Arkansas, California, Oklahoma, Pennsylvania, and Texas need to make some big improvements to their plans to implement the Every Student Succeeds Act, according to letters released publicly Friday by the U.S. Department of Education.
The most important letter is probably California’s. It’s a huge population center, and its plan, which relies on a dashboard to track school accountability, is either one of the most innovative and holistic in the country or one of squishiest and most confusing, depending on who you talk to.
The feds gave the Golden State a long, long list of things to fix. For one thing, the department says, it’s not at all clear from California’s plan that academic factors (like test scores) will count for more than school quality factors (like discipline data), an ESSA requirement. California wants to handle schools with low test participation by simply noting the problem on the state’s dashboard. The feds aren’t sure that meets the law’s requirements. And California told the department that it plans to finalize its method for identifying the lowest-performing schools in the state in January of 2018. The feds say they need it explained before they can greenlight California’s plan.
California also doesn’t have clear “interim” or short-term goals for English-language proficiency. It’s also unclear how the state will calculate suspension rates, which California wants to use to gauge school quality and student success. The state also needs to better spell out how it will make sure disadvantaged children get access to their fair share of effective teachers.
California has a long history of bucking the department. The state faced off with the Obama administration on student data systems, teacher evaluation, and more. So it will be interesting to see how many of these changes California makes, and whether the state will be approved even it doesn’t significantly revise its plan. A number of states that turned in their plans this spring didn’t make changes the department asked for, and got the stamp of approval anyway…
Read the full article here: May require an Education Week subscription.
Tour Historic Central Library
Tour the Central Library, 814 W. Wisconsin Ave., with the Friends. Free tours begin at 11 a.m. each Saturday afternoon in the rotunda. Tour goers receive a coupon for a free book at the end of the tour in the Bookseller Store and Café. To arrange for a special tour call (414) 286-TOUR.
EVENTS
BYOD – Bring Your Own Device Learn how to set up your iPad, Kindle, Nook or tablet to download free eBooks, audiobooks and magazines available to you as a Milwaukee Public Library card holder at the Washington Park Branch, 2121 N. Sherman Blvd., Tuesday, January 2, 6-7 p.m. Please bring your Milwaukee Public Library card and all passwords.
Crosswords, Coloring and Coffee
Perk up your afternoon with a cup of coffee while working on a crossword puzzle or a coloring sheet at the East Branch, 2320 N. Cramer St., Wednesday, January 3, 12-1:30 p.m. Hot beverages, crosswords, and coloring supplies provided by the library while supplies last.
Fiber Arts Group
Gather to knit or crochet with help from a volunteer at the M.L. King Branch, 310 W. Locust St., Thursday, January 4, 12-3 p.m. Great for beginners who want to learn a new skill and for those with experience who want to meet other fiber arts enthusiasts. Also Jan. 11, 18, 25.
Color Your Way to Calm
Color your way to calm at a drop-in coloring club for adults at the Zablocki Branch, 3501 W. Oklahoma Ave., Thursday, January 4, 2:30-5:30 p.m. Coloring sheets, art supplies and hot tea will be provided.
FOR FAMILIES
Big Box Build
What’s better than playing with a cardboard box? Building with dozens of them! This creative cardboard challenge will unleash the imagination at the Tippecanoe Branch, 3912 S. Howell Ave., Tuesday, January 2, 1:30-3:30 p.m.
Play and Learn: Pizza Parlor
PRESENTED IN SPANISH. Imaginative play for families with young children at the Mitchell Street Branch, 906 W. Historic Mitchell St., Friday, January 5, 10:30-11:30 a.m. Grab your apron and get ready to work at the pretend pizza parlor.
Playgroup With Stories
A 20-minute story time for children and their parents or guardian is followed by open play time with a variety of age-appropriate, educational toys.
Capitol Branch, 3969 N. 74th St., Thursday, January 4, 10:30-11:30 a.m. For children ages 2 and under with a parent or guardian. Also Jan. 11, 18, 25.
Central Library, 814 W. Wisconsin Ave., Wednesday, January 3, 9:30-11 a.m. For children ages 2 and under with a parent or guardian. Also Jan. 10, 17, 24, 31.
East Branch, 2320 N. Cramer St. Thursday, January 4, 10-11:30 a.m. For children ages 2 and under with a parent or guardian. Also Jan. 11, 18, 25.
