial impact of smaller class sizes for AP/IB in districts that have the demand for classes of 25 students. Chair Grimm offered that larger districts could return the extra funds. Dr. Dolan thought these classes could be an area for the state to save some money, while allowing districts to offer those smaller class sizes if they so desired. Rep. Priest said he would look into the cost implications of the CTE class sizes. Dr. Dolan said what concerned her more were the class sizes for lab sciences, as all students must take lab science courses. >>On supplemental services - Dr. Dolan asked about the allocations provided for secondary schools and wondered if those dollars may be better spent in elementary schools. Then we segued into questions of legality around an allocation model and the proposed funding levels (i.e. will schools not spend the money as they should to comply with things like NCLB). It was offered that this is where an accountability system comes in. Dr. Dolan wondered about the need for the extra supports offered in high school when the year is 155 hours longer. Rep. Hunter asserted that they are also increasing expectations for students, and struggling students will need additional supports to meet those increased expectations. Next some long orations that basically concluded "if practitioners have a better suggestion for class sizes, we'll use those." Dr. Bergeson said the data is now available to generate effective staffing ratios. Rep. Hunter then asked if the Legislature should mandate how each supplemental program is run in each district. [This was quite the cyclical conversation.] >>On classified staff allocation - Rep. Priest said the Model Schools formula was meant to reflect, at minimum, the current market (at the district level, does not include instructional aides). Chair Grimm directed the draft reflect that change. Dr. Bergeson then advocated for the inclusion of a graduation specialist at each school (1:1000 students). Rep. Hunter said they considered that, but in the attempt of keeping things simple, it was not included.

LIVE BLOG: BEFTF

viking — Mon, 24 Nov 2008 22:52:18 +0000

3:25pm-3:45pm Discussion of proposals, continued

Highly capable students: change to allocation formula

>>On highly capable students - WSIPP staff members needed clarification as to whether this funding is an allocation or a mandate. Rep. Hunter said this could be a legal issue if a test is administered to determine eligibility (like an IQ test). There is also the worry that a program with an admission test would not represent the demographics of the state (i.e. underrepresentation of student subgroups). By keeping these programs out of basic education, there is the possibility that funds allocated for those programs are spent elsewhere. As Sen. Tom said, parents of highly capable students are strong advocates for their children. >>Rep. Sullivan said that with the expectation of all students to achieve a year's worth of growth, he worries about the growth of gifted children if funds aren't categorical. Sup. Kowalkowski wondered what would happen if gifted/talented children received the same amount of funding as special education or ELL students, as many of them are special needs in a different way. He also suggested expanding College in the High School programs to help serve advanced students. Dr. Hyde supported Rep. Sullivan's comment, saying if districts don't offer gifted programs parents will look to move their children to private schools, which they don't want. Rep. Hunter stressed again his concern that testing would cause underrepresentation in programs. Sup. Kowalkowski remembered his other point - if K-12 is adequately funded, then local funds could be used for gifted programs (as athletics are locally funded and are, in essence, programs for gifted athletes).<<

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 00:26:25 +0000

(Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Dolan, Hartmann) 4pm-5:25pm Discussion of proposals, continued

$210 allocation to central office administration: deferred

>>Back to supplemental services - Dr. Dolan brought in some sample Spokane financials, which brought us back to Rep. Hunter's question on whether the Legislature wants to mandate how those funds are spent or simply allocate based on a model. >>Review of staffing ratios in Model School - Rep. Hunter had staff run the numbers on staffing three types of high schools: high percentage of low-income students, moderate percentage and low percentage. Rep. Hunter asked if these numbers looked acceptable, or if the formulas should be tweaked. Chair Grimm clarified that as far as he knew, all proposals recommended lowering staff ratios; the question is whether these ratios are mandates or for allocation purposes. Dr. Dolan suggested looking for any area where something could be taken out of the proposed report, to help cut costs. Chair Grimm said the Model Schools proposal would be phased in over time, but regardless, the solution is going to be expensive. [There was also a reference to The Hitchhikers Guide to the Galaxy.]<<

Early learning

(Staff questions: Who standardizes the program? Are teachers certificated? What is the role of the Department of Early Learning? Is this for allocation?) >>Rep. Hunter brought up concerns over whether state funds could be given to early learning programs run by faith-based organizations. He suggested that the Caseload Forecast Council determines the number of slots necessary to serve all eligible children and the Department of Early Learning locates suitable programs to meet that need. Dr. Hyde would like to see an incentive for elementary schools and early learning programs to partner for smoother transitions. >>Chair Grimm asked about the nature of early learning programs and whether they provide learning opportunities for children. Rep. Hunter said yes, they are learning programs, which are held to ECEAP standards. Ms. Hartmann said currently there are a few faith-based organizations who receive state funds to run ECEAP programs. Concerns were also raised at the complexity of this issue. Rep. Priest spoke out in favor of including early learning even though it is complicated, because if the TF doesn't include it nothing will get done. He asserted that it's more important for at-risk children to be served than worry over having to stop funding a few programs. >> Chair Grimm's answers to questions from staff: OSPI; yes; don't care; mandate<< >>NERCs - Dr. Hyde asked if NERC enhancements would only be available for CTE courses. Ms. McLain explained the justification behind the enhancement was the higher materials cost for CTE courses.<< >>Central office funding - Dr. Hyde requested clarification on the funding of central offices; she was under the impression that 6 percent of the district budget would be allocated for central office staff salaries. Rep. Hunter used the example of a groundskeeper, who works at each building. That person would be considered classified and paid by each building to reflect actual time spent at each building. The 6 percent for central office is for materials and staff used at the district level, not the school level. Rep. Jarrett said he thought the 6 percent was for salaries and the $210 NERC allocation for maintenance. Rep. Hunter said they need to run some cost models to compare to actual districts (to see if there is a more accurate percentage they should use). Sen. Tom said the state average is 6 percent, which is where the number originated. The TF called on Jennifer Priddy, OSPI, to opine on the 6 percent. Ms. Priddy saw the 6 percent as allocating excess funds to high-poverty districts for something that is not poverty driven.<< >>On the issue of writing a more expository report, Chair Grimm suggested the TF contract an outside writer (as staff capacity is limited). TF members agreed.<< We will be back tomorrow morning at 9am. Wednesday's meeting has been cancelled.

Education news of the day

viking — Tue, 25 Nov 2008 17:12:50 +0000

Who Knew? You need to know math to teach math. On the sunnyside: Sunnyside School Board is doing it right. Show me the money: Longview School District to propose 2 levies. It's the economy, stupid: Student interest in economics increases while the economy is down, down down.

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 17:42:01 +0000

(Members present, FYI - Tom, Sullivan, Priest, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Hartmann, Kowalkowski, Dolan) [Some documents are up on the BEFTF website. Find the working draft of the report here. Find a summary of decisions to date here. Find a list of decisions yet to be made here.] 9:20am-10:40am Discussion of proposals, continued Questions from WSIPP staff

Employee compensation: deferred

Salary survey - 10-, 11- or 12-month year?: 10- and 12-month salaries, to understand implications of both

>>Sen. Rodney Tom thought there should be consistency, e.g. not using 10 months for annual salaries and 12 months for TRI pay. Rep. Ross Hunter said that whatever decision they make, the Task Force needs to justify the choice. To him, it made sense to do a survey on 10- and 12-month salaries, applying the 12-month survey to employees who work a 12-month year and the 10-month survey for employees who work a 10-month year. Superintendent of Public Instruction Terry Bergeson wondered about the impact of either decision. Chair Dan Grimm countered that the Department of Personnel has qualified and competent staff to help explain the implications of any decisions. >>Dr. Bette Hyde said that if push comes to shove, she prefers using 12-month salaries. She thought it unfair to teachers who don't dictate their hours or length of the year. Dr. Hyde also thought we could end up moving to a full-year calendar.<<

Pay for performance, knowledge and skills - Bonus for ProCert for teachers in current SAM?: Conduct cost analysis

>>Rep. Hunter voiced his preference for not offering the bonus to teachers in the old system; it's an incentive to join the new system. Rep. Fred Jarrett expressed his preference for eliminating the current ProCert [system], since it will be replaced with the new ProCert [system]. Dr. Bergeson thought offering a bonus to teachers in the old system is a good placeholder during the transition to the new system. Rep. Pat Sullivan agreed with the other representatives that there shouldn't be a disincentive to move into the new system, but acknowledged that teachers in the old system shouldn't be penalized for entering the profession under the old system. Sen. Tom said he did not see value in grandfathering in too many people because this leads to a dual system. Dr. Bergeson spoke to the fact that teachers on the current salary schedule do not move up for obtaining ProCert. Sen. Tom responded that he believes it to be more valuable for the state to foot the bill for tuition, rather than hand out bonuses. >>Superintendent Jim Kowalkowski pointed out that ProCert is currently skills based and wondered why not give teachers earning that ProCert a bump up. Dr. Hyde suggested that during the phase-in of the new system, a bonus be offered for obtaining ProCert and at a certain date those bonuses are ended and replaced with the new system. Chair Grimm asked if the two systems were incompatible, citing our various pension systems as an example of dual systems without implosion. A summary of Rep. Hunter's answer: they are incompatible. Rep. Jarrett agreed, and proffered that instead of calling it a bonus, they could offer a non-compensatory monetary award to help reimburse costs for teachers in the current system.<<

NBPTS and master-level and mentor teachers

>>Dr. Bergeson took issue with the requirement on teachers to earn National Board certification to move to the master level. She was also concerned with the requirement for mentors to be National Board certified, suggesting a mentor certificate. Rep. Hunter (along with Sen. Tom) acknowledged they will need to phase-in the NBPTS requirement, but likes using it because it is externally validated (and a lot of money has already been spent to develop it). Dr. Bergeson brought up TAP (teacher assistance program) and the success OSPI has had with it. [Oddly, no one has mentioned that in the draft report the NBPTS requirement is no longer attached to mentor teachers.] Chair Grimm said he is a fan of getting rid of the current system, but worries that in using NBPTS we will end up with the same system in 10 years. >>Sup. Kowalkowski brought up that in the draft report it appears professional level teachers can be mentors. Rep. Hunter said only master level teachers (with NB certification) can be mentors. [No correction to the draft report was directed.] Sup. Kowalkowski asked if the state would incur the cost of teachers pursuing NB certification. Sen. Tom said the TF needs to decide on that, and cost it out. Sup. Kowalkowski also asked if the colleges of education would assist teachers in obtaining NB certification. Sen. Tom and Rep. Hunter said they would like to see colleges of education improve their instructional and certification programs.

Loan forgiveness: Amend language to name math and science as shortage areas and if districts have other shortages, they can ask for a waiver from the overseeing Board

>>Dr. Hyde asked how shortage areas would be determined and loans given out. Rep. Hunter said loan forgiveness would be granted by districts when the candidate is hired. Sen. Tom said the shortage areas would need to be documented. Rep. Jarrett said the TF needs to decide if it wants districts or the state to determine who receives loan forgiveness. Sup. Kowalkowski asked how loan forgiveness dollars would be allocated. Rep. Hunter answered that they have a formula based on district budgets. Chair Grimm offered that loan forgiveness could instead by given out as increased compensation. Sen. Tom said he would like to have a tax accountant look at any system to explain implications. Chair Grimm said offering loan forgiveness as compensation is simpler and requires less administrative oversight and cost. Dr. Bergeson said they are looking at things like loan forgiveness to avoid a conversation about differential pay. >>Sen. Tom suggested shortage areas be determined at the district level. Chair Grimm said that would require more sophisticated data and tools than currently available, which is fine; he just wanted to share that information. Sup. Kowalkowski thought math and science should be clearly identified as shortage areas across the state.<<

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 18:14:14 +0000

(Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Dolan, Hartmann, Anderson) 10:40am-11:10am Discussion of proposals, continued

Teacher certification

>>Dr. Hyde wondered about the feasibility of having out-of-district evaluators. Rep. Hunter said they would rather pay people to drive somewhere else in the state than have a potential conflict of interest. Rep. Glenn Anderson said it would also help maintain similar standards across the state. Dr. Laurie Dolan suggested they instead include language preventing conflicts of interest, as some districts are large enough where teachers may never meet and others are small enough that they know teachers in the surrounding districts too. Rep. Hunter said they could insert language specifying that for districts with >X students evaluators can be in-district and for districts with >Sup. Kowalkowski asked about the role of principal evaluations. Rep. Hunter said the peer-evaluation system would not supersede principal evaluations and the role those evaluations play (hiring and firing, mainly). Dr. Bergeson asked about the point, then, of the peer-evaluation system. Rep. Hunter said principals are not involved in the peer-evaluation system (which determines compensation increases) to prevent arbitrary award of pay increases. Sup. Kowalkowski likes the proposed evaluation system, with the principal evaluations and the peer evalauations. [Joke of the morning: Sen. Tom said they would yield Rep. Hunter's minutes to Seattle School Board President Cheryl Chow. Ms. Chow said she didn't plan to talk that long.] >>Ms. Chow said she sees the "buck stopping" with the principal, or ultimately the superintendent, and doesn't see the value in removing those individuals from compensation decisions. Rep. Jarrett defended the use of the peer-evaluation system. Dr. Hyde said principals in her district are the instructional leaders at their respective schools, and asked if peer evaluators would share evaluations with each teacher's principal. Rep. Jarrett said they hadn't addressed that. He added that he sees value in the peer-evaluation system because most principals do not have time to thoroughly evaluate teachers. Sup. Kowalkowski asked if they should replace the word "evaluation" with "review" in the new system (calling it a peer-review system). Dr. Dolan offered that peer reviews be conducted when teachers want to move from tier to tier, rather than each year. Yearly evaluations of teachers would be conducted by principals. Back to this topic after a 10 minute break...

Basic Education Task Force closing in on final recommendations

viking — Thu, 20 Nov 2008 20:57:59 +0000

Including early learning for low-income children in basic education;
Including Initiative 728 in basic education;
Reforming teacher compensation;
Simplifying school budgeting and giving districts more flexibility to spend dollars based on local needs;
Incorporating CORE 24 graduation requirements; and
Supporting the State Board of Education's impending accountability system.

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 19:08:42 +0000

(Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Dolan, Hartmann, Anderson) 11:40am-12:05pm Discussion of proposals, continued

Teacher evaluation (continued): Incorporate Dr. Dolan's proposed language

>>Sen. Tom said he didn't believe there was anything in the Model Schools proposal that prevented principals from accessing the evaluations conducted by peer evaluators/reviewers. Rep. Anderson said one benefit of the proposed system is that the profession will become self-regulating. Dr. Bergeson asked for clarification on the three occasions when teachers are evaluated. Rep. Hunter clarified that teachers are evaluated in the peer-review system during their student teaching and then before transitioning to the Professional tier. The NB certification process is used in lieu of a formal evaluation to move to the Master tier. >>Sup. Kowalkowski shared his belief that the role of principals should be clearly delineated in the evaluation system, and principals should have input in compensation increases. Rep. Hunter personally agrees, but doesn't think enough players in the system will agree (worry over "arbitrary and capricious" evaluations by principals). He offered that the proposed system will be welcomed as more uniform and fair. Chair Grimm took issue with the use of "arbitrary and capricious." Sup. Kowalkowski said teaching is about more than just classroom performance, and includes interactions with colleagues and the community (continued advocating for principals included in evaluation system). Dr. Hyde supported replacing "evaluation" with "review." >>Dr. Dolan proposed the following language for Teacher Evaluation: "As the state salary schedule is modified through career ladders and certification, the evaluation system must be adjusted to provide a meaningful reflection of good instruction. The principal is the lead evaluator and, as such, is able to use data from peer reviews. This work should be assigned to the Professional Educator Standards Board." >>Chair Grimm asked if evaluation systems are based on anything besides performance. Dr. Dolan said that in her personal opinion, the current evaluation system is a paper process that does not provide meaningful evaluation of teacher performance. Sup. Kowalkowski said he likes the Model Schools proposal; he would just like to also see principals included in teacher evaluation.<< Break for lunch... We will return at 1:30pm to address collective bargaining.

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 22:18:16 +0000

(Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Dolan, Hartmann, Anderson) 1:50pm-3:15pm Discussion of proposals, continued

Collective bargaining: deferred

Question from WSIPP staff - In the new salary allocation model, are salaries required to be not less or not more than allocated models? >>Chair Grimm reviewed concerns over and questions about collective bargaining expressed by TF members last week. Dr. Dolan shared concerns about cost and implementation. Sen. Tom thought the TF would tighten up TRI pay and address some other issues, and provide an option for bargaining but not including it in the final recommendation. Sup. Kowalkowski said he would like to bargain pay locally for additional responsibilities/time (for club advisors, etc.) because he doesn't want to pay hourly wages and would rather pay a stipend. Rep. Hunter asked Sup. Kowalkowski if he would like some districts to pay significantly more for the same additional responsibilities/time. Chair Grimm clarified that in his proposal, the governor could delegate bargaining responsibility for some or all items (meaning the governor could delegate the bargaining for advisor stipends to local districts). >>Sen. Tom said as he understands it, the state is not the employer and therefore does not have the right to bargain; he asked if this was true. Chair Grimm said while he is not a lawyer, he views districts as agents of the state. He is not aware of any constitutional language barring the state from being named the employer of teachers. Rep. Sullivan asked about staff hired with levy dollars and who would bargain those salaries. Chair Grimm thought if districts are considered state agencies, then it just has to be put into law; he was happy to have someone look into the matter. Rep. Anderson mentioned federal labor laws. >>Rep. Sullivan asked again about employees funded with local dollars, and what role the state would play in hiring and firing. Chair Grimm said the situation would be similar to other state agencies and departments. Dr. Dolan suggested the remaining responsibilities be delegated to local school boards. Dr. Hyde said she would like benefits be negotiated at the state level, as well. Rep. Priest shared his impression of the original idea: that the state didn't want to dictate how much districts might pay club advisors, but does want to determine values in the SAM (and include regional adjustments) to ensure uniformity/equity. Chair Grimm said his rationale matched Rep. Priest's understanding. Dr. Bergeson orated on bargaining.<< (Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Dolan, Hartmann, Anderson)

Supplemental pay: Model Schools (limit to Time); impose limitation on hourly rate

Question from WSIPP staff - To establish a per diem rate calculation in legislation, more explicit decision is necessary; does the TF assume a 40 hour work week for 10, 11 or 12 months? >>Sen. Tom suggested a maximum be set. Sup. Kowalkowski said he is hesitant about that idea, as he values flexibility in determining stipend amounts. Sen. Tom said that is why they could set maximums instead, which would let districts retain flexibility. Rep. Jarrett said the next question is then what length of year do they want to use. Rep. Sullivan asked about the fairness in setting a cap. Dr. Bergeson then advocated for regional bargaining. Chair Grimm pointed out that state pensions can't be bargained. Randy Parr, WEA, countered that certain items can be bargained, additional compensation and the like. Rep. Anderson advocated for increased transparency in any future system, to aid community understanding of funding realities. >>Chair Grimm brought it back to the question at hand. Sen. Tom recommended that the number of months used match the number of months used in salary surveys. Dr. Dolan worried about the use of a 40 hour work week, thinking it may cause confusion among educators (since most work more than 40 hours a week). Rep. Sullivan brought up the issue of setting the ceiling without setting the floor. Chair Grimm asked if they should determine a set rate instead. Dr. Dolan offered that the rate could be set by taking an annual salary and dividing it by 180 days and 6 periods per day. Sen. Tom asked Sup. Kowalkowski if he wants a limit or not, because there are implications to both. Sup. Kowalkowski said he would take the limit.<< (Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Bergeson, Grimm, Jarrett, Dolan, Hartmann) >>Back to collective bargaining - Sen. Tom asked if this supplemental pay decision is tied to statewide bargaining only. Chair Grimm said the TF would make the recommendation regardless of any collective bargaining decision, unless members changed their minds. Rep. Sullivan asked how classified staff would be treated. Chair Grimm said that in his plan, classified staff would be treated as state employees (like in higher education), but the issue hasn't been addressed by the TF. >>Rep. Priest wondered why Chair Grimm separated classified staff from certificated staff. Chair Grimm answered that he did so because classified roles are more similar within the category than to certificated staff. He added that classified staff probably closely match roles already used by the state for other personnel systems (and cited the battle with higher education 30+ years ago).<< >>Back to classified staffing ratios - Dr. Bergeson wondered why the TF should recommend different staffing ratios (one for certificated and one for classified). Sen. Tom said they did so because districts hire enough classified staff to get the job done, not because they have to spend specified dollars.<<

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 23:15:41 +0000

(Members present, FYI - Sullivan, Priest, Kowalkowski, Hyde, Bergeson, Grimm, Dolan, Anderson) 3:35pm-4:05pm Discussion of proposals, continued

Accounting and budgeting system

>>Dr. Bergeson asked about the proposed uniform accounting and budgeting system, and if the state needs to create a new system (rather than using a current system or a modified version of a current system). Chair Grimm said that in his proposal it was intended to take a current system that works and use it; the struggles would come in getting everyone to transition to that system. Rep. Anderson cautioned that the transition would take time, maybe 6 years, because districts' current systems are at various levels. (Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Bergeson, Grimm, Jarrett, Dolan, Hartmann, Anderson)

Early learning

>>Dr. Hyde asked about the proposed early learning program. Rep. Priest said they are working on language and will make it available soon (once they've finalized it). Dr. Hyde worried that even if they add more ECEAP slots, children may not be any better prepared for kindergarten because some programs are more about nurturing rather than instruction. She would prefer dollars be used to fund educational early learning programs. Sen. Tom said that model would be outside of basic education. Rep. Priest said they hope to address questions around which children should benefit from an early learning program and which programs are research-validated (this will be reflected in their modified proposal). Chair Grimm said he supports the principles Dr. Hyde expressed (programs be educational/instructional). >>Rep. Priest said they think they've addressed the raised issues. He added that they moved administration of early learning funds to OSPI because the program would be part of basic education. Dr. Bergeson said she liked the idea of moving the administration of the early learning program to OSPI (to prevent two departments/agencies from running one program). Rep. Jarrett said they will give the Department of Early Learning the responsibilities of defining the program and identifying acceptable providers.<<

Oversight and accountability: Discuss SBE's principles for an accountability system

>>Accountability - Dr. Hyde wondered about the use of the State Board of Education's proposed accountability system, since the proposed system is still developing. Sen. Tom thought they had agreed to the principles the SBE provided. Chair Grimm said they can either punt the issue to the SBE, or adopt certain principles.<< >>Oversight - Dr. Hyde felt there should be some entity that provides oversight (does not need to be the CQEW), since OSPI, the SBE and others share oversight (although oversight is not their "day jobs"). Chair Grimm said any other proposals are welcome.<<

LIVE BLOG: BEFTF

viking — Tue, 25 Nov 2008 23:25:09 +0000

(Members present, FYI - Tom, Sullivan, Priest, Kowalkowski, Hyde, Bergeson, Grimm, Jarrett, Hunter, Dolan, Hartmann) 4:05pm-4:25pm Process for December 8th and 9th meeting >>Chair Grimm explained the TF would have before it a document of recommendations to which members can offer amendments. The TF will consider each the amendment, and votes by a majority of those present will carry. The hope is that at the end of Day 2, the TF will have a finished product. >>Dr. Hyde asked if staff would provide responsibilities for members. WSIPP staff provided such a document. Sup. Kowalkowski asked if they would hold evening hours to accommodate public comment. Chair Grimm said they should plan to go as late as possible/necessary Monday. >>Annie Pennucci, WSIPP, read through assigned duties (to the TF and to WSIPP). Items the TF has not yet addressed: - Professional development for all staff (teachers yes, classified no) - can discuss in December - Report to appropriate committees by December 1, 2008 - failed

Education news of the day

viking — Wed, 26 Nov 2008 17:22:18 +0000

Budget Blues: education initiatives to be suspended? On Hold: Wenatchee levy postponed. Downsizing: School closures hits Seattle. Happy Thanksgiving!

What’s the future of Washington’s K-12 public schools?

viking — Wed, 26 Nov 2008 18:44:29 +0000

Education reform and funding is a hot topic right now. Washington State is facing one of the most difficult budget deficits in decades. The decisions our state lawmakers make in the next Legislative session will impact the future of Washington’s schools and its one million children. Although the budget situation is grim, we can still make progress toward building an education system that prepares every child for college, work and life. Join us at a presentation by State Representative Ross Hunter on the progress of the Basic Education Finance Task Force to make major recommendations on what basic education is and how much it costs. This public event is co-sponsored by the League of Education Voters, Seattle Council PTSA, Community & Parents for Public Schools and other education stakeholders. WHEN Monday, December 1, 2008 7 PM to 8:30 PM WHERE John Stanford Center Auditorium 2445 3rd Avenue South (at Lander), Seattle View your invitation. The result of this task force’s efforts and the outcomes of this upcoming Legislative session will determine whether public schools are on the right track to make changes to ensure that our kids graduate ready for college, job training and work. Your voice and participation will help ensure our state lawmakers are listening to the needs of our children and schools in Washington State.

Education news of the day

viking — Mon, 01 Dec 2008 16:40:59 +0000

Cuts are coming: public education facing budget cuts. Superkinders: the only all-kindergarten public school in Washington. Line Change: school boundry shifts to be announced in Central Kitsap. Raise the Roof: school districts consider raising the 2009 levy amounts to make up for cuts in state funding. And the winner goes to: Nooksack Valley School District Superintendent named state superintendent of the year.

Education news of the day

viking — Tue, 02 Dec 2008 16:55:35 +0000

Money opens doors: Tri-City STEM school looks for renovation funds. Nowhere to go but up: Public universities eye tuition hikes in tough budget year. More gloom and doom: Another look at how budget deficits impact state departments of education.

BEFTF reaches out to Seattle

viking — Tue, 02 Dec 2008 22:26:01 +0000

A big thank you to Rep. Ross Hunter, Rep. Fred Jarrett and members of the Basic Education Finance Task Force for a wonderful and productive evening at the John Stanford Center! [caption id="attachment_729" align="alignnone" width="500" caption="Rep. Hunter captures Seattle audience at the Stanford Center"][/caption] Last night the League of Education Voters Foundation, Seattle Council PTSA and Community & Parents for Public Schools (CPPS) co-sponsored “The Future of K-12 Public Education: Expectations and Funding in 2009,” a presentation by BEFTF members to showcase opportunities in education reform. It was a full house in the Seattle School District headquarters. Nearly 120 people turned out to learn about what’s going on in the Legislature and how they can support students in Washington’s public schools. The audience included Seattle School Board members, Seattle Superintendent Maria Goodloe-Johnson, parents, education advocates and community members. [caption id="attachment_730" align="alignnone" width="500" caption="Education advocates in Seattle eager to take action "][/caption] To see the slide show presentation, sign up for updates or read more about the Basic Education Finance Task Force, visit http://whatittakesforkids.com/. [caption id="attachment_731" align="alignnone" width="500" caption="LEV State Field Director Kelly Munn outlines action steps"][/caption]

Education news of the day

viking — Wed, 03 Dec 2008 16:50:18 +0000

To build or not to build: Marysville weighs whether to renovate or rebuild high school. Auf Wiedersehen: Head of Department of Early Learning stepping down. Keeping up with the loans's: College costs soar, families take on more debt. Tenure troubles: Colleges employing more part-time faculty. Not just for the Big 3: Ohio district asks Fed for bailout.

Penny-wise and pound-foolish in early learning?

viking — Wed, 03 Dec 2008 22:42:05 +0000

We're potentially having a pound foolish moment in Washington and need your help keeping our Governor on track with quality early learning for children. Washington has made significant progress in the past few years in early learning. Now is NOT the time to move backwards.

Tell the Governor today! Keep Washington's early learning programs off the chopping block.

Take a moment now to forward this to all your friends and family now so they can contact the Governor too. The more people that the Governor hears from, the more likely she is to keep early learning programs off the chopping block. Every single voice matters. Truly.

Why are we worried about this right now? You may have seen it in the news: Washington State is facing a huge budget shortfall in the next two years. To prepare for this shortfall, the Governor just received a report from the Office of Financial Management, which rates the relative importance of the different things in the budget to help her (and the legislature) decide what to cut.

But there's a big problem: The report is penny-wise and pound-foolish. Its recommendations could result in Early Learning Programs like child care subsidies for low income families, pre-school, home visiting and parent support being severely under-funded or completely cut out of the WA budget.

Governor Gregoire is writing her proposed budget right now, so hearing from you today is deeply important.

Hey, if times are tight, why not cut Early Learning Programs? Top 3 reasons:

· Cutting funds now will cause thousands of parents to lose their child care

· Cutting funds now is penny-wise and pound-foolish -- it will cost more money in the long run if we cut funding now.

· Early Learning Programs pay off. For every $1 invested in early learning programs, we get a conservatively estimated $7 back when these children become adults. If, 20 years ago, we had invested in early learning, think about the money we would have now! If we don't invest now, we may never reap these kinds of benefits for Washington State.

Continuing to prioritize early learning is one of the smartest investments we can make in Washington’s future. In these difficult economic times, supporting families by insuring access to high quality early learning is even more critical!

BEFTF Update: New draft report available

viking — Wed, 03 Dec 2008 22:55:42 +0000

For those of you who are not on the BEFTF listserv, here is a link to the latest draft of the final BEFTF report. Next meeting will take place on Monday, December 8th. The FINAL meeting will be on Tuesday, December 9th.

Education news of the day

viking — Thu, 04 Dec 2008 18:25:07 +0000

Change is coming? Down to the wire on school finances. (LEV is featured) District woes: School closure list grows in Seattle. Yakima settlement: Agreement reached on teachers' contract in East Valley SD. Mo' money: Dorn urges legislators to think tax increase. Obama, spend your way out of this: Bill Gates urges Obama to increase government spending (especially on education).

Dear policy makers: don't forget human capital.

viking — Thu, 04 Dec 2008 18:42:40 +0000

Of Financial Capital and Human Capital: Why We're Bailing Out Wall Street While Allowing Our Schools to Get Clobbered By Robert Reich - December 3, 2008, 3:14PM Our preoccupation with the immediate crisis of financial capital is causing us to overlook the bigger crisis in America's human capital. While we commit hundreds of billions of taxpayer dollars to Wall Street, we're slashing our outlays for public education. Education is largely funded by state and local governments whose revenues are plummeting. As consumers cut back, state sales and income taxes are shrinking; three quarters of the states are already facing budget crises. State revenues account for about half of public school budgets and most funding of public colleges and universities. In addition, as home values drop, local property taxes take a hit. Local property taxes account for 40 percent of local school budgets, on average. The result, across the nation: Teachers are being laid off and new hiring frozen, after-school programs cut, so called "noncritical" subjects like history eliminated, schools closed, and tuitions hiked at state colleges and universities. It's absurd. We're bailing out every major bank to get financial capital flowing again. But we're squeezing the main sources of our nation's human capital. Yet America's future competitiveness and the standard of living of our people depend largely our peoples' skills, and our capacities to communicate and solve problems and innovate ¬ not on our ability to borrow money. What's more, our human capital is rooted here while financial capital moves around the globe at the speed of an electronic blip. Right now global capital markets are frozen, but the big money -- mostly in Asia and the Middle East -- is coming here, bailout or no bailout. At this point it's coming here in the form of purchases of dollars and of T-bills that are financing the Wall Street bailout. Eventually American assets will become so cheap that the money will come here to buy up the bargains. It's our human capital that's in short supply. And without adequate public funding, the supply will shrink further. Don't get me wrong: I'm not saying funding is everything when it comes to education. Obviously, accountability is critical. But without adequate funding we can't attract talented people into teaching, or keep class sizes small enough to give kids a real chance to learn, or provide them with a well-rounded curriculum, and ensure that every qualified young person can go to college. So why are we bailing out Wall Street and not our nation's public schools and colleges? Partly because the crisis in financial capital is immediate while our human capital crisis is unfolding gradually. Headlines scream what's happening to our money but not to our kids. Maybe it's also because we don't have a central banker for America's human capital ¬ someone who warns us as loudly as Ben Bernanke did a few months ago when he was talking about Wall Street's meltdown, of the dire consequences that will follow if we don¹t come up with the dough.

Education News of the Day

viking — Fri, 05 Dec 2008 17:06:47 +0000

Aviation off course: Popular alternative school told to refocus or move out 2 in a million? The perfect WASL score You make the difference: Volunteers’ investment in schools more important than ever

BEFTF meeting December 8-9

viking — Fri, 05 Dec 2008 17:18:03 +0000

The Basic Education Finance Task Force will meet Monday, December 8th and Tuesday, December 9th in Senate Conference Room A-B-C in Olympia. We'll be there live blogging, and TVW will probably broadcast. See below for the agenda, and go here to see the latest draft report. The next meeting of the Basic Education Finance Joint Task Force will be held on December 8 and 9, 2008, in Senate Conference Room A-B-C on the Capital Campus in Olympia. On both days, the meeting will begin at 9:00 a.m. and there will be a lunch break around the noon hour. The December 8th meeting may be extended past 5:00 p.m. The meeting agenda is provided below; there is time scheduled for a public hearing on Monday, December 8th. December 8, 2008 I. Call to Order, Dan Grimm, Chair II. Review of Preliminary and Deferred Decisions, Annie Pennucci, WSIPP III. Public Hearing IV. Consideration of Task Force Recommendations V. Adjournment December 9, 2008 I. Call to Order, Dan Grimm, Chair II. Consideration of Task Force Recommendations III. Adjournment

Seattle Times Editorial

viking — Sun, 07 Dec 2008 17:40:32 +0000

Solid education funding begins with a clear vision The state Legislature ordered a task force to develop ways to improve education funding. The result offers compelling vision and solutions that must be viewed in the context of the state's huge financial challenges. Funding for kindergarten through 12th grade is short, by some estimates, by about $3 billion a year. Early-childhood and post-high-school education must be part of the equation, thus the tally of neglect grows. The strength of the proposal put forth by the Basic Education Funding Taskforce is it correctly places funding second to the need to change how education is funded. Shifting more money into education won't make a difference without substantial changes in how it, and existing funds, are spent. The task force, a bipartisan group that includes state Reps. Ross Hunter, Skip Priest, Fred Jarrett and Glenn Anderson and state Sen. Rodney Tom, offers compelling ideas on how to address this. The first step must be a redefinition of basic education, one that accounts for a changing landscape such as the state Board of Education's proposal to increase to 24 the credits required for a high-school diploma. More credits mean schools must offer more classes: The task force agrees upon seven. Many districts already offer seven periods a day, using levy dollars to pay for it. But basic education is the state's responsibility and seven is the new basic. The new concept of basic education would include one period a day of planning and professional development for teachers. Class sizes would be 25 students, dipping far lower in career and technical classes where hands-on learning and safety challenges — presented by equipment in classes such as welding, auto shop and culinary arts — lend themselves to smaller groups. On so many levels, this is good. It offers a baseline for what school should look like. It moves education funding from a pot of money to an array of services easily understood by those who pay for them. It would also force districts to standardize their accounting systems Salaries are nearly 85 percent of education spending. They ought to be part of any sea change. An underlying weakness of education funding is that local districts bargain with teachers unions but do not control the budgets out of which any compensation will come. The end result is districts are often left scrambling to pay for teacher raises they agreed to, but the state declined to fund. The solution: Give the governor the authority to bargain with the teachers. This would end the practice of the state's responsibility being settled at the local level. Teachers unions may chafe at this but they should face the reality: Local districts are financially tapped out. Most cannot go to their voters for more levy money. The governor controls the education budget and that is where the real money is. Another shift ought to be rewarding teachers for skill and knowledge, not for how long they've taught. Merit pay is the way to go. Pay based on peer evaluations might make the process less subjective and ominous for teachers. The next step: The task force will narrow its proposals this week into a to-do list for the Legislature. Lawmakers ought to take the recommendations seriously. The ones we've mentioned are among the most far-reaching. Our state budget is busted, but the economy will rebound, and nicely. It will be critical for lawmakers to have begun the legwork toward improving schools and how we pay for them. Copyright © 2008 The Seattle Times Company

Education News of the Day

viking — Mon, 08 Dec 2008 17:10:27 +0000

Debate over Seattle school closures heats up: Parents, school officials meet over school closure plan Not improving fast enough, according to NCLB: Students making progress, but state says it's not good enough Welcome to Barack Obama Elementary School: No Debate on This: Hempstead School Renamed for Obama The pressure’s on: Teachers, students may suffer after legislators crunch numbers

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 17:15:00 +0000

(Members present, FYI - Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Sullivan, Priest, Hartmann, Tom, Anderson) 9:10am-10:10am Two-Year Cost Estimates for the Draft Proposal of the Basic Education Finance Joint Task Force Projections of the Expected Effect of the Investment on Student Outcomes Steve Aos, WSIPP Mr. Aos presented cost estimates to the Task Force, based on the wage estimates of Dr. Lori Taylor (presented November 10th). Cost estimates ranged from $4.2 billion/biennia above current (no salary increases or class size reductions) to spending to $9.7 billion/biennia above current spending (salary increases and class size reductions). Mr. Aos next presented student achievement data, showing WASL scores next to Washington NAEP scores. Most Task Force members seemed unfamiliar with NAEP and were unclear as to why the two exams were not correlated. Superintendent to Public Instruction Terry Bergeson said she would bring some information for TF members tomorrow. [Quickly, NAEP is administered to a sample of 4th and 8th graders (in each state) and assesses reading and math only. Washington's NAEP scores are above the national average.] Mr. Aos then presented on the methods WSIPP used to calculate projections for the Task Force. In a 14-year projection (holding everything else equal), WSIPP calculated that the 72% model -funding increased by 72% and TF reforms implemented - would raise high school graduation rates about 10 percentage points. ..Dr. Bette Hyde asked about projections for the model that does not reduce class sizes in secondary schools. Mr. Aos said they can run those projections, but have not done so already. Rep. Skip Priest asked about other savings to the state, given higher graduation rates. Mr. Aos said they have other models that can project that, but did not run that analysis for this presentation. Rep. Priest proffered that sort of projection is helpful and should be considered by the Task Force. >>Chair Dan Grimm asked about the role of increased standards on high school graduation rates, and typically how increased standards can lead to lower graduation rates (while lower standards can lead to higher graduation rates). Chair Grimm asked if these projections presumed other state standards remained constant, rather than became more or less rigorous. Mr. Aos said they projected based on average standards of the average state, and agreed that graduation standards can have an impact on graduation rates. (Members present, FYI - Anderson, Tom, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Sullivan, Priest, Hartmann, Haigh) >>Dr. Bergeson wondered what reforms the model accounted for. Mr. Aos repeated that the major factors were increased funding and class size reductions. Chair Grimm also chimed in that Mr. Aos had just addressed that issue.<<

What’s the future of Washington’s K-12 public schools?

viking — Tue, 25 Nov 2008 20:59:14 +0000

Education reform and funding is a hot topic right now. Washington State is facing one of the most difficult budget deficits in decades. The decisions our state lawmakers make in the next Legislative session will impact the future of Washington's schools and its one million children. Although the budget situation is grim, we can still make progress toward building an education system that prepares every child for college, work and life. Learn about the opportunities to reform K-12 Education NOW. You're invited to a presentation by State Representative Ross Hunter on the progress of the Basic Education Finance Task Force to make major recommendations on what and how we fund basic education. This public event is co-sponsored by the League of Education Voters, Seattle Council PTSA, Community & Parents for Public Schools and other education stakeholders. WHEN Monday, December 1, 2008 7 PM to 8:30 PM WHERE John Stanford Center Auditorium 2445 3rd Avenue South (at Lander), Seattle View your invitation. The result of this task force's efforts and the outcomes of this upcoming Legislative session will determine whether public schools are on the right track to make changes to ensure that our kids graduate ready for college, job training and work. Your voice and participation will help ensure our state lawmakers are listening to the needs of our children and schools in Washington State. Lisa Macfarlane League of Education Voters

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 18:20:00 +0000

10:10am-11:20am Public hearing Catherine Ahl, League of Women Voters - Hopes language of final report is clear on instructional days, ties "implement" to "fund" and strongly states local levies should not supplement basic education Audrey Bennett, Kim Howard, Washington PTA - Support strong reforms John Hellwich, White River School District - Difference between planning and professional development, and both are important Kelly Cannard, teacher, McLoughlin Middle School, Vancouver - Basic education funds should be distributed equitably >>Rep. Ross Hunter asked how Ms. Cannard would slice up funds, as the proposal provides funding at the building level (based on the model). Ms. Cannard said she did not see the intent of the plan coming through, and worries allocated funds won't be spent on the students they were allocated for. >>Dr. Bergeson said she is going to offer an amendment that would make certain funds categorical, so they follow the children they were allocated for. She asked Ms. Cannard if this would help address her concerns. Ms. Cannard said yes. Sup. Connolly [couldn't catch the district name] - Would rather see salary cuts than cuts in I-728 funds Desiree Gould, superintendent, Skykomish School District - Be mindful of impacts on small school districts Dave Larson, school board member, Tukwila School District - More technology funds for low-income students; prefers allocation model to creating new programs Rebecca Stillings, Rainier School District - Supports school libraries and certified teacher-librarians Carolyn Logue, library association - Advocates for increased support of libraries Bob Douthitt, school board member, Spokane School District - Supports inclusion of early learning for at-risk children in basic education, statewide bargaining of monetary issues and original staffing ratio proposed in Model Schools; prefers only a majority report be published, with no minority reports appended >>Questions from TF members about Spokane's reluctance to sign on to the State Board of Education's accountability system. Mr. Douthitt said the school board is hesitant because the accountability system is still under revision.<<

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 19:36:45 +0000

11:20am-12:35pm Public hearing, continued Newell Rice, Everett Public Schools - Questions over statewide data and accounting system, whether state becomes a vendor, ability to develop a one-size-fits-all system, funding of creation and implementation, implications of integration with other data systems >>Rep. Priest thanked Mr. Rice for his candidness and said it shouldn't be a surprise that increased funding will come with increased accountability and transparency -- and that's the tradeoff districts will have to accept. Mr. Rice agreed with Rep. Priest on the importance of collecting and reporting student data, but was wary of big changes in data systems. Rep. Jarrett clarified that the Model Schools proposal did not intend a single implementation system.<< Bill Every, director of technology and information management, North Kitsap School District - Concerned over goals of new accountability and accounting systems, sees them as unclear Allen Miedema, information systems manager, Northshore School District - Need data management strategy Irene Greve, Washington Coalition for Gifted Children - Advocated for inclusion of gifted/highly capable in basic education Connie Mueller, WA Association of Head Start and ECEAP - Appreciated inclusion of early learning Tom Lopp, Public School Employees of Washington - Advocated for well-trained classified staff and needs for reform; would have all TF members "sign a promissory in blood" Mitch Deming, WAMOA - Importance of these staff members Kathleen Lopp, Washington Association for Career and Technical Education - Appreciated inclusion of CTE in proposal; advocates for counting industry experience in CTE teachers pay Ben Kodama, Equitable Opportunity Caucus - Stressed importance of community involvement, and community accountability Suzie Wright, policy analyst, Tulalip Tribes - Importance of research-based items

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 20:00:52 +0000

12:35pm-1pm Public hearing, continued Wes Pruitt, Washington Workforce Training and Education Coordinating Board - Advocated for stronger language in TF proposal around guidance counseling and dropout prevention Paul Rosier, WASA, on behalf of Full Funding Coalition - Redefine basic education, generate sustainable funding, distinguish local levy dollars from state basic education funding, see accountability as a two-way street, create oversight council to monitor system George Scarola, League of Education Voters - Appreciated TF proposal's link of increased funding with accountability, things we like: accountability, equity, inclusion of early learning, compensation system Bob Cooper, Washington Association for Colleges of Teacher Education - Cautioned against use of external scoring of teacher candidates, as evaluation can be learning tool for candidates and colleges of education We will now break for lunch until 2pm...

Economic Stimulus with Vision

viking — Mon, 08 Dec 2008 21:20:45 +0000

There is a really great article in Forbes calling for economic stimulus with some long-term vision. It is a good read and makes the case very nicely that smart investments in the education spectrum (quality early learning programs, strong K-12 systems and innovative higher education) can stimulate the economy today while preparing kids for tomorrow.

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 22:15:43 +0000

(Members present, FYI - Anderson, Tom, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Sullivan, Priest, Hartmann) 2:10pm-3:15pm Consideration of Task Force Recommendations Amendments to Draft Proposal (page numbers below refer to this draft proposal, votes in italics) Instructional hours, page 7 - Dr. Bergeson (Amendment adopted)

Change school year to 1,080 instructional hours, instead of 1,000
Move to six 60-minute periods per day, instead of seven 55-minute periods
Teacher FTE to districts will be increased by 8 percent adjusted to maintain established teacher workload [this is in response to increased hours]

>>Rep. Hunter asked about the 8 percent increase. Dr. Bergeson, assisted by Jennifer Priddy, OSPI, said the increase is meant to reflect the increase in workload. Rep. Hunter said the legislative model accounts for things like that. Ben Rarick, Office of Program Research, was brought up to explain the legislative model in more detail.<< Grade bands, page 7 - Dr. Hyde

Remove Change specified grade bands within instructional hours

>>Dr. Hyde asked about removing the specified grade bands from middle and high schools, as in some districts middle school is grades 6-8 while in others middle school is grades 7-8. Rep. Hunter said they need to define middle and high school. Dr. Hyde then amended to change middle school to grades 6-8. Ms. Priddy recommended that she and Mr. Rarick be given time to crunch some numbers and report back to the Task Force.<< Institutions and residential programs, page 7 - Dr. Hyde (Amendment adopted)

Include institutions and residential programs with 1,320 hours

Core teachers, page 8 - Rep. Priest (Amendment adopted)

School districts can use allocated funds to hire a combination of classroom teachers and instructional aides, and also provides allocation for LIDs for instructional aides

>>Judy Hartmann brought up that the language implies districts would be allocated 10 LIDs per instructional aide, and use of the word "sufficient" is open to interpretation. Rep. Priest said that wasn't the intention, and welcomes an amendment clarifying LIDs would be allocated proportionately.<< Classified Staff - Rep. Priest (Amendment adopted)

Allocations are sufficient for school districts to maintain current levels of classified staffing ratios

Librarians, page 8 - Rep. Priest (Amendment adopted)

Use "teacher-librarians" instead of "librarians," and expand description of that position to include information literacy, technology and media

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 23:02:41 +0000

3:15pm-4pm Amendments to Draft Proposal, continued (page numbers below refer to this draft proposal, votes in italics) Principal allocations, page 8 - Dr. Bergeson

Allocate 1 1.2 principals per elementary, 1.5 1.3 per middle and 2 1.8 per high school, instead of 1 per school

>>Rep. Hunter asked why allocations are made for principals and certificated administrators. Ms. Priddy said they did so because the principal allocation did not maintain current administrator levels.<< Classified staffing ratios, page 8 - Dr. Bergeson

Change prototype school allocations to 1 certificated administrator, 4 central office classified, 1 technology and 1 service worker [meant to replace 6 percent administrative funding mechanism]

>>Rep. Hunter raised concerns over allocating numbers with a model that may not represent actual staffing. Ms. Priddy said these allocations do closely mirror current central administration staffing ratios, and 6 percent administrative funding mechanism does not. Rep. Glenn Anderson asked if Ms. Priddy and Mr. Rarick know what percentage does mirror current central administration staffing ratios. Ms. Priddy said they didn't know off hand. Then a long conversation about central office staff and whether they are classified or not.<< NERCS, page 9 - Dr. Bergeson

Change to "Non-Salary Operating Costs," instead of "Non-Employee Related Costs"
General education allocations of $1,271 per student for technology, professional development, curriculum, library, student supplies, utilities, insurance, facilities maintenance and legal/audit services
Special populations allocations of $3,644 per student for CTE, underachieving students, ELLs and gifted students [from legislative proposal]

>>TF members, namely Rep. Hunter, questioned the origin of certain numbers, weighing aloud of whether these numbers make sense.<<

LIVE BLOG: BEFTF

viking — Mon, 08 Dec 2008 23:11:30 +0000

4pm-4:10pm Public hearing, redux Vickie Ybarra, school board president, Yakima School District - Revise bonuses for National Board Certified teachers who teach in impoverished schools, push for more teachers to move into the most impoverished schools (more than 70% free and reduced-price lunch) >>Superintendent Jim Kowalkowski asked Ms. Ybarra which teachers taught in the most impoverished schools, and whether most are some of the youngest. Ms. Ybarra said yes, most of the teachers in the most impoverished were less experienced.<<

You're Invited to Be Part of the Solution

viking — Mon, 08 Dec 2008 23:54:58 +0000

Here's a great opportunity for parents, educators and community members in the Kent area to learn how to help make the work of the Basic Education Task Force a success. Task Force member, state legislator, and former PTA president Pat Sullivan will share the Task Force’s recommendations at a community presentation sponsored by the Kent Area PTA Council and Kent School Board Members. Tuesday, December 9, 2008 7:00 – 8:30 PM Kent School District Administration Center, Boardroom 12033 SE 256th Street, Kent (MAP) As parents, community members, and voters, we need to be part of the solution to get the excellent schools our children deserve.

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 00:18:14 +0000

[We have gone from standing-room-only this morning to half full after lunch to almost empty now.] 4:30pm-5:15pm Amendments to Draft Proposal, continued (page numbers below refer to this draft proposal, votes in italics) Classified staff: custodians and other maintenance, page 8 - Dr. Bergeson (Amendment adopted, with some dissension)

Allocate staffing ratio of 4 for custodians and facilities maintenance, instead of 2 custodians and other maintenance

>>Rep. Fred Jarrett said he would vote against this. Chair Grimm asked how much this proposal would cost. Ms. Priddy gave the per FTE cost, which amounted to about $200 million. Sen. Rodney Tom said the TF doesn't have time to vet these numbers, and would rather spend the money somewhere else. Seattle School Board Member Cheryl Chow asked why not include the number now, and the legislators can vet it out for session. Rep. Hunter said it's easier to add rather than take out. He asked Ms. Chow if her district would spend 3 million new dollars on custodians, and she said no. Rep. Jarrett suggested they include a line in the proposal that says the allocations at least maintain current staffing levels. Chair Grimm said the conversation was interesting, as they were discussing "shells" that would just be moved around anyway.<< Graduation advising, page 8 - Dr. Bergeson (Amendment adopted, 5-4)

Add classified staffing ratio of .5 FTE per high school for graduation advisors Increase guidance counselor allocation to 1.5
Allocate $10,000 per prototypical high school for costs related to Navigation 101 advising system [only for schools in program, currently 600 high schools]

>>Rep. Hunter expressed concern with adding a single line item to an allocation model [re: Navigation 101], and suggests adding the graduation advisor to the counselor allocation. Ms. Chow said she agrees; "however" with a system based on outcomes districts/schools need additional support. Chair Grimm asked if the Navigation 101 money was a mandate or an allocation. Ms. Priddy said it's an allocation.<< Early learning, page 9 - Reps. Priest and Sullivan (Amendment adopted)

Defines early learning as basic education for children in families at or below 130 percent of the federal poverty level
Modeled after the federal HeadStart program
Allocated on a per-student basis to public schools to either provide services or contract with ESDs or community-based providers (approved by the Department of Early Learning)
Includes kindergarten readiness assessment as accountability metric

>>Dr. Hyde liked the inclusion of literacy, numeracy, etc. in the program. Dr. Bergeson asked why 5-year-olds were not included in the program, since all-day kindergarten is not provided. Rep. Priest said all-day kindergarten is a separate item, and this amendment is targeted to early learning for at-risk children.<<

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 01:07:37 +0000

(Members present, FYI - Tom, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett, Hunter, Sullivan, Priest, Hartmann) 5:15pm-6:05pm Amendments to Draft Proposal, continued (page numbers below refer to this draft proposal, votes in italics) Highly capable, page 9 - Reps. Sullivan and Priest (Amendment rejected, 5-4)

Include in basic education
Increased allocations for highly capable students, identified as top 2 percent of each school district
Extended school day and year for highly capable students

>>Questions arose over whether the funds were categorical or for allocation purposes only. Rep. Sullivan said every district would have to offer a highly capable program, but there would be no directive on the details of the program. [This conflicts a little with the text of the amendment, which identifies the funding as for allocation purposes only.] Cost estimates by Ms. Priddy and Mr. Rarick put the program at approximately $40 million a biennia. Sup. Kowalkowski thought the funds should be categorical. Rep. Hunter didn't think they could make these funds categorical while not making other funds categorical (ELL, etc.). Chair Grimm said districts would have to have some sort of highly capable program. Sup. Kowalkowski said that is similar to the current system, where districts apply for grants from OSPI and must have a program.<< Enhanced funding for underachieving students and ELLs, insert on page 9 - Dr. Bergeson (Amendment adopted)

Funding allocations based on percent of students eligible
Allocation for supplemental education
Additional non-salary allocations for instructional materials

Categorical funding: underachieving students and ELLs, page 9 - Dr. Bergeson (Amendment adopted)

Funding allocations for underachieving students and ELLs included in basic education

>>Ms. Priddy said the funds would be categorical, and funds could be carried over to the following year if not spent. Rep. Hunter worried about the consequences of making these funds categorical (ex. fudged accounting). Then we heard some back and forth on whether districts will spend the money on the kids who need additional support if no strings are attached.<< Adjourned until 9am tomorrow...

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 16:20:51 +0000

9:10am-9:20am Presentation on 2008 National Board Certified Teachers Superintendent of Public Instruction Terry Bergeson National Board for Professional Teaching Standards released numbers for 2008: - 919 teachers in Washington, rank 3rd - 2,726 total National Board Certified teachers in Washington, rank 8th - 5 percent of WA teachers are National Board Certified, rank 7th - 191 districts (of 295) have at least one National Board Certified teacher See the press release from OSPI here. See the NBPTS press release on Washington here.

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 17:26:32 +0000

(Members present, FYI - Anderson, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Sullivan, Priest) 9:20am-10:25am Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Staffing ratios for CTE, AP, IB and Lab Sciences, insert on page 8 - Reps. Priest and Sullivan (Amendment adopted)

Staffing ratio of 18:1 or 19:1 for CTE Exploratory AP, IB and Lab Sciences
Staffing ratio of 15:1 or 16:1 for CTE Preparatory Programs

>>Rep. Skip Priest explained these staffing ratios are higher than in the original legislative proposal, and reflect current staffing ratios. Superintendent Jim Kowalkowski and Dr. Bette Hyde suggested the 10 percent of all course offerings allotment for these courses is too low. Rep. Priest said they were estimates, and could be altered.<< ProCert stipend, page 11 - Dr. Bergeson (Amendment adopted)

Provide a $1,000 stipend to teachers to offset the cost of obtaining Professional Certification

>>Dr. Bergeson said this is meant as a one-time payment to those pursuing ProCert.<< Professional development coordinator, page A-4 - Dr. Bergeson (Amendment adopted)

Add .75 professional development coordinator to each prototypical school

Supplemental pay, page 12 - Reps. Sullivan and Priest (Amendment adopted)

Require supplemental pay to specify minimum amount of additional time required, its purpose and the amount of the contract; instead of setting base salary rate
Information must be reported in a common format to OSPI

>>Rep. Pat Sullivan said the purpose was to improve transparency to the award of supplemental pay. Chair Dan Grimm asked if current law allowed for non-disclosure of contracts. Dr. Hyde said that information is public. Rep. Sullivan said it has been difficult for legislative members to obtain information about the contracts. Dr. Hyde agreed with that. Some discussion on wisdom of allowing districts to continue to set rates for supplemental pay (concerns over inflated pay to attract teachers).<< (Members present, FYI - Anderson, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett [will vote for Sen. Tom], Hunter, Sullivan, Priest) I-732, page 17 - Reps. Priest and Sullivan (Amendment adopted)

Modify text to "Keep I-732 as is;" instead of "Fold I-732 funds into basic education"

>>Rep. Priest said this came from a suggestion from staff, and means to maintain I-732 funding but not put in place as an automatic cost-of-living adjustment (COLA). Chair Grimm suggested the Task Force instead leave I-732 alone. Dr. Hyde thought the TF intended to protect the I-732 COLA, putting it into basic education. Rep. Ross Hunter said the courts ruled I-732 is not basic education. He added that if the TF put I-732 into basic education, it would be saying that is the constitutional obligation of the Legislature to provide annual COLAs. Instead, he thought the constitutional obligation of the Legislature is to educate children. Rep. Hunter added that he wants to give teachers a COLA every year; he just does not see it as a constitutional obligation. Dr. Hyde said her interpretation was to fold I-732 into basic education and award COLAs based on regional labor markets. Chair Grimm said his interpretation was to eliminate I-732 and apply a regional COLA to the salary allocation model (SAM). Rep. Glenn Anderson said there wasn't enough data yet to apply COLAs to the new SAM. Sup. Kowalkowski asked if any other state employees receive automatic COLAs. Chair Grimm said generally no, although COLAs to pensions are protected and/or automatic.<<

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 17:52:12 +0000

(Members present, FYI - Anderson, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett [voting for Sen. Tom], Hunter, Sullivan, Priest, Haigh) 10:25am-10:50am Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Collective bargaining, pages 13-14 - Reps. Priest and Sullivan (Amendment adopted - Yeas: Anderson, Priest, Sullivan, Bergeson, Jarrett, Hunter; Nays: Kowalkowski, Hyde, Chow, Grimm)

Implementation of a SAM with salary increases based on demonstrated performance, measured by an objective assessment and aligned with the teacher certification system
Additional bonuses available for assignment as a mentor or evaluator, and a master teacher in hard-to-serve schools
Data from labor market surveys will inform regional wage differences
No additional changes to collective bargaining

>>Reps. Priest and Sullivan said changes to collective bargaining are unnecessary. By making the SAM more reflective of labor markets and based on skills and knowledge, better "rails" are put in place to guide local contract negotiations. >>Dr. Hyde said all of the superintendents she speaks to ask for statewide bargaining of salaries; they don't like negotiating with the people they have to lead. Rep. Sullivan said he didn't want to speak for superintendents, and Dr. Hyde knows better than he does what superintendents are facing, but doesn't see the need if the state sets the SAM and limits supplemental pay to Time. >>Dr. Bergeson shared that she is now a fan of statewide bargaining and thought with this amendment the state will be dealing with this issue in 5-10 years. Rep. Anderson said he didn't know of anyone having success with "serving two masters," but then ended up indicating he doesn't support statewide bargaining. He added that the issue Dr. Hyde mentioned is, with all due respect, a cultural problem, and threatening behavior is not adult behavior. Dr. Hyde countered that because people are so passionate, some do end up with hurt feelings. >>Rep. Hunter said he didn't think statewide bargaining would work. Sup. Kowalkowski added that he thought the stakeholders (WEA, etc.) should have a seat at the table, and maybe another task force should be created to deal with this specific issue. Chair Grimm said, as the author of the original language, he will offer a dissenting opinion on this to explain the logic behind it. He also brought up the pull between practical and unpopular decisions, and chided a few legislators on their unwillingness to pursue that which they think cannot be done in the Legislature. Rep. Sullivan said that was not his concern in drafting this amendment. Seattle School Board Member Cheryl Chow said she would join Chair Grimm in that dissenting opinion. Dr. Hyde said she would vote against this amendment, in part, because she sees value in having oversight groups (that would include WEA, WASA, etc.) looking at this issue among others.<<

Education News of the Day

viking — Tue, 09 Dec 2008 18:16:18 +0000

Gates Money, part 1: Community colleges to get $69 million. Gates Money, part 2: Gates Foundation studying giving cash grades. What it is all about: Mentor helps HS student turn his life around. Toppenish High School is Tops: Toppenish High School rated one of nation's best.

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 19:04:07 +0000

11:10am-12pm Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) CQEW - Dr. Hyde (Amendment adopted)

Creation of a CQEW, made up of 12 people appointed by the governor (legislators, educators and public at large) BEFTF recommends oversight/implementation group
Provide yearly evaluations to governor and Legislature on implementation of recommendations
Provide recommendations to the governor and Legislature

>>In her explanation of her amendment, Dr. Hyde said task forces would also be created, and work with bodies like the State Board of Education and Professional Educator Standards Board to address issues like data and compensation. These task forces would report back to the CQEW. >>Rep. Hunter said he is having staff draft language that would eliminate many of the boards and commissions currently in existence, and doesn't see the need for another. He would rather see these responsibilities given to one of the existing bodies. Dr. Hyde doesn't want to pile the work on to what the SBE is already doing; she wants it to be front and center for the new group. >>Dr. Bergeson said she didn't like the Full Funding Coalition's CQEW, which allowed for lowered expectations with lower funding. Dr. Hyde said that is not a part of her amendment. Rep. Anderson said commissions cannot implement anything, so it falls on bodies like OSPI to implement recommendations. And he seemed to acknowledge a need for a commission like the one proposed by Dr. Hyde. >>Sup. Kowalkowski asked Rep. Hunter why, in the absence of the proposed commission, education is in the state it is. Rep. Hunter said there are only so many people out there who understand education finance, and he would rather not dilute talent by spreading those people among a larger pool of boards/commissions. Rep. Hunter said convening a group like the TF annually was unnecessary, as funding needs won't differ all that much year to year (but could see it needed every 6 years). Rep. Haigh advocated for a commission of some sort because the issue is so weighty and more work needs to be done. She added that legislators have too much else going on, and there is value in having a group continue to work/focus on the issue. >>Dr. Hyde said she would be willing to place the responsibility with another entity, but isn't sure which board/commission/agency it should fall to. Rep. Jarrett said the focus needs to stay on the Legislature, where legislators can lead the charge on issues they are passionate about. He also did not see the value in creating another entity that will issue more reports no one has the time to read. Rep. Sullivan said OSPI is the entity that can provide third-party evaluations and recommendations, and perhaps more funding needs to be directed there to empower that office to do so. Rep. Anderson said that from conversations he's had with stakeholders, he thinks that if they fix the system, they need to leave it alone for a little while to see how the new system performs. >>Dr. Bergeson suggested an amendment to Dr. Hyde's amendment: BEFTF recommends an oversight/implementation group to monitor implementation of the BEFTF's recommendations; the group will sunset in 6 years (added at request of Rep. Hunter). Rep. Jarrett asked if the Legislature could appoint a current body to perform this function, and Dr. Bergeson said she would not preclude the Legislature from doing so.<< Facilities maintenance, insert on page 9 - Chair Grimm (Amendment rejected, 5-5 - Yeas: Kowalkowski, Hyde, Chow, Bergeson, Grimm; Nays: Anderson, Priest, Sullivan, Hunter, Jarrett)

Requires district investment of facilities maintenance resources into facilities maintenance
OSPI will establish a reserve account for facilities maintenance funds to track allocations compared to district expenditures
OSPI will recover resources not expended or reserved for facilities maintenance [use it or lose it]
NERC amount of $97/student for facilities maintenance and custodial costs, and $215/student for central office administration

>>Rep. Jarrett said he is resistant to this amendment because the TF was attempting to create an allocation model, and this amendment creates categorical funding. Rep. Sullivan asked if there was a limit on how long funds could be reserved. Chair Grimm said there was not a limit, but the funds could only be spent on facilities maintenance. Sup. Kowalkowski voiced his support for this amendment. Rep. Hunter said this is one area where he does not think he is smarter than the people who run schools, and administrators will know how much needs to be spent on facilities maintenance.<< One hour break for lunch...

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 21:10:45 +0000

(Members present, FYI - Kowalkowski, Hyde, Chow, Bergeson, Grimm, Hunter, Sullivan, Priest, Haigh) 1:05pm-2:10pm Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Principal allocations, page 8 - Dr. Bergeson, redux (Amendment adopted)

Allocate 1 1.2 principals per elementary, 1.5 1.3 per middle and 2 1.8 per high school, instead of 1 per school
Presumes these mirror current staffing

(Members present, FYI - Anderson, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett [voting for Sen. Tom], Hunter, Sullivan, Priest, Haigh) Central office administration, page 8 - Dr. Bergeson, redux (Amendment rejected, 5-5 - Yeas: Kowalkowski, Hyde, Chow, Bergeson, Grimm; Nays: Anderson, Priest, Sullivan, Hunter, Jarrett)

Change prototype school allocations to 1 certificated administrator, 4 central office classified, 1 technology and 1 service worker [meant to replace 6 percent administrative funding mechanism]

>>Rep. Hunter pushed back on this amendment, and offered an alternate: "Provide a staffing allocation for Central Office Administration based on 6 percent of the core allocation for the Basic Education Instructional Program." His amendment also included language that the intent of the Task Force is to provide allocations that maintain current classified staffing ratios. Dr. Bergeson responded that she still feels discrete numbers are preferred.<< Tribal schools, new section - Rep. Jarrett (Amendment rejected, 4-4)

"Legislature should evaluate making basic education funding directly available to tribal schools that adhere to substantially similar responsibilities and accountability requirements as do school districts."
Idea is to make tribal school districts

>>Dr. Bergeson mentioned that tribal schools currently receive federal funds, and operate under agreements with local districts.<< (Members present, FYI - Anderson, Kowalkowski, Hyde, Chow, Bergeson, Grimm, Jarrett [voting for Sen. Tom], Hunter, Sullivan, Priest, Haigh, Hartmann) Intent of Task Force, new section included in narrative - Sup. Kowalkowski (Amendment adopted)

Recognize current financial situation facing the state, however K-12 funding should not be cut
Current K-12 system is underfunded, and to cut K-12 education "would be contrary to the paramount duty" of the state

>>Rep. Sullivan said he reads this as saying no cuts should be made to any part of K-12 funding; however, he believes some programs, including "pet" programs, could be cut. Rep. Sullivan would like to see some revision to this language. Rep. Anderson thought this language would be better placed in the narrative section of the report. Then there was some confusion over the impact of specifically referencing I-728 and levy equalization in the language, which seemed to have been removed from the amendment.<< 180 day school year, page 7 - Rep. Hunter (deferred to allow language revision)

Require minimum 180 day school year unless a district receives a waiver from the State Board of Education
SBE may authorize waivers if:
- necessary to provide a special instructional program for high school students, or
- districts demonstrate sufficient justification for a waiver, the waiver does not apply to all high schools in a district and waivers do not impact more than 2 percent of students statewide

>>Dr. Bergeson asked Mary Jean Ryan, chair of the SBE, to come forward and clarify current waiver process. Rep. Hunter clarified that waivers are only available to high schools because previous TF discussions indicated some high school students would benefit from a non-traditional school year (e.g. 4-day week to reduce extended travel time for students). After some back-and-forth, Rep. Hunter said he is worried about kids getting P.E. credit for playing football in the afternoon.<<

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 21:36:40 +0000

2:10pm-2:35pm Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Definition of basic education, page 6 - Rep. Jarrett and Sen. Tom (Amendment adopted)

"Evolving program of instruction that must provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy productive and satisfying lives."
Lists specific skills:
- Read with comprehension, write effectively, and communicate successfully
- Know and apply key concepts of mathematics; social, physical and life sciences; civics and history; geography; arts; and health and fitness
- Think analytically, logically and creatively
- Understand the importance of work and finance
Opportunity to complete graduation requirements of 24 credits; any changes to graduation requirements proposed by the SBE that have fiscal impact must be approved by the Legislature
State must make available resources to districts to enable them to provide the program of education; "districts may find it appropriate to modify the model program to fit the unique circumstances of their population"
State must provide resources for districts to supply supplemental instruction to underachieving students, ELLs, and students with disabilities
Includes early learning for some at-risk children
"Supplemental instruction to learn in English for English language learners," instead of "transitional bilingual instruction for English language learners"
Distribution formula is an optimal, long-term goal; technicalities of implementation will require a staggered, well-planned strategy over the next three biennium at minimum (and formula proposed today may need to be modified throughout implementation)
Includes transportation and students in institutions and residential facilities

>>Dr. Hyde offered a friendly amendment to add children in institutions and residential facilities, which was accepted. Sup. Kowalkowski and Dr. Hyde also suggested transportation be added, which was accepted.<<

LIVE BLOG: BEFTF - Definition of Basic Education

viking — Tue, 09 Dec 2008 21:50:41 +0000

Chatter in the room is positive. The adopted language is stronger and clearer about what constitutes basic education, including the opportunities every child should have.

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 23:02:38 +0000

(Members present, FYI - Anderson, Kowalkowski, Hyde, Bergeson, Grimm, Jarrett [voting for Sen. Tom], Hunter, Sullivan, Priest, Haigh, Hartmann) 2:50pm-4pm Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Middle school instructional hours, page 7 - Dr. Hyde (Amendment adopted)

Model schools are K-6 for elementary and 7-8 for middle schools, however districts can configure middle schools per local preference
Allocation model will adjust to accommodate 1,000 or 1,080 hours instructional hours per year to sixth grade students

Central office administration, insert on page 9 - Rep. Jarrett (deferred to allow language revision)

Staffing allocation for central office administration based on 6 percent XX percent [to be calculated by Ms. Priddy and Mr. Rarick] of core allocation for compensation in the Basic Education Instructional Program
Allocations are meant to be sufficient for districts to maintain current classified and administrator staffing in the General Apportionment program from all sources

>>Continued confusion among some TF members on what this language is saying and whether it adequately meets districts' needs. Ben Rarick, Office of Program Research, offered further explanation of the amendment. Rep. Hunter said the amendment attempts to respond to the concerns of Dr. Bergeson, Dr. Hyde and Ms. Priddy that the 6 percent does not provide enough funding for current central office staffing. >>Chair Grimm cautioned that central office administration may currently be underfunded, and this amendment may maintain that underfunding. Dr. Bergeson said this would not provide funding for central office staff funded by local dollars. Rep. Hunter said he agrees those staff members should be included, and the current language does not reflect that.<< [Rep. Anderson asked about what lies ahead. Chair Grimm's answer: three amendments and final vote.] 180 day school year, page 7 - Rep. Hunter, redux (Amendment adopted)

180 day minimum school year in all grades; 180 half-day minimum school year for kindergarten
SBE may authorize waivers if:
- Necessary to provide specialized instructional program
- Total number of waivers statewide may not impact more than 2 percent of the overall student population
- Not for the purposes of professional development or teacher-parent/guardian conferences

>>TF members were conflicted on the 2 percent cap on waivers, and not allowing teacher-parent/guardian conferences be counted in the 180 days. Rep. Hunter pushed back that conferences can come out of LIDs. Dr. Hyde said LIDs are for staff development. Rep. Hunter said the TF needs to decide whether conferences come out of kid time or staff time. Rep. Haigh asked if the days were for students or for teachers.<< NERCs (technical change), page A-4 - Dr. Bergeson (Amendment adopted)

"$310 per student for central office administration," instead of "$210"

Fiscal accounting and budgeting data system, page 17 - Rep. Jarrett (Amendment adopted)

State system does not mandate a single software; the state will provide funding for necessary software (system is at no cost to districts)

>>Dr. Bergeson shared her concerns that the language of the amendment does not explicitly allow for multiple software programs. Rep. Anderson offered another explanation of the intent of the language -- to not prescribe one, universal software program to all districts, but require all districts to report specific data. Then we had more back and forth among TF members over the value of inserting language specifically prohibiting a singular software program.<< (Members present, FYI - Anderson, Kowalkowski, Bergeson, Grimm, Jarrett [voting for Sen. Tom], Hunter, Sullivan, Priest, Haigh, Hartmann) Central office administration, insert on page 9 -redux (2) (Amendment adopted)

Provide a staffing allocation for central office administration, based on a percentage of the core allocation for compensation in the Basic Education Instructional Program, not including the Categorical Programs
Applies to classified staff and certificated administrators

LIVE BLOG: BEFTF

viking — Tue, 09 Dec 2008 23:19:45 +0000

4pm-4:15pm Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Phase-in of new funding formula, new section - Reps. Priest and Hunter (Amendment adopted)

"Development of the funding formulas for the new Program of Education and the supporting compensation, personnel, and accountability systems should begin immediately and then phased-in over a six-year period, starting in the 2011-12 school year. The phase-in plan should be flexible to ensure that the Legislature is committed to full and timely implementation."
Within six-year phase-in, the funding priorities should be:

Cover the fundamental costs of operating a district with enhanced allocations for maintenance, supplies and operating costs, and adequate salary allocations for staff
Expand enhanced learning opportunities for underachieving and ELL students, as well as full-day kindergarten
As soon as a quality program can be defined and delivery system developed, early learning expansion should occur
Class size reduction should start in the early grades
Core 24 will be implemented per the SBE's detailed implementation plan [amended]

Inclusion of six-year phase-in timetable "obligates the Legislature to demonstrate an educational, rather than purely financial, rationale for future modifications"

>>Dr. Bergeson asked about how CORE 24 fits into this. Rep. Priest said he didn't care and would accept language specifically referencing CORE 24. Sup. Kowalkowski shared his enthusiasm for the language of the amendment. Dr. Bergeson asked about the role of assessments, EALRs and standards, and the lack of language on these topics.<<

LIVE BLOG: BEFTF

viking — Wed, 10 Dec 2008 00:15:15 +0000

4:40-5pm Amendments to Draft Proposal, (page numbers below refer to this draft proposal, votes in italics) Levy authority, insert on page 17 - Rep. Jarrett (withdrawn)

Excess levies will be limited to 30 percent based on a statewide per-pupil base funding amount
Until the new finance model is fully implemented, districts can raise local levies up to the higher of
- 30 percent of the projected per-pupil amount for the new Program of Basic Education for that school year, or
- 24 percent of the projected per-pupil amount of the new Program of Basic Education at full implementation

>>There were concerns from some TF members that the amendment would cut local levy dollars. Reps. Jarrett and Hunter said the intent was that the base for levies would be larger, and even at a reduced rate districts would be able to raise more levy dollars than they can today.<< Local levy authority and equalization, insert on page 17 - Rep. Hunter (Amendment adopted)

"Local levies, along with local effort assistance for property-poor districts should continue to be a feature of overall funding for public schools. A technical team should develop a new local levy and equalization system that equalizes to a per-student figure rather than a percent of a district's levy base with a rational basis for both excess levies and equalization."

>>Sup. Kowalkowski offered a friendly amendment that the base for levies and equalization be "rational."<< (Members present, FYI - Anderson, Kowalkowski, Bergeson, Grimm, Jarrett [voting for Sen. Tom], Hunter, Sullivan, Priest, Haigh, Hartmann) 5pm-5:05pm Discussion on the Final Proposal, as amended (Adopted as amended) >>Dr. Bergeson advocated for the inclusion of assessments, EALRs, etc. in the accountability narrative of the report.<< 5:05pm-5:15pm Final housekeeping and acknowledgements - Dissenting opinions on the text will be due by December 19, 2008 - Task Force members will have opportunities to review narrative text

Education News of the Day

viking — Wed, 10 Dec 2008 16:42:59 +0000

Here today, gone tomorrow...maybe: Seattle revises potential school closure plan. Money matters: Anacortes forming education advocacy team. Reform is good for you: Union-Bulletin opines on merits of WASL, education reform. That's a wrap: Basic Education Finance Task Force settles on final recommendations. [Check out our blog postings too]

TIMSS 2007 report now available

viking — Wed, 10 Dec 2008 22:13:29 +0000

***NERD ALERT*** Highlights from the Trends in International Mathematics and Science Study 2007 were released yesterday by the National Center for Education Statistics. TIMSS is an international comparison of 4th and 8th grade students in mathematics and science, and administered every four years. While math scores of U.S. 4th and 8th graders have increased since 1995, we still lag behind Taipei, Hong Kong and Singapore, among others. Mark Schneider, vice president for new educational initiatives at the American Institutes for Research, wrote an editorial in Education Week detailing his concerns with the 2007 TIMSS results. One big point is the variance within the U.S. is greater than the variance between the U.S. and Hong Kong. Chad Aldeman, policy associate at Education Sector, highlights the gap between white and non-white students in the U.S.

Final meeting of HB2722 Advisory Committee

viking — Thu, 11 Dec 2008 17:05:57 +0000

Today is the final meeting of the HB2722 Advisory Committee, more commonly referred to as the African American Achievement Gap Committee. The committee is meeting in Olympia to finalize its report and implementation plan. The committee set four key goals:

Early learning: By 2014, provide all African-American children, birth to five, with high quality and academically focused early education to prepare them for success in school.
Graduation rates: Increase the on-time and extended graduation rates for African-American students to reach parity with the highest-performing demographic group by 2014, and to achieve a 100 percent graduation rate by 2018. All graduates should be work and college ready without the need for remediation.
Success in post-secondary education and job training: By 2018, increase the number of African-American students entering and completing post-secondary education and/or job training to be at or above parity with the highest-performing demographic group, and to achieve 100 percent participation by 2022.
Teacher quality: By 2014, all school districts ensure that teachers and administrators in schools with 20 percent or more African-American students are qualified, trained and effectively meeting th eacademic, cultural and social needs of these students.

