CALIFORNIA CURRICULUM
CORRELATING COUNCILCALIFORNIA CURRICULUM
CORRELATING COUNCIL
The Master Plan--Who's Got the Answer?
February 4-5, 2000
SUMMARY of February 4, 2000
Call to Order 1:05 p.m. Brad Huff, 4 C's Chair, called the meeting to order. He explained the plan for the two-day meeting.
Scott Plotkin, Chief Consultant, Senate Education Committee, representing the Legislature
Paul Gussman, Department of Education, Career Development Unit
Barry Pulliam, The Pulliam Group
Peter Schrag, Newspaper Columnist
NOTE: Presentations have been summarized in a list format, come documents are included as attachments at the end of the summary. I've put down as much as I was able to get from my notes. (?) means that I wasn't sure of a number or a name.
Scott Plotkin is the Chief Consultant to the Senate Education Committee. He was a lobbyist for 20+ years, Member of the Rio Linda School Board, Past President of CSBA.
A lot has happened since last year. Last year at this time we were getting our first look at the Governor's bills. This was an eye opener for many people and provided insight into the Governor's thinking. They(?)'ve done polling, raising funding, are happy about the focus on teacher quantity and quality. They now want to develop a good agenda.
The Governor's Merit Scholar Plan seems to be a disproportionate benefit to the affluent.
Earlier this week at a California PTA Legislative Conference breakfast --1 person upset about the API's overemphasis on numbers. When told of the implications--it's just not true--these people obviously haven't been in the public schools. He visits in carefully organized public events, not real life in the public schools. The message from this is that if we've learned anything, it's that the further away you get from classes, the more abstract your view of schools becomes.
For the first time, we've put into law how to teach English (Bilingual programs-Prop.227) and reading (Phonics instruction). we've taken it out of the hands of the education specialists.
Promotion/Retention--The final agreement on that bill did have the teacher in it. Before that, it was just going to be based on a test--with students who have a range of abilities, the teacher does know who should be promoted.
1998--Governor Wilson tried to create a system of accountability--the system we have now is similar to that. The 1998 plan had more variables in the index than the API. They wanted support for under performing schools and analysis of what are the causes. Different focus in 1998--lowest of the low vs.1999--only have to be in the bottom 50%. The key issue is when sanctions are imposed--1998-way down the road-Wilson vetoed this because it had no teeth--he wanted a new bureaucracy in that legislation. Governor Davis' plan began with supercharged rhetoric--the principal being removed from the job after 1 year if no improvement, apply sanctions at an earlier time/ more extensive than the ones Wilson proposed. SB1X(Alpert) we were able to mitigate most of the most extreme proposals, but the API is based almost exclusively on the standardized test. The Legislature and the Governor wanted other measures, but they don't have good enough information on this. He wanted it modeled on Texas--people in Texas said you can't do it yet because the data system isn't in place yet. We really do need a student information system first--although the Texas system of data collection may violate federal privacy laws. The API is limited in what it measures. The Governor did not include other variables because there was no hard data consistently applied so it could be used. The second API number does allow disaggregation of data to compare similar schools. The ranking does use deciles, rather than ranking from 1-6000. The whole thing is somewhat fuzzy--not consistent, but it does give something immediately.. The newspapers picked up the correlation to poverty. We really wanted a system that works against just snapshot/quick judgment of schools.
We shouldn't judge punishment/reward based on just 1 year--need to look at change over time--based on growth over time. Next year's scores will be very important--to see if IIUSP schools really make progress, then maybe we can show that good things can happen.
In Rio Linda we have the entire spectrum of socioeconomic levels. Several schools were eligible for the IIUSP program, 4 went into it. They have external evaluators, analyzing the underlying cause. Bottom line--poverty/conditions at home/mobility--how much money do we have to spend to address the problems that aren't at school. We need to look at the 2 API scores together--affluent areas with high API, but lower comparative API may have faculty slow to change--kids are doing well, parents are happy vs. school with low API and higher comparative API have teachers doing an extraordinary job of getting kids to achieve--we need to look at all of these things.
