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Thursday, October 22, 2015
HOLIDAY HAUNTINGS!
THE RETURN OF STEM SHADY
Interesting, very interesting. Sounds good on the surface or at least until you add a little history with science. No, I'm not talking about the student who ate a dry ice cream cone at one of Science from Scientists past performances.
With all the talk about data driven instruction, how come there is no talk about the IMPROVEMENTS to the MCAS scores? Maybe that is because IF there would be, it would only be for ONE school versus the rest of the district.. Last year with KNOW ATOM we had it in every elementary and MIDDLE school.
I know there are cost concerns with KA and rightly so. Just have to remember when you spend less, you usually get less but some times when you get less, you actually pay more. This actually may be the case here because LPS payed MR. HELD'S salary through a grant last year and you taxpayers are stuck with it this year. Then there is the additional cost of the weekly DOG AND PONY show (about $75,000) going on here. Don't get me wrong, I like animals and I was lucky enough to attend a few shows in a couple of different states with others from across the country. Yup, made me in to the POET I am today!
Even after numerous requests for actual figures, my letters go unanswered. I understand if they don't want to deal with a single, rogue troublemaker like me but how come they hid the total cost of KA from the voting public?`
I do, however, wonder about the ACCURACY of the following statement,
In addition to drawing students from surrounding neighborhoods, Licorish said Washington has “several dozen students” whose parents transferred them to the school to pursue STEM educations.
Notice I didn't say it was untrue, at least not all of it. I've been at meetings over the years where the ACTUAL census of this school has been discussed and I don't recall discussion of it serving as a MAGNET school of sorts. In fact I seem to remember DONNA COPPOLA bringing up who goes there several times. The responses to her seemed to range from "we are not accepting transfers" to standard "wait-lists" rules apply. I may be wrong nut "love of STEM" was not high on the priority list. Don't take my word for it, I lie all the time just ask some people in the administration, go straight to DONNA,
donnacoppola
There is a HISTORY of them playing loose with the facts surrounding this school. Remember back when this particular school OPENED up they tried to pass it off as an INNOVATION SCHOOL. The only problem was it actually wasn't and after they were PUBLICLY called out on it through this blog and a few well written letters to the DESE by LORI (no one answers me) LPS stripped that adjective from the NAME of the school.
Well anyway, thanks to CLIMATE CHANGE charter schools are coming and when it all shakes out nobody will be able to afford nothing and the illusion of accountability to borrow a term from KARL MARX will serve as the "opiate of the masses".
Wednesday, October 21, 2015
MAKING SURE THERE IS MONEY LEFT FOR HER RAISE
BULLIES NOT WELCOME AT CONNERY
️Connery School Unites against Bullying 5th Annual Rally!!! #be kind!#consider the consequences!
HOW DO YOU MAKE AN LTVI FOOTBALL BOOSTER HAPPY? [JibJab]
Tuesday, October 20, 2015
NEEDED NET
I had the PERFECT interview of HONG NET filmed (or at least 17 seconds of it was) at DOLORES DIFILLPO'S fundraiser. Qualities in him that I could see in him back when he was first elected to the COUNCIL were finally openly expressed. Strength gained from obstacles overcame and hardships endured. I was excited to download it. How would I know only 17 seconds would be discernible because another interview trampled over the space.
Then to make matters worse, it looks like I lost my new camera. Still I look forward to tomorrow's fundraiser at the Porthole Pub and all of the new things I can learn.
Reception for Councilor-at-Large Hong L. Net
Then to make matters worse, it looks like I lost my new camera. Still I look forward to tomorrow's fundraiser at the Porthole Pub and all of the new things I can learn.
Reception for Councilor-at-Large Hong L. Net
- at 5:30pm - 8:00pm
- Invited by Thavra Net
Please join us for the "final run" reception on behalf of Councilor at Large Hong L. Net on Wednesday, October 21st at the Porthole Pub on Lynnway, Lynn. Councilor Net has been representing us honorably for the last four years, and now he needs our help to get him re-elected to continue to work on our behalf. Any size of contributions are greatly appreciated, but not required to attend. I hope you can join us for this "family friendly" event. Thank you kindly!
BRIAN BRINGS A BOOST
Brian LaPierre added 2 new photos — feeling proud withCeleste Taylor and 3 others at McDonald's at 60 Boston St.