Check back for updates on the meeting, and the committee's final recommendations.

Education News of the Day

viking — Thu, 11 Dec 2008 17:47:18 +0000

Homework for legislators: Education task force report shouldn't be ignored Kudos! Toppenish High celebrates ranking among nation's best Cleaner air for kids: School buses going green

Resources from Dec. 8-9 BEFTF meeting

viking — Thu, 11 Dec 2008 20:01:50 +0000

Not as many documents are up on the Basic Education Finance Task Force's website as I would like; however, two WSIPP documents are up. The first outlines estimated costs for various K-12 system models the Task Force considered. The second contains projections of the effect of increased investments on student achievement. And, if you are a true BEFTF devotee, video of the two-day meeting is up on TVW's website. December 8 Segment A Segment B Segment C Segment D December 9 Segment A Segment B Segment C Segment D

Education news today

viking — Fri, 12 Dec 2008 17:12:23 +0000

How do we get outta this mess? BEFTF Chair Grimm urges increase in sales tax on services. Back in the game? Sup. Bette Hyde might be returning to Bremerton. Way to go Bellevue: Four Bellevue high schools are named best schools in the nation. Sen. Patty Murray education message: We can make education work for our future. Virtual tutoring? YouTube awaits. Obama's choice on education: Linda Darling-Hammond named as Education Secretary nominee.

Education News of the Day

viking — Mon, 15 Dec 2008 17:21:29 +0000

Childcare improvement on hold: Plan to rate day cares falls victim to economy “We need education, not residency investigation”: Garfield students march to protest Tony Wroten’s dismissal No math mastery required for Oregon’s high school freshmen: Oregon to delay math requirement for graduation What’s next for education? Uncertainty of Obama’s education plans Thinking ahead: After-school programs a worthy long-term investment

Washington State Budget

viking — Mon, 15 Dec 2008 18:39:14 +0000

Washington State is facing a budget shortfall of more than $5 billion. The magnitude of the shortfall means public schools and higher education are bracing for cuts, along with the rest of state government. The Associated Press is reporting that Gov. Chris Gregoire will release her proposed budget Thursday. She will also propose a supplemental budget to the current budget that ends in June. For more news and information about the budget situation visit:

Rumors point to Duncan for education secretary

viking — Mon, 15 Dec 2008 23:57:08 +0000

In case you've been biting your nails over the next secretary of education... The New York Times' Sam Dillon says President-elect Obama will announce Arne Duncan, superintendent of Chicago Public Schools, as education secretary tomorrow.

Education news of the day

viking — Tue, 16 Dec 2008 17:30:53 +0000

A is for Arne: Obama to name Chicago public schools superintendent as education secretary. D is for deficit: That's not stopping the budget requests from pouring in. R is for referendum: Legislators consider putting funding initiatives on the ballet. S is for survey says: Principals, teachers and parents support kindergarten readiness assessment.

Education news of the day

viking — Wed, 17 Dec 2008 16:41:17 +0000

Ring, ring: Seattle Public Schools try out phone notification system. Hello: Connecting high school and career is best for kids, state. Is it me you're looking for?: Early learning advocates excited about Obama, Duncan.

Education news of the day

viking — Thu, 18 Dec 2008 18:16:33 +0000

Momentum for early learning: Early learning: Critical investing Ugly budget: Gregoire releases slimmed-down state budget

Gov. Gregoire unveils 2009-2011 budget proposal

viking — Thu, 18 Dec 2008 18:20:33 +0000

Gov. Gregoire has released her proposal to close a $5.7 billion shortfall for the 2009-2011 state budget. All areas of state government received cuts, including 5.6% in K-12 and 7.6% in higher education. Click here to view a summary of the Governor's budget proposal.

Education news this morning

viking — Fri, 19 Dec 2008 17:01:58 +0000

The articles today are mainly reactions to Gov. Gregoire's budget proposal that includes over a billion dollar in cuts to the education system: In the Seattle Times: • Gregoire releases slimmed-down state budget • K-12 fared better than expected In the Seattle P-I: • Frugal budget wins few friends In the Tacoma News Tribune: • K-12 spending cuts less than feared In the Everett Herald: • Gregoire's spending plan full of painful cuts In the Olympian: • Pay raises, public aid, schools face cuts in next state budget • Schools look to trim spending, keep teachers In the Bellingham Herald: • Local schools face major cuts in Gregoire's biennial budget LEVite Frank Ordway in the Skagit Valley Herald: • Schools ask parents to give funding a voice

What does over a billion dollar cut in education look like?

viking — Fri, 19 Dec 2008 17:12:05 +0000

Stay tuned... you'll find out around lunchtime.

What does a $1 billion cut in education mean for children and families?

viking — Fri, 19 Dec 2008 19:01:59 +0000

Yesterday, Gov. Chris Gregoire unveiled the most difficult budget of her career as governor. She proposes cuts in every area of state government to overcome a nearly $6 billion revenue shortfall-the largest in state history. In her budget, the governor chose to prioritize education and children. Although the cuts are less drastic than in other areas of government, the reductions in early learning, K-12 and higher education funding amount to more than $1 billion. At a time when families must count on our schools, colleges and universities more than ever, these cuts will mean taking a big step backward. But the solution can not be even deeper cuts to healthcare for working families or less assistance for the most vulnerable among us. That's not the state we want to live in. What does a $1 billion cut in education mean for children and families?

Less support for parents and young children: Up to 16,000 families with at-risk children will start school at a greater disadvantage if home visiting programs are eliminated. Cuts to Child Care Resource and Referral Network mean parents will have less support locating safe, quality early learning programs. Total cuts to early learning: $8.5 million.

Larger class sizes: As many as 1,400 teachers across the state could lose their jobs. The budget proposes a $178 million cut to Initiative 728, which schools use to lower class sizes by hiring more teachers.

Greater inequity in education funding: Poor school districts, especially those in Eastern Washington, will be forced to lay off staff and teachers and increase class sizes even further in response to a $125 million reduction in levy equalization assistance.

Support for community partnerships cancelled: Library funding, reading and tutoring programs, after school programs, hands-on science and math opportunities, and numerous other K-12 enhancements are no longer funded; others are reduced to save $48 million.

Lost wages for teachers: State funded pay increases for educators under Initiative 732 would be suspended to save $350 million.

Higher tuition at colleges and universities: Students could pay up to $450 more per year at the UW and WSU and $125 more at community colleges if tuition is increased to help make up for $340 million in lost state funding. And, due to forced layoffs of instructors, there will be fewer courses and larger classes.

These cuts will severely impact early learning, K-12, and higher education. However, in prioritizing education, the Governor would continue to invest in these critically important programs:

Early Childhood Education and Assistance Program to provide quality preschool for more than 8,000 young children;
Provide limited support for the Quality Rating and Improvement System;
K-12 basic education services for one million students;
Lower class sizes for kindergarten through 4th grade;
All-day kindergarten for lowest income schools;
Programs for schools to improve student achievement and close the achievement gap;
Enrollments for 300,000 students at our state's colleges and universities; and
Increases in student financial aid to match higher tuition rates.

Click here to view Gov. Gregoire's budget and policy highlights. None of these budget cuts or investments are set in stone. The Washington State Legislature will convene January 12, 2009 for 105 days to pass the next state budget. We need your help to ensure our state lawmakers understand the impact of this budget on children and schools. Tell us how this budget will affect your family and your community:

Call your school district's communication director or superintendent and ask how these cuts will affect your schools.

Call your community college or university communications office and ask how these cuts will affect opportunities for higher education in your community.

How will this budget affect you and your family?

Email us and tell us what you learned. We look forward to hearing from you.

Education news of the day

viking — Tue, 23 Dec 2008 16:22:01 +0000

Goodloe-Johnson strikes back: Seattle superintendent speaks up about possible school closures. Shifting to standards: Colorado district to try grouping kids by ability, not grade. Bake sales of the future: LA school to raise money through naming rights to new buildings. Through the listening glass: NPR takes listeners inside a bricklaying class.

Change is up to all of us.

viking — Fri, 12 Dec 2008 21:00:40 +0000

For the past 15 months, the Basic Education Finance Task Force, comprised of legislators and education leaders, sought the best ideas to change our schools. They adjourned for the final time Tuesday, but not before approving bold recommendations to reform and improve Washington's schools. Next, the Task Force will send a final report with its recommendations to Gov. Chris Gregoire and the State Legislature for consideration. For the first time, we have a comprehensive plan for building a K-12 system that better prepares our children for college, work and life. Here's how:

Early learning is included in basic education: Task Force members broadened the definition of basic education to include early learning for low-income preschool children, who are disproportionately at risk of not meeting state learning standards. Providing early learning wisely invests public dollars to help young children with the greatest needs begin their school careers on the right track.

A new compensation system: For the next generation of teachers, a new compensation system would be based on their skills and responsibilities in the classroom, and won't require teachers to earn master's degrees and PhDs simply to earn a professional level salary. The new system would be informed by regularly conducted salary surveys, which could incorporate regional cost of living factors. Current teachers could opt-in to the new system.

Raises the bar and lengthens the school day: The Task Force supports CORE 24, which would raise high school graduation requirements so all children are prepared for life after high school, whether that is a university, college, vocational school, or work. The state would also pay for six periods per day, instead of five.

A more transparent way of budgeting: A new "model schools" approach would all but require the state to fund the true cost of Basic Education. The Legislature would create four prototype schools--primary, elementary, middle and high schools--and build the state budget to fully fund actual class sizes, teachers and support staff and operating costs. This new system would greatly improve the ability of legislators, educators and parents to understand and make the best budgeting decisions to improve learning.

Phase-in of recommendations over six years: The Task Force did not identify additional funding sources necessary to implement these recommendations. However, in light of the looming state budget shortfall, Task Force members committed to a six-year plan to fully phase-in their recommendations.

Whether the report receives the attention it deserves from our policymakers is up to all of us. Here are two ways you can help move these critical reforms forward.

Sign up to receive the final Task Force recommendations when it becomes available. We will include a one-page summary you can use to talk to other parents and members of your community. Just hit 'reply' and tell us to add your name to the list.
Help sponsor a town hall presentation for your organization or community about the Task Force recommendations and what you can do to help. Hit 'reply' and request a presentation or call us at 1-888-343-8566.

Thank you for helping to change our schools. Lisa Macfarlane League of Education Voters

What does a $1 billion cut in education mean for children and families?

Chris Korsmo — Fri, 19 Dec 2008 21:04:34 +0000

Yesterday, Gov. Chris Gregoire unveiled the most difficult budget of her career as governor. She proposes cuts in every area of state government to overcome a nearly $6 billion revenue shortfall-the largest in state history. In her budget, the governor chose to prioritize education and children. Although the cuts are less drastic than in other areas of government, the reductions in early learning, K-12 and higher education funding amount to more than $1 billion. At a time when families must count on our schools, colleges and universities more than ever, these cuts will mean taking a big step backward. But the solution can not be even deeper cuts to healthcare for working families or less assistance for the most vulnerable among us. That's not the state we want to live in. What does a $1 billion cut in education mean for children and families?

Less support for parents and young children: Up to 16,000 families with at-risk children will start school at a greater disadvantage if home visiting programs are eliminated. Cuts to Child Care Resource and Referral Network mean parents will have less support locating safe, quality early learning programs. Total cuts to early learning: $8.5 million.

Larger class sizes: As many as 1,400 teachers across the state could lose their jobs. The budget proposes a $178 million cut to Initiative 728, which schools use to lower class sizes by hiring more teachers.

Greater inequity in education funding: Poor school districts, especially those in Eastern Washington, will be forced to lay off staff and teachers and increase class sizes even further in response to a $125 million reduction in levy equalization assistance.

Support for community partnerships cancelled: Library funding, reading and tutoring programs, after school programs, hands-on science and math opportunities, and numerous other K-12 enhancements are no longer funded; others are reduced to save $48 million.

Lost wages for teachers: State funded pay increases for educators under Initiative 732 would be suspended to save $350 million.

Higher tuition at colleges and universities: Students could pay up to $450 more per year at the UW and WSU and $125 more at community colleges if tuition is increased to help make up for $340 million in lost state funding. And, due to forced layoffs of instructors, there will be fewer courses and larger classes.

These cuts will severely impact early learning, K-12, and higher education. However, in prioritizing education, the Governor would continue to invest in these critically important programs:

Early Childhood Education and Assistance Program to provide quality preschool for more than 8,000 young children;
Provide limited support for the Quality Rating and Improvement System;
K-12 basic education services for one million students;
Lower class sizes for kindergarten through 4th grade;
All-day kindergarten for lowest income schools;
Programs for schools to improve student achievement and close the achievement gap;
Enrollments for 300,000 students at our state's colleges and universities; and
Increases in student financial aid to match higher tuition rates.

Click here to view Gov. Gregoire's budget and policy highlights. None of these budget cuts or investments are set in stone. The Washington State Legislature will convene January 12, 2009 for 105 days to pass the next state budget. We need your help to ensure our state lawmakers understand the impact of this budget on children and schools. Tell us how this budget will affect your family and your community:

Call your school district's communication director or superintendent and ask how these cuts will affect your schools.

Call your community college or university communications office and ask how these cuts will affect opportunities for higher education in your community.

How will this budget affect you and your family?

Hit reply and tell us what you learned. We look forward to hearing from you. Chris Korsmo Executive Director

A note from a Seattle teacher and resident...

viking — Tue, 23 Dec 2008 22:12:44 +0000

You may have recently received our email explaining Gov. Gregoire's over $1 billion dollar proposed cuts to education. In that email we asked you to tell us how this will change your life and the lives of the children in your local school. We've had a great response. Thank you for replying (and keep it coming). I was personally struck by one note in particular and asked if we could post it to our blog. This anonymous teacher and Seattle resident challenges all of us to stand up and speak loudly about the importance of leadership in education. The challenge to hope is a critical reminder as we head into what will be a very difficult legislative session. Thank you everyone for all you do for Washington's children. Have a very happy holiday season!

Good afternoon, I currently teach in Seattle Public Schools, providing music education to K-5 students. Through 56 years as a Seattle resident, taxpayer, SPS & UW Alum, and now teacher, I have learned the value of those individuals among us courageous enough to speak out intelligently and persistently. We are at a critical time. Those in leadership positions must act boldly - NOW - we cannot afford to consider politics before people. We stand at the threshold of change requiring tremendous courage of leadership. Also required is energetic action in support of those leaders willing to rethink our commitment to human need (aka "the common good.") I learned long ago that human need is subsumed by the ever-present pressures of capitalism to drive the economy on a macro level; correspondingly, pressures of "what one wants" have been prevalent on the individual level. These are practices that ultimately end in neglect of our needs and eventually prevent any benefit of our biological and social interdependence. We need to band together to redefine and recommit to a balance of tensions between individual liberty - and - responsibility TO each other! I beg Chris Gregoire to: reach down through layers of government to mayors & superintendents of schools, reach across barriers to all state legislators and governors of other states, reach out to business leaders (not lobbyists,) reach up through the federal government. Please - provide leadership modeled after the new Obama Administration. Surround yourself with people of intelligence, creativity, and diplomacy to shift the paradigm back to service on behalf of the common good. Please - boldly address the NEED for more progressive taxes & return to caring for one another.

Education news of the day

viking — Wed, 24 Dec 2008 16:33:16 +0000

Some assembly required: Middle school computer skills program receives grant. C-A-T: Seattle ties Minneapolis for most literate American city. $timulus for all: Education groups hope for financial bailout of school districts.

Education News of the Day

viking — Mon, 05 Jan 2009 22:29:31 +0000

A cry to save NCLB: A civil rights law for students ‘Tis the season: Everett schools spread word on college financial aid opportunities Hold off on the handcuffs: The principal’s office first What’s in a name: The rush for "21st century skills"

Education news of the day

viking — Tue, 06 Jan 2009 16:37:27 +0000

To the interweb!: Parents go online to protest Seattle school closures. Ay-yay-yay: Eyman files first tax limiting initiative of 2009, exempts schools. Tough times: Prosser to delay bond vote in light of economy. Put on yer thinking caps: Whatcom county electeds mull how to deal with education funding cuts.

Education news of the day

viking — Wed, 07 Jan 2009 16:57:25 +0000

Burgeoning budget bummers: Legislators predict deficit to grow to $7 billion. Shuttering Seattle schools: Proposed closures to impact 1,775 students, save $16.2 million over five years. Fixing fallen funds: Tips on recouping losses in 529 plans. It could be worse: Up to 2,300 teachers face layoffs due to Califorinia's budget crisis.

Quality Counts 2009

viking — Wed, 07 Jan 2009 22:40:53 +0000

Education Week released the latest edition of Quality Counts, a report comparing the 50 states on education policy. Every year EdWeek focuses on a specific topic or issue in education; this year the staff looked at how our schools support English Language Learners. Here's a snapshot of the nation as a whole, and Washington's scores: Overall, Washington scores largely held steady. The state earned a C overall, a B- in Chance for Success, a C in Transitions & Alignment and a C- in School Finance. Here's a table comparing Washington's grades in 2008 to 2009 (only categories graded in 2009 included):

Quality Counts	2008	2009
OVERALL	C	C
Chance for Success	B-	B-
Early Foundations	B (84.4)	B (84.8)
School Years	C (74)	C (75.1)
Adult Outcomes	B (84.5)	B (84.7)
Transitions & Alignment	C-	C
Early Childhood Education	C- (70)	C- (70)
College Readiness	D- (60)	D- (60)
Economy and Workforce	B+ (87.5)	A (100)
School Finance	D+	C-
Equity	B (84.4)	A- (90.8)
Spending	F (52.7)	F (53.8)

Among the many helpful tidbits in Quality Counts 2009 is updated data on per-pupil funding that have been adjusted for regional cost differences. The most recent national data available is from 2005-06. In raw numbers (from the National Center for Education Statistics), the average amount spent per pupil in Washington was $7,984 and nationally was $9,154. In regionally adjusted dollars those numbers change: There's plenty more where this came from, so check it out.

Education news of the day

viking — Thu, 08 Jan 2009 17:32:11 +0000

Get out the vote: South Kitsap Levy Boosters Prepare to Launch Campaign Shortchanged? Proposed school closures hurt poor, critics say Battle in Battle Ground: Editorial: Petty, Vindictive

Education news of the day

viking — Fri, 09 Jan 2009 16:59:42 +0000

I ♥ levy: Editorial board advocates approval of Moses Lake levy. It keeps going and going and going: Seattle superintendent answers readers questions about school closures. It's getting hot in here: Fiery language at Bremerton school board meeting. Affordable college? USA Today and Princeton Review publish Best Value Colleges rankings.

New session, new clout for education

viking — Fri, 09 Jan 2009 20:59:28 +0000

Every year, we have the opportunity to improve education through legislative action. On Monday, the Washington State Legislature convenes for 105-days to make decisions on education that will impact more than a million students. Our children are counting on all of us to get them ready for life. We can change our schools from early learning through higher education by testifying at hearings, contacting our legislators and rallying on the Capitol steps. But first, take a couple minutes today to get ready for session.

Encourage your friends and colleagues to join LEV and receive e-mail updates from us.
Get to know your legislators and what committees they are assigned to.

New Clout for Education More than ever, we need the additional oomph on the education committees this year. Our champions of education are moving to positions of greater clout and new allies have pledged to make education a top priority. Changes in the State Senate

Sen. Rodney Tom is the new Vice Chair of the Senate Ways & Means Committee.
Sen. Derek Kilmer is the new Chair of the Senate Higher Education and Workforce Development Committee.
Sen. Fred Jarrett is the new senator from the 41st Legislative District and the new Vice Chair of the Senate Higher Education and Workforce Development Committee.
Sen. Eric Oemig is the new Vice Chair of the Senate Early Learning & K-12 Committee.
Sen. Kevin Ranker is the new senator from the 40th Legislative District in NW Washington.

Changes in the State House

Rep. Kelli Linville is the new Chair of the House Ways & Means Committee.
Rep. Hans Dunshee is the new Chair of the House Capital Budget Committee.
Rep. Reuven Carlyle is the new representative from the 36th Legislative District.
Rep. Marcie Maxwell is the new representative from the 41st Legislative District.
Rep. Tim Probst is the new representative from the 17th Legislative District and the new Vice Chair of the House Education Committee.
Rep. Scott White is the new representative from the 46th Legislative District.

Stay tuned next week for the launch of our 2009 Citizens' Report Card on Washington State Education and opportunities to get involved this legislative session.

Education news of the day

viking — Mon, 12 Jan 2009 16:59:40 +0000

And they're off: 2009 Legislative Session begins today. Welcome to the jungle: Tacoma School Board members to start blog. With a little help from my friends: Utah legislators want to offer small home loans to teachers.

Advice for Arne

viking — Mon, 12 Jan 2009 17:57:22 +0000

The Washington Post compiled letters of advice to Arne Duncan, education secretary-designate, from various voices in education. Letter writers range from an early learning advocate to a student to a university chancellor to an astronomer (with plenty of others in between). Somewhat surprisingly--or perhaps not--the letter from a student focuses largely on teachers, while the letter from a teacher focuses more on students. Interesting perspectives all around, and worth a read.

A cool blog about the State Budget? Yeah, it's possible.

viking — Mon, 12 Jan 2009 23:03:59 +0000

And, it has arrived! The Washington State Budget & Policy Center unveiled their new blog - SCHMUDGET. As with their previous publications, the information presented is concise, well-researched, and easy to read. It even has a fun name. In a year where so much of our future depends on understanding our budget, this blog is well worth checking out.

Education news of the day

viking — Tue, 13 Jan 2009 17:04:59 +0000

One down, 104 to go: First day of 2009 Legislative Session happened, obligatory recap. Smarter software: Microsoft, Intel, Cisco teaming up to better assess learning skills. STEMming up: Tri-Cities school can open thanks to Battelle donation. 16 year legal fight to end? U.S. Supreme Court to hear arguments in Arizona ELL funding battle.

Jan. 14-15: State Board of Education meeting

viking — Tue, 13 Jan 2009 18:30:24 +0000

The State Board of Education will meet tomorrow and Thursday at the New Market Skills Center in Tumwater. The agenda and meeting materials are up on the SBE's website. We'll be there all-day Wednesday and in the afternoon Thursday. Check back throughout for updates and juicy tidbits. Here's a brief rundown of the agenda: January 14 9:15 a.m. Accountability Update: Resolution, 2009 Work Plan and Additional Work on the Accountability Index 10:00 a.m. CORE 24 Implementation Task Force Update 10:35 a.m. Status of Basic Education Task Force Report and Update on Legislative Session Issues 11:30 a.m. Public Comment 12:00 p.m. Lunch 1:00 p.m. Revisions to State Board of Education Bylaws 1:45 p.m. Tribal Memorandum of Agreement Resolution 2:15 p.m. Public Comment 2:50 p.m. High School Transcript Study 3:45 p.m. Update on English Language Learners in Washington State 4:30 p.m. Public Comment January 15 9:00 a.m. High School Mathematics Curriculum Review and Draft Recommendations Supplemental Mathematics Curricular Materials for K-12 Survey on Districts' Current Curricular Usage Request for Information of Online Curriculum State Board of Education Next Steps 9:35 a.m. Professional Educator Standards Board Report on Math and Science Teacher Supply 10:30 a.m. Current Trends in Achievement Gaps 10:45 a.m. Commission Reports on Achievement Gap 11:55 a.m. Public Comment 12:15 p.m. Lunch 12:35 p.m. Board Tour of New Market Skills Center 1:15 p.m. Business Items

Achievement gap and WASL reports out

viking — Tue, 13 Jan 2009 22:00:45 +0000

The HB2722 Advisory Committee (also known as the African American Achievement Gap Committee) issued it's final report Monday. In the report, the Committee sets four goals for closing the achievement gap for African American students. The goals are:

By 2014, all school districts ensure that teachers, staff and administrators in schools with 20 percent or more African American students are qualified, trained and effectively meeting the academic, cultural and social needs of these students.
By 2014, provide all African American children, birth to five, with high quality and academically focused early education to prepare them for success in school.
Increase the on-time and extended graduation rates for African American students to reach parity with the highest-performing demographic group by 2014, and to achieve a 100 percent graduation rate by 2018. All graduates should be work- and college-ready without the need for remediation.
By 2018, increase the number of African American students entering and completing post-secondary education and/or job training to be at or above parity with the highest-performing demographic group, and to achieve 100 percent participation by 2024.

The WASL Workgroup also released it's final report and recommendations on the state assessment system. The workgroup makes some long- and short-term recommendations for Washington's assessment system, namely making the system more informative and responsive.

The 2009 Citizens' Report Card Grades Are In...

viking — Wed, 14 Jan 2009 00:02:04 +0000

We are excited to announce the arrival of our 2009 Citizens’ Report Card on Washington State Education. We will officially release our Report Card at The New School in Seattle on Thursday, January 15^th at 10 am.

Our biennial Citizens' Report Card shows where there's progress and where there's plenty to improve upon. This is more than a publication. All too often publications sit on a shelf. Our Citizens’ Report Card is a tool to arm activists with the information we need to wake people up, get them involved in solutions, and educate policy makers along the way. We’re making sure the budget crisis doesn't become an excuse for low standards.

Sorry I can’t tell you what the grades are right now (only two more days to wait), but you can request your Citizens’ Report Card today and we’ll put one in the mail for you right away. I promise!

Click here to email us your name, email address, and physical address.

Don't forget to let us know how many you need!

(Almost) LIVE BLOG: SBE

viking — Wed, 14 Jan 2009 19:08:47 +0000

(The SBE jumped around a bit this morning due to presenters' schedules, so the morning was blogged as a block to make it easier to read.) 9:15am-12pm Accountability Update - Kris Mayer, Edie Harding, Pete Bylsma Resolution Warren Smith: Change to SBE "believes that all students deserve a quality and equitable education" Phyllis Bunker Frank: Be mindful that "quality" and "equitable" are not readily defined Eric Liu: Need to be clear on what SBE means by "reciprocity" 2009 Work Plan Mary Jean Ryan: Expressed doubt over needing to wait until the 2011 Legislative Session to put forward a budget proposal Ms. Harding: Considering the fiscal climate makes sense to wait until next biennium Accountability Index - Changes

First indicator changed to "non-low income students" rather than "all students" (prevents double counting of low-income students
Scale changed from 5 points (0-4) to 7 points (1-7)
Changes from 4 tiers to 5 tiers (addition of Very Good tier)
Propose exempting ELL results in the first 3 years of enrollment, or until acquiring intermediate English proficiency
Propose using other means for holding alternative schools accountable
Propose allowing schools/districts the option of excluding Improvement indicator if performing at high achievement levels
Propose counting highest grade 10 results through August of grade 10

Status of Basic Education Finance Task Force Report - Rep. Ross Hunter The standard presentation Rep. Hunter has done across the state. It appeared that about half of SBE members were unfamiliar with the contents of the BEFTF report. Most of the comments/questions focused on details. Public Comment -Karen Davis, WEA - Appreciate the changes and responsiveness of the Board, but have reservations over the implementation timeline of the index (especially in regard to funding); also concerned about having two accountability systems, it's confusing

(Almost) LIVE BLOG: SBE

viking — Wed, 14 Jan 2009 21:50:35 +0000

12:45pm-1:15pm Board Recognition of Teacher of the Year, Susan Johnson Ms. Johnson teaches at Cle Elem-Roslyn High School. She gave a brief presentation on some of the amazing work she does with her English students. 1:15pm-2:10pm Revisions of SBE Bylaws - Warren Smith, Amy Bragdon, Brad Burnham -Proposed change to make Superintendent of Public Instruction equal member on the SBE, which means SPI would no longer be an automatic member of the Executive Committee >>Ms. Frank expressed concern over SPI not automatically being on the Executive Committee. Bob Hughes wondered on the wisdom of the SBE having an Executive Committee, as it tends to "become the Board," however given how the SBE operates the Executive Committee may be necessary. Many board members wanted to wordsmith, and more seemed concerned over the make up of the Executive Committee. This led Mr. Liu to joke he would start planning a coup, to which Steve Dal Porto added his support.<< (Yes, it was that riveting.) 2:20pm-2:30pm Public Comment Martha Rice, WSSDA - On the proposed accountability system, concerns over establishing a set timeline for placing a district on "academic watch," as some districts may need more than two years to see adequate progress 2:30pm-2:50pm CORE 24 Implementation Task Force Update - Steve Dal Porto, Jack Schuster, Kathe Taylor Brief overview of the selection process. The Task Force will be made up of 20 members, including teachers, counselors, (assistant) superintendents and school board members.

(Almost) LIVE BLOG: SBE

viking — Wed, 14 Jan 2009 22:53:49 +0000

2:50pm-3:50pm High School Transcript Study - Duane Baker, Candace Gratama The BERC Group consultants were asked to conduct some further analysis, adding analyses related to CORE 24. -Facts of interest from the study (sample of transcripts from Class of 2008)

Only 39.7% of the sample took 2 years of fine arts (CORE 24 requirement)
54.6% took 3 years of science, including 2 labs (CORE 24 requirement)
69.5% took 2 years of world language (CORE 24 requirement)
13.3% took no world language
11.5% took less than 3 years of math
68.7% took math their senior year
47.9% took science their senior year
47.3% failed at least one course, 21% failed two or more courses
Highest fail rate in math (35.5%), followed by English (26.4%)

Basic Education Finance Task Force Final Report Released

viking — Thu, 15 Jan 2009 00:55:09 +0000

The final Basic Education Finance Task Force report has been released. Click here to view the Final Report.

(Almost) LIVE BLOG: SBE

viking — Thu, 15 Jan 2009 19:20:57 +0000

When I arrived, the achievement gap study commissions were presenting. Each commission presented compelling data. Presentations from each group can be found on the SBE's website here.

The grades are in ... a C average overall.

viking — Thu, 15 Jan 2009 21:58:02 +0000

Today is a big day for education.

We are excited to release our 2009 Citizens’ Report Card on Washington State Education. And, the Basic Education Finance Task Force released their Final Report, which gives us the blueprint for moving forward. Our 2009 Citizens’ Report Card, published every two years, shows where we made progress from early learning through higher education and where there is plenty to improve upon. In the last two years, our grades have improved slightly. Our schools made progress, but budget cuts could jeopardize the gains in education. The next two years will reveal our collective commitment to our children and their future. It's up to all of us to ensure children receive the education they need to succeed.

Change the world. Change our schools.

Our 2009 Citizens’ Report Card is a tool to empower you with information to engage your friends, colleagues and community members in improving our education system. And, with the Basic Education Finance Task Force’s Final Report, we now have a comprehensive plan for building a K-12 system that better prepares our children for college, work and life. Help us reach more education advocates: 1. Watch for your copy of the 2009 Citizens’ Report Card on Washington State Education in your mailbox. Please share this with your family, friends and colleagues. If you’d like additional copies for PTA, school board or other community meetings, send us a request via email. 2. We’re mailing out more than 20,000 copies of our 2009 Citizens’ Report Card this week. Help us reach more parents, educators and community members with a donation of $25, $50 or $100 today.

(Almost) LIVE BLOG: SBE

viking — Thu, 15 Jan 2009 22:18:15 +0000

1:25pm-1:30pm Public Comment Martha Rice, WSSDA - On the SBE draft letter to the Legislature on the Basic Education Finance Task Force, concerns over some of the language of the letter, namely that it seems the SBE is supportive of the entire BEFTF recommendation rather than the aspects of the report the SBE does support (which may not be all of the recommendations); also the BEFTF recommendations do not include transportation or capital recommendations 1:30pm-2:30pm Business Items Accountability Resolution - Approved >>Phyllis Bunker Frank proposed to change "...all students deserve an quality excellent, equitable education..."<< Bylaws Revisions - Approved >>Some debate on these, but nothing inflammatory or alarming, largely grammatical.<< Districts Meeting Basic Education Compliance - Approved 180 Day Waiver Requests - Approved Letter to the Legislature on the Recommendations of the Basic Education Finance Task Force - Approved 2:30pm-3:15pm Policy Considerations for Improving Graduation Rates - Sheila Fox, Annie Blackledge Building Bridges Report on Dropouts -60% of students in foster care do NOT graduate from high school (Because time was tight and the SBE is very interested in dropout prevention, this topic is going to be revisited at the March meeting.)

Citizens' Report Card coverage (so far)

viking — Thu, 15 Jan 2009 23:42:45 +0000

King 5 story this morning

Seattle Times

Tri-City Herald

2009 Citizens' Report Card news...

viking — Fri, 16 Jan 2009 17:51:55 +0000

Morning everyone,

I'm afraid the news clips today are a little LEV-centered. Enjoy!

KING 5 & NW Cable News: New report grades Washington education

KVEW TV (Tri-Cities) – TV clip
- Online story

Print

Puget Sound Business Journal: State’s K-12 education report card improves, but not much

Seattle Times: Public schools get C average

Tri-City Herald: Report card urges changes to state education system

AP story:

Columbian (Vancouver)

Everett Herald

KEPR TV (Pasco)

KGW (Portland)

KIMA TV (Yakima)

KOMO

Seattle Times

Tacoma News Tribune

Wenatchee World

Blog

Post Intelligencer Blog: League of Education Voters: State school system rates a C-

Goldy at Horses Ass: WA Schools earn a C grade.

News from the Feds...

viking — Fri, 16 Jan 2009 21:46:10 +0000

House Economic Recovery Package Includes Significant Investments in Young Children

Courtesy of Zero to Three

Yesterday, the House of Representatives unveiled its economic recovery package, one of the first steps in efforts to spur the economy and protect the well-being of our country's children and families. The bill includes significant funds targeted for infants and toddlers, making a smart investment in our nation's future.

The economic recovery package contains the following provisions that would impact infants, toddlers, and their families:

$2.1 billion for Head Start to provide comprehensive services to an additional 110,000 children; $1.1 billion of these funds have been designated for Early Head Start. Up to 10 percent of the Early Head Start funds is targeted for training and technical assistance and up to 3 percent is targeted for monitoring.
$2 billion for the Child Care and Development Block Grant to provide child care services to an additional 300,000 children.
$600 million in formula grants for Part C of the Individuals with Disabilities Education Act (IDEA) to help states serve children with disabilities age 2 and younger.

Investing in programs for young children benefits the economy immediately by: 1) ensuring that parents are able to take advantage of job opportunities while their children are in care, and 2) by creating new jobs in the early care and education workforce. But it also creates sustained growth for our economy by providing children with the services they need to grow up healthy and ready to succeed in school and the work force.

For more information on the House economic recovery package, click here to read a summary or click here to read the full bill text.

Puttin' the O! in Oly: Week 1

viking — Fri, 16 Jan 2009 23:07:49 +0000

The 2009 Legislature convened on Monday. This is my first experience working in Olympia during session so I don't have anything to compare it to, but it is clear that this session is not normal. It didn’t take long to figure out the difference this year was the very bleak budget forecast. We all knew that the current economic crisis was going to mean a very difficult budget process this session, but this week marked the beginning of some very difficult and decisions. The grim budget projections weighed heavily on legislators, but they wasted no time getting to work. Both House and the Senate committees dove into the 2009 supplemental and the 2009-11 biennial budgets. Both committees were briefed on Governor Gregoire's budget proposals, and the House held public hearings to hear from constituents about the impacts of the Governor’s proposed budget. Rest assured though, the LEV enterprise is working hard to protect the education system (early learning, K-12 and higher education) as best we can in these very difficult times. Click here to read our 2009 Legislative Agenda. Both George and I testified this week to the House Ways and Means Committee (that is not a typo, the committee is going by Ways and Means this session despite not having any “means” authority). Our message was simple: we must invest in our children and in education, but this investment cannot be at the expense of deeper cuts to health and human services. We know that this legislative session is going to be really hard and require our elected officials to make extremely difficult decisions, but it can’t be at the expense of our youngest and most vulnerable. Please stay tuned to our blog as we will be posting regularly, discussing all the happenings down here in Olympia and keeping you all in the loop on the educations issues that we all care so much about.

Education news of the day

viking — Tue, 20 Jan 2009 16:24:26 +0000

Ready for a funding fight: Education leaders dig in their heels. Opportunity for change: Funding task force recommendations continue on tour. Focus on the future: College and career fair draws record crowd. Bailout with strings: More on the federal stimulus plan. And of course: The biggest news of the day.

BEFTF Recommendations become HB 1410

viking — Tue, 20 Jan 2009 17:50:11 +0000

Yesterday, the Basic Education Finance Task Force’s Final Report became House Bill 1410. The four House members on the Task Force, Reps. Sullivan, Priest, Hunter and Anderson, are co-sponsors.

We have a short 24-hour window to add more House co-sponsors to this critical education reform legislation. Send a message to your state representatives to urge them to sign on to HB 1410 today. Here’s how you can take action now:

Send your state representatives an e-mail. Legislative e-mail addresses are lastname.firstname@leg.wa.gov. If you don’t know your legislators’ names, click here to find out.

Or, call your state representatives via the legislative hotline at 1-(800) 562-6000.

Here’s what you can tell them:

Please co-sponsor House Bill 1410, which contains the recommendations of the Basic Education Finance Task Force’s Final Report. HB 1410 is a blueprint for building a K-12 system that better prepares our children for college, work and life. Please sign on to HB 1410 to help pass this critical education reform legislation.

Let’s make 2009 a year to remember for education.

Witnessing history

viking — Tue, 20 Jan 2009 19:48:37 +0000

[caption id="attachment_1046" align="alignright" width="300" caption="Ready for Life"][/caption] I'm at the inauguration in DC! We're excited for the change that has come to America. But the work is just beginning... especially for education reform in Washington State. It's up to all of us to help achieve an education system that gets all our kids Ready for Life!

Thanks for taking action

viking — Tue, 20 Jan 2009 22:28:50 +0000

All of your e-mails and phone calls urging lawmakers to co-sponsor House Bill 1410 are making a difference. In less than 24 hours, the number of legislators sponsoring the bill have expanded from four to 38 members. Thanks to you, this critical education reform legislation is off to a great start. Here's the full list of House members who've signed on to HB 1410: Sullivan, Priest, Hunter, Anderson, Carlyle, Haler, Maxwell, Pedersen, Rolfes, Quall, Springer, Dammeier, Hope, Eddy, Liias, Clibborn, Goodman, Williams, VanDeWege, Chase, Morris, Morrell, McCoy, Kagi, Kessler, Newhouse, Simpson, Darneille, Rodne, Nelson, Probst, Miloscia, Driscoll, White, Moeller, Ormsby, Kelley, Wood

Education news of the day

viking — Wed, 21 Jan 2009 16:29:16 +0000

Assessing the assessor: WASL under review this legislative session. Witnessing history: Tacoma 8th graders go to the other Washington for the inauguration. Adding up: Most Skagit County schools using recommended math curricula. It's official: Duncan, others confirmed to cabinet posts.

PESB meeting Jan. 21-22

viking — Wed, 21 Jan 2009 16:20:37 +0000

The Professional Educator Standards Board is meeting in Tumwater today and tomorrow. Here's the agenda for the two-day meeting: January 21 9:15 Proposal for Approval of New School Psychologist Professional Certificate Program at Eastern Washington University 9:45 Proposal for Approval of New School Psychologist Professional Certificate Program at Central Washington University 10:15 Break 10:30 Site Visit Report: Eastern Washington University 11:00 Site Visit Report: Heritage University 11:30 Public Comment 11:45 Lunch 12:15 Proposed New CTE Business and Industry Route Teacher Preparation Program Standards 1:15 Professional Certificate: Follow up Information on Cost to Institutions for Operating Programs 1:45 New Specialty Endorsement - Gifted Education 2:15 Break 2:30 Recommendation for the Assessment of Oral and Written Proficiency in the Language of Instruction for the Bilingual Endorsement 3:15 Legislative Update 3:45 Adjourn January 22 8:45 Washington's Continuum for Teacher Development: Examining Points of Evidence 9:15 Annual Teacher Assessment Report 10:00 Update: Performance-Based Pedagogy Assessment 10:45 Break 11:00 Developing A Meaningful Program Completer Survey: What Can We Know? 11:30 Public Comment 11:45 Lunch 12:15 Update: Standard V Pilot Program Update 1:15 Presentation and Work Session: Supporting the Movement to Evidence Based - Progress and Next Steps on Revision of Preparation Program Standards 2:30 Plans for Status Report on Implementation of Principal Pro Cert 3:00 Adjourn

Senate bill drops containing Task Force recommendations

viking — Wed, 21 Jan 2009 17:33:38 +0000

This morning, Senate Bill 5444 was introduced containing the recommendations of the Basic Education Finance Task Force’s Final Report. The bill is sponsored by Sens. Jarrett, Pflug, Tom, Ranker, Oemig, and McAuliffe.

Send a message to your state senators today to urge them to sign on to SB 5444 today. Here’s how you can take action now:

Send your state senator an e-mail. Legislative e-mail addresses are lastname.firstname@leg.wa.gov. If you don’t know your legislators’ names, click here to find out.

Or, call your state senator via the legislative hotline at 1-(800) 562-6000.

Here’s what you can tell them:

Please co-sponsor Senate Bill 5444, which contains the recommendations of the Basic Education Finance Task Force’s Final Report. SB 5444 is a blueprint for building a K-12 system that better prepares our children for college, work and life. Please sign on to SB 5444 to help pass this critical education reform legislation.

Watch us on TVW

viking — Thu, 22 Jan 2009 16:36:36 +0000

This morning, the Senate Early Learning & K-12 Education Committee will hold a work session on the recommendations of the Basic Education Finance Task Force at 10 AM. Following the staff briefing on the recommendations, LEV will give remarks in response. Tune in to TVW on your television or view our testimony LIVE online following the staff briefing on the Task Force recommendations, which begins at 10 AM.

Set to Testify...

viking — Thu, 22 Jan 2009 17:05:48 +0000

George Scarola, Legislative Director Frank Ordway, Northwest Field Director Deborah Nolan, PTA Activist Kris Lytton, Anacortes School Board President Tune in!

Education news of the day

viking — Thu, 22 Jan 2009 17:43:01 +0000

Out with the old, in with the new? Schools chief plans WASL replacement by 2010 Sound off: Local educators express caution, optimism Save this program, save a student's life: Pasco students appeal to Legislature for budget help Bracing for the worst: Schools eye coming budget crunch

The grades are in!

Chris Korsmo — Thu, 15 Jan 2009 21:08:42 +0000

Today is a big day for education. We are excited to release our 2009 Citizens' Report Card on Washington State Education. And, the Basic Education Finance Task Force released their Final Report, which gives us the blueprint for moving forward. Our 2009 Citizens' Report Card, published every two years, shows where we made progress from early learning through higher education and where there is plenty to improve upon. In the last two years, Washington's grades improved slightly.

Citizens' Report Card	2009
Invest in early learning	C+
Raise the bar - for everyone	C+
Focus on math, science and engineering	C
Prepare every student for college, work and life	C-
Fund our future	D+

Our schools made progress, but budget cuts could jeopardize the gains in education. These next two years will reveal our collective commitment to our children and their future. It's up to all of us to ensure our children receive the education they deserve. Change the world. Change our schools. Our 2009 Citizens' Report Card is a tool to empower you with information to engage your friends, colleagues and community members in improving our education system. And, with the Basic Education Finance Task Force's Final Report, we now have a comprehensive plan for building a K-12 system that better prepares our children for college, work and life. Help us reach more education advocates: 1. Watch for your copy of the 2009 Citizens' Report Card on Washington State Education in your mailbox. Please share this with your family, friends and colleagues. If you'd like additional copies for PTA, school board or other community meetings, send us a request via email. 2. We're mailing out more than 20,000 copies of our 2009 Citizens' Report Card this week. Help us reach more parents, educators and community members with a donation of $25, $50 or $100 today. Chris Korsmo Executive Director

Our 2009 Report Card, a tool for action

Chris Korsmo — Fri, 16 Jan 2009 21:10:44 +0000

Yesterday, we released our 2009 Citizens' Report Card on Washington State Education at The New School in Seattle. The 2009 Report Card gives Washington's schools a C average, a slight improvement over two years ago. Our schools made progress, but budget cuts could jeopardize the gains in education. We're excited that the word is getting out about our 2009 Citizens' Report Card on Washington State Education. See what the media is saying about the 2009 Report Card: KING 5 TV (Seattle): Parents, teachers and students now have some new information on whether Washington's schools are making the grade. The 2009 Citizens' Report Card on Washington State Education is out this morning and it reveals some progress mixed with some alarming trends. KVEW TV (Tri-Cities): The 2009 Citizens' Report Card on Washington State Education shows the state has some work to do. The extensive report helps explain what kind of work is needed most. Tri-City Herald: Washington's education system is getting a "C" average when it comes to investing in early learning, focusing enough on math, science and engineering and preparing students for life beyond high school, a new report says. The state gets even lower marks -- a "D-plus" -- for school funding, according to the "Citizens' Report Card on Washington State Education" that's set to be released today. Puget Sound Business Journal: Chris Korsmo, executive director of the organization, said it would be a challenge for the state not to lose its gains in the face of its budget crisis and the national recession. "We worry about the next two years, considerably," Korsmo said. Associated Press: [Chris Korsmo, executive director of the League of Education Voters] said the key to future improvement includes: adopting the Basic Education Task Force's proposals, adopting the state Board of Education's plan to require 24 credits to graduate, phasing in all-day kindergarten across the state, including preschool in the state's definition of basic education, and adding more spaces at colleges and professional training programs. If the state doesn't adopt some or all of these ideas, Korsmo predicted Washington's education system would continue to get a mediocre report card. And as a fifth grader named Myla Hightower pointed out at Thursday's news conference: "We should spend a lot of time working on those grades. View the full list of media coverage on our blog. Thank you for being a HUGE part of the 2009 Report Card's success. Just in the last two days, we've received requests for more than 750 copies, in addition to the 20,000 reports already mailed out. Chris Korsmo Executive Director

ACTION ALERT: We have 24 hours to jumpstart basic education reform

viking — Mon, 19 Jan 2009 21:14:02 +0000

Will 2009 be a year to remember for children and schools? In the education community, we look back on 1977 and 1993 as milestone years-the Doran court decision and the beginning of education reform in our state. Now is the time to take action to move education reform forward. Today, the Basic Education Finance Task Force's Final Report became House Bill 1410. The four House members on the Task Force, Reps. Sullivan, Priest, Hunter and Anderson, are co-sponsors. We have a short 24-hour window to add more House co-sponsors to this critical education reform legislation. Send a message to your state representatives to urge them to sign on to HB 1410 today. Here's how you can take action now:

Send your state representatives an e-mail. Legislative e-mail addresses are lastname.firstname@leg.wa.gov. If you don't know your legislators' names, click here to find out.

Or, call your state representatives via the legislative hotline at 1-(800) 562-6000.

Here's what you can tell them:

Please co-sponsor House Bill 1410, which contains the recommendations of the Basic Education Finance Task Force's Final Report. HB 1410 is a blueprint for building a K-12 system that better prepares our children for college, work and life. Please sign on to HB 1410 to help pass this critical education reform legislation.

Let's make 2009 a year to remember for education. George Scarola Legislative Director

Testimony on the Basic Education Finance Task Force recommendations

viking — Thu, 22 Jan 2009 17:56:35 +0000

This morning, our legislative director, George Scarola, gave testimony to the Senate Early Learning & K-12 Education Committee in response to the recommendations of the Basic Education Finance Task Force. Here's his testimony: LEV's role in the Basic Education Task Force: Although we were not members, we were invited to submit a proposal. We formed a work group that included: superintendents, finance experts and advocates. We presented to the Committee and elements of our proposal were considered along with four others (the Full Funding Coalition, a proposal from five legislators, Supt. Bergeson, and Chair Dan Grimm). The Task Force adopted some of our elements, but rejected others. Three overall observations: First, for the first time in nearly 20 years of advocating for schools, we now have a comprehensive plan that can powerfully explain what is broken about our current finance system and how we can fix it - in under 30 minutes. We think the Task Force recommendations can -- and should -- provide the framework for the next decade of investments in education.. Second, the parade of labor experts, compensation experts, school funding experts, district superintendents and financial officers, have done the discovery for the law suit against the state which goes to trial in June. The Task Force established beyond any reasonable doubt that our current funding system is

Not uniform
Inequitable
Unstable
Without any reasonable basis
Not to mention inadequate.

As you know, these are litigable issues that the legislature must address, and the sooner the better. Third: The Task Force recommendations, in total, all link increased funding to drive increased academic performance. They start from the end we want from all our students: ensuring that every student who graduates from high school is prepared for life after high school whether that's college or universitry, an apprenticeship or rigorous job training, or a family wage job. Here are the recommendations we like the best:

Raises the bar and lengthens the school day: The Task Force supports CORE 24, which would raise high school graduation requirements from 19 to 24 credits. This would ensure students graduate from high school eligible to apply to a four-year university, or pursue community college, vocational education or work. The state would also pay for six periods per day, instead of five.
Broadens the definition of basic education to include early learning: Task Force members supported including early learning in the definition of basic education for preschool children at risk of not meeting state learning standards.
Investing in early learning may be the single best investment we can make in improving overall academic achievement.
A new teacher compensation system: For the next generation of teachers, a new compensation system would be base on their skills and responsibilities in the classroom, and won't require them to earn master's degrees and PhDs simply to earn a professional levy salary.
A more transparent way of budgeting: Instead of the 17 different abstract funding formulas - like 47.5 Certificated Instructional Staff to 1000 FTE students -- a new "model schools" approach would create four prototype schools--primary, elementary, middle and high schools--and build the state budget to fully fund actual class sizes, teachers and support staff and operating costs. This new system would greatly improve the ability of legislators, educators and parents to understand and make the best budgeting decisions to improve learning.
Pairs increased flexibility with increased accountability: Along with a more transparent and uniform budgeting system, districts and schools will be held accountable not for following accounting rules but for student achievement. The Task Force recommendations support the State Board of Education's accountability framework, which includes interventions and supports for struggling schools and districts.

Here's what we think they missed: LEV believes the Task Force did not go far enough in addressing issues around bargainng and TRI funding (time, responsibility and incentive). We support Chair Dan Grimm's bold call for state bargaining. As long as the legislature controls the funding (state funds and local levy capacity), but turns over bargaining for salaries to local school boards, the lines of authority will be blurred, there will be financial dysfunction and an endless round of finger pointing. This is not to blame school boards or local unions. They are left to resolve all the short comings of our broken funding state funding system at the local level with no control over the resources required to run today's schools. Second shortcoming: We wish the committee had identified a funding source for the new money that will be required to achieve this plan. But the fact is that wasn't part of their legislated mandate and they were not selected for their expertise in revenue issues. That task is properly yours. A word about funding. Don't get too hung up on the total price tag. The class size variables, the number of counselors, librarians and custodians used in the model school formulas are placeholders. They illustrate what our schools could look like after six years of phasing in resources. But all the numbers need to be scrubbed. The committee did not have time to analyze how investments in early learning, for example, could lead to reductions in ELL, remedial education and special education. Finally, it will be your job as legislators to determine the actual variables and phasing of investments. No one expects huge new investments in this current economic crisis. For the first time in nearly 20 years of advocating for schools, we now have a comprehensive plan that can powerfully explain what is broken about our current finance system and what we need to do to fix it. Don't waste this financial crisis. Please use the next two years to build the funding system we need so, when the economy recovers, we know how to invest every new dollar we can in our schools to drive improved student achievement.

You’re invited to a press conference on SB 5444 and HB 1410

viking — Thu, 22 Jan 2009 22:51:27 +0000

On Monday, January 26, sponsors of SB 5444 and HB 1410 will hold a press conference announcing their support for these bills in Olympia. They welcome your attendance to show that parents, educators and students also support school finance reform legislation. We'll post more details here when they become available.

Join us in Olympia to move education reform forward

viking — Fri, 23 Jan 2009 00:03:46 +0000

For the first time in nearly 20 years, we now have a comprehensive plan that can powerfully explain what is broken in our education system and how we can fix it. The time is now! The recommendations of the Basic Education Finance Task Force represent our best opportunity to build a better education system that will prepare all our children for college, work and life. These recommendations are now in two bills, House Bill 1410 and Senate Bill 5444, and scheduled for public hearings next week. We need to pack these hearing rooms with parents, educators and students to deliver a strong message: we want education reform to move forward this year. Contact us at info@educationvoters.org to sign up to testify or let us know you'll join us in Olympia. Our field directors, Kelly Munn and Frank Ordway, will contact you to help you prepare your remarks and make sure you're signed up to testify. Let us know which of these public hearings you plan to attend and/or testify: Public hearing on Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 1:30 PM, Monday, January 26 Public hearing on Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 8 AM, Wednesday, January 28 Public hearing on House Bill 1410 House Education Appropriations Committee John L O'Brien, Hearing Room A 6 PM, Wednesday, January 28 Click here for a printable map of the Capitol campus with parking information.

Education news of the day

viking — Fri, 23 Jan 2009 18:47:04 +0000

Tell us how you really feel: Superintendent Dorn talks shop in interview. Get involved: Editorial on the benefits of citizen lobbying efforts. Data dollors: Gates Foundation awards grants for student data systems.

More details on the press conference on SB 5444 and HB 1410

viking — Fri, 23 Jan 2009 22:24:03 +0000

Reps. Sullivan, Hunter, Quall, Priest and Anderson, and Senators Jarrett, Tom, Pflug and McAuliffe will hold a press conference in support of House Bill 1410 and Senate Bill 5444, which contain the recommedations of the Basic Education Finance Task Force. Here are the details for the Monday, January 26 press conference in Olympia. Cherberg Building (304 15th Ave., Olympia, WA 98502) Senate Hearing Room 3 12:15 Introductions and overview of legislation 12:30 Q&A Following the press conference, there will be a public hearing on SB 5444, followed by two more public hearings later in the week on SB 5444 and HB 1410. Public hearing on Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 1:30 PM, Monday, January 26 Public hearing on Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 8 AM, Wednesday, January 28 Public hearing on House Bill 1410 House Education Appropriations Committee John L O'Brien, Hearing Room A 6 PM, Wednesday, January 28 Click here for a printable map of the Capitol campus with parking information.

Education news of the day

viking — Mon, 26 Jan 2009 16:21:46 +0000

Overflow of opinions: Editorials on proposed WASL changes from across the state. Finding finances: WSU Vancouver helps families navigate financial aid. Leaning on levies: South Kitsap hoping levy will $70 million levy will pass.

My trip to History (better late than never)

viking — Mon, 26 Jan 2009 20:08:03 +0000

I’ve never been part of history before. Don’t get me wrong, I’ve seen cool things and bad things, but saying I’ve witnessed History (capital H) would be a stretch. As I prepared for my trip I imagined what it would be like and, I have to say, I was wrong. My idea of History didn’t compare with what I experienced. Last week I took a very short trip to a very large event, the inauguration of President Barack Obama. I left on the red eye last Sunday and arrived in Baltimore on Monday morning at 9 am. I made my way to to the south end of the Capitol Building where so many of us would be fixated the following morning. As I turned the corner, it became closer to real. The barricades, porta potty lined walkways, and people everywhere - I mean everywhere. I stood in front of the Capitol. It was dressed up with American flags - flags that I have never been so proud to see. The choir was practicing - children were everywhere, their parents lift them up pointing and explaining what was about to happen to their world. My trip built upon that moment. Every minute added another layer of power and depth. I spent the day walking the National Mall. Occasionally, I’d stop and talk to people, and they’d talk back. “Aren’t you excited?” “It’s really happening!” “This is my country.” Everyone was smiling. Everyone was helping one another whether by offering to snap a photo (I traveled alone), a piece of gum, a snack… anything. I slept only a few hours to board the metro just before 6 am and experience the start of a new day. The metro was PACKED, but no one pushed or argued or sniped. Instead people cheered, God Bless America broke out along with a short Happy Birthday to one girl who turned 21 (pictured at left). It took me an hour to find the end of my long line and I stood there for hours. I got to know the people I was standing by. Black, white, young, old, rich, poor - none of that mattered on this special day. After I got through security, I literally sprinted to the Capitol and stood directly behind the reflecting pond. It was an incredible sight. The electricity and positive energy is something that I’ll never ever forget. It was a spiritual reminder that humans are all so similar, we want to be the best, we want to help, we want to understand each other. As I stood and listened to President Obama speak, I took a moment to turn around and take it in. He was saying these words:

“Now, there are some who question the scale of our ambitions, who suggest that our system cannot tolerate too many big plans. Their memories are short, for they have forgotten what this country has already done, what free men and women can achieve when imagination is joined to common purpose and necessity to courage.”

It hit me. It was not Barack Obama who blew me away that day. It was us. All of us. We had come together and already accomplished something truly historical. Yes we did! But this accomplishment seemed almost minor compared to the energy, hope, and team work it took to accomplish it. Hope won - and here I was standing next to three African American women my age crying, hugging, and cheering together. I spent the rest of the day dancing on the iced-over reflecting pond, calling all of my family and friends, and having a long lunch with four people who I had never met before from all different walks of life. It was one of the best lunches I’ve had - mixed with elation and deep discussion on ‘what now?’. On my flight home I struggled to answer this question - almost to the point of frustration. What more can I do? How can I create real change? I need to do more. Yesterday I finally got a chance to read President Obama’s letter to his daughters. The most poignant line to me reads, ‘it is only when you hitch your wagon to something larger than yourself that you will realize your true potential.’ It was a great reminder to me that I’m doing some very cool work here at LEV helping ensure that all children are ready for life. Sometimes changing the world feels difficult (okay really difficult), but last week reminded me that it is possible. That's enough to keep me going. It takes team work and diligently chipping away at a common goal. More than that, it is what needs to be done.

I want all our children to go to schools worthy of their potential—schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college—even if their parents aren’t rich. And I want them to get good jobs: jobs that pay well and give them benefits like health care, jobs that let them spend time with their own kids and retire with dignity. - Barack Obama, ‘What I Want for You - and Every Child in America.’

Press Conference - A New and Improved Education System Draws a Big Crowd!!

viking — Mon, 26 Jan 2009 20:34:11 +0000

I just left a press conference on the recommendations from the BEFTF (now known as HB 1410/SB 5444). The press conference was led by Representatives Sullivan, Priest, Hunter, Quall, Anderson and Senators Jarrett, McAuliffe, and Pflug. Most important was the great turn-out. LEV alone had over 30 community activists and affected children in the crowd! The event was a great success. Legislators championing this innovative legislation spoke on the tremendous need for quality early learning for at-risk youngsters; a more modern teacher compensation program; an increase in investment; and a transparent budgeting system that allows meaningful dialogue between families, school boards, and legislators. Of course, the conversation quickly turned to financing. Rep. Hunter and others were quick to point out that despite the current economic climate in our state, there is a unique opportunity this session to make key structural changes in the education system and create a clear plan for the future. Once the economy begins to recover, the new system will be in place and ready to absorb additional funds. Rep. Anderson made the compelling point that, yes, the realities of this budget crisis are stark. However, not making the critical investments in education now will create a much bleaker reality in the future - a reality where the workforce can't support the economic demand or support the state infrastructure. I just wanted to let you all know how things were going down here in Olympia. I am off to the Senatae Early Learning & K-12 committee hearing on SB 5444 now. There are so many people interested in this legislation that they just opened an overflow room to watch the proceedings. Stay Tuned. More info to come!!

How the Fed bailout may trickle down to districts

viking — Mon, 26 Jan 2009 22:13:05 +0000

The Congressional Research Service ran some numbers on the proposed stimulus package under consideration in the other Washington. Here's what some of Washington's school districts may recieve over the next two years if the bill is passed: Bellingham -- $5,658,900 Pasco --$9,256,400 Seattle -- $38,640,500 Spokane -- $28,648,200 Tacoma -- $28,669,000 Vancouver -- $18,445,800 Yakima -- $15,972,600 You can find the complete Washington State spreadsheet here and links for all 50 states here. (hat tip to Alexander Russo)

Moving education reform forward

viking — Mon, 26 Jan 2009 22:45:33 +0000

Thanks for all of your support today. Your testimony as parents and education advocates in support of Senate Bill 5444 made a difference. The second hearing entirely devoted to SB 5444 is this Wednesday at 8 AM in Senate Hearing Room 1, followed by a hearing on House Bill 1410 at 6 PM in House Hearing Room A. If you can attend one or both hearings, contact us at info@educationvoters.org. Here's a brief summary of public testimony at today's Senate Early Learning & K-12 Committee hearing. In support of SB 5444:

Mary Jean Ryan, chair of the State Board of Education
- Most important contribution of the Task Force is the recommendation to re-define Basic Education to ensure all children are ready for life.
- Please resist efforts to piecemeal the Task Force's package of recommendations.
Laura Wells, state director of Fight Crime Invest in Kids Washington
- Proponent of the Task Force's recommendation to make early learning for at-risk children a part of Basic Education.
- Dan Kimball, Thurston County Sheriff, reinforced the importance of investing in high quality early learning programs to reduce crime and help children succeed in school and life.
Ruth Lipscomb, Board Member, League of Education Voters Foundation, Bellevue schools parent
- Implementation of 6 period school day critical for schools.
- Bellevue's 7 period school day enables students to take the courses they need to get into job training programs, college and university.
Byron Shutz, member of Washington State PTA, two children in Lake Washington School District
- This is a once in a generation opportunity to reform our schools.
- We must be bold enough to do better for our kids and communities across our state.
Brooke Valentine, parent, Kent schools
- Reinforced the importance of paying teachers based on productivity in the classroom.
- Biggest concern is to ensure our children's future is brighter and better.
Mary Bannister, teacher and librarian in Seattle Public Schools
- In favor of bill because it will help reduce the achievement gap.
- Enhanced funding for librarians and library resources will help all students have access to technology and a world class education.
Connie Gerlitz, parent
- Testified year after year to ensure our schools receive the funding they need.
- So grateful that we have a proposal to fix the problems we in our education system.
- Passionate plea to move forward and pass education reform this year.
Kursten Holabird, SEIU Local 925
- Support for including early learning in basic education.
Eric B., parent of two elementary children in Seattle
- Daughters are using portable classrooms their grandfather used.
- We need to give our schools resources necessary to provide a modern learning environment.
John Stokes, parent, Bellevue Schools
- This bill is exciting because it has vision and hope to offer something for the future for our kids.
Connie Fletcher, Issaquah school board
- We've waited a long time for these recommendations.
- Basic Education is re-defined to help our students learn the skills and knowledge they need to succeed in today's economy.
- Urge legislators to reconsider the implementation schedule. Today's 5th graders will be the first graduating class to benefit from the recommendations.
Steve Miller, Board Member, League of Education Voters
- Time to move beyond a complex, obscure funding structure.
- This bill is a good foundation for a more transparent, equitable, and stable funding structure.

In opposition to SB 5444:

Mary Lindquist, president, Washington Education Association
- The bill is divisive, dramatically alters the K-12 system while the fiscal note says it comes at no cost to the state.
- Offers no means to pay for the promise.
- Urges legislators to look at the Full Funding Coalition proposal in order to provide ample funding for education.
David Spring, parent in North Bend
- The bill does not provide a single additional dollar for schools.

Senate Committee Takes Public Testimony on SB 5444

viking — Mon, 26 Jan 2009 22:51:08 +0000

After the great group of LEV supporters at the press conference earlier, I was no longer worried about our showing before the Senate Early Learning & K-12 committee. The hearing just ended and it was packed! There were so many people (parents and children alike!) that staff had to open up an overflow room. The committee heard testimony on several bills today so we had to wait a while, but it was well worth the wait. We had close to a dozen parent advocates testify in support of SB 5444. Everyone who spoke, did so with great passion and determination. It was clear today that students, parents and advocates will not accept anything less than bold action this session. SB 5444 and HB 1410 provide a framework for a quality 21st centruy education system. The time for change is now!

Rep. Hunter on the Dave Ross Show

viking — Tue, 27 Jan 2009 16:40:53 +0000

Posted at 10 AM Rep. Ross Hunter will be on the Dave Ross Show, we're told, in about 20 minutes. The topic this morning will be Washington's public schools and the Basic Education Finance Task Force's proposal to reform schools so every child graduates high school ready for life. Tune in to 97.3 FM (KIRO) or listen online at http://www.mynorthwest.com/. Make sure to call the KIRO listener line (877) 710-KIRO (5476) to support education reform!

Education news of the day

viking — Tue, 27 Jan 2009 17:26:36 +0000

Have you heard? Legislators hold press conference on HB1410/SB5444. Less days, more savings? Bill introduced to allow school districts to move to 4-day week. Supplement or supplant? Levies often pay for basic education costs. Is it ready yet? States anxious for final stimulus bill numbers.

We’ll make sure your voice is heard

viking — Tue, 27 Jan 2009 20:20:11 +0000

When students, parents and educators come to Olympia-legislators notice and listen. That's exactly what happened yesterday at the first public hearing on Senate Bill 5444, the legislation to implement the recommendations of the Basic Education Finance Task Force. There were so many parents and children that staff had to open up an overflow room. Here's a brief excerpt of testimony in favor of SB 5444:

Byron from Redmond: "This is a once-in-a-generation opportunity to reform our schools."
Brooke from Kent: "My biggest concern is to ensure our children's future is brighter and better."
Connie from Issaquah: "We've waited a long time for these recommendations."

Click here for a summary of the public hearing. Our kids can't wait! Indeed, this is our once-in-a-generation opportunity to change our schools so every child graduates ready for life. Let's continue to show our lawmakers that we expect change this year. Senate Bill 5444 and its companion, House Bill 1410, provide the framework for the next decade of investments in education. We need to continue our grassroots effort to ensure one of these bills reaches the Governor's desk. We have two more opportunities tomorrow to testify and show support: Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 Wednesday, January 28, 8:00 - 10:00 AM House Bill 1410 House Education Appropriations Committee John L O'Brien, Hearing Room A Wednesday, January 28, 6:00 - 8:00 PM Contact us at info@educationvoters.org and let us know if you can attend and/or testify. If you're not able to attend, we'd like to make sure YOUR VOICE is heard. Send us your testimony at info@educationvoters.org. We'll hand-deliver your message to legislators. Please include your name, city, school district, and reason for supporting SB 5444 and HB 1410. Click here for talking points on these education reform bills. It's up to all of us to move education reform forward this year. Your personal stories involving your school and what matters to children will make the most difference.

What's up with the WASL

viking — Tue, 27 Jan 2009 22:21:17 +0000

The word is out on Superintendent of Public Instruction Randy Dorn's plans to revamp the Washington Assessment of Student Learning (WASL). But Dorn's not the only one with WASL reform on his mind -- legislators in Olympia introduced a handful of bills focused on reform, big and small. Here's a quick breakdown of them all. Superintendent Dorn's plan:

Rebrands the assessment system; the system would be called the Washington Comprehensive Assessment Program (WCAP), the tests for 3-8 graders would be Measurements of Student Progress (MSP) and the tests of 10th graders would be High School Proficiency Exams (HSPE)
Continues to use the reading and writing assessments as graduation requirements; postpones math and science assessments and graduation requirements
Uses shorter, computer-based tests for math, reading and science (explore for writing), beginning in 2010
Offers MSPs in fall and spring to measure student growth, and be given in one sitting
Moves "accountability test" used for NCLB to later in the spring

House Bill 1646, Making adjustments pertaining to the high school Washington assessment of student learning in mathematics and science, sponsored by Reps. Sullivan, Priest, Kenney, Morrell, and Ormsby

Suspends the graduation requirement for the Class of 2013 and beyond to pass the math and science assessments
Directs the State Board of Education (SBE) to determine when the math and science assessments are ready to be used as graduation requirements
Empowers the SBE to reexamine the science assessment and graduation requirement timeline

Senate Bill 5414, Implementing recommendations of the WASL legislative work group, sponsored by Sens. McAuliffe, King, Oemig, and McDermott

Sets goal of creating a system of assessment that provides more immediate feedback, measures student growth throughout the year, and strives to be computer based
Delegates work to SBE and OSPI -- annual reports to the Legislature on the assessment system; review of EALRs in all subjects to better align with college/workforce requirements; and exploration of end-of-course assessments (EOCs) in science (instead of science WASL, and removes science WASL graduation requirement for Class of 2013)
Directs OSPI to look at shortening WASL exams
Beginning in 2010-11, students will take math EOCs

House Bill 1341/Senate Bill 5260, Motivating students through incentives to pursue post-secondary education by eliminating statewide assessments as a high school graduation requirement, sponsored by Reps. Santos, Haler, Hasegawa, Sells, Seaquist, Goodman, Appleton, Hunt, Chase, Kenney, Simpson, Campbell, Nelson, McCoy, Van De Wege, and Sens. McAuliffe, Fraser, Pridemore, Hargrove, Sheldon, Kauffman, Hobbs, Hatfield, Fairley, Roach

Removes passing the WASL as a graduation requirement; students continue to take the exam
Directs OSPI to shorten the 10th grade WASL exams, beginning in 2010
Assigns OSPI, the Higher Education Coordinating Board and the State Board for Community and Technical Colleges to review student incentive programs used in other states; savings from removal of the WASL as a graduation requirement could be redirected toward recommended incentives

Citizens work for education reform

viking — Tue, 27 Jan 2009 22:35:40 +0000

Parents and activists across the state are working hard in their local communities to support education reform. One great example is taking place in Anacortes. Local PTAs and concerened parents are meeting on a regular basis to educate themselves on current legislation in Olympia and then lending their voice to the cause of reform. Pot-luck dinners are turning into letter writing parties and phone banks. The results offer inspiration to activists across the state. The overwhelming support for education reform, particularly two bills, Senate Bill 5444 and House Bill 1410 resulted in some of the highest call and email volumes the legislators have seen this session. So much, that the entire 40th district delegation signed on as co-sponsors of this important legislation. You can find more here-http://www.educationvoters.org/basiceducationfunding In addition to the local letter writing and email campaigns, supporters are turing out in droves in Olympia to testify and lobby their legislators in support of these bills.

House Supplemental Budget

viking — Tue, 27 Jan 2009 23:14:06 +0000

I just came across an interesting analysis on Schmudget on the House supplemental (PSHB 1694) from the Budget and Policy Center. It led me to take a second look at the House supplemental - so I thought I'd pass it on...

Is the House Democrats’ Budget Misleading?

The House Ways and Means Committee will hear the House Democrats' supplemental budget proposal (PSHB 1694) this afternoon. Three important things to note:

The House proposal does not assume any maintenance level changes, making comparisons with the Governor's proposal potentially misleading.

The House proposal reduces the current budget by $172 million more than the Governor’s supplemental budget.

Both budgets assume the same level of federal stimulus money (assumptions that may be too low given recent developments in D.C.); the House proposal assumes less total federal contribution.

Education news of the day

viking — Wed, 28 Jan 2009 16:45:13 +0000

Ready for reform: Additional editorial support for Basic Education Finance Task Force recommendations. Local help hope: More levies on February ballots. Strings attached: Federal stimulus money may be harder to spend. Elaborate experiments: Ellensburg 7th graders explore science through Goldberg contraptions.

Join us in Olympia to move education reform forward

viking — Thu, 22 Jan 2009 21:15:32 +0000

For the first time in nearly 20 years, we now have a comprehensive plan that can powerfully explain what is broken in our education system and how we can fix it. The time is now! The recommendations of the Basic Education Finance Task Force represent our best opportunity to build a better education system that will prepare all our children for college, work and life. These recommendations are now in two bills, House Bill 1410 and Senate Bill 5444, and scheduled for public hearings next week. We need to pack these hearing rooms with parents, educators and students to deliver a strong message: we want education reform to move forward this year. Hit 'reply' to sign up to testify or let us know you'll join us in Olympia. Our field directors, Kelly Munn and Frank Ordway, will contact you to help you prepare your remarks and make sure you're signed up to testify. Let us know which of these public hearings you plan to attend and/or testify: Public hearing on Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 1:30 PM, Monday, January 26 Public hearing on Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 8 AM, Wednesday, January 28 Public hearing on House Bill 1410 House Education Appropriations Committee John L O'Brien, Hearing Room A 6 PM, Wednesday, January 28 Click here for a printable map of the Capitol campus with parking information. More details

On Monday, January 26, sponsors of SB 5444 and HB 1410 will hold a press conference announcing their support for these bills in Olympia. They welcome your attendance to show that parents, educators and students also support school finance reform legislation. We'll post more details on our blog when they become available.
Talking points on SB 5444 and HB 1410

Thanks for taking action All of your e-mails and phone calls urging lawmakers to co-sponsor House Bill 1410 made a difference. In less than 24 hours, the number of legislators sponsoring the bill expanded from four to 38 members. Thanks to you, this critical education reform legislation is off to a great start. Here's the full list of House members who've signed on to HB 1410: Reps. Sullivan, Priest, Hunter, Anderson, Carlyle, Haler, Maxwell, Pedersen, Rolfes, Quall, Springer, Dammeier, Hope, Eddy, Liias, Clibborn, Goodman, Williams, VanDeWege, Chase, Morris, Morrell, McCoy, Kagi, Kessler, Newhouse, Simpson, Darneille, Rodne, Nelson, Probst, Miloscia, Driscoll, White, Moeller, Ormsby, Kelley, and Wood. The sponsors for SB 5444 include Sens. Jarrett, Pflug, Tom, Ranker, Oemig, McAuliffe, Eide, Fairley, Shin, Hobbs, Rockefeller, Kline, McDermott, Haugen, and Kohl-Welles. George Scarola Legislative Director

We’ll make sure your voice is heard

viking — Tue, 27 Jan 2009 21:17:02 +0000

Byron from Redmond: "This is a once-in-a-generation opportunity to reform our schools."
Brooke from Kent: "My biggest concern is to ensure our children's future is brighter and better."
Connie from Issaquah: "We've waited a long time for these recommendations."

Click here for a summary of the public hearing. Our kids can't wait! Indeed, this is our once-in-a-generation opportunity to change our schools so every child graduates ready for life. Let's continue to show our lawmakers that we expect change this year. Senate Bill 5444 and its companion, House Bill 1410, provide the framework for the next decade of investments in education. We need to continue our grassroots effort to ensure one of these bills reaches the Governor's desk. We have two more opportunities tomorrow to testify and show support: Senate Bill 5444 Senate Early Learning & K-12 Committee Cherberg Building, Hearing Room 1 Wednesday, January 28, 8:00 - 10:00 AM House Bill 1410 House Education Appropriations Committee John L O'Brien, Hearing Room A Wednesday, January 28, 6:00 - 8:00 PM Hit 'reply' and let us know if you can attend and/or testify. If you're not able to attend, we'd like to make sure YOUR VOICE is heard. Send us your testimony at info@educationvoters.org. We'll hand-deliver your message to legislators. Please include your name, city, school district, and reason for supporting SB 5444 and HB 1410. Click here for talking points on these education reform bills. It's up to all of us to move education reform forward this year. Your personal stories involving your school and what matters to children will make the most difference. Kelly Munn Statewide Field Director

HB 1410/SB 5444 Testimony Rounds 2 and 3

viking — Thu, 29 Jan 2009 01:35:23 +0000

I am sorry I wasn't able to blog on the Senate Early Learning and K-12 committee hearing this morning. It was standing room only and I had no power outlet, so this entry is a bit a late. We had a great turn out! Some highlights of testimony:

A terrific panel of early learning advocates applauded the incluion of Early Learning in the revised definition of basic education. We heard from a Head Start provider, a parent and the assistant superintertendent of Yakima School District. All agreed that targeted early learning for our most at-risk children is the single greatest investment we can make!
Parent turnout was impressive. The PTA, Stand and LEV joined forces and pulled parents from across the state to support the Task Force's recommendations.
A panel of citizens voiced some concerns regarding cultural compentency in our schools. They strongly support the bill, but want to make sure that their recent findings after studying the achievement gap among minority groups will be incorporated into the final bill.

Of course, there was opposition.

The Full Funding Coalition spoke against the bill.
Opposition from the Colville Tribe was voiced as well.

The House Education Apropriations committee is currently taking public testimony. I will say that the crowd is just as large as this morning....probably a little bigger. It is standing room only! I don't expect there to be any major differences in testimony tonight. I will post any surprises or highlights, so check back! It has been a LONG day. We got here bright and early this morning to get people organized and signed up to testify, and we are still going strong! The passion and enthusiasm of parents, children and advocates pushes us forward (that, and A LOT of coffee!).