Measures of the socioeconomic index are uneven--we can't use AFDC--so in elementary they used free/reduced price lunch counts--the self-reporting aspect of this is inconsistent. With older students, have used parent education, but the PTA people felt violated that students were asked to self report on the parent's level of education--even though it had no impact on the students, but angry about the intrusive tracking. Lots of educating is necessary. We know there are correlations between socioeconomic levels and test scores.
The number of Emergency Permit Teachers may include teachers who are fully credentialed, but on a waiver because they're teaching in a new subject area.
Questions and Answers:
Q - Are there any specific ideas to amend SB1X?
A - We have been trying for 4 months to talk to the Governor about possible changes in accountability--we haven't had the conversation yet. There is a long list of technical items. Senator Alpert will be introducing a bill on these, but there will be no major changes.
Q - Lots of external evaluators have not been able to meet the date--what about the consequences?
A - There are not enough external evaluators--the Governor's budget includes funding for 400 more schools to enter the IIUSP program, but there's no quality control.
Q - How long will this go on before there's a rebellion of his own party down the line?
A - Can't comment on the intensity, but it is there--see Senator Burton's news conference.
Q - Are people starting to organize against the state test?
A - I haven't heard, but look forward to hearing from them.
Q - What about the pushback movement that seems to be starting in the Midwest?
A - Letters to the Editor--parents are commenting on the API. 1 letter from an affluent school--principal so proud--Look where they come from. Be pleased when things go well, but understand when things are going badly. Eight months ago there was a letter, after the bill was signed--that it's all well and good, but when do we turn the guns on poverty? It is an enormous cop-out to not address these issues--they're so expensive, complicated to get into. it's easier to target the schools--then they become the villain. There is a growing counter movement--studies on student achievement (Haycock Education Trust_?)-Real and most important variable in student achievement is the teacher. Educational Trust focus is on schools and teaching. The Children's Defense Fund had a much more broad focus for years. e.g., Algebra--40-60% of the students don't have access to algebra--it will be a legal issue since it's on the High School Exit Exam. We don't have enough qualified teachers. The Governor has proposed an institute to train teachers, we haven't seen the details of his proposal. it's still like trying to bring down an elephant with a pop gun. We're worried about the piecemeal approach--not getting at the root issues. Ronin(?), Corporation Leader--it's a big mistake to do the HS Exit Exam way too soon--it was originally planned for 2003, now for 2004. Washington State has set it for 2007. Number one issue is capacity building to get us to the point where all are on the same playing field.
Q - We've barely had the chance to catch our breath from Class Size Reduction, now the local districts are looking at 4-6, only parts of district--issue of facility and teachers. can't we finish out one before we start another?
A - Since 199 there have been 12-15 major school reform initiatives. We need to give the schools a break to get things going. The Master plan tries to hold everyone off to be sure things are coherent/aligned. Last week Sue Burr said that we don't need a Master Plan because we have a Governor who has a plan. Department of Education (CDE) faces a major dilemma. every one of the pieces, if we evaluate on that, doesn't tell if the system works--just supports this 1 piece of the pie, so we keep perpetuating more categorical solutions to systemic problems. Issue of assessment and whether a Matrix Exam which tests the system, or a Norm-referenced exam which is normed on the Midwest, not aligned to our standards, so we add the augmentation questions--fifth grade has quadratic equations--you do realize a huge false positive measure on those... We had to create a baseline to compare, but where does a baseline of zero get us? The texts are not written yet--we need the framework. Matrix--even though the law requires this, we always envision a norm-referenced test with individual scores and test the system. Senator Alpert has introduced a spot bill--place holder until a compromise is reached. The entire body of law on standardized testing sunsets in 2002. If we don't renew it, it's gone. This may give the Legislature some leverage.
Q - What about the Matrix Test?
A - How do we ensure an accurate reading of the system based on a test without rewards or consequences for those who take it? If we only base analysis of the system on the norm reference test, teachers teach to the test. We don't have a standard-based system. We may have matrix type questions. Testing people around the country think we've lost our minds.