Mitchell Street Branch, 906 W. Historic Mitchell St., Thursday, January 4, 10:30-11:30 a.m. For children ages 1-4 with a parent or guardian. Also Jan. 11, 18, 25.
Tippecanoe Branch, 3912 S. Howell Ave., Thursday, January 4, 10:30-11:30 a.m. For children ages 1 to 4 with a parent or guardian. Also Jan. 11, 18, 25.
Villard Square Branch, 51990 N. 35th St., Thursday, January 4, 10:30-11:30 a.m. For children ages 1 to 4 with a parent or guardian. Also Jan. 11, 18, 25.
Zablocki Branch, 3501 W. Oklahoma Ave., Thursday, January 4, 10:30-11:30 a.m. For children ages 1 to 4 with a parent or guardian. Also Jan. 11, 18, 25.
FOR CHILDREN
Dream Keepers Writing Circle
Calling all young writers (ages 9-13)! Use this opportunity to work on your writing project and share it with other young writers at the Capitol Branch, 3969 N. 74th St., Tuesday, January 2, 4-5:30 p.m. Students will spend the first part of the session writing, with writing prompts and encouragement from author and writing coach Rochelle Melander. During the second half of the session, students will share these stories with each other, learning how to listen for key story elements and give helpful feedback.
Also Jan. 16.
After School Tech Time
Make it, break it, tinker with it, and take it! Explore S.T.E.A.M. concepts with fun, hands-on projects at the East Branch, 2320 N. Cramer St., Thursday, January 4, 3:30-4:30 p.m.
Paws and Read
Read out loud to a cuddly canine at the Tippecanoe Branch, 3912 S. Howell Ave., Saturday, January 6, 1-2 p.m. Say hello, give a pet, or read a selection of good books to furry friends provided by The Alliance of Therapy Dogs. Great for reluctant readers.
Saturdays at Central
Wisconsin Conservatory of Music Appreciation at Central Library, 814 W. Wisconsin Ave., Saturday, January 6, 10:30-11:30 a.m. Sing, listen and play rhythm instruments while moving to music.
Saturday Afternoons at Central for ‘Tweens
LEGO Brick Club at Central Library, 814 W. Wisconsin Ave., Saturday, January 6, 2-3 p.m. We’ll provide the LEGO bricks, you provide the creativity! Join other LEGO brick enthusiasts and see what you can create from the bottom up.
Preschool Story Time
Preschoolers are invited for fun stories, songs, and finger plays designed to help them develop important
literacy skills needed prior to learning how to read. Child care centers are welcome.
Atkinson Branch, 1960 W. Atkinson Ave., Thursday, January 4, 10:30-11:15 a.m. Also Jan. 11, 18, 25.
Bay View Branch, 2566 S. Kinnickinnic Ave., Thursday, January 4, 10:30-11:15 a.m. Also Jan. 11, 18, 25.
Capitol Branch, 3969 N. 74th St., Thursday, January 4, 10-10:30 a.m. Also Jan. 11, 18, 25.
Central Library, 814 W. Wisconsin Ave., Tuesday, January 2, 10:30-11:15 a.m. Also Jan. 9, 16, 23, 30.
Martin Luther King Branch, 310 W. Locust St., Thursday, January 4, 10-10:30 a.m. Also Jan. 11, 18, 25.
Washington Park Branch, 2121 N. Sherman Blvd., Thursday, January 4, 10:30-11:15 a.m. Also Jan. 11, 18, 25.
Upon reasonable notice, efforts will be made to accommodate the needs of individuals with disabilities. For additional information or to request services contact the Library Director’s Office at (414) 286-3021, 286-2794 (FAX), or mail to Central Library, 814 W. Wisconsin Ave., Milwaukee, WI 53233 Attn: Accommodation Request.
BOOKSELLER and COFFEE SHOP
Visit the Bookseller, the library’s used book store, located at Central Library, 814 W. Wisconsin Ave., and
R Café, the library’s coffee shop. Call 286.2142 for hours of service.
THE CHARLESTON CHRONICLE — The report on racial disparities in Charleston County compiled by The Avery Research Center for African American History and Culture at the College of Charleston offers more than statistical data about racism that has existed for generations. It also offers solutions.
The report titled “The State of Racial Disparities in Charleston County, South Carolina 2000-2015”, outlines data compiled in several categories that include Income and Poverty Levels, Gentrification and Barriers to Affordable Housing, Educational Attainment and Crime and Policing. Author Dr. Stacey Patton included recommendations for addressing the disparities found.
