Education Advocate August 2016
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Building a quality public education system from cradle to career.
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By Nick Nogrady, Program Director, Page Ahead Children’s Literacy Program, guest blogger
Each summer, during the annual hiatus from school, many students lose their reading skills. This phenomenon is sometimes called “summer slide” or “summer reading setback.” It impacts children living in poverty the most, and its effects are cumulative. It is estimated that up to two-thirds of the reading achievement gap experienced by low-income children happens during the summer months.
This is where Page Ahead comes in. Founded in Seattle more than 25 years ago, Page Ahead has become the largest children’s literacy organization in Washington state. We combat summer slide by giving students access to their choice of books as well as holding free book fairs for students in kindergarten through second grade at the end of each school year. The Page Ahead’s book fair program goes by the name of Book Up Summer (BUS).
Based on research by Dr. Richard Allington, ensuring easy and continuing access to free self-selected books to read over the summer is a useful strategy for addressing the summer reading setback and addressing the reading achievement gap. This book fair allows low-income students to self-select 12 free books to read over the summer for three consecutive years. At the conclusion of three years Dr. Allington followed, study results indicated students gained approximately 40% of a grade level in reading.[1] These results are similar to children attending summer school during those three years, at just a fraction of the cost.
At Page Ahead, we target elementary schools with a high percentage of low-income students, and low third grade reading test scores. By targeting these schools, we reach students with little or no access to books in the home, and families unlikely or unable to visit the library in the summer months. More than 80% of students we serve are low-income, and 40% are bilingual.
Book Up Summer works. In Seattle schools that have completed the three year intervention, the gap between low-income schools we serve and the citywide points average for the 1st and 2nd grade reading assessments has been closed by 70%.
Personally, this is a great program to run. I enjoy travelling across the state to meet with educators passionate about closing the opportunity gap. I meet teachers and administrators from farming communities in central Washington, mountain towns in the Cascades, from Seattle to Tacoma to Spokane—these educators know how much these books will mean to their students and families, as well as their communities.
The day of the fair is also very special. The kids can’t believe they get 12 books to keep forever. Just like adults, there are impulse buyers and discerning shoppers. After they pick, each student gets a nameplate to put in each of their books; every book is new and truly their own.
This summer we served nearly 10,000 students at more than 60 schools across all of Washington state. Next year we plan to expand the program to nearly 14,000 students. While the program is very cost effective with a budget of less than $50 per student, an expansion of this level will require a dramatic increase in the organization’s budget. Page Ahead will be seeking new corporate and foundation partners, as well as developing resources in local communities where the program is offered.
If Washington state is looking for an effective and efficient way to improve the reading skills, and reduce the reading achievement gap for low-income students, Book Up Summer offers a promising model of reading intervention.
To learn more, get involved, or make a donation, visit Page Ahead’s website: www.pageahead.org
[1] Allington, Richard L., Anne Mcgill-Franzen, Gregory Camilli, Lunetta Williams, Jennifer Graff, Jacqueline Zeig, Courtney Zmach, and Rhonda Nowak. “Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students.” Reading Psychology 31.5 (2010): 411-27. Web.
At the League of Education Voters (LEV), we recognize all of the hard work that you do toward improving public education across Washington state. We are pleased to announce our Activist of the Month for August: Vanessa Hernandez.
The Every Student Counts Alliance (ESCA) is a new collaboration between organizations and individuals in Spokane working to end the overuse of suspension and expulsion in Spokane Public Schools and to eliminate disparities in rates of suspension and expulsion of students of color and students with disabilities. LEV is part of the Alliance, along with the American Civil Liberties Union of Washington and its Youth Policy Director, Vanessa Torres Hernandez.
As Vanessa explains, “The Spokane district has discipline rates that are some of the highest in the state, disproportionately applied to students of color, Native American students, and students with special needs. Spokane has a lot of challenges, and making a difference in this community will impact the lives of thousands of students and set a positive example for the rest of the state.”
One of the primary goals of the Alliance is to promote positive and restorative school cultures, where teachers and students feel equally supported, individual needs are met and voices are heard. This ensures that students remain in school on a path toward academic and life success.
Vanessa comes to this work both as a legal advocate and as a former teacher. A native of Guam, Vanessa grew up in a family devoted to public service. During college, she taught in after-school and summer school programs throughout the country and also volunteered in public schools.
