PDK poll finds Americans continue trend, giving their local schools good marks

PDK poll finds Americans continue trend, giving their local schools good marks

-Joshua P. Starr, CEO of PDK

Phi Delta Kappa International (PDK) released its 48th Annual poll results on the public’s views toward the nation’s public schools. And while the American public does not agree on a single purpose for public education according to Joshua P. Starr, the chief executive officer of PDK International, it is continuing its decades long trend and giving good marks to its local schools. Forty-eight percent of the public gave their own local schools a grade of “A” or “B.”

Where the public disagrees is in what they view as the main focus of public education. PDK found 45 percent of respondents believe the goal should be preparing students academically, and 51 percent said that the focus should be either on preparing students for work (25 percent) or preparing them to be good citizens (26 percent).  Given a choice, 68 percent of poll respondents said having their local public schools focus more on career technical or skills-based classes is better than focusing on more honors or advanced classes.

“There’s a real question today about education’s return on investment.” Starr notes in the report. “While we know that a college degree is essential in today’s economy, parents and the public want to see a clearer connection between the public school system and the world of work. According to Starr, preparing students academically, for work, and for good citizenship don’t need to be mutually exclusive with the right curriculum and pedagogy.

Not a surprise, PDK found communication to be key for parents who give A’s and B’s to their local schools, reporting that their schools communicate more effectively with them, give them frequent opportunities to visit and offer input, and are interested in what they have to say.

When it comes to failing schools, the poll found the public prefers keeping them open and trying to improve them rather than simply closing them down, 84 percent vs. 14 percent respectively. On the question of whether schools should use more traditional teaching and less technology, respondents split evenly 43 percent to 43 percent.

For more findings and information on PDK’s methodology, visit www.pdkpoll.org

Take Part in Georgia’s Education

Take Part in Georgia’s Education

August 23, 2016
Teacher helping high school student.

In the weeks and months ahead, Georgians will come together to chart a new path for our state’s education system — and I hope you will be one of them.

Georgia is currently working on a state plan responsive to the Every Student Succeeds Act, the replacement for the federal law commonly known as No Child Left Behind (NCLB). As you may already know, this is a much-needed change; NCLB focused far too heavily on a top-down federal government approach to education.

ESSA, on the other hand, allows states and local districts to make education decisions in the best interest of their students, rather than reacting to overreaching federal requirements. As we transition from No Child Left Behind to ESSA and develop a state plan, we want to hear from everyone invested in Georgia’s education system — from parents, students and teachers to business leaders and community members.

I hope you’ll save the date for one of our upcoming ESSA feedback sessions, which will be held from August to October in locations all over the state. Specific venues are TBD, so check back on our website (gadoe.org/ESSA) or subscribe to our newsletter to be notified when locations are announced. Meetings are planned in the following areas:

  • Aug. 24: Columbia County
  • Aug. 29: Habersham County
  • Sept. 14: Fulton County
  • Sept. 19: Muscogee County
  • Oct. 12: Laurens County
  • Oct. 17: Gordon County
  • Nov. 1: Dougherty County (rescheduled)
  • Nov. 3: Chatham County (rescheduled)

For individuals who are unable to make it to an in-person ESSA meeting, there will still be an opportunity to provide feedback on the direction of Georgia’s education system through an online survey. Subscribe to email updates from the Department of Education or check back at the same web address and you’ll be notified when the survey is sent out.

We’ve assembled six Working Committees and an Advisory Committee composed of local superintendents, teachers, students, parents, state agency heads and representatives of education organizations, advocacy groups and civil rights groups. The Working Committees are charged with gathering your feedback and developing Georgia’s draft state plan to the Advisory Committee.

We hope to submit Georgia’s state plan by March 2017. Full implementation of Georgia’s new education plan will be effective in the 2017-18 school year.

I hope you will join us in charting a new course for the students of our state — they are our future leaders, and they deserve our very best.

Last updated Oct. 13, 2016.

About the Author

Richard Woods, a 22-year public school educator and former small business owner, is Georgia’s School Superintendent.​

Informational meetings planned on ‘Every Student Succeeds Act’ implementation

Informational meetings planned on ‘Every Student Succeeds Act’ implementation

KAILUA-KONA — Parents of kids in public schools — including charter schools — won’t necessarily notice big changes when the state Department of Education implements the Every Student Succeeds Act next school year.

“You’re not gonna see a radical difference,” said Art Souza, West Hawaii Complex Area superintendent.

