By Barbara D. Parks-Lee, Ph.D., CF, NBCT (ret.), NNPA ESSA Awareness Campaign
When cultures clash in the classroom, students, teachers, administrators, parents, and the community at large all suffer. Education, or lack, thereof, can have a ripple effect on every facet of society. Not only are communities of color affected but also areas not considered “minority.” PTSD (Post Traumatic Stress Disorder) is an equal possibility.
Children whose culture and realities are devalued are often, as Gloria Ladson Billings so aptly expressed, “considered as deficient white children.” (1999) The children she described may become drop-outs, push-outs, or disaffected trouble makers. These disaffected students often feel disrespected, misunderstood, and devoid of hope. Some of them are test-weary and content lacking.
When they are continually designated at “below basic” on standardized tests and their culture not understood by teachers and test makers, their behaviors are almost self-fulfilling prophesies. Often these students suffer from PTSD as painful and as debilitating as any combat soldier.
They encounter the vagaries of the results of having little affluence and no influence, of physical and/or emotional abuse, and poor educational opportunities offered by a revolving door of new, career-change, or culturally unaware teachers getting their OJT (on the job training), student loans abated, masters degrees, and housing allowances before moving on to the suburbs or to becoming the next national “expert” authors and speakers on educating the urban, rural, or culturally different child.
These are the children whose apparent apathy and less than “perfect” behaviors encourage a revolving door of teachers who have the inability to relate to students of different socio-economic or racial differences. In these cases, no one is the winner, even though neophyte teachers may gain some financial benefits, for these teachers, too suffer the PTSD resulting from not knowing how to teach diverse students and the daily chaos of classroom disorder, disrespect, and disaffectedness.
Lowered expectations may cause challenges for administrators also, for they face scrutiny about how their schools function on many levels, from standardized test results to efficient use of budget to how many expulsions and suspensions their students receive.
They must also contend with trying to find substitutes or replacements for teachers who are absent for whatever reason. Their teachers often are faced with coverage, which saps the enthusiasm and energy of those forced to babysit some other teacher’s class. In addition, many states are trying to meet the dictates of No Child Left Behind (NCLB) and the Common Core Curriculum standards with inadequate funding and training for teachers and administrators in how to implement these mandated legislative programs. In the last few years, there has also been an emphasis on STEM (science, technology, engineering, and math) schools.
Parents suffer when their children are disaffected and under-educated. Their children who are suspended or expelled are left to get into difficulties with the law and court systems. Further, drop-outs and push-outs often cannot get jobs and become economic drains on not only their families but also on the community at large.
So, in answer to the question when cultures clash in the classroom, who suffers, we all do! Poorly educated students make for a society that alienates its young, one that is unable to retain skilled and experienced teachers, and a country frustrated with unemployment, under-employment, and an ever-growing culture of violence, fear, and intolerance. Court systems and privatized prisons, along with mortuaries, result when the classrooms act as prep schools for these expensive alternatives.
Last fall, Wisconsin’s Republican Gov. Scott Walker used Southern Door High School’s newly installed 3D printing lab in this small town near Green Bay as a backdrop to propose a $639 million increase in public school funding.
“We know that ensuring our students’ success, both in and outside the classroom, is critical to the state’s continued economic success,” said Walker, now in a fierce campaign for a third term against long-time state schools chief Tony Evers.
The Southern Door County schools, administrators say, got almost none of that money. In fact, the 1,029-student district—rural, losing students, and hampered by tax revenue caps put in place more than 20 years ago—had to make severe budget cuts this year and pull an extra $200,000 out of its savings account. If a referendum on the county ballot this fall allowing the district to exceed its revenue cap fails to pass, there will likely be more cuts next fiscal year.
The intricacies of Wisconsin’s school spending and whether districts like Southern Door need more or less money from the state has come to dominate the gubernatorial contest between Walker and Evers, both of whom have made their education records a high-profile piece of their pitch to Wisconsin voters in the November election.
Walker says that by leading the charge to turn Wisconsin into a right-to-work state with the passage of legislation in 2011 that stripped the bargaining rights of public employee unions including teachers, he’s saved the state more than $3.5 billion, while keeping property taxes low and expanding school choice. He has claimed his most recent budget provided districts with $200 more per student, though many dispute that fact.
Under Walker between 2011 and 2013, the state cut education funding by some $800 million, hitting some districts harder than others. Spending has rebounded since then, but Walker’s critics say it hasn’t been enough to keep up with inflation.