Q - The dilemma in English--Task analysis of the STAR--if you teach to the standards, less than 10% of the standards are on the test. So we turn to worksheets--if it doesn't help students on the SAT-9, we don't do it. This is a sad state of affairs.
A - What is the underlying purpose of the Merit Scholar Plan? For the smart students to take the test and do well--trying to create a carrot--incentive because the system is based on improving test scores--solution to every problem creates 2 problems.
Q - What about a 9th grader who passes the HS Exit Exam?
A - Still has to go to school--seat time versus integrated curriculum. Until recently, the voice of the professional educators has not been heard loudly in this building. We really need a movement of people who know about this stuff. People who understand are not in the majority, therefore, we need to depend on people like you.
Q - There are issues out there. People at the school sites are creative, taking information and trying to work with what they've got--Sacramento is 'fairy tale land'. They keep changing their minds--coming up with something new.
He has worked for the CDE for 20 years, worked in New York City Schools, Harlem, and at UC Irvine. With reorganization of the CDE, he will bring us up to date and talk about the merging of vocational education with the high school division.
10 years ago, presentation at Los Angeles Unified School District--typically 3 agendas--education, political, and fiscal. Need to be sure which agenda you're playing in. The fiscal one tends to be the typical determination. Major issue--per cap spending.
Concept of unintended consequences is important for educators. We can no longer ask small questions, we must ask the big ones, such as 'How much will it take to educate a student for the 21st Century? What is the purpose of education, what will it cost to get all students to there? What we've been doing is creating categorical programs to fix parts, not to fix what's broken in the first place--we can no longer afford to solve categorically.
Poverty is a major issue. CAL WORKS - move from welfare to working poor--still not self sufficient. Need to have education to deal with the real world.
CDE is in a constant state of reorganization, at least every 4 years. 2 major initiatives--High School Standards, and Work force Development. Patrick Ainsworth works with Regional Work force Preparation and economic Development Act--work force development policy and finance. Paul Warren is now the Deputy Superintendent of Assessment and Accountability--Standards and HS development. Prior to reorganization--2 divisions--now together. Perkins Act ends, Work force Act takes over. We're trying to do policy work force development and high school standards--notch up the work force development. The Gender Equity director for the state is now in this office.
Regional Work force Development Act is a major influence--working with community colleges, trade/commerce--attempting to organize in a way that makes sense. Used to be based on grade levels, now has K-12 emphasis. Trying to make sense, things are changing a lot. In 1981 about 75% of CDE was state-funded. Now 73% of CDE money is Federal money. Whose agenda is it?
The economy drives the education system. Overview of Perkins Vocational Programs. Washington is trying to change thinking about what we do, rather than putting in more categoricals. Think about the whole system from beginning to end--attempt to do away with set asides--more to flow to schools. Allow flexibility, but tie it to accountability. Fewer dollars over the long run, are we better off? Shift down to problem solving to the LEA's.
Wave of the future is School to Career. 1994 money was meant as systemic, school based, work based, connecting activity became categorical in most states. Is gone unless the state decides to do something.
Community and School for Career Success (CS)2
Create high school/middle school, community system entrepreneurs. Community based--look at the whole school community--what's happening? Wave of the future. District is the unit of change--can no longer have schools as the instrument of change. District Collaborative partnerships. CDE Department creates teams--work with low-performing school districts--start the building process. Opportunity for "real input".
Work force Investment Act (7/1/00) Job Training part goes away 6/00. Need an approved plan to Washington, D.C. Just got the Governor to appoint the board--we were the last state to do it. Major issues-youth services component for students who fall out of the system--to educate and prepare for jobs. How do we integrate this with education? There is a website listing for the plan--we need to hear from people. Links between education and the economy--Does education have a role to play in the local economy of the area? If we have a viable economy, will help get teachers.
Comment--Sounds like trickle down theory--better to have than not, though Silicon Valley has 0% unemployment while Imperial Valley has 23% unemployment.