HUGE turnout in support of education funding and reform

viking — Thu, 29 Jan 2009 02:40:52 +0000

It has been an exciting day for change in Olympia. Starting this morning at 8am with a Senate Education Committee hearing on the SB 5444. The hearing room was packed with people from all over the State. Not lobbyists, but parents, PTA members and concerned citizens. They spoke forcefully in support of the changes in SB5444. It was easily 10 to 1 ratio of supporters versus those opposing the cause of change. Tonight we have the companion bill in the House, HB 1410. There are over 137 people registered to speak, with 124 in support and 13 with concerns. There is a palatable sense of excitement in the room. While having this great turnout is exciting, the work has only begun. These bills will need our support throughout the legislative session.

Education news of the day

viking — Thu, 29 Jan 2009 17:19:50 +0000

Everyone stay put! Closing schools could save $13M - if no students leave district Don't slow down: Running Start program deserves support, even in tough times Help from the other WA: House Sets Aside Millions for Kitsap Schools

Peter Callaghan's column gets it right

viking — Thu, 29 Jan 2009 18:49:44 +0000

Peter Callaghan's column in the Tacoma News Tribune summarizes what happened this week at the public hearings in support of Senate Bill 5444 and House Bill 1410. These bills would implement the recommendations of the Basic Education Finance Task Force--bold reforms that would drive increased student achievement in Washington's schools.

More on the federal stimulus package

viking — Thu, 29 Jan 2009 20:37:18 +0000

As we closely follow the happenings in our state Legislature, including the looming budget deficit, we are also taking sideways glances at the stimulus bills under consideration in Congress. The Center for American Progress wrote a series of blogs (with interactive maps!) about what the U.S. House bill would mean for every state, overall and in certain areas (including education, tax cuts, unemployment). All told, CAP estimates Washington would receive $10.39 billion in the House version of the bill, with 12.8 percent of that set aside to balance the state budget. About $1.1 billion would go to education, including early learning, K-12 and higher ed. If you're interested in the federal bailout, this series is worth a read. [hat tip to Matthew Yglesias]

Watch it again: House Ed Appropriations Public Hearing HB 1410, 1/28

viking — Thu, 29 Jan 2009 21:41:35 +0000

Public testimony starts at 1:11. [vodpod id=Groupvideo.2027002&w=425&h=350&fv=content%3D%5BAMF0%5D%2Crtmp%3A%2F%2Fflash.tvw.org%2FTVWVideo%2Cmp4%3A200901%2F2009011208.mp4%26jsListener%3Dtrue%26stopPosition%3D2%26propxml%3Dhttp%3A%2F%2Fwww.tvw.org%2Fmedia%2Fflash%2Fplayer%2Fembed_video.xml]

more about "untitled", posted with vodpod

Building momentum

viking — Thu, 29 Jan 2009 23:32:58 +0000

For a decade, we've been pushing for bold reforms to improve our schools. It's like pushing a boulder uphill. For the first time in 30 years, there's real hope that our lawmakers will adopt a new definition of basic education -- one that will drive the policies and funding that our children need to be successful. This week, more than 350 parents, educators and students helped move that boulder a long way. Legislators and the press took notice of the packed hearing rooms in support of Senate Bill 5444 and House Bill 1410, which would implement the recommendations of the Basic Education Finance Task Force. Last night, our passion and optimism for real school reform kept us going until the last person testified, close to 10 PM. Rep. Dave Quall, chair of the House Education Committee, remarked, "This is probably the most outpouring of support for an education issue in the time I've been in the Legislature. And I've been here too long to even mention how long that's been." Click here to watch the House Education Appropriations hearing on HB 1410 on TVW. We're building momentum, what's next? The momentum is building to change the outcome of children's lives across our state-and it's all because of you. Your attendance at the hearings and your e-mails are making a difference. But I bet you're asking, what's next? A legislator told me this week that our House and Senate leaders are counting the number of e-mails in support of Senate Bill 5444 and House Bill 1410. Please take just a few minutes to send a message to our state lawmakers so our Governor, and Senate and House leaders can see just how much support is behind these bills. Here's how you can take action today:

Send your state lawmakers an e-mail. Legislative e-mail addresses are lastname.firstname@leg.wa.gov. If you don't know your legislators' names, click here to find out.
Or, call your state lawmakers via the legislative hotline at 1-(800) 562-6000.
Send Gov. Chris Gregoire a message.
Tell them you support Senate Bill 5444 and House Bill 1410 and include a personal reason why you support these bills.

For more information about SB 5444 and HB 1410, click here. Thanks for being part of this movement to pass bold education reforms this year.

Education news of the day

viking — Fri, 30 Jan 2009 17:30:45 +0000

Shutters and shouts: Seattle School Board approves closures at raucous meeting. Assessment advocate: Gregoire opposes proposed math and science WASL delay. Kickbacks for K-12: Duncan advocates for school stimulus.

Why I love education advocacy work

viking — Fri, 30 Jan 2009 21:43:34 +0000

I'm still very new to posting to a blog. I'm going to start with why I think I do this work, why I love education advocacy work. I grew up poor; my mom was a single mom of 4 kids who worked for the telephone company. She valued education and encouraged us to succeed. In spite of this, I lost a brother to drugs and another brother for 20 years to alcohol (sober 15 years now). We lived in a working class neighborhood where most people worked at the Armour meat packing plant. I went to high school knowing I would go to college. I took college prep classes and I had pretty good grades, good enough to get into a state college. I vividly remember talking to my school counselor about going to college. I remember she was cute, blond, perky and that I only met with her once in the course of four years. The reason I remember her is because she discouraged me from going to a four year college. I never understood why. I can only guess it was because I was poor and my mom was a single parent, and my brothers were in trouble a lot. She wouldn't help me get the applications for college; she wouldn't help me figure out how to apply to college. I had no clue. No-one, literally no-one I knew had gone to college. Through sheer will I figured out how to get an application and I got in, went to college, worked at Microsoft, had children and became an advocate for education. I do this work because it shouldn't be so difficult for children, who want to learn, to get a good education. I want higher graduation requirements because I know most students need the guidance and the push to get what they really need. If we don't have the structure, too many children are discouraged, like me, from trying. And, if they didn't have the parental support, or didn't have the intense drive, they would just stop trying and never get the education they deserve. On Wednesday, I saw parents from all across the state come to Olympia to say "our kids need more." They need a six hour class day in order to just keep pace with 21^st century demands, they need quality teachers to make sure that they learn a years worth of material in every year, and they need higher graduation requirements to prepare our kids for a 21^st century life. HB 1410 and SB 5444 resonate with parents and the community. The world has changed. Our children need more time in the classroom and more higher level classes, and they need quality teachers to deliver them. These bills deliver a 21^st century education our communities want and our children need.

Schools Are Counting On Your Vote Next Tuesday

viking — Sat, 31 Jan 2009 00:20:37 +0000

Our students are counting on us to vote YES to approve local school levies and bonds on Tuesday, February 3rd. Click here to view a list of February 3rd school levy and bond elections. If your school district is on the list, visit your school district's home page for more information about the levy and/or bond. Your YES vote on a school levy provides critical funding that supports student learning. The levy helps fund smaller class sizes, new textbooks, student transportation, technology, bilingual and special education services, and student activities. A YES vote on a school bond will fund renovation or construction of new schools in your community. Bond elections still require a 60 percent supermajority to pass. Please postmark and mail your ballot by Tuesday, February 3rd. We know economic times are tough in our state. However, our economy will eventually recover. A levy failure can impact a child's quality of education for years to come. To get involved, share best practices, and learn more about school levy and bond elections, visit the League of Education Voters Levy Library. Thank you for supporting our schools.

Education news of the day

viking — Mon, 02 Feb 2009 16:54:11 +0000

Moving forward: Seattle School District turns to details of closures Kiss it goodbye after 2009: Delivering on a promise by replacing the WASL Could be costly: Four-day school week? Careful what you wish for Advancement through afterschool activities: In Cutting Sports Funding, Everyone Loses

Public Hearing on Full Funding Coalition's proposal

viking — Mon, 02 Feb 2009 20:52:06 +0000

The Senate Early Learning & K-12 Committee will hold a public hearing on the Full Fundingn Coalition's proposal to the Basic Education Finance Task Force. The Coalition is comprised of the following organizations:

Association of Washington School Principals

Public School Employees of Washington

Washington Association of School Administrators

Washington Education Association

Washington State School Directors' Association

You can listen to the hearing online at TVW. Click on live webcast.

Mail in your ballot for schools

viking — Mon, 02 Feb 2009 23:32:18 +0000

[caption id="attachment_404" align="alignright" width="158" caption="Vote!"][/caption] Tomorrow is Election Day. Our students are counting on us to vote YES to approve local school levies and bonds. Click here to view a list of February 3rd school levy and bond elections. If your school district is on the list, visit your school district’s home page for more information about the levy and/or bond. Ballots need to be postmarked on or before Election Day.

Education news of the day

viking — Tue, 03 Feb 2009 16:34:53 +0000

Brainy babies: UW neuroscientists find reading to babies key to learning language. Budget blues: State House approves $300 million in cuts. Boosting bonus: Minnesota's governor wants to offer student achievement bonuses, alternative compensation model statewide.

Community leadership in support of education-Anacortes Style.

viking — Tue, 03 Feb 2009 19:30:43 +0000

Many people may only know Anacortes as the gateway to the San Juan Islands. But it is quickly becoming known for another reason, as a hotbed of education reform. Through the concerted efforts of administrators, School Board members and parents the Anacortes community is leading the way in supporting substantial reforms of our public schools. PTAs are holding letter writing parties and parents are keeping each other up to date on the latest developments in Olympia. This week there is a great example of this community’s leadership. The Anacortes High School PTSA invited the other 6 Anacortes PTA's to join them for their monthly meeting. The focus of the meeting will be education advocacy--calling and letter writing to our legislators. The Anacortes High School PTSA is providing envelopes pre-addressed and paper. All the PTA Presidents in Anacortes sent out a notice to their members inviting them to attend and encouraging them to contact legislators. The PTA's have really stepped up in Anacortes! PTAs have invited local activists and School Board members to attend general membership meetings to provide information of what's happening and how they can be involved. Their support has had a big impact on the elected Representatives and Senators from the area with most of them signing on as sponsors in support of the Basic Education Task Force Legislation (SB 5444 and HB 1410). Senator Ranker reports more email and calls in support of education reform than any other subject this session. Hopefully, communities from across the state can learn from Anacortes and help support reform in, and resources for, our public schools.

Education news of the day

viking — Wed, 04 Feb 2009 16:36:13 +0000

Levy love: Simple Majority helps levies across the state in early returns.

WASL worries: Confusion over math requirements.

Becoming Señora Wallace: Identity Crisis: Quack goes the…Dawg?

viking — Wed, 04 Feb 2009 21:03:00 +0000

It’s official — I am headed for Huskydom. How did I decide? First of all, I just couldn’t justify paying $30K for Seattle U (almost twice as much as the UW Masters in Teaching program costs). More importantly, UW’s new and improved Secondary Teacher Education Program seems like an appropriate fit. These are the highlights and advantages that convinced me to…gulp…become a Husky: - I can pursue a second endorsement in ESL right off the bat (once again, it’s cost effective!). - I will take classes through the summer, and I get to work with a high school summer program! - After four quarters, I will wrap up “traditional coursework” and have the spring (2010) free to hunt for job openings. - I will have my own classroom by fall 2010! While I won’t earn my master’s until after my first year of teaching, I will have ongoing support during the first year. Plus, the capstone project I will complete during the second year of the program will prepare me to pursue National Board Certification. Three years ago during my last term at the University of Oregon, if someone told me I’d be headed to UW to become a teacher, I probably would have laughed. Yet, here I am — less than two months from being a full-time student again, and I can’t imagine pursuing any other path.

Advanced Placement: participation and scores are up

viking — Wed, 04 Feb 2009 22:31:46 +0000

The College Board, issuer of Advanced Placement exams, released its annual report on AP participation and scores. Not only are scores up among Washington's high school students, so are participation rates. For the Class of 2008, Washington ranked 17th in the percentage of students earning a 3 or higher on one or more exams (15.5%, Maryland is 1st with 23.4%). Washington was in the top 5 for growth in the percentage of students earning a 3 or higher on one or more exams since 2003 (5%, Vermont is 1st with 6%). Participation rates among the Class of 2008 were up overall, and among African-American, Latino and low-income students. Read the national report here. Read the Washington report here. Read about Superintendent of Public Instruction Dorn's plans to expand access to AP courses here.

Building momentum

viking — Thu, 29 Jan 2009 21:18:27 +0000

Send your state lawmakers an e-mail. Legislative e-mail addresses are lastname.firstname@leg.wa.gov. If you don't know your legislators' names, click here to find out.
Or, call your state lawmakers via the legislative hotline at 1-(800) 562-6000.
Send Gov. Chris Gregoire a message.
Tell them you support Senate Bill 5444 and House Bill 1410 and include a personal reason why you support these bills.

For more information about SB 5444 and HB 1410, click here. Thanks for being part of this movement to pass bold education reforms this year. Kelly Munn Statewide Field Director

Schools Are Counting On Your Vote Next Tuesday

viking — Fri, 30 Jan 2009 21:19:49 +0000

Unfunded Mandates

viking — Wed, 04 Feb 2009 22:37:12 +0000

I have been working with my school districts, PTA, teachers union for the past seven years trying to improve funding for our schools. Over the years, we've adopted the idea of "no more unfunded mandates". I totally agreed with this. How can our school district keep up? How can they do all of these things with no more money? Transportation is underfunded, special ed is underfunded, gifted education is underfunded. So, I've been advocating for no unfunded mandates for years. But now I'm rethinking this message. I still completely believe that schools need more money, Education is underfunded. But...no unfunded mandates? Isn't it possible that some change is needed that isn't about money? Isn't it possible that some change can happen without money? The fact is...transportation is an underfunded mandate, but my school district funds it anyway. Does it strain the budget? Yes, but the school district sets priorities around it. My school district values transportation and therefore provides services that are unfunded by the state. Therefore my district has prioritized the importance of transportation. A couple of years ago PTA parents were told that we couldn't have on-line grades access for our students. We heard that it cost too much, teachers didn't like it, the district wasn't ready. Parents pushed and pushed for this, it was clearly an unfunded mandate. Ultimately we did implement on-line access to grades. This was an unfunded mandate that the school district found the money to implement. The priorities were shifted. And...I suspect that in addition to costing more, it saved some time for teachers....and therefore saved money. Ed reform was an unfunded mandate. We turned the state educational system around 180 degrees. We not only changed "what" teachers taught, but "how" they taught it. And for the most part, this was an unfunded mandate. Sure...there are problems with the system, but I think most of us agree that teaching to standards makes sense, that we all benefit from knowing what our test scores are (I know...I know ...the WASL is going away). We did a lot on very little money. This unfunded mandate accomplished a lot. Don't get me wrong - if it had been funded we could have accomplished a lot more. But given the price, didn't we get a lot done? I no longer say "no more unfunded mandates". I don't believe in the statement. I DO believe our schools are no longer keeping up with costs and community values. I DO believe that to reform the school system will take more money, and a lot more money. I'm just wondering about the concept of "no unfunded mandates", does it really work? Let me know...please respond to this blog -- I'm curious what others are thinking.

WASL Hearings

viking — Wed, 04 Feb 2009 23:26:58 +0000

There are several bills this session dealing with the almighty WASL. Some seek adjust the test and the requirements and some would eliminate it as a graduation requirement. Today, both the House and Senate held hearings on all these bills, and our very own Lisa Macfarlane came down to testify. Those that know Lisa, know that she believes strongly in high expectations for ALL (not just some) students and accountability. This is a summary of her testimony today. SB 5414: WASL workgroup recommendations LEV supports this bill which sets the goal of creating a system of assessment that provides more immediate feedback, measure student growth throughout the year, and strive to be computer based. LEV shares the view of the WASL work group that we should continue the Reading and Writing WASL as graduation requirements. HB 1646: Making adjustments pertaining to the high school Washington assessment of student learning in mathematics and science Similar to SB 5414, but it maintains that the math and science assessment graduation requirement. We prefer the House version over the Senate version. SB 5260: Eliminating the WASL as a graduation requirement LEV strongly opposes this bill. We feel like the bill is going in the wrong direction, and trying to solve a problem that we don't have. Kids aren't not graduating because of the reading and writing WASL. We have appropriate alternatives in place so that they can demonstrate their skills and knowledge. Adjustments in WASL are necessary. We like the direction that Superintendent Randy Dorn is going -- shorter, less expensive, more diagnostic, faster turn around with test results and the incorporation of technology. We believe that the research is clear: diminished expectations and the lowering of academic standards contribute to the achievement gap. We need rigorous graduation to ensure tht standards and expectations are high for ALL kids, not just some. SB 5459: Creating multiple measures to meet high school graduation requirements LEV opposes this bill. It lowers standards at a time when our students need to leave high school better prepared more than ever. This proposed weighted graduation score would be complex and confusing. We don't think it is necessary since we have alternative assessments that give students alternatives to the WASL. SB 5498/HB 1562: Eliminating the annual math assessment requirement We support this bill. It removes the requirement that high school students who have not met the mathematics standard take an "annual mathematics assessment." Students would continue to be required to earn two additional math credits after 1oth grade. We have hundreds of students in the class of 2009 who, for one reason or another, did not take a math assessment last year and will not be able to graduate. This will create a strong incentive for students to take the assessment because they will not be required to take additional math classes.

Great article in Colors NW

viking — Thu, 05 Feb 2009 17:01:16 +0000

There is a great article on early learning in Colors NW. It offers a great analysis on the effort in Washington to expand the definition of early learning.

Education news of the day

viking — Thu, 05 Feb 2009 18:25:55 +0000

College bound: AP test scores up in state. Exam errs? Sen. McAuliffe vows to fix some WASL problems. Money saver: State is tossing ninth grade WASL testing option to save money. Career change: Professionals can hop on fast track to teacher certification in Tri-Cities.

Stimulate our schools! Plllllease...

viking — Thu, 05 Feb 2009 18:41:53 +0000

The economic stimulus package is now in the Senate. Of course I care about kids everywhere, but at the end of the day all politics is local. So, what's in it for Washington?

Here is an overview of potential education ca$h for Washington:

House Senate $443m K-12 education same

$343m 21^st century classrooms $305m 21^st century classrooms

$43m early childhood same

$274 Pell Grants $222m Pell Grants

I spend a lot of time understanding early learning programs - which offer proven ROI and ironically are often the first programs on the chopping block. So here is what we could get in Washington if the Senate takes the House's advice.

For Head Start: The National Women’s Law Center completed an state-specific analysis based on what $3b additional dollars would do, the House pass $2.1b, so I cut their estimates by one third:

New Head Start slots: 887

New Early Head Start slots: 586

Total new slots: 1,473

New money to Washington: $27m

Same goes for the CCDBG (Child Care Development Block Grant). CCDBG funds go primarily to Working Connections to Child Care subsides.

Potentially $33m new money for Washington.

5,333 new slots (added to 56,700 current slots)

Let’s move education reform another step forward

viking — Thu, 05 Feb 2009 22:20:41 +0000

More than 350 parents, educators and students testified last week during the public hearings on the Basic Education Finance Task Force bills in Olympia. The next step is to move these bills, Senate Bill 5444 and House Bill 1410, forward out of their committees. Our school finance system is broken and our kids cannot wait any longer. Lawmakers need to pass sweeping finance reform legislation THIS session.

	TAKE ACTION: Please e-mail all the members of the House Education Appropriations Committee and Senate Early Learning & K-12 Committee to encourage them to support SB 5444 and HB 1410.
	Click here to view a list of email addresses for committee members.

Confused about the different education reform bills? Legislators are considering two different proposals to reform our schools, one from the Basic Education Finance Task Force and one from the Full Funding Coalition. While both proposals would create a more equitable and more amply funded education system, we believe Senate Bill 5444 and House Bill 1410, based on the recommendations of the Basic Education Finance Task Force, provide a better framework to reform our schools. Here's a brief comparison showing some of the major differences between the two proposals.

Major Differences	Task Force SB 5444 & HB 1410	Full Funding Coalition SB 5607 & HB 1817
Basic Education Goals	Redefines basic education to prepare all high school graduates for college, career and technical education, and the workforce.	No major changes.
Graduation requirements	Includes CORE 24 graduation requirements in the definition of basic education, so a longer school day and other needed enhancements would get funded by the state.	No changes.
Early learning in basic education	Provides early learning opportunities for at-risk children to better prepare them for school.	Not included.
Teacher compensation	Creates a new system to pay teachers based on their responsibilities and demonstrated skills in the classroom.	Continues to pay teachers based on years of service and advanced degrees.
Funding source	No revenue source.The bill calls on the Legislature to phase in the new finance system over six years.	SB 5607: No revenue.HB 1817: Dedicates half of all growth in state revenue and a portion of the state property tax to a dedicated account.
Bottom line	Better funds a new education system to meet the demands of a new age.	Better funds the current education system.

Click here for an in-depth comparison of the two proposals. Parents, educators and students are demanding change in our education system. They want an education system that prepares every child for life after high school, whether it's college or university, career and technical education, apprenticeship or the workforce. Today, we feel the Basic Education Finance Task Force legislation, SB 5444 and HB 1410, provides a better framework to achieve the results our children deserve. Thank you for all you do for our kids.

We'll do anything for the cause...

viking — Thu, 05 Feb 2009 23:02:57 +0000

For all you tech-savvy advocates out there, good news! We're now on Twitter and Youtube. We’ll be using Twitter to update you on the latest education news, legislative action in Olympia, and ways for you to get engaged. View our Twitter feed here: http://twitter.com/edvoters We've also started a series of video logs on Youtube. Check it out: http://www.youtube.com/user/edvoters. Send us a question or topic you'd like us to feature on our next video log at info@educationvoters.org.

Kelly's VLOG: Issaquah School Board

viking — Sat, 07 Feb 2009 00:45:30 +0000

Kelly describes testimony from teachers and parents on a resolution to support the Basic Education Task Force legislation (HB1410/SB5444) at the Issaquah School Board meeting on Thursday, February 5th. The resolution was adopted that night.

[youtube=http://www.youtube.com/watch?v=2RmXycxN_aE]

Education news of the day

viking — Mon, 09 Feb 2009 17:18:54 +0000

The battle continues: Column: Don’t hang a closed sign on Seattle Public Schools Wonders about the WASL: Educators want more answers on replacement for WASL More than money: Head Start falls further behind Teachers are not to blame, says Rhee: The toughest job

Why go to the trouble of collecting endorsements?

viking — Mon, 09 Feb 2009 21:19:48 +0000

Endorsements are one of the critical tools in the bag of tools that a grassroots organizer uses. The most important tool, the hammer, is your email list of contacts, but your screwdriver, your second most important tool is endorsements. Endorsements make people “think”, and they make people “do”. The group has to listen, decide, and vote. This engages the group in a way a simple presentation never does. All groups, including 501c3 nonprofit organizations can endorse a ballot measure, or bill going through the legislature. Yes ALL groups can endorse a bill. This includes Kiwanis, Rotary, PTA, Soccer teams, etc. Of course, culturally they may not want to endorse, they may feel uncomfortable. But endorsing is absolutely within the legal requirements of a nonprofit organization. Endorsements really are like a screwdriver, they keep working and working and working. Simply engaging your organization by making them think about an issue and act on the issue is incredibly powerful. But there are two other things that happen when an organization endorses. The endorsement can be used as a public tool, and it creates a snowball effect with other organizations. An endorsement means a group of people have all agreed that this bill or issue is a good idea. The endorsement carries more weight, is more effective because more than one person has agreed to the concept. Now you take this endorsement and you inform the public. You say, my group, X has endorsed this bill. You tell your legislators, you tell your community in your local newspaper, you tell your larger organizations. If your PTA endorses, you should tell other PTA’s in your area, you should tell the state PTA, tell your legislators, send a letter to the editor to tell your community, each of those “tells” influences people to think and maybe to act themselves. The screwdriver keeps turning. When one group endorses, it makes it easier for other groups to endorse, they point at each other and think, they did it…why can’t we? If one city council endorses, it makes it easier for another, and another and another…the screwdriver keeps turning until we have bolted the idea in. Endorsements are very, very effective tools in your grassroots toolbag. Let’s get to work. Want to hear how a local School Board endorsement went – watch this short You Tube Video. [youtube=http://www.youtube.com/watch?v=2RmXycxN_aE] Kelly Munn, LEV's State Field Director, describes testimony from teachers and parents on a resolution to support the Basic Education Task Force legislation (HB1410/SB5444) at the Issaquah School Board meeting on Thursday, February 5th. The resolution was adopted that night.

WASL bills - update

viking — Mon, 09 Feb 2009 22:52:13 +0000

Today, the Senate EL & K12 committee held executive session on two of the WASL bills.

SB 5414 – Implementing the WASL work group recommendations passed to Rules. There were 3 amendments which they took pretty quickly, so I missed some of it. However, the substitute did pass and will move forward to Rules. We will get more information soon on these amendments.

SB 5260 – Motivating students with incentives by eliminating statewide assessments as a high graduation requirement. There is now a substitute version of this bill that retains ONLY the incentives study. It drops all language and provisions pertaining to eliminating the WASL as a graduation requirement. It was a VERY close vote, but the substitute version also passed to Rules.

We are tracking these bills closely and will have more on this soon

Education news of the day

viking — Tue, 10 Feb 2009 16:50:17 +0000

Bye bye junior high? Bethel studies middle schools Bring it: High school students welcome college-level work Detering dropouts: Longview School District weighing benefits of alternative high school Snip, snip: Trimmed Bill Still Offers Vast Sums for Education

Bette Hyde will be the new director of the Department of Early Learning

viking — Tue, 10 Feb 2009 20:44:14 +0000

Bette Hyde, Superintendent of the Bremerton School District, will be the new director of the Department of Early Learning. Dr. Hyde announced she was leaving her post, at the end of the school year, at school board meeting last month. Dr. Hyde will be a tremendous asset to young children and early learning in our state. As superintendent, she put Bremerton schools on our state and nation's map for its early learning and all-day kindergarten efforts. Congratulations, Dr. Hyde!

Education News of the Day

viking — Wed, 11 Feb 2009 16:53:16 +0000

Hyde in: New face for Early Learning Stimulus 1: For education, here comes the (much-needed) rain of a stimulus bill Stimulus 2: Big cuts loom for education: 574,000 jobs at risk Stimulus 3: Education chief pushes school construction

Becoming Señora Wallace: Paying for grad school

viking — Wed, 11 Feb 2009 20:45:44 +0000

Here's the breakdown: $18,000 approx. cost of UW Masters in Teaching Program (including my additional pre-requisites) - $4,000 approx. aid received from my AmeriCorps Education Award after taxes - $8,000 TEACH Grant --------- $ 6,000 Wait, that sounds slightly affordable… There has to be a catch, right? Right. TEACH Grant recipients must agree to teach for four years in a “high-need field” in a designated low-income school within eight years of graduating from their master’s program. If the recipient does not fulfill this four-year service agreement, the grant will be converted into an unsubsidized loan with retroactive interest. Fortunately for me, foreign language falls into the “high-need field” category, and I can’t ever see myself teaching anywhere but in a low-income school. Still, accepting this grant is a big deal. The strings attached to the TEACH Grant oblige prospective teachers to a significant time commitment. Plus, what if teaching isn’t a good fit, or what if a teacher is unsuccessful in low-income schools? What if he or she chooses (or is instructed) to teach another subject that’s not considered a designated high-need field (i.e. English, history, music, art)? Answer: It’ll cost you dearly. The TEACH Grant definitely raises concerns. In these cases, the TEACH “Grant” is no longer a grant. Estimated monthly repayment amounts of loans from a TEACH Grant: • $4000 TEACH Grant o Pay $50 per month o Repayment will take 8.75 years o Total repayment would be $5,343.75 • $8000 TEACH Grant o Pay $92 per month o Repayment will take 10 years o Total repayment would be $11,047.20 -- it could cost me about $3,050 to change my mind! This is another costly aspect that prospective teachers need to consider before accepting financial aid that sounds too good to be true. For the government, this offer produces a high return on investment. However, considering the default terms, prospective teachers may not see this grant as an incentive. There must be less binding ways to attract people to this field. Nevertheless, I need to get going on my TEACH Grant entrance counseling. I’m taking the plunge!

Education news of the day

viking — Thu, 12 Feb 2009 17:19:46 +0000

The time is now: Column: Washington must redefine "basic education" It's unanimous! Issaquah board supports education reform bills Recession hits schools: Column: District, community face tough budget decisions Recession hits small schools: Gregoire: Combine small schools, overhaul biz tax

Video from Seattle School Board meeting last night...

viking — Thu, 12 Feb 2009 19:49:19 +0000

Last night, Seattle School Board voted on a resolution to support basic education reform bills (HB 1410/SB 5444). It passed unianimously with one abstention. Parents lined up to testify. Jennifer Hill, parent of a 4th grade Coe Elementary student, gave a compelling testimony. She let us capture the highlights... video below. This idea is spreading! So far Spokane, Issaquah, Bellevue, Northshore, Bremerton, and now Seattle School Boards have passed resolutions to support basic education reform. [youtube=http://www.youtube.com/watch?v=42VkjiEDLsQ]

Let’s rally for the future of Washington's public schools Feb. 26

viking — Thu, 12 Feb 2009 21:47:39 +0000

Let's rally for the future of Washington's public schools. Join the PTA on February 26th for its Focus Day 2009 in Olympia. This is a day for parents, educators and students to rally for school funding and reform.

Register online to participate in the PTA's Focus Day 2009.

Need a ride? Email us and we'll help you find a ride to Olympia.

Here's what you need to know: PTA Focus Day 2009 - Thursday, February 26th

Activities begin at 9 AM
Rally on the Capitol Steps from Noon to 1 PM
Focus Day events conclude at 4 PM
Detailed Agenda

The time is now to fix our broken school finance system. The stakes could not be any higher for the future of our children. Policymakers are considering legislation that would redefine basic education and fund what our children really need. It is time to raise our voices to show how much we care about our kids and schools so:

Every child is ready for kindergarten;
Every child is able to read by third grade;
Every child has an excellent teacher in the classroom; and
Every child graduates from high school ready for college, work and life.

We can change the outcome of children's lives across our state by improving our education system. Let's make sure our legislators hear how important it is to fulfill our state's paramount duty. Register online to participate in the PTA's Focus Day 2009. If you are unable to attend, send an e-mail to your legislators. Your participation WILL make a difference!

Let’s move education reform another step forward

viking — Thu, 05 Feb 2009 21:21:19 +0000

	TAKE ACTION: Please e-mail all the members of the House Education Appropriations Committee and Senate Early Learning & K-12 Committee to encourage them to support SB 5444 and HB 1410.
	Click here to view a list of email addresses for committee members.

Major Differences	Task Force SB 5444 & HB 1410	Full Funding Coalition SB 5607 & HB 1817
Basic Education Goals	Redefines basic education to prepare all high school graduates for college, career and technical education, and the workforce.	No major changes.
Graduation requirements	Includes CORE 24 graduation requirements in the definition of basic education, so a longer school day and other needed enhancements would get funded by the state.	No changes.
Early learning in basic education	Provides early learning opportunities for at-risk children to better prepare them for school.	Not included.
Teacher compensation	Creates a new system to pay teachers based on their responsibilities and demonstrated skills in the classroom.	Continues to pay teachers based on years of service and advanced degrees.
Funding source	No revenue source. The bill calls on the Legislature to phase in the new finance system over six years.	SB 5607: No revenue. HB 1817: Dedicates half of all growth in state revenue and a portion of the state property tax to a dedicated account.
Bottom line	Better funds a new education system to meet the demands of a new age.	Better funds the current education system.

Let’s rally for education reform Feb. 26

viking — Thu, 12 Feb 2009 21:22:54 +0000

	Register online to participate in the PTA's Focus Day 2009.
	Need a ride? Email us and we'll help you find a ride to Olympia.

Here's what you need to know: PTA Focus Day 2009 - Thursday, February 26th

Activities begin at 9 AM
Rally on the Capitol Steps from Noon to 1 PM
Focus Day events conclude at 4 PM
Detailed Agenda

Every child is ready for kindergarten;
Every child is able to read by third grade;
Every child has an excellent teacher in the classroom; and
Every child graduates from high school ready for college, work and life.

Stirring Testimony

viking — Sat, 14 Feb 2009 00:12:41 +0000

On Wednesday, the House Higher Education Committee held a hearing on HB 1706 which would expand the eligibility for purposes of student need grant money. It seems like a rather benign, almost sleeper bill. OK, more kids are eligible for student need grant money...sounds pretty good. And, it is good. LEV fully supports this bill and testified to that end on Wednseday. However, sleeper this bill is not. What will this bill do? If passed, HB 1706 would allow, otherwise qualifed applicants, to apply for student need grant aid despited not having permanent residency papers. A group of tremendous young people bravely testified about their experience and explained how this bill would change their lives. One young man spoke of working 40 hours a week in the fields and graduating high school with a 3.9 with the dream to go to college and no way to pay for it. Through sheer tenancity and dogged perserverence, that young man made it to the UW. He spoke so passionately about how this bill could change the lives of so many other young people. Students who have talent, work hard and dream to get their piece of the American dream. Although not nearly as articulate, I testified on belhaf of LEV in support of HB 1706 because we see this as a tool to address the achievement gap. Giving all kids access to pursuing their education is the first step in eliminating the achievement. Moreover, we as citizens want to live in a state that promotes, supports and retains talented young people. This bill is a step in the right direction. It will not solve all the problems, but it is in the right direction. The testimony of the young people were moving. It was such an emotional day. There were not many dry eyes in the room (including my own). More than moving, the testimony was inspirational.

Education news of the day

viking — Tue, 17 Feb 2009 16:55:20 +0000

Slice of stimulus: Washington expected to receive $5 billion from the federal stimulus package. Education reform: Reps. Priest and Sullivan weigh in on basic education bill. Numbers game: Schools looking to overhaul math curricula. Levy love: Mid-Columbia school districts put bonds, levies on ballot. Kristof converts: Education is now our greatest national shame.

Education news of the day

viking — Wed, 18 Feb 2009 17:27:06 +0000

GET money: College costs soaring - even for a 1-year-old. Spend money: Stimulus package could forestall deep cuts. No money: Bellingham to offer full-day kindergarten at some schools, charge tuition.

Latest stimulus estimates

viking — Wed, 18 Feb 2009 18:08:05 +0000

President Obama signed the American Recovery and Reinvestment Act yesterday, and more precise estimates for Washinton's slice of the stimulus pie are now available.

Program – Education	Washington
Fiscal Stabilization – Education	$818.5 million
Fiscal Stabilization – General Purpose	$182.1 million
Title I	$175.2 million
Education Technology	$8.6 million
School Construction	--
Child Care	$33.4 million
Dept. of Education – Vocational Rehabilitation	$8.9 million
School Lunch Program Equipment Assistance	$1.5 million
IDEA (Special Education)	$232 million
HeadStart	$10 million
Workforce Investment Act – Adult	$9.8 million
Workforce Investment Act – Youth	$23.7 million
Total (estimate)	$4.7 billion

To see estimates in other program areas, go to the House Committee documents for Ways & Means. To track how the stimulus package is spent, go to recovery.gov.

SBE: System Performance Accountability recap

viking — Wed, 18 Feb 2009 21:26:11 +0000

Yesterday, the State Board of Education's System Performance Accountability advisory groupmet at the Puget Sound ESD in Renton. The meeting was largely an opportunity to update members and receive feedback. Many of the updates were presented at the SBE meeting last month in Tumwater (you can read about that here). The advisory group was also presented with a timeline for the accountability system. Here are some of the major action items: March- OSPI's Technical Advisory Committee to review proposed SBE Accountability Index May- SBE finalizes draft Accountability Index July- SBE finalizes proposal on OSPI Continuous Improvement Programs, including Innovation Zone, Academic Watch and recognition program October- SPA advisory group drafts rule language on school improvement plans December- SBE works with OSPI on advancing new state index to use in place of current NCLB system to identify AYP Stay tuned as we continue to track this very important work.

Basic Education Reform 2.0: Your action needed!

viking — Wed, 18 Feb 2009 22:05:32 +0000

Basic education reform is now moving to the next stage. In order to continue the conversation about basic education and education finance, Sen. Eric Oemig introduced an “intent only” bill this morning and Representative Pat Sullivan introduced a companion bill on the House side. These bills serve notice that it is the legislature’s intent to revise the definition of basic education and the plan to fully fund it. These bills do not outline specific details of basic education – that will come in time as work continues.

Bills are available here:

SB 6048
HB 2261

Process-wise, both bills will need to move quickly.The house bill must move by the end of this week and the senate version needs to move by Wednesday of next week. The bills still need to be heard and voted out of committee in order for us to make progress on a new program of basic education and a finance system to support it.

While it is early in the process of building out these new bills, two pieces of the basic education definition that were in the Basic Ed Task Force’s proposal that need explicit support right now are CORE 24 and early learning. Please contact Senator Oemig and Representative Sullivan to thank them for their work. Also, express your support for keeping CORE 24 and early learning in the definition of Basic Education.

Sen. Eric Oemig: oemig.eric@leg.wa.gov
Rep. Pat Sullivan: sullivan.pat@leg.wa.gov

Here is the email Sen. Oemig sent out explaining his new bill: Dear Friend, Since you’ve previously contacted me about education reform legislation, I thought I’d give you an update about some significant developments. A lot of work went into the development of both SB 5444 and SB 5607. Unfortunately, the debate around these two thoughtful and constructive bills turned into a “this is good, that is bad” conflict. To help re-engage a more united discussion, both of these original bills are dead. We are now working on a bill (SB 6048) that I believe will combine some of the best aspects of both SB 5444 and SB 5607. Hopefully we can use this vehicle as a “middle way” to bring back together all the folks who have split into camps. Right now, it’s an “intent only” bill that lays out only the intent of the bill. We have a lot of work to do to add the substance back into to the bill. This morning we got major stakeholders into one room to work together. I am encourage by the spirited debate and the key areas of agreement. They laid out their ideas about what we can agree to get done this session. Many concerns were also noted, but we were all working in good faith to advance the opportunities for our kids first and foremost. Some of the stakeholders included representatives from the State Board of Education, the League of Education Voters, Stand for Children, the WEA, the PTA, the Children’s Alliance, the Washington Roundtable, the Partnership for Learning, Seattle and Tacoma Public Schools, the Governor’s Office, the Office of the Superintendent of Public Instruction, the Professional Educator Standards Board, the Washington Association of School Administrators, the Association of Washington School Principals, and the Public School Employees of Washington. Everyone in the room agreed that we need education reform – the status quo is not acceptable. I am honored to share a seat at the table as we work on reforming public education through SB 6048. We must work together to achieve the improvements we need. Thanks for your input, too. You are an important part of the process so please keep engaged and please keep in touch. Sincerely, Eric Oemig State Senator Legislative District 45 www.sdc.wa.gov/senators/oemig

Education news of the day

viking — Thu, 19 Feb 2009 16:55:13 +0000

Which way out? State education in 'crisis,' chief says Required course: School Finance 101: A chance to learn, balance books Rainy days ahead: Governor signs first wave of deep cuts to state programs

Washington among budget deficit leaders

viking — Thu, 19 Feb 2009 23:09:46 +0000

In today's edition of The Olympian, we learned the state is now anticipating an $8 billion deficit for 2009-11. Sure, we hear California is looking at $42 billion, but how does Washington's projected deficit really compare to other states? The National Conference of State Legislatures surveyed the states to see what the estimated budget deficits are across the country in FY 2009 and FY 2010. Not all states write biennial budgets in odd-numbered years, meaning we can't compare for the total projected deficit for 2009-11, so we'll look at FY 2010 only (based on January estimates). Below is a table of the 34 states with projected deficits, including the amount of that estimate, the estimated deficit as a percent of the state's general fund, and rankings of each state by deficit amount (out of 34), deficit as a percent of the general fund (out of 34) and population (out of 50).

State	FY 2010 Est. Budget Gap (in millions)	% of General Fund Budget	Rank - Deficit	Rank - % GF	Rank - Pop.
AZ	$3,007	28%	5	2	14
CA	$24,789	22%	1	4	1
CO	$343	5%	29	32	22
CT	$2,495	14%	10	12	29
DE	$452	13%	26	14	45
FL	$2,500	11%	8	20	4
GA	$2,216	11%	11	21	9
HI	$1,057	18%	19	7	42
IA	$779	12%	22	17	30
ID	$272	10%	32	23	39
KS	$1,110	17%	17	9	33
LA	$2,020	20%	13	5	25
MA	$3,000	11%	6	19	15
MD	$1,874	12%	15	15	19
ME	$412	12%	28	18	40
MI	$1,200	12%	16	16	8
MN	$2,600	15%	7	11	21
NC	$900	5%	20	31	10
NE	$274	7%	31	28	38
NJ	$5,000	not reported	3	-	11
NV	$1,067	38%	18	1	35
NY	$13,678	24%	2	3	3
OK	$309	4%	30	33	28
OR	$650	8%	23	27	27
RI	$460	13%	25	13	43
SC	$535	9%	24	25	24
SD	$82	7%	34	29	46
TN	$856	9%	21	24	17
TX	$2,100	5%	12	30	2
UT	$450	9%	27	26	34
VA	$1,958	11%	14	22	12
VT	$218	17%	33	10	49
WA	$3,177	19%	4	6	13
WI	$2,500	17%	9	8	20

The states highlighted in yellow are ranked higher than Washington in either projected deficit or deficit as a percent of the general fund, meaning they are facing more dire financial situations. What's interesting is the number of mid-size states (like Washington) that are facing similar budget troubles as the largest states (California and New York, namely). This chart reflects Washington's estimated deficit last month. If we update it to the most recent projection of $8 billion (roughly $4 billion for FY 2010, or an estimated 24% of the general fund), Washington's row would look like this:

$4,000

24%

Notice how we jump from 6th in deficit as a percent of the general fund to tied for 3rd. Yikes! Again, these numbers are estimates, so they could change tomorrow, but they certainly provide some food for thought.

Searching for a sophomore to serve on the State Board of Education

viking — Thu, 19 Feb 2009 23:50:55 +0000

I’m an advocate for youth voice. It has always seemed ironic to me that students' voices are rarely heard while so many decisions are made on their behalf. Fortunately, the Washington State Board of Education is on the right track. The SBE encourages student involvement in policy discussion, and the Board is looking to fill an open position as we speak. Two high school student representatives, one junior and one senior, serve on the State Board of Education. Each student serves a two-year term on the SBE and executive board of the Washington Association of Student Councils (WASC). During even years, a student from Eastern Washington is elected, and during odd years, a Western Washington representative is chosen. WASC and SBE seek a sophomore with above average grades and the commitment to participate in all scheduled board meetings. Additionally, the students must have the consent and support of their school principal and ASB adviser. What an opportunity for students to speak up, represent their peers, work with adults and be introduced the world of education policy! Given the current state of education in our state and at the federal level, the timing is appropriate to seek student leadership. It’s not too late to apply! (The postmark deadline is Wednesday, February 25th.) If you know of any students who would be interested in the position, encourage them to get in touch with their principals and ASB advisers. Qualifications, job responsibilities and selection procedures can be viewed here. For more info about Washington student leadership, visit the Associated Washington School Principals website.

We need to drop the “k” bomb more

viking — Thu, 19 Feb 2009 23:58:16 +0000

How many conversations have you been in lately where you talk about teacher compensation? Where you find out that National Board Certification isn’t as great as everyone hopes, where you have conversations about teachers pay and how it’s supposed to be equal and fair. Conversations about how little teachers make, how no-one is qualified to evaluate teachers, how Core 24 is too hard, that early learning is not “really” K-12? And how many of you are scrounging up research papers, and finding data, and talking facts? Is it working? We aren’t dropping the “k” (kids) bomb enough. What are we trying to accomplish? With our rational discussions and our research papers and our facts we are trying to persuade adults that changing the education system is a good thing for them, we want them to ‘want change”. But they don’t. We don’t quite understand it, but for some reason, they just don’t want change right now. But we have lost the point. We aren’t dropping the “k” bomb enough. Last night I was in a conversation in a group that included my teachers union, PTA, Stand, and School Board. We were going to try to figure out what we could agree on in the new bills. Everywhere we turned we learned how bad this bill was for teachers. I’ll give you one example, but it will take some explaining, so bear with me. We were discussing accountability. I believe that the bill states that the state will come in and help struggling schools, that the state will provide more resources, will help mentor leadership and teachers and do its very best to provide a solution to a school that has not been successful for children in generations. Teachers had a very, very different view. They believed that accountability meant we were going to put in place charter schools. That we were calling the teachers and principal in these schools “bad” that the real problem is the socioeconomics, not the educational system. We started spinning around the conversation, both “sides” of the issue didn’t feel heard, felt like if they said it louder and faster than the other side would finally hear them. The room was getting tense, no-one could really hear each other, much less understand each other. And then I dropped the “k” bomb. I just sighed, and said “What about the kids?” really, “what about the kids?” The room literally stopped. Everyone went quiet, the “k” bomb had changed the discussion, reminded us what the goal really is. I call this the “kid” bomb because it stops the conversation in its tracks. It’s hard to argue, it makes people think. It moves the conversation from adults to students, it changes the focus of the conversation. It will only last for a minute though, but be patient, and drop the “k” bomb again. We are talking about adult issues 99.9% of the time and the only way we will get improvements in the system is if we talk about kids. And, we keep our credibility. What do we really know about compensation? What do we really know about accountability? There are experts for this, and it’s not us. We are the experts at keeping the focus of the conversation on kids. We are the experts in making sure that kids stay in the center of the conversation. No-one will blame us, or get mad at us, they will try to listen. We have credibility. I have made a promise to myself that I will no longer talk about adult issues with anyone, not teachers, not parents, not legislators. From here out I only talk about kids. This is really, really, really hard, because at this point the adults really, really, really want to talk about themselves. Try it. Make a commitment, in every conversation focus on dropping the “k” bomb. What about the kids?

Education news of the day

viking — Fri, 20 Feb 2009 17:09:47 +0000

Gloomy forecast: State's budget woe widens to $8.3 billion Real world impact: All-day kindergarten to end next fall in Puyallup Some good news: Bills would ease unfunded mandates on schools On the airwaves: State teacher's union advertising for school money

Bellevue Community College on the move...

viking — Fri, 20 Feb 2009 23:29:52 +0000

Bellevue Community College is movin’ on up. Instead of a deluxe apartment in the sky, they are moving on up into the BA degree granting business. LEV supports bills HB 1726/SB 5575 which would allow Bellevue Community College (BCC) to grant applied bachelor’s degrees. BCC would become Bellevue College and be allowed to grant three very specific degrees (a green interior design program, criminal justice and medical technology). We think this a bold, innovative idea that is good for students. There is a real need in this region for solutions like this. BCC is ready – they have the programs developed and necessary space and buildings. The students are ready – they need more access to four-year degrees that are conducive to their lifestyles and economic hardships. Employers are ready – most candidates in these specific fields are not even considered without a BA degree, yet no program degrees currently exist in Washington. We shouldn’t be sending our students to another state to get this education and training. We should be doing everything we can to keep that kind of talent right here in Washington.

Education news of the day

viking — Mon, 23 Feb 2009 17:19:17 +0000

Progress report on Randy Dorn: New schools chief stumbles in first month Does class size matter? Class Size in New York City Schools Rises, but the Impact Is Debated Rebranding NCLB: Rename Law? No Wisecrack Is Left Behind

Education news of the day

viking — Tue, 24 Feb 2009 16:47:53 +0000

Gregoire says: Send stimulus 'my way' Chelan-Douglas says: Let's use stimulus to expand local Head Start Survey says: Recess is crucial

What's happening in Olympia?

viking — Tue, 24 Feb 2009 18:40:54 +0000

George Scarola, our Legislative Director, updates us on what's happening in Olympia on basic education reform and what we can do to support it. [youtube=http://www.youtube.com/watch?v=8657_vpxeHQ]

Two days until the largest education rally in Olympia

viking — Tue, 24 Feb 2009 20:40:10 +0000

In two days, parents, educators, and students across Washington State will rise early in the morning to board buses and join carpools to Olympia to participate in PTA Focus Day 2009. It's not too late to join the movement! Register online to participate in PTA Focus Day 2009. We need to tell our state lawmakers to remain committed to education reform. And remember, kids should be our priority. The only way we will get improvements in the system is if we talk about how changes will affect kids. The stakes could not be any higher this year. Children and schools are facing nearly $1 billion in proposed cuts that could result in larger class sizes and the elimination or reduction of programs to boost student achievement. Your local state senator and state representatives need to hear how this will impact your children and schools.

Make an appointment to visit with your legislators. Make sure they are paying attention to what's happening with their local schools and education reform this year. If they're unavailable, visit their offices and let their legislative assistants know you stopped by.

Join the PTA Focus Day rally on the Capitol steps at Noon.

If you are unable to attend, participate in the PTA Focus Day movement online by e-mailing your legislators today.

Click here for a detailed agenda for PTA Focus Day 2009 this Thursday, February 26th. This is a critical time to pass long-term reforms that will redefine basic education so the Legislature will fund what our children really need. Our goal is a more stable, equitable, and adequately funded education system that prepares all children for college, career or technical education, work, and life. Register online to participate in PTA Focus Day 2009. Your VOICE can help a child succeed in school and life.

Questions about the federal stimulus?

viking — Wed, 25 Feb 2009 00:19:28 +0000

The Office of Superintendent of Public Instruction has prepared a FAQ about how the federal stimulus will impact Washington's children and schools. Click here to view the FAQ.

Obama: "Dropping out of high school is no longer an option. It’s not just quitting on yourself, it’s quitting on your country – and this country needs and values the talents of every American."

viking — Wed, 25 Feb 2009 02:08:20 +0000

Tonight Obama prioritized education. He also challenged everyone in America to commit to at least one year of postsecondary education or career training. A bold new goal for a bold new time when over 75% of new jobs will require training beyond high school.

I've pasted his comments on education below. Full transcript of his speech is available here.

The third challenge we must address is the urgent need to expand the promise of education in America. In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity – it is a pre-requisite. Right now, three-quarters of the fastest-growing occupations require more than a high school diploma. And yet, just over half of our citizens have that level of education. We have one of the highest high school dropout rates of any industrialized nation. And half of the students who begin college never finish. This is a prescription for economic decline, because we know the countries that out-teach us today will out-compete us tomorrow. That is why it will be the goal of this administration to ensure that every child has access to a complete and competitive education – from the day they are born to the day they begin a career. Already, we have made an historic investment in education through the economic recovery plan. We have dramatically expanded early childhood education and will continue to improve its quality, because we know that the most formative learning comes in those first years of life. We have made college affordable for nearly seven million more students. And we have provided the resources necessary to prevent painful cuts and teacher layoffs that would set back our children’s progress. But we know that our schools don’t just need more resources. They need more reform. That is why this budget creates new incentives for teacher performance; pathways for advancement, and rewards for success. We’ll invest in innovative programs that are already helping schools meet high standards and close achievement gaps. And we will expand our commitment to charter schools. It is our responsibility as lawmakers and educators to make this system work. But it is the responsibility of every citizen to participate in it. And so tonight, I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma. And dropping out of high school is no longer an option. It’s not just quitting on yourself, it’s quitting on your country – and this country needs and values the talents of every American. That is why we will provide the support necessary for you to complete college and meet a new goal: by 2020, America will once again have the highest proportion of college graduates in the world. I know that the price of tuition is higher than ever, which is why if you are willing to volunteer in your neighborhood or give back to your community or serve your country, we will make sure that you can afford a higher education. And to encourage a renewed spirit of national service for this and future generations, I ask this Congress to send me the bipartisan legislation that bears the name of Senator Orrin Hatch as well as an American who has never stopped asking what he can do for his country – Senator Edward Kennedy. These education policies will open the doors of opportunity for our children. But it is up to us to ensure they walk through them. In the end, there is no program or policy that can substitute for a mother or father who will attend those parent/teacher conferences, or help with homework after dinner, or turn off the TV, put away the video games, and read to their child. I speak to you not just as a President, but as a father when I say that responsibility for our children's education must begin at home.

A fresh start for education reform

viking — Wed, 18 Feb 2009 21:24:27 +0000

Senate and House education leaders hit the "reset button" this morning. Realizing they could not reach consensus to move either the Basic Education Finance Task Force or Full Funding Coalition bills forward, they killed those bills and opted for a fresh start. Sen. Eric Oemig and Rep. Pat Sullivan have sponsored new legislation, Senate Bill 6048 and House Bill 2261; and they intend to work quickly to craft a compromise. Send a message to these legislators thanking them for their continued commitment to education reform legislation and for sponsoring these new bills. Click here to e-mail both of these legislators. Also, send a message to Sen. Rosemary McAuliffe and Rep. Kathy Haigh, the committee chairs who will hear SB 6048 and HB 2261, to tell them you enthusiastically support moving these bills forward. Click here to e-mail both of these legislators. This morning, Sen. Oemig chaired a meeting of education stakeholders to introduce SB 6048 and discuss how we move forward in order to pass meaningful finance reform legislation this session. After studying the problem for 4+ years, it is time to act. SB 6048, and its companion HB 2261, were drafted to be "intent only" bills. These bills declare the Legislature's intent to revise the definition of basic education and develop the plan to fully fund it. These bills do not outline specific details of basic education -- that will come in time as work continues. And, it is our job to influence this work. There seems to be broad agreement among education stakeholders that the new finance system needs to be transparent and that a model or prototype school funding approach makes sense. There is also clear consensus that we need to be sure to not pile any more unfunded mandates on top of financially stressed school districts. This is a critical moment. We need your help to press hard for:

A new robust definition of basic education that includes CORE 24 and early learning;
Clearly defined state and local funding responsibilities;
A new compensation system for the next generation of teachers;
Data and accounting systems that give educators the tools they need to boost achievement; and
Accountability principles that support the work of the State Board of Education.

Lawmakers are rolling up their sleeves and listening to stakeholders and a growing number of you who are calling and writing them. Details on the bills will emerge in the coming weeks. In the meantime, we urge you to keep reminding your lawmakers and the Governor that this is a problem we can solve. And, we must solve it this legislative session. Lisa Macfarlane League of Education Voters

Two days until the largest education rally in Olympia

viking — Tue, 24 Feb 2009 21:25:47 +0000

Make an appointment to visit with your legislators. Make sure they are paying attention to what's happening with their local schools and education reform this year. If they're unavailable, visit their offices and let their legislative assistants know you stopped by.

Join the PTA Focus Day rally on the Capitol steps at Noon.

If you are unable to attend, participate in the PTA Focus Day movement online by e-mailing your legislators today.

Education news of the day

viking — Wed, 25 Feb 2009 17:18:02 +0000

Expanding services: School-based clinic opens at Port Townsend High School Preparing for the worst: Centralia expects staff reductions Saving $40K: Squeeze college into 3 years Discouraging dropouts: Obama spotlights education in speech to Congress

PTA Focus Day schedule of events

viking — Wed, 25 Feb 2009 23:14:01 +0000

Here's the schedule of events for PTA Focus Day tomorrow. 9:00 Welcome Table opens: Columbia Room in basement of Leg. Bldg. 10:30 Orientation to Focus Day Activities, Bill & Committee Status, Issues

Welcome by President Laura Bay; Chairs Byron Shutz & Shelley Kloba Paul Cheek, WSPTA Legislative Director & Kim Howard WSPTA A.C.
Top 5 WSPTA Priority Issues – 5 mins. max per issue

11:45 Gather on the north steps of Legislative Building (Capitol Dome) 12:00 Rally on The Steps of the Legislative Building

Emcees: Byron Shutz & Shelley Kloba, Focus Day Chairs
Speakers: Pres. Laura Bay; Advocacy Executive Directors
Guest Speakers: Governor Christine Gregoire; Senator Rosemary McAuliffe; Representative Ross Hunter; Representative Skip Priest; Robert Harkin, Office of Superintendent of Public Instruction; Edie Harding, State Board of Education
Members to tell their stories in support of education finance reform

1:00 Conclude Public Rally on the Steps – Disassemble 1:30- 2:15 Brown bag lunch with Rep. Ross Hunter to discuss the status of Education Finance Reform proposals. 2:15-2:45 Edie Harding from the State Board of Education to discuss the role of the State Board and answer your questions. 2:45-4:00 Networking, appointments, attend hearings, tour the campus. 4:00 Conclude Focus Day Events

If you'd like to attend, it's not too late to sign up.

Live blogging PTA Focus Day

viking — Thu, 26 Feb 2009 00:41:48 +0000

Follow what's going on for PTA Focus Day right here tomorrow. We will join PTA members as they ride down to Olympia, rally on the Capitol steps and meet with legislators to advocate for kids and schools. And we're expecting press coverage of the event. Stay tuned!

LIVE BLOG: PTA Focus Day

viking — Thu, 26 Feb 2009 16:54:13 +0000

The snow is not stopping these energized parents from Seattle this morning. We're heading down to Olympia to join hundreds of other PTA activists from Spokane, Bellingham, Bellevue, Issaquah and many more. The chatter is non-stop on the bus. The conversation is about what to say to legislators and the day's events. And ofcourse, the rally on the Capitol steps at noon.

Live Blog: PTA Focus Day

viking — Thu, 26 Feb 2009 17:30:16 +0000

Making signs for the rally.

Live Blog: PTA Focus Day

viking — Thu, 26 Feb 2009 18:47:58 +0000

PTA members being interviewed by KOMO radio.

Live Blog: PTA Focus Day

viking — Thu, 26 Feb 2009 19:01:06 +0000

"Our children come first." That cheer began the rally for PTA Focus Day. Energized parents, educators, and kids are gathered on the Capitol steps to make sure their legislators hear their voices.

Live Blog: PTA Focus Day

viking — Thu, 26 Feb 2009 20:39:47 +0000

The rally was a huge success! Legislators and the media heard the message: The time is now for education reform. We owe it to our kids because they are our future! PTA parents from across the state spoke up for their kids and schools. One mom from Friday Harbor said budget cuts have already gotten rid of the lunch program. Further cuts could mean the loss of one of their principals. Another mom from Puyallup said budget cuts could mean the loss of their early learning programs. She said, "We need to fund education from the beginning, otherwise we'll be building prisons in the end." LEV's Lisa Macfarlane said the "sleeping giant" had awoken. The PTA is a force for change. And legislators agreed. They are working on school reform this session, but they need the help of PTA and other education advocates to succeed.

PTA Focus Day photos

viking — Fri, 27 Feb 2009 00:27:13 +0000

PTA members talk to KOMO radio.

PTA members talk to KING 5.

PTA members rally on the Capitol steps.

Speakers included Sen. McAuliffe, Rep. Hunter, Rep. Priest, State Board Chair Mary Jean Ryan and PTA parents.

And, our very own Lisa Macfarlane.

For more images from PTA Focus Day 2009, click here.

Washington Education News Today

viking — Fri, 27 Feb 2009 16:51:08 +0000

First things first. PTA Focus Day 2009 was a huge success! We were excited to be involved.

KING 5 News Video

Seattle Times Blog

Komo and Kiro radio also covered the event.

Can't get enough? Check out out our live blogging, photos, and videos from the event.

In other news...

Seattle P-I: School closure trouble continues in Seattle.

Kitsap Sun: South Kitsap School District counting on stimulus funds.

Olympian: Basic Education reform expected, despite cuts.

Redmond Reporter: Lake Washington School District facing $5 million in cuts.

Snoqualmie Valley Star: Basic education reform face lift.

And in national news: Obama setting sights high for higher education (thank goodness!).

Stimulus Q&A

viking — Fri, 27 Feb 2009 17:28:55 +0000

Michele McNeil and Alyson Klein of Education Week have hosted a 4-part Q&A session on the stimulus package on their blog, Politics K-12. The Q&A posts provide a good overview in layman's terms about how the stimulus money could impact states, districts and schools. Round 1 focused on dollar amounts. Round 2 focused on teachers. Rounds 3 and 4 focused on what funds can be used for.

Send me your questions about the stimulus funding and education.

viking — Fri, 27 Feb 2009 17:52:04 +0000

Hi all, We know the stimulus funding is on the way, but we don't know how much, what's it's for, and what problems it will solve. Well, here is your first step to understanding. I put together a one-page document with all of the funding for education that we will recieve from the American Recovery and Reinvestment Act and what the funding will be used for. One caveat, this information changes regularly (that's why you'll notice a date on my document). I know you'll have questions though and I'm here to answer them.

Please send me your questions! I'll do a video podcast on Monday and answer them for you.

You can comment below or email me at: bonnie@educationvoters.org.

Education news of the day

viking — Mon, 02 Mar 2009 16:58:08 +0000

Beautiful buildings, uneducated kids? Black groups say Tacoma schools don’t deserve bond support Save our schools, save our students: Seattle schools scramble to outsmart gangs Good for kids, good for the environment: ‘Green’ school rules need to be suspended Burden beyond the books: ‘Tidal wave’ of homeless students hits schools

Education reform conversation moving forward

viking — Mon, 02 Mar 2009 20:35:15 +0000

Education finance reform is moving forward. The House Education Appropriations Committee passed HB 2261 out of committee today with a vote of 11-1. Many details are still missing, however members wanted to keep the conversation moving forward. The Senate companion, SB 6048, passed out of committee last week.

Education news of the day

viking — Tue, 03 Mar 2009 16:57:51 +0000

Qwest quid: Kelso school lands $10,000 technology grant National naysayers? Some state lawmakers fighting federal stimulus Federal fans? National standards gain steam

How will Federal Stimulus funds help Washington schools?

viking — Tue, 03 Mar 2009 19:02:02 +0000

Thank you for sending in your questions. I choose five related to the fiscal stabilization funds (education and general purpose), school construction, supplanting, Head Start/Early Head Start, and the general budget picture in light of new federal funding. The video says that I answered six, but I had to cut one (on the innovation fund) because I ran out of time. Have more questions? Let us know. Here are some resources to go along with the video:

[youtube=http://www.youtube.com/watch?v=Yit4ZG3CaCc]

School funding at the local level

viking — Tue, 03 Mar 2009 21:58:33 +0000

Last night, there was a community meeting at Meridian Middle School focused on the potential of floating a bond to rebuild and enhance buildings throughout the Meridian school district. The district serves over 1600 students with an operating budget of just over 16 million dollars.

The Meridian High School is literally falling down around the students. Lovingly referred to as “Old Main”, the school is a patchwork of retrofits, temporary beams, and ancient heating systems. It is no way appropriate for a modern school in terms of safety, technology or layout.

This school, in many ways, is a physical analogy to the state’s broken school funding system.

The district floated a bond last year to fix the school, a 25 million dollar ask, and garnered 52% of the needed 60% of the vote. The current proposal is probably going to be slightly less (due to the downturn in construction costs) and covers projects at all the buildings in the district. The details of the proposal are still being worked out by a local committee of community members.

The Superintendent of the district, Tim Yeomans, went to great lengths to encourage public participation and kept reinforcing the idea that the school understands that asking for money, at any time, requires them to be vigilant and efficient. Confidence in the school district is key to garnering support for the bond. He and the board are keenly aware of their financial responsibilities and strive to be efficient as possible.

I spend a lot of time talking about schools and how we fund them. I hear accusations about waste in the system and bureaucrats that do not care. I wish some of the people who feel this way could have attended this meeting.

Watching committed community members in an economically struggling area grapple with the complexities of the bond issue was inspiring. The thoughtful questions and suggestions about how to educate their neighbors to garner support for the bond proved how thrifty and attentive to the community this group is. All schools should be so lucky to have these kinds of supporters.

Will the Meridian community support rebuilding their ancient and failing buildings? My guess is yes. The results oriented people there will make it happen.

We can only hope leaders at the State level are as thoughtful and committed as the parents of the Meridian School district as they seek to remake the broken building that is our current funding system.

Education news of the day

viking — Wed, 04 Mar 2009 16:27:24 +0000

We can no longer wait: Time is now for education reform Ladies' first: Georgia's Beraza is new Yakima schools chief, first woman to hold post Sharpen those pencils: WASL hasn't gone away, principals remind students

State ARRA website launched

viking — Wed, 04 Mar 2009 22:10:49 +0000

Keeping in step with the expectations of transparency and accountability for stimulus funds, Governor Gregoire launched a Washington-specific ARRA website. Many details (including specific dollar amounts) aren't available yet, but you can find contacts for programs/agencies that will distribute funds.

We’re saving you a seat at your town hall meeting

viking — Wed, 04 Mar 2009 21:29:50 +0000

Our future teachers, doctors, electricians, plumbers, artists, and lawmakers need your help. Washington's children are counting on all of us to help them achieve their dreams after high school. You can help by making your voice heard at an upcoming Legislative Town Hall Meeting in your community. Visit our Legislative District Town Hall Meetings page to find your local town hall and for talking points and support materials you can use. And, hit 'REPLY' to let us know if you can attend your Legislative District Town Hall Meeting. Why attend your Town Hall? Here are the TOP reasons you should attend: 1. Our kids are counting on us to urge our state lawmakers to remain committed to education reforms that will provide our kids what they need to succeed in school and life. 2. Schools are facing major budget cuts. Your legislators need to hear how it will impact children and schools. 3. Legislators use your personal stories as powerful examples in Olympia when talking about education issues. 4. If you can't travel to Olympia, this is your best opportunity to talk to your state lawmakers. We hope to see you at the town hall meetings this month. Kelly Munn Statewide Field Director

We’re saving you a seat at your town hall meeting

viking — Wed, 04 Mar 2009 22:55:05 +0000

Our future teachers, doctors, electricians, plumbers, artists, and lawmakers need your help. Washington's children are counting on all of us to help them achieve their dreams after high school. You can help by making your voice heard at an upcoming Legislative Town Hall Meeting in your community. Visit our Legislative District Town Hall Meetings page to find your local town hall and for talking points and support materials you can use. And, let us know if you can attend your Legislative District Town Hall Meeting. Why attend your Town Hall? Here are the TOP reasons you should attend: 1. Our kids are counting on us to urge our state lawmakers to remain committed to education reforms that will provide our kids what they need to succeed in school and life. 2. Schools are facing major budget cuts. Your legislators need to hear how it will impact children and schools. 3. Legislators use your personal stories as powerful examples in Olympia when talking about education issues. 4. If you can't travel to Olympia, this is your best opportunity to talk to your state lawmakers. We hope to see you at the town hall meetings this month.

Help! I published a newsletter in my school PTSA and I just learned I could be sued by the state!

viking — Thu, 05 Mar 2009 14:31:44 +0000

It is extremely unlikely you will be sued. Your school district, Superintendent or Principal could possibly be sued though. The Public Disclosure Commission (PDC) was formed by the citizens of the state through an initiative to make sure that state facilities and money are not used for lobbying efforts. If you step back and think about this, it makes sense, you don’t want your tax dollars being used to lobby or campaign. Typically a complaint will occur during a school district bond/levy campaign. The opposition to the ballot issues will file a complaint and the bond/levy ballot issues will fail..(even if the complaint was unfounded). If however, the complaint is found to be valid, the school district and perhaps the superintendent will be fined. This has happened a few times across the state. What is lobbying or campaigning? • Asking people to vote yes or no on a bill is direct lobbying. • Asking people to attend a rally in support of a bill is direct lobbing. What if you can’t tell if it is lobbying? Ask the communications director in your school district. It can be very, very difficult to tell if your flyer is actually lobbying or not. And, different school districts interpret this different ways. Clearly the best thing to do is to talk to your school district communications director. They will be thrilled that you were proactive, and you will build a very positive relationship with the school district. But, here is where things get tricky. As a PTA, or an outside organization that is using or renting school facilities you can do whatever you want within the constraint of the meeting, even on school property. You can talk about bills, you can endorse bills, you can pass out flyers, buttons, signs, stickers that all say Vote YES for something. And, if the PTA is running an event like a reflections reception or a movie night, you can also lobby. The bottom line is…you can’t use any school resources to lobby except within the confines of a PTA meeting or event. For those of you who like to know a lot more, here is a link to the PDC website that outlines what can and can’t be done, there is a matrix in this file that can be quite useful. Guidelines for Local Government Agencies in Election Campaigns

Education news of the day

viking — Thu, 05 Mar 2009 18:22:53 +0000

It's about the kids: Washington Century: A long way to go There's still hope: Mere ‘maybe’ enough to move ed reform ahead Our kids can't wait: Crowded Snoqualmie Valley schools push pared-back bond issue

Empowering young leaders

viking — Thu, 05 Mar 2009 20:24:58 +0000

Yes, smaller class sizes, high-quality teachers and adequate funding are vital in our schools. Yet I believe we often fail to acknowledge the power that student leaders have to improve and enhance the daily experiences of all kids in Washington’s public schools. Student leadership can make or break the climate of our schools. Youth attitudes and actions influence whether their peers choose to wake up to go to school the next morning and the level of safety students feel as they walk around campus. Beyond the classroom walls and outside of Olympia, students can play a crucial role in the success of our schools. For more than 50 years, the Association of Washington School Principals (AWSP) has been supporting and promoting student leadership through workshops, camps and conferences that serve more than 10,000 students, advisers and coaches each year. It’s hard to articulate how powerful it is to be surrounded by 250+ high school student leaders from Forks to Central Valley, out in the wilderness of Randle, Washington, in a world free of cell phones and Facebook, tackling topics from parliamentary procedure to servant leadership. My camp experience (three years as a high school delegate and seven years as a counselor for middle level and high school camps) has been the greatest influence in my commitment to public education and service-learning. When we look beyond today, we must remind ourselves that these students are the ones who will be the advocates, activists, parents, business leaders, teachers and legislators leading movements as a result of today’s unfinished business. In fact, we all know many students who are already initiating positive change in their schools and communities. Therefore, it is essential that we connect our youth with every opportunity possible to be surrounded by new people, new ideas and new thoughts; to ask tough questions and be uncomfortable; to take risks and to take on a leadership role whenever possible. Please talk to your children, youth whom you know and students in your schools. Let them know of these opportunities, and encourage them to get involved. Please click on the links for more info, or get in touch with me via email or by posting a comment. This will be my eighth year with Mt. Rainier, one of the five AWSP high school leadership camps, and I look forward to working with new students from your communities and schools. *Like most other exciting opportunities, this one is not cheap. Prices per delegate range from $275-285, depending on whether or not the school is an official member of the Washington Association of Student Councils. Some schools are able to afford to send their students to camp while others do not have the resources. Don’t miss out on the scholarship opportunities available to help students pay for camp. The scholarship deadline is March 17th. High School Leadership Camp (Cispus and Chewelah Peak) Middle Level Leadership Camp (Cispus and Chewelah Peak) La Cima Bilingual Leadership Camp (Chewelah Peak) Deaf Teen Leadership Camp (Cispus) CheerLeadership Camp (Central Washington University)

Education news of the day

viking — Mon, 09 Mar 2009 16:29:15 +0000

Getting to know Goodloe-Johnson: Make no mistake: Seattle schools chief is decisive, driven, direct Exploring options: Portland School Board discusses new models for high schools Word to the wise: U.S. to Nation’s Schools: Spend Fast, Keep Receipts “Nothing as drastic as what we’re seeing in Oregon”: Oregon schools face last resort: a shorter year

Executive Session for HB 2061

viking — Mon, 09 Mar 2009 17:59:02 +0000

This morning, the House Ways & Means committee held an executive session for HB 2061.

No amendments were added. Below are my notes of the comments made before the vote:

Alexander: Can’t support empty promises. No reforms without the money necessary to pay for it. Doesn’t like the idea of a phased-in funding.

Sullivan: The bill needs more work, but we don’t have the luxury of waiting for “better” times to fund education. It is the constitutional duty to fund education in good and bad economic times.

Schmick: Concerned about small districts. Need to see the formulas and the numbers for smaller districts before he can support the bill.

Hunter: We need new resources/revenue to pay for ALL kids to be educated, but we won’t get it without a plan/vision. The work this session is figuring out exactly what is we need to buy (the new definition of basic ed) and then figure out how to pay for it.

Priest: Echoes Hunter and highlighted the Federal Way lawsuit and the adequacy lawsuit. We can’t put this off – it is only delaying the inevitable.

Kagi: The funding formulas are so broken that they are not equipped to handle the insertion of new money. These changes are long overdue.

Hunt: This bill keeps things moving forward.

Linville: Defining basic ed first is the only way to ever get the money needed to adequately pay for basic ed.

Vote:

All supported except Alexander (R), Bailey (R), Chandler (R), Ross (R), Schmick (R), and Conway (D).

Also of interest – SB 6048 should be on the floor later today. I will keep you posted on that as well.

Children and Schools Are Counting On Your Vote Tomorrow

viking — Mon, 09 Mar 2009 22:14:30 +0000

Our children and schools are counting on us to vote YES to approve local school levies and bonds tomorrow. View a list of March 10th school levy and bond elections. If your school district is on the list, visit your school district's home page for more information about the levy and/or bond. Your YES vote on a school levy provides critical funding that supports student learning. The levy helps fund smaller class sizes, new textbooks, student transportation, technology, bilingual and special education services, and student activities. A YES vote on a school bond will fund renovation or construction of new schools in your community. Bond elections still require a 60 percent supermajority to pass. For your vote to count, please postmark and mail your ballot by Tuesday, March 10th. We know economic times are tough in our state. However, our economy will eventually recover. A levy failure can impact a child's quality of education for years to come. To get involved, share best practices, and learn more about school levy and bond elections, visit the League of Education Voters Levy Library. Thank you for supporting our schools.

Education news of the day

viking — Tue, 10 Mar 2009 15:56:57 +0000

Money maybe: Gregoire weighs school bonds Helping hand: Gates Foundation to give Seattle schools $7.2 million Reform ready: Obama makes first major education speech

"Enough is Enough."Obama pledges to make the U.S. education system 'the envy of the world.'

viking — Tue, 10 Mar 2009 18:33:55 +0000

President Obama redefined reform this morning, outlining his plan for a major overhaul of the country's education system "from the cradle up through a career."

In the opening of his speech today at the Hispanic Chamber of Commerce, the President met critics head on who complain of too much change, too fast:

Every so often, throughout our history, a generation of Americans bears the responsibility of seeing this country through difficult times and protecting the dream of its founding for posterity. This is a responsibility that has fallen to our generation. Meeting it will require steering our nation’s economy through a crisis unlike any we have seen in our time. In the short-term, that means jumpstarting job creation, re-starting lending, and restoring confidence in our markets and our financial system. But it also means taking steps that not only advance our recovery, but lay the foundation for lasting, shared prosperity.

I know there are some who believe we can only handle one challenge at a time. They forget that Lincoln helped lay down the transcontinental railroad, passed the Homestead Act, and created the National Academy of Sciences in the midst of Civil War. Likewise, President Roosevelt didn’t have the luxury of choosing between ending a depression and fighting a war. President Kennedy didn’t have the luxury of choosing between civil rights and sending us to the moon. And we don’t have the luxury of choosing between getting our economy moving now and rebuilding it over the long term.

He called for:

Investment in early learning innovation
Extra pay for teachers based on many factors including student achievement
Tougher, clearer standards
A longer school year
Increased access to college though extra funding for Pell Grants

Click here to check out his full speech. Click here to check out some CNN video clips.

A minute to help kids and schools

viking — Tue, 10 Mar 2009 22:31:14 +0000

Our kids can't wait for a world-class education. You can help send this message to our decision-makers by taking one minute to sign our online petition and then forward it on to your family, friends and colleagues. The stakes could not be any higher this year. Children and schools are facing nearly $1 billion in proposed cuts that could result in larger class sizes, and the elimination or reduction of drop-out prevention efforts and programs to close the achievement gap. We need to urge the Washington State Legislature and Governor to minimize cuts to education for the 2009-11 budget and redefine our program of basic education this year. This is a critical time to pass long-term reforms that will create a more stable, equitable, and adequately funded education system. The goal is to achieve an education system that prepares all children for college, work and life. Visit http://gopetition.com/petitions/wakidscantwait.html to sign the online petition today!