Happy to support the LVTI Football Boosters Program this afternoon!
COATS FOR A CAUSE
Yup over 300 coats in my office donated by Cradles to Crayons 👌 please consider donating to them, they help out inner city kids like no one else!
RE-ELECTION MOVES [JibJab]
PRIORITIES FOR PROGRESS
The Councilor-At-Large race is going to be TOUGH. There are 6 good candidates for 4 slots. Like I've said before I wouldn't want to predict how it will all shake out. His latest mailer is just another example of the textbook campaign BRIAN LAPIERRE is running.
His Herculean effort in this campaign has been to try an "connect" with voters, showing them their value. As I have also expressed before my concern for his campaign is that he will overwhelm and wear out his voters. In this dangerous election, dangerous because many BULLETS will be flying, it's all about who shows up.
My biggest fear for BRIAN is perhaps his greatest strength. Let's face it, a lot of his organizational and motivational skills have been honed in his leadership job in the TEACHERS UNION. Back in college in the early 80's my POLITICAL SCIENCE teacher used to call UNION ENDORSEMENTS, the " KISS OF DEATH". That was a different time and a different place but there is an underlying hostility toward unions and in particular TEACHERS UNIONS.
I hope BRIAN doesn't TAP into that because obviously I am for his emphasis on the importance of education but I will be scared until about 10 o'clock the night of NOV. 3RD.
His Herculean effort in this campaign has been to try an "connect" with voters, showing them their value. As I have also expressed before my concern for his campaign is that he will overwhelm and wear out his voters. In this dangerous election, dangerous because many BULLETS will be flying, it's all about who shows up.
My biggest fear for BRIAN is perhaps his greatest strength. Let's face it, a lot of his organizational and motivational skills have been honed in his leadership job in the TEACHERS UNION. Back in college in the early 80's my POLITICAL SCIENCE teacher used to call UNION ENDORSEMENTS, the " KISS OF DEATH". That was a different time and a different place but there is an underlying hostility toward unions and in particular TEACHERS UNIONS.
I hope BRIAN doesn't TAP into that because obviously I am for his emphasis on the importance of education but I will be scared until about 10 o'clock the night of NOV. 3RD.
Monday, October 19, 2015
TEACHERS TELL LEADERS TO LEAVE THE TEST,PARK THE PARCC
Members of the LTU Oppose PARCC Testing
October 14, 2015
Dear Senator McGee, Representatives Fennell and Crighton, Mayor Kennedy, members of the Lynn School Committee, and Superintendent Latham:
I am writing on behalf of Lynn Teachers Union to urge you to oppose the adoption of the Partnership for Assessment of Readiness for College and Careers (PARCC) test in Massachusetts, and to voice that opposition to Governor Charlie Baker, Education Commissioner Mitchell Chester, and the Massachusetts Board of Elementary and Secondary Education (the Board).
Massachusetts already leads the nation in academic achievement as measured by the esteemed National Assessment of Educational Progress.1We do not need PARCC to maintain or build upon our proud and proven track record of success. In fact, the experience of Massachusetts and other states with PARCC to date suggests the adoption of PARCC would actually be detrimental to students and education in Massachusetts.
As you know, the Board—upon receiving Commissioner Chester’s recommendation—is expected to vote in late fall on whether to adopt PARCC as a replacement for the longstanding Massachusetts Comprehensive Assessment System (MCAS). The PARCC exam is a brand-new, computer-based assessment. It is purportedly aligned to the new Common Core State Standards and was developed with federal funds by a consortium of states and Pearson, the giant London-based educational corporation. PARCC supporters claim that PARCC is a better test than the MCAS.
Yet, while participation in the PARCC consortium was once as high as 24 states, only six states and the District of Columbia are now projected to administer PARCC in 2015-16, according to a July 2015 Education Weekarticle.2 Acknowledging this sharp reduction in participating states, the Boston Globe’s Joanna Weiss wrote in July that “PARCC is in what looks like a death spiral.”3
Why have so many states left PARCC? Our trial run here in Massachusetts is revealing. Last spring, a little more than half of all districts in the state opted to administer PARCC in grades 3-8 as part of the state’s two-year “test drive” with the new assessment. Based on that experience, parents, educators, and students have repeatedly raised the same concerns about PARCC at hearings, in the press, and in other public venues:
- In contrast to the MCAS, PARCC was developed without meaningful input from Massachusetts educators and the general public. A cloud of secrecy shrouds the test, including restricted access to test items and the 2014 field-test results.