Pie is still in the sky for too many--the more we bring up education levels, the more students can access. One district has had no salary increases, so has lost teachers--this is a disadvantage for students. Compton has 38% non-credentialed teachers. When they get their credential, they will leave Compton. The bottom line is that this is an incredibly complex time, and We're trying to answer in simple ways. The state agency is no longer able to handle everything. Categorical programs had limited effectiveness in some places, with some schools. we really don't have a local salary structure--Prop. 13 created a state salary structure. Encroachment is an issue. Major issue is per pupil spending--look at per capita income--34-40th, We're not spending the percent of money we need to.
Comment--Distribution of resources is disparate--same test, same money--if we have to get show the same performance as other districts--need to equalize funding.
Q - Business leaders don't fight to be average! We Need to pay what it costs to educate a student for our economy.
A - Real competition--it's easier to bring in trained workers/immigrants than to invest in training our own. e.g. There is a need for digital animators. Wanted students to come out of the arts programs, by the time the Community Colleges could get the course set up through the Academic Senate, Warner Brothers had set up a college in England. Major dilemma--what are we training kids for? UC. His son majored in political science at UCD. Now between jobs--worked for Apple--relationship of college to career was zero. Need new work habits for the new millennium. Think differently--migrate to the 4th level of change--coping with, adapting to, exploiting, creating change on purpose. With e-mail--we're moving from real work to virtual work. We can get UC, CSU to the table on the economy, not on school to career.
We must change systematically--categoricals won't work any more. Jobs change so fast, we can't just train for jobs. Most categoricals have eligibility requirements--bottom line--must think of all students! Top and bottom do okay, but what about the students in the middle?
Accountability is here forever--who's controlling it? Unintended consequences--course exit test, graded by teachers--automatic loop to curriculum--information to teacher so they can adjust the curriculum. With a state test--too long to get information for change--issue of timing--many times we have hit the answer, then it changes. Entitlement vs.... investment programs. We tend to undercapitalize rather than overcapitalize in dealing with program money. then they fail. The problem is moving from bureaucratic time to real time--by the time it reaches you, it's too late. CDE is rethinking problems. Need close communication--beginning of conversation/ongoing, rather than just "come back next year".
Barry Pulliam, head of The Pulliam Group, is a former Superintendent of San Bernardino County Schools. His firm has been working with Peer Accountability and Review, and with the IIUSP schools as an external evaluator.
Peer Accountability and Review. They have presented workshops in conjunction with CTA, CFT, ACSA, and the County Superintendents Association. This is an investment in people, which are our most important resource. AB1X, The Peer Review, Peer Assistance--how to apply accountability $50 million, and start to bring it about--focus on family--all working with one another. The key is how you spell opportunity/incentive. What do we expect from personnel? As we move to standards based instruction--the California Standards for the Teaching Profession (CSTP) ask principals how many evaluation forms are more than 20 years old? Probably 90(96?)%. We're not using the tools that allow the pieces of accountability. The impact on people is like pebbles on a pond--ripple effect.
IIUSP - Principals--have a great struggle-the amount of site administrator time for instructional leadership in an era of accountability is less than 25%--probably closer to 5% most of the time. Frustration increased greatly--what should we take off the plate so we can focus on underperforming schools. Much frustration with API--magnified in the teaching profession. Timelines--10/1-4/15--Board wants the report too soon--so have to report to Superintendent by 3/3. How to compress time and meet a series of guidelines to set the stage for the next 2 years. Do Principals have the ability to deal with this? e.g., HS Principal with WASC next year, PQR, CCR, which drumbeat do you listen to. IIUSP not enough time to deal with it in a well thought out way. 4/15 is the deadline for the $168 implementation grant--not a significant funding force? How to get all constituencies focused, take other issues off the table. Teachers--try to respond to other issues and duties. Pulliam Group works with IIUSP--Serious issue--if the advisory committee must include a majority of community members--how do you work with the staff before it gets to the community group?--Who knows most about students? We won't take it to the community group until the staff has the opportunity to work with it and see it.