Education news of the day

viking — Wed, 11 Mar 2009 15:24:34 +0000

Tiptoe no longer: Legislators need the political will to reshape Washington's schools Reform? Senate passes basic ed bill, a shadow of its former self Career exploration: Students try a trade Got jobs? Substitute teaching applications surge

March 10 levy and bond results

viking — Wed, 11 Mar 2009 20:07:00 +0000

More than 30 school districts ran levy and/or bond elections yesterday. The majority of school levies are passing, however bonds continue to struggle to reach the 60 percent supermajority requirement. Congratulations to the children, parents and educators in the Snoqualmie Valley School District! Their bond is passing by 65 percent. The district previously ran three unsuccessful attempts to construct modern, new school buildings. The current bond, however, was paired down significantly and will only renovate schools and add more portable classrooms. Here's a list of some of the levy and bond results from last night. March 2009 Levy/Bond Elections

School District Type Approve Reject % Approve Status

Auburn School District Bond 4571 5997 42.35 Failing

Bickleton School District Bond 135 35 79.41 Passing

Burlington-Edison School District Bond 1993 2285 46.59 Failing

Kennewick School District Bond 8831 6271 58.48 Failing

Puyallup School District Bond 9176 10,541 46.54 Failing

Snoqualmie Valley School District Bond 5328 2767 65.82 Passing

Spokane School District Bond 29,187 17,685 62.27 Passing

Tacoma School District Bond 13,929 16,059 46.45 Failing

Vashon Island School District Bond 1878 2032 48.03 Failing

W. Valley School District (Yakima) Bond 3745 4045 48.07 Failing

Auburn School District Capital Levy 4631 5983 42.72 Failing

Longview School District Capital Levy 4,359 2,910 59.97 Passing

Puyallup School District Capital Levy 9119 10,589 46.27 Failing

Bickleton School District Levy 140 31 81.87 Passing

Eastmont School District Levy 3157 2473 56.07 Passing

Longview School District Levy 4,567 2,715 62.72 Passing

Oak Harbor School District Levy 3703 4701 44.06 Failing

Oak Harbor School District Levy 4277 4140 50.81 Passing

Spokane School District Levy 30,539 16,499 64.92 Passing

Toppenish School District Levy 559 550 50.41 Passing

Wenatchee School District Levy 5845 3373 63.41 Passing

Urge your House members to vote YES on HB 2261

viking — Wed, 11 Mar 2009 21:07:19 +0000

Redefine basic education to include early learning for at-risk children and the academic programs and support services students need to succeed in school and life;
Make school funding more transparent for school leaders, lawmakers and parents through the use of a "prototypical schools" model; and
Dedicate a certain portion of the growth in state revenue to basic education.

Education reform continues to be a work in progress. The Washington State Senate passed their proposal, Senate Bill 6048, yesterday. We expect substantive amendments to be introduced and debated on both bills. We believe it's important to keep both options alive and moving forward. Speak up for education reform at your town hall Your legislators will be in your community this month to hold a Legislative District Town Hall Meeting. Besides traveling to Olympia, this is your best opportunity to talk face-to-face with your state lawmakers. Click here to view the latest list of Legislative District Town Hall Meetings. It's critical that you urge your state lawmakers to remain committed to education reforms that will provide our kids what they need to succeed in school and life. Thank you for your support.

Education news of the day

viking — Thu, 12 Mar 2009 16:21:11 +0000

The impact of cuts to I-728: Sequim schools expect fewer teachers, larger classes if state funding declines A national priority: Will Washington State’s Education Reform Bill Fail the Obama Test? Mission Possible: Replacing WASL doable, OSPI says

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 16:15:44 +0000

Today we'll be live blogging the House floor debate, focusing on HB 2261. The House session just began, and will now go into caucus, so as we wait for HB 2261 to come to the floor, take some time to puruse the floor amendments:

Don't feel like reading the bill language? Scroll to the end and read the "effect" summary.

SBE meeting March 12-13

viking — Thu, 12 Mar 2009 16:33:41 +0000

The State Board of Education is meeting in Tumwater today and tomorrow. You can find all meeting materials here. This two-day meeting is largely made up of work group updates to the full Board. One highlight is LEV's presentation of the 2009 Report Card. Here's the agenda for both days: March 12 9:00 a.m. Call to Order Pledge of Allegiance Welcome Agenda Overview Approval of Minutes from the January 14-15, 2009 Meeting (Action Item) Consent Agenda Approval of Private Schools (Action Item) 9:15 a.m. Update on Legislative Session Issues Ms. Edie Harding, Executive Director Mr. Brad Burnham, Policy and Legislative Specialist Board discussion 9:45 a.m. Update on Federal Fiscal Stimulus Package Mr. Bob Harmon, Assistant Superintendent, Special Programs and Federal Accountability, OSPI 10:15 a.m. Break 10:30 a.m. Update on System Performance Accountability (SPA) Work Dr. Kris Mayer, Board Lead Ms. Edie Harding, Executive Director Dr. Pete Bylsma, Contractor, SBE Board discussion 11:15 a.m. League of Education Voters Report Card Ms. Chris Korsmo, Executive Director, League of Education Voters Ms. Lisa Macfarlane, Director of External Affairs, League of Education Voters 11:30 a.m. Public Comment 12:00 p.m. Lunch 12:45 p.m. Truman High School's Request for a Waiver from Credit-Based Graduation Requirements Ms. Carol Matsui, Assistant Superintendent Federal Way Public Schools 1:00 p.m. Update on Proposed Changes to OSPI Assessment System Dr. Joe Willhoft, Assistant Superintendent Assessment and Student Information, OSPI 1:30 p.m. Tribal Memorandum of Agreement Resolution Dr. Bernal Baca, Board Lead Dr. Kathe Taylor, Policy Director Board discussion 2:00 p.m. Next Steps for Math and Science: A Systems Approach Mr. Jeff Vincent, Science Lead Mr. Steve Floyd, Math Lead Dr. Alan Burke, Deputy Superintendent, K-12 Education, OSPI Board discussion Accelerating Math and Science Achievement Ms. Caroline King, Policy Manager, Partnership for Learning 2:45 pm. Break 3:00 p.m. Strategic Teaching Report on Review of High School Curricular Math Menu Mr. Steve Floyd, Math Lead Ms. Edie Harding, Executive Director Ms. Linda Plattner, Strategic Teaching Board discussion 4:00 p.m. Public Comment 4:30 p.m. Call for Election of One Year Representative to Executive Committee Mr. Jack Schuster, Board Lead 5:00 p.m. Adjourn March 13 10:30 a.m. Review of Dropout Policies Dr. Sheila Fox, Board Lead Achievement Gap Information in Relation to Board's Work Mr. Brad Burnham, Policy and Legislative Specialist Board discussion 11:30 a.m. Update on CORE 24 Implementation Task Force Dr. Steve Dal Porto, Board Co-lead Mr. Jack Schuster, Board Co-lead Update on Meaningful High School Diploma Mr. Eric Liu, Board Lead Dr. Kathe Taylor, Policy Director 11:55 a.m. Public Comment 12:15 p.m. Lunch and Voting for One Year Representative to Executive Committee 12:30 p.m. Announcement of Election Results of New Executive Committee Member 12:45 p.m. Business Approval of the Tribal MOA (Action Item) Approval of the Strategic Teaching Report on Math Curricular Recommendations (Action Item) Approval of Waivers (Action Item) 1:15 p.m. Running Start and Tech Prep Ms. Jan Yoshiwara, Director, Education Services, State Board for Community and Technical Colleges Dr. Kathe Taylor, Policy Director 2:15 p.m. Anatomy of Change Mr. Greg Lynch, Superintendent, Central Kitsap School District Mr. Paul Rosier, Executive Director, Washington Association of School Administrators (WASA) 3:15 p.m. Reflections and Next Steps 3:30 p.m. Adjourn

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 19:39:41 +0000

If you're listening along on TVW, you know the House is currently hearing arguments on county funding. The word on the street is HB 2261 will be the last bill heard today. We'll follow the floor debate all afternoon so stay tuned for updates.

Critical juncture for high school graduation requirements

viking — Fri, 06 Mar 2009 21:31:18 +0000

As a business leader in our community, you know first hand how important it is to have a well-educated workforce. Now, more than ever, we must ensure that our students have access to an education that prepares them for university, college or career. But today, students in Washington are not graduating ready for the next step. Our state only requires a minimum of 19 credits to graduate from high school. There are 38 states that require more credits to graduate than Washington. And in Washington, that's not enough to get into one of our four-year state universities. We must align high school graduation requirements with minimum college entrance requirements and provide opportunities for kids to succeed in community college, four-year universities, and technical and apprenticeship programs. As you know, last summer, our State Board of Education approved the new CORE 24 graduation requirements. This high school credit framework would ensure every student takes more math, science and world language courses to graduate ready for college, work and life. However, implementation was contingent upon funding from the State Legislature. Without the additional resources to implement these new high school graduation requirements, our children will feel the real cost. We'll continue to maintain outdated requirements that have resulted in:

52% of community college students taking remedial classes; and
17% of Seattle Public Schools graduates eligible to apply to one of ourfour-year state universities.

We know that as education increases, so does income. While post-secondary training doesn't guarantee a life without poverty, research now shows that the chances of obtaining a family-wage job with only a high school diploma are one-in-four. We are at a critical juncture in this effort to strengthen our high school graduation requirements and provide what our children really need to succeed. Please contact Governor Chris Gregoire to tell her you support revising the definition of basic education to include the State Board of Education's new graduation requirements so every child will take the classes they need to be prepared for success in college, work and life. And, please help us reach more education advocates with a donation of $100 or $250 today. On behalf of the one million children and their families and communities who stand to gain from these critical improvements, thank you for joining the movement for change. Lisa Macfarlane League of Education Voters

Children and Schools Are Counting On Your Vote Tomorrow

viking — Mon, 09 Mar 2009 21:32:43 +0000

ACTION ALERT: Urge your House members to vote YES on HB 2261

viking — Wed, 11 Mar 2009 21:34:10 +0000

Between now and tomorrow's vote, your two members of the Washington State House will hear a lot from colleagues, constituents and lobbyists about House Bill 2261, a proposal that moves education reform one step forward. It's urgent that they also hear from YOU. Please contact your House members and urge them to VOTE YES on HB 2261. CALL THEM VIA THE LEGISLATIVE HOTLINE AT 1.800.562.6000. SEND THEM AN E-MAIL MESSAGE. TO FIND YOUR LEGISLATORS, CLICK HERE. House members will be voting on an amended bill that includes proposals to: • Redefine basic education to include early learning for at-risk children and the academic programs and support services students need to succeed in school and life; • Make school funding more transparent for school leaders, lawmakers and parents through the use of a "prototypical schools" model; and

Dedicate a certain portion of the growth in state revenue to basic education.

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 21:43:03 +0000

The House is in yet another caucus, but HB 2261 is up next.

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 22:32:57 +0000

The House is back from caucus and hearing amendments to HB 2261. They just adopted Rep. Sullivan's striker amendment.

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 22:50:40 +0000

The House just adopted Rep. Hunter's amendment to HB 2261, increasing graduation requirements to 24 credits.

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 22:54:21 +0000

The House adopted Rep. Sullivan's amendment to HB 2261, including gifted and highly capable education in the definition of basic education.

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 23:03:38 +0000

The House just adopted one of Rep. Miloscia's amendments to HB 2261, encouraging all districts to implement a quality management program based on the Baldridge National Quality Program.

LIVE BLOG: House floor debate

viking — Thu, 12 Mar 2009 23:16:56 +0000

The following amendments were not adopted:

Rep. Cox's replacing all provisions of the underlying bill
Rep. Cox's requiring school districts with salary allocations that exceed the statewide salary schedule, receive a cost-of-living increase under Initiative 732 at 50 percent of the amount that would otherwise be calculated, until allocations have been equalized across all districts
Rep. Anderson's requiring appropriations for Basic Education and other K-12 Education purposes to be made in separate legislation from the regular omnibus appropriations act
Rep. Anderson's putting forward the original recommendations of the Basic Education Finance Task Force (formerly HB 1410) -- Reps. Haigh, Priest and Hunter all spoke against the amendment

LIVE BLOG: House floor debate

viking — Fri, 13 Mar 2009 00:00:45 +0000

HB 2261 as amended was just adopted by the House with a vote of 71-26 and will be sent to the Senate. In speaking in favor of the bill, Reps. Sullivan, Priest, Hunter, Anderson, Hunt and Carlyle expressed their feelings of urgency in regard to education in Washington, asking "if not now, when?"

Education reform clears a big hurdle

viking — Fri, 13 Mar 2009 02:04:03 +0000

Parents and education advocates cheered as the state House passed a bill today that would reform Washington's schools. House Bill 2261 passed with a bipartisan vote of 71 to 26 and will move on to the state Senate for consideration. The passage of HB 2261 is a huge step forward for children and schools. Please send a "thank you" message to the four House members, Rep. Pat Sullivan, Rep. Skip Priest, Rep. Ross Hunter and Rep. Glenn Anderson, who were the architects of HB 2261. The House members worked together to improve HB 2261 to include reforms that children need to succeed in college, job training and the workforce. A major piece in HB 2261 was added as an amendment by Rep. Hunter to strengthen Washington's high school diploma to ensure students take the courses they need to pursue their dreams after high school. HB 2261 received support from both sides of the aisle during floor debate. Rep. Priest asked, "If we don't do education reform now, when will we?" Rep. Sullivan said the bill will hold the Legislature accountable for a quality education for every child. Rep. Marcie Maxwell and Rep. Reuven Carlyle, both freshmen lawmakers, said education was why they ran for the Legislature. Speak up for education reform at your town hall In order to pass education reform legislation this year, the state Senate and House must agree on one bill to send to the Governor's desk. Your legislators will be in your community this month to hold a Legislative District Town Hall Meeting. This is your best opportunity to talk face-to-face with your state lawmakers and urge them to support education reform. View the list of Senate and House members who supported or opposed education reform legislation. Thank your Senator and Representatives for voting YES or let them know why you support education reform. Click here to view the latest list of Legislative District Town Hall Meetings. Thank you for your support.

Take a minute to help public school children

viking — Fri, 13 Mar 2009 21:37:46 +0000

I have been fighting for the resources and reforms that our public schools need for many years. Now more than ever, I believe that an investment in public education is an investment in the future. And, that begins with a redefinition of basic education requiring Washington State to provide our children with what they need to succeed. We need to build a MOVEMENT in support of public education. We need to hold our lawmakers accountable for our state's paramount duty-education. We need to send our lawmakers in Olympia a loud and clear message that now is the time to update the definition of basic education this legislative session. Take one minute to sign this petition in support of children and schools. The goal is to get thousands of signatures on this petition. For those of you that don't know, the definition of basic education in Washington was last updated in 1977. The world has changed dramatically since then and today's graduates need a MUCH higher level of skills and knowledge to be successful in our rapidly changing economy. You can HELP send that message by clicking on the link below to sign this IMPORTANT petition. It only takes a minute! http://gopetition.com/petitions/wakidscantwait.html Please write a comment about the importance of redefining basic education this year. Once we amass enough signatures-we will hand deliver the list, along with the comments, to Gov. Chris Gregoire, Speaker Frank Chopp and Senate Majority Leader Lisa Brown. For those of you that miss getting signatures for education initiatives, here's your opportunity. There is a paper version of the petition at www.wakidscantwait.com. You can print it out and take it to book clubs, meetings and sporting events! We need this petition to go viral. Please do your part by spreading it around to your family, friends and colleagues. Thanks for all you do to help set our children up for success!

Education news of the day

viking — Mon, 16 Mar 2009 16:23:40 +0000

More budget blues: How do we close an $8 billion gap? Bond, school bond: Half of bond issues fail on March ballot Ch-ch-changes: WASL's last chapter begins Ode to 2261: House rekindles hope Kudos: Wahluke principal named 'most effective' administrator And... Tukwila most diverse district in the country

Keep pushing the petition - 2200 signatures - need more!

viking — Mon, 16 Mar 2009 21:16:41 +0000

Want higher graduation requirements? Lower class sizes? Closing the achievement gap? Sign this education petition! http://gopetition.com/online/25946.html We will show our legislators how many people in the state of Washington support education! But we need more signatures! • Send to your family all across the state! • Send to your friends! • Send to every email list that you have! • Students are welcome to sign. • Send to to your legislators, school board, city council! • Think of newsletters you could place the petition link. We need to generate lots more signatures. We know people support education, but how do we get the signatures? Please share any other ideas you have!

Why bonds failed in Western WA

viking — Mon, 16 Mar 2009 22:51:38 +0000

AP writer Donna Gordon Blankinship filed a great report exploring why bonds failed in Western Washington while most passed on the eastern side. She interviewed Jon Gores at Seattle-based D.A. Davidson & Co., the leading underwriter of school bonds and a supporter of LEV's Levy Library, to answer the question. Here's an excerpt: "We've been kind of scratching our heads on that too," Gores said Friday. He said major employers such as Starbucks Corp., Microsoft Corp. and Boeing Co. have announced layoffs in Western Washington, while most Eastern Washington communities have been spared job cuts so far. Home prices have also dropped more dramatically on the western side of the Cascade Mountains. Click here to read the full story.

Education news of the day

viking — Tue, 17 Mar 2009 16:05:23 +0000

More hands-on learning: Fund skills center, backers beg Ni Hao: Globalization demands more foreign-language study, not less Supe Searches

Education news of the day

viking — Wed, 18 Mar 2009 15:43:42 +0000

Bummer: The market's tough for would-be teachers Bond is not enough: Snoqualmie Valley budget shortfall grows Interest STEMmed: Applicants for Delta High double the limit Summer of service: House to vote on tripling size of AmeriCorps Carrot and stick: Fla. education board focuses on failing schools

Public hearing on education reform bill

viking — Wed, 18 Mar 2009 18:37:44 +0000

The House Education Appropriations Committee will hold a work session and public hearing on the Senate's education reform proposal, SB 6048, tomorrow at 1:30 PM in House Hearing Room A. SB 6048 lacks many of the major pieces of HB 2261 such as:

The redefinition of basic education to include early learning for at-risk children, programs for highly capable students, and stronger graduation requirements;
More instructional time to give students the opportunity to take additional courses to graduate ready for college, job training and the workforce;
An achievement gap working group;
A new pupil transportation funding formula;
A comprehensive K-12 education data system; and
A revenue source.

In both bills, the Legislature would begin implementing changes to our state's education system beginning in 2011-12. HB 2261 has been referred to the Senate Early Learning & K-12 Education Committee. We'll be watching the legislative schedule closely for a work session and public hearing on HB 2261.

Freshmen legislators urge Senate to pass HB 2261

viking — Wed, 18 Mar 2009 22:02:13 +0000

Momentum continues to build behind House Bill 2261 in the Legislature! This week, Rep. Marcie Maxwell (D-Renton) organized all the freshmen Democratic legislators in the state House to send a letter to Senate Majority Leader Lisa Brown and Sen. Rosemary McAuliffe. The letter urges them to pass HB 2261, a bill that would update the definition of basic education for the 21st century to ensure every child is ready for college, job training and the workforce. Here's an excerpt from the media release: "We heard one priority in all of our communities over and over again: 'Please improve education and funding for our children and our public schools'," said Rep. Marcie Maxwell (D-Renton), one of the letter's signees. "Not only did constituents raise the issue, but as a former Renton School Board director, I have firsthand knowledge of this state's outdated basic-education program and inadequate school funding formulas. We must do better to give all kids the knowledge and skills they'll need to succeed in higher education, in tomorrow's careers and as productive adults." To view the full press release and letter, click here.

PESB meeting today

viking — Thu, 19 Mar 2009 15:37:25 +0000

I'm in Gig Harbor for day two of the Professional Educator Standards Board meeting. Today's agenda: 8:30 Call to Order . Announcements . Member Updates . SBE Liaison Report 9:00 Presentation and Discussion: Possible Options for Teacher Professional Certificate Program Design . Esther Baker, Program Director - Teacher Assessments, PESB . Larry Lashway, Associate Director, Professional Education, OSPI . Barbara Clausen, Professional Certification Coordinator, Washington State University, Vancouver . Dianna Coile, Professional Certification Associate, Seattle Pacific University 10:00 Break 10:15 Presentation and Discussion: Early Implementation of Principal Professional Certification Programs - Possible New Options for Program Design . Debbie Carter, Assistant Superintendent Human Resources, Edmonds School District 11:15 Legislative Update . David Brenna, Policy & Research Analyst, PESB . Jennifer Wallace, Executive Director, PESB 12:00 Public Comment C 12:15 Lunch 1:00 Presentation, Discussion and Action: Revised Timeline for Revisions to Program Approval Standards I-IV . Jennifer Wallace, Executive Director, PESB 2:00 Review of the Appeal: In the Matter of Larry Peterson Certification No. 255097H - Office of Administrative Hearings for the Superintendent of Public Instruction Cause No. 2008-TCD-0006 Following presentations, the board will deliberate in closed session per RCW 42.30.140 3:00 Adjourn

LIVE BLOG: PESB

viking — Thu, 19 Mar 2009 16:04:29 +0000

9am - 10am Possible Options for Teacher Professional Certificate Program Design - Barbara Clausen, WSU & Dianna Coile, SPU Colleges of education (CoE) see themselves as the bridge between Professional Certificate (ProCert) candidates and OSPI. Also don't think ProCert candidates can navigate the process on their own, or necessarily pass the assessment. CoE think there is value add to their offering support to ProCert candidates on creating collections of evidence. [This presentation seemed to become more about the CoE justifying their ProCert programs.] >>PESB members wanted to know how many ProCert candidates left the profession because they couldn't earn ProCert. There was no clear answer; however the impression given was that few are unable to earn ProCert. It was shared that WEA is conducting a survey of its members on ProCert, although for what intent was unclear. >>Other questions focused on the potential redundancy of ProCert programs for teachers coming out of the current Residency Certificate (ResCert) programs (which now includes a demonstrated performance standard). The answer: potentially, we need to figure that out - and some would say ProCert already has certain redundancies with ResCert. >>PESB members also asked about cost, and seemed skeptical of the need for teachers to spend $150-323 per credit for 10+ credits. [Raised murmurs in the audience.] Members were also looking for demonstration of improving educator effectiveness by ProCert programs.

Education reform clears a big hurdle

viking — Thu, 12 Mar 2009 21:35:38 +0000

Take a minute to help public school children

viking — Fri, 13 Mar 2009 21:36:57 +0000

Education news of the day

viking — Thu, 19 Mar 2009 17:42:53 +0000

Tap Tap Tap: State Schools Superintendent Sees Computerized WASL in Near Future Time = Money: Seattle School Board votes to change school start times Budget Crunch: Eastmont School District budget in a holding pattern, but cuts anticipated

LIVE BLOG: PESB

viking — Thu, 19 Mar 2009 18:03:05 +0000

10:20am - 11:20am Early Implementation of Principal Professional Certificate Programs: Possible New Options for Program Design - Debbie Carter, assistant superintendent human resources, Edmonds School District School district and ESD representatives are advocating for ESDs to offer principal ProCert programs. Two assistant principals offered anecdotal evidence of the benefits of an ESD-run principal ProCert program - and expressed excitement over entering a program that promotes reflection and includes a growth model. >>PESB members asked what size cohort would be needed to make the program possible, and the answer was 10-15. >>PESB staff will draft WAC language that would allow ESDs to offer principal ProCert programs. This does not obligate the PESB to approve the WAC changes. 11:20am - 11:45am Legislative Update - Jennifer Wallace, executive director, PESB SHB 2003/SSB 5802, Changing Professional Educator Standards Board provisions: Would reduce the number of members on the PESB; shift some responsibility from OSPI to PESB Math & Science Initiative: Included in ESHB 2261 HB 1675, Changing the work experience provisions of the alternative route partnership grant program: Moving forward ESHB 2261/ ESSB 6048, Concerning the state's education system: Overview of items related to PESB - PESB representative on finance/compensation working groups; PESB to provide Legislature update on current efforts (e.g. pedagogy assessment); PESB to create master-level certification; PESB to incorporate more "cultural competency" language into standards (ESSB 6048 only) 11:45am - 12pm Public Comment Jim Meadows, WEA, re: ProCert - WEA survey of members to inform about ProCert external assessment, and find out members' feeling of external support, among other things; teachers have quality concerns about ProCert; teachers have positive feelings toward National Board certification process; WEA wants to be active partner in development of external assessment Dan Bishop, SPU, re: administrator ProCert - Commends PESB exploration allowing ESDs to offer administrator ProCert; SPU partners with districts and ESDs for ProCert programs

LIVE BLOG: PESB

viking — Thu, 19 Mar 2009 20:06:50 +0000

1pm - 2pm Revised Timeline for Revisions to Program Approval Standards I-IV - Jennifer Wallace & Joseph Koski, PESB; Larry Lashway, OSPI Mr. Koski presented a few data slides highlighting some trends in the types of teachers coming out of Washington CoE. He did say much more information is available now, all someone need do is ask. [He may regret that statement, as I will begin asking. It has been difficult to track teachers from a CoE to a school.] Ms. Wallace presented the timeline for the Evidence-Based Performance Assessment (EBPA) development and implementation. By the end of April, the EBPA committee will recommend a conceptual model which the PESB and Washington Association for Colleges of Teacher Education will endorse (or not). If endorsed, the PESB will move forward on developing the assessment from May to November 2009. The PESB will present to the Legislature in January 2010 on its progress. From May 2010 to September 2011, the assessment will be created, vetted and piloted. Full implementation will begin in September 2011.

All eyes are on the Senate

viking — Thu, 19 Mar 2009 22:18:53 +0000

With only 39 days left in the legislative session, we can't let up. Two education reform proposals, Senate Bill 6048 and House Bill 2261, are moving through the legislative process. Both chambers passed their respective bills, so now the Senate will consider HB 2261, and vice versa. HB 2261 will receive a public hearing in the Senate Early Learning & K-12 Education Committee next Wednesday, March 25th at 8 AM. TAKE ACTION: Email us if you would like to testify on HB 2261 in Olympia. Or, send us your testimony and we'll pass it along to the committee members. We believe the success of education reform efforts this year depends on the Senate. Nine freshman lawmakers, led by Rep. Marcie Maxwell, sent a timely letter to Senate Majority Leader Lisa Brown and Sen. Rosemary McAuliffe, chair of the Senate Early Learning & K-12 Education Committee, urging them to pass HB 2261. Of the two education reform bills, we believe the House proposal, HB 2261, is the stronger measure because it would:

Redefine basic education to include what our children need to succeed in school, college, job training, and life;
Improve academic achievement by including early learning for at-risk children, all-day kindergarten, and support for struggling students in the program of basic education; and
Add more instructional time to give students the opportunity to take additional courses so they graduate ready for college, job training and the workforce.

Click here to view a side-by-side comparison of HB 2261 and SB 6048. Also this week, Gov. Chris Gregoire said she would not sign an "education bill that puts in a new definition of education without the funds to pay for it." In fact, HB 2261 would not impose new burdens on our schools now. It would phase in reforms over time beginning in 2011. The bill would fund the changes by dedicating a portion of the state's growth in revenue to basic education. Take a minute to help public school children You can send our lawmakers in Olympia a loud and clear message that now is the time to update the definition of basic education this legislative session. Please take one minute to sign this petition in support of children and schools. Thank you for your support.

Cuts to ECEAP would hurt Washington’s neediest kids.

viking — Fri, 20 Mar 2009 21:55:37 +0000

This is the face of an ECEAP graduate succeeding in kindergarten. Every morning 8,226 children attend preschool statewide thanks to the state's Early Childhood Education and Assistance Program (ECEAP). ECEAP gives them the educational, nutritional, health and social/emotional support they need to start kindergarten ready to succeed. The program also serves as a safety net for many families. The program, for example, helps parents locate emergency food and shelter services, find affordable housing, access health services, and find employment within their communities. Due to Washington's $9 billion budget deficit, funding for ECEAP is in jeopardy. The House and Senate budgets will be released next week. We need you to contact Speaker Chopp and Majority Leader Brown today to urge them to protect funding for ECEAP. You can also call them via the legislative hotline at 1.800.562.6000. Tell them that cuts to ECEAP would hurt Washington's neediest kids. With more than 2,600 children on the ECEAP waiting list, the need is already too high. Also, ECEAP programs often serve families that Head Start programs can't reach. This is especially true in some rural areas of the state where Head Start programs are not located. Legislators are believers in early learning. However, they are gambling on the other Washington to provide federal funding for early learning programs. Cuts in ECEAP funding cannot be replaced with federal Head Start stimulus funds. The federal Head Start funding is temporary and the majority of the funding will not be used for expansion. Please contact Speaker Chopp and Majority Leader Brown today and tell them to protect our children's future by funding ECEAP.

Education news of the day

viking — Mon, 23 Mar 2009 16:24:07 +0000

So much to budget, so little time:

Financial aid: Some rich districts get richer as aid is rushed to schools Survey says: Most Americans would trade some school control for funding

Rumors about the state budget release

viking — Mon, 23 Mar 2009 22:52:46 +0000

Everyone is bracing themselves for the unveiling of the Senate and House budget proposals this week and how legislators plan to solve a $9 billion budget shortfall. Originally, the Senate was supposed to release their operating budget proposal Tuesday. However, it looks like it's safe to assume the Senate will NOT release it tomorrow. Here's the latest rumor from Jerry Cornfield, Everett Herald: Unofficially the Senate will roll out its operating budget Thursday and apparently the House will show its version a day later.

As the debate takes place in Olympia, the reality is setting in for parents across the state.

viking — Tue, 24 Mar 2009 15:22:05 +0000

Over the past few weeks, across the state, local school districts have been holding public meetings to discuss impending budget cuts. As the state budget comes into focus, local districts are getting a clearer picture of what it will mean for them. Many districts are facing significant cuts for the first time. For some, it will be that the "extras" will be gone; sports, music, all day kindergarten or programs for gifted kids. For others, those cuts took place last year and they are now cutting core programs, teachers and closing buildings. When the state’s budget is released, there could be teachers lost in every district. Parents are frustrated and do not understand how we got to this place. The school district board members and superintendents are feeling the brunt of the frustrations. Even though they do not control the purse strings, they are the ones who get to prioritize how the cuts should be made. Many districts have had to move resources around as best they could over the past few years to protect core programs. There is no wiggle room left in the system. The economic strife that is affecting most communities in this state manifests itself in these public meetings. I have witnessed people argue to keep their jobs in front of the entire community. I have witnessed people testify to the life changing experiences they had in sports, music or AP classes in school, experiences their kids will not get the chance to have. I have seen kids plead their case to protect their favorite class, teacher or program. You can hear the fear, sadness and uncertainty in people’s voices as they plead for their schools to provide a rich education and hope for their children. Parents want to provide all they can for their kids, and are confused and disappointed that their schools cannot meet their basic expectations. As one mom in Sedro Woolley put it, “How could the whole system in this state be so fragile?” The cuts districts are facing are real. There is no fat or overhead to cut anymore. The cuts are as real as the pain that comes with them.

Education news of the day

viking — Tue, 24 Mar 2009 16:18:38 +0000

Statewide school bond? Wash. gov still skeptical of taxes, likes bonds Schools across the state face cuts

To date stimulus $ by county now available

viking — Tue, 24 Mar 2009 19:14:44 +0000

The state's ARRA website now features an interactive map detailing the known amounts of federal stimulus money each county will receive. Focusing on education, Washington knows it will receive $349 million. Not surprisingly, the counties receiving the lion's share are the most populous (King, Pierce and Snohomish). The site also breaks down whether the funds are for Title I or Special Education. Here's a quick glimpse (all $ in millions):

County	Total - Education	Title I	Special Education
King	$86.3	$26.9	$59.4
Pierce	$45.0	$16.1	$28.9
Snohomish	$31.1	$8.3	$22.9
Spokane	$26.1	$9.6	$16.5
Yakima	$23.8	$11.9	$11.9
Clark	$23.4	$7.2	$16.2

Also, the U.S. Department of Education published a PowerPoint today on ARRA, including guiding principles and availability of funding. About half of certain stimulus funds become available to the states by the end of March, and the remainder between the summer and fall.

Watch Basic Education hearing in Senate

viking — Wed, 25 Mar 2009 14:53:53 +0000

Standing room only this morning. Ninety people have signed up to testify. Live blogging updates on the way!!! Quick highlight from this morning: Sup. Randy Dorn said that 42 school districts (14% of districts statewide) are on the brink of insolvency. Mary Jean Ryan followed up by referring to our education system as a house of cards that is about to topple.

Senate Early Learning and K-12 Education Committee Public: ESHB 2261, ESB 6048 - Concerning the state's education system.

Audio / Video

Audio

Education news of the day

viking — Wed, 25 Mar 2009 15:54:52 +0000

Groan: Edmonds School District puts Evergreen Elementary on chopping block Double groan: Eastmont looks at program cuts to reduce budget Would you like fries with that bond? 'McTeachers' raise cash, awareness Tuition troubles: Economy influences college choices

Hearing in the Senate - 2261/6048

viking — Wed, 25 Mar 2009 17:13:13 +0000

Well, this morning was another round of hearings on Ed Reform bills this session. The Senate Early Learning & K-12 committee took public testimony on both HB 2261 and SB 6048. There was a great turn out -- over 90 people signed in to testify! The hearing was completely full and a break-out room was necessary to accommodate the big crowd. Parents and children spoke about the need for reforms and the need for them NOW! I think one parent said it best when she said, "let's get a road map in place this session that puts us on the path towards a 21st centruy education system, and I will be back making sure you fund it properly!" And we will. Unfortunately, we ran out of time, and there were a lot of folks that didn't get to testify. Some traveled from as far as San Juan Island, and did not get to address the committee. Those folks are off now trying to meet with their legislators, so the trip is not wasted! At the end of the hearing, most of the senators rushed out. However, Senators Jarrett and Oemig both stayed for a bit. I think the highlight of the morning was Senator Oemig speaking to the very large group of parents. He said our presence is very meaningful and makes a difference. He also spoke about the need for us to have a clear message. It isn't about one bill versus another. It is about clear, specific reforms! It is good advice. He is working hard on this issue, and it was great that he met with us this morning. It is not clear what will happen next. We don't have a good sense of what, if anything, will emerge from the Senate in terms of an ed reform bill. It is just very important that we keep the pressure on and keep the ed reform conversation alive! The fight continues...

Senate budget release could be next week

viking — Wed, 25 Mar 2009 17:52:31 +0000

Looks like we'll have to wait a bit longer to see how the Senate proposes to close a $9 billion budget shortfall. Everett Herald reporter Jerry Cornfield posted a blog that the latest "guesstimate" is Monday.

Washington gets a D+ in use of technology

viking — Wed, 25 Mar 2009 18:37:17 +0000

Embarrassing. That's all I can say.

The 2009 Technology Counts grades are in and nothing changed since 2008. Washington State, the home of Microsoft, Boeing, Real Networks etc. gets a D+(69%) in the use of technology. Nationwide the average is a B (83%). Why is our grade so low?

Washington Survey Data from 2008-09 State standards for students include technology:Yes State tests students on technology:No State has established a virtual school:No State offers computer-based assessments:No

Our grade is higher for capacity to use technology- where we received a B- (79.5), compared to the national average C+ (77%).

Washington Survey Data from 2008-09 State standards include technology: Teachers: Yes Administrators: YesRequirements for an initial license include technology coursework or a test: Teachers: No Administrators: No

State requires technology training or a technology test for recertification, or requires participation in technology-related professional development for:

Teachers: Yes Administrators: No

Read the full report here.

Education news of the day

viking — Thu, 26 Mar 2009 17:12:53 +0000

Full house: Standing room only at Senate Early Learning and K-12 Committee hearing Make some noise: Coalition urges school changes

A+: Port Angeles science teacher wins top honor

Ks for kids: Anacortes School District hopes to keep full-day kindergarten Would it help? Candidate proposes city takeover of Seattle schools

Gov. Gregoire weighs in on the education reform bills

viking — Thu, 26 Mar 2009 21:34:48 +0000

We just received a copy of a letter Gov. Chris Gregoire has written to legislative leaders regarding her position on the education reform proposals, Senate Bill 6048 and House Bill 2261. Click here to read the full letter.

All eyes are on the Senate

viking — Thu, 19 Mar 2009 21:38:20 +0000

With only 39 days left in the legislative session, we can't let up. Two education reform proposals, Senate Bill 6048 and House Bill 2261, are moving through the legislative process. Both chambers passed their respective bills, so now the Senate will consider HB 2261, and vice versa. HB 2261 will receive a public hearing in the Senate Early Learning & K-12 Education Committee next Wednesday, March 25th at 8 AM. TAKE ACTION: Hit 'reply' if you would like to testify on HB 2261 in Olympia. Or, send us your testimony and we'll pass it along to the committee members. We believe the success of education reform efforts this year depends on the Senate. Nine freshman lawmakers, led by Rep. Marcie Maxwell, sent a timely letter to Senate Majority Leader Lisa Brown and Sen. Rosemary McAuliffe, chair of the Senate Early Learning & K-12 Education Committee, urging them to pass HB 2261. Of the two education reform bills, we believe the House proposal, HB 2261, is the stronger measure because it would:

Redefine basic education to include what our children need to succeed in school, college, job training, and life;

• Improve academic achievement by including early learning for at-risk children, all-day kindergarten, and support for struggling students in the program of basic education; and • Add more instructional time to give students the opportunity to take additional courses so they graduate ready for college, job training and the workforce. Click here to view a side-by-side comparison of HB 2261 and SB 6048. Also this week, Gov. Chris Gregoire said she would not sign an "education bill that puts in a new definition of education without the funds to pay for it." In fact, HB 2261 would not impose new burdens on our schools now. It would phase in reforms over time beginning in 2011. The bill would fund the changes by dedicating a portion of the state's growth in revenue to basic education. Take a minute to help public school children You can send our lawmakers in Olympia a loud and clear message that now is the time to update the definition of basic education this legislative session. Please take one minute to sign this petition in support of children and schools. Thank you for your support, Kelly Munn Statewide Field Director

ACTION ALERT: Cuts to ECEAP would hurt Washington’s neediest kids.

viking — Fri, 20 Mar 2009 21:39:39 +0000

Help us present 10,000 signatures to the governor

viking — Thu, 26 Mar 2009 21:41:09 +0000

Thank you for signing the Washington Kids Can't Wait petition. More than 3,700 parents, educators and students have joined you in signing. We need your help to present the petition to Gov. Chris Gregoire with 10,000 signatures. Please ask three people to sign the Washington Kids Can't Wait Petition to help us pass 10,000 signatures by Friday, April 3rd. And, tell them to take a moment to ADD A COMMENT when they sign about why this is important-our voice matters! Reaching our goal will send a loud and clear message that:

We want our lawmakers to protect funding for Washington's children and schools; and

• We want our lawmakers to redefine basic education to pay for what our children need to succeed in college, job training, work and life. Next week, state lawmakers will release a budget proposal that will make cuts in our public education system in order to close a historic budget shortfall. Kids in our public schools will feel the real impacts of these cuts. Our lawmakers need to know that we are paying attention and will hold them responsible for investing in our children's future. Please ask three of your family, friends and colleagues to sign the Washington Kids Can't Wait Petition so we can reach our goal of 10,000 signatures by Friday, April 3rd. Thank you for supporting children and schools! Lisa Layera Brunkan and Susan McBurney, Fund Our Future Washington Kelly Munn, League of Education Voters Shannon Campion, Stand for Children Laura Bay, Washington State PTA

Response to Gov. Gregoire's letter on the education reform bills

viking — Fri, 27 Mar 2009 03:22:48 +0000

Response to Gov. Gregoire's letter on the education reform bills, HB 2261 and SB 6048. We applaud Gov. Gregoire for supporting changes that will make school budgets more transparent and for strengthening the high school diploma by requiring 24 credits to graduate. We are disappointed that the governor did not include a timeline for reform and accountability measures that would position Washington State to receive federal stimulus dollars and other funds tied to President Obama's call for innovation in our public schools. We believe the governor is missing the opportunity to make systemic reforms that will help every child succeed in school, such as including early learning in basic education--the single best investment we can make to reduce the achievement gap and improve overall student achievement. We support a comprehensive re-definition of basic education, otherwise we risk continuing this endless cycle of cutting school budgets during downturns and filling in the holes when our economy improves. Our best hope to protect our children's future is to hold our state lawmakers accountable to providing what our children need to pursue their dreams after high school. Lisa Macfarlane League of Education Voters

Senate budget release set for Monday

viking — Fri, 27 Mar 2009 23:03:49 +0000

It's official! The Washington State Senate Democrats will release their proposed operating budget for 2009-2011 at a news briefing Monday at 10:30 AM in Senate Hearing Room 1. The public will be given an opportunity to voice their support or opposition to the budget proposal at 3:30 PM in Senate Hearing Rm 4 that afternoon. However, the public hearing for the early learning, K-12 and higher education portion of the budget will be held on Tuesday at 1:30 PM in Senate Hearing Room 4. The House is expected to release their budget proposal on Tuesday.

Education news of the day

viking — Mon, 30 Mar 2009 15:32:29 +0000

B-b-budget: State Senate, House to unveil plans this week in face of projected deficit of nearly $9 billion If not now, when? Get serious about fixing state education funding Helping hand: New incentive for college Voc-ed revival: Skills center adds credits, classes

Help us present 10,000 signatures to the governor

viking — Mon, 30 Mar 2009 15:57:45 +0000

More than 5,400 parents, educators and students have signed the Washington Kids Can't Wait petition. We need your help to present the petition to Gov. Chris Gregoire with 10,000 signatures. Please ask two people to sign the Washington Kids Can't Wait Petition to help us pass 10,000 signatures by Friday, April 3rd. And, tell them to take a moment to ADD A COMMENT when they sign about why this is important-our voice matters! Reaching our goal will send a loud and clear message that:

We want our lawmakers to protect funding for Washington's children and schools; and
We want our lawmakers to redefine basic education to pay for what our children need to succeed in college, job training, work and life.

Next week, state lawmakers will release a budget proposal that will make cuts in our public education system in order to close a historic budget shortfall. Kids in our public schools will feel the real impacts of these cuts. Our lawmakers need to know that we are paying attention and will hold them responsible for investing in our children's future. Please ask two of your family, friends and colleagues to sign the Washington Kids Can't Wait Petition so we can reach our goal of 10,000 signatures by Friday, April 3rd. Thank you for supporting children and schools! Lisa Layera Brunkan and Susan McBurney, Fund Our Future Washington Kelly Munn, League of Education Voters Shannon Campion, Stand for Children Laura Bay, Washington State PTA

Senate releases budget proposal

viking — Mon, 30 Mar 2009 17:57:24 +0000

The Senate Democratic Caucus operating budget writers just wrapped up their press conference in Olympia. The senators were not shy about the many painful decisions that were made in writing their budget. Here's a rundown of what they talked about relating to public education in their proposed budget:

K-12 education would be cut by $877 million.
I-728 and I-732 would largely be suspended. I-728 would be reduced by 93 percent.
The Federal stimulus provided $410 million in critical funding to backfill cuts in the K-12 budget.
Budget writers tried to clean up some of the uneven funding that has occurred between school districts.
Higher education received substantial cuts on the order of $513 million. Tuition would rise by 7 percent at the 4-year universities and 5 percent at the community and technical colleges.
The state need grant would receive an additional $45 million to offset the tuition increases.
Education was the last place budget writers looked for cuts. However, each school district would still receive between a 2.5 and 3 percent cut in their budget.

This budget, if enacted, would have a very real negative impact to children and schools. We will detail some of these impacts in a blog post later today. To view a summary of the budget and the full document, click here.

Senate Budget: The hard numbers

viking — Mon, 30 Mar 2009 22:21:08 +0000

The overall proposed state spending in K-12 for the 2009-2011 biennium is $13.5 billion. The Senate proposed $1.7 billion in cuts to the overall K-12 budget, about an 11% decrease. These cuts are offset by $830 million of federal stimulus funds, which reduce the cuts to $827 million, a 5.5% decrease. Most of the cuts ($1.4 billion) come out of I-732, I-728 and levy equalization. The Senate spared or minimized cuts in programs related to basic education, differentiated course offerings and dropout prevention. Reductions The Senate proposed significant reductions in I-728 and levy equalization spending.

I-728: A proposed $827 million cut (91%), roughly 5,700 teachers. Reduces I-728 funding to $31 per student.
Levy Equalization: A proposed $285 million cut, a reduction of 58% for FY 2010 and 2011, including $106 million of federal stimulus funds.
Learning Improvement Day: A proposed $30 million cut, a reduction of one learning improvement day.

Suspended/Eliminated The Senate proposed other savings in the suspension or elimination of funds and programs.

I-732: $358 million suspended.
The Senate proposed the suspension or elimination of some lower-priority programs, including multi-year pilot, specialized and grant programs. These proposed reductions include:
- Math and science professional development: $53.2 million, eliminated
- Library Allocation: $8 million, eliminated
- K-4 staffing ratio enhancement: $297 million, eliminated
- Building Bridges (drop-out prevention): $5 million, eliminated

Maintained The Senate maintained funding for certain grant and technical assistance programs in line with differentiated course offerings and dropout prevention.

All-day K for lowest income schools: $81 million
Navigation 101: $6.4 million
Career and technical education in middle and high schools: $7.8 million

Education news of the day

viking — Tue, 31 Mar 2009 15:59:15 +0000

Ouch! Deep cuts in K-12 education Who's #1? Editorial: Slimmed down, the state must put education first Advance to GO: WASL rules relaxed for math students

House unveils budget

viking — Tue, 31 Mar 2009 18:02:32 +0000

This morning, House budget writers unveiled their 2009-2011 operating budget proposal at a press conference. To provide a sense of how much the economy has worsened since December, House members said they had to cut $1.60 for every dollar the governor cut. Like the Senate, the House relied on $3 billion in federal stimulus dollars to provide a "cushion" to prevent deeper cuts to critical state programs and services. In the education budget, the House, like the Senate, took basic education off the table immediately and looked for cuts elsewhere. The House chose to make deeper cuts in higher education than the Senate. This would allow the House budget to keep levy equalization (LEA) funding largely intact and fund 50 percent of I-728 (the Senate cut LEA by 75 percent and I-728 by 93 percent). Unfortunately, the deeper cuts in higher education mean the House budget assumes a 10 percent tuition increase at the 4-year universities and a 7 percent increase at the community and technical colleges. The House budget would increase financial aid to offset the rise in tuition for eligible students at or below 70 percent of the state median family income. However, they would freeze state need grant and work study awards for students attending private colleges at 2009 levels. The House also built more flexibility into their budget by giving local schools and colleges the ability to decide how to make the cuts. Click here to view the House budget documents.

Operating budget summaries

viking — Tue, 31 Mar 2009 22:53:29 +0000

The Senate and House have both released their 2009-2011 operating budget proposals. Now, budget writers from each chamber will negotiate and compromise in order to pass one budget before they adjourn on April 26. The operating budget summary proposals are now available online:

Education news of the day - budget edition

viking — Wed, 01 Apr 2009 15:38:56 +0000

State: Budget negotiators in Olympia now must work out deal (Seattle Times) Editorial: Protecting all of education (Seattle Times) State budgets may lead to taxes (Tacoma News Tribune) Editorial: Calamitous budgets for calamitous times (Tacoma News Tribune) Proposed cuts worry educators in county (The Columbian) House budget full of cuts, differing on K-12 schools from the Senate (The Olympian) With billions to cut, state budget negotiations begin (Everett Herald) House unveils its proposal to balance budget (Kitsap Sun) Local schools will feel state budget crunch (The Daily World) Federal: Duncan does the math On education budget Stimulus dollars to be released for schools

Budget cuts would devastate education

viking — Wed, 01 Apr 2009 16:17:17 +0000

Washington's schools, like families, have been tightening their budgets, while doing everything they can to ensure kids continue to grow and thrive. This week, the Senate and House released their 2009-2011 budget proposals, which close a $9 billion shortfall with cuts and federal stimulus dollars. Although legislators prioritized children and education, both budgets would cut early learning, public schools and higher education by more than $1.3 billion. The Senate and House make tough choices in their education budgets. Here's our overall view of how the budgets would impact the future of our state's children, schools and colleges. Early Learning Access to high quality early learning is the key to dramatically improving outcomes for young children and families. We appreciate that the Senate and House prioritized and protected early learning in their budgets. Despite modest cuts, both budgets would largely maintain access to preschool programs for children from low-income families through our state's Early Childhood Education and Assistance Program (ECEAP) by preventing 1,000 cuts to enrollment slots. Although, we prefer budget writers had make cuts elsewhere and fully funded this essential program. K-12 Public Education Although public education is the state's paramount duty, the budget only protects a narrow, legalistic definition of "basic education." Education programs that are essential, but are not technically part of basic education, have either been eliminated or deeply cut such as Initiative 728, levy equalization and funding to lower K-4 class sizes. The loss of I-728 alone could mean between 3,000 and 5,000 teachers would lose their jobs. If we had a robust definition of basic education, children would not be faced with the prospect of losing their new teacher and not getting the help that they need to be successful in school and life. We applaud the House budget for including funding to implement education reform legislation. We are concerned that the Senate relied heavily on federal stimulus dollars, which are one-time funds, to pay for basic education. Higher Education Our children are counting on being able to afford and enroll at one of our state's colleges or universities to learn the skills necessary to earn a living wage. Unfortunately, both budgets make devastating cuts to our state's higher education system. Up to 10,000 students may be denied access under the Senate budget. The House attempts to maintain current enrollments by implementing greater tuition hikes and deeper cuts in faculty and courses. Click here to view the Senate and House operating budget summaries. Help ensure a bright future for children in our state The education budget represents our investment in our children's future. We have a responsibility to our children to take care of them first because they are counting on us to help them achieve their dreams in life. Unfortunately, the proposed cuts will mean the future prospects of children across Washington State will be dimmed. We have the ability to break this cycle of cutting school budgets during downturns and filling in the holes when our economy improves by taking bold action now. Now is the time to redefine basic education and adopt systemic reforms and accountability measures and tie them to a responsible implementation schedule. If we do so, we will be able to hold our state lawmakers and ourselves accountable for providing our children the kind of education they need to succeed in good economic times and in bad times. We would also better position Washington State to receive federal stimulus dollars and other funds tied to President Obama's call for innovation in our public schools. You can take action to make a difference for children and education by: • Urging your legislators to support revising the definition of basic education to include what our children need to succeed in school, college, job training and the workforce.

Education news of the day - budget edition part deux

viking — Thu, 02 Apr 2009 16:41:53 +0000

Column: Budget woes shouldn’t block fixing schools (Tacoma News Tribune) Editorial: Students can't wait for better education policy (Olympian) School districts brace for layoffs (Issaquah Reporter) Schools wait for ax to fall (Wenatchee World) School districts get clearer picture of stimulus boost (Longview Daily News) Senate budget cuts to impact schools (Columbia Basin Herald)

Op-ed in the Sammamish Reporter

viking — Thu, 02 Apr 2009 21:21:06 +0000

Our statewide field director and resident of Sammamish, Kelly Munn, got an op-ed published in her local newspaper. The op-ed, Defining basic education, is about the potential impacts to children and schools from the proposed budget cuts. And, the need to redefine basic education to include what every child needs to succeed in college, job training, work and life. Kelly is also quoted in the paper's top story about schools bracing for layoffs. Here's an excerpt:

Teacher layoffs would lower the quality of education provided by local schools, according to League of Education Voters State Field Director, and Sammamish parent, Kelly Munn.

"If we had redefined what constitutes 'basic education' two years ago, we wouldn't be in this position," she said. "We would have protected core education services, and put it in the statute to guarantee certain levels of funding."

Munn said that they were expecting between 60 and 80 teachers would lose their jobs in Issaquah, with that number dependent on the amount of federal stimulus money that will be made available to offset the cuts.

Education news of the day

viking — Mon, 06 Apr 2009 16:23:06 +0000

Editorials and Opinions on Education

Education news of the day

viking — Tue, 07 Apr 2009 16:49:14 +0000

Win-win? Huge statewide school bond is pitched Win-win-win-win-win? We'll get a lot for this money

Status of education reform bills

viking — Tue, 07 Apr 2009 17:20:45 +0000

Senate Bill 6048 and House Bill 2261, which would reform parts of Washington's K-12 education finance system, have cleared the April 6th cutoff deadline. The next cutoff deadline is April 17th, where bills must pass the opposite house. However, more time may be taken to consider differences between the houses. Here's a brief recap of SB 6048:

March 9th: The Senate passes the bill by a vote of 28-20. The bill is sent to the House for consideration.
March 24th: The House Education Appropriations Committee amends SB 6048 to make it almost identical to HB 2261 and sends it to the House Ways & Means Committee.
April 4th: The House Ways & Means Committee sends SB 6048 to the House Rules Committee.

Here's a brief recap of HB 2261:

March 12th: The House passes the bill by a vote of 71-26. The bill is sent to the Senate for consideration.
March 30th: The Senate Early Learning & K-12 Education Committee amends HB 2261 to make it similar to SB 6048. However, additional changes were adopted including a much stronger section on accountability. The bill is sent to the Senate Ways & Means Committee.
April 6th: The Senate Ways & Means Committee sends HB 2261 to the Senate Rules Committee.

Education news of the day

viking — Wed, 08 Apr 2009 16:51:59 +0000

It's not too late: Editorial: Another opportunity missed? A lift for schools: Gregoire seeks more money for education Follow the money: Column: Doling out federal stimulus money in Washington state

Budget cuts would devastate education

viking — Tue, 31 Mar 2009 21:42:33 +0000

Urging your legislators to support revising the definition of basic education to include what our children need to succeed in school, college, job training and the workforce.

We welcome your feedback and suggestions. George Scarola Legislative Director

Washington’s kids need your help

viking — Wed, 01 Apr 2009 14:44:08 +0000

Thank you for signing the Washington Kids Can't Wait Petition. With your help, we have surpassed 6,000 signatures from parents, educators and students. Now more than ever, we need to speak up in support of public schools and for re-defining basic education to include all the essential programs our children need to succeed in school and life. This week, our state lawmakers released budget proposals that would make devastating cuts to public schools. We need your help to show Senate and House leaders and the Governor that minimizing cuts to public education is a top priority for Washingtonians. Please ask two friends to sign the Washington Kids Can't Wait Petition today. Our goal is to reach 10,000 signatures by this Friday. Reaching our goal will send a loud and clear message that we want our lawmakers to protect education programs that are essential to children and schools, such as:

Initiative 728, which provides funding for up to 5,000 teachers statewide;
Levy equalization, which help the poorest school districts in the state; and

• Early childhood education and funding to lower K-4 class sizes, which research shows is important for the success of young children. Please help us reach 10,000 signatures by Friday. Ask two friends to sign the Washington Kids Can't Wait Petition today. Thank you again for your support. Lisa Layera Brunkan and Susan McBurney, Fund Our Future Washington Kelly Munn, League of Education Voters Shannon Campion, Stand for Children Laura Bay, Washington State PTA

Take action today in support of our schools

viking — Thu, 02 Apr 2009 21:45:29 +0000

There are important bills making their way through the legislature that can ensure the future of our schools. The current budget cuts are severe, and we can avoid them in the future by passing comprehensive school finance reform that puts our kids first. Our current system was created 40 years ago and it is time to modernize it. You can help prepare our kids for the 21st Century by supporting SB 2261. The bill is now in the Ways and Means committee in the Senate. Please email or call Sen. Dale Brandland and Sen. Margarita Prentice and ask them to keep the bill moving. Call or email today! Contacting Sen. Margarita Prentice By Phone-Olympia Office: (360) 786-7616 By E-mail:-prentice.margarita@leg.wa.gov Contacting Sen. Dale Brandland By Phone-Phone: (360) 786-7682 Toll-Free: (800) 562-6000 By E-mail-brandland.dale@leg.wa.gov

Education leaders urge passage of education reform legislation

viking — Wed, 15 Apr 2009 21:00:08 +0000

State Superintendent Randy Dorn urges passage of education reform legislation at a press conference today in Olympia.

Move education reform forward

viking — Wed, 15 Apr 2009 21:01:27 +0000

We have 11 days left in the legislative session to pass bold education reforms that will improve outcomes for children and schools in Washington. Your VOICE will make the difference! Lawmakers in Olympia are considering two education reform proposals. The House proposal commits our state to redefining basic education to include the essential programs our children need to succeed and a plan to fully fund it. The Senate proposal leaves the definition of basic education up for grabs. It’s up to all of us–parents, educators, and students–to ensure our lawmakers make the right decision on behalf of children this legislative session. TAKE ACTION: Tell Governor Chris Gregoire, Senate Majority Leader Lisa Brown and House Speaker Frank Chopp to pass the strongest education reform bill that commits the Legislature to meeting our paramount duty in the State Constitution.

Call Gov. Gregoire’s office at (360) 902-4111 or send an e-mail.
Call Sen. Brown’s office at (360) 786-7604 or send an e-mail.
Call Speaker Chopp’s office at (360) 786-7920 or send an e-mail.

A strong education reform proposal should include:

Raising high school graduation requirements to 24 credits to prepare students for college, job training and the workforce;
Adding a sixth period in the school day so students can take more math, science and world language classes; and
All-day kindergarten and early learning for at-risk children to improve their ability to succeed in school.

Now is the time to redefine basic education and adopt systemic reforms and accountability measures and tie them to a responsible implementation schedule. If we do so, we will be able to hold our state lawmakers and ourselves accountable for providing our children the kind of education they need to succeed in good economic times and in bad times. We would also better position Washington State to receive federal stimulus dollars and other funds tied to President Obama’s call for innovation in our public schools. Thank you for speaking up on behalf of children and schools.

Senate turns Collective Bargaining bill into a study

viking — Wed, 15 Apr 2009 21:02:27 +0000

An amendment proposed by Hatfield, Hobbs, and Holmquist and adopted on the floor of the Senate turned the collective bargaining for child care center bill into a study. The amendment reads:

NEW SECTION. Sec. 2. (1) The department of early learning must study issues relating to increasing the child care subsidy and reimbursement rates for child care centers licensed under chapter 43.125 RCW. The study must: 1329-S AMS HATF GORR 447 Official Print - 2 (a) Include a review of the results of the collective bargaining provided to family child care providers. This must include whether this has resulted in increased economic compensation, health and welfare benefits, professional development and training, and other economic matters to these providers; (b) Be made in consultation with child care center directors and workers as well as other interested stakeholders. Directors and workers must be consulted in several areas of the state, including centers located in eastern Washington and western Washington; (c) Review alternative methods of raising the child care subsidy rate; (d) Review alternative methods to provide training to child care center directors and workers; (e) Review methods to retain child care center workers and otherwise reduce employee turnover; and (f) Include other items the department determines necessary to study in order to increase educational opportunities for children in child care centers. (2) The study required under this subsection must be completed by August 1, 2010, and delivered to the joint legislative task force on child care center subsidy and reimbursement rates established in section 3 of this act. (3) This section expires December 31, 2010.

Another amendment proposed by Rockefeller and passed by a vote of 37 yea to 11 nay would allow center directors and workers to opt in and out of the bargaining agreement. Those centers that opt out would NOT receive the subsidy increase. SHB 1329 passed in the Senate by 46 yea to 2 nay.

Yeas: 46 Nays: 2 Absent: 0 Excused: 1

Voting yea:	Senators Becker, Benton, Berkey, Brandland, Brown, Carrell, Delvin, Eide, Fairley, Fraser, Hargrove, Hatfield, Haugen, Hewitt, Hobbs, Holmquist, Honeyford, Jarrett, Kastama, Kauffman, Keiser, Kilmer, King, Kohl-Welles, Marr, McAuliffe, McCaslin, McDermott, Morton, Murray, Oemig, Parlette, Pflug, Prentice, Pridemore, Ranker, Regala, Roach, Rockefeller, Schoesler, Sheldon, Shin, Stevens, Swecker, Tom, and Zarelli
Voting nay:	Senators Franklin and Kline
Excused:	Senator Jacobsen

The bill summary can be viewed here. The House passed a vastly different bill - without the study and loss of parity. House and Senate leadership will now conference on the final bill that will be sent to the Governor.

Gov. Gregoire supports new funding for K-12 and higher education

viking — Wed, 08 Apr 2009 19:23:42 +0000

Washington's budget shortfall threatens the future prospects for thousands of students in our state's public schools, colleges and universities. Budget cuts could mean layoffs for thousands of teachers and cuts in new enrollment slots at two and four year colleges. Gov. Gregoire is throwing her support behind two funding sources to provide some relief to schools and higher education. The governor is asking lawmakers to temporarily lift the levy lid to allow school districts to collect additional levy dollars that voters have already approved. This would provide $68 million a year for 75 school districts across the state. The governor also supports giving two-year colleges the authority to raise tuition by up to 7 percent and four-year colleges by up to 14 percent. Lawmakers have proposed increasing financial aid for eligible students to offset increases in tuition. Click here to view a press release issued by the governor's office regarding the new funding.

Education news of the day

viking — Thu, 09 Apr 2009 16:47:31 +0000

Painful but necessary: Editorial: Washington Legislature should let universities increase tuition Temporary bandaid: Editorial: 2 Painful Solutions Not too early to dream big: Mentorship program at WWU will show K-12 students the benefits of college

Move education reform forward

viking — Fri, 10 Apr 2009 15:39:02 +0000

We have 16 days left in the legislative session to pass bold education reforms that will improve outcomes for children and schools in Washington. Your VOICE will make the difference! Lawmakers in Olympia are considering two education reform proposals. The House proposal commits our state to redefining basic education to include the essential programs our children need to succeed and a plan to fully fund it. The Senate proposal leaves the definition of basic education up for grabs. It's up to all of us--parents, educators, and students--to ensure our lawmakers make the right decision on behalf of children this legislative session. TAKE ACTION: Tell Governor Chris Gregoire, Senate Majority Leader Lisa Brown and House Speaker Frank Chopp to pass the strongest education reform bill that commits the Legislature to meeting our paramount duty in the State Constitution.

Call Gov. Gregoire's office at (360) 902-4111 or send an e-mail.
Call Sen. Brown's office at (360) 786-7604 or send an e-mail.
Call Speaker Chopp's office at (360) 786-7920 or send an e-mail.

A strong education reform proposal should include:

Raising high school graduation requirements to 24 credits to prepare students for college, job training and the workforce;
Adding a sixth period in the school day so students can take more math, science and world language classes; and
All-day kindergarten and early learning for at-risk children to improve their ability to succeed in school.

Now is the time to redefine basic education and adopt systemic reforms and accountability measures and tie them to a responsible implementation schedule. If we do so, we will be able to hold our state lawmakers and ourselves accountable for providing our children the kind of education they need to succeed in good economic times and in bad times. We would also better position Washington State to receive federal stimulus dollars and other funds tied to President Obama's call for innovation in our public schools. Thank you for speaking up on behalf of children and schools.

Senate turns Collective Bargaining bill into a study

viking — Tue, 14 Apr 2009 16:35:44 +0000

An amendment proposed by Hatfield, Hobbs, and Holmquist and adopted on the floor of the Senate turned the collective bargaining for child care center bill into a study. The amendment reads:

NEW SECTION. Sec. 2. (1) The department of early learning must study issues relating to increasing the child care subsidy and reimbursement rates for child care centers licensed under chapter 43.125 RCW. The study must: 1329-S AMS HATF GORR 447 Official Print - 2 (a) Include a review of the results of the collective bargaining provided to family child care providers. This must include whether this has resulted in increased economic compensation, health and welfare benefits, professional development and training, and other economic matters to these providers; (b) Be made in consultation with child care center directors and workers as well as other interested stakeholders. Directors and workers must be consulted in several areas of the state, including centers located in eastern Washington and western Washington; (c) Review alternative methods of raising the child care subsidy rate; (d) Review alternative methods to provide training to child care center directors and workers; (e) Review methods to retain child care center workers and otherwise reduce employee turnover; and (f) Include other items the department determines necessary to study in order to increase educational opportunities for children in child care centers. (2) The study required under this subsection must be completed by August 1, 2010, and delivered to the joint legislative task force on child care center subsidy and reimbursement rates established in section 3 of this act. (3) This section expires December 31, 2010.

Yeas: 46 Nays: 2 Absent: 0 Excused: 1

Voting yea:	Senators Becker, Benton, Berkey, Brandland, Brown, Carrell, Delvin, Eide, Fairley, Fraser, Hargrove, Hatfield, Haugen, Hewitt, Hobbs, Holmquist, Honeyford, Jarrett, Kastama, Kauffman, Keiser, Kilmer, King, Kohl-Welles, Marr, McAuliffe, McCaslin, McDermott, Morton, Murray, Oemig, Parlette, Pflug, Prentice, Pridemore, Ranker, Regala, Roach, Rockefeller, Schoesler, Sheldon, Shin, Stevens, Swecker, Tom, and Zarelli
Voting nay:	Senators Franklin and Kline
Excused:	Senator Jacobsen

Washington State education news

viking — Tue, 14 Apr 2009 16:30:21 +0000

Lift the lid: Teachers union looks to school levy strategy Getting to graduation: The after-school sessions help students make up classes and stay on track for graduation. The impact of state budget cuts: Teacher layoffs imminent here (Issaquah)

Education leaders to discuss support of EDU reform bill

viking — Wed, 15 Apr 2009 15:43:23 +0000

Beginning at 10 AM today, State Superintendent Randy Dorn will join the League of Education Voters; the Washington State PTA; state business leaders; the Public School Employees of Washington; and Stand for Children at a press conference in support of education reform legislation. We expect TVW to cover the press conference LIVE.

Education leaders urge passage of education reform legislation

viking — Wed, 15 Apr 2009 16:30:32 +0000

State Superintendent Randy Dorn joined legislators, the League of Education Voters, and other education advocates at a press conference today in Olympia to urge passage of education reform legislation. [caption id="attachment_1742" align="aligncenter" width="400" caption="State Superintendent Randy Dorn urges passage of education reform legislation at a press conference today in Olympia."][/caption]

Two articles on education reform legislation

viking — Wed, 15 Apr 2009 19:18:31 +0000

Tri-City Herald Editorial Board: Legislature needs to keep education reform on track Op-ed by Sens. McAuliffe and Oemig: Legislature must protect basic-education funding

HB 2261 - Why is it important and what are the details?

viking — Wed, 15 Apr 2009 21:51:55 +0000

This informational sheet was compiled by Ramona Hattendorf of the Seattle Council PTSA. It is intended as an overview only. Detailed information on HB 2261 and other education funding bills can be found on the Washington State Legislature’s web site at www.leg.wa.gov. Why 2261? The financial reason School districts are going bankrupt. They were racing toward collapse last year BEFORE the economy took a dive. Why the crisis? Partly because state funding for schools wasn’t keeping up with inflation and things like fuel and energy costs. Mainly, though, it didn’t align with what kids need and wasn’t covering enough instructional hours. About 80 percent of school funding pays for staff. • Example 1: Districts are paying for 22 percent more teachers than the state funds • Example 2: Textbooks are funded on an 18-year cycle • Example 3: In 2006-07, districts spent $500 million more on overhead costs than the state allotted for. That figure doesn’t include transportation. For utilities alone, districts spent $259 million. The state only paid $118 million. • Example 4: The state only pays for five periods. Kids need six to get the credits they need for college. Districts have been using their local levy dollars to pay for what the community would regard as basic expenses. Those levy dollars are legally intended for enhancement only and are capped. In other words: Districts can’t ask local tax payers to just pick up the bill, and they are limited financially in how they can address things like remediation, tutoring, enrichment and training. Levies are also unstable; if they fail, essential school funding is lost. Districts are also limited in how much they can pay teachers. The state sets the salaries, and there is no adjustment for regional cost of living. Districts have a little leeway to supplement pay, but that money comes from the “enhancement dollars.” Paying teachers a decent salary competes with programs to get and keep students on track. By law, the state (as opposed to local government) has to fund “basic education” for K-12 and needs to ensure “equitable” schools. The constitution also says it is the state’s “paramount duty” to make “ample provision for the education of all children residing in its borders.” Why 2261? The student success reason Statewide, we have a 30 percent drop out rate. This is actually par for the course nationally. In Seattle, the drop out rate is 37 percent. In Yakima, it’s 36 percent. In Spokane, it’s 42 percent. Of the 63 percent in Seattle that do graduate on time: • Only 17 percent (1 out 6) can meet the requirements for a four-year college. • The rest either don’t have enough credits or haven’t taken the right courses. Statewide, only 19 percent of ninth-graders will go on to earn a post-secondary degree. In our increasingly competitive economy, we are graduating a majority of kids without the math, science and language skills they need to get good-paying jobs or pursue higher education or advanced training. What would 2261 do? • Redefine “basic education” as “the opportunity for students to graduate with a meaningful high school diploma.” • Create a “prototypical school” funding model. In other words, identify everything an average school needs – including librarians, books, nurses, counselors, overhead costs, etc. – and use that to determine how much money the state sends to districts. o How the money is actually spent would be up to the districts so they can best address local need. The House version of 2261 includes: • Preschool for high-risk kids, so they start school ready to learn • Continued roll out of all-day kindergarten • Reduced class sizes K-3rd grade to make sure kids are prepared for more rigorous courses later • Enhanced allocations for low income, bilingual kids • Allocation for highly capable • Core 24 – This aligns high school requirements with college and employer requirements. It’s a basic college-prep curriculum that gives students some flexibility to tailor to their needs • Six periods in middle and high school • Establishes a board to adopt standards for effective teaching and assessment for professional certification, and to define a “master” level educator • Directs State Board of Education to continue work on school and district accountability • Dedicates 50% of revenue growth over 5% to fund basic education. Implementation of the expanded definition of basic education would be phased in 2011 – 2016. Who supports 2261? 2261 follows an earlier bill, 1410. HB 1410 would have fully implemented the Basic Education Finance Task Force proposal. It died, and 2261 was introduced as a scaled-back compromise that addressed concerns of educators. Supporters include: • The Washington PTA and Seattle Council PTSA endorsed the task force proposal and have testified in support of 2261 • So has a group of 35 superintendents representing Puget Sound districts, including Seattle • Superintendent of Public Instruction Randy Dorn, and State Board of Education President Mary Jean Ryan • The Seattle School Board endorsed 1410, as did school boards and PTAs from across Washington • The League of Education Voters also supports Who opposes 2261? The Washington Education Association (teachers union). In testimony, WEA said the bill is a distraction and could lead to more unfunded mandates. Individuals have testified about changes to the salary structure. There is debate about linking a “master” teaching level to National Board Certification; currently teachers are paid more for advanced degrees. There was an earlier bill backed by the Full Funding Coalition, a group of educators that included superintendents, administrators and the WEA. That bill died. Educators have testified in favor of 2261 but have reiterated the need to specify and commit funding. Status as of April 15: 2261 was passed by the House 71-26. The Senate changed the bill. The PTA supports the original House version. Washington State PTA stance: Washington schools need ESHB 2261 passed this session. • Proposed budget cuts will drive many more districts to the brink of financial crisis. Schools will be forced to lay off several thousand newly recruited teachers. Class sizes will rise. Every special program will be slashed or eliminated. • As the state’s economy recovers, ESHB 2261 is the blue print we need to rebuild a stronger K-12 system.

Seattle Times op-ed by Sen. McAuliffe and Sen. Oemig

viking — Wed, 15 Apr 2009 22:24:34 +0000

Legislature must protect basic-education funding

As the Washington Legislature's House and Senate negotiate a budget agreement, two state senators write lawmakers must protect funding for basic education.

By Rosemary McAuliffe and Eric Oemig

Special to The Times

OUR children today are surrounded by science and technology that was the stuff of science fiction just 30 years ago. Now, more than ever, education is vital to our state's future. We can't keep waiting until every star is aligned. We must make tough choices now, and time is running out. As we prepare to enter the final week of the legislative session, the economic climate is one of the most challenging and divisive in recent memory. This passionate storm can quickly send coalitions and stakeholders working for a common good to opposite corners. But we must work together for the good of every child in Washington. They deserve nothing less. The state spends 40 percent of its budget on our public schools and 11 percent on higher education. While many important programs face major reductions — such as reducing the Basic Health Plan by 45,000 people and slicing General Assistance, the last-ditch social-safety net, by 50 percent — we have constructed the Senate budget so that our 295 school districts — from Spokane and Seattle to Wishkah and Benton City — will face equal reductions of no more than 3.5 percent. While many programs deal with severe cuts, K-12 public education does not. But our state has a structural revenue problem — for years, we have continued to expand state services at all levels to meet a growing population and an aging state. Our K-12 system hasn't changed with the times; neither has the way we fund it. Our students, educators and teachers deserve better, and we can't give that to them without changing the way we invest in our schools. This week, we are working with our counterparts in the House of Representatives to rebuild our basic-education system. Every child should have the opportunity to receive individualized learning so that they can realize their potential within. We can't accept legislation that doesn't lay the groundwork to expand the definition of basic education. We must include early learning as a cornerstone of our school system. We must apply innovative ways to reward teachers and educators for their hard work and commitment to students. Washington's school system must focus on the primary goal of preparing students to meet college and career standards. HB 2261 provides a pathway to redefine basic education and lay out a long-term strategy for reform. We recognize that investing in quality public schools is the key to our state's economic strength and recovery. But we also realize that overpromising in these economic times may lead only to divisiveness and prolong our efforts. We can and will protect the funding of basic education and take responsible steps in this economic climate to lay the groundwork for reform. This is about our children — and they deserve no less than our full financial and political support in helping them to realize their potential. Sen. Rosemary McAuliffe, D-Bothell, is chair of the Senate Early Learning & K-12 Education Committee. Sen. Eric Oemig, D-Kirkland, is a vice chair.

Education reform bill vote underway

viking — Thu, 16 Apr 2009 19:59:39 +0000

The Washington State Senate is voting on ESHB 2261 now. Tune in to TVW to watch the floor debate and vote.

ESHB 2261 passes the Senate!

viking — Thu, 16 Apr 2009 22:35:06 +0000

Your hard work made history today. This afternoon the Washington State Senate passed ESHB 2261. There is still work to be done and there are many thank you's to send to legislators and coalition members that supported this bill. Today is a historic achievement. An achievement that is testimony to grassroots action in support of quality schools. With your hard work, we now have the framework to give our kids the education they deserve. We will keep you updated on what is needed in the days to come.

Remarks from education advocates on the passage of ESHB 2261

viking — Thu, 16 Apr 2009 22:43:44 +0000

Education advocates celebrate the passage of the basic education finance reform legislation, ESHB 2261, by a vote of 26 to 23. Our broad-based coalition includes Washington State PTA, League of Education Voters, State Board of Education, Washington Stand for Children, Washington Roundtable, TechAmerica, Partnership for Learning, Black Education Strategy Roundtable, numerous school boards and superintendents from across the state, and countless others. Outlined below are quotes from the various coalition members. Mary Jean Ryan, Chair, State Board of Education "The State Board of Education strongly commends the Senate for taking this historic action. This is exactly the demonstration of leadership that the children of Washington State deserve. We urge the House to concur with this revised bill. This action will propel us forward. We are now committed and accountable to ensuring all students leave high school, college, or work ready. After too long a wait, Washington's educational system is once again moving in the right direction." Cheryl Jones, Black Education Strategy Roundtable "This is a great start toward reforming our education system and moving our children into a learning environment that puts their futures as a priority in our state. As we work together to implement HB 2261, we are encouraged that all children will have access to a quality education and that we will continually work toward closing the achievement gap for minority and low income children." Jon Gould, Children's Alliance and Early Learning Action Alliance "We applaud the Senate for their historic vote today modernizing the definition of basic education. We thank Senators for including early learning in basic education and recognizing that smart investments in early learning yield positive returns for families and communities across Washington State. In these tough times, this farsighted policy puts early childhood education on a stronger footing for future growth. It's a great day for children in Washington." Chris Korsmo, Executive Director, League of Education Voters "We're one step closer to making history for one million public school kids in our state. These reforms take advantage of the latest evidence-based research to improve academic achievement for children. Early learning, stronger graduation requirements and a longer school day will better prepare our kids for school and for life. Including early learning in basic education will mean more children will start school ready to succeed and prevent the achievement gap from occurring. This is the best investment we can make to improve outcomes for children." Shannon Campion, Executive Director, Washington Stand for Children "This is an historic vote for Washington's children. Legislators today demonstrated that even during an economic crisis, we can stay focused on, and make marked progress toward, our vision of a world-class education system for all Washington's children." Jennifer Boutell, Parent, Tacoma Public Schools "Tacoma desperately needs these reforms. My hope is that by the time my girls reach high school, the public school system will be able to prepare them for the 21st century economy." Terry Byington, Executive Director, TechAmerica "In future years we'll look back on this watershed moment and be thankful the Legislature took this stand to support students." Laura Bay, President, Washington State PTA "Today is a great day for the children of Washington. The Senate's passage of HB 2261 is an important next step to set the State of Washington on the road toward fulfilling its constitutional obligation to provide ample funding for the education of all children. We are on our way to fulfilling the goal of providing the education system we need to educate our children for success in today's world. Many legislators along with a strong coalition of education advocates, including volunteer PTA members from across the state have worked tirelessly in support of this effort. We applaud the efforts and the courage of those who crafted this legislation and those who have voted for it. Having said that, we must all recognize that the fight is not yet won, because the bill now goes back to the House of Representatives for concurrence, and then to the Governor for her approval. We encourage both the House and the Governor to take swift action because our kids can't wait."