After receiving her M.Ed. in Teaching and Curriculum from Harvard University, Vanessa began a teaching career at Roxbury Preparatory Charter School in Boston, a charter school serving low-income students of color. She was moved by how the students who faced steep academic and socioeconomic challenges excelled in a school focused on student and teacher support and achievement.
Taking the experiences, lessons, and memories from teaching in Boston, she transitioned into teaching 7th graders in Washington state. Her class focused on empowering students with knowledge, developing their skills to understanding bias, evaluate information and advocate for what they believe is right. Vanessa then transitioned to the University of Washington School of Law, where she participated in a public service law program.
Vanessa first worked with the ACLU as an attorney with a project focused on criminal justice reform and the challenges facing people returning from prisons and jails. After a short time working with ACLU, she realized that she loved how they employed a long-term view and relentless push for justice, similar to her work ethic and mindset. This year, she will celebrate her five-year anniversary with the organization. Vanessa started in the litigation department and moved in October 2015 to the position of Youth Policy Director, where she continues her passion for helping others and using the power of the law to contribute to social movements.
Promoting student success was an important concern this past legislative session, and it led to passage of the Opportunity Gap Bill (HB 1541). Vanessa says it is a great first step in the right direction, in terms of recognizing that a student’s behavior should not affect the education he or she receives. But she adds that there is a lot more progress to be made.
Vanessa’s hope for the future is to strengthen the fundamental building block of ACLU, ESCA and LEV’s progressive work in education by coalition-building and community. She says, “These two aspects are incredibly important because change occurs when people are working together, listening to one another, and exposing themselves to the stories and challenges out there.”
In McCleary v. State of Washington, the Washington Supreme Court ruled that because the state government is not providing sufficient education funding, it is violating the state’s constitution. Further, the Court found that inadequate funding from the state is leading to inequalities and disparities between wealthy and poor school districts, because some districts are only able to raise a fraction of the money through local levies as other districts, despite having a higher local levy tax rate.
The Court has ordered the state to address this issue by increasing education funding and reducing reliance on local levies to pay for teacher salaries and other basic education essentials. Estimates say that complying with the Court’s decision will require the state to spend an additional 1.5 – 2 billion dollars more per year on public education.
Resources that will help clarify the debate over education funding:
What You Need to Know about the 2017 McCleary School Funding Agreement (blog)
What You Need to Know about the 2017 McCleary School Funding Agreement (webinar)
Glossary of Key Education Terms
See how much Washington state spends per student in your district
Side-by-Side of Education Funding Proposals
LEV’s Perspective on the Latest Supreme Court McCleary Response
Our view on McCleary opportunities:
Rethinking Our Education System
Teachers: The Most Important Part of Our Education System
Every Student Needs an Effective Teacher
Great Teachers Need Great Preparation
Student Supports, an Integral Component of Basic Education
Presentations on education funding by the LEV Policy Team:
TVW: League of Education Voters McCleary Presentation (November 18, 2016)
Other resources:
LEVinar on The McCleary Task Force: What to Expect Archived Recording | Presentation Slides
McCleary Education Funding Task Force Duties and Responsibilities
Senate Bill 6195, which created the Education Funding Task Force
Our view on NPR Education’s School Money series: Part 1 | Part 2 | Part 3
A summary of our November 2016 field trip to California, Education Funding Takeaways from California
By the LEV Policy Team
In Washington state, it is the state’s “paramount duty” to fund a program of basic education for all students. It is the Legislature’s responsibility to define that program of basic education. The Legislature has established goals for the education system, as well as a program intended to achieve those goals. The program of basic education can be changed and added to. It may only be reduced for educational reasons, not financial reasons. The instructional program of basic education is provided through the K-12 system, as well as in juvenile detention facilities, residential facilities, and adult correctional facilities (RCW 28A.150.200).
The Goals of Basic Education (RCW 28A.150.210)
The Program of Basic Education (RCW 28A.150.220)
The program of basic education is the legislatively defined basic education that the state must fully fund. Districts must use state funding to provide all of the following components to students.