Research--real data--is SAT-9 viable--When, what do we teach? How is what we teach aligned to the standards? What materials do you have? Begin to look at data relative to SAT-9. It takes time to see the data available--Second issue--8 domains in attitude--Parents, Students, Staff, Administrators...25 key indicators...Complex analysis. Expectations. An important part of the discussion is the students1 (grades 4 and over) perception of the future, and how they perceive their lives. Parents and students have higher perceptions of what they will achieve than do teachers and administrators.
We need alignment of the site/district leadership--only giving principals results of how teachers teachers feel about them. How can we create a sense of family between administration and teachers. An article in a Fresno-area newspaper was about teachers of underperforming schools--not meeting the needs of students--how do you want to make them transfer to rather than from these sites. Staff Development is important--possibilities are tremendous. How/who train teachers--how do we let them make decisions about what they need? 37 categorical programs--compartmentalization of training. How do we honor the teaching force before we make the community presentation. Stability is important--(20% mobility needs to be taken in context. How many people actually moved through those seats--(Class of 20, 16 there all year, how many different people were part of the other 4? For what period of time?) What do we do with these students who move a lot?
Other considerations--How much Special Ed. on campus? There are a large number of Special Ed. classes on IIUSP campuses, below 50%...is this good? Share this all with teachers, site administrators--What does this mean? How does it impact the school? What shall we plan? What support is needed? If you don't find research on the API, don't make it part of the focus.
Teachers are highly energized, focused. In one district--Substitutes for a day for the whole school so they had a full day to discuss the process, context. Plans are being developed. 90% are very focused plans. When you cross turf boundaries, some people get angry. The bottom line is the growth target. What about an 80% growth target? We want to get teachers to want to come and plan, create a sense of family.
Peer Assistance and Review- How can we use the consulting teacher for an onset coach? Multi-track year round schools--really hard for teachers to get together to talk to each other. Class Size Reduction--how much individualization has resulted? 3 Buy back days--300,000 new teachers--huge staff development issue.
Questions and Answers:
Q - Principals have a full plate--Digital High School, working with staff-first had to learn to work collaboratively. All were specialists in their own areas, what about those frustrations?
A - Lots of infrastructure--need training programs. To what extent does return on pupil performance--must make it relevant to teachers to be relevant to students. Students are the best teachers of technology--e.g., help desk manned by students. Are the students one of our greatest assets? 1/3 of teachers/administrators who embrace technology, 1/3 who say, "please train me", 1/3 who say, "knot in my lifetime.2 Can we aim at 5 levels simultaneously, or only Q1 to Q2?
Student learning must be cultivated--"honor student learning2. These points can be in common or disparate--expectations for success, administrative leadership or support, clear focus, assessment mechanism, assessment tied to teaching, giving teachers feedback relative to students, parental involvement, safe environment, district/site relationship--bureaucratic decisions or complement. Few parents show up at community meetings. Parents indicate that they feel really are involved in their child's education--teachers don't feel that parents are involved.
Q - Where is the time for this coming?
A - After work, Saturdays.
Q - How do you apply to be a external evaluator?
A - Leaders must be specially identified and approved. People who work under the leads, in the areas such as math, reading, ELL are not. As we do this, we look at how it would work better statewide--what legislative changes are needed. The last time we looked at mobility, it was not a major factor in California. Any information you have regarding this, let people see that this is a big issue. we've collect data at each site--how do we support the teachers to support the students who roll through--put on 90 day track to learn the basics, since they've had no continuity of instruction--tell parents that if they move, this is the only program they get into. Since they won't be counted, why not just leave them--Teachers say, "These are all our kids"--encourage parents. Supplemental instruction--need for these students, increase in funding--need experienced teachers to do it, but new ones are the ones who volunteer. We need to pay teachers appropriately for supplemental instruction to attract those who have the experience to do it. Lemon Grove SD has Lemonlink--materials to access in areas they need help. This really is a work in progress.