Souza described the Every Student Succeeds Act (ESSA) as a continuation of No Child Left Behind’s standards-driven policies, but without some of the rigid federal mandates, including strict benchmarks like requiring 100 percent of students to read at grade level by 2014.

“The ethic behind the law was terrific,” Souza said of No Child Left Behind, but added benchmarks like that are “not realistic.”

Lindsay Chambers, speaking on behalf of the state Department of Education, said plans to implement the new law “are still being developed, so it’s difficult to provide specific examples of impacts at this time.”

Now, the act is giving states more control in developing those standards. The Every Student Succeeds Act was signed into law in December 2015, replacing the No Child Left Behind Act (NCLB), which has guided federal education standards since 2002. That law was roundly criticized as taking too much of a “one-size-fits-all” approach to education.

ESSA is expected to be implemented for the 2017-18 school year.

The public will have the chance to learn more about the federal act and how it will shape Hawaii’s education policy during town hall meetings planned in Kailua-Kona and Hilo. The first is 4:30-6:30 p.m. Wednesday at Kealakehe High School and the second is 4:30-6:30 p.m. Aug. 24 at Waiakea High School.

Those who attend will have the opportunity to learn about the Department of Education’s efforts to draw up a plan to ensure the state’s public schools are in full compliance with the federal law.

While ESSA gives states more flexibility in creating standards, they must still prove the standards are likely to raise graduation rates and student achievement, including reporting performance by school on a variety of indicators, in addition to a “summative result,” according to the U.S. Department of Education.

But, they now have more say in how they gather the data to report to the feds.

Starting in fall 2005, NCLB required schools to test students in math and language arts every year from the third through eighth grade. The new law still requires schools to test students’ math and reading skills, but allows states to use a single test or a number of interim assessments so long as the tests result in a “single summative score” demonstrating student achievement.

The DOE says the state’s “Smarter Balanced Assessment” already meets the requirements of the new law.

Allowing states to focus on student growth, rather than measuring kids against standardized benchmarks is one of the appeals of the new law, Souza said.

“Every student has unique learning needs,” he explained. “You have to meet students at their learning level.”

Doing that, Souza said, allows lessons to be individualized for students’ needs. Students who learn at slower rates are measured by how they are growing and students who learn at a faster pace can have an opportunity to accelerate in their education.

However, some Hawaii leaders have already raised concern about whether the flexibility that made the bill successful will actually manifest itself in reality.

In a July 29 letter to the secretary of the U.S. Department of Education, Gov. David Ige, along with Board of Education Chairperson Lance A. Mizumoto and Superintendent Kathryn S. Matayoshi, said the Every Student Succeeds Act was “a welcome change” from No Child Left Behind, but that recently released regulations make the law less flexible than they were led to believe.

“Aspects of the proposed regulations seem to revert back to the one-size-fits-all approach, which may limit the opportunities that have been purported to be available,” stated the letter.

For example, NCLB required states to track the performance of specific “subgroups” of students, such as racial minorities, impoverished students and students with limited English skills.

Those subgroups were carried over into the Every Student Succeeds Act. However, the state can no longer combine subgroups, which it said “allowed for thousands of more students to be included in their schools’ accountability rating,” and prevented students who fell into two categories from being counted twice.

This approach resulted in more than 2,000 more special education students being included in school accountability assessments than would have been under the NCLB system, the department said in its comments to the feds.

The state is currently awaiting an answer from the feds if Hawaii can keep combining subgroups an option.

The governor and others are also taking issue with the federal government also requiring states to flag schools as needing “comprehensive support and improvement” for the 2017-18 school year.

That, the state department said, requires states to use data from the current school year, which was intended to be a “low/no stakes transition year for states and schools,” according to the state Department of Education.

Instead, they suggested using data from the 2017-18 school year to identify schools in need of improvement in fall 2018.

Coders of the West

Coders of the West

We are excited to report a successful Coders of the West pilot that connects K-16 students with industry in a project-based computer coding “camp.” I had the opportunity to speak to the aspiring coders and one student asked the all important question, “Why did you choose coding as an education initiative?” My response was along this line:

The ability to code is a skill that indicates a student is literate in what is “behind the curtain” on our computers and smart phones. It’s a skill that is becoming more sought after by higher education, business, and industry. As Wyoming looks for ways to diversify its economy, we need look no further than our future; our students. When we equip students with skills for tomorrow’s world, like coding, diversification is organic. The work to grow technology as a viable economic sector in our state is underway with facilities and upstarts like NCAR, Microsoft, Greenhouse Data, Gannett Peak, Ptolemy, and others. Coding for all students and intensive pathways of advanced coding for some students is the goal and Coders of the West helps build the momentum around this initiative.