News on the passage of ESHB 2261 by the Senate

viking — Fri, 17 Apr 2009 16:20:02 +0000

Seattle Times: State set to take on more of cost of education

AP: Wash. Senate passes major education reform bill

Spokesman Review: Editorial: Bill would launch school system on way to reform

Tri-City Herald: Senate OKs education reform bill

Olympian: Education compromise passes Senate

Publicola blog: Republicans Line Up with Teachers' Union

ACTION ALERT: Tell the governor and legislative leaders to move education reform forward.

viking — Thu, 09 Apr 2009 21:46:46 +0000

We have 17 days left in the legislative session to pass bold education reforms that will improve outcomes for children and schools in Washington. Your VOICE will make the difference! Lawmakers in Olympia are considering two education reform proposals. The House proposal commits our state to redefining basic education to include the essential programs our children need to succeed and a plan to fully fund it. The Senate proposal leaves the definition of basic education up for grabs. It's up to all of us-parents, educators, and students-to ensure our lawmakers make the right decision on behalf of children this legislative session. TAKE ACTION: Tell Governor Chris Gregoire, Senate Majority Leader Lisa Brown and House Speaker Frank Chopp to pass the strongest education reform bill that commits the Legislature to meeting our paramount duty in the State Constitution.

Call Gov. Gregoire's office at (360) 902-4111 or send an e-mail.
Call Sen. Brown's office at (360) 786-7604 or send an e-mail.
Call Speaker Chopp's office at (360) 786-7920 or send an e-mail.

A strong education reform proposal should include:

Raising high school graduation requirements to 24 credits to prepare students for college, job training and the workforce;
Adding a sixth period in the school day so students can take more math, science and world language classes; and
All-day kindergarten and early learning for at-risk children to improve their ability to succeed in school.

Now is the time to redefine basic education and adopt systemic reforms and accountability measures and tie them to a responsible implementation schedule. If we do so, we will be able to hold our state lawmakers and ourselves accountable for providing our children the kind of education they need to succeed in good economic times and in bad times. We would also better position Washington State to receive federal stimulus dollars and other funds tied to President Obama's call for innovation in our public schools. Thank you for speaking up on behalf of children and schools. Kelly Munn State Field Director

Washington State Senate is poised to vote on education reform bill

viking — Wed, 15 Apr 2009 21:48:29 +0000

I'm Deborah Nolan, a parent and PTSA president at my child's high school in Friday Harbor. Last week, I joined you and advocates around the state in calling the governor and our legislative leaders to pass strong education reforms. I'm pleased to report that our calls and petition signatures are making a difference! The Washington State Senate has scheduled House Bill 2261 for a vote! We expect the vote to occur as early as tomorrow morning. Now, we need to step up the phone calls to ensure passage of this bill. TAKE ACTION: Please ask your friends, family and colleagues to join you in urging your state senator to vote YES on House Bill 2261!

Call the legislative hotline at 1.800.562.6000. Staff is available to take your calls weekdays from 8 AM to 8 PM.
Urge your senator to vote YES on House Bill 2261.

Parents and school boards are facing tough choices to make up shortfalls in their school budgets. In the San Juan Island School District, we're considering laying off teachers, eliminating tutoring programs, and cutting back on electives and athletics because of the proposed state budget cuts to public education. Our schools AND parents are desperate for help. In the short-run, a lift in the levy lid and local fundraising could fill in some of the gaps. But what we really seek is a long-term solution to prevent cuts to education when our state has a budget shortfall. We believe House Bill 2261 is that long-term solution. The bill would commit the state to re-defining "basic education" to include the essential programs and services that our children need to succeed in school. It includes a responsible implementation timeline and a plan to provide dedicated revenue for education. Please ask your friends to join you in urging your state senator to vote YES on House Bill 2261. Call the legislative hotline at 1.800.562.6000. Our phone calls are making a difference. It's important we step it up because our children are counting on us to provide them the very best education. Thank you for taking action, Deborah Nolan Friday Harbor High School PTSA President

2261 passes the Senate! A giant step forward for the kids of Washington State!

viking — Thu, 16 Apr 2009 21:50:19 +0000

All your hard work has paid off. The Senate is set to debate ESSB 2261 this morning. The session is scheduled to begin at 10:30am and the bill is scheduled to come up during the morning session. You can see it on cable on TVW, or online here- http://www.tvw.org/Media/LiveTv.cfm?bhcp=1 We hope you get the chance to witness a historic moment in the lives of over 1 million children in Washington State. Your effort and commitment to what is best for kids made this moment possible. We will update you on the results and next action steps after the vote is taken. Regards, Frank Ordway Regional Director League of Education Voters

Final Push: Urge your state representatives to send the education reform bill to the governor’s desk

viking — Fri, 17 Apr 2009 22:51:52 +0000

We're one step closer to re-defining basic education for the first time in 30 years for Washington's one million public school children. The State Senate passed the education reform bill, ESHB 2261, by a vote of 26 to 23 yesterday. The bill now goes to the House for approval before reaching the governor's desk. Your personal call will make a difference in the outcome of this vote. TAKE ACTION: Please call your state representatives by Monday morning and urge them to vote YES to send ESHB 2261 to the governor's desk.

Call the legislative hotline at 1.800.562.6000. The hotline is open from 8 AM to 8 PM M-F and 9 AM to 1 PM on Saturday.
Urge your state representatives to vote YES on ESHB 2261.

View the vote count on HB 2261 to see how your state representatives previously voted. For the first time in a generation, we're poised to re-define our state's definition of basic education based on today's expectations. ESHB 2261, which incorporates improvements from the Senate, would:

Strengthen Washington's high school diploma and expand the school day to prepare students for college, job training and the workforce;
Re-define basic education to include transportation to and from school, all-day kindergarten, highly capable funding, and early learning for children considered at-risk; and
Fully implement these reforms with full funding by the 2018-19 school year.

Click here for a full summary of the bill passed by the Senate. Thank you for your support.

Sen. Rosemary McAuliffe's open letter to the education community

viking — Mon, 20 Apr 2009 18:04:35 +0000

We've posted Sen. Rosemary McAuliffe's open letter to the education community in full below. -------------------------------------------------------------------------------------------------------- April 18, 2009 This has been one of the most difficult and bittersweet weeks in my time in our Legislature. We passed House Bill 2261, to redefine Basic Education. I envisioned the day we would all do this together, but to my deep disappointment that did not happen. Still, it is time to move forward. The bill the Senate passed last week shines a bright light on how the state funds our schools with an outdated definition of basic education and gives us the tools to know how we must change our funding to better reflect the growing expectations and challenges our schools face. What will be our class size? Does each school have enough teachers, librarians, nurses, counselors and speech therapists to help students excel? And how many administrators does each school need? These are the questions that this legislation will help us answer. The bill isn't perfect, but it is our road map to the world-class educational system envisioned by Washington Learns that every one of us deeply wants. We may not be able to solve all the problems facing our educational system today but we must begin. It is time to take this step. I have heard that this is the wrong bill and the wrong message at the wrong time. I have heard that it is an insult to our hard-working teachers and educators that come to work every day and are committed to providing every child with the opportunity to learn. I want to be clear - teachers are the single most important part of our educational system. This bill is not a commentary in any way about a failure of our teachers. It is a recognition that our teachers deserve better and a recognition that our state's definition of basic education has failed to keep pace with the evolving expectations of society and has failed our teachers. So why do we need this bill now, of all times? Because our class size is 46^th in the nation. Because our dropout rate is between 20 and 30 percent, and our teacher compensation is 21^st in the nation. That is unacceptable. Our students and our educators deserve much more than an education system that was defined 30 years ago. I know that changing an educational system for almost 1 million students and over 2,000 schools takes time. It cannot happen in one legislative session. However, we must not let an inability to make immediate whole-scale change discourage us from making any progress. We need to fund what we value and we must ensure that our commitment to education is clearly defined. Only by clearly establishing our Constitutional duties now can we hold the state accountable in the future. There are many demands on our limited state resources - health care, family leave, hospitals and nursing homes, to name only a few. As we come out of this recession, and as the economy grows, our educational system needs to be first in line for restoration of cuts and it must remain at the top of the priority list for future investments. In order to provide the system the capacity to accommodate those investments, planning and phase-in must start now. An expanded definition of basic education obligates our state to fully fund the educational system that our teachers, schools, students and communities need today. With this expanded definition in place the state can start the process of preparing the system for future growth. We also have a unique opportunity right now to try and access additional federal stimulus dollars to help us with initial, one-time investments. This legislation makes us more competitive to receive part of the more than $4 billion that is available for states in the "Race to the Top" grant. These funds are available to states that are making exceptional progress towards educational reform goals such as rigorous college-and-career ready standards, creation of data systems that help foster continuous improvement and a process for providing intensive support for challenged schools. The legislation passed by the Senate includes provisions and a plan for addressing each of these goals in a meaningful way and will hopefully help the state of Washington access this additional federal money. For all of these reasons I support the important and difficult step we took this week. This legislation is not the end goal, only the beginning. It reflects months of hard work and negotiation with all education stakeholders. The bill passed by the Senate incorporates language from both the Full Funding Coalition's proposal and recommendations from the Basic Education Task Force. It strives to plot a way forward, with a realistic implementation strategy based on shared responsibility and expectations for the state, school districts and schools. We must continue to embrace a respectful and steady process forward and I pledge that I will be here every step of the way. We will do this together. This is about the children. Yours, Sen. Rosemary McAuliffe Chair, Senate Early Learning & K-12 Education Committee

House vote on ESHB 2261 expected this afternoon or evening

viking — Mon, 20 Apr 2009 20:34:20 +0000

Parents and education advocates are in Olympia today for the final push to send ESHB 2261 to the governor's desk. The bill is on the House's concurrence calendar awaiting a final vote. Your personal call will make a difference in the outcome of this vote. Please call your state representatives and urge them to vote YES to send ESHB 2261 to the governor’s desk.

Call the legislative hotline at 1.800.562.6000.
Urge your state representatives to vote YES on ESHB 2261.

Click here for a full summary of the bill passed by the Senate.

2261 up soon!

viking — Tue, 21 Apr 2009 02:05:14 +0000

Basic education reform bill (2261) is coming up for a vote soon. How do I know? Twitter! Up next: 2331 Homeless services doc fee, 2339 Parks opt-out, 2356 Student achvmt fund, 2362 Ed employees (I-732), concur w/ 2261 basic ed Watch on TVW online... House Floor Debate The Washington State House of Representatives convenes for regular floor session on pending legislation in Olympia (evening session). Audio / Video

An historic victory for children and schools

viking — Tue, 21 Apr 2009 05:07:33 +0000

This is an historic day for one million public school kids in our state. The state Legislature passed the education reform bill, ESHB 2261. For the first time in 30 years, we've re-defined basic education to include the tools our educators need to prepare our kids for college, work and life. The passage of ESHB 2261 commits the state to fully implementing and funding early learning for at-risk kids, all-day kindergarten, stronger graduation requirements, a longer school day, and other reforms to improve outcomes for children by 2018. It's up to all of us-parents, educators, and students-to work together to hold our lawmakers accountable to fulfilling that commitment. Congratulations! Applaud yourselves for achieving an historic milestone for children and schools. Thank you for your passion and persistence. It's clear that your personal phone calls, messages and visits made a tremendous difference. Now we need to thank our lawmakers. Please send a thank you note to the legislators who made this possible.

View the roll call vote on ESHB 2261.
Call the legislative hotline at 1.800.562.6000. Staff will help you leave a message for your legislators.
Thank your legislators for supporting ESHB 2261, and helping to build the world-class education system that our children deserve.

We know schools and educators are doing the best job possible in the midst of budget cuts. ESHB 2261 is an acknowledgement that our state is not living up to its paramount duty, and that our teachers deserve the support and resources they need to provide a high quality education for every child. The legislation provides a roadmap for the future to build a stronger and more amply funded education system that will be protected from devastating budget cuts. And, it positions our state to compete for $5 billion in federal funds dedicated to innovation in our public schools. ESHB 2261 now goes to the governor's desk, where it is expected to be signed into law. Stay tuned for more information about the bill signing ceremony. Again, thank you for making a difference!

News clips on the passage of ESHB 2261

viking — Thu, 23 Apr 2009 16:35:20 +0000

AP: Legislature overhauls public education Everett Herald: Lawmakers set to overhaul basic education Island Guardian: State Education Bill Passes Seattle Times: Additions to basic education OK'd in Legislature Spokesman-Review: Smart Bombs: Think time for WEA Tacoma News Tribune: Column: School reform turns politics upside down Vancouver Columbian: Budget woes failing school reform Blogs

NW Progressive Institute: Education bill on its way to the governor
Political Buzz: House sends ed reform to Gregoire
Seattle Weekly: Recession Be Damned, Legislature Finally Passes Education Funding Bill

Clarifying misconceptions about the education reform legislation

viking — Thu, 23 Apr 2009 22:12:14 +0000

We received a copy of an e-mail that Sen. Rodney Tom sent that clarifies some misconceptions about ESHB 2261. Here's the part that addresses the misconceptions: -------------------------------------------------------------------------------------------------------- The legislation suggests that "teachers are the problem" and is an insult to teachers. It blames teachers and does not focus on the real problems.

This bill is in no way suggesting that teachers are the problem. This bill is a recognition that our teachers deserve better. It is a recognition that our state's current definition of basic education has failed to keep pace with the evolving expectations of society and has failed our teachers. The last time we've taken this step was more than 30 years ago - when people were using computers that today's most basic cell phone can outperform. Think of what that means for our schools.
The Legislature understands that teachers need additional time to continue to do their job well, and under the new funding distribution formula, the minimum allocation for each level of prototypical school shall be based on the number of classroom teachers needed to provide instruction and provide at least one teacher planning period per school day.

The legislation includes drastic changes to the certification, evaluation and compensation systems that do not help teachers.

There is no intent to do any harm to teachers with drastic new changes to certification, evaluation and compensation. In fact, it is just the opposite. We have heard from teachers for years that that the certification process is broken, that salaries are inadequate and that the salary system does not align with or support what the certification process is requiring. Teachers that spend the time and energy gaining their professional certification should be compensated accordingly, but currently that does not happen.
This legislation is a continuation of the direction the Legislature began in 2007 when it directed the Professional Educator Standards Board (PESB) to set performance standards and develop, pilot, and implement an external professional-level certification assessment based on demonstrated teaching skill. This legislation builds on the current work of the PESB by establishing target dates for the new standards and asking for additional updates on other ongoing work while also directing a new technical working group to begin the development of a new and enhanced salary schedule that will "align compensation with certification." This legislation is the logical next step in order to ensure all the systems are coordinated and that we are compensating teachers fairly and adequately for their dedication and hard work.
The evaluation that is addressed in the bill is the evaluation of teacher candidates during the student-teaching experience. It is not of teachers already in a teaching position.
The legislation clearly states that no teacher will be required to move into a new salary schedule. No teacher will face the prospect of having past work-experiences and training become meaningless. The intent of this legislation is to simply provide a new and improved salary system that teachers may opt into. The legislation clearly states that this must be a system that is "collaboratively designed" with teachers, administrators and classified employees. The work does not even start until 2011 in order to give the PESB time to develop final proposals for the certification system. Part of the development of the enhanced salary model is a comparative labor market analysis, as requested by WEA. In this way the state can truly understand what is a fair and competitive salary for our teachers and adjust the current system accordingly. We know that Washington is in the bottom tier of states in teacher pay and we know that many teachers struggle to live on their salary. The labor market analysis required under this legislation will allow us to get the data necessary to fix this problem.

How can you pass this bill while cutting funding for education in the budget? Adequate funding of our schools is the priority and the crisis - this bill does not address that problem in any meaningful way. This bill is just another empty promise.

The true empty promise is to do nothing. We must ensure that our commitment to education is clearly defined now. Only by establishing our constitutional duties now can we hold the state accountable in the future.
There are many demands on our limited state resources: health care, family leave, hospitals and nursing homes to name only a few. As we come out of this recession and as the economy grows, our educational system needs to be first in line for restoring the cuts made this year and we must ensure education is at the top of the priority list for future investments.
Changing an educational system for almost 1 million students and over 2,000 schools takes time. It cannot happen in one legislative session. We cannot allow the inability to make immediate whole-scale change now impede us from making any progress. In order to enable the educational system to have the capacity to accommodate future investments, the planning and phase-in must start now.
While it is true we have made cuts to areas that are currently not considered basic education, the level of cuts has not been as severe as in any other area of the budget. We are in an economic downturn that requires deep cuts in all areas of governmental spending unfortunately. Education, health care, prisons and programs for our most vulnerable citizens are all cut. While education has received 3.5% of the cuts, others have received cuts as high as 30%. Additionally, by enhancing what is considered basic education now, more of the state's education budget will be protected in future times of economic downturn.

Isn't this bill just imposing new requirements without new funding?

The requirements in this bill are phased in over the next ten years in recognition that it will take time to identify and secure the funding that our system needs. Many of the enhancements to basic education included in this legislation are already being done entirely or partially by many of our schools. This legislation is just recognition that those enhancements should now be considered "basic" education and should be part of the state's obligation to fund. The legislation specifically states that "no increased programmatic or instructional expectations be imposed upon schools or school districts without an accompanying increase in resources as necessary to support those increased expectations." Many of the changes do not begin until 2011, at the earliest, and most will be phased in over 10 years. Next session the legislature will be back to monitor the progress of the development of the details of the new funding formula and create a realistic implementation schedule that ensures that no school districts face any new unfunded mandates.
The Office of the Superintendent of Public Instruction is also required under this legislation to make biennial determinations of the capacity of the educational system to accommodate new resources and new mandates and to inform the legislature when there are significant capacity limitations and recommend how to address those limitations.

Does this legislation implement a new accountability system that allows state take-over of schools?

No. This legislation directs the State Board of Education (SBE) to continue its existing work on the development of an accountability framework and gives further clarification that the framework must be one that creates a unified system of increasing levels of support for schools, that is based on fair, transparent and consistent criteria, that identifies both schools that need additional help because of specific challenges as well as those schools that are exemplary, and that takes into account the level of state resources a school receives in support of the program of basic education.
The SBE is directed under this legislation to develop both a voluntary system of support and assistance as well as a more formalized comprehensive system of improvement for schools that continue to struggle even under the voluntary system. However, this more formalized comprehensive system of improvement cannot take effect until the SBE develops a proposal and an implementation timeline and gets specific approval from the legislature to implement the proposal. Additionally, the legislation specifically directs the SBE to develop a proposal for this comprehensive system that leaves the local school board as the entity responsible for developing and implementing a plan for improvement. There is no state take-over contemplated under this bill.

This bill actually could allow the legislature to cut basic education funding in 2011/13 because the current basic education staffing ratios are repealed in 2011 when the new prototypical funding formula takes effect.

The suggestion that the Legislature would reduce funding for basic education simply because the statutory references to staffing ratios are deleted ignores the legal and constitutional obligations that the state is under. Per the courts, the Legislature cannot cut basic education at any time. It is true that the staffing ratios would be repealed in 2011 when the new prototypical funding formula takes effect. However, under the legislation the new formula is to be implemented "to the extent the technical details of the formula have been established." The legislation specifically requires the technical work group to report back to the Legislature on the details of the prototypical funding formula in December 2009 in order to allow the 2010 legislature to adopt those technical details, such as staffing ratios, and place them back into session prior to the 2011 repeal.
The courts have been very clear that once the Legislature has defined and funded basic education, the legislature may not reduce funding at will and without an educational purpose.

Does the legislation obligate the state to implement a Washington Head Start program as a part of basic education? What about existing ECEAP programs?

The legislation creates a work group to begin the process of examining and developing a proposal for establishing a program of early learning for at-risk children that can be included within the overall program of basic education. As part of this process, the work group is directed to continue the preliminary work that the Department of Early Learning has already begun in developing a proposal for a statewide Washington Head Start program. Providers from both federal Head Start program and the state's own Early Childhood Education and Assistance Program (ECEAP) will be represented on the work group. Ultimately it is up to the Legislature to adopt and define what will be considered the program of early learning that is basic education.

Latest version of the budget now online

viking — Fri, 24 Apr 2009 17:13:56 +0000

The latest version of the proposed 2009-11 operating budget is now posted online. We will follow up with a message about the budget later today.

Education news of the day

viking — Wed, 29 Apr 2009 15:31:59 +0000

The Olympian says: Reform acts in best interest of students Free college, apply now: Deadline nears for scholarship applications From officer to educator: Conn. man recognized by Obama as Teacher of Year

LEV Open House

viking — Wed, 29 Apr 2009 21:01:13 +0000

Join us May 3 from 3 to 5 PM on the deck of our new HQ at Diamond Marina Building to toast our kids' future and the growing statewide network of advocates working for them. Music by the award-winning Garfield Jazz Combo! Address: 2734 Westlake Ave N, Seattle RSVP: 206.728.6448 or info@educationvoters.org

Education news of the day

viking — Thu, 30 Apr 2009 17:07:51 +0000

Easy as 123: Ferndale schools to get early childhood center at N. Bellingham Elementary site Run for the hills: First probable cases of swine flu in state reported Binary solo: Robotics in every school

Education news of the day

viking — Mon, 04 May 2009 15:26:53 +0000

Live together: School breaks down barriers to learning College bound: Chance for free tuition draws hundreds :( Districts face teacher layoffs

Education news of the day

viking — Tue, 05 May 2009 15:34:52 +0000

What's in a name? Obama prepares for overhaul of NCLB Buying reforms? Stimulus funds up the ante for public schools

Education news of the day

viking — Wed, 06 May 2009 15:49:27 +0000

Special session? Legislators have until end of week Now hear this: Duncan gets earful on NCLB 'listening tour' Time's up: Albany panel signals it won’t give the mayor carte blanche on schools

Education news of the day

viking — Thu, 07 May 2009 15:38:10 +0000

Please, sir, I want some more: Editorial: Tri-Tech program worthy of emulation Vote yes: Evaline school board says levy failure could mean higher taxes for area Wanted: Special education teachers in demand

Tell your Mom that she is Mother of the Year!

viking — Fri, 08 May 2009 18:14:47 +0000

[caption id="attachment_1817" align="alignleft" width="270" caption="I <3 my Mom!"][/caption] This is my Mom and she is the absolute best. She has always been there for me. As a single Mom, she did whatever she could (including thousands of hours of overtime) to make sure I received the education that she did not.This past legislative session I watched hundreds of Moms take action on behalf of their child's education and every child's education. It was amazing to watch. Moms are just a powerhouse. It's pretty simple. Sunday gives us an opportunity to do something special for the lady who has done everything for you. You can start by sending your Mom a personalized video telling her that SHE is the 2009 Mother of the Year. It is a hilarious and heart warming video put together by our buddies at MomsRising.

Click here to create your Mom's video!

Here is the NY Times article that discussed the video:

I Am “Mother of the Year”

By Lisa Belkin

I have been named Mother of the Year! I guess I should add the small detail that this is a plug-in-your-name-here type video that has been making the rounds in the past day or so, created by MomsRising.org. You can create one too, to honor your favorite Mom as Mother’s Day nears. I am happy to share the honor. MomsRising.org was founded three years ago by Joan Blades and Kristin Rowe-Finkbinder, with the goal of “creating a more family friendly America.” The group is an impressive work-in-progress, a test of the potential of the internet for grassroots organizing. The video, while a cute way to bring a smile, also has a message. The “news scrawl” is aimed at drawing attention to the fact that women with children earn less. It reads:

Moms in this country are way undervalued – Mothers make 73 cents to every dollar an equally qualified man makes at the same job – Single mothers make only about 60 cents to a man’s dollar – Those two facts, it should be noted, really suck – especially because men aren’t making much these days either – Over a lifetime mothers are paid anywhere from $400,000 to $2 million less than men doing the same work due to gender wage disparity. That’s a ridiculous “Mommy Tax.” A full quarter of US families with children less than 6 years old live in poverty – Well duh, all these other statistics would lead to this likely outcome – Motherhood is one of the hardest full-time jobs that does not come with Social Security or health benefits – It does however come with a lot of labor as well as love.

Have you paid a measurable economic price for being a mother? Is that society’s problem or a personal choice? And what can be done to change it?

Click here to create your Mom's video!

Final Push: Urge your state representatives to send the education reform bill to the governor’s desk

viking — Fri, 17 Apr 2009 21:53:05 +0000

Call the legislative hotline at 1.800.562.6000. The hotline is open from 8 AM to 8 PM M-F and 9 AM to 1 PM on Saturday.
Urge your state representatives to vote YES on ESHB 2261.

Strengthen Washington's high school diploma and expand the school day to prepare students for college, job training and the workforce;
Re-define basic education to include transportation to and from school, all-day kindergarten, highly capable funding, and early learning for children considered at-risk; and
Fully implement these reforms with full funding by the 2018-19 school year.

Click here for a full summary of the bill passed by the Senate. Thank you for your support. Kelly Munn Statewide Field Director

An historic victory for children and schools

Chris Korsmo — Tue, 21 Apr 2009 21:54:45 +0000

View the roll call vote on ESHB 2261.
Call the legislative hotline at 1.800.562.6000. Staff will help you leave a message for your legislators.
Thank your legislators for supporting ESHB 2261, and helping to build the world-class education system that our children deserve.

Now what?

Chris Korsmo — Thu, 23 Apr 2009 21:56:21 +0000

The effort to improve our public schools is best described by President Obama in his acceptance speech. "When it comes to giving every child a world class education, the choice is not between more money and more reform - because our schools need both." Well -- just two days ago in Washington State -- we took a huge step in that direction with the passage of a bill that makes long-overdue changes to the way we educate our kids and how we fund our schools. After years of studies and spirited negotiations among stakeholders and elected officials -- a majority of lawmakers finally said YES to kids. We need your help to maintain the momentum that has been created over the last year. We won't have this opportunity again. Please take at least ONE ACTION today! 1. Make a $50 contribution to buy 10 Ready for Life t-shirts for youth advocates. 2. Make a $100 contribution to fund 250 activist tool kits. 3. Make a $250 contribution to help pay for a bus to transport parents and advocates to Olympia. 4. Sign up to be part of key activist monthly call-in updates. We need your support to ensure that the changes promised in the new education bill become reality. Our kids are counting on us and we can't let the current climate stand in the way of progress. Our policy makers took the first step two days ago when, in these difficult times, in a world full of "no", our legislators said YES.

YES to a full school day for kindergartners, rather than the half-day that the state now pays for.

YES to six classes a day for middle- and high-school students rather than five so they have the opportunity to take the classes they need.

YES to early learning for low-income children to give them the start they need to succeed in school.

YES to higher graduation requirements that will prepare all our students for life after high school whether they choose a career and technical college path, university or career.

We applaud our elected officials for their vision and courage. BUT, the fight for excellent public schools has just begun. The League of Education Voters Foundation, along with partners that include the PTA, the State Board of Education and activists from around the state, will continue to push for policies that:

Ensure every child reads by the third grade;

An excellent teacher in every classroom;

Diplomas that get kids ready for college, work and life;

Math and science that help our kids lead the way in a changing, high-tech economy; and

More investment in our kids' education, and more accountability to ensure success.

Please help us continue to build the movement for excellent public schools so that our kids have a better shot at getting the education they deserve and our employers demand. Together we can make it happen. Thank you and with appreciation for all that you do, Chris Korsmo Executive Director

We’re all in this together

viking — Mon, 04 May 2009 22:23:09 +0000

To close a historic $9 billion shortfall, lawmakers approved an operating budget that spares no one. For the next two years, children and students, families, the elderly, and the uninsured, will bear the brunt of a recession budget. Although legislators prioritized children and education, there is no doubt the quality of education will be affected by $1.6 billion in cuts to teachers, schools and colleges. We've outlined the major impacts of the Legislature's budget cuts on Washington's children and education system below. Early learning programs cut by $12 million.

Less support for parents and young children: A 50 percent reduction to home visitation services will put up to 1,600 families with at-risk children at a greater disadvantage when they start school. Severe cuts to the Child Care Resource and Referral Network mean parents will have less support locating safe, quality early learning programs.

K-12 cut by $1 billion, or 6.2 percent, after inclusion of federal stimulus dollars.

Larger class sizes: Between 2,000 and 4,000 teachers and support staff across the state could lose their jobs. The budget cuts funding for Initiative 728 by $600 million, which schools use to lower class sizes by hiring more teachers. However, funding is maintained for K-4 class size reductions.

Lost wages for teachers: State-funded pay increases for educators under Initiative 732 are suspended to save $352 million.

Academic programs and community partnerships cut or reduced: Library funding, reading and tutoring programs, after school programs, hands-on science and math opportunities, and numerous other K-12 enhancements are no longer funded or reduced to save $60 million.

Greater inequities between school districts: The Legislature failed to reach agreement on whether to lift levy lids and reduce funding for levy equalization. The Legislature is likely to take this issue up in a special session. Stay tuned for more information.

Higher education cut by $584 million, or 17.2 percent, after inclusion of federal stimulus dollars (does not include tuition increases).

Higher tuition at colleges and universities: The budget eliminates more than 7,000 state-funded full-time student slots and would result in layoffs of instructors, which would mean fewer courses and larger classes. To prevent further loss of state-funded student slots and instructors, the Legislature authorized increases in tuition each year by 14 percent at four-year institutions and 7 percent at community colleges. This provides $230 million in more revenue for colleges and universities.

Click here to view more detailed information about the 2009-2011 biennial budget impacts on public education. Bright spots from the 2009-2011 budget

Funding for Head Start and the Early Childhood Education and Assistance Program (ECEAP) is largely maintained.
No cuts to funding for K-4 class size reductions.
All-day kindergarten and Navigation 101 are maintained at current levels (the Legislature did not provide funding to continue to phase-in all-day kindergarten to the next set of eligible schools).
Legislation mandating reinstatement of funding for I-728 and I-732 after the next biennium.
Funding for the State Need Grant is increased to offset the cost for eligible college students.

How were federal stimulus dollars spent? Federal stimulus dollars played a critical role in preventing further devastating cuts to Washington's schools, colleges and universities. In total, state lawmakers used $787 million in stimulus dollars for K-12 education and $81 million for higher education. Without these funds, K-12 would have taken a 12 percent cut, or $1.8 billion. The higher education system would have taken a 19.6 percent cut, or $655 million. Reliance on federal stimulus dollars presents a grave concern for the future of Washington's schools. Stabilization funds were used to replace state funding for I-728 and Basic Education. When the Legislature convenes in 2011 to write the next state budget, they will have a large hole to fill if federal money is not renewed. We're all in this together The budget cuts will have dramatic impacts on our state's education system. The cuts to early learning and K-12 will mean less students graduate ready for college, job training opportunities and the workforce. In higher education, the combination of cuts and tuition increases will reduce quality, access and affordability for students vying to prepare themselves for our knowledge-based economy. It's up to all of us education advocates to stay vigilant. Continue to talk and work with your state lawmakers. And please volunteer in your local schools and help pass local levies. George Scarola Legislative Director

Education news of the day

viking — Mon, 11 May 2009 15:57:01 +0000

AVID learners: Skills program aids high school students Payback: Early childhood programs a smart investment Seattle shermozzle: New twist in mystery over Seattle teachers' status $1 million to change: Obama wants to see 5,000 failing schools close

Education news of the day

viking — Tue, 12 May 2009 16:08:09 +0000

And so it goes: Seattle school district says timing of letter to teachers bad, but defends content Never ending story: Budget shortfall may force lawmakers’ return Report roundup: Governors' group urges higher educator standards

Paths to college success for Washington’s working adults

viking — Tue, 12 May 2009 19:36:37 +0000

We're co-sponsoring an event, From the Work Station to Graduation, in support of Second Chance, which seeks to get working adults back into education in order to help them move up the career ladder. With the changing economy and additional educational requirements for many of today’s (and tomorrow’s) new jobs, this session will daylight some of the challenges and strategies for success.

FROM THE WORK STATION TO GRADUATION

Paths to college success for Washington’s working adults

June 5^th, 2009

9:00am-Noon

Join us for coffee & pastries starting at 8:30am

South Seattle Community College

Georgetown Campus

Space is limited – Register Now!

CLICK HERE TO REGISTER FOR THE EVENT

Seattle King County Workforce Education Collaborative (SKWEC) and Port Jobs invite you to a forum to discuss strategies to improve degree completion for working adults. You'll learn about the latest national research, hear from employers in the region, and network with colleagues from all sectors of education. You'll also walk away with practical ideas for helping students succeed, from adult basic education to graduation and job placement.

Featured Speakers:

Dr. James Rosenbaum, Professor of Sociology, Education & Social Policy, NORTHWESTERN UNIVERSITY

Consultant to the U.S. Department of Education

Author of After Admission: From College Access to College Success

Dr. Jill Wakefield, Chancellor, SEATTLE COMMUNITY COLLEGE DISTRICT

Former president of South Seattle Community College

Named Communicator of the Year by the National Council for Marketing and Public Relations

Dr. David Stewart, Seattle Metro President, DEVRY UNIVERSITY

President of undergraduate and graduate campuses in Federal Way, Bellevue and Portland, OR

Expert in career outcomes for traditional and non-traditional universities

Dan Bent, General Manager, FILOFOODS LLC

26 years of food and beverage operations and supply chain logistics with HMSHost

Teaches Leadership & Supervision course for South Seattle Community College

To register for the forum, go to http://sites.google.com/site/2ndchancewa/register-here

To view the forum’s schedule of events, visit http://sites.google.com/site/2ndchancewa/agenda-1

To find out more about the forum, visit www.portjobsforums.org

You won't want to miss this event about the future of kids and schools in Washington on May 18th

viking — Tue, 12 May 2009 21:36:26 +0000

Join parents and school advocates to find out what’s next for your kids and schools in Washington State. You’re invited to a town hall meeting to hear Kati Haycock, president of The Education Trust, speak about the next steps for education advocates and join a robust conversation about the future of our public schools. Monday, May 18th, 7 – 9 PM Seattle Public Library Microsoft Auditorium 1000 Fourth Avenue, Seattle, WA 98104 View your invitation to this event. Please send your RSVP to katie@educationvoters.org. Kati Haycock is one of the nation’s leading child advocates in the field of education. As president of The Education Trust, Kati speaks up for what’s right for young people, especially those who are poor or members of communities of color. We hope to see you at this free public town hall for students, parents, and education advocates who are interested in building the movement for education reform.

Education news of the day

viking — Wed, 13 May 2009 16:08:29 +0000

Secret's out: Math is everywhere, kids learn Culmination: Senior projects wrap up student careers Light at the end of the tunnel? Washington econ forecasters say turning point near

SBE meeting May 14-15

viking — Wed, 13 May 2009 20:39:41 +0000

The State Board of Education is meeting tomorrow and Friday in Yakima. We'll be there live blogging on Thursday. The agenda is available here. Also, check out meeting documents here. Big items on the agenda include a recap of the legislative session, updates on the Accountability Index and the federal stimulus package.

LIVE BLOG: SBE

viking — Thu, 14 May 2009 17:17:31 +0000

9:15am-10:30am Update on Legislative Session Issues — Edie Harding, Brad Burnham *HB 2261 *Budget

-Budget deficit is $9.3 million

-Use $3 billion in federal stimulus funds over the next three years to offset costs

*$362 million to supplement 2009 budget

*$376.6 million for K-12 in 2010-11

*$410 million for special education, remediation, school improvement and technology

-44% reduction in employer contributions for pension ($448.6 million)

-75% reduction in I-728 ($600 million)

*SB 5414 (assessments) *HB 2132 (graduation requirements) *HB 1292 (4-day school week pilot) *SB 5410 (online learning) *HB 1758 (community colleges granting high school diplomas) *SB 5973 (achievement gap) *HB 2003 (Professional Educator Standards Board) 10:30am-11:10am Update on Federal Fiscal Stimulus Package and OSPI Plans — Dr. Alan Burke, OSPI *State Fiscal Stabilization Fund—$760 million

-08-09 backfill: supplants salary dollars

-09-10 part of budget: continues to supplant

-Two goals: save jobs and do good

*Title I—$130 million

-09-10 and 10-11 additional monies, must be used per existing rules

-Can hire teachers, or shift highly qualified staff from Basic Education to Title I

-Can hire paraprofessionals to support programs like RTI

-Can support professional development, curriculum and instruction

-Can introduce or support existing early learning programs

-School Improvement Section 1003(g)

*08-09: $20 million

*09-10: $42 million

*Tiered intervention

*About 65 new districts in improvement based on 08-09 WASL scores

*IDEA—$221 million

-09-10: 50% Maintenance of Effort exception for districts that meet U.S. Dept. of Education “determinations” test

-Pass: 50% supplant for local funds for special education

-Fail: 0% supplant, all monies must be spent on special education services

-OSPI working with U.S. Dept. of Education on flexibility

*Race to the Top

-$4.35 billion for state-level competitive grants

-$650 million for district and/or private or non-profit innovation grants

-Round 1: October deadline, December disbursement (10%)

-Round 2: Deadline spring 2010 (90%)

-Grants will be large and not distributed by population

-Must be comprehensive and attack the four SFSF assurances

*Teacher effectiveness and ensuring all schools have highly qualified teachers

*Higher standards and rigorous assessments that improve teaching and learning

*Intensive support, effective interventions and improved achievement in the schools that need it most

*Better information to educators and the public to address individual needs of students and improve teacher performance

-Single programs will not be funded — comprehensive reform system encouraged

-Early learning and higher education can be part of the grant, but funding is limited to K-12

-50% of funding will go to districts

-Washington’s strengths

*Strong standards and good NAEP scores

*Solid support from private funders

*Passage of HB 2261

*New accountability system

*Transition to online assessment system

*Launch of new data system

*Summit Program

-Washington’s weaknesses

*School improvement assistance optional for non-Title I schools

*Existing teacher tenure rules

*No major effort to staff struggling schools with the strongest teachers

*Evaluation systems do not link teacher and principal effectiveness with student achievement

-Potential projects: STEM, Navigation 101, School Improvement, online formative assessment, achievement gap, dropout prevention

LIVE BLOG: SBE

viking — Thu, 14 May 2009 18:52:23 +0000

11:30am-11:50am Recommendations from System Performance Accountability Work on Accountability Index and Recognition System — Dr. Kris Mayer, Edie Harding, Dr. Pete Bylsma Overview Update *Now have 6 tiers in the Accountability Index: exemplary, very good, good, acceptable, struggling and priority >>Some discussion over the tier labels. Chair Mary Jean Ryan thinks the “acceptable” tier isn’t acceptable and would like another name for the tier. Sheila Fox suggested “fair.” Members seemed to agree with that. Jeff Vincent suggested the SBE conduct some focus groups to find labels that make sense to stakeholders. Dr. Mayer shared that the SPA group has done some focus group work but didn’t ask if the labels matched the point range.<<

LIVE BLOG: SBE

viking — Thu, 14 May 2009 20:57:12 +0000

1pm-1:50pm Accountability Index, continued — Dr. Pete Bylsma English Language Learners Recommendations -Exclude results of ELLs in their first 3 years of public school enrollment, or until achieving Level 3 on WLPT -Use performance on WLPT to provide feedback about wheter ELLs are on track to meeting standard -Report detailed WLPT results on OSPI Report Card Alternative Schools Recommendations -Compare index as usual and use normal rules to determine AYP -If alternative school does not make AYP in 2 consecutive years or “in improvement,” look at more complete set of data Proposed Recognition System -Use same accountability matrix, receive recognition when meeting specific benchmarks -Applies to both schools and districts -Two forms of recognition

1. Outstanding overall performance

*Recognition in 8 areas for very high levels of performance

*Must meet rigorous minimum conditions to ensure only truly outstanding performance is recognized

2. Noteworthy performance

*Recognition in each of the 20 cells when the 2-year average is at least 5.5 and when the index averages at least 5.0

*Less stringent minimum conditions

>>There was some concern over language used to describe/refer to alternative schools. Members were reminded of the diversity among alternative schools and the students they serve. Superintendent of Public Instruction Randy Dorn appreciated the work of the SPA group and the creation of the Accountability Index, but felt that recognition should also be at the discretion of the superintendent’s office. Dr. Mayer said the group felt the systems (superintendent’s awards and Accountability Index recognition) could easily coexist.<< 1:50pm-2:45pm Update on OSPI Math Plans and Proposed Changes to Math Rule for High School Students — Dr. Alan Burke, Dr. Kathe Taylor OSPI Math Plans -Superintendent’s recommendations for K-5, 6-8 and 9-12 instructional materials have all been issued -Work continues on collecting and making available supplemental material supports for districts -Core academic standards (CCSSO, NGA, College Board, ACT, and Achieve) movement may have an effect on current math standards [Washington is working with this group] -Grade 3-8 Mathematics Measurements of Student Progress

*Begin online testing in 2010

*SBE sets cut scores in July/August 2010

-High School Mathematics High School Proficiency Exam

*Shorter, single-session tests in 2010

*Begin end-of-course tests in 2011

-Two “base” tests: Algebra I/Integrated I and Geometry/Integrated II

-Base tests augmented with course specific topics

-SBE sets cut scores in July/August 2011

*Re-take “common core” exam to graduate high school (for students taking math EOCs before high school)

>>Lot of discussion around national standards. OSPI seems to like the idea (and potential cost savings). Concerns and pushback from some board members. Questions raised about the fate of the publishing and testing companies.<< Changes to Math Rule -Students who takes high school courses before high school may choose to not have the course recorded on their transcript -What to do with students who take Algebra or Geometry before 9th grade and don’t record course? -Rule Revision Recommendation 1: students move on to receive at least 2 credits in a progressive sequence -Rule Revision Recommendation 2: after students earn credit in Algebra II, they can choose math courses that meet their education and career goals (staff recommendation) >>General board consensus is around Rule Revision Recommendation 2.<< 2:45pm-2:55pm Public Comment Julie Wright, Where’s the Math? — Concerns with certain math curricula; would like more parent participation in curriculum decisions

LIVE BLOG: SBE

viking — Thu, 14 May 2009 22:08:59 +0000

3:15pm-5pm Consideration of Future Work Based on State Budget and Federal Fiscal Stimulus Package and Retreat Planning >>Board members reflected on positives from the past year. Things mentioned include better run board meetings, collaborating with stakeholders, and enacting good policy. Big shout outs to LEV’s organizing students to testify in support of CORE 24 [whoop whoop].<< Things to Remember about the Federal Stimulus Package — Jeff Vincent -Four assurances of State Fiscal Stabilization Fund are very important -There are different pots of money >>Discussion about various foundations and private dollar possibilities. Members expressed disappointment over Washington’s rank in various reports. Then much discussion about the Gates Foundation. Followed by discussion of the Core Standards work.<< Small group discussions about the SBE strategic plan

"Our teachers, our voice"

viking — Fri, 15 May 2009 19:32:14 +0000

Um, wow. Bonnie and I just got back from a student rally at Franklin High School, and it was awesome and inspiring and empowering. [caption id="attachment_1848" align="alignnone" width="500" caption="Clayton, a Franklin senior, speaks to the crowd"][/caption] More than 100 students gathered to protest teacher layoffs during their lunch period. Organized by passionate seniors Sunny Nguyen and Clayton Ruthruff, the students chanted "our teachers, our voice" in support of teachers who recently received layoff notices. Students are frustrated with the layoff policies weighing years in the classroom over demonstrated performance. Clayton, who came running at the bell with megaphone in hand, opened the rally with, "We want quality teachers, not teachers who have been here longer." He encouraged students the channel their anger into positive change. Sunny followed, encouraging attendance at the next Seattle School Board meeting. They then pulled Bonnie up, who offered additional words of encouragement. [caption id="attachment_1849" align="alignnone" width="333" caption="Sunny asks other students to sign petition cards."][/caption] The rally ended with students filling out petition cards against the "last hired, first fired" layoff policy and voting for the top school issue. Students overwhelmingly identified "termination of our teachers" as the most pressing issue facing Franklin. We weren't the only over-18s in the crowd. A small group of parents and educators joined the students in supporting quality teachers. No matter how many events like this I attend, I am always inspired -- especially when students are acting as their own advocates. So often we speak on behalf of students. It's nice to hear things straight from the horse's mouth, as it were.

Join us tonight!

viking — Mon, 18 May 2009 15:41:23 +0000

We hope you'll join us tonight for a town hall meeting to hear Kati Haycock, president of The Education Trust, speak about the next steps for education advocates and participate in a robust conversation about the future of our public schools. Tonight: Monday, May 18th, 7 – 9 PM Seattle Public Library Microsoft Auditorium 1000 Fourth Avenue, Seattle, WA 98104 View your invitation to this event. Please send your RSVP to katie@educationvoters.org. Kati Haycock is one of the nation’s leading child advocates in the field of education. As president of The Education Trust, Kati speaks up for what’s right for young people, especially those who are poor or members of communities of color. We hope to see you tonight at this free public town hall for students, parents, and education advocates who are interested in building the movement for education reform.

Education news of the day

viking — Mon, 18 May 2009 15:48:07 +0000

Play nice: Seattle district, teachers agree to negotiate over training day Derive this: Educators challenging idea that numerical ability comes naturally Welcome to the bandwagon: Editorial: Dropout factories

Governor signs landmark education reform bill

viking — Tue, 19 May 2009 20:17:14 +0000

Gov. Chris Gregoire signed a landmark education reform bill, Engrossed Substitute House Bill 2261, today in Olympia. A broad-based coalition of parents, business leaders, community members and education stakeholders, which includes the League of Education Voters, issued the following news release after the bill signing. ------------------------------------------------------------------------------------------------------------- News Release: May 19, 2009

Governor signs landmark education reform bill

Parents, school advocates applaud beginning of movement to redefine and fully fund “basic education”

OLYMPIA – More than 100 parents and education advocates joined Gov. Chris Gregoire as she signed a landmark education reform bill, Engrossed Substitute House Bill 2261, today in Olympia. “Today is a historic day for Washington’s children in the midst of challenging times,” said Laura Bay, president of the Washington State PTA. “Parents and school advocates are deeply concerned about the impact of state budget cuts to schools. We’re grateful, however, that lawmakers took bold action to protect education funding from devastating cuts in the future by expanding ‘basic education’ to include the tools our children need to succeed in life.” “The signing of this education reform bill is important to our economy,” said Terry Byington, executive director of TechAmerica Washington. “The future of our state and nation depends on every child receiving a high-quality education that prepares them for the jobs of today and tomorrow.” “The signing of the education reform bill is, in large part, a testament to the hard work of parent and citizen advocates who worked to achieve positive changes for children and public schools,” said Jen Boutell, parent and Tacoma Stand for Children leader. At the last minute, the governor vetoed the section on early learning. “We’re deeply disappointed that the governor chose to veto the section that would have provided early learning for at-risk children,” said Chris Korsmo, executive director of the League of Education Voters. “We take the governor at her word that she’ll prioritize early learning next session. This is a top priority of ours and the children of our state.” A broad-based coalition of parents, business leaders, community members and education stakeholders worked closely with legislators for months to pass ESHB 2261. The reforms, which begin in 2011 and will be fully implemented by 2018, will:

Expand the school day so high school students can take more math, science and world language courses to graduate with 24 credits;
Redefine basic education to include all-day kindergarten, highly capable education, transportation and other academic programs and support services students need to succeed in school;
Make school funding more transparent for school leaders, lawmakers and parents through the use of a “prototypical schools” model; and
Direct the State Board of Education to create an accountability system and intervention measures targeted at challenged schools and districts.

“Our state is now committed to reforms that will prepare every child for college, work and life,” said Cheryl Jones of the Black Education Strategy Roundtable. “But, the work has just begun. It’s up to all of us—parents, educators and students—to work closely with our lawmakers to implement these reforms. Our education system depends on it, and all of our children deserve nothing less.”

PESB meeting: May 20-21

viking — Tue, 19 May 2009 22:11:36 +0000

The Professional Educator Standards Board will meet tomorrow and Thursday in La Conner. You can see the agenda here. We'll be there tomorrow, live blogging as usual.

Surprise veto and bitter disappointment

viking — Tue, 19 May 2009 22:15:01 +0000

Today was supposed to be a happy day for me, the LEV team, and all of us who fought so hard on behalf of kids this session. At LEV, George, Lisa, Chris and I have been working on including early learning in the revised definition of basic education for two years now. It started as a bit of a dream. An idea that had more research behind it than many current programs in the definition of basic education - but that seemed too difficult to pull off. We worried about political will, legality, funding, etc. etc. By some miracle, including early learning in the revised definition of basic education made it in the final recommendations of the Basic Education Finance Task Force AND through the legislature. How? Team work. I'll be honest, in the beginning the advocates were pretty silo'd. There were early learning folks and K-12 folks. But, something happened to change that and I believe it was this legislation. Suddenly legislative chairs at PTA Focus Day were prioritizing early learning in their letters to the editor and speeches, and early learning advocates were speaking to the importance of a robust definition of basic education. All advocates became P-16 advocates. This legislation forced all of us to understand the solid case for early learning. It became common sense - the program to invest in especially during a recession. Today the Governor ended this work with a surprise veto that resulted in bitter disappointment. As I mentioned, I arrived to the Capitol this morning ready to celebrate promise and possibility. And, there is much to celebrate. She did sign most of the bill, which is a historic step forward. However, we also had some bad news in the form of a surprise announcement. Right before the signing we learned that the early learning component of the bill was going to be vetoed by the Governor. As people slowly figured out what was happening, you could hear people gasp in the hall and wonder what occurred. No one knew beforehand including key legislators or staff. We don’t really know what happened to cause this. I personally believe it had little to do with kids. Adults have a terrible way of getting in the way of progress for kids. There is something I do know though. We won’t give up. Including early learning was a key component of the legislation. There is solid research and much of it that demonstrates that children who are at-risk, who receive early learning intervention, will do better in school and life. In short, high-quality early learning could prevent the achievement gap before it starts. As more children enter kindergarten ready to succeed, the pace of the entire class can pick up. The bar is raised for every child, which is what every child needs. Including early learning for at risk children was a cornerstone of a “kid” focused bill. I am more than disappointed in Gov. Gregoire's action today. I'm shocked, heartbroken, and ready to take action. Stay tuned ...

A historic--but bittersweet--day for kids

viking — Tue, 19 May 2009 23:45:25 +0000

It’s a historic--but bittersweet--day for Washington’s children and schools. Gov. Chris Gregoire signed Engrossed Substitute House Bill 2261, which marks the beginning of the movement to redefine and fully fund “basic education” so all children receive the support they need to succeed in college, job training, work and life. A broad-based coalition of parents, business leaders, community members and education stakeholders worked closely with legislators for months to pass the landmark education reform legislation. The reforms, which begin in 2011 and will be fully implemented by 2018, will:

Expand the school day so high school students can take more math, science and world language courses to graduate with 24 credits;
Redefine basic education to include all-day kindergarten, highly capable education, transportation and other academic programs and support services students need to succeed in school;
Make school funding more transparent for school leaders, lawmakers and parents through the use of a “prototypical schools” model; and
Direct the State Board of Education to develop an accountability system and intervention measures targeted at challenged schools and districts.

Two reasons make this a bittersweet occasion. In a surprise veto, the governor removed the section that included early learning in the revised definition of basic education. The governor disagreed with the approach to provide early learning for only at-risk children. We are deeply disappointed. Including early learning was to be the foundation of a child-focused bill. Solid research demonstrates that children who are at-risk, who receive high-quality early learning, will do better in school and life. However, the governor pledged to work with policymakers to provide early learning opportunities for all children. This issue continues to be a top priority of ours and we will count on your support moving forward. This afternoon, the governor also signed the 2009-2011 state budget into law, which cuts more than $1.5 billion from public education. Already, children, teachers, schools and colleges are feeling the impact. Going forward, it’s crucial that we continue to remind our policymakers that these cuts are devastating to our state’s education system and the future prospects of our children. As for ESHB 2261, the work has just begun. It’s up to all of us to ensure these reforms are implemented so our educators and schools receive the support they need to provide the high quality education that every child deserves.

Task Force grapples with cost of basic education

viking — Sat, 09 May 2009 19:19:41 +0000

The Basic Education Finance Task Force met for the fourth time this year. Advocates, educators and print reporters crowded the room to hear Task Force members grapple with the question of what should be included in the cost of basic education. Click here to read George Scarola's account of the meeting. Stakeholder groups have been invited to make formal presentations at the next Task Force meeting in June. The League of Education Voters Foundation has been working with a team of education finance experts for more than a year to develop our proposal A Way Forward. We will present A Way Forward at the next meeting and make this available online in early June. Spread the word about College Bound Scholarships Did you know thousands of Washington's students from low-income families can go to college for free? However, only 7,000 of 56,000 eligible low-income students have signed up for the Washington College Bound Scholarship. The scholarship covers the cost of tuition, fees and books at two- or four-year colleges and universities for 7^th and 8^th grade college bound students. All they need to do is sign a pledge and meet the eligibility requirements. Spread the word! Visit this website to find out more information and to view an online application. In addition, a new campaign called KnowHow2Go Washington is sponsoring a statewide college access summit at the University of Washington on May 20. Click here for more details.

You won't want to miss this event about the future of kids and schools in Washington on May 18th

Chris Korsmo — Tue, 12 May 2009 22:25:00 +0000

Join parents and school advocates to find out what's next for your kids and schools in Washington State. You're invited to a town hall meeting to hear Kati Haycock, president of The Education Trust, speak about the next steps for education advocates and join a robust conversation about the future of our public schools. Monday, May 18th, 7 - 9 PM Seattle Public Library Microsoft Auditorium 1000 Fourth Avenue, Seattle, WA 98104 View your invitation to this event. Please send your RSVP to katie@educationvoters.org. Kati Haycock is one of the nation's leading child advocates in the field of education. As president of The Education Trust, Kati speaks up for what's right for young people, especially those who are poor or members of communities of color. We hope to see you at this free public town hall for students, parents, and education advocates who are interested in building the movement for education reform. Chris Korsmo Executive Director We have moved! Our new address is 2734 Westlake Ave N Seattle, WA 98109.

A historic--but bittersweet--day for kids

viking — Tue, 19 May 2009 22:27:58 +0000

It's a historic--but bittersweet--day for Washington's children and schools. Gov. Chris Gregoire signed Engrossed Substitute House Bill 2261, which marks the beginning of the movement to redefine and fully fund "basic education" so all children receive the support they need to succeed in college, job training, work and life. A broad-based coalition of parents, business leaders, community members and education stakeholders worked closely with legislators for months to pass the landmark education reform legislation. The reforms, which begin in 2011 and will be fully implemented by 2018, will:

Expand the school day so high school students can take more math, science and world language courses to graduate with 24 credits;
Redefine basic education to include all-day kindergarten, highly capable education, transportation and other academic programs and support services students need to succeed in school;
Make school funding more transparent for school leaders, lawmakers and parents through the use of a "prototypical schools" model; and
Direct the State Board of Education to develop an accountability system and intervention measures targeted at challenged schools and districts.

Two reasons make this a bittersweet occasion. In a surprise veto, the governor removed the section that included early learning in the revised definition of basic education. The governor disagreed with the approach to provide early learning for only at-risk children. We are deeply disappointed. Including early learning was to be the foundation of a child-focused bill. Solid research demonstrates that children who are at-risk, who receive high-quality early learning, will do better in school and life. However, the governor pledged to work with policymakers to provide early learning opportunities for all children. This issue continues to be a top priority of ours and we will count on your support moving forward. This afternoon, the governor also signed the 2009-2011 state budget into law, which cuts more than $1.5 billion from public education. Already, children, teachers, schools and colleges are feeling the impact. Going forward, it's crucial that we continue to remind our policymakers that these cuts are devastating to our state's education system and the future prospects of our children. As for ESHB 2261, the work has just begun. It's up to all of us to ensure these reforms are implemented so our educators and schools receive the support they need to provide the high quality education that every child deserves. George Scarola Legislative Director

Education news of the day

viking — Wed, 20 May 2009 16:20:19 +0000

Gregoire signs bill overhauling education, but vetoes 2 parts Column: Teacher retention should be based on effectiveness Gregoire signs new $35B state budget Early learning advocates aren't happy with Gregoire veto Editorial: Enacting education reform will be tough job

LIVE BLOG: PESB

viking — Wed, 20 May 2009 16:55:50 +0000

9:05am-9:45am Legislative Session Outcome — Jennifer Wallace -HB 2261 *By January 2010, PESB must *Have new knowledge, skill and performance standards calibrated at each level of certification *Adopt a new definition of “master teacher” *Proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness at pre-service level *Update on implementation of uniform and external assessment for teacher professional certification *Have a recommendation on the length of time a residency certification is valid *Beginning no earlier than September 2011, professional certification shall be based on a minimum of two years of successful teaching experience and may not require candidates enroll in a professional certification program *Beginning July 2011, residency teacher preparation programs must demonstrate how program produces effective teachers

>>Questions from members about the impact of this on colleges of education. Ms. Wallace shared that some colleges have indicated they will not continue to offer ProCert programs. PESB members from institutions of higher education indicated some would and others would not continue to offer ProCert programs.<<

*Three workgroups will have a PESB member on them -HB 2003: changes in PESB responsibilities and composition

*Shrinking to 12 members and the Superintendent of Public Instruction

*Removes current PESB responsibility of hearing certification appeals

-SB 5973 and HB 2261: cultural competencies -HB 1675 -HB 1156 -Final budget 9:45am-10:55am Recommendations for the Conceptual Model of the Evidence-Based Pedagogy Assessment — Larry Lashway, Esther Baker, Cap Peck, Colleen Fairchild -Recommendations for pre-service level EBPA:

*Would be external (conducted by non-supervisor)

*Should include video clips

*Should have scoring system that provides fast, timely feedback to candidates and programs

*Assessment should include university faculty and supervisors in the scoring process

*The standards and criteria for the Teaching Cycle should be aligned with standards and criteria for the Professional Certificate assessment

*The formal “external” assessment of core teaching skills should be supplemented by a program-implemented assessment (the “Longitudinal Record”) during student teaching

-Unresolved issues

*Content specificity

*Scale

*Cost

*Timelines

*Legal concerns (namely around video clips)

>>Back and forth exchange on scale and timely feedback. Some concern from Board members on cost to candidates, worried it will act as a deterrent. Some members also concerned about the time needed to grade exams (2-3 hours to grade, for 2,000+ candidates).<<

Photos!

viking — Wed, 20 May 2009 17:12:08 +0000

[caption id="attachment_1886" align="alignright" width="300" caption="Parents, kids, and education advocates joined lawmakers and Gov. Gregoire for the signing of ESHB 2261 into law."][/caption] It's been a busy week! Education advocates heard Kati Haycock talk about strategies to close the achievement gap on Monday and attended the basic education reform bill signing in Olympia Tuesday. Check out the photos from these events: Kati Haycock Town Hall - May 18, 2009 Basic Education Reform bill signing - May 19, 2009

LIVE BLOG: PESB

viking — Wed, 20 May 2009 18:25:31 +0000

11:05am-12:10pm PESB/Washington State Letter of Intent for Participation in Cross-State Pilot of California’s Teacher Performance Assessment — Jennifer Wallace, Raymond Pecheone -Partnership between ACTE, CCSSO, Stanford University -In California, have 6,000 candidates annually, so scale is not much of an issue -Portfolio scoring takes 2 hours or less -Designed as a bridge to induction -Washington’s timeline is a bit faster than the project’s, but not a big deal 12:10pm-12:25pm Public Comment Lucinda Young, WEA — Budget cut $1.5 billion from education, need to make up losses to pension and compensation, resources may not be available for things PESB wants to do; 16 days of the school year will be paid for with federal stimulus funds; higher education is also cut; teachers who might normally volunteer to help grade assessments might be too stretched at their schools; WEA members feel HB 2261 says institutions of higher education and the licensure system are unable to provide quality teachers; some WEA members are angry about ProCert, but younger teachers who recently went through ProCert have good things to say; WEA members trust PESB; please continue to reach out to educators, WEA will be glad to help; despite cuts, it’s important we keep quality licensure system

LIVE BLOG: PESB

viking — Wed, 20 May 2009 20:51:40 +0000

1:15pm-2:05pm Innovative Practices Showcase: Western Washington University — Stephanie Salzman, George “Pinky” Nelson Spotlight on some of the great things WWU does to prepare teachers. Mr. Nelson encouraged the PESB to raise the passing score on the WEST-E. Ms. Salzman said WWU is excited about the ProCert assessment and plan to use it to help teacher candidates. Mr. Nelson added that they are grateful to OSPI for providing the data for the students in the classrooms of pre-service teachers. Ms. Salzman and Mr. Nelson also spoke to the importance of moving away from teacher preparation programs as “puppy mills,” and really increase quality [Ms. Salzman’s words, not mine].

>>Some questions from PESB members about the high number of elementary education teachers WWU graduates. Ms. Salzman said they analyze data and talk to the state about anticipated need in all areas.<<

2:05pm-2:45pm Results and Recommendations from the Professional Certificate Portfolio of Evidence Assessment Evaluation Committee — Esther Baker ETS was the only company to respond to the RFP. The ETS proposal will cost $5.5 million for five years.

>>Representative from Gonzaga University voiced concerns about the assessment, namely it being a high stakes test for teachers, questions about teachers on special assignment and in other duties, and teachers already having a lot on their plates.

>>Some PESB members are concerned about the assessment, and the cost. Jennifer Wallace reminded the board that they have been working on this for some time, and have brought down the cost significantly. And with the new legislative mandate (HB 2261), the board needs to propose an assessment, so if not this, then what? Shannon Lawson said teachers she has worked with have responded positively to the ProCert pilot, and keeping the cost under $500 seems reasonable (some districts offer stipends). Grant Pelesky was the only member to vote against the item.

ETS consultants said they hear the board's concerns, and plan to work with educators as they develop the assessment.<<

A poignant reminder from the First Five Years Fund

viking — Wed, 20 May 2009 21:11:29 +0000

How would the lives of at-risk children be different if we invested in high-quality early learning programs, starting at birth? Watch the First Five Years Fund's new video and see—through the voices of the children themselves—just how powerful the change can be. A poignant reminder that we have much work to do in Washington to provide quality early learning for every child, especially children who are at-risk. Join the movement... [youtube=http://www.youtube.com/watch?v=Eis-CLs6ds8&feature=player_embedded]

Education news of the day

viking — Thu, 21 May 2009 16:38:50 +0000

Hallelujah! 158 Issaquah teachers may get to keep jobs after all Huge win in Yakima!! Editorial: Taking stock of the bond Heartbreak: Editorial: Don’t buy the claims for universal preschool

Wonky words: Report on education equity

viking — Fri, 22 May 2009 21:55:32 +0000

The Schott Foundation for Public Education just released Lost Opportunity: A 50 State Report on the Opportunity to Learn in America. In this report, the states are ranked on the opportunity to learn provided to all students. What I find really interesting is where the report calls out the economic consequences of each state's education system. This report puts Washington’s annual economic burden to taxpayers because of inequity at $507 million. Yep, that’s $507 million each year, or $1.1 billion each biennium. To give some perspective, the annual economic burden in Virginia is $1.5 billion, in Massachusetts, $852 million, and in Oregon, $16 million. Here are some more numbers for Washington: Potential Return on School Improvement Investment: 250% (Differences attributable to high school graduation per annual cohort) State Annual Total Lifetime Health Loss $100 million State Annual Crime-Related Loss $65 million State Tax Losses (Lifetime) $342 million Annual Lost Lifetime Earnings $704 million (Difference attributable to high school graduation per annual cohort) Net Annual Potential Revenue Increase from Equity $313 million (After deducting estimated cost of improving schools) Just some food for thought for the holiday weekend.

Education news of the day

viking — Tue, 26 May 2009 15:55:14 +0000

Wake up: Schools have much to do to meet standards of achievement Simple majority success: North Mason school levy gains support in latest count Build on: Yakima schools bond issue still winning Sharing the (lack of) wealth: Teachers give back during recession

Kati Haycock Town Hall on Seattle Channel

viking — Tue, 26 May 2009 20:22:33 +0000

If you missed last week's Kati Haycock presentation, you can view it online via the Seattle Channel. We've also posted the presenation files online and you can read Peter Callaghan's blog about the key findings.

TRUTH SQUAD: Early learning veto

viking — Tue, 26 May 2009 22:13:00 +0000

Last week The Seattle Times published an editorial in support of Gov. Gregoire's veto of the early learning section in HB 2261. We, like so many others across the state, were saddened to lose that part of the bill, and see some things a bit differently than The Times.

*The Seattle Times* *“Governor shows leadership on early learning” May 22, 2009*	League of Education Voters’ Truth Squad
Gregoire vetoed language in the bill that focused narrowly on low-income preschoolers. State efforts around early learning must be broader.	Governor Chris Gregoire today vetoed the section of the Basic Education Bill (House Bill 2261) that stated the intent to provide a program of early learning for at-risk children as part of the state’s definition of basic education. As part of basic education, funding for this program would have been under the protection of the Washington State Constitution in the same way much of K-12 funding is protected. The program would have been developed by a work group led by OSPI and the Department of Early Learning (DEL). Much like the state’s phase-in of all-day kindergarten, this program of early learning would have initially targeted those children most at-risk of falling behind, with the option to expand the program to all children in Washington if deemed appropriate.
Nothing will be lost. Gregoire established the state Department of Early Learning and promises it will retain a focus on early learning, including broadening access and improving academic quality.	The Governor established DEL in 2005. Recently Dr. Bette Hyde, former superintendent of the Bremerton School District, became the head of the department. Dr. Hyde will provide strong leadership for DEL, however it isn’t true to say that ”nothing will be lost.” The 2009-2011 budget included $12 million in budget cuts, a 10% reduction from the maintenance budget. DEL will have to lay off an estimated 30 FTEs during this time period.
At both the federal and state level, spending and efforts on early learning are unprecedented. About $1 billion is targeted to the federal preschool program, Head Start, for the next two years.	The ARRA federal stimulus package included $1.1 billion for Early Head Start expansion, awarded by competitive grants. We do not know how much money, if any, Washington State will receive. Preference is given to centers with Early Head Start programs. Washington State serves 14% of eligible children through Early Head Start. In Seattle, Washington’s largest urban area, only 243 Early Head Start slots are available. The remaining $1.235 billion will be used for Head Start programs serving 3- and 4-year-old children. Since Head Start has been vastly underfunded in the past eight years, much of the funding will be used to raise the level of quality with the children who are currently being served. Only 18% of Head Start funding will be used to expand programs and serve new children. Source The state budgets allocates $121 million to DEL, a much smaller allocation than to K-12 or higher education (K-12 is $13 billion, higher education is $3 billion).
Gregoire boosted funding and enrollment for the state equivalent (to Head Start) in 2007.	Gov. Gregoire added funding to the Early Childhood Education and Assistance Program (ECEAP) in the 2007-2009 biennium. She increased funding to $6,500 per child (compared to Head Start’s $9,500 per slot) and added funding for 2,250 additional slots. In Washington, ECEAP serves 23% of low-income preschoolers, while Head Start serves 35%. This means that 42% of eligible low-income preschools are unserved due to lack of funding.
This budget year, she made only incremental cuts despite one of the most challenging budgets in state history.	Early learning programs were cut by $12 million, or 10% of total funding. This figure includes federal stimulus funds.
Other federal funds can be used for early-childhood education, including hundreds of millions in the Individuals with Disabilities Education Act for programs that served disabled children from infancy to kindergarten age.	Individuals with Disabilities Education Act and Title I funding can be used for early learning programs, however this is unlikely due to funding strains on K-12 programs. With the K-12 system looking at cuts upwards of $1 billion for the 2009-11 biennium, including layoffs of at least 4,000 educators, districts will most likely use additional IDEA and Title I funds to preserve teaching and support staff positions.
The recent economic-stimulus package included $13 billion for schools with large populations of children from low-income families. The money can be used to pay for early-childhood programs.	Ditto above.

Education news of the day

viking — Wed, 27 May 2009 17:12:25 +0000

So close, and yet: Bainbridge school bond could turn on ‘challenged' ballots Helping hands: B-E program has recipe for success Good news in Issaquah: Teacher layoffs reduced smART: Getting scientific about arts education

WA receives $672 million in stabilization funds

viking — Wed, 27 May 2009 21:00:55 +0000

The U.S. Department of Education released Washington's first wave of state fiscal stabilization fund dollars, to the order of $672 million. In our application, we asked for $820 million: Restore the level of state support for K-12 in FY2009: $362 million Restore the level of state support for colleges in FY2009: $0 Restore the level of state support for K-12 in FY2010: $357.3 million Restore the level of state support for colleges in FY2010: $100.7 million Nothing in the U.S. Dept. of Ed. press release indicates why we received less than we applied for. However, the feds do note that we are eligible to apply for an additional $331 million in SFSF monies this fall. And prior to the SFSF payout, Washington received $194 million in stimulus funds (for Title I, IDEA, vocational rehabilitation and independent living grants). Much of our 23-page application contains assurances Gov. Gregoire had to sign off on. Superintendent of Public Instruction Randy Dorn only needed to sign one page, and even then it was optional, go figure. (Most likely because most school chiefs are appointed, rather than elected). Attachment A of the application provides a summary of Washington policies and procedures that "address the assurances" and "illustrate means by which Washington will address them" (page 15-16 of the PDF).

Education news of the day

viking — Thu, 28 May 2009 16:42:16 +0000

Thank you, thank you, thank you: For retiring superintendent Soria, mission accomplished Temporary windfall: Wash. gets $672M in education stimulus Sign of the times: Seattle school sign-up points to more students

Beating the odds

viking — Thu, 28 May 2009 21:26:22 +0000

It’s a tough economic climate—especially to achieve the supermajority vote needed to pass a school bond. And yet, that’s exactly what happened last week thanks to the tenacity and hard work of students, schools, and volunteers in Yakima. For the first time in nearly 20 years, voters in the Yakima School District approved a $114 million school bond to build a new high school and modernize seven other schools. The critical factor for this success story was the kids! Two student coordinators from each high school worked together to organize their peers and community members to build support for the school bond. One of the culminating events was the BondFest rally, where students from each school marched from their campus to the park to hear speakers and performances. More than 1,000 students and community supporters attended the event. In an election with nearly 12,000 votes cast, students and volunteers delivered a powerful message that reached more than 10,000 voters via door-to-door knocking, phone calls, and rallies. These students truly gave their heart and soul. Their work will mean future high school classes will learn and walk the halls of modern and safer buildings. Special thanks should go to Central Washington Progress and The Washington Bus for providing technical help and know-how around elections and organizing. If you’re starting up a levy and/or bond campaign in November or next year—you’re not alone! Yakima is a success story that can work in any community in the state. At LEV, I’m one of two field organizers who will travel anywhere in Washington State to help you setup and develop a solid plan to win a school levy or bond. We can also put you in touch with other resources that can provide voter analysis and assistance with K-12 finance and organizing. And, there’s LEV’s Levy Library for online access to collective knowledge from dozens of past levy and bond campaigns. Contact me or Frank Ordway, our NW WA Regional Director, about getting involved in or running a levy or bond campaign at info@educationvoters.org.

Education news of the day

viking — Mon, 01 Jun 2009 17:19:22 +0000

Awards given out but are pink slips next?: Local school employees dominate at statewide awards program Texting is the new note passing: Students Crave a Break on Cellphone Ban Mistakes uncovered in "Discovering Math" books: Seattle Schools' "Discovering Math" curriculum risks a generation of students Seattle's Summit K-12 says goodbye: Alums, teachers say goodbye to Seattle's Summit K-12

Education News of the Day

viking — Tue, 02 Jun 2009 17:17:30 +0000

Turnaround? U.S. effort to reshape schools faces challenges Boys drool? Girls worse at math? No way, new analysis shows Warning signs: Preventing high school dropouts can start in 4th grade

Districts face ~9% cuts in FY09-10 budgets

viking — Tue, 02 Jun 2009 19:19:20 +0000

Some of us have been wondering aloud how the 2009-11 budget impacts each district. Finally, we have an idea. Thanks to numbers crunched largely by OSPI, we’ve compiled two docs showing the projected loss each district is facing for fiscal year 2009-10 (district fiscal years run September-August, rather than July-June). One doc lists the districts by name, the other by enrollment (useful for comparing districts of similar size). At the state level, we’re looking at a reduction of 8.9%, or about $652 per student. The median for all districts is a reducation of 8.92%, or about $687 per student. Just a reminder, these are reductions for the 2009-10 school year, not the biennium. FY 09-10 district budgets, by district FY09-10 district budgets, by enrollment

Beating the odds

viking — Thu, 28 May 2009 22:29:47 +0000

It's a tough economic climate-especially to achieve the supermajority vote needed to pass a school bond. And yet, that's exactly what happened last week thanks to the tenacity and hard work of students, schools, and volunteers in Yakima. For the first time in nearly 20 years, voters in the Yakima School District approved a $114 million school bond to build a new high school and modernize seven other schools. The critical factor for this success story was the kids! Two student coordinators from each high school worked together to organize their peers and community members to build support for the school bond. One of the culminating events was the BondFest rally, where students from each school marched from their campus to the park to hear speakers and performances. More than 1,000 students and community supporters attended the event. In an election with nearly 12,000 votes cast, students and volunteers delivered a powerful message that reached more than 10,000 voters via door-to-door knocking, phone calls, and rallies. These students truly gave their heart and soul. Their work will mean future high school classes will learn and walk the halls of modern and safer buildings. Special thanks should go to Central Washington Progress and The Washington Bus for providing technical help and know-how around elections and organizing. If you're starting up a levy and/or bond campaign in November or next year-you're not alone! Yakima is a success story that can work in any community in the state. At LEV, I'm one of two field organizers who will travel anywhere in Washington State to help you setup and develop a solid plan to win a school levy or bond. We can also put you in touch with other resources that can provide voter analysis and assistance with K-12 finance and organizing. And, there's LEV's Levy Library for online access to collective knowledge from dozens of past levy and bond campaigns. Hit 'reply' to contact me or Frank Ordway, our NW WA Regional Director, about getting involved in or running a levy or bond campaign. Kelly Munn Statewide Field Director

Send a child to college for free

viking — Thu, 04 Jun 2009 22:31:06 +0000

Our future as a state and nation depends on our children receiving the education and job training they need to succeed in life. With only 17 out of 100 9th graders earning a college diploma, all of us have a responsibility to help every child. Now, it could be as easy as FORWARDING this message on to friends, family, colleagues, and students you know TODAY! Children from low-income families in 7th, 8th, or 9th grades could attend college for FREE thanks to the College Bound Scholarship offered by Washington State. It's a four-year scholarship that will cover the cost of college tuition, fees, and books. Parents can bring their child to a College Bound sign-up event: When: Saturday, June 6, 2009 Where: Seattle University-Campion Ballroom 901 12th Street, Seattle, 98122 Time: 9:00 a.m. - 10:30 a.m. The deadline for 8th and 9th graders to apply is JUNE 30, 2009. Click here for more information. Or, students can apply online via this application form. Students can apply for the scholarship if they meet one of the following:

Are eligible to receive free and reduced-price lunch;
Receive TANF benefits;
Are a foster youth; or
Meet the income standards.