Q - Are there negative effects of CBEST? Many languages? Are we testing everything, or just language proficient? e.g., If you spent 4 months in China, could you do well on a test written entirely in Chinese? How do we bring in teachers, aides, community members, who can't pass CBEST? We can't do it at instructional aide wages--people who are teachers in Mexico. To what extent do categorical dollars align to student success? (increasing pupil performance) Look at the Instructional Aides--training a huge opportunity--how do they align with the teachers--need to train as a team and focus on pupil instruction. K-8 focus on math and language arts--science, music, art--2science as a subversive activity'". Students actually do better when they do these, than when they just do math and reading. We're concerned with the narrowing of the process.
A - Science teachers in Lemon Grove are teaching reading in a real manner--"I have a part of this"--those are integral part of this--we need to talk about how the pieces fit together. This takes time. We shouldn't be exclusive. We need to understand which piece of the puzzle they have, and how the pieces fit together.
Q - California has a significant problem with observation and evaluation. Some administrators don't have a clue. Problem if you hire--how do you get rid of?
A - When I started teaching, I was helped by another teacher. In the area of Staff Development, Universities do it to a point, the school family must from then on. We need to honor adults, respect their sense of professionalism. If they clamor to get into a school, We're a success--if they clamor to get out, We're not!
Q - Where is the community in this? To what extent do they accept responsibility for some of the changes?
A - Actively involved--augmented School Site Councils approve the action plan. We bring research to them after working with the teachers--so they can see life from the perspective of all students. Ask parents why teachers think they aren't supporting. One challenge is how to get parents more involved through middle school and high school. Students need to care about the SAT 9 test- e.g., daughter went to break with friends, rather than finishing test.
He was editor of the editorial page of the Sacramento Bee , taught at UC Berkeley School of Journalism and Public Policy. He is on the Board of Directors of EdSource.
He agrees with Scott Plotkin--the whole process/great rush to reform/pile on top. Takes it out of the hands of professional educators. We do have a great discontinuity. People don't talk to each other, political system takes advantage. Politicians and business people are the ones who rang the bell to start this reform, rather than educators. Overall drive from the outside in.
We're trying to follow Texas--their reform effort started with Ross Perot--earlier in the mid-80's, but even Texas isn't as great as it seems. NAPE scores in math are up. Attendance/dropout rates--they do have a tracking system--it has problems, but they aren't being discussed. Their reforms have been done more gradually, more thoughtfully, more consistent, but it isn't nirvana.
External Evaluators--Who, where are they from, --Who are those masked riders coming from the hills to save us? There is also a shortage of them.
How long before the rebellion? the "pushback"? Other states--Wisconsin, Massachusetts, Virginia, as well as California--the bar too high, the time is too short. We're at the end of the parade. Look to the others--whole hog is in--the pendulum swings.
He has watched since Sputnik in the late 1950's. "Why Johnny can't Read"--the Russians didn't take us over. Early 1980's--A Nation at Risk--Germans/Japanese would beat us. They didn't. A period of hysteria--solve it in 2-3 years, or in 90 days in this building. When the middle class students get better.
The article--has an implicit error--Socioeconomic numbers CDE provided are not correct--either schools didn't report, or CDE didn't do it. Lots of students on Free and Reduced Price Lunch--now if you have 90%, you don't report them all, you just feed them. Asking students about parent education also produces "squishy" numbers.
The key--the speed, and lack or coordination and strategy--do it all on an ad hoc basis--no ongoing strategy. e.g., Prop 98--more money to schools. By the time we get through 4 years, we'll have more in place--nothing in relation to anything else. No conversations with the profession. Professionals not part of the conversation in any serious way. Too many Governors, too much time raising money, not engaged in raising kids. Lack understanding completely. In favor of higher standards--does anyone know of an accountability system you like? (the New York Regents System was mentioned) Not everyone took this--now more take it. They have lowered the passing grade so more can pass. They say they will move the passing score up.
Comment--The second CLAS Test was actually a good test
Response--some science questions made him gag.--that didn't have school accountability attached. haven't seen anyone put out a well thought out program that has a chance and could attract support.
Comment--Teachers graded the New York Regents Exams--Regents recognition of school was public--Regents vs. local diploma.