The report confirms what African Americans have felt and experienced, said Patton, yet the situation remains unchanged. To address them we don’t have to reinvent the wheel, but we must be explicit in our commitment to addressing those disparities. There are people in place and the information is available. So there’s no excuse, she said.
The report includes recommendations specific to Charleston County and utilizes ‘toolboxes’ created by various resources to address racial disparities and structural racism as a public priority. Developing a framework that requires racial equity, inclusion and integration plans along with evaluating policies and programs which perpetuate racial and economic disparities is a place to start, the report suggests.
Addressing chronic poverty is part of the process. A minimum wage of $15 per hour leads the recommendations. Eliminating barriers to work by providing reliable transportation systems throughpublic transportation and parking vouchers combined with conjunctive high quality affordable childcare andre-entry employment programs for those returning from incarceration enhances employability opportunities – in short, dismantle systemic barriers to hiring qualified Black candidates.
The report recommends immediate efforts to preserve existing subsidized and affordable housing and expeditiously expanding the supply. Preventing involuntary displacement of residents from neighborhoods undergoing redevelopment and gentrification is paramount as well.
As youth are our future, the report suggests investing in summer employment and extended-day learning programs. Also it suggests expanding full-day high quality pre-school programs. Students involved in juvenile justice programs should get quality instruction also, the report suggests.
Charleston County only needs the will to implement. The report, like others before it, tells us where to start, Patton said.
CHICAGO CRUSADER — The students of TM Landry College Prep schoolin Breaux Bridge, Louisiana have been spreading joy across the Internet with their celebratory college acceptance reaction videos. Each must-see video clip captures the moment one of students learns that they’ve been accepted to the college of their choice, as their friends, family members and teachers gather around to cheer in excitement along with them.
As we bring 2017 to a close, here’s a round up of their most lit reaction videos, which we absolutely can’t stop watching. Congratulations to all of these phenomenal students and to the school staff for continuing to encourage such a positive tradition!
BOWDOIN COLLEGE—RANKED #3 in the US in Liberal Arts—SAYS YES TO SENIOR, TROY GREENE. Here’s his acceptance video!
COLUMBIA UNIVERSITY—RANKED #5 in the US—SAYS YES TO GRADUATING JUNIOR, KAYLA AMOS. Here’s her acceptance video! (TM LANDRY 4 for 4 on the IVY LEAGUE colleges for the day)!THREE-PEAT-three years in a row TM Landry has gotten students into Columbia University!
BROWN UNIVERSITY—RANKED #14 IN THE US— SAYS YES TO TM LANDRY GRADUATING JUNIOR, ALIKO LEBLANC! Here’s her acceptance video! (TM LANDRY IS 3 for 3 on the IVY LEAGUE colleges for the day)!
YALE RANKED #3 in the US— SAYS YES TO James Dennis TM LANDRY’s 16 y/o graduating junior!—(TM LANDRY 2 for 2 on the IVY LEAGUE colleges for the day)! Here’s his acceptance video!
DARTMOUTH COLLEGE ranked #11 in the US SAYS YES TO TM Landry College Senior, KAMAN LEDAY!!! TM LANDRY 1 for 1 on Ivy Leagues for the day, out of a possible 4.
SBOE Approves Resolution for Most Vulnerable Students
At December’s public meeting, the State Board unanimously approved a resolution that would change the way we report and monitor the progress of some of our most vulnerable students. Across the country, most jurisdictions use a definition of economically disadvantaged that is based on participation in the free and reduced-price meal program, commonly called FARM. SBOE President and Ward 7 Representative Karen Williams explained, “The problem is that many schools receive what is called community eligibility for FARM, where if a certain percentage of students at a school qualify for FARM, all of its students are labeled as economically disadvantaged. This leads to less precise reporting, since not all students at a community eligible school are actually living in poverty.”
The resolution approved by the State Board would instead link the definition of “economically disadvantaged” to other federal programs, including Temporary Aid to Needy Families (TANF), the Supplemental Nutrition Assistance Program (SNAP), and an individual student’s homeless or foster care status. The SBOE noted that this information is already being collected by the District for reporting the number of students labeled as at-risk, so the burden on schools is minimal.