Evers says Walker’s budget cuts over the years crippled school districts’ ability to provide students with basic resources, causing massive layoffs and a teacher shortage across the state. He has proposed to boost spending by more than $1.7 billion…
Read full article click here, may require ED Week Subscription
[/media-credit] Participants in the DanceLogic program. (Facebook)
Shanel Edwards, co-instructor of danceLogic, stated that “danceLogic is helping these girls have access to the arts realm and science world as possible career paths, it is allowing them to stretch their own boundaries of what success looks like for them. ”DanceLogic, a unique S.T.E.A.M. program that combines dance and computer coding leading to the development of original choreography and performance, is continuing onto its second year. Girls ranging from the ages of 13 through 18 years participate in the program held at West Park Cultural Center in Philadelphia and learn the value of focus, dedication, and teamwork, as well as industry standard coding language.
During the dance class, led by instructors Edwards of D2D The Company and Annie Fortenberry, a performer with Ballet 180, the girls learn dance skills and movement techniques. This is followed by an hour of learning industry standard coding language under the direction of coding instructor Franklyn Athias, senior vice president of Network and Communications Engineering at Comcast. “I’m helping the kids see that someone, just like them, was able to use Science and Technology to find a very successful career,” Athias expressed in a press release.
The girls use coding to create their own choreography. “The combinations of dance and logic have good synergies. Learning something like dance requires practice, just like coding,” said Athias. “The dance is more physical, but it requires the students to try, fail, and try again. Before long, the muscle memory kicks in and the student forgets how hard it was before. Coding is really the same thing. Learning the syntax of coding is not a natural thing. Repetition is what makes you become good at it. After learning the first programming language, the students can learn other programming languages because it becomes much easier.”
“My favorite thing about the program is that the students can explore leadership roles. By building their own choreography and supporting each other in coding class, they navigate creating and sharing those creations, as well as resolving conflict to make one cohesive dance. There’s a lot of beauty and bravery in that process,” stated Fortenberry.
]The very first session of danceLogic culminated with the girls performing choreography and sharing what they learned through coding and how it has impacted their lives.
Mobile apps have become “must have” classroom tools, and students are naturally drawn to their interactivity. Whether you’re looking for an app to help with classroom management, exploring different languages, or figuring out tricky geometry problems, there’s an app for anything and everything.
With hundreds of thouands of apps out there, finding the right ones to use can be a challenge. To help you navigate the waters, NEA Member Benefits asked your fellow NEA members for information about apps they find useful in their classrooms. Below are their picks along with some helpful advice.
AUSTIN – Commissioner of Education Mike Morath announced today the six Texas teachers that have been named finalists for the 2018 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). The 2018 awards recognize kindergarten through sixth grade mathematics and science teachers whose innovative methods bring teaching to life in the classroom.
PAEMST is the highest recognition a mathematics or science teacher may receive for exemplary teaching in the United States. The National Science Foundation administers PAEMST on the behalf of the White House Office of Science and Technology Policy.
The 2018 Texas finalists in elementary mathematics are:
Ellaree Lehman – Third grade mathematics and science teacher at R. E. Good Elementary IB World School in the Carrollton-Farmers Branch Independent School District;
Angelica Nino – Third grade bilingual mathematics and science teacher at De Zavala Elementary School in the San Antonio Independent School District; and
Kirsta Paulus – Third grade teacher at Genoa Elementary School in the Pasadena Independent School District.
The 2018 Texas finalists in elementary science are:
Allison Bearden – Sixth grade math and science teacher at Oakcrest Intermediate School in the Tomball Independent School District;
Celene Rosen – Third grade math and science teacher at Barksdale Elementary School in the Plano Independent School District; and
Brenda Williams – Fourth and fifth grade Science, Technology, Engineering, and Mathematics (STEM) teacher at Argyle Intermediate School in the Argyle Independent School District.
To achieve recognition through this program, a teacher first must apply to enter the competition or be nominated for the award. A state panel consisting of master teachers, content specialists, and administrators reviews the applications and selects the most outstanding mathematics and science teachers for the National Science Foundation to consider for national awardee status. After this initial selection process, a panel of distinguished scientists, mathematicians, and educators may select two teachers from each state and U.S. jurisdiction for the national award.
PAEMST awardees receive a $10,000 award from the National Science Foundation, a certificate signed by the President of the United States, and a paid trip for two to Washington, D.C., to attend recognition events and professional development opportunities.
For additional information about the PAEMST program, visit www.paemst.org.
SALT LAKE CITY — The Utah State Board of Education Career and Technical Education (CTE) section announced that the Bear River Region is the winner of the 2018 Utah Excellence in Action award. The AM STEM (Automated Manufacturing STEM) program in Bear River Region was selected based on their uniquely inventive and effective approaches to stimulating student learning, offering extensive work- based learning experiences, maintaining strong partnerships with industry and community organizations, and preparing students for postsecondary and career success.