Response--That was a benchmark for college entrance--not for everyone until 4 years ago. Texas has gone nuts with testing drill. they've learned how to game it--Concentrating on the bubble kids--don't worry about the ones at the bottom. In January and February--60 days they do nothing but test drill before the High School Exit Exam. Teachers become discouraged. Schools should be accountable--he lives in Oakland. Unplanned rush to reform is worrisome.
Comment--Concern that school superintendents being set up to fail--not addressing how socioeconomic factors influence test scores. What are the implications?
Response--in some ways We're beginning to talk to teachers about teaching again--slowly, clumsily, but this is good. Maybe, sooner or later, (we got away from kids lives in the 80's) shift into the schools--poverty issues become school issues. Where does it go? If it fails--Bush, Texas Instruments(?) give money to parents. Test scores naturally increase, stay the same, then start to decline--if this is going to happen anyway, why are we worrying? $100 Million on external evaluators, when dollars might be better spent on tests and schools in general. Then make the school responsible for performance. He has never not voted for school bonds, may not vote for them this year. In LA, does Belmont make one feel okay? Big drop in Prop. 26 in LA since January. Need to create conditions where teachers want to teach. Sense at local site of what is needed--may mean differential pay/incentives.
Comment--School District seems to be the best place for change. We usually fix things by Student, Curriculum and Instruction, Teacher, School Site--in that order. The issue is Teaching
Profession--interdiction--capacity of the system to change. e.g., School of Education--problems with system--inculturation--a disconnect between School of Education and that "old" teacher. Teacher recruitment--capacity of the School of Education to service new teachers. We need to think about it as a whole--need to have that discussion--What is the purpose of school?
Response--Create Charter School--research is out on that. These are systems--all goes into it--hard to fix one thing, the organism reproduces itself. The first time we've talked about resources--input rather than whips/chains. More control over teachers than parents--we can't fire the parents. Too fast, hurried, crisis. You don't know how lucky you were before the politicians discovered you--if you luck out, something else may take attention from you.
Comment--Mobility, diversity--worldwide, these are fueling the boom. What's the problem--shouldn't be one--is a resource We're ignoring.
Response--We want as many kids as possible to have this experience. What about the kids who don't graduate from high school and work in kitchens--Go to UC--It takes the whole panoply of resources. Once asked someone in the Wilson administration where they would put an extra $2-3 Billion if they had it--kids or schools. This is an important policy debate--preschool, good daycare should be part of the debate. Part is the economic structure--there will always be lousy jobs. 3 kids--Spanish, English--have been told that not everyone is college material--the counselor--why not ask why they're having problems when their grades slip. When the fair haired slip, counselor called them in. ACLU Suit--AP courses--What will happen? How to work it out? This is critical--touches everything--not just the Governor saying 4 AP courses in every school then it happens, but if that pressure exists--precursor of the High School Exit Exam. When there are quadratic equations? and no algebra teachers--not just AP teachers, labs--it's all down the line--and teacher training. Too many people with nothing but culture in their heads. Not know how to teach. Sending them back to CSU--like getting the Captain of the Titanic to sail the ship. CSU is on the spot--What do they focus on? phonics? dilemma/issue. Dept.. of Education, State Board, Governor--Higher Ed Institutions--curriculum/standards.
Question - As we send people to institutions--no data that this is effective staff development. 1 teacher to teacher camp? Does this produce change in a school? Over time? Follow up?
Response--Asked the Governor--talked to teachers--they really liked it last summer. it beats any we've had in districts.
Question - 183 student days--also responsible for teacher training--those with lighter load won't be the strongest teachers--I don't want to leave the kids.
Response--it's sort of inevitable--goes back to pay commensurate with education. Too many emergency credentials. It shouldn't be--If they are really professional, spend part of you time sharing your experience with colleagues.
Question - Mobility--some just get Language Arts and Math because they are mobile--is a challenge.
Response- Bigger worry if temporary--if they aren't calculated if schools just ignore them because they don't get tested. How can we be responsible for kids we've only had for 60 days?
CLOSING
Brad Huff thanked all of the speakers for their interesting and informative presentations. The afternoon session was adjourned at 4:55 p.m.