Time:
• 1,000 hours of instruction for full-day Kindergarten (being phased in)
• 1,000 hours of instruction for grades 1-8 (districtwide average)*
• 1,080 hours of instruction for grades 9-12 (districtwide average)*
• At least 180 school days
*Can be calculated as districtwide average of 1,027 hours grades 1-12
Academics:
• Instruction in the Essential Academic Learning Requirements (adopted by Office of the Superintendent of Public Instruction)
o The Arts
o English Language Arts (Common Core)
o English Language Proficiency
o Early Learning
o Math (Common Core)
o Science
o Social Studies
o Educational Technology
o Health and Physical Education
o Integrated Environment and Sustainability
o World Languages
• The opportunity to complete 24 credits for a high school diploma
Supports:
• Learning Assistance Program—supplemental instruction for “underachieving” students
• Transitional Bilingual Instructional Program—supplemental instruction for English Language Learners
• Special Education—appropriate education and supports for students with disabilities
• Highly Capable Program—programs for highly capable students
• Transportation (RCW 28A.150.200)
Components provided in the prototypical school funding formula (RCW 28A.150.260), such as Materials, Supplies, and Operating Costs (MSOC) or specific staffing ratios do not constitute the program of basic education. They represent the Legislature’s assumptions of what resources are required to provide the program of basic education, but districts may choose to deliver the program in a different way.
Basic Education Compliance
Each district must certify to the State Board of Education that it is providing students with the minimum requirements of the basic education act. Districts must report that they provide:
Instructional Hours: the definition of instructional hour is time in the school day from the beginning of the first period class to the end of the last period class, except for time spent on meals. Passing time and recess are counted as instructional time.
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Like most professions, the education landscape is full of acronyms and jargon. As we gear up for the 2017 state legislative session which will focus on education funding, the LEV Policy Team has created this glossary of key terms you will likely hear:
During the 2016 session, the Washington legislature passed Opportunity Gap House Bill 1541, which includes significant changes to student discipline laws.
These changes also affect the rules for student discipline (Chapter 392-400 WAC) and student enrollment reporting for state funding (WAC 392-121-108) during the period of suspension and expulsion. The Washington Office of the Superintendent of Public Instruction (OSPI) will align the rules with this new law before the upcoming school year. OSPI will provide further clarification through additional rulemaking during the 2016–17 school year.
Below is summary of changes effective June 9 that impact the 2016–17 school year. For more information, see OSPI Bulletin No. 024-16.
Limitations on Long-Term Suspensions and Expulsions
A long-term suspension or expulsion must not exceed the length of an academic term, as defined by the school board, from the time of the disciplinary action. This shortens the maximum length of a suspension or expulsion from the prior limitation of one calendar year.
School districts must not use long-term suspension or expulsion as a form of discretionary discipline. “Discretionary discipline” is a disciplinary action taken by a district for student behavior that violates the rules of student conduct, except for actions taken in response to:
Except for in response to the above, school districts may no longer use long-term suspension or expulsion. Even for any of the violations above, districts should consider alternative actions before using long-term suspension or expulsion, except for violation of the prohibition against firearms on school premises.
Possession of a telecommunication device and violation of dress and grooming codes are removed from the list of discretionary violations that, if performed two or more times within a three-year period, may result in long-term suspension or expulsion.
Requirement to Provide Educational Services
School districts may not suspend the provision of educational services as a disciplinary action, whether discretionary or nondiscretionary.
While students may be excluded from classrooms and other instructional or activity areas for the period of suspension or expulsion, districts must provide students with an opportunity to receive educational services during that time.
If educational services are provided in an alternative setting, the alternative setting should be comparable, equitable, and appropriate to the regular education services a student would have received without the exclusionary discipline.
Reengagement Plan and Meeting
School districts must convene a reengagement meeting with the student and family when a long-term suspension or expulsion is imposed.
Families must have access to, provide meaningful input on, and have the opportunity to participate in a culturally sensitive and culturally responsive reengagement plan.
Policies and Procedures
School districts must:
Questions? Contact OSPI:
For questions about student discipline, alternatives to suspension, and reengagement meetings:
Joshua Lynch, Program Supervisor | Student Discipline and Behavior
joshua.lynch@k12.wa.us | 360-725-4969
For questions about Alternative Learning Experience (ALE) and online learning:
Lillian Hunter, Director | Digital Learning Department
lillian.hunter@k12.wa.us | 206-543-5426
For questions about student enrollment reporting for state funding:
Becky McLean, Supervisor | Enrollment Reporting and Categorical Funding
becky.mclean@k12.wa.us | 360-725-6306
Additional Resources
Kent School District’s iGrad Academy is a program unlike any other in the district. Comprised of six pathways, students choose from a range of opportunities. They can earn a high school diploma or two-year AA degree as iGrad fosters unique plans for individual students that did not find educational success at their previous school. iGrad offers what Principal Carol Cleveland calls a 1418 program, which follows a nontraditional calendar year, nontraditional instructional hours, a lower teacher-to-student ratio, a lower counselor-to-student ratio, and commits to addressing the needs of the whole child. These unique elements are what make iGrad one of a kind.