State Superintendent Hanseul Kang spoke of ensuring the SBOE is informed of the work her agency is doing on a new definition for “economically disadvantaged” students to ensure that the District’s reporting requirements not only provide detailed information about these vulnerable students, but also that the rules do not have unintended consequences reporting & transparency.
Celebrating Ballou Senior High School’s Football Team, DC’s 2017 State Champions
At this month’s public meeting, the State Board honored the achievements of the Martin Luther King Parade Committee, Changamire (“Changa”) Anderson II, and the Ballou Senior High School DC Football Champions. Ward 8 representative Markus Batchelor moved resolutions to honor the Ballou Senior High School Football Team, DC’s 2017 State Champions and the 12th Annual Martin Luther King Peace Walk & Parade Committee for their dedication to the enrichment of our students. Ward 4 representative Lannette Woodruff introduced a resolution honoring the hard work of student athlete Changa Anderson, grandson of former Ward 4 SBOE representative D. Kamili Anderson. Last month, Mr. Anderson represented the United States as a member of the U.S. National Gymnastics Team, competing at the World Trampoline Championships in Bulgaria.
Celebrating student athlete Changa Anderson, grandson of former Ward 4 SBOE representative D. Kamili Anderson
Maya Martin, PAVE Executive Director and Josh Boots, EmpowerK12 Executive Director present to the ESSA Task Force
The SBOE Every Student Succeeds Act (ESSA) Task Force met on Tuesday, December 5, 2017 to discuss the new version of DC’s school report card. Maya Martin, Executive Director of Parents Amplifying Voices in Education (PAVE), Josh Boots, Executive Director of EmpowerK12, and representatives from the Office of the State Superintendent of Education (OSSE) provided task force members with an overview of recently held parent feedback sessions on the DC school report card. View the presentation materials here and watch the replay here.
PAVE held meetings with each of its Parent Leaders in Education (PLE) Boards in Wards 1, 4, 5, 6, 7, and 8. At each meeting, parents were asked to rank the top five things they looked for when they chose a school for their student. Parents then examined PCSB’s Performance Management Framework Reports, DC Public School’s Scorecards, and the LEARN DC profiles, and discussed the pros and cons of each. In addition, PAVE canvassed and collected surveys from 51 total parents. 85% of parents who attended sessions said “Student Performance by Subgroup” and “Teacher Quality” were the most important factors needed on a school report card. Re-enrollment, School Funding, and Attendance were also rated highly. Parents want one source where they can get data, and one that helps them interpret quality more easily.
OSSE’s Deputy Chief of Staff Naomi Watson & Special Assistant Justin Tooley presented information from recently held school report card parent sessions. OSSE reported hearing from 430 parents, families, and community members at in-person sessions and from an online survey. The team expects to hear up to 1500 pieces of feedback. The top themes that parents are looking for include teacher data, parent and family engagement, graduation and college-preparedness, diversity, grades and test scores, and discipline and safety.
The OSSE Parent and Community Engagement Toolkit is now available here to learn how to facilitate your own feedback session. Community members can also take an online survey to provide feedback. OSSE will log and analyze all of the public feedback, and then update the report card content based on the analysis collected. OSSE will present a final proposed list to the State Board of Education in January 2018.
The next ESSA Task Force meeting will be held on January 9th.
OSSE Deputy Chief of Staff Naomi Watson and Special Assistant Justin Tooley present feedback from parent sessions on the school report card.
SBOE #DCGradReqs members participate in group work
The #DCGradReqs Task Force will be taking a strategic pause during the month of January 2018 to take advantage of upcoming information that will influence the task force’s work. Stepping back for a month will allow staff and task force members to reflect on constituent feedback received thus far, as well as consider information from the ongoing investigation of the implementation of high school graduation requirements at Ballou High School and other schools across the city. The results of the citywide investigation being led by the Office of the State Superintendent of Education are expected at the end of January. Members will reconvene in February to continue their work.
We encourage community members to engage in the discussions related to graduation requirements through our other forums. Your input is vital to our work as we move forward.
Joyanna Smith, Ombudsman for Public Education, and Faith Gibson Hubbard, Chief Student Advocate, provided an update to the Board on student discipline measures in the District at the December State Board Working Session. Ms. Smith provide statistics that showed that 33% of the cases her office receives that involve students who have been suspended also involve students who have IEP services, are undergoing evaluation, or are waiting to be evaluated. 36% of schools in the District of Columbia have a suspension rate above the District-wide average and 87% of schools with a suspension rate of 20% or higher are in Wards 5, 6, 7, and 8. Additionally, these schools also tend to be at least 95% African American and have an at-risk student population of more than 60%.