Coders continues this week and ten students have elected to be mentored by industry partners throughout the school year.

Students in a computer lab working on their coding skills.

Students in a computer lab working on their coding skills.

Coders of the West in Sheridan

The WDE recently released the 2017 Wyoming Digital Learning Plan for public comment at http://edu.wyoming.gov/tech. The plan is designed to support districts in providing equitable education opportunities for students through the use of digital learning knowing that quality of digital learning as well as access are challenges we all face. The Plan is a culmination of input received from a statewide listening tour, digital learning readiness surveys, and focus groups. On area emphasized in the report is the need for professional development. The final plan will be released on October 1, 2016.

Additional Updates:

ACT scores will be released Monday, August 15, 2016. Here is a link to the media announcement. Thank you to school districts and the WDE Assessment Team for successfully transitioning to the ACT Aspire test which was administered almost exclusively online in 2016.

Finally, the next ESSA virtual town hall meeting, on federal funding, will take place on Tuesday, August 16, 2016. Please take a time to review and share ESSA information posted on the WDE website at https://edu.wyoming.gov/educators/accountability/federal-school-accountability/.

Memos to be released Monday, August 15:

Memo 2016-093: Special Education Personnel Shortage Tuition Reimbursement
Memo 2016-094:  Subject Matter Experts Needed for CTE Assessment Review

OHIO: ESSA – Incorporating non-academic factors into Ohio’s accountability systems

OHIO: ESSA – Incorporating non-academic factors into Ohio’s accountability systems

Published on Aug 11, 2016
The Every Student Succeeds Act (ESSA) requires states to look at more than test scores and graduation rates when evaluating school or district success. Under this new law, Ohio must incorporate non-academic factors into our accountability systems. Learn more in this webinar recording about non-academic measures as we work to expand the ways in which we recognize school and district quality.

U.S. Dept. of Education collecting input on regional educational needs

U.S. Dept. of Education collecting input on regional educational needs

Between now and August 18, 2016, the U.S. Department of Education is collecting input on the educational and technical assistance needs of states and school districts. The input the Department receives is intended to inform priorities for the next grant cycle of Regional Educational Laboratories as part of the Comprehensive Centers program; the program that provides technical assistance to state education agencies.

Who is the Department looking to collect input from? Students, parents, teachers, principals and school administrators, superintendents, school board members, state and local education agency staff, and all others who are interested in affecting the future of public education and learning opportunities in their community, state, or region.

To provide input, just go to the Regional Advisory Committee portal before August 18th and respond to the 5-question Needs Sensing Survey.

The short survey asks that you indicate your state; primary role (student, parent, teacher, etc.); highest priorities for education in your region (choice of items); top three educational needs in your region (fill-ins); and your recommendations for how the Comprehensive Assistance Centers can address the educational needs you indicated.

If your primary role category isn’t listed in Question #2, we recommend using the “Other” option to identify yourself. For example, to identify yourself as a local school board member in Question #2, use the “Other” option and write in school board member.

NSBA’s Legislative Priorities for the implementation of the new education law, the Every Student Succeeds Act, are available for reference as you complete your survey, in addition to a handout specifically for school board members.

More information about the Comprehensive Centers Program and the Centers’ current priorities, is available on the Department’s website.

Florida education commissioner chimes in on federal Every Student Succeeds Act

Florida education commissioner chimes in on federal Every Student Succeeds Act

Jeffrey S. Solochek, Tampa Bay Times Staff WriterFriday, August 5, 2016 10:23am

Days after closing the window on public input for Florida’s effort to implement new federal education accountability rules, state education commissioner Pam Stewart has sent her own views to U.S. Education Secretary John King.

In her seven-page letter, Stewart touts Florida’s existing system, and reminds the secretary that the federal government cannot force states to adopt new rules beyond the scope of the Every Student Succeeds Act, which intended to give states more control over the matter.

“Regulations can only be issued by the Secretary ‘to the extent that such regulations are necessary to ensure there is compliance with the specific requirements and assurances required by this Act,'” she wrote.

Stewart proceeds to detail her questions and concerns about key areas in the ESSA law and guidelines. Her move comes as the state reviews the comments it receives and prepares to draft its own plan, taking into account the newly adopted act. Among her positions, Stewart:

– Notes that the timeline for implementing new accountability measures might be too compressed.