Please FORWARD this message today to help send a child to college for free. Kelly Munn Statewide Field Director

Education News of the Day

viking — Fri, 05 Jun 2009 16:23:17 +0000

Stay Strong: Future legislatures must follow through on school reform wOOt: Students get involved, get results -- and get our praise Early learning matters: Washington's missed opportunity for school readiness

Are you as concerned about math as I am?

viking — Mon, 08 Jun 2009 08:28:55 +0000

I have three children; all have the potential to be very good at whatever they apply themselves to. When they were in kindergarten I believed they could be anything they wanted to be. I still believe that they could be whatever they wanted to be. But they don't. Somewhere along the line they each decided that they are "no good at math". When my oldest child was in fourth grade he put his head on the table and said that he was "stupid at math", I took him to tutors. He has done good work since. But he never regained his confidence. My kids actually do ok to great in math, but, they aren't "math kids", they aren't going to be engineers, or mathematicians or scientists. They just don't think they are very good at math, and therefore rule those futures out. This breaks my heart. They have the capability; they just don't believe me when I tell them. Math at school has been such a mixed experienced. At one school the teachers don't hand back the exams so the kids don't know what they have done wrong. Another school told us parents to not have our children memorize the times tables. I tried to help my son with his math and it turns out they don't have math textbooks anymore, so I went on-line looking for a formula, but it appears they don't do formulas anymore either. I had to read three pages before I found the formula, and then, I didn't understand it! And, it was long division. So I gave up. I didn't help him. I have many regrets. I repeatedly wonder if I should have put them in private school or, if I should have had them tutored every year in math. Somehow I feel like I failed them. When I talk to the educators they tell me that our test scores are good, our Timms scores are one of the best, and our SAT's are some of the best in the nation. But, when I talk to employers, they say something else. Microsoft's Director of Human Resources says that Microsoft only hires 1% of their employees for Washington State who were born in Washington State. Only 1% of our children have the math and science skills that Microsoft needs. This is scary. Who are our children going to work for? Why can't my children work for Microsoft as engineers? But, the 1% statistic isn't the scariest thought here. Microsoft is saying that the people they hire from all across the nation and all across the world are saying they don't want to come here. That Washington States education system is falling so far behind that Microsoft is now losing potential hires. I know that business is concerned, they have banded together to do a statewide STEM (Science, Technology, Engineering, Math) initiative. Right now they are funding pilot programs in a few schools, hopefully they will branch out to a state wide effort. Parents are concerned, business is concerned, but school districts keep saying we are doing fine and that all we need to do is adopt a new curriculum that better meets the states standards. I don't buy it anymore. Right now we have the "math wars" going on in my school district. Parents have picked sides over "reform" and "traditional" math. The school district is saying that "this" curriculum is the very best for "our" students. While the district up the road has picked a different curriculum that is the "best" curriculum for "their" children. How can this be? Really? Are kids that much different 2-10 miles away? Is my school district the only district that is picking the "right" curriculum and the rest are confused? Or is my school district confused and the rest "right? How does a parent even engage in this? And, while I'm on my soapbox, why, oh why does each school district have to go through the curriculum review process? We pull our very best teachers out of the classroom to be on committees that last for a year, we spend money, we spend time, to pick curriculum why can't the state do this and just tell the school districts what to do? Oh yeah....the state does. But school boards are notorious for worrying about "local control". The state isn't going to tell "them" what to do. The state can't possible know what "our" kids need. but what about the poor child who started school in one school district where they do "discovery" math, who moves to a different school district that does "traditional math", that child is even more confused, and even more behind. What does "local control" have to do with kids learning? Really? We are wasting an enormous amount of time and money on adult concerns. We are losing the point. We need to refocus. Let's step back and rethink what we are doing, we need to rethink the curriculum, rethink the teacher training, rethink teacher recruiting, we need to rethink our focus as a community on math. We need to try to bring the STEM program statewide, we need to put the focus on math like we have on reading. Let's include parents, community, business and the education stakeholders and rethink math. I'm done arguing about which curriculum is "right". The problem is so much larger. Curriculum is just one tool in the tool box. We know what needs to be done, it's a lot of work, but I bet you are willing to help. We need to first decide if we have a problem, then figure out what the problem is, then come up with new and different ways to solve the problem. And we need more then the school district involved, we need business, and math experts, and parents, and community members. No more curriculum adoptions, no more money spent until we know what we are trying to accomplish. Let's set community goals, let's throw out all kinds of ways to get to those goals, and let us set an implementation plan to get there.

News from the Feds: Home visitation on the move

viking — Wed, 10 Jun 2009 22:32:43 +0000

The Feds are hard at work and our Washington delegation is showing serious leadership for children. Earlier this week Chairman Jim McDermott, joined by Rep. Danny Davis (D-IL) and Rep. Todd Platts (R-PA), today introduced the Early Support for Families Act. This act will implement the home visitation initiative proposed by President Obama as part of his FY2010 budget request. It will establish and expand quality programs providing voluntary home visiting to assist families with young children and families expecting children, especially in high-need communities. Now, The Early Support for Families Act is in the Senate Finance committee, which is expected to take action this week. Washington's Senator Cantwell is on the Finance Committee and has a key opportunity to include home visitation in the health care reform legislation. Unless you've been on a remote African safari, you know that the health care train is leaving the station SOON (before the August recess). Here is an action alert our friends at Fight Crime, Invest in Kids sent out this week. Don't forget to thank Sen. Cantwell for all of her previous work supporting children and families - especially SCHIP expansion (State Children's Health Insurance Program).

Please call Senator Cantwell Today :
Include Home Visiting in Health Care Reform
Senator Cantwell and other members of the Finance Committee are expected to outline their plan for Health Care Reform this week. The President's proposed home visiting initiative is a proven crime-fighting approach that should be included in the health care reform legislation. There is strong support from the Administration and members of both parties in Congress to see home visiting included in health care reform. These funds would support investments in kids that reduce crime and prevent child abuse and neglect. For this to happen, Senator Cantwell needs to hear from you!

Please call Senator Cantwell today at 202-224-3441. Your Message: Ø "Please include in health care reform the President's proposed mandatory funding initiative for the establishment and expansion of evidence-based home visitation programs in states." Ø "High-quality home visiting programs cut child abuse and neglect in half, and help parents and kids get off to a good start." Ø "These investments cut later delinquency by 60%, lower criminal justice system and other expenditures down the road, and strengthen families. Health reform must include this initiative." Please let me know if you have any questions and what response you receive from Senator Cantwell or her staff. And feel free to forward this message to others! Thanks! Laura Wells Fight Crime: Invest in Kids Washington 3706 NE 42nd Street, Suite 200 Seattle, WA 98105

Wonky words: Transforming math & science

viking — Wed, 10 Jun 2009 22:33:45 +0000

Given Kelly's post earlier this week, the release of this report by the Carnegie Corporation of New York is quite fortuitous. In it, Carnegie exams math and science education in the United States, finds it underwhelming and recommends a "mobilization plan." The plan:

Higher levels of math and science for all American students.
Common standards in math and science that are fewer, clearer and higher, coupled with aligned assessments.
Improved teaching and professional learning, supported by better school and system management.
New designs for schools and systems to deliver math and science learning more effectively.

Give it a read.

Send a child to college for free

viking — Wed, 10 Jun 2009 23:35:18 +0000

Our future as a state and nation depends on our children receiving the education and job training they need to succeed in life. With only 17 out of 100 9th graders earning a college diploma, all of us have a responsibility to help every child. Now, it could be as easy as FORWARDING this information on to friends, family, colleagues, and students you know TODAY! Children from low-income families in 7th, 8th, or 9th grades could attend college for FREE thanks to the College Bound Scholarship offered by Washington State. It's a four-year scholarship that will cover the cost of college tuition, fees, and books. The deadline for 8th and 9th graders to apply is JUNE 30, 2009. Click here for more information. Or, students can apply online via this application form. Students can apply for the scholarship if they meet one of the following:

Are eligible to receive free and reduced-price lunch;
Receive TANF benefits;
Are a foster youth; or
Meet the income standards.

Bob Craves, chairman and CEO of the College Success Foundation, wrote this op-ed about the College Bound Scholarship.

City of Seattle Town Hall Meetings

viking — Thu, 11 Jun 2009 22:38:12 +0000

The Seattle City Council wants your advice and ideas on key issues, including education, facing the city. You can voice your opinion at upcoming Town Hall Meetings on major city issues. Topics for the meetings include:

How can we best address the challenge of youth violence?
What can the City do to help ensure that Seattle’s public schools work?
What can we do to protect and increase trees and the urban forest?

Monday, June 15, 6:30-9 p.m. Eckstein Middle School 3003 NE 75th Street Thursday, June 25, 6:30-9 p.m. The Hall at Fauntleroy 9131 California Avenue SW

Education news of the day

viking — Fri, 12 Jun 2009 18:21:43 +0000

Brake time? Schools chief wants delay in math, science graduation requirements Confusion sets in: State's graduation requirements in flux Equity equation: Federal Way schools and state face off over funding Tracking progress: Data-driven schools see rising scores

Ditch your debt gremlin

viking — Fri, 12 Jun 2009 22:57:10 +0000

The Project on Student Debt created this video to help educate us all about the new income-based repayment plan available for federal loans. The program is set to begin in July. There will also be a Public Service Loan Forgiveness program, forgiving debt after 10 years of service. Check out their IBR calculator here. [hat tip: Erin Dillon at The Quick and the Ed]

HB 2661 passed – Now what? What role does an advocate have?

viking — Wed, 17 Jun 2009 00:06:08 +0000

We've done the thank yous, and had the celebrations, but what do we do next? HB2261 is a historic piece of legislation, and if all goes well it will dramatically improve education in the State of Washington. But it all seems like it is so underground now. What do we advocates do? Is our job done? Do we just wait and see and figure out if we need to advocate? Do we take a passive role or an active role? If we are active, what do we do? We know that the Quality Education Council (QEC) workgroup comes into being on July 26, 2009. And we know that the QUC will have representatives from:

Office of Financial Management (OFM)
Office of Superintendent of Public Instruction (OSPI)
Legislators - 2 from each caucus
State Board of Education (SBE)
Professional Educators Standards Board (PESB)
Department of Early Learning (DEL) (this is too funny, since early learning was vetoed by the Governor)

The first thing the QEC must do is submit a report to the Governor and the legislature by January 1, 2010, addressing the following:

1. Recommendations for any decisions requiring legislative action in the 2010 session
2. Consideration for a statewide beginning teacher mentoring and support system
3. Seek federal approval of the state's accountability system
4. Use the prototypical school funding model as a reporting tool

Most of the above 4 issues weren't on my top 10 list of ideas for improving education, except for number 4. I can get excited about number 4. If the QEC implements number 4 right now, it could help us raise revenue for schools. It would make the funding model transparent, and we'd be able to show the voters just what gets funded or not funded. So, right now I'm waiting. There is a meeting of key players in passing HB2261 in July. At that point maybe we'll have more of a plan. As soon as I better understand what we think we'll happen, I'll tell you. In the meantime, I'm sending interesting articles out for people to read, and I'm going into school districts trying to find people who would be willing to help. My gut tells me that we have a lot of work ahead of us. It's still all too murky to get much clarity. So I'm recruiting, teaching and waiting. As soon as there is more information, I'll let you know.

Class of 2009 update

viking — Thu, 18 Jun 2009 23:11:24 +0000

Superintendent of Public Instruction Randy Dorn released the spring 10th grade WASL scores today, as well as graduation rates for the Class of 2008. And the news isn't all bad, although it's not all good either. First the good news: 93 percent of the Class of 2009 has passed the Reading and Writing WASLs. Although not a graduation requirement, 73.4 percent of 12th graders have passed the Math WASL, an improvement from previous years. Now, the bad news: We continue to have a dropout problem in this state -- 21.4 percent of the Class of 2008 dropped out of high school. That in and of itself is disappointing, but what is even more depressing is the dropout rate broken out by subgroup. While 18.7 percent of White students dropped out, 29.6 percent of Latino, 32.5 percent of African American and 40.8 percent of Native American students dropped out. This is not OK.

Education news of the day

viking — Fri, 19 Jun 2009 17:10:30 +0000

1-in-5 is too high: State schools chief aims to shrink dropout rate Broke in 2011? Governor to set state ‘hiring cap' Backfilling could cost us: Duncan: States could lose out on stimulus cash

Education News of the Day

viking — Mon, 22 Jun 2009 16:56:15 +0000

Be careful what you wish for: State's schools get $400 million federal windfall - with strings attached Granting kids a future: Gates Foundation chooses colleges for new program Learning life skills earlier: Ready by five is a five-star project

Education news for June 26

viking — Fri, 26 Jun 2009 17:09:26 +0000

Stay on course: Don't change math timetable Puttin' on the brakes: High School math curriculum adoption is put on hold Education for all? Lawsuit aims to keep education for teen inmates

Workshops for school board candidates

viking — Fri, 26 Jun 2009 21:27:18 +0000

For local school districts, 2009 is a big election year for school board races. At least 200 people in many of Washington's 295 school districts, have filed to run for the position of school director. School directors are elected members from the community who work with school administrators to set the vision and direction for the school district. They help decide matters involving the school budget, levy and bond measures, and curriculum. They are also the "eyes and ears" of the community--listening to feedback they get from the public at school board meetings. The Washington State School Directors' Association, comprised of all 1,477 school board members from Washington state's 295 public school districts., is holding a series of workshops for 2009 candidates for local school boards. Below is the full schedule of workshops. All sessions take place from 7 p.m. to 9 p.m. Tuesday, July 7 • Renton Puget Sound Educational Service District - Nisqually Room 800 Oaksdale Avenue SW Renton, WA 98057 Wednesday, July 8 • Vancouver Clark College - Gaiser Building, Room 213 1933 Fort Vancouver Way Vancouver, WA 98663 Thursday, July 9 • Olympia John A. Cherberg Building - Hearing Room 3 304 Sid Snyder Ave SW Olympia, WA 98501 Tuesday, July 21 • Wenatchee North Central Educational Service District 430 Olds Station Road Wenatchee, WA 98801 Wednesday, July 22 • Sunnyside Sunnyside School District - Board Room 1110 South 6th Sunnyside, WA 98944 Thursday, July 23 • Spokane Spokane Public Schools - Board Room 101B 200 North Bernard Spokane, WA 99201 Tuesday, July 28 • Mount Vernon Skagit Valley College - Nelson Hall 123 2405 East College Way Mount Vernon, WA 98273 Wednesday, July 29 • Port Angeles North Olympic Peninsula Skills Center - Room 208 905 West 9th Street Port Angeles, WA 98363 For more information, visit WSSDA's website.

Where are all the education advocates?

viking — Fri, 26 Jun 2009 21:25:28 +0000

I’ve been concerned about education in my community and state for over 10 years. As a volunteer I’ve been recruiting people for years to speak up. And now at the League of Education Voters I spend most of my time recruiting people to speak up for education. It is a long, slow process. I find a person here or there, a couple in this community or that. But I find people in ones or twos, not hundreds or thousands. This used to amaze me, now I’m resigned to the fact that fundamentally, we are happy with education. I’m not saying that education is great in Washington State; I’m saying that we, as a general public are happy with it. There are lots and lots of reasons for this. Just to list a few reasons for our complacency: Every school district in this state tells its community that it’s doing fine, that they have a great community that their kids are improving. School districts rely on levies for their basic expenses now. Typically about 20% of a school districts operating budget comes from a levy. The school district needs to tell the community that everything is ok, that they should invest in their “good” schools. Who wants to invest in lousy schools? Who wants to pay for schools that have problems? So, districts communicate only positive, “good feeling” messages, regardless of whether it’s true or not. Parents grew up as a generation of Americans who were educated in one of the top educational systems in the world. As parents, we look at our schools and we see our children receiving basically the same education that we received, and our education was one of the best provided in the world. And, our children’s education is slightly better then what we received, so we fundamentally believe things are ok. What we don’t realize is that other nations looked at us, wanted to have the same opportunities as us and those countries invested in their education systems. We have not moved down the ranks in international test scores, we have stayed the same, it’s just that 20 plus other nations have moved up, surpassing us. Washington State is very equitable in school funding, but very low in per pupil funding. As a state, we are very proud of how equitable our education funding is. There are pockets of inequity of course, but for the most part, the money is evenly distributed across the state. The trouble is the money is equally low across the state. We don’t know what things we “could” have because no district has them. Just one example, many states have a 7th period day in middle and high school. Our state typically has only a 6th period day. This means that our children in Washington State who are competing for seats in colleges are at a distinct disadvantage. If two students have the same GPA and the same SAT scores, but one had more Advanced Placement offerings because of the 7th period, the student with the most classes will get into the college. Since we don’t even know that it’s possible to have a 7th period, we aren’t unhappy about it. We haven’t figured out what the new global economy means to us. India and China have billions of people, and even if they only truly educate the top 10% of their population, they are giving an outstanding education to a lot of people, enough people to overwhelm our country. And those billions are now competing with us for jobs. Microsoft says it hires less than 1% of its people from the State of Washington. They are hiring globally. All things being equal, there should be more Washingtonians, but there aren’t, because we don’t have the education to keep up. We are not producing the engineers and scientists that they need. There are many other reasons why we have grown so complacent. But we need to stop. We are falling behind, test scores are important, and we are falling behind internationally, but what really matters is jobs. And we are importing people for our very best jobs. We need this to stop. The children of Washington deserve better. Please contact me if you’d like to help speak up for education in the state of Washington Kelly@educationvoters.org

News Tribune Op-Ed in Response to Dropout Rate

viking — Mon, 29 Jun 2009 17:21:21 +0000

Here’s a great op-ed piece from The News Tribune in response to high school dropout rates. Investing in early learning programs can ensure that our kids are ready for school and ready for success—throughout their lives!

http://www.thenewstribune.com/opinion/letters/story/792478.html

Education news for July 1

viking — Wed, 01 Jul 2009 16:40:36 +0000

In the eye of the tiger: New school's first class picked 369K reasons to smile: Head Start programs receive federal stimulus money Pink slips for paychecks: Campaign saves seven Bainbridge teachers; District finds funds to retain teachers Here the Feds come to save the day? Community colleges see demand spike, funding slip

Publicola Party Tonight!

viking — Wed, 01 Jul 2009 16:37:30 +0000

If you are cool enough to read our blog, chance are you are a big fan of Publicola. I know I am. That's why I'm going to their party tonight. The open bar is just an added bonus. Here is the invite from their website: Please join the Cola staff (including les Nerds) tomorrow, Wednesday, July 1 at 5:30 at The Rob Roy in Belltown—2323 2nd Ave. between Bell and Battery. Open happy hour bar courtesy of PubliCola and a few PubliCola Angels. (Thanks Linda Derschang, Lisa MacLean/Moxie Media and Lynn Claudon.) MusicNerd will DJ.

Dr. Bette Hyde @ Denise Louie Education Center

viking — Wed, 01 Jul 2009 19:56:27 +0000

[caption id="attachment_3140" align="aligncenter" width="512" caption="Dr. Bette Hyde, Director Department of Early Learning with Denise Louie Director Janice Deguchi, teacher and two students. "][/caption] Dr. Bette Hyde has been on the job as director of the Department of Early Learning (DEL) for a short time - but she has been busy. She has crisscrossed the state, meeting with children, parents, and early educators to increase DEL's understanding of the real issues facing families today. Last week Dr. Hyde visited Denise Louie Education Center (DLEC) in Beacon Hill. Many of you may know that I'm a proud DLEC board member and volunteer. Dr. Hyde spent two hours touring the center, meeting the children and teachers, and discussing the opportunities and challenges moving forward in Washington State. In addition to representatives from DLEC, representatives from the Children's Home Society and Neighborhood House (including a home visitor) also attended. We were grateful for the opportunity to meet with Dr. Hyde and show her what we're doing to change lives and create opportunity. While there are many challenges to this goal, including the biggest recession since the depression, it is clear that DEL's new director is deeply engaged and wants to partner with us to create the change children need.

Have you read Outliers by Malcolm Gladwell?

viking — Wed, 01 Jul 2009 23:57:12 +0000

This is the same author who wrote Blink and the Tipping Point, both really interesting books. This latest book is based on a theme that it takes 10,000 hours to be an expert at something and that you need a particular set of circumstances to be really successful. Basically, be in the right place at the right time with the right set of characteristics. He has a really interesting view on education. If it takes 10,000 to become an expert, then the country that brings more education faster to its students is going to be more successful. He then compares our corn growing based culture with rice growing cultures. In a corn growing culture we have one main crop; we work really hard for 6-8 months a year, but basically take 3-4 months off. In a rice-growing community they have three harvests a year, they work every day, all day, every day of the year. It’s no surprise that rice growing cultures have their kids in school most of the year. The idea of taking three months off from learning/working is just alien. In a corn growing culture though, taking the summer off is normal, it’s expected, it’s a time to relax. My children have been on summer vacation for the past two weeks. I keep thinking about how they are playing X-box, texting their friends and doing nominal chores while others kids in this global economy are studying math and science. How those kids are getting closer to their 10,000 hours faster than my kids. That just by the circumstances of the culture they were born in determines how much they learn in a year. I have this nagging feeling my kids are missing out. Read the book, or just read the section on education. It’s very thought provoking.

Education news for July 2

viking — Thu, 02 Jul 2009 18:02:21 +0000

Introducing... Seattle Public Schools names new chief academic officer Saving $? Facing deficits, some states cut summer school States stepping in: 30 failing schools may face takeover

Education news for July 6

viking — Mon, 06 Jul 2009 16:46:54 +0000

Closing the gap: Panel aims to close the 'cultural competence' gap Little goes a long way: Funding for Head Start a productive use of public money Learning matters: Teachers are key for students who like learning and remain curious

Education news for July 7

viking — Tue, 07 Jul 2009 18:39:59 +0000

Demographic shift: Kent School District joins trend of minority students outnumbering whites Unfinished business: Legislature still has plenty of work on education reform

Education news for July 8

viking — Wed, 08 Jul 2009 16:35:28 +0000

Water hazard: Has Washington crossed the Rubicon on high tuition at state universities? No break for you: Newark starts a summer school aimed at Advanced Placement Show me the money: Audit: States using stimulus just to stay afloat

You're invited to a candid briefing on Year One of an innovative education reform effort

Chris Korsmo — Wed, 08 Jul 2009 20:50:41 +0000

This past school year, Technology Access Foundation, in partnership with the Federal Way Public Schools, launched the Technology Access Foundation Academy, an exciting new partnership that prepares students of color for STEM (Science, Technology, Engineering, and Mathematics) fields. The results of this first year are in and you are invited to a briefing to share in their learning. Please join me on July 30^th to hear more about the work of this innovative approach. Event and registration information are pasted below.

Education News for July 9

viking — Thu, 09 Jul 2009 19:52:06 +0000

Students Explore Medicine Teens Pick up Leadership Skills at Seminar What Makes the Arts 'Essential?'

Education news for July 10

viking — Fri, 10 Jul 2009 16:53:09 +0000

w00t: Pasco educator wins presidential award Flexible purse strings: Ed. Dept. to allow waivers for stimulus funds Run faster: Racing for an early edge

I

viking — Wed, 15 Jul 2009 16:22:41 +0000

Hot off the federal edu-news presses. This morning, Rep. George Miller (CA), Chairman of the House Committee on Education and Labor, introduced the Student Aid and Fiscal Responsibility Act. Here are two reasons why this legislation had me at hello:

1) Tackling the Student Loan Problem

If you ask me, students these days are way too familiar with Sallie Mae. She's like the house guest who will never leave. Sadly there are very few ways to fund higher education - other than to go in debt. Deeply in debt. And, guess who's making money off this? Our forever-friend (whether we like it or not), Sallie Mae. This legislation would eliminate wasteful subsidies to student loan companies and use the $87 billion in savings on a bold policy package to make college more affordable and accessible for low and middle income families. The legislation closely follows a proposal by President Obama, despite fierce opposition from the student loan industry, and represents the largest ever investment in higher education. As Politico puts it, 'Our choice is clear: we can continue funneling taxpayer dollars through boardrooms, or we can start sending them directly to dorm rooms.' My vote is for the dorm. Check out the full Politico article here.

2) Investing in Innovative Early Education Programs.

Solve the problem before it starts. Makes sense, huh? This is why I'm such a huge fan of early education programs. I'm not alone. So is President Obama. Now we see Rep. George Miller is as well. Hooray for kids and common sense. To ensure more kids reach kindergarten ready to succeed, the Student Aid and Fiscal Responsibility Act includes an Early Learning Challenge Fund to increase the number of low-income children in high quality early learning settings. If passed this legislation would invest $10 billion over 10 years in competitive grants to challenge states to build a comprehensive, high quality early learning system for children birth to age 5 that includes:

Early learning standards reform.
Evidence-based program quality standards.
Enhanced program review and monitoring of program quality.
Comprehensive professional development.
Coordinated system for facilitating screenings for disability, health, and mental health needs.
Improved support to parents.
Process for assessing children’s school readiness.
Use data to improve child outcomes.

Transform early learning programs by insisting upon real change in state standards and practices:

Build an effective, qualified, and well-compensated early childhood workforce by supporting more effective providers with degrees in early education and providing sustained, intensive, classroom-focused professional development to improve the knowledge and skills of early childhood providers
Best practices in the classroom by implementing research-based early learning standards aligned with academic content standards for grades K-3.
Promote parent and family involvement by developing outreach strategies to parents to improve their understanding of their children’s development.
Fund quality initiatives that improve instructional practices, programmatic practices, and classroom environment that promote school readiness.
Quality standards reform that moves toward pre-service training requirements for early learning providers, and adopting best practices for teacher-child ratios and group size.

Here is a link to a short summary on the House Education and Labor Committee website.

How is early education financed?

viking — Thu, 16 Jul 2009 17:25:41 +0000

The million dollar question for any early education advocate. Last week Seattle CityClub held a panel discussion with Rep. Skip Priest and Valisa Smith of The Bill & Melinda Gates Foundation to better understand how the state has financed early education. If you missed it, luck you, you can watch it on tvw.org right now (it will also run tonight on the station at 10 p.m.). “Resources are a tough issue. I think one thing we have to do is do a better job of articulating the net cost (of early learning programs)… I would argue that if we did an effective job of the early learning, then in fact the net cost would be significantly less,” Priest said — referring to English Language Learner programs, remediation, dropout prevention and other costly programs that he thinks the state would rely on less if more money was directed to early learning.

LIVE BLOG: SBE

viking — Fri, 17 Jul 2009 15:25:30 +0000

Live blogging is back! The State Board of Education is meeting today in Gig Harbor. See the agenda here. I'll be posting throughout the day so check back for live blog updates.

LIVE BLOG: SBE

viking — Fri, 17 Jul 2009 16:31:40 +0000

8:15am-8:20am Update on Process for Appointment of Current Board Vacancy - Warren Smith, SBE Application will be posted online. Applications due August 19th. Committee will then conduct interviews of applicants. New appointee announced by September 3rd. Applications for two seats up for reelection are also due in August. 8:20am-8:25am Nominations to Executive Committee - Amy Bragdon Steve Dal Porto, Jack Schuster and Bob Hughes are under consideration. 8:25am-9:15am Federal Stimulus Package and Other Federal Grant Updates - Judy Hartmann Washington's application for stabilization dollars was approved. One of the allowable uses is to backfill education expenditures, which Washington used some of the funds to do. In doing this, the state freed up state dollars to support education reform programs that fit into the four priority areas. Shout out to OSPI for helping with the application and getting things moving quickly. Race to the Top Funds: U.S. Department of Education will award 10 to 15 grants to states with proposals that address all four areas and build upon current programs/efforts (so they can serve as a model). Governor's office is looking at two buckets, 1) things we're already doing, and 2) foundations upon which we can build. Examples the governor's office is looking to highlight: teacher evaluation; assisting low-performing schools/accountability; and performance pay. Secretary Duncan is very interested in charter schools. Looking under the term charter, it's about innovation and creativity, which we do address in other ways in the state. Governor's office working with OSPI to highlight the things we're doing in Washington. >>Warren Smith asked if school boards were addressed in these charter discussions, and Ms. Hartmann said no. Phyllis Bunker Frank asked about the research around charter schools, and Ms. Hartmann said Secretary Duncan acknowledges that being a charter school doesn't automatically make a school great. Amy Bragdon asked if there were schools already in Washington that are examples of charter-type schools without the label, Ms. Hartmann said yes [Aviation High School, TAF Academy and Delta High School come to mind].<< Other ideas under consideration: STEM, instructional quality, leadership quality, "achievement gap issues." Expect draft regulations by the end of the month, and final regulations by October 1st. Deadline for applications would be December 1st. The USDE is not expecting many states to be ready. Second wave of applications would be due in June 2010. >>Kris Mayer asked about evaluating the efforts, and whether a third party would be brought into assist. Ms. Hartmann said evaluation is very important, and data will be collected on all points. Dr. Mayer also asked how bold the governor is willing to be. Ms. Hartmann said the governor is serious about this, and wants to do something that isn't just a "flash in the pan," and want to do things that are meaningful. >>Jeff Vincent asked about core standards and working with other states. Ms. Hartmann said Supt. Dorn is working with the consortium on common standards. Mr. Vincent also asked about Washington's competitive edge on getting a Race to the Top grant. Ms. Hartmann said our competitive edge is the pace at which we are moving. >>Mr. Smith asked about areas related to teachers. Ms. Hartmann said some of the work of the Professional Educator Standards Board applies. And one thing we might do is link professional development dollars with individual needs of districts. >>Austianna Quick asked how any grant dollars may trickle down to schools. Ms. Hartmann said that at least 50 percent of awarded resources would go to participating schools and districts. Ms. Quick asked how schools and districts would be selected. Ms. Hartmann said a lot of it relies on districts and schools wanting to participate. >>Ms. Frank asked if Washington's rankings in certain areas (NAEP, TIMMS, etc) will affect our application, perhaps negatively as we often fall in the middle. Ms. Hartmann said not necessarily. >>Mr. Vincent asked if the SBE's accountability work could be used as focal point of a proposal. Ms. Hartmann said "yes, that idea is very much out there," and relies greatly on where the SBE is in December. >>Mary Jean Ryan made the point that even if the SBE has an accountability framework ready to go in December, the Legislature still needs to approve it, so isn't June 2010 more likely. Ms. Hartmann said possibly, but the governor's office isn't giving up on the December 1st deadline. >>Sheila Fox asked if Washington's limited intervention authority (and perceived weakness) will hurt our application. Ms. Hartmann didn't really answer the question.<< 9:15am-9:30am Implementation of ESHB 2261 Education Reform Bill - Mary Jean Ryan, Edie Harding There isn't much to report as most of the groups working on the next steps haven't come together yet. Judy Hartmann volunteered that the House has appointed its members of the Quality Education Council, the Senate has not. Nominations are coming in for the Funding Formula Work Group. Ms. Hartmann also said these things "take time," which was countered by Jeff Vincent's sense of urgency.

LIVE BLOG: SBE

viking — Fri, 17 Jul 2009 18:45:07 +0000

9:45am-10:25am SBE Plan for Rules Update and Waiver "Flexible Calendar" Efficiency Pilot - Brad Burnham Some rules up for review largely due to legislation and revised RCW. SBE may grant up to five waivers for the purposes of economy and efficiency in the pilot program. Not much student achievement data available related to shortened school weeks. >>Ms. Frank raised questions over what students will do on the day off. Dr. Mayer raised questions over asking districts what they will use cost savings for, seeing the savings as more likely going toward keeping the district afloat. It was noted that this requirement is in the law. Questions arose over how to measure impacts on student achievement. Members had concerns over districts getting behind in other areas with loss of a day, e.g. textbook adoption, professional development.<< Districts granted waivers would need to report it to the state when applying for transportation funding, which will reduce the amount of transportation funding they receive. 10:25am-10:30am Review of Proposed Math Rule for High School Credit and Public Hearing - Kathe Taylor, Brad Burnham In requiring a third math credit to graduate from high school, some ambiguity was left in WAC over courses applicable for high school credit. No testimony during the public hearing. 10:30am-11:30am Science Curriculum Update - Porsche Everson, Jessica Vavrus -No recommendation for elementary level; all reviewed curriculum had scores below the "cut score" >>Ms. Ryan asked about linking Science exam scores with curriculum used. That is on the to do list. -Middle school recommendation: Science Explorer (Pearson-Prentice Hall), McDougal Littell: Science Modules (Holt McDougal), Full Option Science System (Delta Education) -High school recommendation: *Biology: Biology: A Human Approach (Kendall/Hunt), Insights in Biology (Kendall/Hunt) *Chemistry: Active Chemistry (It's About Time Publishing) *Earth and Space Science: EarthComm (It's Abut Time Publishing) *Integrated Science: Science: An Inquiry Approach (Kendall/Hunt), Coordinated Science (It's About Time Publishing, does not include life science standards) *Physical Science: Active Physical Science (It's About Time Publishing), Foundations of Physical Science *Physics: Active Physics (It's About Time Publishing) -Most districts report use of a variety of curriculum in science classes Next steps: SBE has two months to respond to OSPI recommendations. Final report published in September 2009. >>Mr. Vincent would like a more detailed survey, to provide more accurate data. Dr. Mayer added that it's about curriculum alignment, which encompasses more than textbooks.<< 11:30am-11:45am Update on CORE 24 ITF - Steve Dal Porter, Jack Schuster, Kathe Taylor The Implementation Task Force has looked at awarding competency-based credit in world languages, conducting follow-up transcript studies and convening a group on an Algebra II equivalent CTE course.

LIVE BLOG: SBE

viking — Fri, 17 Jul 2009 20:50:29 +0000

12:30pm-12:55pm Update on System Performance Accountability Work - Kris Mayer, Edie Harding Take a look at the PowerPoint available here. >>Questions about the NBPTS bonuses, especially those for teachers in low-performing schools. Dr. Mayer said it may be worth sending in cohorts of National Board certified teachers into struggling schools, to better impact student achievement.<< 12:55pm-1:30pm Public Comment Martin Huffman, Lyle School District - In support of school year waiver pilot Peggy Douglas, Paterson School District - In support of school year waiver pilot Kareen Borders, middle school teacher, Peninsula School District - In support of National Board program Tim Knue, Washington Association of Career and Technical Education - Introducing himself Doug Nelson, Public School Employees - In re: school year waiver pilot is a classified staffing issue, PSE will be watching how SBE implements the pilot Anna Williamson, Everett School District - In re: science textbook review, fair review the textbooks 1:30pm-1:35pm Executive Committee Election Steve Dal Porto removed his name from consideration 1:35pm-1:45pm Business Items Approval of Math Rule - Approved SBE Budget for FY2010 - Approved 180 Waiver Requests - Approved Jack Schuster elected to executive committee

Dare to Dream

viking — Tue, 21 Jul 2009 18:47:24 +0000

A bill proposed by U.S. Senator Dick Durbin (D-IL) is currently being worked on in congressional committee that would allow 65,000 more people a year to attend institutions of higher learning.

Currently, undocumented immigrants attend K-12 schools just like any other child in the United States. The problem comes after graduation, when these students are barred from higher education. Even permanent residents, who are allowed to attend college, have a difficult time receiving financial aid. The DREAM Act (S. 729), would create an opportunity for young immigrants, who have spent most of their lives in the United States, to obtain higher education and eventual citizenship. Under this act, immigrants younger than 16, who have been in the U.S. for at least 5 years prior to the enactment of this bill and are of “good moral character,” would be eligible for conditional permanent residency if, within 6 years of high school graduation or GED, they earn an associates degree, have spent two years towards earning a bachelor’s degree, or serve two years in the armed forces.

Opposition to the DREAM Act claim that this bill calls for amnesty for illegal immigrants, which in turn would encourage future illegal immigration. Groups like Americans for Legal Immigration PAC claim that this bill will cost the taxpayers billions while replacing American students with immigrants in the limited seats in college. Yet, they don’t explain where they get there monetary figures, considering that the bill contains not even $1 in appropriations in it (let alone billions!).

Although they never mention specifically, ALIPAC might be referring to the amounts that states subsidize per student at public institutions. For instance, the state of Washington pays about 4-6 thousand dollars a year per student attending a public college or university. Although for some this may be cause for alarm, consider that these students are already helping pay for these subsidies through the Washington State sales tax. Also, these residents will be on their way to becoming citizens, and by doing so, will have to pay federal taxes, helping carry their share of the tax burden.

Groups like ALIPAC want to paint a picture of undocumented immigrations as lazy and dangerous and, in general, burdensome to the American taxpayer. S. 729 aims to reward decent, hardworking immigrants with a chance at higher education and a better life. It is characteristic of why all of our forefathers came to this country. This bill is the embodiment of the American DREAM.

PESB meeting July 22-23

viking — Wed, 22 Jul 2009 17:37:21 +0000

The Professional Educator Standards Board is meeting today and tomorrow in Lacey. See the agenda here. We'll be there tomorrow, posting live blogs throughout the day, so check back for updates.

PESB Meeting

viking — Thu, 23 Jul 2009 16:33:05 +0000

It turns out Heather has no internet access at the Professional Educator Standards Board meeting today in Lacey. So unfortunately there will be no live blogs from the meeting. But check back later for a summary.

Want to catch up on what’s happening in education?

viking — Thu, 23 Jul 2009 20:32:00 +0000

It's the middle of summer, but between work, those evening strolls, and your kid's soccer games, YOU can catch up on all the important education work that's been happening. Join us for our first statewide conference call on Tuesday, July 28 from 7 to 8 PM. Send me an e-mail at info@educationvoters.org to let me know if you can join in on the conversation. I'll host an hour of conversation where we'll provide answers to:

What are the next steps for the education reform movement?
What is going on nationally?
What is on the ballot that could affect our schools?
What is the status of the education lawsuits?

This will be a great opportunity to get caught up on the latest news and various workgroups that will impact public education. I hope you can join us on the conference call Tuesday, July 28 from 7 to 8 PM.

Education news for July 24

viking — Fri, 24 Jul 2009 17:48:07 +0000

Race to the Top guidelines released: Schools to compete for $5B from stimulus law Q&A with the President: President Obama discusses rew 'Race to the Top' program From Secretary Duncan: Education reform's moon shot

Race to the Top guidelines released

viking — Fri, 24 Jul 2009 18:30:13 +0000

The U.S. Department of Education has released guidelines for Race to the Top funds. Press release: President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform White House blog: "Race to the Top" Press conference: http://www.connectlive.com/events/deptedu/deptedu-040309-archive.asx Race to the Top webpage: http://www.ed.gov/programs/racetothetop/index.html Guidelines: http://www.federalregister.gov/OFRUpload/OFRData/2009-17909_PI.pdf

Additional ARRA guidelines released

viking — Fri, 24 Jul 2009 19:06:02 +0000

In addition to Race to the Top, the following guidelines are also out today: Second round of State Fiscal Stabilization Fund grants Statewide Longitudinal Data Systems grants Guidelines for the Investing in Innovation Fund, Teacher Incentive Fund, Title I School Improvement Grants and State Educational Technology Grants will be released in the coming weeks, according to the U.S. Department of Education.

TAKE ACTION: A bold proposal from the other Washington

viking — Mon, 27 Jul 2009 18:45:39 +0000

Can you think of a win-win for both young and older kids?

We can. It’s the Student Aid and Fiscal Responsibility Act, which would make a landmark investment in our nation’s future by preparing young children for success in school and young adults for the workforce.

Washington State’s delegation in the House of Representatives will play a key role in moving this legislation forward. They will vote on this legislation this week. That’s why we need you to take action today!

Contact your House member’s office and urge them to support the Student Aid and Fiscal Responsibility Act (HR 3221). This legislation is critical to our state and nation’s future. It would: • Ensure young children enter kindergarten ready to succeed by creating an Early Learning Challenge Fund to provide states with $8 billion in competitive grants over 8 years. Economists, business leaders and scientific researchers agree that quality early childhood services stand among the smartest public investments available. This investment would improve outcomes for all children and especially at-risk children—resulting in higher graduation rates, higher rates of college attendance, and higher earnings at work. • Prepare more students for the workforce by improving access and affordability to higher education through expansion of loan and grant programs, strengthening our nation’s community college system, and keeping interest rates low for students receiving need-based federal loans. Contact your House member’s office and urge them to vote YES on the Student Aid and Fiscal Responsibility Act (HR 3221). This is potentially a historical step forward in the education of America’s children—including thousands in Washington State.

Check out our Executive Director Chris Korsmo in the Seattle Times yesterday on this legislation. “We know that what happens in the first five years of a child's life has a lot to do with how the rest turns out.”

HEC Board/SBCTC meeting July 28

viking — Mon, 27 Jul 2009 20:11:47 +0000

The Higher Education Coordinating Board is meeting tomorrow at Clover Park Techinical College. The last two hours of the day will be a joint meeting between the HEC Board and the State Board for Community and Technical Colleges. See the agenda here.

Attention all data hounds!

viking — Wed, 29 Jul 2009 17:42:11 +0000

If you are reading this blog, chances are you know quite a bit about education data. But, did you know that the high school dropout rate varies widely by counties? Or that close to half of the graduating high school class of 2006 immediately enrolled in public postsecondary education? Now you can pull these data charts for early education, K-12 and higher education very easily. The formats are easy to read as well - and even include an option to put the data in a map with color-coded counties.

Washington KIDS COUNT is pleased to announce that these and other indicators are available on the new KIDS COUNT Data Center. The KIDS COUNT Data Center is an on-line resource that contains hundreds of measures of child well-being covering national, state, and county information. The Data Center is updated throughout the year and is a powerful resource for policy makers, practitioners, and the media. With a few keystrokes or clicks of your mouse, you can do the following:

Rank states, cities, and other geographic areas on key indicators of child well-being;
Generate customized maps and trend lines that show how children are faring and use them in presentations and publications; and
Feature automatically updated maps and graphs on your own website or blog.

The KIDS COUNT Data Center includes data in the areas of demographics, education, economic well-being, health, and safety and risk behaviors that are available at the county and state levels for Washington. When possible, we disaggregate data by race, ethnicity, or gender. Available education data is summarized below:

Call to Action on HR 3221!

viking — Wed, 29 Jul 2009 18:34:14 +0000

I will forever remember the day when I sat on the floor of my apartment, giant T-89 calculator and old tuition statements in hand, and calculated how much I had acquired in student loans over the past four years. Actually, that day happened not too long ago—around April of 2009!

Federal loans paid for a majority of my college tuition, and fortunately these loans typically have a lower interest rate than private companies. However—let me tell you from personal experience—it was overwhelmingly depressing to discover how much I had accumulated … more thousands of dollars than I was years old. I got no sympathy from my friends either; they were all in the same boat.

At a time when the job market is growing increasingly competitive for recent college grads, we MUST support legislation that lowers federal student aid interest rates and increases the amount of money given to qualifying students each year. I am urging activists everywhere to contact your representatives—call, email, tweet them, myspace them, facebook em’—to vote yes on HR3221 (the Student Aid and Fiscal Responsibility Act)!

July 28 conference call

viking — Thu, 30 Jul 2009 23:03:03 +0000

We hosted a conference call about the current education landscape Tuesday night. Many thanks to those of you who joined us. For those that missed it, we now have a recording of the call. Since it's a 4MB file, we recommend you email the link rather than the actual file. Also, to help you follow along, this is the agenda we followed:

Education Reform Bill HB2661 (George Scarola)
- What is in the bill
- What are the next steps to implement the bill
- Possible reconvening of legislature on 1776
Overview of School Districts (George Scarola)
- Budget cuts
- Stimulus Funds run out 2010/2011
National (Lisa Macfarlane)
- Stabilization/Race to the Top Funds
State wide ballot issues (George Scarola)
- Initiative 1033
- Income Tax - Nov 2010
Court Cases (Lisa Macfarlane)
- Federal Way equity lawsuit
- NEWS trial Sept
Early Learning/Higher Education (Frank Ordway)
Q&A

Listen to the entire conversation here.

Education news for July 31

viking — Fri, 31 Jul 2009 16:47:15 +0000

These are the voyages... Space is the beginning frontier for these students Oh interwebs: SKSD creating its own online high school program Survey says: WASL had some good points, researchers say Tackling the tough stuff: State superintendent looks to identify top education priorities Race to the job? Murray, Tierney to introduce job training bill

Education News for August 4

viking — Tue, 04 Aug 2009 16:21:08 +0000

Congrats! Fort Vancouver teacher named region's best Forest for the trees: Students hike in Wash., learn about climate change

Education news for August 5

viking — Wed, 05 Aug 2009 16:44:36 +0000

Let the games begin: ESD 105 chief appointed to state Quality Education Council STEM it up: Time to push science, math and technology education Hoquiam says go: School board OKs $3.2 million levy

The Washington State Student Bill of Rights

viking — Wed, 05 Aug 2009 20:05:32 +0000

When we talk about education reform, what do we really mean? Well, it’s actually pretty simple. When we as activists, community leaders, parents, and politicians say we want to improve education, we’re really talking about the kids. It’s the kids! We love them, and we know that investing in kids means investing in our collective future. But, kids want to be advocates too. Last summer after the State Board of Education approved CORE 24, LEV and students got together and began drafting the Student Bill of Rights. This declaration has since evolved into a statewide movement —with over SIX HUNDRED students on board after our first month of gathering signatures and support, it’s evident that students are ready to exercise their voice!

If you haven’t seen it yet—sign the Student Bill of Rights on our website. This is a movement. Help build it. Students need your support!

A bold proposal from the other Washington

viking — Mon, 27 Jul 2009 20:58:46 +0000

Can you think of a win-win for both young and older kids? We can. It's the Student Aid and Fiscal Responsibility Act, which would make a landmark investment in our nation's future by preparing young children for success in school and young adults for the workforce. Washington State's delegation in the House of Representatives will play a key role in moving this legislation forward. They will vote on this legislation this week. That's why we need you to take action today! Contact your House member's office and urge them to support the Student Aid and Fiscal Responsibility Act (HR 3221). This legislation is critical to our state and nation's future. It would:

Ensure young children enter kindergarten ready to succeed by creating an Early Learning Challenge Fund to provide states with $8 billion in competitive grants over 8 years. Economists, business leaders and scientific researchers agree that quality early childhood services stand among the smartest public investments available. This investment would improve outcomes for all children and especially at-risk children-resulting in higher graduation rates, higher rates of college attendance, and higher earnings at work.
Prepare more students for the workforce by improving access and affordability to higher education through expansion of loan and grant programs, strengthening our nation's community college system, and keeping interest rates low for students receiving need-based federal loans.

Contact your House member's office and urge them to vote YES on the Student Aid and Fiscal Responsibility Act (HR 3221). This is potentially a historical step forward in the education of America's children-including thousands in Washington State. Check out our Executive Director Chris Korsmo in the Seattle Times yesterday on this legislation. "We know that what happens in the first five years of a child's life has a lot to do with how the rest turns out."

Education News of the Day for August 7, 2009

viking — Fri, 07 Aug 2009 18:02:01 +0000

A great opportunity to serve: Lakewood School Board has a vacancy Gearing up for the worst: Gov't reassures schools on staying open with flu

Education news for August 12

viking — Wed, 12 Aug 2009 16:29:06 +0000

The SeaTimes really wants you to donate: The thrill of a backpack full of school supplies Thanks, I'm fine: Schools chief in Puyallup declines raise Joining the club: Evergreen poised to OK pared-down budget

Education Reform on KUOW

viking — Wed, 12 Aug 2009 16:34:12 +0000

KUOW's Weekday is featuring a full hour on education reform and the new Federal "Race to the Top" program. You can listen live by visiting KUOW's website.

I-1033 will cost the state $6 billion by 2015

viking — Wed, 12 Aug 2009 09:50:30 +0000

The Office of Financial Management came out with the official fiscal impact statement for Initiative 1033 yesterday. Looks like by 2015 the initiative will reduce state revenue by almost $6 billion, counties revenue by $694 million and cities revenue by $2.1 billion. The Washington State Budget and Policy Center have put these numbers in nice chart form for us visual learners. Considering education (early learning, K-12 and higher education) make up more than 50 percent of the state's budget, the loss of $6 billion over the next three biennia is no laughing matter -- which is why LEV is opposing I-1033. Read our statement on the initiative here.

Education News of the Day for August 14, 2009

viking — Fri, 14 Aug 2009 17:53:16 +0000

WASL Makeover: Different name, but new state test similar to WASL Preserving Academics: Schools make budgets stretch

WASL scores released

viking — Sat, 15 Aug 2009 00:11:43 +0000

The 2008-09 WASL results were made available today. We'll have some continued analyses of the results next week, but below are a few charts to whet your whistle. Over the past six years we've seen some significant improvements in student proficiency on the Reading and Writing WASLs. What we have seen less of is closing of the achievement gap.

Education News for August 17, 2009

viking — Mon, 17 Aug 2009 17:20:51 +0000

Fuzzy math... Which math book to use? A passionate debate rages Looming strike? Kent schools, teachers union reach impasse in negotiations WASL plateau: WASL scores steady, but more schools in trouble with No Child Left Behind KPLU: "Rabid Dog" Approach to Getting Federal Dollars for Education Tacoma News Tribune Editorial: Down to the nitty gritty in K-12 education

Race to the Top: We should be #1

viking — Mon, 17 Aug 2009 18:14:23 +0000

KPLU's Austin Jenkins interviewed State Rep. Reuven Carlyle about our competitiveness for Race to the Top funding. Rep. Carlyle says we should set a goal of being the number one state in winning Race to the Top dollars. Listen to the full interview here.

Class of 2009: 93% met WASL standards

viking — Mon, 17 Aug 2009 22:41:22 +0000

As we noted, the latest WASL results were released last Friday. Included in the release were the latest tallies for the Class of 2009 (previous update here), as well as status updates for the classes of 2010 and 2011 (more on those later). The good news is, over 93 percent of the Class of 2009 met the Reading and Writing WASL standards. (As a reminder, we're looking at Reading and Writing WASL results because they are graduation requirements.) And while gaps remain between ethnic groups (up to 10 percentage points), met standard rates are up for almost every subgroup. Here are two charts showing Class of 2009 results, with Class of 2008 data thrown in for perspective. The largest gains were made by our English Language Learners and Special Education students, which is encouraging.

Washington State can’t sit on sidelines.

viking — Mon, 17 Aug 2009 23:17:01 +0000

Washington's kids deserve the very best education in the nation. That's why we're calling on elected officials to ensure our state doesn't sit on the sidelines and miss out on its share of Race to the Top funds. Read LEV Foundation's report, Using Stimulus to Drive Change: Opportunities for Washington State, to learn about how we can be contenders for Race to the Top funds. Race to the Top provides a historic opportunity to improve our schools and boost student achievement. Washington will compete with other states to receive grants from a $4 billion fund that will drive innovation and reform in our schools. Washington does meet the minimum requirements for the Race to the Top Fund. However, we need to submit a bold application to ensure Washington is well positioned among the leading contenders. Read our report, Using Stimulus to Drive Change: Opportunities for Washington State, and make sure to forward it to 5 friends. Soon, we will need your help to mobilize stakeholders around the innovative concepts that will help improve outcomes for students and shrink achievement gaps. Stay tuned!

Funding Formula Working Group to meet Aug. 20th

viking — Tue, 18 Aug 2009 17:16:47 +0000

In case you forgot (or we didn't remind you enough, ha ha ha), ESHB 2261 (section 112) created a Funding Formula Technical Working Group. This work group is charged with the following:

Develop the details of the funding formulas for instructional programs
Recommend to the Legislature an implementation schedule for phasing-in any increased program or instructional requirements concurrently with increases in funding for adoption by the Legislature
Examine possible sources of revenue to support increases in funding allocations and present options to the Legislature and the Quality Education Council for consideration

A report is due from the work group by December 1, 2009. Members of the group have been appointed and the first meeting is set for Thursday, August 20th from 9:30am to 3:30pm at the Puget Sound ESD in Renton. The agenda is as follows:

Time	Agenda Item	Presenter
9:30 – 9:40	Welcome / Introductions	Julie Salvi
9:40 - 10	Background: Recent Studies and ESHB 2261	Julie Salvi
10 – 10:30	Operations of Technical Working Group	Julie Salvi
10:30 – 10:45	Structure of Prototypical School Funding Model: Comparison of models from Washington Learns, Basic Education Finance Task Force and ESHB 2261	Jennifer Priddy
10:45 – 11:30	Discussion: What should be included in the Prototypical School Model	Group Discussion
11:30 – 12	Prototypical School Model – Overview of model created for Basic Education Finance Task Force	Ben Rarick
12 – 1 (includes working lunch)	Discussion – Prototypical School Model	Group Discussion
1 – 1:15	Representing current funding system in new prototype school model – Overview of prior work and identification of key decision points	Jennifer Priddy
1:15 – 2:45	Discussion of key policy decisions in representation of current funding under new prototype model	Group Discussion
2:45 – 3:15	Discussion of key dates in the transition to a new funding structure	Cal Brodie
3:15 – 3:30	Discussion of next meeting and other business	Julie Salvi

We will be there and, at minimum, will post a recap.

Education news for August 18

viking — Tue, 18 Aug 2009 17:40:12 +0000

That's what we said: A race our state can't sit out Accountability smackdown: Stop complaining and fix education standards Power of bond$: New West Valley High School has room to learn, space to grow

Wonky words: International assessments & U.S.

viking — Tue, 18 Aug 2009 19:21:48 +0000

The National Center for Education Statistics issued a special analysis report today comparing the United States' performance on three international assessments. The analysis, U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009, compares U.S. scores on the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This data isn't new per se, but it is the first report that puts all the findings in one place, which can be helpful to data nerds like me. Rather than rewrite what NCES summarized so well, here are the major findings from the executive summary: Reading

In PIRLS 2006, the average U.S. 4th-graders' reading literacy score (540) was above the PIRLS scale average of 500, but below that of 4th-graders in 10 of the 45 participating countries, including 3 Canadian provinces (Russian Federation, Hong Kong, Alberta, British Columbia, Singapore, Luxembourg, Ontario, Hungary, Italy, and Sweden).
Among the 28 countries that participated in both the 2001 and 2006 PIRLS assessments, the average reading literacy score increased in 8 countries and decreased in 6 countries. In the rest of these countries, including the United States, there was no measurable change in the average reading literacy score between 2001 and 2006. The number of these countries that outperformed the United States increased from 3 in 2001 to 7 in 2006.

Mathematics

The 2007 TIMSS results showed that U.S. students' average mathematics score was 529 for 4th-graders and 508 for 8th-graders. Both scores were above the TIMSS scale average, which is set at 500 for every administration of TIMSS at both grades, and both were higher than the respective U.S. score in 1995.
- Fourth-graders in 8 of the 35 other countries that participated in 2007 (Hong Kong, Singapore, Chinese Taipei, Japan, Kazakhstan, Russian Federation, England, and Latvia) scored above their U.S. peers, on average; and 8th-graders in 5 of the 47 other countries that participated in 2007 (Chinese Taipei, Korea, Singapore, Hong Kong, and Japan) scored above their U.S. peers, on average.
- Among the 16 countries that participated in both the first TIMSS in 1995 and the most recent TIMSS in 2007, at grade 4, the average mathematics score increased in 8 countries, including in the United States, and decreased in 4 countries. Among the 20 countries that participated in both the 1995 and 2007 TIMSS at grade 8, the average mathematics score increased in 6 countries, including in the United States, and decreased in 10 countries.
In PISA 2006, U.S. 15-year-old students' average mathematics literacy score of 474 was lower than the OECD average of 498, and placed U.S. 15-year-olds in the bottom quarter of participating OECD nations, a relative position unchanged from 2003.
- Fifteen-year-old students in 23 of the 29 other participating OECD-member countries outperformed their U.S. peers.
- There was no measurable change in U.S. 15-year-olds' average mathematics literacy score between 2003 and 2006, in its relationship to the OECD average, or in its relative position to the countries whose scores increased or decreased.

Science

The 2007 TIMSS results showed that U.S. students' average science score was 539 for 4th-graders and 520 for 8th-graders. Both scores were above the TIMSS scale average, which is set at 500 for every administration of TIMSS at both grades, but neither was measurably different than the respective U.S. score in 1995.
- Fourth-graders in 4 of the 35 other countries that participated in 2007 (Singapore, Chinese Taipei, Hong Kong, and Japan) scored above their U.S. peers, on average; and 8th-graders in 9 of the 47 other countries that participated in 2007 (Singapore, Chinese Taipei, Japan, Korea, England, Hungary, the Czech Republic, Slovenia, and the Russian Federation) scored above their U.S. peers, on average.
- While there was no measurable change in the average score of U.S. 4th-graders or 8th-graders in science between 1995 and 2007, among the other 15 countries that participated in the 1995 and 2007 TIMSS at grade 4, the average science score increased in 7 countries and decreased in 5 countries; and among the other 18 countries that participated in both the 1995 and 2007 TIMSS at grade 8, the average science score increased in 5 countries and decreased in 3 countries.
In PISA 2006, U.S. 15-year-old students' average science literacy score of 489 was lower than the OECD average of 500, and placed U.S. 15-year-olds in the bottom third of participating OECD nations. Fifteen-year-old students in 16 of the 29 other participating OECD-member countries outperformed their U.S. peers in terms of average scores.

WASL update for Class of 2010 and 2011

viking — Tue, 18 Aug 2009 22:53:55 +0000

With last week's WASL scores release came an update on the Class of 2010, most of whom took and passed the 10th Grade Reading and Writing WASLs in 2007-08. Those students who did not pass one or both tests retook the exams this year. And what a difference a year makes for some. What's most encouraging is the large jump in passing percentages among certain subgroups -- a 16-point gain for African-American, Latino and Native American students, and almost 28 points for Special Education students. Certainly many of the pass rates are nowhere near where we would like them to be, but at least progress is being made. Let's also take a look at the progress of the Class of 2011. So far, almost three-fourths of this class have passed both Reading and Writing WASLs, putting them on track to graduate next year (barring any credit deficencies). But how have they done over time? (I did a similar analysis on the Class of 2010 at this same time last year) To create the below chart, I used this year's data along with WASL pass rates from 2002-03 (4th grade), 2003-04 (5th grade Science), 2005-06 (7th grade) and 2006-07 (8th grade Science). Admittedly, not all members of the Class of 2011 were in Washington and/or these grades at those times, but it's the closest we can get to tracking the class as a whole. The results are a bit troubling. Steady gains were made on the Reading and Writing WASLs, but pass rates from the Math and Science WASLs are not encouraging.

Education news for August 19

viking — Wed, 19 Aug 2009 17:27:15 +0000

Got a golden ticket? Gates Foundation seeks education's magic pill Bad News Bears: ACT scores show most students aren't ready for college Money talks: Wisconsin weighs new approaches to teacher pay

Education news for August 20, 2009

viking — Thu, 20 Aug 2009 17:06:10 +0000

Hopeful in Mount Vernon: MV teachers union, district at impasse I love data: Data system is now supported by most principals, survey says

Apply for an internship with LEV!

viking — Thu, 20 Aug 2009 20:04:28 +0000

Are you ready to join the most important movement in Washington State? It's time to hip education reform to the possibilities of new media. We need young, passionate, activists who are ready to get their hands dirty learning the ins and outs of education policy. Volunteered with a campaign before? Written an Op-Ed for the local newspaper? Involved in Student Government? League of Education Voters is seeking Washington's new generation of political junkies. We are looking for fall interns with a specialty in new media and/or communications work to join the LEV team this fall. Work days are flexible, although it requires a minimum of 12 hours per week. We are more than happy to help you earn class credit for your time here. If you are interested in learning more about our position descriptions, please email Maggie@educationvoters.org

Education news for August 21, 2009

viking — Fri, 21 Aug 2009 17:00:10 +0000

Just in time: Seattle schools, teachers union reach tentative agreement Is it culture? Why Aren't Our Kids Better at Math? Kent schools: Small contract items resolved in first round of mediator talks

The QEC wants to email you -- no, really!

viking — Fri, 21 Aug 2009 17:05:51 +0000

I am not making this up, the Quality Education Council wants you to join its listserv. No, really, they asked me to post this. In fact, here are directions on how to join the listserv, straight from staff:

To subscribe to the Listserv, simply send an email to listserv@listserv.wa.gov with ONLY the text SUBSCRIBE QEC-UPDATES in the subject line and body of the email. Please do not include any sort of signature in the body of the email. In order to complete the subscription process, you must check your email and confirm that you would like to subscribe. Confirmation is done by replying to the email and typing "ok" in the body (without quotations) or by clicking on the provided confirmation link. You may need to check your junk/spam folder if you do not receive an email asking for confirmation. Additionally, you can sign up for a Listserv account and manage your subscription to the QEC Updates Listserv here.

So sign up, the QEC wants you to. They're also setting up a website, when I know it, I will share it.

Meeting recap: Funding Formula Technical Working Group

viking — Fri, 21 Aug 2009 18:54:50 +0000

The Funding Formula Technical Working Group met yesterday at the Puget Sound ESD in Renton. (A brief overview of the working group and agenda for yesterday's meeting here.) The good news from yesterday's meeting is that the group is attempting to hit the ground running. Staff to the working group (from the Office of Financial Management and the Office of the Superintendent of Public Instruction) made a brief presentation on Washington Learns, the Basic Education Finance Task Force and ESHB 2261, and then jumped right into the prototype model. Of concern, however, is how easily transparency was getting lost in the discussion. Some group members didn't seem to understand that the intent of ESHB 2261 is to have a transparent prototype model so all stakeholders can easily understand school and district finance. To be clear, group members were not advocating for the removal of transparency, but they weren't always mindful of its import. The group also got a bit bogged down in trying to work within the current funding formulae (namely around non-employee related costs). There was a lot of back-and-forth about whether the prototype should be at the school or district level. At the district level was suggested to help prevent gaming of the system (since additional funding would be provided for schools with larger low-income and ELL student populations). School level advocates worried about schools actually receiving the funds they generate under the prototype if allocations are given at the district level. Also up for discussion:

definition of a "school"
small schools versus rural and remote districts
percentage of low-income and ELL students considered "average"
what Materials, Operating Costs and Supplies (MOCS, formerly known as NERCs) allocations should cover
what percentage of the day is considered teacher prep time

A class size subgroup was created to look at teacher prep time and class size; Shawn Lewis (North Thurston) and Neil Sullivan (Spokane) volunteered. The Working Group's next meeting will be Thursday, September 3rd at Highline Community College.

The QEC wants you to visit its website

viking — Tue, 25 Aug 2009 16:47:30 +0000

The Quality Education Council now has a website. Here you can find upcoming meeting dates, information about members and group objectives. Still no agenda yet for this Thursday's meeting in Olympia; if you can't make it down, you can watch the proceedings on TVW.

Education news for August 25

viking — Tue, 25 Aug 2009 17:06:24 +0000

In case you missed it: WASL to be replaced this coming school year Flat lining: College Board reports stagnant SAT scores STEM it up: Science panel seeks ways to fan student innovation

Education news for August 26

viking — Wed, 26 Aug 2009 17:35:49 +0000

Step it up: State of Washington must hone its game in fight for federal education dollars Bummer: Washington SAT scores down a bit from last year On the ballot: Central Kitsap board to decide fate of two levies

QEC to meet August 27

viking — Wed, 26 Aug 2009 20:36:51 +0000

The agenda for tomorrow's Quality Education Council meeting is now available.

9:00	Convene Meeting & TVW Announcement	Superintendent Dorn
9:05	Council Member Introductions	Council Membership
9:25	OSPI and OFM Staff Introductions	Superintendent Dorn
9:35	Council Website, Information, and Feedback Links	Superintendent Dorn
9:50	Elect Council Chair	Superintendent Dorn
10:05	ESHB 2261 Background and Quality Education Council Responsibilities	Susan Mielke and Barbara McLain, Committee Staff, Senate Committee Services and House Office of Program Research
10:45	Break
10:55	Basic Education Finance Task Force: Process and Summary of Recommendations	Annie Pennucci, Senior Research Associate, Washington State Institute for Public Policy
11:35	Early Learning Work Plan Update	Dr. Bette Hyde, Director, Department of Early Learning
11:45	Federal Race-to-the-Top Funds and Federal Guidance for Applicants	Judy Hartmann, Executive Policy Advisor for K-12 Education to the Governor
11:55	Lunch Break
12:40	Funding Formula Working Group and Report from August 20th Meeting	Julie Salvi, Senior Budget Assistant, Office of Financial Management
1:10	Implementation Plan for New Funding System: Preview of Discussion related to Prototype Elements	Jennifer Priddy, Assistant Superintendent of Financial Resources, OSPI
1:30	Implementation Plan for New Funding System: Preview of Policy Decisions Related to the Starting Point for a new Funding Structure	Jennifer Priddy, Assistant Superintendent of Financial Resources, OSPI
2:05	Break
2:15	Implementation Plan for New Funding System: Key Dates for Transition to the New Funding Formula Structure	Cal Brodie, Director, School Apportionment and Financial Services, OSPI
2:45	Proposed Agenda Items for Upcoming QEC Meetings	Chair
3:00	Public Comment	Per Sign-up Sheet
3:45	Other Items and Discussion as Necessary	Chair
4:00	Adjourn	Chair

In case you couldn't guess, we'll be there, posting updates as best we can. And if you can't make it but want to track the action, tune in to TVW.

Funding Formula TWG has a website too

viking — Wed, 26 Aug 2009 22:56:55 +0000

Oh man, the links just keep on coming. The Funding Formula Technical Working Group has launched its website. The agenda isn't up yet for next week's meeting, but will be soon. The website does have links to the handouts from last week's meeting.

LIVE BLOG: QEC

viking — Thu, 27 Aug 2009 16:42:21 +0000

I'll be doing my best to live blog throughout the day, check back often for updates. 9:05am-9:10am Election of Chair Dr. Bette Hyde nominated Superintendent of Public Instruction Randy Dorn, seconded by Rep. Skip Priest. Sen. Rosemary McAuliffe nominated Sen. Eric Oemig. Sen. McAuliffe asked each candidate speak. Sen. Oemig said it makes more sense for OSPI to facilitate the meetings, and withdrew his name from consideration. Supt. Dorn spoke to the benefits of his being chair. Supt. Dorn was elected chair. 9:10am-9:40am Overview of ESHB 2261 - Susan Mielke, Barbara McLain Find all meeting documents here. >>Sen. McAuliffe would like clarification on things requiring legislative action in 2010. Sen. McAuliffe also asked about capacity of instructional hour increases. Susan Mielke responded that the bill did address that issue, and OSPI is to report regularly on system capacity. >>Sen. Joseph Zarelli asked if the Funding Formula Technical Working Group would be looking at new funding sources, or just how to work within the current system. Barbara McLain answered that they could consider both, starting with the current system and looking at possible new sources if they have time.<<

LIVE BLOG: QEC

viking — Thu, 27 Aug 2009 17:54:38 +0000

9:50am-10:25am Basic Education Finance Task Force: Summary of Recommendations - Annie Pennucci >>Sen. McAuliffe asked if the BEFTF included folding I-732 into basic education. Annie Pennucci said the BEFTF did not. >>Sen. Zarelli asked what factor most contributed to the increase in projected graduation rate. Ms. Pennucci said she would have to go back and check. Sen. McAuliffe asked if this presumed students began in early learning programs. Ms. Pennucci said yes, these projections were for 14 years after implementation of recommendations. >>Supt. Dorn asked if they did cost estimates on the savings of increased graduation rates (lower incarceration rates, etc). Ms. Pennucci said they did not. Rep. Skip Priest said they did do a cost-benefit analysis of early learning programs. >>Sen. McAuliffe brought up that the final BEFTF recommendations are not fully reflected in ESHB 2261. She just wanted to make sure everyone was clear on that. >>Back and forth on whether BEFTF was tasked with finding a funding source (not in legislation). >>Rep. Pat Sullivan said staff did a good job in presentations that allow audience to see difference between ESHB 2261 and BEFTF recommendations. Rep. Priest said what was missing from the bill was the sense of urgency included in the BEFTF recommendations. Rep. Priest also brought up the court cases addressing funding (Federal Way lawsuit in the Supreme Court and adequacy lawsuit in King County Superior Court), and the governor's veto of the early learning section of ESHB 2261. >>Sen. King raised concerns over investing $6 billion more per year to raise graduation rates by "only" 8.5 percent; seems like a better investment may be to hire tutors for the 6,000 students that don't graduate each year. Rep. Bruce Dammeier asked if the BEFTF looked at closing the achievement gap and related cost estimates. Rep. Priest said yes, and highlighted community college remediation rates (reducing them is a return on investment). Rep. Priest said the thing to consider is how we prioritize investments. Supt. Dorn brought up recent legislation that's been passed focusing on closing the achievement gap. >>Dr. Jane Gutting asked about the regional labor cost analyses. Supt. Dorn clarified that these largely looked at regional cost differences. Ms. Pennucci said the analyses compared teacher salaries to comparable occupations in different labor markets. Rep. Priest mentioned that the wage analyses also looked at TRI (time, responsibility, incentive) pay, and members of the BEFTF brought up difficulties of rural and remote districts to attract teachers.<< 10:25am-10:45am Early Learning Work Plan Update - Dr. Bette Hyde >>Rep. Sullivan asked if the group will make specific recommendations for at-risk children. Dr. Hyde said yes, but the recommendations will be for all kids, with sub-targets for different age groups. Rep. Sullivan added that part of the BEFTF work highlighted the high return on investment for quality early learning programs, which is why this work is important. >>Rep. Marcie Maxwell asked about the availability of early learning data. Dr. Hyde said it is her wish that the state have a truly longitudinal data system, so children can be tracked through the entire system. >>Sen. Zarelli worried about any recommendations being too prescriptive, and making every daycare center too expensive because they have to be early learning centers. Dr. Hyde acknowledged those concerns, but highlighted the benefits of early learning programs and how they teach through playful learning activities. >>Sen. McAuliffe asked that if early learning is included in basic education doesn't that require it be for all children. Dr. Hyde said the recommendations will be tiered and include recommendations for all children, most children and some children. Dr. Hyde said it's on the QEC to decide if any level of early learning should be part of basic education. Rep. Priest said the recommendation of the BEFTF was that early learning programs be an option.<<

LIVE BLOG: QEC

viking — Thu, 27 Aug 2009 18:58:08 +0000

10:45am-11:20am Federal Race to the Top Funds - Judy Hartmann Ms. Hartmann shared the governor's office is hoping the Gates Foundation will provide a grant for the state to complete a Race to the Top application. >>Mary Jean Ryan said it's worth it for the state to complete an application, since we're looking at potentially hundreds of millions of dollars, and possibly the only new money for education anytime soon. >>Sen. Zarelli liked Ms. Hartmann's notes that we need to implement reforms that are sustainable, and find long-term sustainable funding sources. >>Rep. Priest brought up that tomorrow is also the deadline for the state to send a letter to the U.S. Department of Education about the requirements, citing charter schools as an issue the state will want to address (and the possibility of the state to cite schools like Aviation High School as substitutes). Ms. Hartmann said they are working on two letters, one for the State Fiscal Stabilization Fund, phase two and Race to the Top. As for charter schools, the application seems like it's a "check the box" or "fill in the number" process, rather than demonstrate alternatives, which the state's letter will address. Speaker Frank Chopp asked if Rep. Priest is making a motion that the QEC also send a letter. Rep. Priest said he would gladly support that idea. Supt. Dorn said his office has been working closely with the governor's office on this, and they have been talking with the U.S. Department of Education around these issues. He also brought up our murky language around the authority of the state to intervene in low-performing schools and districts. Supt. Dorn said the state is ultimately in charge of Washington's education system, and gets to decide how close it wants to move toward what President Obama and Secretary Duncan seem to want. >>Sen. Oemig asked if capital facilities are eligible (answer: no) and if they are partnering with local districts. Ms. Hartmann gave a roundabout answer saying districts are important to this effort. >>Rep. Sullivan asked if the QEC could have a copy of the letter this afternoon, even if a draft. Ms. Hartmann didn't know if she could do that. Supt. Dorn said he had no objection to it. >>Rep. Dammeier asked if the congressional delegation was being engaged. Supt. Dorn said they will be informed. >>Dr. Hyde agreed with the idea being circulated by Reps. Chopp, Sullivan and Priest. Speaker Chopp joked they could check the box then explain [laughter all around]. >>Supt. Dorn said Washington often has a different name for things, and our system is just a little different.<< 11:20am-11:40am Funding Formula Technical Working Group Update - Julie Salvi >>Rep. Dammeier asked if by district-wide allocation, they were recommending that this was by grade for the prototype (answer: yes). >>Dr. Hyde asked if the group has discussed determining poverty levels, and perhaps differentiating for various levels. Julie Salvi said they will discuss at the next meeting. >>Sen. King asked if the group will look at current expenditures during consideration of additional funding sources. Ms. Salvi said one of the questions before the group is "Where is the starting point?" which will help inform the group's recommendations. >>Sen. McAuliffe asked about doing allocations on a district level, and how parents will look at their schools and figure out prototype allocations. Ms. Salvi said there are different ways to do that. >>Rep. Maxwell brought up the discussion at the meeting around varying poverty levels of schools in the same district, and how allocating by district could be complicated by that. Ms. Salvi said the group did not come to a resolution on that and will revisit at its meeting next week. >>Sen. Zarelli clarified Sen. King's point that the group needs to figure out what "zero" is. He also said they should determine a percentage of allocated funds that are actually spent on what they were intended to fund (e.g. teachers).<<

LEV’s Award-Winning Ad to go LIVE on King 5

viking — Tue, 25 Aug 2009 22:20:31 +0000

We have a unique opportunity to air our Ready for Life campaign ad during a special one-hour program on Sunday, Aug. 30 at 9 PM titled Learning for Life: Ready for School, Ready for Life on King 5 television. This is an amazing opportunity to spread our message to a highly targeted audience who care deeply about education. We need your help. We are building a movement called Ready for Life, to make sure kids get what they need to succeed-an education that gets them Ready for Life. Click here to donate $25, $50 or $100 to help us show our award-winning Ready for Life ad on television. For $1,000, we can get our 60-second ad up once during prime time! The ad will help us build the movement to change our schools so every child graduates ready for life. Ready for Life means every high school graduate has the opportunity to pursue and complete college and/or job training and attain a living-wage job. It's about changing our schools to achieve an education system from birth through college that ensures:

Every child reads by the third grade;
An excellent teacher in every classroom;
Math and science curriculum that helps our kids lead the way in a changing, high-tech economy;
Diplomas that get kids ready to complete college and/or job training, attain a living-wage job and succeed in life;
More investment in our kids' education, and more accountability to ensure success.

Help us air our Ready for Life message on television by making a donation today. Please forward this message to 5 friends. Thank you for your support and helping to raise awareness.

Three days to go to air LEV’s award-winning ad on King 5

viking — Thu, 27 Aug 2009 17:00:56 +0000

We have three days left to reach our fundraising goal so we can air our Ready for Life campaign ad during a special one-hour program on Sunday, Aug. 30 at 9 PM titled Learning for Life: Ready for School, Ready for Life on King 5 television. We're more than 1/2 way to our goal of raising $1,000 and we need your help! Can you help us with a donation of $25, $50 or $100 to help us show our award-winning Ready for Life ad on television? This is an amazing opportunity to show our ad to an audience who cares deeply about education. The ad will help us build the movement to change our schools so every child graduates ready for life. Ready for Life means every high school graduate has the opportunity to pursue and complete college and/or job training and attain a living-wage job. Help us air our Ready for Life ad on television by making a donation today. Thank you for your support.