Ms. Smith stated that local analysis of the District’s discipline data demonstrates that despite efforts to overcome disparate discipline procedures by developing discipline LEA guidance, enacting the Pre-K Student Discipline Amendment Act of 2015 and piloting restorative justice practices – the District continues to suspend or expel low-income and students of color at disproportionate rates. In D.C., African American students are 6.8 times more likely to be suspended than their white peers, while Latino students are 2.4 times more likely to have received at least one out-of-school suspension than their white peers. For African American students attending D.C. public schools, the level of disproportionality is well above the national average.
Ms. Gibson Hubbard provided some context to the issue of student discipline in the District. Confusion exists in part due the essentially 60 plus schools districts that exist in the District of Columbia. Each of the school districts, or Local Education Agencies (LEA’s) has its own student discipline policy. DCPS has discipline and behavior policies which are subject to the city regulations, code, and government oversight. Public Charter Schools have the autonomy to create their own discipline and behavior policies, with considerations from OSSE’s non-regulatory discipline guidance and the Public Charter School Board disciplinary guidance.
For the past two schools years, the Office of the Student Advocate has conducted, in partnership with the Council for Court Excellence and Howard University School of Law, an analysis of LEA student discipline policies in the District. View the Ombudsman presentation here and view the Student Advocate presentation here.
SBOE Public Affairs Specialist Paul Negron, Ombudsman for Public Education Joyanna Smith, Deputy Mayor for Education Chief of Staff Ahnna Smith, SBOE Executive Director John-Paul Hayworth and SBOE President and Ward 7 Representative Karen Williams at EdFEST17
Rain, sleet and snow did not stop the SBOE from heading to EdFEST17 on Saturday, December 9th! Members from the State Board and the Office of the Ombudsman and Student Advocate joined a number of DC public schools and public charter schools to showcase the city’s public school options (PK3-12) for the upcoming school year at DC Armory.
The common lottery application is now officially open! Parents may start filling out applications here ahead of the February 1st high school and March 1st PK3-8 application deadlines.
EdFEST featured many free services and fun activities for the whole family:
Lottery application information and guidance from the My School DC team. Immunizations for youth and adults, health screenings for kids and teens, and lots more family fun, games and entertainment brought to you by the DC Department of Health and MedStar Georgetown University Hospital
SBOE Ward 8 Representative Markus Batchelor, Mayor Muriel Bowser, SBOE At-Large Representative Ashley Carter and DCPS Chancellor Antwan Wilson at EdFEST17
SBOE Public Affairs Specialist Paul Negron, SBOE President and Ward 7 Representative Karen Williams, Ombudsman Program Associate Khadijah Williams, Assistant Ombudsman Clarence Parks, Ombudsman for Public Education Joyanna Smith, Student Advocate Program Associate Tiffany Wilson, and Student Advocate Dan Davis at EdFEST17
The Office of the Ombudsman for Public Education provides conflict resolution services for parents and students across the city. Serving approximately 500 families per year, the dedicated staff of the office, under the leadership of Ombudsman Joyanna Smith, works on issues including: student discipline, special education, truancy, student enrollment, transportation, academic progress and bullying. The 2017 Ombudsman’s report builds upon the equity analysis provided in last year’s report by introducing a proposed equity framework for the city. This framework builds upon more than three years of collaboration with school-based, local, and national education leaders, and intervention with over 1,500 families in all eight wards.
Office of the Student Advocate’s Annual Report and Workshop Series
Parents speaking with the Ombudsman for Public Education Joyanna Smith during one of three rounds of individualized mini-sessions at the Office of the Student Advocate’s Know Your Rights Special Education Workshop on December 11th
The Office of the Student Advocate recently released its School Year 2016-2017 Annual Report. The report outlines the office’s work, with a focus on family engagement and student discipline, and provides recommendations that address the city’s top public education concerns. You can read the report here.
Most recently, the office relaunched its Special Education “Know Your Rights” Workshop Series in Ward 3 and its Parent Leadership Series in Wards 7 and 8. With the partnership of State Board members, Ruth Wattenberg (Ward 3), Karen Williams (President, Ward 7), and Markus Batchelor (Ward 8), the three kickoff events engaged more than 100 parents, families, community members, and representatives from partner organizations.