“ESSA requires that the revised accountability requirements take effect beginning with the 2017-18 school year,” she writes. “The proposed regulation requires use of 2016-17 data to inform an ESSA-compliant accountability system for the 2017-18 school year. Section 200.19(d) requires that the 2016-17 data measure a school’s performance on the indicators which then must be used to select schools for Comprehensive Support and Improvement. State plans describing the accountability systems are not due to the United States Department of Education (USED) until either March 6th or July 3rd of 2017. USED then has 120 days to review plans, with additional time provided for revision and resubmission, if needed. The states would not use the accountability systems described in their plans until the plan is approved by USED. Accordingly, it would not be possible to calculate accountability ratings to identify schools for the 2017-18 school year.”

– Questions the proposal for differentiating, or grading, all public schools annually.

“In Florida, differentiating each indicator by at least three distinct levels would actually reduce transparency to the public and make student performance data more difficult to understand. Florida’s indicators are all based on percentages; for example, the percentage of students meeting English Language Arts proficiency standards. Translating those percentages into levels would disguise the meaning of the indicator. Furthermore, s. 200.18(d)(3) exceeds its authority by adding a requirement that based on all students’ and each subgroup’s performance, a school performing in the lowest performance level on any of the indicators must receive a different summative rating than a school performing in the highest performance level on all indicators.”

– Challenges the recommendation that school report cards be presented in a language parents can understand.

“For example, s. 200.21(b) requires parental notice of schools identified for Comprehensive Support and Improvement, which must be, to the extent practicable, written in a language that parents can understand or, if not practicable, orally translate to a parent with limited English proficiency. In addition, upon request by a parent or guardian with a disability, the LEA must provide the notice ‘in an alternative format accessible to that parent.’ (Would this include Braille, audio, sign language?) Florida believes that the requirements in ESSA are sufficient without the requirements added in the rule which may not be feasible to implement because there are over 300 languages spoken by Florida parents.”

Read Stewart’s entire letter here.

Tallahassee-based education consultant Cheryl Sattler, who specializes in federal programs, said Stewart raises some important points, such as those about the time frames. More broadly, though, she suggested that the letter was political.

“Overall … this letter is basically one statement: ‘Florida already has a great system, knows what it’s doing, and shouldn’t have to change,'” Sattler said via email. “I wouldn’t look for resolution until winter.”

The Florida Department of Education expects to publish its draft ESSA plan in early 2017.

[Last modified: Friday, August 5, 2016 10:31am]

10 Ideas for Engaging Parents

10 Ideas for Engaging Parents

Susan TerLouw takes a proactive approach to fostering collaboration with her students’ parents.

“I have found texting to be an amazing way to get connected with parents,” says the high school special education teacher. “After not having calls returned, I tried texting and got immediate responses.”

Texting parents allows TerLouw to update them on their child’s progress before waiting for an issue to arise. It’s quick and easy, and TerLouw says the constant flow of contact with parents has done wonders for her own parent-teacher relationships.

“I have been able to move past it to actual conversations, face-to-face meetings, and a trusting relationship.”

It’s that communication and trust that are key to fostering student success, yet connecting with parents still remains a challenge for many educators. Fortunately, savvy teachers are always discovering ways of creating meaningful parent-teacher relationships, from opening a clear channel of communication with their household to drawing parents into the school community through events and programs. Here are some other ideas gathered from your colleagues about how they engage parents.

Focus on the Positive

Middle school teacher Maxine Taylor says that a great way to build a successful parent-teacher relationship is to contact parents before there’s a problem.

“I call or email parents whenever a student does a particularly nice job or has been exceptionally helpful in class,” she says.

Throughout the nation, NEA educators are working closely with parents to ensure their students succeed. For examples and resources for educators and parent, visit our Parent Partnership Resource center.

The extra effort only takes her a few minutes and does wonders for her relationship with parents. By focusing on their child’s successes, Taylor is able to equate parental interaction with positive news, ensuring that parents will be more willing to hear her out when there’s an issue.

“It helps the parents not cringe when we come into contact because they don’t just expect to hear bad things.”

Jenna Bower, a middle school teacher who’s in her first year teaching, also stresses the positives with the negatives when it comes to contacting parents.

“As a new teacher I’ve begun sending out ‘HI-LO’ notes on my students’ homework packets,” Bower says. “The weekly note begins with ‘Your Student’s Success,’ and I include two things in this section. The next section is ‘Still Working On,’ and one item goes here.”

By emphasizing successes, Bower is able to get students to willingly share their school experiences with their parents.

“The best part is I have the students read to their parents, so they get to share their successes with parents,” says Bower. “Many times the parents send it back with a thank you note attached. I send out 30 notes a week and it only adds 20 minutes to my Tuesday evenings.”