LIVE BLOG: QEC

viking — Thu, 27 Aug 2009 21:08:35 +0000

12:30pm-1:20pm Discussion Related to Prototypical Elements - Jennifer Priddy >>Ms. Ryan asked about system costs not incurred by schools or districts (State Board of Education, etc) and how they fit into the model; QEC should look at that. >>Rep. Priest asked about transparency and if the Funding Formula Technical Working Group understands the importance of it. At last week's meeting it didn't seem like members thought transparency was a big deal. Ms. Priddy answered yes and no, as an agency they are clear but FFTWG didn't quite get there, need to reemphasize it to members. >>Se. Zarelli expressed concern over focusing on categories, instead of actual costs of desired results. He doesn't want the state to take away flexibility of districts and schools to meets students' needs by "funding boxes." Rep. Sullivan said that the model is meant for allocation purposes only and districts/schools can spend as they see fit. And with the transparency component, parents can compare the state allocation to actual expenditures. Rep. Priest spoke to the importance of looking at the "non-sexy" issues related to education, especially the costs just to keep the school doors open, and the need to know actual costs incurred by districts. >>Sen. Oemig would like to see actual categorical costs to serve kids then divide for a per student allocation. >>Stephen Rushing asked about class size considerations and differentiation of instructional technology and maintenance technology. He does agree with the thinking of focusing on outcomes, but did say it can be challenging to think about it in a different way than is currently done. >>Rep. Dammeier asked about paraeducators (where they fit in to the model), maintenance/technology funding (where state funding ends and levy funding begins) and separating out central office costs. Ms. Priddy said "instructional aides" is synonymous with paraeducators. For maintenance/technology costs, the state needs to figure out its responsibility then they can report what districts are responsible for. >>Dr. Hyde said she would also like to see central office costs separated out. She asked if class size for high school included the necessary periods to implement CORE 24. Ms. Priddy said one of the things they are considering is the definition of teacher planning time, but they are operating in the current funding parameters. For implementation, they need to determine the starting point and then how to get to the outcome outlined in ESHB 2261. >>Sen. McAuliffe asked about professional development for paraeducators, saying its important to include. Sen. King indicated the FFTWG may need to consider the change in need for instructional aides if class sizes are reduced. >>Supt. Dorn brought up that state funding per student has dropped significantly, but we still run a fairly efficient system, and local levies subsidize many basic education costs. >>Mr. Rushing asked about the length of the school day, and said they are already trying to cram so much in. Sen. King offered that they may want to make the school year longer with shorter school days.<< 1:20pm-1:55pm Crosswalk of Current Funding Levels to New Structure - Jennifer Priddy >>Ms. Ryan said she would like to see state funding broken out by what it actually funds, so as they develop an implementation plan, the state's share of basic education funding increases to 100 percent. Ms. Priddy answered that once they finalize the prototype, they will be able to show the difference between what the sate provides and what districts are actually spending. On moving from Non-Employee Related Costs to Materials, Supplies and Other Costs >>Sen. Oemig suggested the FFTWG presume the state pays all NERC/MSOC costs but only pays for a portion of actual classrooms/class sizes. Ms. Priddy said they had not considered that, and is unsure about that approach as the state has a prescribed maximum class size but would present the idea to the group. >>Sen. Zarelli said they shouldn't presume actual district costs are representative of efficient spending. Perhaps the state should buy insurance for all districts, and then provide less in MSOCs. Ms. Priddy said she will present that to the FFTWG, could also be applied for things like auditor's costs. Sen. King asked about incentives for schools and districts to be more efficient, namely around energy costs. Dr. Gutting said, then, the group should look at performance audits of districts. Sen. McAuliffe countered that performance audits don't always think about what it actually takes to run schools (e.g. its inefficient to use portables, but the solution is either build new facilities or increase class sizes, neither of which is necessarily feasible for districts). Generally Speaking >>Ms. Ryan asked who determines the end values for the prototype. Ms. Priddy said staff was hoping the QEC would provide guidance to the FFTWG on the end values.<<

LIVE BLOG: QEC

viking — Thu, 27 Aug 2009 21:59:13 +0000

2:10pm-2:15pm Transition to the New Funding Formula Structure - Cal Brodie >>Sen. Zarelli said this needs to include a revamp of the accounting system, so we know what each dollar buys.<< 2:15pm-2:30pm Public Comment David Spring, parent from North Bend - Stressed urgency to find funding solution, implement reforms; tax reform is necessary, has solution for consideration Tim Knue, Association for Career and Technical Educators - Looks forward to implementation of reforms; don't forget about CTE, we want to work with you Pat Montgomery, parent from Auburn - Don't forget about equity, and paramount duty of the state; be leaders on reform Rep. Ross Hunter - Allocation model is meant to be building based, not district based, and funding for higher poverty levels is meant to go to the schools with larger populations of low-income students John Stokes, parent from Bellevue - Supports work of the QEC, parents are here to help; additional funding won't come until we have reforms; think about what it takes to educate all kids to the highest levels; don't let more kids fall through the cracks 2:30pm-2:55pm Other Items for Consideration >>Rep. Sullivan suggested the QEC also get updates from the Achievement Gap Committee. >>Sen. McAuliffe would like to have a conversation about how the QEC can help direct legislation. >>Sen. Zarelli asked about meeting materials, and if they are available online and whether they will always get printed materials. Ms. Priddy said each member gets to indicate their preference. >>Ms. Ryan would like the QEC to address prioritization of the prototype model, as well as sequencing of implementation. QEC also needs to look at revenue plan. Ms. Ryan would like to see a work plan for the QEC for the near future, worries the group won't be able to meet deadlines unless they have a loose work plan. Other members agree. >>Sen. McAuliffe would like the dates of upcoming meetings for 2261 workgroups, State Board of Education and Professional Educator Standards Board [the SBE and PESB publish meeting dates at the beginning of each calendar year]. Ms. Priddy shared information about a forum OSPI is hosting with National Board certified teachers, on October 17. Ms. Ryan offered that the SBE has a CORE 24 Implementation Task Force, and could give a briefing to the QEC, along with the System Performance Accountability Work Group. Ms. Ryan added that public engagement is very important, and the QEC could really benefit from it. >>Sen. Oemig would like to see the meetings focus largely on the prototype, since they have so much work to do around it. It may be beneficial for members to serve on parallel tracks, since some do not have extensive budget experience. >>Sen. McAuliffe asked if the Washington State Institute for Public Policy ever ran a cost estimate for reforms using existing costs. Staff pointed out the BEFTF final recommendations included cost estimates. >>Supt. Dorn said he hopes everyone can make every meeting, will help show the QEC is serious about its task.<<

Education news for August 28

viking — Fri, 28 Aug 2009 17:22:45 +0000

Change up: New ag program offers students more flexibility Congrats: Tacoma school superintendent receives honor Starting strong: Kindergarten transition program a positive first step

Education news for August 31

viking — Mon, 31 Aug 2009 17:25:45 +0000

And so it begins: School-funding issue back in court 30 years after landmark case Everybody hurts: Budgets pinch schools, students FYI: Teacher contract talks stall in several school districts OK, go: Race to the Top' grant worth pursuing Battle for bucks: Who speaks best for Matthew?

Education news for September 1

viking — Tue, 01 Sep 2009 17:27:00 +0000

Strike Updates Sedro-Woolley teachers vote to strike Kent: No new schools contract yet

Funding Formula TWG to meet September 3

viking — Tue, 01 Sep 2009 17:33:13 +0000

The Funding Formula Technical Working Group is set to meet Thursday, September 3 at Highline Community College. The agenda is available here.

Education news for September 2

viking — Wed, 02 Sep 2009 17:12:25 +0000

Delta High launches new era in Tri-City education Meetings on early learning, child care in works Connie Fletcher named to state Board of Education

Growing Excellence

viking — Wed, 02 Sep 2009 18:27:26 +0000

Saturday September 19^th the Seattle Alliance of Black School Educators (SABSE) will be hosting a conference at the John Stanford Center for Excellence. Topics will address how to close the achievement gap, with special focus on knowing your child's performance, your child's changing graduation requirements, how to prepare your student for college, and how to help measure your school and student's results. It will feature keynote speaker Erin Jones, as well as a discussion panel with LEV staff Chris Korsmo, Kelly Munn, Maggie Wilkens and others. To register, visit the SABSE website or email Ina Howell at ighowell@seattleschools.org. Hope you can attend!

WA law enforcement leaders urge more investment in early learning

viking — Wed, 02 Sep 2009 17:51:52 +0000

Today, Everett Chief Jim Scharf, Snohomish County Sheriff John Lovick and Prosecuting Attorney Janice Ellis held a news conference urging more investment in early learning to reduce crime. The law enforcement leaders, who are members of Fight Crime: Invest in Kids Washington, reported that the 32,000 prisoners in Washington's jails and state prisons cost taxpayers $902 million every year. Below is the press release:

Snohomish County Law Enforcement Leaders:

Invest in Early Education or Foot Bigger Prison Bill Later

Police chief, sheriff, prosecutor support early learning to cut crime, prison expenses

EVERETT, WASH. (Sept. 2, 2009) -- At a news conference today, Everett Chief Jim Scharf, Snohomish County Sheriff John Lovick and Prosecuting Attorney Janice Ellis released a research brief indicating that the nearly 32,000 prisoners in Washington's jails and state prisons cost taxpayers $902 million every year. Public safety demands that violent criminals be put behind bars, but research shows that high-quality early learning programs for at risk young children from birth to school-entry can reduce crime, ultimately cutting corrections costs by a quarter or more. Scharf, Lovick and Ellis said that Washington State could save taxpayers $225 million if it cut prison costs by a quarter. With kids heading back to school, Washington law enforcement leaders are urging U.S. Sen. Patty Murray to champion new federal legislation to implement the administration's proposed Early Learning Challenge Fund, which will provide $1 billion per year for up to ten years in grants for states to expand and improve their early learning initiatives. Sen. Murray is a member of the Senate Health, Education, Labor and Pensions Committee, which is expected to consider the early learning bill soon. "Corrections is always remedial because crimes have already been committed and innocent people hurt. Early learning for young children is a real opportunity to make a dramatic shift toward prevention," Sheriff Lovick said. In a long-term study of the high-quality Perry Preschool in Michigan, researchers studied the progress of a group of kids who attended the program and another group who did not. They found that by age 40, the kids left out of the program were 85 percent more likely to be sentenced to jail or prison. In another similar study, at-risk kids who did not attend Chicago's Child-Parent Centers were 24 percent more likely to be incarcerated than similar kids who did attend. Chief Scharf emphasized the cost-saving benefits of investing in high-quality early childhood education and care, especially for at-risk young children. Researchers at the Federal Reserve found that the Perry Preschool program returned $16 for every dollar invested, with the majority of the cost savings coming from reductions in crime and incarceration. "A life of crime doesn't pay for the criminal, but like it or not, society does pick up the tab. We know from the research that kids who get early education are less likely to end up behind bars. Let's put that into practice and make sure every at-risk kid has access to the best early learning programs available," Chief Scharf said. The new Early Learning Challenge Fund will support child development programs such as the state Early Childhood Education and Assistance Program (ECEAP) and quality child care, which must have the resources necessary to offer constructive environments for the healthy growth and development of young children in the first five years of life. The education committee in the U.S. House of Representatives passed a bill in July that includes support for the Early Learning Challenge Fund. The Snohomish county law enforcement leaders said that more support is needed at the state and federal level to ensure that quality early childhood programs are available and affordable to more families. Costs for enrolling young children in early learning programs can run as high as $7,300 a year, which many low- and moderate-income families cannot afford. The need for high-quality early learning opportunities is great. In Washington State, only 56 percent of income-eligible children in poverty attend Head Start or ECEAP due to inadequate funding. And the youngest children, from birth to age 3, are even more dramatically underserved. Early Head Start programs in Washington State serve about three percent of eligible infants and toddlers. Many low-income working families rely on licensed child care programs to provide early learning experiences for their children. These programs struggle to provide quality programming with limited financial resources. The research shows that quality is essential to getting the crime and incarceration reduction benefits of early learning. The Early Learning Challenge Fund legislation will enable states to adopt best practices, including higher qualifications for teachers and caregivers, smaller class sizes, and early screening and treatment of mental, emotional and behavioral problems. The new fund will also allow more states to incorporate parent coaching, which helps at-risk families learn about early child development. "By focusing on ages zero to five, we reduce the number of kids who do serious time as adults. Early education gives kids the foundation they need to succeed and stay in school - that cuts crime," Ellis said. Scharf, Lovick and Ellis are members of Fight Crime: Invest in Kids Washington, an anti-crime organization led by more than 200 police chiefs, sheriffs, prosecutors and violence survivors in Washington State and more than 5,000 nationwide. Visit www.fightcrime.org/wa to learn more about Fight Crime: Invest in Kids and download the brief, "Invest in Early Education Now, Spend Less on Prison Later."

Education news for September 3

viking — Thu, 03 Sep 2009 17:20:35 +0000

Strike Updates

Listen up kids: Obama school-speech plan assailed

Education is hot, debt is not.

viking — Thu, 03 Sep 2009 18:53:26 +0000

Today, the Wall Street Journal published an article stating that student loan borrowing grew 25% in the last year (and has been steadily rising for some time now). "Today, two-thirds of college students borrow to pay for college, and their average debt load is $23,186 by the time they graduate." For many of us, this is no surprise. The article goes on to talk about the consequences of a young generation amassing such measurable amounts of debt at such an early age-the effects of which I have been feeling myself! Graduated 20 somethings are postponing important life steps such as buying a home or starting a family due to debt. This sucks. Walking around with $20,000 worth of debt on your shoulders doesn't do much for one's moral. But what upsets me most is who is BENEFITING from student debt. Private lenders! The House of Representatives is slated to weigh in on this issue very soon. The Student Aid and Fiscal Responsibility Act (SAFRA) breezed through the House Committee on Education and Labor, but it's going to need a lot of support. I'm urging all students out there to contact your House Rep and tell them we're tired. Tired of debt and tired of private companies making money off our debt. While you're at it, send that very message to Senator Murray. We need a companion senate bill to support SAFRA and she can do it! Education is hot, debt is not. Private lenders collecting interest off my federal loans? Definitely not hot. Let's change this.

Build a movement to give kids what they need to succeed—an education that gets them Ready for Life.

viking — Wed, 02 Sep 2009 00:03:26 +0000

Thank you! Our Ready for Life ad debuted on KONG and KING and we have received terrific feedback. Your generosity and support is helping to build a statewide movement to give kids what they need to succeed-an education that gets them Ready for Life. Our ad was just one way to elevate the need for change in our schools and a growing movement to make it happen. Can you support our Ready for Life campaign by donating $25, $50 or $100 today? Students are key partners in changing our schools. Parents, educators, AND students must work together to implement and fully fund the historic education reforms we passed in the last year so every child graduates Ready for Life. Now, we'd like to give you a sneak peak at what's next. We've been working with student interns throughout the summer to bring a new generation of activists to the issue of making education reform real. These students created the Washington State Student Bill of Rights to help build a grassroots, youth-centered movement to get every student Ready for Life. The students have been busy promoting the Student Bill of Rights, and in a short period met nearly 1,000 students who have signed it in support. Contribute today to help build a movement to make education reform a reality. Stay tuned for more about our Ready for Life campaign and the Washington State Student Bill of Rights!

Eyman’s latest initiative is a bad deal for schools and students

viking — Thu, 03 Sep 2009 15:04:56 +0000

This month, my kids along with one million other students go back to school. They face larger class sizes, fewer teachers and less support because of state budget cuts. Initiative 1033, sponsored by Tim Eyman, promises to make things even worse. We are working with a coalition of education groups to urge voters to reject I-1033, which will be on the November ballot. It's simple: Initiative 1033 is bad for kids and schools! Forward this message and urge your friends to vote NO on I-1033. Parents, educators, school supporters and business leaders are working to get the message out about I-1033. The initiative would slash the state budget by nearly $6 billion in the next five years-taking away even more resources from Washington's classrooms and our kids. Need more proof? In 1992, Colorado passed a revenue limit like the one in I-1033, and later regretted it. As a result, funding for K-12 education plummeted, dropping Colorado to 49th in the nation in education funding. By 2005, things got so bad that Colorado voters-led by a bipartisan coalition of business leaders, teachers, seniors, healthcare providers, and firefighters-voted to suspend the law for five years to stop the damage to their public education system and their state. Don't let what happened in Colorado devastate Washington's public schools, colleges and universities. Washington is currently 44th in the nation in education funding-are we ready to drop to the bottom? Send this message to at least five of your friends and urge them to vote NO on I-1033 today! To learn more about I-1033, visit http://no1033.com/truth.

Education news for September 4

viking — Fri, 04 Sep 2009 17:30:25 +0000

Strike News

Judge orders Kent teachers back to classrooms on Sept. 8

Kent teachers delay decision on whether to stay on strike

Editorial | Kent teachers' strike illegal; they must return to work

Kent teachers' union to consider defying court order

A strong case for including early learning in Race to the Top

viking — Fri, 04 Sep 2009 19:54:27 +0000

If you are reading our blog, chances are you know that we support our state applying for a federal Race to the Top (RTT) grant. Call us fanboys if you want - but we have a historic opportunity to use federal ARRA funds and expertise to accelerate and expand state reforms. The 2009 education reform legislation, ESHB 2261, launches a series of bold and critical initiatives, but they come with significant fiscal and design challenges. The federal government stands ready to assist with with resources and expertise. That's not a bad thing. Last month we released a report that makes the case for our eligibility and also highlights preliminary ideas to include in our RTT application, Using Stimulus to Drive Change: Opportunities for Washington State. Another thing you might know about us - we're big fans of early learning. Kindergarten should be the next step in education, not the first step. So, can we use our RTT application to bolster P-20 education reform efforts? Last month some of the most well-known early learning funders nationwide sent a letter to Sec. Arne Duncan asking the Obama Administration to think even bigger. Race to the Top does tip it's proverbial hat to P-20, but it could do more. They argue that the Race to the Top Fund is missing a key link to pre-kindergarten. Here is their argument in a nutshell:

Given the power of the research and the scale of the Race to the Top’s ambition to make a difference, The Buffett Early Childhood Fund, The W.K. Kellogg Foundation, The David and Lucile Packard Foundation, and The Pew Charitable Trusts urge, in addition to the specific modifications outlined below, the Department of Education to elevate the level of priority given to “P-20 Coordination and Vertical alignment” from an “invitational priority” to a “competitive priority.” In doing so, the Race to the Top Fund will motivate states to design and implement their reforms starting with high-quality pre-kindergarten, assuring a much greater likelihood of success for America’s children and schools.

So, what would including early learning in RTT mean in terms of the four assurances?

Standards and Assessments: Voluntary, national standards should begin at pre-k, be grounded in child development principles, and be aligned with national assessments of kindergarten readiness and third grade performance.
Data Systems to Support Instruction: Longitudinal data systems should begin at pre-k, be designed so that data eventually can be captured at birth, and feed into Quality Rating Improvement Systems for pre-k linked to K-3.
Great Teachers and Leaders: Create a Pre-k – 3 Teaching Credential and Career Pathways for Early Educators.
Turning Around Struggling Schools: Implement early learning reform strategies in struggling schools and districts.

While the work isn't complete, it is important to keep in mind that Washington State is making significant progress on every idea listed above. Race to the Top could seal the deal.

Meeting recap: Funding Formula Technical Working Group

viking — Tue, 08 Sep 2009 19:59:54 +0000

The Funding Formula Technical Working Group met on September 3rd at Highline Community College. This meeting was full of much discussion, but not a lot of decisions. While discussions were frustrating at times, many members of the Working Group seem to better understand the intent of ESHB 2261 and have gotten on the transparency bandwagon (The presence of Sens. Rosemary McAuliffe and Eric Oemig and Reps. Ross Hunter and Skip Priest may have helped with that). Working Group members also seem to better understand the need for a school-based allocation model, well, maybe. Questions surfaced again around dollars generated by high-poverty schools. Many district representatives thought the district should decide how to best spend those funds, while some other group members felt the schools that generated the allocations should receive those funds. Rep. Hunter clarified during a brief presentation that both categorical (LAP) funds generated by low-income students were meant to be spent on those kids, and similarly for enhancement funds generated by high-poverty schools. Julie Salvi also clarified at one point that the Legislature selected 50 percent Free and Reduced-Price Lunch as the enhancement cutoff because of research indicating that is the tipping point for many schools. NERCs or MSOCs or whatever we are calling non-staffing costs continue to drive debate. Where should be put technology? What about library supplies? On and on and on and on. Yes, these allocations are important for schools and districts (hopefully students too), but the back and forth is exhausting. Members had to keep reminding one another to not get too in the weeds and remember that the allocation and reporting models could be different. The Planning Time Subgroup came back with a recommendation on how to handle teacher planning time in the model. Ultimately, the Working Group decided on 20 percent of the day for secondary teachers and 15 percent of the day for elementary teachers. Two other subgroups were created, one to look at poverty levels and the other to examine small schools/districts. The next meeting of the Working Group is Thursday, September 17 at the Puget Sound ESD.

President Obama: A Message of Hope and Responsibility for America’s Students

viking — Tue, 08 Sep 2009 22:45:10 +0000

Prepared Remarks of President Barack Obama Back to School Event

Arlington, Virginia September 8, 2009

The President: Hello everyone – how’s everybody doing today? I’m here with students at Wakefield High School in Arlington, Virginia. And we’ve got students tuning in from all across America, kindergarten through twelfth grade. I’m glad you all could join us today.

I know that for many of you, today is the first day of school. And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous. I imagine there are some seniors out there who are feeling pretty good right now, with just one more year to go. And no matter what grade you’re in, some of you are probably wishing it were still summer, and you could’ve stayed in bed just a little longer this morning.

I know that feeling. When I was young, my family lived in Indonesia for a few years, and my mother didn’t have the money to send me where all the American kids went to school. So she decided to teach me extra lessons herself, Monday through Friday – at 4:30 in the morning.

Now I wasn’t too happy about getting up that early. A lot of times, I’d fall asleep right there at the kitchen table. But whenever I’d complain, my mother would just give me one of those looks and say, "This is no picnic for me either, buster."

So I know some of you are still adjusting to being back at school. But I’m here today because I have something important to discuss with you. I’m here because I want to talk with you about your education and what’s expected of all of you in this new school year.

Now I’ve given a lot of speeches about education. And I’ve talked a lot about responsibility.

I’ve talked about your teachers’ responsibility for inspiring you, and pushing you to learn.

I’ve talked about your parents’ responsibility for making sure you stay on track, and get your homework done, and don’t spend every waking hour in front of the TV or with that Xbox.

I’ve talked a lot about your government’s responsibility for setting high standards, supporting teachers and principals, and turning around schools that aren’t working where students aren’t getting the opportunities they deserve.

But at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world – and none of it will matter unless all of you fulfill your responsibilities. Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed.

And that’s what I want to focus on today: the responsibility each of you has for your education. I want to start with the responsibility you have to yourself.

Every single one of you has something you’re good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an education can provide.

Maybe you could be a good writer – maybe even good enough to write a book or articles in a newspaper – but you might not know it until you write a paper for your English class. Maybe you could be an innovator or an inventor – maybe even good enough to come up with the next iPhone or a new medicine or vaccine – but you might not know it until you do a project for your science class. Maybe you could be a mayor or a Senator or a Supreme Court Justice, but you might not know that until you join student government or the debate team.

And no matter what you want to do with your life – I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You can’t drop out of school and just drop into a good job. You’ve got to work for it and train for it and learn for it.

And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country. What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future.

You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical thinking skills you gain in history and social studies to fight poverty and homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the creativity and ingenuity you develop in all your classes to build new companies that will create new jobs and boost our economy.

We need every single one of you to develop your talents, skills and intellect so you can help solve our most difficult problems. If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country.

Now I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your schoolwork.

I get it. I know what that’s like. My father left my family when I was two years old, and I was raised by a single mother who struggled at times to pay the bills and wasn’t always able to give us things the other kids had. There were times when I missed having a father in my life. There were times when I was lonely and felt like I didn’t fit in.

So I wasn’t always as focused as I should have been. I did some things I’m not proud of, and got in more trouble than I should have. And my life could have easily taken a turn for the worse.

But I was fortunate. I got a lot of second chances and had the opportunity to go to college, and law school, and follow my dreams. My wife, our First Lady Michelle Obama, has a similar story. Neither of her parents had gone to college, and they didn’t have much. But they worked hard, and she worked hard, so that she could go to the best schools in this country.

Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the support that you need. Maybe someone in your family has lost their job, and there’s not enough money to go around. Maybe you live in a neighborhood where you don’t feel safe, or have friends who are pressuring you to do things you know aren’t right.

But at the end of the day, the circumstances of your life – what you look like, where you come from, how much money you have, what you’ve got going on at home – that’s no excuse for neglecting your homework or having a bad attitude. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. That’s no excuse for not trying.

Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future.

That’s what young people like you are doing every day, all across America.

Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started school. Hardly anyone in her hometown went to college, and neither of her parents had gone either. But she worked hard, earned good grades, got a scholarship to Brown University, and is now in graduate school, studying public health, on her way to being Dr. Jazmin Perez.

I’m thinking about Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he was three. He’s endured all sorts of treatments and surgeries, one of which affected his memory, so it took him much longer – hundreds of extra hours – to do his schoolwork. But he never fell behind, and he’s headed to college this fall.

And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even when bouncing from foster home to foster home in the toughest neighborhoods, she managed to get a job at a local health center; start a program to keep young people out of gangs; and she’s on track to graduate high school with honors and go on to college.

Jazmin, Andoni and Shantell aren’t any different from any of you. They faced challenges in their lives just like you do. But they refused to give up. They chose to take responsibility for their education and set goals for themselves. And I expect all of you to do the same.

That’s why today, I’m calling on each of you to set your own goals for your education – and to do everything you can to meet them. Your goal can be something as simple as doing all your homework, paying attention in class, or spending time each day reading a book. Maybe you’ll decide to get involved in an extracurricular activity, or volunteer in your community. Maybe you’ll decide to stand up for kids who are being teased or bullied because of who they are or how they look, because you believe, like I do, that all kids deserve a safe environment to study and learn. Maybe you’ll decide to take better care of yourself so you can be more ready to learn. And along those lines, I hope you’ll all wash your hands a lot, and stay home from school when you don’t feel well, so we can keep people from getting the flu this fall and winter.

Whatever you resolve to do, I want you to commit to it. I want you to really work at it.

I know that sometimes, you get the sense from TV that you can be rich and successful without any hard work -- that your ticket to success is through rapping or basketball or being a reality TV star, when chances are, you’re not going to be any of those things.

But the truth is, being successful is hard. You won’t love every subject you study. You won’t click with every teacher. Not every homework assignment will seem completely relevant to your life right this minute. And you won’t necessarily succeed at everything the first time you try.

That’s OK. Some of the most successful people in the world are the ones who’ve had the most failures. JK Rowling’s first Harry Potter book was rejected twelve times before it was finally published. Michael Jordan was cut from his high school basketball team, and he lost hundreds of games and missed thousands of shots during his career. But he once said, "I have failed over and over and over again in my life. And that is why I succeed."

These people succeeded because they understand that you can’t let your failures define you – you have to let them teach you. You have to let them show you what to do differently next time. If you get in trouble, that doesn’t mean you’re a troublemaker, it means you need to try harder to behave. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying.

No one’s born being good at things, you become good at things through hard work. You’re not a varsity athlete the first time you play a new sport. You don’t hit every note the first time you sing a song. You’ve got to practice. It’s the same with your schoolwork. You might have to do a math problem a few times before you get it right, or read something a few times before you understand it, or do a few drafts of a paper before it’s good enough to hand in.

Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, it’s a sign of strength. It shows you have the courage to admit when you don’t know something, and to learn something new. So find an adult you trust – a parent, grandparent or teacher; a coach or counselor – and ask them to help you stay on track to meet your goals.

And even when you’re struggling, even when you’re discouraged, and you feel like other people have given up on you – don’t ever give up on yourself. Because when you give up on yourself, you give up on your country.

The story of America isn’t about people who quit when things got tough. It’s about people who kept going, who tried harder, who loved their country too much to do anything less than their best.

It’s the story of students who sat where you sit 250 years ago, and went on to wage a revolution and found this nation. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago who founded Google, Twitter and Facebook and changed the way we communicate with each other.

So today, I want to ask you, what’s your contribution going to be? What problems are you going to solve? What discoveries will you make? What will a president who comes here in twenty or fifty or one hundred years say about what all of you did for this country?

Your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m working hard to fix up your classrooms and get you the books, equipment and computers you need to learn. But you’ve got to do your part too. So I expect you to get serious this year. I expect you to put your best effort into everything you do. I expect great things from each of you. So don’t let us down – don’t let your family or your country or yourself down. Make us all proud. I know you can do it.

Thank you, God bless you, and God bless America.

Education news for September 8

viking — Tue, 08 Sep 2009 23:14:47 +0000

Strike goes on: Kent teachers vote to defy judge, continue strike All eyes on the QEC: State. lawmakers take next step toward education reform Choices help prevent drop-outs: Students have more options than ever toward graduating

Obama's back to school message

viking — Tue, 08 Sep 2009 23:33:09 +0000

Amid all the controversy generated by pundits and some concerned parents, President Obama addressed the nation's children today. The message: Be responsible. Work hard to succeed. Stay in school. I can't imagine a better way to start school knowing that our President has the best interests of kids in mind. Yet, there was plenty of commentary accusing President Obama of using the speech for political gain. One in particular, Florida Republican Party Chairman Jim Greer accused President Obama of trying to "indoctrinate America's children to his socialist agenda." However, after reading an advance copy of the speech, he said, "My kids will be watching the president's speech, as I hope all kids will." It's a sign that the partisan rhetoric has gone too far when the former first lady speaks out against it. In case you missed it, here's the link to the President's speech.

LEV has company on the national stage to change our schools

viking — Tue, 08 Sep 2009 23:52:00 +0000

LEV's statewide movement to get every child Ready for Life has company on the national stage. The Bill and Melinda Gates Foundation and Viacom have teamed up to promote their initiative called Get Schooled, which kicks off tonight with a half-hour special on Viacom stations (BET, Comedy Central, MTV, VH1) starting at 8 PM. Watch the half-hour special tonight and then sign the Washington State Student Bill of Rights. Like our Ready for Life campaign, Get Schooled is about engaging students, parents, educators, communities and businesses to change our schools so every child gets the skills they need to be Ready for Life. Both of us are engaging a new generation of education advocates through a Student Bill of Rights. This summer, LEV's student volunteers wrote the Washington State Student Bill of Rights, declaring rights that ALL students are entitled to. Kids are the most important voice in education. We need young, strong voices to enact real change so our education system is stronger and better. Sign the Washington State Student Bill of Rights today! By signing the Washington State Student Bill of Rights, you'll join students in making a commitment that ALL kids are entitled to an education that gets them Ready for Life.

Education news for September 9

viking — Wed, 09 Sep 2009 17:10:25 +0000

Get schooled: Gates brings education message to MTV, Nickelodeon Improve your math skillz: Panel urges engineering be added to curriculum Another reason to stay in school: As the world economy slumps, ed investment brings a payoff, OECD says

Education news for September 10

viking — Thu, 10 Sep 2009 16:54:19 +0000

Day 15: Kent teacher talks to resume; court hearing today New test next spring: WASL's replacements debut in March, April and May Thinking outside the box: Column | Schools must jump old walls

Education news for September 14

viking — Mon, 14 Sep 2009 17:05:21 +0000

Update: Tentative deal reached to end Kent schools strike Let's go: Tacoma schools ready to move on racial gap Change in support: Growth model 44% is passing: Botched most answers on New York State math test? You still pass

Tell Congress to cutout the middleman

viking — Mon, 14 Sep 2009 22:38:49 +0000

What happens when you cut out the middleman? You help kids and save money-in this case, more than $80 billion! This week, the U.S. House of Representatives will vote on the Student Aid and Fiscal Responsibility Act, which would increase early learning and higher education opportunities for millions of kids.¹ Call your U.S. Representative's office and urge them to vote YES on the Student Aid and Fiscal Responsibility Act of 2009 (H.R. 3221) today. This legislation will have a profound impact on the future of our kids. By cutting out the middlemen in federal government student loans, more than $80 billion will be saved over the next 10 years. The savings will be used to:

Ensure young children enter kindergarten ready to succeed by creating an Early Learning Challenge Fund to provide states with $8 billion in competitive grants over 8 years. This investment would improve outcomes for all children and especially at-risk children-resulting in higher graduation rates, higher rates of college attendance, and higher earnings at work.

Prepare more students for the workforce by improving access and affordability to higher education through expansion of loan and grant programs, strengthening our nation's community college system, and keeping interest rates low for students receiving need-based federal loans.

Washington State's delegation in the U.S. House of Representatives will play a key role in moving this legislation forward. They will vote on this legislation this week. That's why we need you to take action today! Contact your House member's office and urge them to support the Student Aid and Fiscal Responsibility Act (HR 3221). This legislation is critical to our state and nation's future in helping to improve outcomes for millions of kids. ¹Information on the Student Aid and Fiscal Responsibility Act

Education news for September 15

viking — Tue, 15 Sep 2009 21:27:28 +0000

Back to School: Kent teachers settle; class-size issue to live on Hold 'em accountable: Editorial | A dose of brutal honesty for Tacoma schools

What would you ask the Speaker of the House?

viking — Tue, 15 Sep 2009 21:31:00 +0000

Speaker Frank Chopp leads the Washington State House in Olympia, and now he's a leader on the Quality Education Council (QEC)-the workgroup that will build an education system that gets every child Ready for Life. What would you ask the Speaker about schools, education reform and funding? Here's your chance! Send us an email to RSVP for a discussion with Speaker Chopp on school funding and reform. Join Speaker Chopp and Seattle Council PTA this Thursday for a lively discussion on school funding and reform: Thursday, Sept. 17 from 6:45 - 8:30 PM Catherine Blaine K-8, Cafeteria (in the Magnolia neighborhood) 2550 34th Ave. W., Seattle, WA 98199 (MAP) Washington's kids deserve an education that gets them Ready for Life. The landmark reforms passed this year are a blueprint for a stronger and better education system that will improve outcomes for ALL kids. Now it's up to us to hold our policymakers accountable to make education reform REAL. Join us for this important discussion with Speaker Chopp by emailing us to RSVP today.

Education news for September 16

viking — Wed, 16 Sep 2009 16:58:48 +0000

One idea: Seattle schools may lower grade-point requirement for graduation Whoop: FW schools earn coveted Beginning Education Support Team grant W00t: Naselle earns prestigious national award Just one hour a week: Mentoring program helps Issaquah students Approach from all sides: Moving beyond the conventional wisdom of whole-district reform

SBE to meet Sept. 17-18

viking — Wed, 16 Sep 2009 10:15:02 +0000

The State Board of Education is set to meet tomorrow and Friday at the Puget Sound ESD in Renton. Thursday the Board will be looking big picture education reform, CORE 24 implementation, and the Accountability Index. Friday looks to be largely about WASL scores and assessment system updates. The full agenda is available here.

Funding Formula TWG to meet Sept. 17

viking — Wed, 16 Sep 2009 17:22:44 +0000

The Funding Formula Technical Working Group (created by ESHB 2261) will meet tomorrow at the Puget Sound ESD in Renton. The agenda is posted online yet; it's pasted below.

9:30 – 9:35	Overview of agenda	Julie Salvi
9:35 – 10	Update from ad hoc committee on small schools/small districts	Cal Brodie and Ad Hoc Group Members
10 – 10:30	Discussion of alternatives presented by ad hoc committee on poverty issues	Julie Salvi and Ad Hoc Group Members
10:30 – 10:40	Break
10:40 - 11	Finalize prototype: · Number of students per school	Jennifer Priddy / Group Discussion
11-11:30	Finalize crosswalk of current system: · Current staffing · Initiative 728	Jennifer Priddy / Group Discussion
11:30 – 11:45	Review of Draft Work Plan	Julie Salvi
11:45 - 3 (includes working lunch)	Formula Issues · For general allocations: generate funding at district or school level · Rounding – all building staff categories · Enrollment reporting (average annual or other) · Classification of staff - crosswalk staffing categories for compensation assumptions · Staff mix (level) · Class Size: o Discuss assumption of average class size o Exploratory and preparatory career and technical education o Laboratory science o Advanced Placement and International Baccalaureate o K-3 · Central administration percentage	Group Discussion
3:00 – 3:15	Preparation for next meeting and other business	Julie Salvi
3:15 – 3:30	Public Comment

Early Learning Action Alliance-Capitalizing on opportunities

viking — Thu, 17 Sep 2009 22:08:19 +0000

I attended a retreat yesterday of the Early Learning Action Alliance. Organized by the great staff of the Children's Alliance, the retreat brought together early learning quality child care advocates from all over the state. The 2009 session was a tough one for folks focused on Early Learning. Budgets were slashed, staffs were reduced and thousands of kids and their families were directly impacted. When all evidence indicates the remarkable results that quality early learning programs can deliver, these cuts were especially painful. Throw in Governor Gregoire's veto of the early learning portion of the education finance reform bill (2261)and you have a session that was one of the worst in memory where kids, especially at risk kids, are concerned. But in the aftermath of that most difficult session something remarkable is happening. The perfect storm change is rising out of the ashes. There is more support today for a coordinated approach to the State's investments in quality early learning and care than ever before. There is new leadership at the Department of Early Learning and OSPI. There is acute anger in the legislature over the Governor's veto and widespread support for evidence based investments. There is an organized grassroots effort being coordinated through ELAA that covers the entire state. Capitalizing on this energized landscape, the Early Learning Action Alliance held their retreat on Sept. 16th. The day was initially focused on ELAA policy agenda and discussion of the upcoming session. In addition to coalition agenda items, there was excellent discussion about the work of the Department of Early Learning and their legislative drafting team. More on the work of the Department of Early Learning and the preperation for the 2010 legislative session can be found here- http://www.del.wa.gov/partnerships/elac/elp.aspx. This drafting team will issue a set of recommendations the Governor will use as a basis for legislation that will be introduced at the beginning of the session. The lunch of the event was a big success. Not because the food was great (it was) but because of the attendance at the event of a group of committed legislators from both the House and Senate. All the legislators spoke passionately to the coalition members about their support for quality early learning and care programs and that it would be a priority for them. While the work of the Department of Early Learning and the expected proposal from the Governor are important, it is clear that the legislature will have its on ideas as well. Ensuring all this interest results in real change for kids will be a challenge. The fall will be a busy time preparing for the 2010 session for advocates from around the state. To keep in touch with what is happening, and to lend a hand in supporting quality early learning and care programs for every child in Washington, you can use the following links to stay informed and get involved-

www.educationvoters.org-League of Education Voters
www.childrensalliance.org-Children's Alliance
www.momsriging.org-Mom Rising
www.thrivebyfivewa.org-Thrive By Five Washington

Thanks to the staff of the Children's Alliance for their hard work in organizing the retreat.

Why I love The New School at South Shore.

viking — Thu, 17 Sep 2009 22:01:14 +0000

They've read the research and they're using it to create change for real kids, right now. Early learning gains are the foundation for learning. Fade-out is not a factor at South Shore because grades K-3 are equally high-quality and pre-K - grade 3 teachers work together. Lucky me, I've seen their model in action. I've met the kids. I've seen the results. You should stop by and check it out. In the meantime, check out this short video showing how their pre-K - grade 3 model works. PRE-KINDERGARTEN -- 3RD GRADE A New Beginning for American Education from Brian Quist on Vimeo.

The House passes the Student Aid and Fiscal Responsibility Act!

viking — Thu, 17 Sep 2009 16:54:46 +0000

Hooray!

Thanks to your hard work, the House of Representatives has passed the Student Aid and Fiscal Responsibility Act by a vote of 253-171! Struggling to come up with the cash for college? House leadership, with the Obama administration's support, wants to cut out the middle man from federal student loan programs and give students the chance to borrow directly from the federal government. Middlemen are ex$pensive - so the bill creates $92 BILLION in cost savings! Part of the savings would be spent on an Early Learning Challenge Fund to make sure all children have a quality education from the very start! College student? Here's how the SAFRA will help you: For the past 35 years, the federal government has subsidized loans made by private banks to students through the Federal Family Education Loan program, guaranteeing loans up to 97 percent and allowing lenders to reap the profits. The Student Aid and Fiscal Responsibility Act - touted as the largest investment in higher education ever - shuts down that program, replacing it with a direct loan program run by the Education Department. The income-based payment plan eases the strain for graduates paying off loans. Smartypants early learner (who can already read)? Here is how the SAFRA will help you: Ensure young children enter kindergarten ready to succeed by creating an Early Learning Challenge Fund to provide states with $8 billion in competitive grants over 8 years. This investment would improve outcomes for all children and especially at-risk children-resulting in higher graduation rates, higher rates of college attendance, and higher earnings at work. Everyone else? This bill creates $92 billion in cost savings that will be spent on programs we know will save money and promote economic growth. That's a big hooray for everyone. WASHINGTON, Sept. 17 /PRNewswire-USNewswire/ -- Speaker Nancy Pelosi issued the following statement today after the House voted 253 to 171 this afternoon to pass the Student Aid and Fiscal Responsibility Act: "Education is the best investment individuals can make in themselves, it is the best investment parents can make in their children, and it is the best investment a nation can make in their citizens. With that in mind, today the House passed the Student Aid and Fiscal Responsibility Act, the single largest investment in making college more affordable in the history of our nation. "This legislation means that more students will enter college; that they will graduate with less debt; that the federal loan initiatives that they and their families depend upon are strengthened for decades to come; and that taxpayers will save money. It is fiscally responsible, following the strict standards of pay-as-you-go spending. "This legislation seizes the opportunity to strengthen our nation by making a historic commitment to our students and a landmark investment in our future." Visit Speaker.gov

Education news for September 18

viking — Fri, 18 Sep 2009 17:42:42 +0000

Lowering the bar: Seattle Public Schools' 'D' students More cuts on the way: Wash. expected to lose about $238M in tax revenue

School funding advocates finally have their day in court

viking — Fri, 18 Sep 2009 19:49:03 +0000

After 16 years of waiting for the state to fund education reform, school funding advocates finally have their day in court. The case name is McCleary vs. State of Washington, also known as the NEWS (Network for Excellent Schools in Washington) lawsuit. Tune in however you can to the NEWS lawsuit. The stakes are high. If you are in the Seattle area, come watch some of the trial, even if it's just for a few hours. You won't be disappointed. Location King County Superior Court West 1060 (Tenth Floor) The Honorable John Erlick 516 Third Avenue, Seattle, WA 98104 Trial Schedule Monday through Thursday 9:00 a.m. to 4:00 p.m. No trial on Sept 28th No trial the week of October 5th If you live outside the Seattle area, the next best thing to being in the court room and listening to the witnesses testify is to read the daily trial reports at http://www.waschoolexcellence.org/daily_trial_updates. If you sign up as a friend of NEWS, you will get them automatically. Who's testifying next: On Monday, James Kelly, CEO of the Urban League of Metropolitan Seattle, is expected to testify about the achievement gap. Mary Jean Ryan, chairperson of the State Board of Education, will resume her testimony on Tuesday. When it's the state's turn to present evidence, we expect to hear the same tired old arguments from out-of-state experts about how money doesn't matter. We know that that's just plain wrong.

After 16 years, school funding advocates finally have their day in court.

viking — Fri, 18 Sep 2009 21:09:42 +0000

After 16 years of waiting for the state to fund education reform, school funding advocates finally have their day in court. More than 70 school districts, education associations, and non-profit organizations have filed a lawsuit alleging that the state is failing to meet its constitutional and paramount duty of making ample provision for the education of all children. The case name is McCleary vs. State of Washington, and it is also known as the NEWS (Network for Excellent Schools in Washington) lawsuit.¹ Click here to learn how you can keep up to date with the NEWS lawsuit. You don't have to be a lawyer or school finance nerd to find the proceedings fascinating. As state officials, parents, superintendents, and experts answer questions posed by lawyers on both sides and the judge, you hear things like this: "If you are serious about maximizing educational attainment, early learning can't be ignored," said Mary Jean Ryan, State Board of Education. "The failure to fully fund K-12 education is the Achilles heel in every step forward the State has taken for decades in education reform," said Representative Skip Priest. If you are in the Seattle area, come watch some of the trial, even if it's just for a few hours. You won't be disappointed. On Monday, James Kelly, CEO of the Urban League of Metropolitan Seattle, is expected to testify about the achievement gap. Mary Jean Ryan, chairperson of the State Board of Education, will resume her testimony on Tuesday. When it's the state's turn to present evidence, we expect to hear the same tired old arguments from out-of-state experts about how money doesn't matter. We know that that's just plain wrong. Click here to get daily trial updates. We know our school finance system is broken. What's on trial is our state's commitment to a quality education system. The stakes couldn't be higher. Now is the time to deliver on the promises of education reform, so tomorrow's leaders can flourish.

Write a 600 word editorial promoting the Washington State Student Bill of Rights

viking — Tue, 22 Sep 2009 16:45:42 +0000

The League of Education Voters is sponsoring an editorial competition for students with the theme of the Washington State Student Bill of Rights. Write a 600 word editorial promoting the Washington State Student Bill of Rights and win a chance to interview a key education official about the upcoming session . Here are some questions to think about:

What does "ready for life" mean to highschoolers in Washington?
What would it mean for Washington State to adopt the Student Bill of Rights?
What does student activism mean to you??

The student with the best editorial will be invited to interview a key education policy maker about the upcoming legislative session in January. Students with the top five editorials will be invited to spend a day in Olympia with League of Education Voters to see our government in action! Who knows, you might be able to rub elbows with legislators, or even testify! Submission deadline is November 2, 2009Submit your editorial to: Maggie@educationvoters.org About the Washington State Student Bill of Rights Written by students, for students, the Student Bill of Rights is an 8 article document that outlines essential rights: equal opportunity, respect, safety, the best teachers, tools, leadership, starting younger, and graduating ready for life.

Learn more about the Washington State Student Bill of Rights.

Education news for September 21

viking — Mon, 21 Sep 2009 16:53:13 +0000

Everybody hurt$: Schools, students see impact of cash crunch More ch-ch-changes: Seattle schools moving ahead with new student-assignment plan Whoop, there it is: Initiative focuses on early learning programs So 3008: Revised draft of 'common core' standards unveiled also... Who let the Dawgs out: UW ranked (No. 24) for first time in 6 years

Funding Formula TWG recap - Sept. 17

viking — Mon, 21 Sep 2009 17:11:14 +0000

The Funding Formula Technical Working Group met on September to 17th to continue with its work. This meeting felt more productive and many members of the group seemed to have a better hold on the tasks they were charged with. The group is still struggling with the definition of a school, as well as the central administration percentage allocation. The most encouraging part of the meeting was how committed to transparency many of the Working Group members are. Items the working group came to consensus on:

Calculate high-poverty enhancement funding based on a combination of the number and percentage of Free and Reduced-Price Lunch students
Keep high-poverty enhancement spent at district discretion among schools within the district
Use enrollment numbers from Basic Education Finance Task Force prototype school models (400 in elementary, 432 in middle, 600 in high schools)
Generate and allocate funding at the district level
Continue to round staff category FTEs to the thousandths place
Use annual average FTE at the district level for enrollment reporting for now, explore at the school level

More ad hoc committees were formed in the hopes of tackling upcoming issues at a quicker pace (the committees will bring recommendations to the next FFTWG meeting, enabling faster decision making, we hope). Ad hoc committees will address the central administration percentage, implementation/phase-in, categorical programs, CTE/skill centers/Running Start, and substitutes/sick leave/HCA.

Update on the NEWS lawsuit

viking — Mon, 21 Sep 2009 22:26:04 +0000

The petitioners (the 70 + school districts, education associations, and community organizations) have to wrap up their case this week. Today, Judge Erlick heard testimony from James Kelly, Roberto Maestas, and Erin Jones. Tomorrow, Mary Jean Ryan will finish up. Nick Brossoit, Edmonds Superintendent, will then bat clean up. Roberto told the court his story of growing up in a small village in New Mexico to being one of six Latino students at UW, to the occupation of Coleman School and founding of El Centro. The judge let in the picture of Roberto being hauled off to jail over the state's objection. Roberto spoke eloquently about José Martí Child Development Center which serves children aged 1-5 with a staff ratio of 1 to 8. When they got funding to increase the education and training of the center's staff, they saw a huge boost in quality. When asked whether they tracked kids afterwards, he said he wished that they could have done so. They applied for a research grant, but didn't get it. Roberto had no doubt that El Centro's preschool program helped children be successful later on. On cross examination, the state's attorney asked Roberto if he knew of any country that had closed the achievement gap. He mentioned the UN report about the schools in that "tiny republic on the tip of Florida". When she asked him about the value of another study, he quoted Gertrude Stein, "A rose is a rose is a rose. " And then said, "A study is a study is a study. We have to get some action."

Join us for the unveiling of the Washington State Student Bill of Rights

viking — Mon, 21 Sep 2009 22:41:35 +0000

Does a 'D' average mean a student is Ready for Life? Will that high school graduate have the opportunity to complete college and/or job training, attain a living-wage job and succeed in life? It's time to hear what students have to say. Join us for the unveiling of the Washington State Student Bill of Rights at Seattle Center's Fisher Pavilion beginning at 9:30 AM on Wednesday, September 30th. The Washington State Student Bill of Rights was created by a group of high school and college students with support from the League of Education Voters. The goal of the Student Bill of Rights is to empower students as the most important voice in changing our schools so every child graduates Ready for Life. Send your RSVP to Maggie Wilkens and let us know how many friends you'd like to bring to the Washington State Student Bill of Rights launch event. The Washington State Student Bill of Rights launch event will feature:

Students speaking out about what it means to be Ready for Life;
Students creating a mural of the Student Bill of Rights;
Youth Speaks performing the spoken word; and
The unveiling of the Washington State Student Bill of Rights.

Students already have much to say about education. It's critical we listen to them because they offer the most unique and realistic perspectives on education. When the State Legislature convenes in January, students will bring the Student Bill of Rights to Olympia to remind legislators that students have a voice in improving our education system. Join us for the Washington State Student Bill of Rights launch event by sending me your RSVP.

Education news for September 22

viking — Tue, 22 Sep 2009 17:02:47 +0000

Board vs. voters: B-E board hurts its cause by insulting voters Looking for a job? Latest Challenge in 'Race to Top': Find Review Team for Applicants

PESB meeting Sept. 23-24 in Spokane

viking — Tue, 22 Sep 2009 19:55:16 +0000

The Professional Educator Standards Board is meeting tomorrow and Thursday in Spokane. The agenda is available here.

Education news for September 23

viking — Wed, 23 Sep 2009 17:42:59 +0000

Let's hear from students: What makes a good teacher a good teacher? Reform from the other WA: Obama's Quiet Success on Schools

Tune in to watch a TVW special on education reform and funding

viking — Wed, 23 Sep 2009 20:24:34 +0000

As the debate about education funding and reform continues via the NEWS lawsuit and the work of the Quality Education Council, TVW, our state's public affairs channel, will air a special report on education in Washington. Spread the word about the TVW special on education by sending this link to four of your friends. Tune in to the two-part premier of The Quest for Quality: The Debate Over Education Reform and Funding:

Tonight at 8 PM, Part 1: What's the Cost of Basic Education?
Tomorrow at 8 PM, Part 2: More Money or More Reform?

For the special, TVW interviewed parent and student activists who are involved in improving our public schools so every child graduates Ready for Life.¹ To watch the special, click here to:

Locate the TVW station in your community; or
Watch it online at www.tvw.org.

PESB meeting recap

viking — Fri, 25 Sep 2009 18:03:02 +0000

The Professional Educator Standards Board meet Wednesday and Thursday in Spokane. The agenda featured a lot of good updates, as well as some interesting discussion. On the updates side:

The ProTeach portfolio is plowing ahead -- to earn Professional Certification educators will need to complete a portfolio (ProTeach) -- the submission webportal looks very user-friendly and appears on track.
Looks like Washington will participate in a cross-state pilot of a pre-service teacher assessment.
Judy Hartmann, K-12 policy advisor to Gov. Gregoire, updated the PESB on Race to the Top funds and Washington's proposed plan of action -- we will apply in Round 1 in December, receive feedback from the U.S. Department of Education then submit a (hopefully successful) application for Round 2 in June 2010.
Update from OSPI on implementing ESHB 2261 and areas involving the PEB.
Survey results from first-year teachers and educators who complete alternate route programs provided some anecdotal insight into their experiences, but cannot be considered representative of all teachers in each cohort.

On the discussion side:

Length of residency certificate: Currently Residency Certificates can be valid for up to nine years. The PESB needs to decide if this is the timeline it wants for beginning educators. ESHB 2261 and PESB discussion in July indicate seven years may be the more appropriate limit. This issue brought up a lot of questions for PESB members, especially around those educators that take time off for medical reasons, or have trouble finding teaching positions.
Master-level certification: ESHB 2261 tasked the PESB with creating a new tier of certification. A drafting group working on the standards for Master Certification presented, and highlighted that a Master educator would be one who not only improves student learning but also works with fellow educators to improve their classrooms. Discussion focused around confusion over the need for Master Certification, since it's meant to be synonymous with National Board certification. Other concerns over cost to educators, as well as no associated pay increase with obtaining this level of certification [Jennifer Wallace and others clarified that it is the intent that the educator pay model be revised to match certification levels.]

Education news for September 28

viking — Mon, 28 Sep 2009 20:12:06 +0000

Whoop: 13 South Sound schools get nod for reading, math improvements $omething to build on: 4 local districts get stimulus school bonds Bye bye summer? Obama would curtail summer vacation Lighten up: Management guru says 'student load' key to achievement

QEC to meet Sept. 29-30

viking — Mon, 28 Sep 2009 22:07:18 +0000

The Quality Education Council is holding its second meeting at the New Market Skills Center in Tumwater. The agenda is available here. It is unclear whether TVW will do a live webcast, check the website for updates. And check back here for live updates throughout both days.

Legislative committee days Oct. 1-2

viking — Mon, 28 Sep 2009 22:19:53 +0000

Legislative committee days are October 1-2 in Olympia. A lot is going on, and you can see the full calendar of meetings here. TVW will be broadcasting everything, online or on live TV. Here is the schedule for the education-related committees: Thursday, October 1

1:30 p.m. - House Education Appropriations
3:30 p.m. - Senate Early Learning & K-12 Education

Friday, October 2

8 a.m. - House Education
8 a.m. - House Higher Education
8 a.m. - Senate Higher Education & Workforce Development
1:30 p.m. - House Early Learning

Join us this Wednesday for the unveiling of the Student Bill of Rights at Seattle Center

viking — Mon, 28 Sep 2009 23:33:19 +0000

We're excited to be launching the Washington State Student Bill of Rights at Fisher Pavilion rooftop in Seattle Center beginning at 9:30 AM this Wednesday, September 30th. Will you be able to join students from The Center School, parents and members of the community as we unveil a life-size mural of the Washington State Student Bill of Rights? Let us know if you can attend the event by:

The Washington State Student Bill of Rights was created by a group of high school and college students with support from the League of Education Voters. The goal of the Student Bill of Rights is to empower students to be the most important voice in changing our schools so every child graduates Ready for Life. The Washington State Student Bill of Rights launch event will feature:

Local students speaking out about why we need a Student Bill of Rights;
Seattle School Board President Michael DeBell talking to students about the power of student activism; and
The unveiling of a life-size mural of the Washington State Student Bill of Rights created by students from The Center School.

Let us know if you can attend the event by:

LIVE BLOG: QEC

viking — Tue, 29 Sep 2009 17:07:56 +0000

9:05am-9:55am Funding Formula Technical Working Group Update and Crosswalk Progress - Julie Salvi and Jennifer Priddy See the PowerPoint here. >>Sen. Joseph Zarelli asked if the current class size in the crosswalk is based on teachers the state is funding or the number districts actually hire. Jennifer Priddy answered that these number are based on the number of teachers districts hire with the state allocation. Mary Jean Ryan pointed out that these numbers do not reflect staff funded through other funding sources, including local levies, 728, etc.; this information would be helpful moving forward. >>Ms. Ryan asked about funding assumptions for principal salaries, since most local districts augment administrator salaries. QEC needs to think about that in the bigger picture moving forward, that administrator costs are higher than what the state is funding. Sen. Zarelli would like to see that data. Superintendent of Public Instruction Randy Dorn clarified that these numbers reflect what districts are actually buying, on average, with state allocations. Sen. Zarelli followed up that regional cost differentials are part of this, and doesn't want to leave districts hanging later on because of regional differentials. >>Stephen Rushing asked about administrator funding. Ms. Priddy answered that the state funds four administrators per 1,000 students at rates determined in the 1970s. Some districts receive $57,000/administrator from the state while others receive $85,000/administrator. Most administrators earn more than the baseline, leaving the difference to be picked up by districts. >>Sen. Eric Oemig asked about the state's ability to track supplemental salary for teachers (data system isn't set up to collect this). Ms. Priddy said that is mostly correct, and some of the supplemental salaries are for coaches, National Board certified teachers, and the like. >>Rep. Bruce Dammeier highlighted how helpful the crosswalk will be in phasing in the new funding model and setting phase-in priorities. Dr. Bette Hyde asked about 6th grade in middle schools and if that is reflected in the crosswalk. Ms. Priddy said that only 6th grade in elementary schools was included in the crosswalk. >>Ms. Ryan asked about other basic education costs not in RCW. Ms. Priddy responded that in addition to staff allocations, NERCs and transportation are also considered basic education. >>Sen. Zarelli asked about certificated staff allocations, and if the state provides specific funding for non-classroom staff (educational staff associates). Ms. Priddy said that ESAs are included in the certificated staff ratio and districts decide how many ESAs to hire. Sen. Cutis King asked about the library enhancement previously funded in the budget. Ms. Priddy said districts could use that allocation to either hire librarians and/or buy library materials; any FTEs purchased with that allocation are not reflected in ESA crosswalk. Sen. Zarelli indicated he would like to see how many teachers the state would fund in the prototype, not just the funded class size.<< 9:55am-10:20am Early Learning Work Group Update - Dr. Bette Hyde and Superintendent Randy Dorn One page update is here. -Dr. Hyde clarified that this plan will be for Washington State as a whole, it won't be just a Department of Early Learning Program - OSPI and DSHS will also have pieces of it. >>Sen. Rosemary McAuliffe asked if any other states include early learning for at-risk children in basic education. Dr. Hyde said other states do provide universal preschool or preschool for at-risk children, but not part of basic education. Rep. Sullivan asked for more information about what other states are doing, in regard to state preschool programs. >>Rep. Skip Priest brought up that investing in early learning programs can save money down the road. That information may be useful for this group, especially for those members interested in cost efficiency. Ms. Ryan asserted that the QEC needs to look at possibly return on investment in all areas, not just early learning.<< 10:20am-11:15am Date Governance Update - Bob Butts, Debbie Spaulding and Allan Miedema PowerPoint is available here. -Bob Butts thinks enough money has been allocated to get the job done. >>Rep. Priest asked if he just meant OSPI and the Date Governance Group, and not local districts. Mr. Butts said there is enough money to do what was called for in ESHB 2261. Rep. Priest asked if the group will determine what this new system will cost districts. Mr. Butts said that information will be collected during the gap analysis. >>Sen. McAuliffe asked if the group will also look at unnecessary reports and perhaps reduce the data reporting burden on districts. Mr. Butts said Sen. King sponsored a bill in the previous session that directs that type of analysis to be done (identify duplicate and/or unnecessary reports). >>Sen. Oemig asked about the ability to link student and teacher data. Mr. Butts said the group will look at that. Sen. Oemig asked when these reports would be available (per ESHB 2261). Ms. Priddy answered the question, saying he is asking about reports in subsection five of ESHB 2261, and OSPI does intend to produce those reports, but needs more staff. >>Dr. Hyde asked about progress toward becoming a P-20 data system. Debbie Spaulding said they anticipate other data systems to tack onto the CEDARS Data Warehouse. >>Sen. McAuliffe asked if online schools will be included in the data system. Allan Miedema said it is the hope that they would have reciprocity with online schools. >>Rep. Priest said it sounds like much of the system is punitive, and asked about student mobility. Will teachers be able to use data to inform instruction, or for schools to be able to understand how to best help students who transfer to a new building? Mr. Butts indicated that the intent is for the system to help educators, schools and districts effectively teach students. Ms. Spaulding said that just yesterday these data can now be linked, and users indicated the need for a teacher portal to access the data. >>Sen. Oemig said that in the bill it called for a "data improvement system," with the intent that data be used to improve instruction, better match professional development opportunities with teachers, better identify student needs, etc. >>Rep. Sullivan asked about implementing the expanded data system, and how that would be phased in. Mr. Butts said he didn't know if the group would be able to do that. >>Dr. Jane Gutting brought up that in the health care industry, practitioners enter data and are responsible for accuracy. In education, secretaries enter most of the data. How do we want to do data entry in the future? Mr. Miedema said that is a key part moving forward, and staff who enter data need training because they may have been moved from another role/position and don't have data entry experience. >>Superintendent Dorn asked if this new system would require every teacher to have access to a computer. Ms. Spaulding said that every teacher has access to a computer and the internet, many of whom have it in the classroom. Superintendent Dorn highlighted the need for teachers to have computers in the classroom.<< 11:35am-11:50am Meeting Dates and Planning - Superintendent Dorn -Recommend that the December meeting be two days >>Dr. Hyde asked if the November meeting should also be two days. >>Ms. Ryan suggested having a meeting later in December to better digest the recommendations of the Funding Formula Technical Working Group. Ms. Priddy said the legislation limits the QEC to only four meetings per year. Sen. McAuliffe said it was intentionally written that way. Ms. Ryan said it seemed the intent of ESHB 2261 was that the QEC could meet more than four times in 2009 because of startup needs, and then meet only four times in 2010 and beyond. Rep. Sullivan said he believed the intent of the legislation was the QEC could meet more than four times in 2009.<< -Ms. Priddy presented how current ESA staffing in the prototype model translates to a per 1,000 students ratio (the information Sen. Zarelli was asking for). 11:50am-12:15pm 2018 Funding Values: SPI Proposal - Jennifer Priddy Proposal is here. PowerPoint is here. >>Sen. Zarelli asked what the range in class size is nationally. Ms. Priddy said Vermont has the smallest with 10.8, the U.S. average is 15.5, Washington has 19.1 and Utah has the largest with 22.1. >>Sen. King asked if they looked at the research indicating smaller class sizes do have a positive impact in the early grades, but don't necessarily in the other grades (citing a WSIPP study). Ms. Priddy answered that they are considering research, and that there is national research indicating smaller class sizes make a difference in high-poverty schools, and workload is an issue for secondary teachers. >>Superintendent Dorn spoke to teacher workload and the benefits of reducing teacher workload. Sen. Zarelli responded that reducing teaching workload and lowering class size are two separate issues, and teacher workload can be reduced through other methods. Superintendent Dorn did not disagree. Rep. Priest jumped in saying the Basic Education Finance Task Force was a little arbitrary in selecting class sizes for the prototype and settled on many of the numbers because they were round (e.g. 25 instead of 26), and some of the small class sizes were meant to enable smaller schools and districts to offer more specialized programs like AP and CTE (otherwise they wouldn't have enough students in the program to support it). More on this after lunch... 1:05pm-3:05pm 2018 Funding Values: SPI Proposal, continued - Jennifer Priddy >>Sen. Oemig questioned the use of national rankings since we don't know what other supports all other states are providing. >>Ms. Ryan would like some data disaggregated to help answer questions, e.g. is lowering class size in the early grades more effective for certain students? What about teacher compensation? >>Sen. Zarelli said he doesn't want to take just take the current funding model and increase spending; he would rather funding increases be targeted to effective investments. He would also like allocations be given to districts in block amounts to allow more flexibility. QEC needs to determine priorities for funding. >>Dr. Gutting suggested members of the QEC sit down with the finance manager for their local districts to see what decisions districts are making and try to identify where the "fat" is. >>Dr. Hyde said that the intent of the BEFTF's recommendation was to hold districts accountable for results, and let districts decide how to spend funds. Rep. Sullivan agreed, citing differences between districts. >>Sen. McAuliffe brought up different learning styles and the needs of today's students. >>Dr. Gutting said that they need to "get the most bang for their buck" with new investments but the state isn't providing enough funding to "keep the doors open."<< >>Rep. Dammeier asked if the intent is that guidance counselors could be decreased down the road once dropout rates decrease. Superintendent Dorn spoke to the workload of guidance counselors and the benefit of having more counselors in schools. Rep. Dammeier asked for background on the BEFTF guidance counselor recommendation. Dr. Hyde said it was based on recommendations Picus and Odden made during Washington Learns. >>Sen. Oemig asked if the intent was still that this model is for allocation purposes only and districts can choose to spend funds differently. Superintendent Dorn said yes, however, districts will probably follow it because districts will worry they will be held more accountable for deviating from the model. Rep. Dammeier asked if the model could include broader staffing categories (e.g. non-teaching staff) so districts can have more flexibility. Rep. Priest said the intent was for the model to lay out specific staffing ratios, citing librarians as an example of the import.<< >>Sen. King asked how the state will hold districts accountable. If districts have the flexibility to spend funds as they see fit, and then don't achieve to the desired level, what happens? QEC members pointed to Ms. Ryan for a response. Ms. Ryan said the State Board of Education is working on the accountability system, including improvement plans for low-performing schools and districts. Sen. Zarelli said we can do two things, 1) not promote students that don't pass the grade, putting pressure on parents, and 2) not give anyone in the building raises if performance targets aren't met - this way everyone will work together to improve achievement. Sen. King again said something about expectation of results. >>Rep. Priest shared some background on the BEFTF, including members thinking on recommendations. He said, basically, the BEFTF didn't want to get too bogged down and focused on those areas with the most impact on student learning (early learning, lower class sizes in early grades, etc.). Dr. Hyde followed up saying the big ideas behind the model were transparency and accountability.<< >>Mr. Rushing asked about instructional aides, as no one he works with uses that term; does this include paraeducators? Ms. Priddy said it may include paraeducators, although these positions are often funded through special education, or pullout tutors.<< >>Re maintenance, Sen. Zarelli asked if it made more sense to allocate on a square footage basis. Superintendent Dorn said schools have more going on in the evenings now than in the past, with sports, evening classes, community meetings, etc. which requires additional facilities maintenance. Sen. Zarelli said he understood but was wondering if a different method to determine funding made sense. Rep. Priest said that idea makes sense, and is worth exploring. Ms. Priddy said they have tried to run those numbers, but we don't have accurate data on the square footage of the entire system. There are national studies that indicate the level of funding necessary to maintain facilities. Sen. Zarelli said the state does have the square footage for every school in the state. Ms. Priddy said they just haven't collected the data at the state level and JLARC is working on that. >>Sen. King proffered that state funds should not be used to maintain facilities built with local funds. Superintendent Dorn agreed but said levy funds are not just used for extras anymore. Sen. King agreed. >>Sen. McAuliffe asked about the maintenance supplies per student allocation from Washington Learns; it seems low. Ms. Priddy needs to double check it.<< >>Mr. Rushing asked if the extended day tutoring in the Learning Assistance Program would occur outside of the school day. Ms. Priddy said it wasn't prescriptive. Mr. Rushing then asked about transportation for such a program. Ms. Priddy said that could be built into the new transportation formula.<< >>Sen. Zarelli asked if the ELL program is based on research, because research he's seen would point in another direction -- especially with the growing ELL population. Ms. Ryan mentioned the work being done with ELL students in Spokane, and the strong results they are seeing. Sen. Zarelli again stressed not just putting more money into the system, but spending wisely. Ms. Ryan agreed with him, and cited the need for these programs. Sen. Zarelli added that he just wants Washington to look at best practices from other states and within the state. Dr. Gutting said she would also like to see the research on effective programs for ELL students. Rep. Priest agreed, but added that some districts have greater needs in this area (i.e. more languages spoken at home) and may need greater funding. >>Sen. McAuliffe said this reminds her of 1209, where the state said it would set the standards then provide the funding to get there.<< >>Sen. King asked why the state would fund 10 learning improvement days. Ms. Priddy said Picus and Odden recommend 10 LIDs, and WSIPP found research that said increasing LIDs can increase student achievement. Mr. Rushing added that LIDs are in addition to the 180 instructional days. Ms. Ryan brought up that the SBE spends too much time processing waiver requests from districts asking to reduce student instructional days to offer one or two staff professional development days, so if the state pays for 10 LIDs then districts should not be able to apply for those waivers. Ms. Ryan added that any professional development needs to be effective, and curriculum needs to support our academic standards, diagnostic and formative assessments should also be invested in. >>Sen. Zarelli said he would like to see these built into the academic year, rather than be add-ons. Sen. McAuliffe agreed with Sen. Zarelli, and thought we may not want to think of them just as days, but imbedded in the school year. Mr. Rushing said the funds could instead pay for release time for teachers, and the substitutes that would also be needed, to allow teachers to meet during the school day, or observe other teachers. >>Ms. Ryan asked about the difference between LIDs and the professional development MSOC allocation. Ms. Priddy said the LID allocation would pay the teacher salary for that professional development, and the MSOC allocation would cover contracted costs (trainer, travel, materials) and costs for professional development for all staff (classified, etc.).<< >>Questions about the amount of funding local levies provide, including funding for supplemental salaries and transportation. Ms. Ryan mentioned the COLA. >>Members asked for a break down of QEC responsibilities beyond the prototype, will help inform priorities going forward. >>Rep. Dammeier asked if increasing state funding to the national average (along with accountability) will push student achievement higher (since Washington's student achievement is above average with below average spending). Ms. Priddy said research supports a "yes" answer. >>Mr. Rushing asked what would happen to funds like 728 when the state transitions to the new model. Ms. Priddy said she doesn't recall what happens specifically to 728, but that is a policy question to consider, probably just roll 728 into the general fund.<< 3:15pm-3:50pm Public Comment Laura Kohn, The New School Foundation - success of The New School, emphasizing investments in the early years John Bancroft, White Center Early Learning Initiative - stressing the importance of early learning programs, ECEAP/Head Start not adequately funded George Scarola, League of Education Voters - QEC needs to do three things: 1) develop program for early learning, specifically preschool for 4-year-olds, 2) adopt the prototype model, and 3) create a phase-in plan Sarah Francis, MomsRising - parents need access to early learning opportunities Allen Jones, director of finance, Tumwater School District - use the current accountability system, give districts flexibility Hilary Ryan, parent - early childhood education is very important 3:50pm-4:05pm Looking to tomorrow >>Sen. King is unsure of whether LIDs are meant to be included in basic education. >>Sen. Oemig thinks the QEC should adopt the categories for the prototype, and is less concerned with setting the 2018 amounts right now. >>Sen. Zarelli said local funding fits into this, and it needs to be considered. >>Rep. Priest asked for clarification of the tasks before the QEC and the Funding Formula Technical Working Group - who fills in the prototype? Can we direct the FFTWG to vet the numbers in Superintendent Dorn's proposal? Rep. Marcie Maxwell agreed that things need to move forward. >>Sen. McAuliffe said the FFTWG is working, and it's too early for the QEC to make a recommendation, and the QEC should wait for the FFTWG's recommendations. >>Mr. Rushing said he would like more time for discussion. Dr. Gutting said she doesn't want to pre-decide if the QEC can make a decision tomorrow, but think about things tonight and come prepared for good discussion tomorrow. >>Rep. Dammeier suggested everyone think about this proposal tonight, come prepared to discuss tomorrow and at least set some priorities tomorrow. Ms. Ryan asked about the importance of setting ending values.<< Click here for coverage of day 2.

Congratulations to the 2010 Washington State Teachers of the Year!

viking — Tue, 29 Sep 2009 17:09:43 +0000

Yesterday afternoon at the Experience Music Project's Science Fiction Museum and Hall of Fame, families, friends and education supporters gathered to recognize and celebrate the work of Washington's best teachers. With over 60,000 teachers in the state of Washington, it was a tremendous honor for the nine educators that were nominated. League of Education Voters would like to recognize and thank the 2010 Regional Teachers of the Year: James Loucks, West Valley High School Madeline Dunn, Garfield Elementary School Kenneth Roberts, Fort Vancouver High School Heather Rader, North Thurston Public Schools Danyell Laughlin, Klahowya Secondary School Michelle Kelly, Kent Elementary School Aimee Simington-Pearce, McLoughlin Middle School Thomas Robinson, Chelan High School Special congratulations to Washington's 2010 Teacher of the Year: James Yoos, Bellingham High School Thank you teachers!