- Based on published sample tests and student feedback on actual tests, many PARCC test items are developmentally inappropriate for the various grade levels. Other test questions are vague, unnecessarily complicated, and poorly constructed. PARCC doesn’t add more “rigor” as proponents claim; it simply adds confusion.
- The administration of PARCC over two separate testing periods last spring (one in March/April and another in May) consumed dozens of hours, even more than MCAS, cutting into valuable teaching and learning time. Furthermore, the large deployment of staff required to administer PARCC and provide student accommodations diverted time and resources away from critical day-to-day student services, shortchanging special education students and English language learners in particular.
- The administration of PARCC requires a technology infrastructure that many districts do not have and cannot afford. PARCC’s reliance on technology also gives an unfair advantage to wealthier districts where students are more likely to have access to computers and tablets in schools and homes.
- The technology platform created by PARCC—including the math equation editor, screen scrolling functions, and keyboarding—is cumbersome, glitch-filled, and difficult for students to navigate.
Aside from the known problems of PARCC, there are additional unanswered questions:
- How will the test answers be scored and by whom? For example, the PARCC consortium and Pearson have expressed interest in having “robo-graders”—machines using algorithms—score students’ written essays.4 Is this something we want to see here in Massachusetts?
- How will PARCC be used as a high school graduation requirement and for college course placement? Education officials in Massachusetts have said that PARCC will be used for both purposes, but we actually know very little about the PARCC high school tests, as only 22,500 Massachusetts students took the PARCC grade 9 and/or 11 tests in spring 2015, and no 10th grade test has been administered yet in Massachusetts.5
- Related to the above question, how will the PARCC consortium and Pearson set the “cut scores” that dictate the various performance levels on the test? According to the PARCC website, all states must use the same performance levels (e.g., Level 1, 2, 3, 4, 5) in scoring and reporting student test results.6 These performance levels will presumably be used to drive high school graduation and college course placement determinations. Do we really want an outside group making these critical, life-shaping decisions for Massachusetts students?
- In addition to high school graduation and college course placement, what other high stakes will be attached to PARCC results? For example, state officials have indicated that PARCC scores will be used to rank and label schools; to make “accountability” decisions such as state takeovers and school closures; and to evaluate teachers by linking individual teachers to their students’ PARCC scores. We’ve already seen the numerous negative consequences of tying such decisions to the MCAS. Do we really want to exacerbate current problems by linking these decisions to the unproven and flawed PARCC assessment?
Perhaps the biggest strike against PARCC is that, as problems with the test inevitably arise, there will be no way to fix them easily. By being part of a multi-state consortium driven largely by Pearson, Massachusetts is essentially surrendering control over its home-grown, transparently developed state assessment system. Instead of being directly accountable to Massachusetts parents, taxpayers, and students, state officials will be held hostage to the political whims and fancies of other states and the raw power of Pearson. Why would we want to give up the autonomy we currently cherish when Massachusetts has long been a national leader in education?
For these reasons and others, I urge you to oppose the adoption of PARCC in Massachusetts. While we can and must re-examine the high stakes attached to the MCAS and the harmful impact of those stakes on teaching and learning, the MCAS has proven itself to be a more-than-adequate exam for two decades. If we need to make adjustments to the MCAS, we have the capacity and skill set within our Commonwealth to do so—and we can do it in a transparent and inclusive way that values the experience and input of educators, parents, and students.
For these reasons and others, I urge you to oppose the adoption of PARCC in Massachusetts. While we can and must re-examine the high stakes attached to the MCAS and the harmful impact of those stakes on teaching and learning, the MCAS has proven itself to be a more-than-adequate exam for two decades. If we need to make adjustments to the MCAS, we have the capacity and skill set within our Commonwealth to do so—and we can do it in a transparent and inclusive way that values the experience and input of educators, parents, and students.
Thank you for your time and consideration.
Sincerely,
Brant Duncan
President, Lynn Teachers Union
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