Share School Experiences

“How was school today?”

“Fine.”

Too often, this is the extent of the conversation students have with their parents about school, so parents love it when teachers go out of their way to fill in the missing experiences.

“In order to keep parents current on classroom milestones, activities and events, and to meet the technology goals of my students, I have my students create a classroom newspaper,” says high school special education teacher Heather Vanover says. “It consists of topics such as sports schedules, upcoming events like picture day and prom, school news, and classroom topics.”

And, because students write the columns and help produce the newspaper, Vanover doesn’t have to spend much time working on it outside the classroom. The end result is a successful product for parents that shows off their children’s skills while keeping them up-to-date on school happenings.

“Each edition has my contact information and a current report of any classroom issues or rewards,” Vanover says. “It’s a fun way to communicate with parents and publish students’ writing.”

Kindergarten teacher Martha Richardson uses disposable cameras (yes, they still exist!) to share experiences with parents.

“I have my kids bring in a disposable camera with their school supplies,” Richardson says. “I snap special moments that happen during the school year (things that parents miss). When it’s filled, I send it home. Parents can have it developed and send in another if they wish. It’s a great way to capture school experiences.”

Find Common Ground

If you show a willingness to learn more about your students from their parents, then they’ll be more willing to work with you throughout the school year. To accomplish this, you need to be ready to open up to parents and listen to what they have to say. Show an interest in them, and they’ll return the favor.

Mellanay Auman, a middle school language arts teacher, uses the beginning of the year as a time to get to know both parent and student better.

“The first week of school, I send home a fill-in-the-blank letter in English and Spanish for the parents to write to me about their son/daughter,” says Auman. “They get a chance to tell me about what they want their child to accomplish in my class, and about their child’s strengths, hobbies and interests.”

Since you’re asking the parents for input about their children—treating them as partners—they’ll be more willing to communicate with you throughout the year.

“The parents love bragging about their child, and this letter opens the lines of communication for the rest of the year.”

Many educators also find it helpful to include students in parent conferences.

L. Cavel Wilson, a middle school geography teacher, says that parents often bring their child with them to school conferences, so Wilson uses the opportunity to have the student discuss their class behavior and performance.

“During the conference, I ask the student direct questions, leading him to explain to his own parents what he is doing in the class,” Wilson says. “This takes the focus off teaching styles, content, or even communication issues and puts it squarely on the shoulders of the student, who has ultimate responsibility for his own success.”

And, more often than not, Wilson says the approach allows him to find some common ground with the parents.

“Unless there is a major behavioral problem or a moral issue at stake, you should be able to find common ground with parents — if nothing else, there is always your concern and caring for their child and your desire to help him succeed in your class and in life.”

Entice Parents into School

Retired teacher Karen Clark works as a Parent Educator in one of the Atlantic City School District’s 9 Parent Resource Centers, where she helps organize a number of district-wide programs designed to draw in and support the entire family unit.

“The goal is to try and provide a link between the school and home,” Clark says. “We really want to provide parents a place where they can feel comfortable going. We have workshops and classes for the parents, computers and fax machines they can use to apply to jobs or check their email, resources for families who have lost their homes or are in danger or losing them, and a whole bunch of other programs to support families.”

While the Parent Resource Centers are funded through Title-1 funding, there are many ways teachers can use the same basic principle in their own schools. Delynn McCash uses an informal after-school ESL course to bring students and parents into the classroom.

“Every Tuesday Night, I invite my students and their parents into my room,” McCash says. “To prepare, I borrow all the iPads I can. Students sit on one end of the room using iPads and parents are on the other side learning English on the Smartboard. They have increased PTO attendance and the students are participating in more school functions. I am out a few hours of personal time, but I gain an immensely rewarding true teaching experience and personal satisfaction.”

Visit Parents Directly

If all else fails, sometimes the best approach is to offer parents the option of meeting with you in their home. Not only will most parents appreciate the effort, but you might even learn a bit more about the lives of your students and their families.

“Home visits are the best thing I ever did,” says elementary school teacher Kathy Dowd. “I am humbled by how hard our families work, and how little they have to show for it. It makes me realize why involvement is so hard for so many of them.”

When it comes to interacting and working with parents, always consider how you would respond in their situation. Understanding is one of the keys to unlocking a successful relationship with your students’ parents.

“Think of every kid as if they were your own child,” teacher Tanya Wilson-Smith says. “What would you want for your child if he or she were facing a particular situation? Every parent loves their child, but not every parent knows how to be a parent. Be gentle, be caring, be honest, but do what you do best and educate the parent too.”