LIVE BLOG: QEC, day 2

viking — Wed, 30 Sep 2009 17:04:21 +0000

LIVE BLOG: QEC, day 2 9:10am-10am Professional Educator Standards Board Update - Jennifer Wallace PowerPoint is here. >>Sen. Eric Oemig asked a rhetorical question about National Board certification being the equivalent of the proposed master level certification, implying the proposed master certification is unnecessary. >>Sen. Rosemary McAuliffe raised concerns over the cut scores for the WEST-B (assessment for entrance into teacher education program) and the impact on teacher diversity. >>Mary Jean Ryan asked who evaluates the pre-service assessment. Jennifer Wallace answered trained educators will evaluate the assessments. >>Dr. Bette Hyde asked if districts would be able to ask for assessment scores from candidates. Ms. Wallace was unsure if scores would be used to inform district hiring decisions. >>Sen. McAuliffe asked if this assessment would assist with certification reciprocity. Ms. Wallace said yes, these states would have reciprocity. >>Ms. Ryan asked if teachers would use WASL scores as evidence of student work on the ProTeach portfolio. Ms. Wallace said that may be one piece of data teachers could use, but student evidence is meant to be from the classroom. >>Sen. Oemig asked if the ProCert portfolio is meant to filter out "gross incompetence" and/or drive professional development. Ms. Wallace said both, although she didn't like the term. The idea is that ProCert is awarded to teachers who have demonstrated a certain level of teaching mastery, and if candidates cannot pass the ProTeach portfolio then they should transition out of the profession. >>Ms. Ryan asked if tenure is tied to certification. Ms. Wallace said tenure is a contract issue and not tied to certification. >>Sen. King asked if ProCert has a expiration date. Ms. Wallace said ProCert is good for five years, and then needs to be renewed, which teachers can do through clock hours. The PESB needs to figure out what to do for renewal under the new system going forward (once the ProTeach portfolio is in place). >> Dr. Hyde asked about giving clock hours for completing the ProTeach portfolio. Ms. Wallace said that is an option, but they would prefer teachers earn a pay bump for earning ProCert, but it's not cheap. They calculated that a $1,500 pay bump for ProCert would cost the state $18 million. >>Rep. Pat Sullivan mentioned that in ESHB 2261 the compensation work group starting in 2011 will look at the disconnect between certification and compensation. Ms. Ryan said they should be thinking about this now. Ms. Wallace agrees. >>Rep. Sullivan said this was a big issue during the Basic Education Finance Task Force, and former Superintendent of Public Instruction Terry Bergeson was a big advocate for at least awarding teachers a one-time payout for completing ProCert, because of the cost to complete. Sen. McAuliffe said there is more an incentive to pursue National Board certification because of the ongoing pay bump. >>Rep. Marcie Maxwell asked if the e-cert system is part of the early data work. Ms. Wallace was uncertain if e-cert was going to be online early on, and thought the CEDARS system was more of a priority. >>Rep. Sullivan asked if the PESB is going to make a budget request for a ProCer pay bump. Ms. Wallace said they are having conversations with different bodies, but don't plan on making a specific budget request. >>Dr. Jane Gutting asked if the PESB has looked at the e-cert systems used by ESDs. Ms. Wallace said the e-cert office in OSPI may have.<< 10am-10:50am Pupil Transportation Implementation Plan: OSPI Update - Allan Jones and Mike Kenney Proposal is here. PowerPoint is here. >>Sen. McAuliffe asked if they are looking at different start times for elementary and secondary, to increase efficiency. Mike Kenney said that will be part of their recommendation to districts, that they look at bell times and the like, but much of that depends on the geographic size of the district. >>Sen. Oemig asked if every district provides transportation to students. Allan Jones said all districts do, either through their own system, or through contracting with a neighboring district. Mr. Jones added that school boards have the authority to decide if student transportation is necessary. Mr. Kenney said transportation is a part of basic education, and transportation cannot be a barrier to a student's education. Sen. Oemig was concerned about districts being penalized (in funding) for making their transportation systems more efficient. Dr. Hyde asked if walking programs could be better used to combat child obesity and save transportation funds. >>Sen. Joseph Zarelli said this may not be the final answer yet, and it may make more sense to allocate transportation on a FTE basis. We need to move to a system that encourages "out of the box" thinking on getting students to school. >>Rep. Bruce Dammeier asked if they have a cost estimate for the new model using the road mile instead of the aerial mile. Mr. Jones said they didn't have a concrete cost estimate. Rep. Dammeier asked if the state could save money by purchasing one routing program and give access to all districts, rather than purchase 295 copies. Mr. Jones said they plan to do that for small districts. >>Sen. McAuliffe asked if there were incentives in the plan to get students out of cars and into school buses. Mr. Kenney said adequate funding will help. Mr. Jones said they didn't want to get into the high school students in cars issue. >>Dr. Gutting asked about state statistics on student injury and deaths due to transportation. Mr. Jones said the state has data on incidents related to school buses, but not to private transportation. >>Stephen Rushing said incentives for more efficient transportation systems would be better, and systems should include funding for safe walking routes (supervisors, etc). Mr. Rushing also pointed out that high school students' days start the earliest, but that doesn't work best for teenagers' biological clocks. But athletics and other activities conflict with that, so some rules may need to change. >>Superintendent of Public Instruction Randy Dorn asked how long the study has been going on (answer: 5 years) and if the entire transportation community has been involved (answer: yes) and districts will be held harmless (answer: yes). Superintendent Dorn mentioned that most districts are cutting back on transportation system (eliminating stops, etc.). Then Superintendent Dorn asked how much is needed from the Legislature. Mr. Jones said they need $670,000 for development of the technology infrastructure. Dr. Hyde wondered if any federal funds could be used to fund the IT part of this.<< 11:05am-11:50am Race to the Top Updates - Superintendent Randy Dorn and Mary Jean Ryan -Began with reading a letter from the governor to the superintendent. In it, Gov. Gregoire said the plan is to submit a Race to the Top application in the first round, and if unsuccessful submit a second application in round two. -Other states are changing laws in attempts to make themselves more competitive (Rhode Island, California, Colorado). -SBE will be proposing language to the Legislature improving the SBE's ability to work with low-performing schools. >>Sen. Zarelli asked if Washington has to do all of the corrective actions under NCLB, or if we can pick and choose. He would prefer that we use outside teams to assess what is happening in struggling schools where everything has the potential to be on the chopping block. Ms. Ryan said that is part of the SBE proposed accountability plan. >>Rep. Sullivan expressed concern over the state taking over struggling schools; the state knows what it needs to do, we just need to commit resources. Sen. McAuliffe asked what metrics would be used to determine which schools are "struggling." Ms. Ryan said they are still working on that, and the SBE is trying to meld the proposed state system with the federal system. >>Dr. Gutting asked about the steps of "academic watch" in the SBE plan. Ms. Ryan said the SBE would rather work with school boards, and does not want to take over schools. >>Sen. McAuliffe wondered if voluntary focused assistance is successful (for OSPI's program, yes), and if the state was providing enough funding (no). >>Rep. Dammeier is excited about the SBE's accountability work and think it gets to the heart of ESHB 2261.<< 11:50am-12:40pm Public Comment Jim Kainber, Stand for Children - hearing positive feedback from legislators re: education; encourage QEC to adopt a prototype model, will help direct work for Funding Formula Technical Working Group; induction piece is important in phase-in, easy early investment to make in teacher quality Rick Allen, United Way of Pierce County - stressing importance of early learning >>Sen. Zarelli made a statement that educating parents may be a better investment. Mr. Allen said he didn't disagree, and envisioned an early learning system that included various providers, parents and state agencies to meet community needs. Joel Ryan, Washington Head Start/ECEAP - would like early learning to be part of basic education; believe in universal preschool starting with at-risk children; Head Start and ECEAP focus on children and parents >>Sen. McAuliffe made the comment that the ideal early learning system would serve children from birth to 5-year-olds. Heidi Bennett, Seattle PTA parent - encourages QEC to adopt Superintendent Dorn's proposed prototype model; increasing instructional hours is a priority; advocating for gifted/talented programs Allen Jones, Tumwater School District - concerns over proposed funding for high-poverty schools, 50 percent poverty threshold creates unintended incentive, extended school day/year does not include transportation which is a big barrier for students, formulas show no connection to student achievement; proposing allocations be block grants based on student demographics, with successful districts receiving more flexibility and the struggling districts held to higher accountability; need to provide additional funding for struggling schools through the accountability system Lucinda Young, WEA - clarified licensure, it is a document allowing an educator or administrator to apply for a job; concerns over ProTeach portfolio, calling it "high stakes:" prefer National Board certification; need to expand and fund teacher induction and mentoring program; hope any Race to the Top funds will enhance efforts already underway in Washington; state takeover and turnaround of schools has not been found to be effective >>Sen. Oemig asked about the WEA's position on certification renewal. Ms. Young said the renewal process has to be worth educators' time and not be "arbitrary or capricious;" would like rigorous evaluation of the ProTeach portfolio. Kim Howard, Washington State PTA - parents are tracking the work of the QEC; appreciate Superintendent Dorn's proposed prototype; use findings from Washington Learns and the Basic Education Finance Task Force; sense of urgency for reform 1:30pm-1:35pm Public Comment, continued Doug Nelson, Public School Employees - supports Superintendent Dorn's proposed prototype model; need training and professional development for classified employees; child nutrition should be addressed somewhere 1:35pm-2:45pm Review of QEC Responsibilities - Jennifer Priddy -Recommend a schedule for a phased-in implementation plan (section 114) -Set the beginning and end values of the prototype model -Funding Formula Technical Working Group to recommend to QEC an implementation plan; and focus on the technical issues around implementing a new funding model, not make policy decisions >>Mr. Rushing asked if there is a list of questions from the FFTWG to the QEC. Ms. Priddy said the FFTWG needs to know the end point for 2018 in order to recommend a phase-in plan. Amy Skei from OFM said the FFTWG needs to know what class sizes to work with. >>Rep. Skip Priest said the FFTWG got started late, and wondered what needs to be done to support them get work done at a faster pace. Ms. Skei said some of the FFTWG work depends on policy direction from the QEC. >>Rep. Sullivan is also concerned about the late start of the FFTWG and QEC. During the Basic Education Finance Task Force there was concern that stakeholders were not given enough time to comment on proposals. And since not everyone on the QEC was on the BEFTF, it is too soon to adopt prototype values. >>Rep. Dammeier asked if the QEC should adopt the prototype values before receiving information from the Achievement Gap Accountability and Oversight Committee, on implementing CORE 24, and other items. >>Sen. McAuliffe asked if staff could set benchmark deadlines for all of the responsibilities of the QEC. Ms. Priddy said the law calls for several products, and those products are related. Staff has been trying to sequence things to match the timelines in the bill. >>Sen. Oemig said he interpreted the bill to direct the QEC to recommend formulae and a prototype model without values, and program goals for 2018. >>Rep. Maxwell said she believed there should be more of a partnership between the QEC and the FFTWG, and the FFTWG could benefit from the QEC at least forwarding them a framework. >>Dr. Gutting said the sooner a prototype model with values can be pushed out to the public, the more feedback the QEC can receive. She felt there were more values in Superintendent Dorn's proposal than the law calls for and asked those be separated out. >>Ms. Ryan asked if the final values needed to be set in order to work on phasing in the new model. She also sees value in setting expectations for any 2018 values in the prototype. More debate needs to be done around instructional items, like smaller class sizes in high-poverty schools. >>Sen. Curtis King agreed that they need to put current funding levels into the prototypical model, but aren't ready to put in 2018 values. >>Speaker Frank Chopp asked if Sen. McAuliffe was making a motion that a work plan be created. Sen. McAuliffe said she supposed she was, so she made a motion, seconded by Speaker Chopp. Superintendent Dorn said Cal Brodie from OSPI made a presentation on the timeline of work related to ESHB 2261. Sen. Oemig said he more interpreted Mr. Brodie's presentation to be about deliverables of the bill, and would like to see a work plan for the deliverables of the QEC. >>Rep. Sullivan said the QEC needs a work plan for now until January 1 - he sent out a memo with a proposed plan with Rep. Priest. The QEC also needs to recommend a prioritized phase-in plan as well, and they need the 2018 values to do that. He recommends they set the 2018 values and then ask for public comment on those values. [Confusion over a supposed motion from Sen. McAuliffe, leading Superintendent Dorn to say he didn't want to be perceived as "dissing" Sen. McAuliffe by not addressing the motion.] >>Rep. Dammeier supported having a work plan, and said they should meet more if that's what is necessary to get the work done. >>Rep. Priest said they need to remember that the crosswalk is important, putting current values into the new model. Districts need time to adapt to new reporting criteria. He asked if the QEC needed to set ending values for the work to keep moving forward. Ms. Priddy said current funding into the new model (the crosswalk) needs to be adopted by the Legislature in the 2010 session so the formula can be implemented beginning September 2011. [Lots of confusion over what a crosswalk is, how complete the crosswalk is, and how non basic education funds fit in.] >>Sen. McAuliffe asked is the crosswalk sets the baseline for the new model. Ms. Priddy said that was her understanding. >>Sen. Oemig clarified that not all funds driven out through the prototype are basic education dollars, but they do need to be able to be driven out through the prototype (e.g. 728, K-4 enhancements). He agreed that the QEC needs to set the baseline, but they are also waiting for reports back from other groups. >>Ms. Ryan proffered that the QEC needs to get updates sooner from all of its working groups. The QEC also needs to put forward revenue options for additions to the prototype. Dr. Gutting asked if that was a task for the Legislature, or the QEC. Ms. Ryan said the FFTWG is supposed to make recommendations, and it is implied to the QEC, depending on how one reads the bill. >>Sen. McAuliffe said they also need to consider capacity of districts to implement any increases to the prototype. Rep. Sullivan said system capacity is a report due from OSPI to the QEC. [Back to the motion that turned out to be a real motion...] >>Sen. McAuliffe motioned that the QEC develop a work plan for now until January 1. Superintendent Dorn appointed Sen. McAuliffe, Rep. Dammeier, Sen. King and Rep. Sullivan to an ad hoc committee to create the work plan. [Break!]

3:05pm-3:50pm

Discussion, continued

Motion #1: Adoption of a work plan

The QEC shall adopt a work plan to address the work products and processes to be undertaken between October 1 and January 1, 2010. The work plan shall specifically provide for the public input on the Dorn-proposed and Basic Education Finance Task Force 2018 funding values. Further, the work plan shall identify when the QEC will adopt a crosswalk of the current Basic Education funding (28A.150.160), operating budget level funding into the new prototype funding structure.

>>Sen. McAuliffe said she would like meeting dates to be part of the work plan. Upcoming meeting dates are November 2nd and 3rd, and November 30th and December 1st. Dr. Gutting suggested any work groups submit reports a few days before the early November meeting so they don’t have to spend so much time hearing reports and can instead get straight to work. Sen. King said Nov. 3-Dec. 1 doesn’t work for him; Superintendent Dorn said he could send an alternate.

>>Ms. Ryan asked the work plan go beyond January 1, 2010 to January 1, 2011. Rep. Priest said they only have so much staff and can’t ask them to do much more than they are already doing. He agrees with Ms. Ryan but doesn’t want to ask staff to focus beyond 2010 right now.

Original motion passed

>>Mr. Rushing said he would like to hear from Council members on what numbers in Superintendent Dorn’s proposal Council members do or don’t like. Speaker Chopp said he would like to hear from stakeholders first before wading through all of the values.

>>Superintendent Dorn asked members to provide feedback for the FFTWG.

>>Ms. Ryan said she has questions about reducing class size down to 15 for all K-3 classrooms, instead of just in high-poverty schools. She would like input on whether poverty enhancements go to districts or schools.

>>Sen. King asked about the 10 LIDs recommendation, as he isn’t clear that more than one LID should be part of basic education.

>>Sen. Oemig asked about phasing in transportation, and would like local effort assistance to be part of the prototype, as well as 728 funds. He would like to see more of those pieces in the prototype, in addition to categorical programs.

>>Mr. Rushing shared that data collection takes a lot of staff resources and time. He echoed Ms. Ryan and asked about smaller class sizes in lower grades and if it should be uniform rather than targeted. He also wondered if social workers and counselors are interchangeable, or if they are separate job descriptions. Superintendent Dorn clarified the scope of work of counselors (students) and social workers (community, families). Mr. Rushing then asked if it made more sense to separate social workers and nurses into two staff categories.

>>Superintendent Dorn reiterated that the prototype is meant for allocation purposes only, so districts can staff as they see best meeting students’ needs. Speaker Chopp said the social worker-nurse question is exactly why he would like public comment.

>>Sen. McAuliffe asked if Superintendent Dorn’s proposed number of guidance counselors made sense, especially in larger high schools — do high schools of 1,800 really need 10.5 guidance counselors. Superintendent Dorn said the work load of counseling departments has grown drastically, and students could benefit from better access to counselors.

>>Rep. Sullivan said he would like the QEC to ask the Achievement Gap Committee specifically for feedback about how ELL programs should be funded.

>>Rep. Dammeier would like feedback from the FFTWG and others about levies, as well as feedback from stakeholders about early learning and where smart investments can be made.

>>Sen. King would like the QEC to have a discussion about how the state runs ELL programs, whether immersion is better, etc.<<

Click here for coverage day one.

Washington State Student Bill of Rights launches!

viking — Wed, 30 Sep 2009 20:43:54 +0000

[caption id="attachment_4217" align="alignright" width="300" caption="Maggie Wilkens, youth organizer for the League of Education Voters, addresses students, parents and community members at the Washington State Student Bill of Rights launch event at the Seattle Center."][/caption] Local students took the podium today to speak out about their education at the unveiling of the Washington State Student Bill of Rights at the Seattle Center. "The Washington State Student Bill of Rights is about empowering students to make our voices heard on education issues," said John Gerlach, co-author of the Student Bill of Rights and a senior at Skyline High School in Sammamish. Students from The Center School in Seattle unveiled a mural of the Student Bill of Rights that they created in Andy Bell's art class, Creative Responses to Social Issues. The Student Bill of Rights was written for students by students with support from the League of Education Voters this summer. It declares eight fundamental rights that every student is entitled to in his or her education. Students collected more than 1,000 signatures from students at community events and via social networks in support of the Student Bill of Rights. "The response from students about the Washington State Student Bill of Rights has been terrific," said Maggie Wilkens, youth organizer for the League of Education Voters. "We hope to bring students and the Student Bill of Rights to Olympia next year during the legislative session to remind legislators that students have a voice in improving our education system." Sign the Washington State Student Bill of Rights at http://www.educationvoters.org/campaign/billofrights/.

Photos from the Washington State Student Bill of Rights Launch Event

viking — Wed, 30 Sep 2009 23:50:33 +0000

Students from The Center School in Seattle unveiled a mural of the Washington State Student Bill of Rights today at the Seattle Center. Here are some photos of the event. Thank you to Bobby McHugh from Guenthermedia.com who took the photos.

[caption id="attachment_4232" align="alignleft" width="300" caption="Maggie Wilkens, LEV's Youth Organizer, thanked students for their work on the Student Bill of Rights mural."][/caption] [caption id="attachment_4231" align="alignleft" width="300" caption="Devon, a student at The Center School, performed the spoken word."][/caption]

: John, a student at Skyline High School, encouraged students to make their voices heard on education issues.

[caption id="attachment_4234" align="alignleft" width="300" caption="Tatianna, a student at The Center School, spoke about the importance of providing a quality education for every student."][/caption] [caption id="attachment_4237" align="alignleft" width="300" caption="Andy Bell, a teacher at The Center School, spoke about the role of arts education in preparing students for life. Students from his art class designed and painted the Student Bill of Rights mural."][/caption] [caption id="attachment_4238" align="alignleft" width="300" caption="Seattle School Board President Michael DeBell thanked the students for getting involved in strengthening our education system."][/caption] [caption id="attachment_4230" align="alignleft" width="300" caption="A student wearing the Student Bill of Rights t-shirt."][/caption]

Media roundup for the Washington State Student Bill of Rights launch event

viking — Thu, 01 Oct 2009 00:19:56 +0000

[caption id="attachment_4238" align="alignright" width="300" caption="Seattle School Board President Michael DeBell thanked the students for getting involved in strengthening our education system."][/caption] The Washington State Student Bill of Rights launch event at Seattle Center was a great success. Students, parents and community members turned out for the unveiling of the Student Bill of Rights. We also had media from KOMO, KING and the Seattle Times take video and photographs at the event. This Associated Press story was picked up online by the Seattle Times, Seattle P-I, Olympian, Tri-City Herald, Skagit Valley Herald, MSNBC, KHQ TV and KNDU TV:

League of Education Voters launches bill of rights

THE ASSOCIATED PRESS SEATTLE -- The League of Education Voters is introducing a Washington state student bill of rights. The marketing campaign to promote school reform was introduced Wednesday with a kickoff at Seattle Center. The student bill of rights is a list of eight things the league believes every student is entitled to. The organization says the bill of rights was written by students and they are doing their part to promote it. First on the list is a call for equal quality education for all students, and a statement that students should have a say in their education. The bill of rights also demands safety, great teachers, modern textbooks and computers, preschool for everyone, and a meaningful diploma. Students are asked to go to the bill or rights Web site and sign their name. The names are added the Web site as they come in. ---- On the Web: Student Bill of Rights: http://www.educationvoters.org/campaign/billofrights/

Videos of the Washington State Student Bill of Rights launch event

viking — Thu, 01 Oct 2009 21:36:09 +0000

Students were fired up about their education at the unveiling of the Washington State Student Bill of Rights on Sept. 30, 2009. The event marks the beginning of a new movement to engage the next generation of school advocates. Center School students began the event with a performance of the spoken word. Maggie Wilkens, LEV's Youth Organizer, thanked students for their work on the Student Bill of Rights mural. Chris Korsmo, Executive Director of the League of Education Voters, urged policymakers to do what's right to get students ready for life. John, a student from Skyline High School in Sammamish, encourages students to speak out about their education. Andy Bell, a teacher from the Center School, talks about the importance of arts education. His art class created the Student Bill of Rights mural. Tatianna, a sophomore at the Center School, speaks about "equal opportunity." Seattle School Board President Michael DeBell thanked the students for getting involved in strengthening our education system. Xochilt, a student at the Center School, performs the spoken word. Devon, a student at the Center School, performs the spoken word. Xavier, a student at the Center School, performs the spoken word.

Washington State Student Bill of Rights launch event video

viking — Thu, 01 Oct 2009 21:48:00 +0000

Students Rock and Rally for Education Reform!

viking — Thu, 01 Oct 2009 22:42:13 +0000

Students were fired up about their education at the unveiling of the Washington State Student Bill of Rights yesterday. The event marks the beginning of a new movement to bring a critical voice to the table--that of students most directly impacted by a system that isn't getting every student Ready for Life! View coverage from our launch event

The Student Bill of Rights was written for students by students. It declares eight fundamental rights that every student is entitled to in his or her education: equal opportunity, respect, safety, the best teachers, tools, leadership, starting younger and ready for life. The goal of the Student Bill of Rights is to empower students to be the most important voice in changing our schools. When students speak at school board meetings and legislative hearings, policymakers listen. "Let's hold our leaders accountable," said Joanna, a student at the Center School in Seattle. "Give us passion, give us challenges, give us life skills-you owe it to us. Our future, our voice!" Students want to make their voices heard in order to hold our leaders accountable for vision, courage and results. They're standing up for a real education that will get them Ready for Life. Five daily newspapers, MSNBC and KOMO 4 news covered the launch of the Student Bill of Rights.

Find out why I-1033 would devastate Washington’s children and schools

viking — Fri, 02 Oct 2009 16:22:33 +0000

How would Tim Eyman's Initiative 1033 affect Washington's public education system? For answers, join us for our statewide conference call on Initiative 1033 on Wednesday, October 7th from 7 to 7:30 PM. Email info@educationvoters.org to let me know if you can join in on the conversation. We will talk about:

What is I-1033?
What is the campaign doing?
How you can help defeat I-1033.

Tim Eyman's latest, Initiative 1033, is already a proven failure and will have a devastating impact on public education in our state. That's why the League of Education Voters, Washington State PTA, American Federation of Teachers, Public School Employees of Washington, and Washington Education Association and many other education groups are opposed to I-1033. Find out why on our I-1033 conference call Wednesday, October 7th from 7 to 7:30 PM... send me an email at info@educationvoters.org to RSVP.

Education news for October 5

viking — Mon, 05 Oct 2009 21:01:00 +0000

Teacher wins honor, and honor for good teachers New revenue shortfall prompts talk of state tax hikes High school students try out construction careers Tech levy could bring digital textbooks to all Federal Way students

Videos for George Scarola

viking — Tue, 06 Oct 2009 22:30:38 +0000

The Impact on TVW - September 30, 2009 George Scarola, LEV's Legislative Director, and Bill Williams, Washington State PTA's Executive Director, sat down for an interview on TVW's The Imact. The interview was about education reform and funding.

LEV in the news

viking — Mon, 05 Oct 2009 23:15:24 +0000

Peter Callaghan's latest column focuses on some of the arguments for and against collecting better student data to improve classroom instruction and the groups opposed to it. The column also mentions our Race to the Top report, which advocates for the use of data to improve student outcomes--especially in math and science.

Education news for October 6

viking — Tue, 06 Oct 2009 17:19:08 +0000

More time to speak up: Seattle schools may delay decision on grade requirement for graduation Volunteers wanted: Read 2 Me tutor program returns

Protect Our Schools - Vote NO on 1033

viking — Tue, 06 Oct 2009 20:28:33 +0000

Protect Our Schools - Vote NO on 1033

Protect our schools – vote NO on I-1033

viking — Tue, 06 Oct 2009 14:04:04 +0000

Last month, my kids returned to school and to more crowded classrooms. Next year, when one goes off to college, our family could pay up to 14 percent more in college tuition. Tim Eyman's Initiative 1033 would make things worse for students and families across Washington State. It would reduce state revenue for investments in education, health care and other critical services. As voters, we need to educate ourselves and get the word out about why we need to vote NO on I-1033. Join us for a conference call on I-1033, Wednesday, October 7th from 7:00 - 7:30 PM. Send an e-mail to info@educationvoters.org to RSVP and to receive the conference call information. The conference call will cover:

Overview of I-1033
Specifics to Education
Campaign overview and how you can help
Your Questions

I hope you'll join me for this important conference call on I-1033.

Have an innovative idea?

viking — Tue, 06 Oct 2009 22:22:49 +0000

Calling all public schools and non-profits! The U.S. Department of Education today released details on its $650 million Investing in Innovation Fund, which is part of the historic $5 billion investment in school reform in the American Recovery and Reinvestment Act (ARRA). The grants will support new and proven programs that help close the achievement gap and improve outcomes for students. School districts can apply for the grants, and non-profits can form partnerships with schools to submit applications. Grants would be awarded in three categories:

Scale-up Grants: The largest possible grant category is focused on programs and practices with the potential to reach hundreds of thousands of students. Applicants must have a strong base of evidence that their program has had a significant effect on improving student achievement.
Validation Grants: Existing, promising programs that have good evidence of their impact and are ready to improve their evidence base while expanding in their own and other communities.
Development Grants: The smallest grant level designed to support new and high-potential practices whose impact should be studied further.

For more information, view the Dept. of Education's press release.

I 1033 is really scarier than I originally thought

viking — Wed, 07 Oct 2009 16:49:31 +0000

I’ve been doing some work on I-1033 to better understand what is going to happen to education if it passes. It’s really not good. It will devastate education and that is not an understatement. You all know me, I’m not about money, I’m about student performance, if we could take these cuts and keep student performance up, well then it’s a good thing. But that is not going to happen. Colorado saw graduation rates drop, this is what is going to happen to us. Colorado went from being in the middle of the pack in education funding to 49th (and in 5 years) what will happen to us? We are already at 43-46th! If this issue passes we will spend the next 3-4 years cutting, figuring out what to cut, communicating what to cut, fighting over what to cut. At about 3-4 years we will all figure out that this is a disaster and as a state we will stop the initiative. We won’t have done anything at all to improve education, how could we? All we will do in education for the next 3-4 years is plan for cuts. Meanwhile we will be failing kids. Each of us needs to start thinking about how we can motivate our communities to think about this issue. We need to move into campaign mode. And big time. What you should be doing: 1. Talk to your neighbors about why this initiative will cripple education (and the state) 2. Ask your PTA, homeowners association, realtors association, any group you can think of to endorse. 3. Ask your school board to take an endorsement 4. Ask your city council to take an endorsement (in the case of the city council and the school board, ask privately first, but if that doesn’t work, then go to the next meeting and ask publically) It DOES make a difference 5. Sign up to help on phone banks (I will send phone bank info out today or tomorrow. 6. Set up a phone bank – the Seattle council PTA has done it! LEV will offer its offices to you for the phonebank. Often realtors offices will help, the campaign will help you find a location, they will provide the materials and train you. 7. There is an education flyer on the www.no1033.com website – print it out, bring it to meetings, put it in your neighbors mailboxes…write a little note on it. 8. Write a letter to the editor, get your friends to write a letter to the editor.

Education news for October 7

viking — Wed, 07 Oct 2009 17:02:24 +0000

25 cents too far? Schools consider Metro fare increase Another one for February: North Kitsap School Board to discuss 2010 levy, proposed budget panel Survey says: Hispanic students aspire to higher education but face barriers Mo' money: Ed. Dept. proposes Innovation Grant ground rules Less money: States face budget hurdles on testing, GAO says

Education news for October 8

viking — Thu, 08 Oct 2009 17:09:27 +0000

Whoops: Biggest chunk of tax levy would go toward re-opening shuttered schools High five! Ready by Five gets $50K grant Model of Success: Teachers Come to Bremerton to Study Early Learning

Latest poll on I-1033

viking — Thu, 08 Oct 2009 17:58:17 +0000

A new SurveyUSA poll for KING5 news shows a narrowing race. According to the poll, 45 percent of voters support I-1033, 32 percent oppose it, with a whopping 22 percent undecided. That 22% is who we need to shift to the "no" side when you write a letter to the editor, talk to your PTA, and talk to the people at the bus stop. We can defeat this, but it will take all of us pitching in.

Listen to our conference call on I-1033

viking — Thu, 08 Oct 2009 16:35:24 +0000

LEV held a statewide conference call on why voters should reject Initiative 1033 yesterday. The call covered:

Overview of I-1033 (Mindie Reule from the NO on 1033 campaign)
Specifics to Education (Kelly Munn)
Campaign overview and how you can help (Kelly Munn)
Your Questions

You can download and listen to the conference call at home or on your iPod.

Kudos to all of the organizations involved in the Pierce County Graducation Summit!

viking — Fri, 09 Oct 2009 23:28:59 +0000

One of the highlights was an interview with a group of students who have all faced challenges, including juvenile hall, homelessness, abandonment, drugs, and deaths of friends and family. When asked how they made it, every single one of them said they got help; an organization, a teacher, mentor helped them and believed in them. That really doesn’t seem like it should cost that much more money to accomplish. Another interesting question was: If you were top dog and could help students, what single thing would you do? • Longer lunch • Extended day (when having to do class retrieval older students want to have as much opportunity to get the job done as possible) • Summer School (same as above…once focused, they want every opportunity to finish) • Classes not so long (1.5 hours) too boring • Active classes, teacher is active with the students, the students are active with the teacher • More cultural differences in the curriculum, all cultures should be covered in history • More languages, the world is changing and all students should be bilingual. • Be “on” the kids. Expect more, demand more. I walked away thinking we need to ask students what they want more often. Really, they have the answers: 1. Support and believe in them 2. Expect more from them 3. Help them achieve to the expectation This can be done. Even in this economy.

Education news for October 12

viking — Mon, 12 Oct 2009 16:22:01 +0000

Program at Bremerton Elementary makes learning a family affair US education chief appeals for great new teachers AFT announces first recipients of innovation fund Teacher 'residencies' get federal funding to augment training

SBE Accountaility subgroup meeting today

viking — Tue, 13 Oct 2009 09:24:00 +0000

The State Board of Education's System Performance Accountability (SPA) subgroup is meeting today at the Puget Sound Skills Center. The agenda and other meeting materials are available here.

You’re invited to a listening tour with Senate education leaders

viking — Tue, 13 Oct 2009 23:14:55 +0000

State Senators Rosemary McAuliffe and Eric Oemig want to hear from you. They are kicking off a statewide Education Reform Listening Tour beginning on the Eastside--and you're invited. Education Reform Listening Tour Thursday, October 15th from 7 to 8:30 pm Pacific Cascade Freshman Campus 24635 SE Issaquah Fall City Road, Issaquah If you can attend, please e-mail info@educationvoters.org to RSVP. Can't make the 15th? Then mark your calenders: Oct 21st - Northshore Oct 22nd - Federal Way Oct 28th - Seattle Locations and Times TBD Why should you attend? Senators McAuliffe and Oemig are members of the Quality Education Council, the workgroup that will build an education system that gets every child Ready for Life¹. They want to hear your feedback on the vision to implement education reforms that will strengthen Washington's public schools. These changes will better prepare our students for college, job training and the workforce. Who should come? Parents and community members who have a stake in the future of Washington's public schools should attend this forum. This is a great opportunity to talk to two of our state's education leaders before they begin crafting education policy during the 2010 legislative session.

WA & Math NAEP: 4th grade steady, 8th grade up

viking — Wed, 14 Oct 2009 22:54:13 +0000

The results of the 2009 Mathematics National Assessment of Educational Progress (fondly referred to as NAEP, or the nation's report card) for grades 4 and 8 were released this morning. As a nation, 4th grade math scores are unchanged from 2007, and 8th grade scores are up slightly. Results in Washington follow that trend, and continue to be above the national average, although Washington is not the leader among the Global Challenge States.

GRADE 4	Scale Score	Rank (of 50)
MA	252	1
NJ	247	5
CT	245	8
MD	244	11
CO	243	16
VA	243	17
WA	242	20
U.S. Public	239
CA	232	45

GRADE 8	Scale Score	Rank (of 50)
MA	299	1
NJ	293	5
WA	289	9
CT	289	10
MD	288	12
CO	287	15
VA	286	21
U.S. Public	282
CA	270	46

What is less encouraging about our results is the difference in scores between Washington's low-income and non-low-income students. While we may have smaller gaps than most of the other GCS, we fall into the middle or bottom of the national pack. Negative signs in the tables below indicate low-income students scored lower than their non-low-income peers.

GRADE 4	LI-NLI Gap	Rank (of 50)
VA	-20	20
WA	-20	22
U.S. Public	-22
MA	-23	35
MD	-24	41
CO	-25	43
NJ	-26	47
CA	-26	48
CT	-28	50

GRADE 8	LI-NLI Gap	Rank (of 50)
VA	-26	32
CA	-27	35
U.S. Public	-27
WA	-28	39
MA	-29	43
CO	-30	45
NJ	-30	48
MD	-31	49
CT	-34	50

Two critical decisions for Washington’s children and families are on your Nov. 3rd election ballot

viking — Wed, 14 Oct 2009 15:08:44 +0000

Two statewide ballot measures will have a tremendous impact on Washington's children and families. Ballots will arrive in your mailbox this week. It's critical that you exercise your right to vote and help protect Washington's children, families and schools. On Tim Eyman's Initiative 1033, the League of Education Voters urges a resounding NO vote. I-1033 will stop education reform in its tracks. It will effectively prevent any new investments in schools, higher education or teacher compensation, and force further cuts to already reduced educational opportunities the state provides children and families. Under I-1033, today's recession budget would be the high water mark for our schools, colleges and universities and the beginning of an era of ever-reduced investments in Washington's families and children. It's no wonder that the one state in the union that adopted a similar measure, Colorado, has dropped to 49th and 48th lowest in higher education and K-12 investments. Click here to learn more about Tim Eyman's I-1033. On Referendum 71, the League of Education Voters urges voters to APPROVE this measure. Referendum 71 extends the legal protections afforded to married couples to families headed by same-sex partners or seniors who form stable households and register with the state. LEV believes all families need the same basic legal protections:

Labor and employment protections;
Access to school and medical records;
Family leave to care for sick family members;
Insurance and medical rights; and

• Access to pensions and benefits in the event of disability or death of a parent or spouse. No purpose is served by excluding domestic partners from these protections, responsibilities and benefits, designed to promote family stability. Click here to learn more about Referendum 71. Ballots must be postmarked on or before Election Day, November 3.

It's all about completion!

viking — Thu, 15 Oct 2009 23:47:09 +0000

Your chances of completing a degree with an economic value in Washington State are about to go up thanks to the Washington State Community and Technical Colleges Student Completion Initiative. Yesterday the Bill & Melinda Gates Foundation announced more than $6.1 million in investments from the Bill & Melinda Gates Foundation and the Ford Foundation will support new programs and expand successful ones

What does this mean for Washington students? More opportunity that should lead to more people earning a family-wage salary and fulfilling careers. Awesome.

In case you missed it, here is the press release:

SEATTLE -- The Washington State Board for Community and Technical Colleges (SBCTC) is launching the Washington State Student Completion Initiative aimed at dramatically increasing community college completion rates. The initiative, one of the most comprehensive completion efforts in the country, will launch new programs and expand successful pilot programs aimed at addressing key barriers to student success. The initiative is supported by the state Legislature, a $5.3 million investment by the Bill & Melinda Gates Foundation, and $800,000 from the Ford Foundation. "As Washington competes in the global economy, it is critical that we have the most highly skilled workforce available,” Gov. Chris Gregoire said. “That starts with our community and technical colleges. That’s why I have supported their innovative student completion initiatives in past state budgets and am so pleased to hear about this partnership with the Gates and Ford foundations, which will catapult their efforts even further." In today's global economy, a college degree or postsecondary certificate is required to obtain a family-wage job. According to the federal Bureau of Labor Statistics, jobs for community college graduates will grow at a rate nearly twice as fast as the national average between 2006 and 2016. Nationally, only about 28 percent of first-time, full-time students at two-year institutions earn an associate degree within three years of enrolling. Washington is one of only a handful of states that is working aggressively to increase these percentages. "Low-income young adults rely on community and technical colleges to get the skills they need in today’s economy, but many are struggling to succeed despite their best efforts," said Jan Yoshiwara, SBCTC’s deputy executive director for education. "This partnership is funding some of the most innovative approaches to teaching and learning that will help us move more students further and faster to educational and economic success." The Washington State Student Completion Initiative will focus state and local attention on several "key achievement points" that research shows students must pass on the road to graduation, among them successfully completing pre-college or other remedial courses and completing a college-level math course. "Getting more students into college means little if we're not also making the effort to help them graduate," said Hilary Pennington, director of Education, Postsecondary Success and Special Initiatives at the Bill & Melinda Gates Foundation. "Washington state has an inspiring track record of developing innovative and effective ways to do just that." Several Washington state programs already serve as national models for boosting student completion. These programs will be expanded over the four years of the Washington State Student Completion Initiative:

The state's I-BEST program combines basic academic courses and career skills classes to ensure that the least-prepared students not only complete college, but are competitive in the workforce upon graduation. Program evaluations suggest that I-BEST students are almost four times more likely to earn a credential or degree than similar students who were not enrolled in I-BEST. Under this initiative, Washington state will expand I-BEST to new pre-college and college-level degree programs. (I-BEST stands for Integrated Basic Education and Skills Training.)
Washington's Student Achievement Initiative provides financial incentives for institutions based on increases in student milestones that have demonstrated key linkages to college completion. It represents a significant shift from traditional funding, which typically is based solely on a college's enrollment. During the pilot phase of the initiative, colleges served the same number of students but increased student achievement by nearly 5 percent. The greatest gains were a 10 percent boost in basic skills and nearly a 7 percent jump in college readiness. This initiative will expand the financial incentives to those colleges that see higher numbers of students who reach key graduation milestones.

The state will launch two new programs under the Washington State Student Completion Initiative:

Strengthen and expand access to the colleges' gatekeeper courses. There are 80 high-enrollment, gatekeeper and pre-college courses that most students must take to successfully earn a degree. Too often, students don’t complete these courses, can’t find an open section, or can’t afford the textbook. SBCTC and the 34 colleges will research, redesign, teach, and assess the 80 courses to improve completion rates through best practices in instructional design and active learning. This online initiative will reduce total student costs (an estimated $6.5 million a year) with open textbooks, course packs, existing library resources, and other open educational resources. All 80 courses will be digital, so faculty can select and continually improve courses, colleges can offer additional online or blended sections, and the courses can be shared throughout the college system and with the rest of the world. The state aims to achieve 95 percent completion rates in all redesigned high-enrollment gatekeeper courses.
Take steps to improve students' success in pre-college and college math. Math continues to be the major hurdle for students to complete certificates and degrees. More than 56,000 community college students in Washington are required to take remedial-level math (a 9 percent increase in the last year alone). Under this initiative, a coalition of seven colleges will focus on improving student math achievement by making substantive changes in curriculum, instructional practices and teacher support, and assessment. The program aims to increase successful completion of remedial math courses by 15 percent.

"Too many young people enroll in community colleges expecting educational advancement and broader opportunity—only to find a revolving door," said Alison Bernstein, vice president of education, creativity and free expression at the Ford Foundation. "We are pleased to support initiatives such as Student Achievement that offer large numbers of students the chance to reach their ultimate goals of obtaining AA and BA degrees. We want students to complete their higher education, not just sample it." The grants announced today advance efforts by the Gates Foundation and the Ford Foundation to help increase the number of people in the United States who successfully earn a degree or certificate beyond high school.

Education news for October 16

viking — Fri, 16 Oct 2009 16:49:19 +0000

Ready to Succeed: District looks at developing early education plan Knowledge, Not Seat-Time: Students Held Back Did Better

Case of the Mondays? I have a cure.

viking — Mon, 19 Oct 2009 20:00:00 +0000

It's cloudy and cold on a Monday morning. Feeling crabby or tired from your awesome, relaxing weekend? Well, I found the perfect way to cure my case of the Mondays. How, you ask? I voted for schools and kids (NO ON 1033!) and civil rights for children and families (APPROVE REF. 71!). I wasn't even tripped up by the tricky placement of 1033 on the King County Ballot.

Yeah, it was pretty awesome.

Now it's your turn.

You’re invited to an education town hall with Senate education leaders

viking — Tue, 20 Oct 2009 17:29:30 +0000

What's your child's experience with the quality of education at his or her school? What's happened as a result of state budget cuts? What are your thoughts about the education reforms passed this year? Parents and community members are invited to give feedback on these questions and much more at a series of Education Reform Town Halls with two key education policymakers, State Senators Rosemary McAuliffe and Eric Oemig. Your ideas and personal stories will help shape policy and legislation during the 2010 legislative session. Education Reform Town Hall Meetings Wednesday, October 21st from 7:00 PM to 8:30 PM Northshore Junior High 12101 NE 160th Street, Bothell 98011 (MAP) Thursday, October 22nd from 6:30 PM to 8:00 PM Federal Way Public Academy 34620 9th Ave S., Federal Way 98003 (MAP) Wednesday, October 28th from 6:30 PM to 8:30 PM Van Asselt Elementary Library 8311 Beacon Ave. South, Seattle 98118 (MAP) If you can attend, please RSVP to Kelly at info@educationvoters.org. Why should you attend? Senators McAuliffe and Oemig are members of the Quality Education Council, the workgroup that will build an education system that gets every child Ready for Life. They want to hear your feedback on the vision to implement education reforms that will strengthen Washington's public schools. These changes will better prepare our students for college, job training and the workforce. Who should come? Parents and community members who have a stake in the future of Washington's public schools should attend this forum. This is a great opportunity to talk to two of our state's education leaders before they begin crafting education policy during the 2010 legislative session.

Stand Up For Kids, Tell It Like It Is

viking — Tue, 20 Oct 2009 22:21:32 +0000

We have a rare opportunity where you can truly make a difference. You are invited to a special meeting with the Director of the Department of Early Learning, the Office of Superintendent of Public Instruction, and Thrive by Five Washington. It's a chance to have your voice heard by the leaders who have the power to affect the cost and quality of preschool, childcare and early learning for all children in Washington State, including your children. Early Learning Town Hall Meetings Wednesday, October 28th from 7:00 - 8:30 PM The New School at South Shore 4800 S. Henderson Street, Seattle 98118 (MAP) Download the Event Flyer (PDF) Thursday, October 29th from 6:30 - 8:00 PM Tacoma Community College 6501 S. 19th Street, Tacoma 98466 (MAP) Download the Event Flyer (PDF) Wednesday, November 4th from 7:00 - 8:30 PM St. Luke's Community Education Center 3333 Squalicum Parkway, Bellingham 98225 (MAP) Download the Event Flyer (PDF) Thursday, November 5th from 7:00 - 8:30 PM Kirkland Women's Club 10052 NE 137th St Kirkland 98034 (MAP) Download the Event Flyer (PDF)

RSVP to Frank Ordway at info@educationvoters.org.

WHO: Parents, providers and community members should come...and bring your kids! We'll have cookies and activities for your kids. We'll be handing out cards so you can write a comment or ask a question. WHY? Bette Hyde, Director of the Department of Early Learning, and key decision-makers from the Office of Superintendent of Public Instruction and Thrive by Five Washington want to hear from YOU! Good, bad, funny, or sad--our leaders want to hear about it. Your feedback will help shape early learning recommendations for the 2010 Legislative Session to be delivered to Governor Gregoire next month. We need you to ensure Washington's Early Learning Plan will help your children succeed in school and life.

Education news for October 23

viking — Fri, 23 Oct 2009 16:25:31 +0000

Legislators expect to spend 60-Day session fighting for programs Educating the educators on early learning Duncan cites shortcomings of teacher preparation

pre[k]now recognizes Washington's forward momentum on early learning in basic education.

viking — Fri, 23 Oct 2009 19:30:55 +0000

pre[k]now just released a new report: Vote Count - Legislative Action on Pre-K Fiscal Year 2010.

The report recognizes the Legislature's work in the 2009 Legislative Session to include a program of early learning for at-risk children in the new definition of basic education. They briefly describe the work of the December 1st Drafting Team, the group of government agencies and early education advocates (including LEV) to develop recommendations to Gov. Gregoire for next session, including adding voluntary, universal preschool for all four-year-olds in basic education.

Want to learn more about how Preschool for All in basic education would ensure all children are ready for school and ready for life?

Want to tell early learning leaders that you agree with [pre]know? Go to a local town hall near you in the next two weeks.
Click here for a one-page description of Washington Preschool for All.
Click here to show how this program would serve all at-risk three-year-olds by expanding ECEAP, all four-year-olds with universal preschool, and all kindergartners with full-day kindergarten.

Cutos to Sen. Oemig and McAuliffe for their great quote and support. Here is the full text from pre[k]now's report:

In Washington, the high-quality Early Childhood Education and Assistance Program (ECEAP), which served 6 percent of the state's four year olds in 2008,12 will suffer a funding cut of nearly 3 percent for FY10, reducing enrollment by about 170 children. Despite the cut, lawmakers attempted to preserve some momentum in the state by bringing pre-k into the state's definition of basic education. Though the bill did not include funding provisions, the new language stated that early learning for at-risk children should be included in publicly funded education, just like kindergarten or first grade, and seemed to signal a real intent on the part of state legislators to provide high-quality pre-k for more children. In a last-minute move that caught early childhood advocates and lawmakers entirely by surprise, the governor vetoed the legislation, citing a concern that the change did not define pre-k as a basic educational requirement for all children. Though the veto was disappointing, the governor did follow up by asking state education agency leaders to develop a proposal for the 2010 legislative session to ensure that all children have the benefit of early learning. Lawmakers and the governor will need to communicate and collaborate effectively to bring that plan to fruition, but should they do so, Washington could be on the path to offering pre-k for all four year olds - a smart strategy for the state's economic future. Washington State Senators Rosemary McAuliffe (D) and Eric Omeg (D), chair and vice chair of the Senate Early Learning & K-12 Education Committee: "Our students, educators and teachers deserve better, and we can’t give that to them without changing the way we invest in our schools… We must include early learning as a cornerstone of our school system."

You’re invited to an education town hall with Senate education leaders in Seattle

viking — Mon, 26 Oct 2009 23:35:18 +0000

What's your child's experience with the quality of education at his or her school? What's happened as a result of state budget cuts? What are your thoughts about the education reforms passed this year? Parents and community members are invited to give feedback on these questions and much more at an Education Reform Town Hall with two key education policymakers, State Senators Rosemary McAuliffe and Eric Oemig. Your ideas and personal stories will help shape policy and legislation during the 2010 legislative session. Education Reform Town Hall Meeting Wednesday, October 28th from 6:30 PM to 8:30 PM Van Asselt Elementary Library 8311 Beacon Ave. South, Seattle 98118 (MAP) If you can attend, please RSVP to Kelly at info@educationvoters.org. Why should you attend? Senators McAuliffe and Oemig are members of the Quality Education Council, the workgroup that will build an education system that gets every child Ready for Life. They want to hear your feedback on the vision to implement education reforms that will strengthen Washington's public schools. These changes will better prepare our students for college, job training and the workforce. Who should come? Parents and community members who have a stake in the future of Washington's public schools should attend this forum. This is a great opportunity to talk to two of our state's education leaders before they begin crafting education policy during the 2010 legislative session.

HEC Board meeting today

viking — Tue, 27 Oct 2009 16:14:49 +0000

The Higher Education Coordinating Board is meeting today at UW-Tacoma. The complete meeting packet is available here.

Tonight: Two events, one tough decision

viking — Wed, 28 Oct 2009 17:18:30 +0000

You've got two choices tonight in Seattle to help shape the future of education in our state. Option 1: K-12 Education Listening Tour Wednesday, October 28, 6:30 PM - 8:30 PM Van Asselt Elementary Library (at African American Academy) 8311 Beacon Ave. South, Seattle 98118 (MAP) State Senators Rosemary McAuliffe and Eric Oemig would like to hear your personal stories about your child's experience in Seattle Public Schools. They'd like to hear what's working and what's not. Here are some questions to think about:

What does your school need to improve academic achievement for kids?
Is your child receiving the support he or she needs from teachers and school staff?
Do you feel your child is receiving the education he or she needs to attend college or a job training program?

Option 2: Early Learning Town Hall Meeting Wednesday, October 28th, 7:00 PM - 8:30 PM The New School at South Shore in the library 4800 S. Henderson Street, Seattle (MAP) Download the Event Flyer (PDF) Bette Hyde, the Director of the Department of Early Learning, Nina Auerbach, CEO of Thrive by Five Washington and key staff from the Office of Superintendent of Public Instruction want to hear your personal stories about preschool, childcare and early learning in Washington State. Here are some questions to think about:

Is the cost of childcare going through the roof?
Do you believe it's time for preschool to be part of basic education?
Do you think full-day kindergarten is key?

Let us know which event you plan to attend. RSVP to info@educationvoters.org.

Eyman sees the light & supports No on 1033!

viking — Wed, 28 Oct 2009 11:22:51 +0000

So, has Tim Eyman seen the light? Okay, maybe not. The photo was probably embellished (edited... doctored... whatever) by some hilarious and talented individual. I don't know for sure. I do know is that if this photo is real, well it makes sense given the latest poll results on Initiative 1033. Everyone wants to be a winner, right? Can't blame Tim for that. In a poll released on yesterday and posted on Publicola, Eyman’s 1033 is losing 46 to 41 among all voters. It’s also losing among likely voters, 49 to 40, and it’s losing among those who have already voted, 56 to 44. We'll keep phone banking to make sure Initiative 1033 is NOT an obstacle to improving the quality of education and increasing student achievement. Get your ballot in. Bug your friends. We're close to the end folks! The Washington Poll also included some more potentially good news: R-71 is ahead among likely voters 57 to 38. Links: Publicola The Washington Poll

Join us tonight in Tacoma

viking — Thu, 29 Oct 2009 18:13:51 +0000

Join us tonight in Tacoma at an Early Learning Town Hall where you can truly make a difference. You are invited to a special meeting with the Superintendent of Public Instruction Randy Dorn, the Department of Early Learning, and Thrive by Five Washington. It's a chance to have your voice heard by the leaders who have the power to affect the cost and quality of preschool, childcare and early learning for all children in Washington State, including your children. Early Learning Town Hall Meeting Thursday, October 29th, 6:30 p.m. - 8:00 p.m. Tacoma Community College Early Learning Center Classroom, Bldg 2-114 6501 S. 19th Street, Tacoma (MAP) Download the Event Flyer (PDF) Email frank@educationvoters.org to RSVP for this Early Learning Town Hall Meeting. Good, bad, funny, or sad--our leaders want to hear about it. Your feedback will help shape early learning recommendations for the 2010 Legislative Session to be delivered to Governor Gregoire next month. We need you to ensure Washington's Early Learning Plan will help your children succeed in school and life.

Mark your calendars

viking — Fri, 30 Oct 2009 18:36:33 +0000

If you live in Bellingham or East of Seattle, we have two events next week where you can truly make a difference. You are invited to a special meeting with Bette Hyde, the Director of the Department of Early Learning, the Office of Superintendent of Public Instruction, and Thrive by Five Washington. It's a chance to have your voice heard by the leaders who have the power to affect the cost and quality of preschool, childcare and early learning for all children in Washington State, including your children. Early Learning Town Hall Meetings Wednesday, November 4th from 7:00 - 8:30 PM St. Luke's Community Education Center 3333 Squalicum Parkway, Bellingham 98225 (MAP) Download the Event Flyer (PDF) Thursday, November 5th from 7:00 - 8:30 PM Kirkland Women's Club 10052 NE 137th St Kirkland 98034 (MAP) Download the Event Flyer (PDF)

Send me an e-mail at info@educationvoters.org to RSVP.

Education News for October 30

viking — Fri, 30 Oct 2009 20:09:40 +0000

Levy and bond elections coming up next year:

QEC to meet November 2-3

viking — Sat, 31 Oct 2009 00:09:01 +0000

The Quality Education Council is meeting November 2-3 in Olympia. The agenda and any other supporting documents are available here. We'll be there live blogging so check back throughout both days for updates.

LIVE BLOG: QEC

viking — Mon, 02 Nov 2009 18:27:23 +0000

We're live on TVW. Documents from the meeting are available here. 9:05am-10:25am Workplan Discussion - Jennifer Priddy -2018 values for prototype model >>Superintendent Randy Dorn thought 2261 directs the QEC to look at the prototypical school model and propose 2018 values. Dr. Bette Hyde agreed. Sen. Rosemary McAuliffe didn't think they could look at one area without looking at others [seems to disagree]. Rep. Pat Sullivan thought that, especially in light of the pending McCleary suit, the QEC does need to look at the whole, but also set priorities for phase in. >>Sen. Curtis King had concerns about setting values for 2018; doesn't want the state to lock itself in to values it may not be able to afford. Mary Jean Ryan thought the QEC does need to prioritize phase in, and look at the 2018 values in 2010 to at least give direction to their work. Sen. Eric Oemig thought he agreed with Ms. Ryan, and that they do need to figure out 2018 goals. Supt. Dorn said he doesn't care if they are end "goals" or "values," the QEC needs to have some 2018 recommendations for the Legislature. Dr. Jane Gutting said she wants to set 2018 values. >>Dr. Hyde equated this work of the QEC to the early learning draft that's being done - need to set the end goal so we know how to implement. Looking at the charge of the QEC, there are some deliverables due in January, but the QEC is also directed to keep going. Sen. Joseph Zarelli worried about setting 2018 values in statute because the state is then on the hook and we don't want to obligate the state before we try some other low-cost options. >>Rep. Skip Priest referenced the Doran decisions from the 1970s, and focused on the constitutional responsibility of the Legislature to fully fund basic education. Rep. Bruce Dammeier had concerns after the last meeting that the QEC would be prematurely setting 2018 values - without the Funding Formula Technical Working Group vetting numbers, knowing the full cost of everything and not considering everything that should be in the final plan. It is more important to him that the QEC get the numbers right rather than have numbers for the 2010 legislative session. >>Supt. Dorn asked Ms. Priddy what 2261 requires the QEC to deliver in January. Ms. Priddy answered that the QEC report must include: beginning teacher mentor program, program of early learning, schedule for phasing-in new transportation formula, schedule for phase-in of changes to program of basic education, and resolving issues requiring legislative action in 2010 session. >>Stephen Rushing said he's hearing a lot of members wanting more information, and we need to make those needs clear so staff can get answers to the QEC quickly. He is concerned that they are going to get down to the wire and members are still going to be want more information, which will slow things down. >>Rep. Sullivan said the QEC can't lose momentum, and need to at least adopt crosswalk values, but should also push to have strong recommendations for 2018. He doesn't want to have the courts tell them to be more aggressive 20 years later. Sen. McAuliffe said not all members are familiar with all of this work (from sitting on Basic Education Finance Task Force, etc.) and the QEC hasn't discussed a lot of the values in the crosswalk. [Sen. McAuliffe probably meant the 2018 values] Supt. Dorn said that given the work of Washington Learns and the BEFTF, they need to adopt the crosswalk so they can keep going with their bigger tasks. In the end, they need to have those honest conversations and ask tough questions, because that is what's best for kids. Sen. McAuliffe asked what happens to ELL students if they come to Washington in 11th grade. Supt. Dorn gave a sort of answer, and then spoke about the need to lower class sizes so we can get all kids to pass classes like Algebra II. [Then members went off on class size confusion..] Sen. Zarelli brought it back to class size as a cost driver, and the need to reduce the number of strings attached to school funding. >>Rep. Sullivan reminded the group that the prototype model is meant for allocation purposes only; schools and districts can spend the funds as they see fit. Sen. King appreciated Rep. Sullivan's reminder but doesn't feel knowledgeable enough to set 2018 values. Dr. Hyde said more funding is needed, and the allocation model will drive dollars toward those best practices that have proved effective. >>Sen. McAuliffe asked what the workplan for 2010 is, and if that would help clarify things for some people, and Ms. Ryan should probably speak to that. Ms. Ryan sort of agreed, admitting that she doesn't have a lot of patience with this process, and does see value in setting 2018 end goals. She also recognized the need to consider cost effectiveness and academic issues. She suggested the QEC create a "sketch" of 2018 so people can know what they are thinking and "calm down." Sen. McAuliffe suggested Ms. Ryan work with staff to create a 2010 workplan.<< 10:40am - 11:10am Proposed Implementation Plan - Reps. Priest and Sullivan PowerPoint here. Entire proposal here. -Adopt the crosswalk in the 2010 legislative session so the new formula can be implemented in 2011 -Include a program of early learning for at-risk 3- and 4-year-olds in the definition of basic education -Adopt a preliminary implementation plan that phases in the redefined program of basic education and selected improvements to the prototypical funding model

Phase in program of early learning over three years
Continue phase in of full-day kindergarten
Phase in new pupil transportation formula beginning in 2011
Recommend increased instructional hours and CORE 24 to 2011 Legislature
Convene Compensation and Local Finance work groups in May 2010
Reduce K-3 class size over five-year period
Increase allocations for librarians, student health and classified staff
Increase instructional time for LAP and ELL
Increase allocations for MSOC

-Monitor outcomes of the Beginning Educator Support Team program (mentoring/induction program) >>Sen. Zarelli asked that if research shows negligible benefit for all-day versus half-day kindergarten, why we would spend a couple hundred million dollars to expand full-day K. And with early learning, if we only provide it to some kids, wouldn't the state be sued for not providing a universal program? Rep. Priest said he would rather do all-day K all at once, but we don't have the funds for that. And gifted/talented education probably isn't basic education but it's treated as such, and looking at LAP and other specialized programs, the courts would probably allow for a focused program of early learning to help those students most likely to struggle.<< Discussion to continue after NBPTS symposium presentation 11:10am-12:10pm National Board Certified Teacher Symposium: Report of Results - Michaela Miller, Sarah Applegate, Paul Rae, Cindy Rockholt, Gunnar Guttormsen Recommendations here -Top three funding priorities (first four years)

Mentor/induction program for beginning teachers
Reduction of class size for high-needs schools
All-day kindergarten

>>Questions from members about instructional coaches, mentoring programs, teacher education programs<< Lunch break until 1pm 1:05pm-3:10pm Crosswalk of Current Funding into New Formula Structure - Neil Sullivan, Shawn Lewis, Stephen Nielsen Presentation here >>Questions and discussion over length of teacher work day, class size, cost to implement CORE 24, LAP/ELL funding (being categorical) [Neil Sullivan made what is perhaps the only budget joke we will ever hear: insurance companies have been increasing premiums for school districts at rates greater than inflation, they didn't know about the Implicit Price Deflator rule - trust me, it's funny.] >>Rep. Priest requested that clarity be pushed over precision; we don't want to create another complex system that only experienced budget professionals can understand. Sen. McAuliffe would like everyone to remember that what students need to be successful isn't necessarily reflected in the class size numbers. >>Supt. Dorn asked what the Funding Formula Technical Working Group needs from the QEC. Mr. Nielsen said, for him, the direction given today that says the FFTWG should follow 2261 is helpful. Mr. Lewis appreciated the comments on keeping the formula clear and not stressing over the details; however he does see value in keeping details in the background while having a very transparent system in the foreground. He also thinks the Compensation and Local Finance groups should start their work sooner rather than later. Mr. Sullivan said he would like the end goal to have a more transparent budget reporting system, and accountability for districts, without the distrust that districts are "hiding" dollars.<< 3:15pm-3:40pm Public Comment Pat Montgomery, Auburn parent volunteer - need to make school funding more equitable Rachel Aeby, kindergarten teacher in Franklin-Pierce School District - early learning will help more students arrive to kindergarten ready to learn Pam, 5th grade teacher - would like QEC to enact real education reform, and don't wait until 2018 to implement changes Sam Fields, junior high science teacher in Bethel - concerns over teacher salaries and merit pay, reduction in school funding, and time dedicated to assessments Convened until tomorrow

Washington’s kids and schools are counting on your vote

viking — Mon, 02 Nov 2009 15:08:31 +0000

[caption id="attachment_404" align="alignright" width="158" caption="Vote!"][/caption] Washington's kids and schools are counting on you to vote and postmark your ballot by tomorrow-Election Day. Two statewide ballot measures will have a tremendous impact on Washington's children and families. It's critical that you exercise your right to vote and help protect Washington's children, families and schools. On Tim Eyman's Initiative 1033, the League of Education Voters urges a resounding NO vote. I-1033 will stop education reform in its tracks. It will effectively prevent any new investments in schools, higher education or teacher compensation, and force further cuts to already reduced educational opportunities the state provides children and families. Click here to learn why you should vote NO on Tim Eyman's I-1033. On Referendum 71, the League of Education Voters urges voters to APPROVE this measure. Referendum 71 extends the legal protections afforded to married couples to families headed by same-sex partners or seniors who form stable households and register with the state. LEV believes all families need the same basic legal protections. Click here to learn why you should APPROVE Referendum 71. Ballots must be postmarked on or before Election Day, November 3.

LIVE BLOG: QEC, day 2

viking — Tue, 03 Nov 2009 17:38:19 +0000

We're on TVW again, all day, LIVE. You may even catch a glimpse of me or George. 9:05am-9:10am Update on Funding Formula Technical Working Group - Julie Salvi [It happened, in 5 minutes, take away: group has more work to do] 9:10am-9:25am Financial Outlook - Bryon Moore Presentation here >>Rep. Skip Priest brought up the Doran I and II court decisions, which coincided with the economic downturn of 1979-81/83. Sen. Rosemary McAuliffe asked if Mr. Moore's office is presuming the stimulus funds will go away. Mr. Moore answered that they are presuming the federal stimulus will not be renewed and the state will probably face a $4-5 billion hole.<< 9:25am-10:45am Early Learning Work Group Update - Dr. Bette Hyde Document here -Near-term policy priorities

Early literacy
All-day kindergarten
Voluntary universal pre-K for 4-year-olds (mixed delivery)
Birth-to-3 continuum
Health insurance and medical home
Strengthen partnerships with families
Support and resources for QRIS
Enhance/strengthen early learning system infrastructure

[Dr. Hyde described how doctors use books to assess development of children and the doctors' need for books. Sen. Curtis King mentioned a book program started by Dolly Parton. Rep. Bruce Dammeier looked up the actual name of the program, and Superintendent of Public Instruction Randy Dorn joked he could now get off the Dollywood site...Jokes! Before 10 a.m. even.] >>Rep. Priest mentioned work by the Washington State Institute for Public Policy that found all-day kindergarten didn't produce significantly greater results than half-day kindergarten. On the Basic Education Finance Task Force they wrestled with this; he asked Dr. Hyde her opinion. Dr. Hyde responded that studies have found that benefits of all-day K can peter out after 1st grade, which is why they want this to be a P-3 initiative, with supports in place through 3rd grade. >>Rep. Pat Sullivan brought up that so many children coming to kindergarten are already behind, so it's important to make an investment in 3- and 4-year-olds, as well as all-day kindergarten. Dr. Hyde agreed. >>Mary Jean Ryan came out swinging in favor of a robust early learning program, with full-day programs for 3- and 4-year-olds, quality curriculum and trained/certificated teachers. She does not think a 300-hour program is adequate. Dr. Hyde does not disagree. Speaker Frank Chopp would like to have more cost information, since we're currently serving 16 percent of eligible children, we need to know what it would take to serve all kids (by ramp up by quartiles). >>Stephen Rushing agreed more or less with Ms. Ryan and made the point that the average elementary student is in school for 5 or 5.5 hours a day, but only receiving about 4 hours of instruction. We can do so much by investing in programs for 3- and 4-year-olds. >>Sen. McAuliffe said she wouldn't advocate one way or the other for including early learning in basic education, but does appreciate the work being done on the early learning plan. She also wanted to remind everyone about the one million children in our K-12 system, and too many of them are dropping out each year.<< 11:05am-12pm Continued Workplan and Implementation Plan Discussion - Jennifer Priddy Follow-up on questions/comments/need for clarification from yesterday -Baseline/crosswalk: put into law? Consensus: Yes >>Sen. McAuliffe would like it to be called a baseline. Speaker Chopp agrees. -Ending values/2018 values: Recommendations or set? >>Sen. King has concerns over setting concrete values, ranges may be better. Rep. Sullivan thinks that the QEC's recommendations need to be bold; there is an expectation that the QEC will show leadership on this. Dr. Hyde would also like to have the end picture, but not all of the subgroups will finish their work in the next month, so can't set the 2018 values yet. >>Sen. Eric Oemig thought this to be meaty and may be better to flag those issues without consensus and come back to them. Supt. Dorn pushed back, saying the QEC needs to make bold recommendations. >>Sen. Joseph Zarelli asked if the QEC has yet defined prototypical schools. He understood the crosswalk idea, but wasn't clear on the specifics. Sen. Oemig explained the model school formula (base shell) and the prototypical schools (with numbers filled in). Sen. McAuliffe said they need to create a QEC proposal to make sure the numbers in the proposal reflect the values of the QEC, and that is a task for 2010. >>Speaker Chopp asked when the QEC would get to setting the 2018 values. Sen. King said, for him, it's after the QEC gets reports back from all the subgroups. Speaker Chopp said the baseline report from the Funding Formula Technical Working Group will be given at the end of the month, but the QEC should move up other work groups and get to work on determining end values. Sen. King pushed back that he, again, doesn't think they can set the values until they have all the information from the other groups. >>Rep. Priest said some prototype model values are clear, while others will require more work. QEC can't waste more time "chatting," but need to get other parts going so the QEC can keep moving. Dr. Hyde said she agrees there are things they "can do, and they should do them," while continuing to work on other areas. Ms. Ryan asked if that is what Reps. Priest and Sullivan were advocating for in their proposal. Reps. Priest and Sullivan said "yes," there are certain things the QEC can recommend the Legislature put in statute in 2010, and other things the QEC needs to keep working on. >>Sen. Oemig joked "so much for tabling this." He went on to cite the expected budget shortfall in the next year, and expressed caution. Rep. Dammeier reaffirmed his commitment to the effort, and said he doesn't think anyone is expecting the QEC to figure it all out by December. However, they do need to keep moving forward, and certain items are ready for action/implementation/phase-in now. He would also like to see the Compensation and Local Finance work groups start earlier. The QEC can do certain things now, but he is not ready to vote on 2018 values. Sen. King said there are certain things he feels comfortable moving forward on - transportation, MSOCs, baseline for prototypical model - but not 2018 values. >>Supt. Dorn asked Reps. Priest and Sullivan to flesh out their proposal more and have it ready for distribution in the next two weeks, allowing QEC members to comment and discuss at the December meeting. Sen. Zarelli said he still has questions about LAP, ELL, all-day kindergarten and early learning. He does think increasing MSOCs makes sense, but other things they don't know enough about. >>Rep. Priest said they've learned a lot in the past two days, their proposal presented yesterday was a draft and they do plan to get a revised proposal out soon. >>Sen. McAuliffe said she appreciates the work of Reps. Priest and Sullivan, but would like a larger subgroup to make recommendations and for at least two other people to join them. Supt. Dorn said he views everyone as in the group and everyone is free to make proposals, etc. >>Mr. Rushing expressed concern that too much time is passing and the QEC needs to take positions or offer feedback to the FFTWG so the subgroup can complete its work. Dr. Gutting said she feels a little bit better because they have a meeting scheduled for early January, and impressed by the members of the subgroups. Dr. Hyde agreed that she would like to spend more time talking to one another rather than having more people talk at them. Mr. Rushing added that the discussion over early learning today teased out some concerns, and the QEC hasn't discussed other important issues and they need to.<< Lunch break... 1:05pm1:40pm Continued Workplan and Implementation Plan Discussion - Jennifer Priddy -CORE 24 >>Questions over how CORE 24 fits in with ESHB 2261. Ms. Ryan explained that certain parts of CORE 24 are already in motion, namely the Algebra II requirement. And while other parts do still need action, 2261 seemed to support CORE 24 by saying high school should prepare students for post-secondary life. Ms. Priddy along with legislative staff clarified that 2261 has language that will go into effect in 2011 (including increase in instructional hours), but doesn't mandate there be a implementation plan attached. However, the QEC's January report is required to have an implementation recommendation. -Instructional hours: 1,000 in elementary, 1,080 in secondary >>Mr. Rushing asked what is considered "instructional." Ms. Priddy said administrative code (WAC) lists what type of activities can be counted, and they will make that available. Sen. King asked if there are cost estimates for increasing instructional hours. Ms. Priddy said the increased instructional hours are meant to provide the opportunity for students to earn 24 credits in high school, and the baseline will be helpful in answering that question. >>Dr. Hyde asked if the proposed accountability framework will be implemented without funding. Ms. Ryan said she hopes the State Board of Education can present on its work (CORE 24, accountability) at the December meeting to help people understand how it all comes together. >>Ms. Ryan suggested that the QEC work with the proposal from Reps. Priest and Sullivan, make strong recommendations in January and then spend 2010 perfecting values. She also hoped the FFTWG could not dissolve, as the QEC is going to need technical guidance as they move forward. Rep. Sullivan said that if they want to move up other subgroups' timelines, they can certainly include language to maintain the FFTWG.<< 1:40pm-1:55pm Pupil Transportation - Isabel Muñoz-Colon Presentation here >>Sen. Zarelli asked why the cost went up. Ms. Muñoz-Colon said it did because the initial cost estimate did not include a transportation GIS analyst. Sen. Oemig asked if regulations around things like bus stop locations can be relaxed or loosened. >>Supt. Dorn said the Legislature can decide to build the new transportation system whenever it has $806,000 to implement those changes. Funding the new system will come down the road.<< 1:55pm-2pm Question Follow-Up - Isabel Muñoz-Colon Presentation here >>Sen. Zarelli asked if they can look at funding with salaries and benefits separated out, along with student-teacher ratio. Sen. Oemig asked if they can find out how many support staff are employed in other states.<< 2pm-2:50pm Public Comment Pat Montgomery, Auburn parent volunteer - clarifying earlier testimony, advocating for equity of opportunity for all students Marie-Anne Harkness, librarian in Federal Way - thank you for keeping teacher-librarians in formulas, please implement increases sooner rather than later Philip Mosely, high school science teacher in Fife - important to fully fund any program increases so schools don't have to cut other offerings; reduction in class size is important George Scarola, League of Education Voters - proposal from Reps. Priest and Sullivan is a good start, gets implementation started, recognizes three distinct cost categories (compensation, fundamentals, and program); like the investment in early learning, LAP/ELL programs, Beginning Education Support Team program, CORE 24; QEC should adopt 2018 values Kim Howard, WA PTA - QEC needs to adopt crosswalk; need to consider how to phase-in new model as allocations with evidence of new programs >>Sen. Zarelli asked a follow-up question about the allocation versus categorical issue. Ms. Howard said the end goal is to have a allocation model, but until the system is fully funded any increases may need to be categorical. Lorraine Hirakawa, teacher in Puyallup - need to attract quality people to teaching John Traxler, chemistry teacher - worried about use of National Board certified teachers as evaluators of other teachers >>Dr. Hyde asked if he would be willing to serve as a coach or mentor. Mr. Traxler said he currently serves in that role and is happy to do it. Molly Prater, teacher in Snoqualmie Valley - paraeducators are valuable in classrooms Jim Kainber, Stand for Children - support adoption of crosswalk; appreciates inclusion of BEST program in proposal from Reps. Priest and Sullivan Anne Melgaard, 3rd grade teacher in Snoqualmie Valley - teacher collaboration is important >>Dr. Hyde asked if Ms. Melgaard is advocating for common planning time, or for teachers to not evaluate other teachers. Ms. Melgaard said she agreed with Mr. Traxler that teachers should not evaluate other teachers. Speaker Chopp asked if any teacher supports the idea of teachers evaluating other teachers. Answer from the audience: "no." Janice Trabin, Seattle parent - does not want the QEC to delay implementing ESHB 2261; fully fund gifted/talented education; budget cuts are limiting course offerings, decreasing counselors Heidi Bennett, Seattle parent - basic education is underfunded, Washington students can't get into state public universities; embarrassed by funding disparities between districts; high school graduation requirements are not adequate, need CORE 24 Deb, citizen from Pierce County - please include feedback from parents

Make your vote count!

viking — Tue, 03 Nov 2009 18:02:32 +0000

Washington's kids and schools are counting on you to vote and postmark your ballot by today--Election Day. Here's what the League of Education Voters recommends on two statewide ballot measures that will have a tremendous impact on Washington's children and families. On Tim Eyman's Initiative 1033, the League of Education Voters urges a resounding NO vote. Click here to learn why you should vote NO on Tim Eyman's I-1033. On Referendum 71, the League of Education Voters urges voters to APPROVE this measure. Click here to learn why you should APPROVE Referendum 71. Ballots must be postmarked today for your vote to count. For questions about voting, contact your county auditor's office. You may also drop off your ballot at these locations:

What's at stake for kids this election day?

viking — Tue, 03 Nov 2009 18:15:22 +0000

A lot. First: 1033 would lock us into a recession budget that is bad for kids. Washington's revenues were severely impacted by the worst recession in memory. State revenue for the biennium dropped by $9 billion and the Legislature was forced to cut K-12 by $1.8 billion, and higher education by $618 million and make even deeper cuts to health care and public services. Eyman's 1033 would reset the base for the state budget, locking us in to these drastically reduced budget levels. By locking us into today's low revenues, and restricting revenue growth thereafter to inflation plus population, this measure would effectively prevent the state from making new investments in education required by basic education reform legislation (HB 2261) passed this session. Beyond basic education reform, Washington would not be able to progress in early learning or higher education. For example, I represent LEV at the Department of Early Learning's Early Learning Plan creation (draft to be released on December 1st). Over 120 stakeholders have taken part in this, adding their best ideas to create an implementation plan for early learning over the next ten years. If 1033 passes, this plan will not materialize. What does that mean for kids? Over half of Washington children will continue to arrive to kindergarten unprepared and one quarter of these children will not be reading by grade 3. Finally, some costs borne by government increase faster than general population, like the number of students, and faster than inflation, like health care for teachers and fuel costs for school buses. This measure would force further budget cuts just to meet current obligations. Put simply, 1033 won't allow us to pay for what we currently do and won't allow us to change our schools to give kids the skills we know they need. Second: R-71 would affirm the domestic partnership legislation that gives individuals and families the legal protections they need. Despite the depressing budget situation last session, the Legislature and Governor took a bold step in the right direction by extending the legal protections afforded to married couples to families headed by same-sex partners or seniors who form stable households and register with the state. This legislation is not just another law. This law supports a family with young children, protects a young gay student currently bullied at school, and ensures an older couple can take care of one another in their final years. This law is about Washington families and children and it needs to stay. We believe all families need the same basic legal protections:

Labor and employment protections;
Access to school and medical records;
Family leave to care for sick family members;
Insurance and medical rights; and
Access to pensions and benefits in the event of disability or death of a parent or spouse.

No purpose is served by excluding domestic partners, or the children of gay and lesbian parents, from these protections, responsibilities and benefits, designed to promote family stability. Additionally, an estimated 3 to 5 percent of students identify as gay, lesbian, bisexual or transgender, or struggle with their sexual identity. In spite of growing levels of acceptance, sexual minority youths are overrepresented in the numbers of young people who are reported with mental health and substance abuse issues, who are victims of bullying, and who commit suicide. Removing discrimination based on sexual orientation from the law sends a profound message of hope and acceptance to those youths. R-71 will ensure that all families and individuals have protection, a critical step towards changing our world and changing our schools. Third: Rep. Laura Grant needs to go back to Olympia to continue working hard on behalf of Washington's children. Laura Grant knows what is happening in schools today. How? She's a teacher. In fact, she's the only current teacher in the Washington State Legislature. Laura is also a mother of three and a former school board member. When it comes to schools, we can count on Laura to vote for the best interests of students. Last session, Laura voted for ground-breaking reform of our basic education laws that will boost support for schools and classrooms over the next decade. Let's send this education champ back to Olympia!

Bellingham: Join us tomorrow night at an Early Learning Town Hall

viking — Tue, 03 Nov 2009 19:54:24 +0000

You are invited to a special meeting with the Director of the Department of Early Learning, the Office of Superintendent of Public Instruction, and Thrive by Five Washington. Early Learning Town Hall Meeting Wednesday, Nov. 4th from 7:00 - 8:30 PM St. Luke's Community Education Center 3333 Squalicum Parkway, Bellingham 98225 (MAP) Download the Event Flyer (PDF) Email Frank at info@educationvoters.org to RSVP for this Early Learning Town Hall Meeting. It's a chance to have your voice heard by the leaders who have the power to affect the cost and quality of preschool, childcare and early learning for all children in Washington State, including your children. Here are some questions to think about:

Do you believe it's time for preschool to be part of basic education?
Is the cost of childcare going through the roof?
Do you think full-day kindergarten is key?

Good, bad, funny, or sad--our leaders want to hear about it. Your feedback will help shape early learning recommendations for the 2010 Legislative Session. We need you to ensure Washington's Early Learning Plan will help your children succeed in school and life.

Where are the election night parties?

viking — Tue, 03 Nov 2009 23:09:14 +0000

After all the phone calls to voters, signing waving on street corners and status update reminders to vote-it's time to party. Here's a list of election night parties: Seattle Twist Belltown 2313 1st Ave, Seattle 5:30 PM - 9:30 PM Host: The Municipal League, PubliCola, Seattle Works, the Washington Bus and the Alki Foundation No on Initiative 1033 Seattle The Edgewater Hotel, Alki Room 2411 Alaskan Way, Pier 67 7:00 PM Approve Referendum 71 Seattle Pravda Studios 1406 10th Ave., Suite 200, Seattle 7:00 PM Host: Campaign Chair Anne Levinson and Campaign Manager Josh Friedes Tacoma Home of Ryan Mello & Jerry Hallman 1514 South Oakes Street, Tacoma 7:45 PM Host: Approve 71 campaign Bellingham Rumors Cabaret 1119 Railroad Ave, Bellingham 8:00 PM - 11:00 PM Host: Stephanie Kountouros Olympia Darby's Cafe 211 5th Ave SE, Olympia 8:00 PM - 10:30 PM Host: Approve 71 campaign Tri Cities, Pasco Out & About 327 W Lewis St, Pasco 6:00 PM - 11:00 PM Host: Approve 71 campaign For additional election night parties for King County and City of Seattle races, click here.

School District	Type	Approve	Reject	% Approve	Status
Auburn School District	Bond	4571	5997	42.35	Failing
Bickleton School District	Bond	135	35	79.41	Passing
Burlington-Edison School District	Bond	1993	2285	46.59	Failing
Kennewick School District	Bond	8831	6271	58.48	Failing
Puyallup School District	Bond	9176	10,541	46.54	Failing
Snoqualmie Valley School District	Bond	5328	2767	65.82	Passing
Spokane School District	Bond	29,187	17,685	62.27	Passing
Tacoma School District	Bond	13,929	16,059	46.45	Failing
Vashon Island School District	Bond	1878	2032	48.03	Failing
W. Valley School District (Yakima)	Bond	3745	4045	48.07	Failing
Auburn School District	Capital Levy	4631	5983	42.72	Failing
Longview School District	Capital Levy	4,359	2,910	59.97	Passing
Puyallup School District	Capital Levy	9119	10,589	46.27	Failing
Bickleton School District	Levy	140	31	81.87	Passing
Eastmont School District	Levy	3157	2473	56.07	Passing
Longview School District	Levy	4,567	2,715	62.72	Passing
Oak Harbor School District	Levy	3703	4701	44.06	Failing
Oak Harbor School District	Levy	4277	4140	50.81	Passing
Spokane School District	Levy	30,539	16,499	64.92	Passing
Toppenish School District	Levy	559	550	50.41	Passing
Wenatchee School District	Levy	5845	3373	63.41	Passing