Be on the lookout for the second session of their Ward 7 Parent Leadership Series on February 10, 2018! To learn more about upcoming events and training, visit the Student Advocate training events page. If you have questions or concerns about public education in DC, give the office a call at 202-741-4692 or email student.advocate@dc.gov.
SACRAMENTO—State Board of Education President Michael W. Kirst and State Superintendent of Public Instruction Tom Torlakson issued the following joint statement today regarding the U.S. Department of Education’s feedback letter on California’s Every Student Succeeds Act (ESSA) plan.
The letter is part of the ESSA approval process, which all states are undertaking. California’s letter is similar in length and scope to those received by many other states.
“California appreciates the federal government’s feedback and looks forward to the opportunity to further clarify and strengthen our Every Student Succeeds Act plan. We will be working to address technical points of clarification while noting that there are areas of disagreement over the interpretation of federal statute.”
“California’s ESSA plan is grounded in our state’s 2013 Local Control Funding Formula law, which emphasizes equity, public participation, and continuous improvement. Our resubmitted ESSA plan will retain those principles.”
# # # #
Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100
Tom McCarthy, DPI Communications Director, (608) 266-3559
MADISON — State Superintendent Tony Evers extended congratulations to Wisconsin’s 2017 Advanced Placement (AP) State Scholars: Teresa Wan of New Berlin West High School, and Christopher Xu of Memorial High School in Madison.
The College Board grants the State AP Scholar Award annually to the top male and female students in each of the 50 states and the District of Columbia each year for their performance on AP exams. Students are chosen for the award for earning scores of three or higher on the greatest number of AP exams and then the highest average score (at least 3.5) on all AP exams they have taken.
“Christopher and Teresa obviously took challenging coursework in high school, including multiple AP classes, to prepare themselves for postsecondary studies. Congratulations on this award and on graduating college and career ready,” Evers said.
Wan is attending the University of California at Berkeley. Xu is attending the Massachusetts Institute of Technology in Cambridge, Mass.
The AP program offers students the opportunity to take college-level courses while in high school and to take end-of-course exams to demonstrate their mastery of the subject area. The AP Program offers exams in 38 subject areas. Students earning a score of three, four, or five on AP exams generally receive college credit, advanced standing, or both at many colleges and universities worldwide.
In 2017, 2.4 million public high school students took almost 4.3 million AP exams. In Wisconsin, Wan and Xu were among 42,783 students across the state who took 72,637 AP exams in May 2017. Among state students, 65.9 percent earned scores of three, four, or five on their exams, 9.9 percentage points higher than students nationally.
The U.S. Department of Education is cranking out responses to state’s plans for implementing the Every Student Succeeds Act at a fast and furious pace. The latest states to hear back are: Hawaii, Kentucky, Nebraska, New Hampshire, and Wisconsin. (Scroll down to see which other states have gotten feedback and who has been approved.)
All five states, whose feedback letters were released Thursday, have work to do on the nuts-and-bolts of the accountability plans, their ideas for identifying and fixing schools, and more. Here’s a quick look at some highlights of the responses. Click on the state name to read the full letter.
Hawaii: The department wants the Aloha State to identify languages other than English spoken by a significant number of students. States must “make every effort” to offer tests in those languages, according to ESSA. And Hawaii needs to be more specific about what it will take for a school to get out of low-performing status. Right now, Hawaii says those schools need to make “significant improvement,” but it doesn’t say what that means. Hawaii also needs to make sure disadvantaged and minority students have access to their fair share of qualified teachers.
Kentucky: Kentucky needs to make sure that its English-language proficiency indicator stands alone, right now, it’s lumped in with other indicators in the state’s accountability system. The state also needs to make clear that it is targeting schools as “chronically underperforming” because of the performance of historically overlooked groups of students and not for another reason. And Kentucky cannot include writing test scores as part of a school’s overall “academic achievement” score, because those tests aren’t offered in every grade…
Read the full story here: May require an Education Week subscription.
The Hawaii State Department of Education (HIDOE) this morning received encouraging feedback from the U.S. Department of Education (USED) following a review of its State plan for the Every Student Succeeds Act (ESSA). USED officials gave the indication for “ultimate approval of the plan” during a call with HIDOE officials.