As a young girl, Principal Cleveland dreamed of becoming a doctor but education ran in the family. After substitute teaching in Georgia, she witnessed a lack of adequate attention given to students with special learning needs. These students were being directed down a path that would ultimately create a larger achievement gap. It was this experience that made her realize the education system needed her help.
Determined to influence educational policy, decision making, and progress for students like those with special needs, Cleveland began working tirelessly. In 2012, such determination brought her to her position today as the leader and principal of iGrad Academy.
As an advocate for specialized education systems, Cleveland is passionate about the iGrad program and curriculum. The basic principle of the program, she says, is to grant young learners and educators the flexibility to think and operate outside of the box to ensure that students are college, career, and life ready. Such a foundation enables all those who attend, and teach, to have more freedom. The teachers at iGrad all believe that students can learn and experience academic, social, and personal success. Common belief in individual potential creates a strong bond between educator and student and contributes to the success of the program.
At iGrad, relationships are everything. Principal Cleveland goes out of her way to get to know every single student. By setting up monthly meetings with students, Cleveland takes a hands-on approach as school leader. She hears directly from participants in the program about what is and is not working. For students to reach their goals, Cleveland values listening to what they want and what they need. As a result, iGrad has seen exponential educational growth.
After several years at iGrad and tracking the progress of the program and its students, Principal Cleveland is thinking about the future. By working to strengthen relationships between middle schools and high schools, businesses and colleges, Cleveland hopes to expand opportunities to teach students how to apply what they are learning in the classroom to the real world. Students gain greater insight and create more options for themselves when they learn from business professionals which skills and abilities are desirable in employees.
Unfortunately, funding remains a challenge for the program. In addition to statewide inadequacies in support for public education, Open Door programs have different accountability measures and that can directly impact funding. Even though students don’t always show academic progress in accordance with state timelines, Principal Cleveland and her staff believe that every student can learn. Many students have been given the tools needed to move forward in their educational pursuit by attending iGrad and Cleveland hopes the community will continue to support her efforts to increase the number of success stories.
Carol Cleveland’s medical career never took flight but she is healing broken dreams and changes hundreds of lives every day. Through her dedication to closing the opportunity gap and her success as the leader of iGrad Academy, she has created a pathway to success for many young adults who have struggled to find their own way. The League of Education Voters celebrates this amazing woman and her stellar program.
Caring, innovative, supportive, flexible, and successful – shouldn’t Carol Cleveland’s approach be basic education?
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iGrad Academy is grateful for the support students receive from community members. If you are interested in making a donation, iGrad is always in need of the following items:
School Supplies: paper, pencils, pens, pee-chee style folders, spiral single-subject notebooks
Metro Bus tickets / Orca Cards: Help students get to and from school
Graduation Items: Gowns, Caps, Tassels
Toiletry items: for males and females, all ethnicities
New undergarments: for males and females
Gift Cards for achievement prizes: Starbucks, Fred Meyer, Target, etc…
One time need:
Female and Male mannequin (to dress in caps and gowns for inspiration)
Young Adult Books:
Many iGrad students love to read and the Academy is working to build a library of young adult books for them. If you’re interested in making a donation, there are lists of suggested titles and authors below:
King County Library System Teen Booklist:
http://www.kcls.org/teens/booklists/bibliocommonsBookList.cfm?booklist_id=209620665
Alex Award for Young Adult Fiction:
http://www.ala.org/yalsa/alex-awards
Quick Picks for Reluctant Young Adult Readers:
http://www.ala.org/yalsa/quick-picks-reluctant-young-adult-readers
Other Specific Publishers:
Other Specific Authors:
Allison Van Diepen’s urban fiction
Other Specific Title:
If you prefer to donate cash:
If you prefer to donate cash, iGrad Academy has established a trust fund which is used to purchase items that will allow students to focus on their learning. In addition to the above items, the Trust Fund may purchase online access for a student without internet, required materials for a college class, or a change of clothing for a homeless student. Please call 253.373.4723 to express interest.
#BeyondBasic
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