“We had a great discussion with federal education officials who determined that Hawaii is well on its way for approval once we make minor adjustments to our consolidated plan,” said Superintendent Dr. Christina Kishimoto. “The State plan is a culmination of a community effort and it’s rewarding to see that the USED recognizes Hawaii’s effort and commitment to providing equitable and accessible education.”
ESSA is a reauthorization of the federal education law known as the Elementary and Secondary Education Act. It replaces the prior reauthorization, most commonly known as No Child Left Behind.
Following the Hawaii State Board of Education approval, the Superintendent and Governor David Ige submitted the signed state’s ESSA plan to USED in September 2017. The Hawaii ESSA plan is designed to support HIDOE’s Strategic Plan objectives, which provides common direction for public schools to empower students in their learning.
“I’m pleased to learn that we are close to getting our ESSA plan approved,” said BOE Chairman Lance Mizumoto. “The plan reflects our collective commitment to providing a well-rounded education for all students.”
HIDOE is making the necessary adjustments where further clarification is being sought on student supports that are already in place. Once the non-substantial changes are made, Superintendent Kishimoto will send the State plan to the USED for final approval.
On December 14, 2012, 20-year-old Adam Lanza entered Sandy Hook Elementary School and fatally shot 20 children between six and seven years old, as well as six adult staff members. Prior to driving to the school, he shot and killed his mother at their Newtown home. As first responders arrived at the scene, Lanza committed suicide by shooting himself in the head.
In commemoration of the tragedy, volunteers with the Middle Tennessee chapter of Moms Demand Action for Gun Sense in America, part of Everytown for Gun Safety, gathered to honor the five-year mark of the Sandy Hook School shooting and the 94 Davidson County citizens who died in shootings in 2017.
Also in attendance were State Representatives Bill Beck, State Representative Harold Love, Ashford Hughes, Senior Advisor at the Mayor’s office, and a host of others.
Moms Demand Action volunteers Jennie Hunter and Linda McFadyen-Ketchum light candles as the names of Davidson County Citizens who died in shootings in 2017 are read.
Moms Demand Action was founded by stay-at-home mom Shannon Watts on December 15, 2012, in response to the devastating shooting at Sandy Hook Elementary School. The organization quickly flourished into a leading force for gun violence prevention, with chapters in all 50 states and a powerful grassroots network of moms that has successfully effected change at the local, state and national level. In December 2013, Moms Demand Action partnered with Mayors Against Illegal Guns to unite a nationwide movement of millions of Americans working together to change the game and end the epidemic of gun violence that affects every community.
“There have been over 150,000 shooting deaths in this country in the last 5 yrs. Today on the anniversary of Sandy Hook, we gather together to remember the children and teachers 86 people in Davidson couty have died from homicide by gun this year, that number does not include accidents and suicide,” said Jeannie Hunter, a Moms Demand Action volunteer.
“We gather this weekend with others across the country and every state, and we call upon our local state and national leaders to promote policies and legislation that will reduce the impact of gun violence on all of our community; and urge support of extended background checks, essential legislation endorsed by an overwhelming majority of Americans.”
Those sentiments were echoed by Representative Harold love who said that, “we must do something about gun violence”, affirming his commitment along with that of Representative Bill Beck in doing what they can to help reduce gun violence in Tennessee.
The occasion was somber, with volunteers and those effected by gun violence sharing their stories, thankful for the organizations that is helping to bring positive change to senseless gun violence
“I’m very thankful for the ‘Moms’. I never understood how a mother could survive burying her child, and some days we didn’t think we were going to make it,” said one volunteer. I still don’t understand how a parent can live without their childe, because each day my husband and I struggle.”
Following the service, local artists lead attendees in creating Care Cards that were be mailed to gun violence survivors across the nation.
This event was one of more than 200 across the country commemorating the Sandy Hook five-year mark and asking lawmakers to do more to end gun violence.
Arkansas, California, Oklahoma, Pennsylvania, and Texas need to make some big improvements to their plans to implement the Every Student Succeeds Act, according to letters released publicly Friday by the U.S. Department of Education.
Tour Historic Central Library
By Barney Blakeney
On December 14, 2012, 20-year-old Adam Lanza entered Sandy Hook Elementary School and fatally shot 20 children between six and seven years old, as well as six adult staff members. Prior to driving to the school, he shot and killed his mother at their Newtown home. As first responders arrived at the scene, Lanza committed suicide by shooting himself in the head.