The AM STEM program represents the best CTE program in the state of Utah. While the program is unique, it offers a rigorous sequence of courses beginning with foundational skills to subject-matter, real-world hands-on experiences in the classroom led by dedicated educators, and meaningful work- based experiences facilitated by industry partners.
Bear River Region, in collaboration with industry partners, higher education, and secondary education, has created a career pipeline for high school students by offering a program that meets industry needs. Students involved in the program take courses at their high school that align with the requirements found in industry. The AM STEM program combines coursework with work-based learning experiences to support student exploration and skill development.
WASHINGTON, D.C.—Five leaders from around the country have been appointed to the National Assessment Governing Board to serve four-year terms, U.S. Secretary of Education Betsy DeVos announced today.
This year’s Governing Board appointees include four new members and one re-appointed member—the Board’s current Vice Chair Tonya Matthews. The appointees’ terms begin on Oct. 1, 2018, and end on Sept. 30, 2022.
The appointees will help set policy for the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card. NAEP offers to the public and to education policymakers at the national, state and local levels, objective data on student performance in nearly a dozen subjects. The information NAEP provides helps education stakeholders evaluate the progress of American education. The 26-member nonpartisan, independent Governing Board determines the subjects and content of NAEP tests, sets the achievement levels for reporting and publicly releases the results.
“I’m pleased to welcome this diverse group of leaders from across the country to the National Assessment Governing Board,” Secretary DeVos said. “The board plays an important role in assessing student achievement, and I am confident that their collective experience will be a valuable asset as we work to ensure that all students have equal access to a great education that gives them the opportunity to reach their fullest potential.”
The appointees and the roles they represent on the Board are listed below:
Paul Gasparini, Secondary School Principal: Gasparini is the principal of Jamesville-DeWitt High School in Dewitt, New York, a position he has held for 17 years. Gasparini chairs the Central New York High School Principals Consortium, and his accolades include being named state high school principal of the year by the School Administrators Association of New York state.
Julia Keleher, Chief State School Officer: Keleher was appointed as Puerto Rico’s secretary of education in December 2016. She has more than 20 years of experience in education at the federal, state, district and school levels. Keleher is also an adjunct professor at The George Washington University, where she teaches graduate-level courses in the Business School and the Graduate School of Education and Human Development.
Tonya Matthews, General Public Representative: Matthews joined the Governing Board in 2014. She is the founder of The STEMinista Project—an initiative to engage girls’ interest in science and technology careers. Mostly recently, Matthews served as president and chief executive officer of the Michigan Science Center, a science museum for children and young adults in Detroit.
Mark Miller, Eighth-Grade Teacher: Miller is a mathematics teacher and chair of the mathematics department at Cheyenne Mountain Junior High School in Colorado Springs, Colorado. Miller has more than 20 years of experience teaching mathematics at the junior-high level. Miller is a National Board Certified Teacher and serves on a standard-setting panel for the National Board for Professional Teaching Standards. His accolades include being nominated for the Presidential Award for Excellence in Mathematics and Science.
Nardi Routten, Fourth-Grade Teacher: Routten is a fourth-grade teacher at Chester A. Moore Elementary in Fort Pierce, Florida. She has taught third- and fourth-graders in St. Lucie County for more than 20 years. Routten, a National Board Certified Teacher, has received local and national recognition for her excellence in teaching, including the Milken Educator Award in 2014.
“We are excited to have such a breadth of talent and expertise join the Board and contribute to a group of leaders who are dedicated to maintaining NAEP’s rigor and quality, while making the assessment useful and relevant for the public,” said Lisa Stooksberry, deputy executive director for the Governing Board.
Every year, the Governing Board conducts a nationwide search for Board nominees. After the nominations period ends, the Governing Board narrows the pool of nominees to a list of finalists from which the U.S. Secretary of Education selects Board members.
The Governing Board is now accepting nominations for Board members whose terms will begin Oct. 1, 2019. To learn more about the open Board positions and the nomination process, visit http://bit.ly/JoinTheBoard11. Nominations are due by 5 p.m. EST on Oct. 31, 2018.
The National Assessment Governing Board is an independent, nonpartisan board whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Congress created the 26-member Governing Board in 1988 to set policy for the National Assessment of Educational Progress. For more information about the Governing Board, visit www.nagb.org.
When the Two-Year College English Association of Mississippi held its annual conference on Sept. 21, Holmes Community College Goodman campus professors Jessica Brown, William C. Moorer and LaShonda Levy accepted leadership positions with the association. Brown and Moorer will serve two-year terms as co-chairs, and Levy will serve as Holmes’ representative on the executive committee.
TYCAM, a Two-Year College English Association-Southeast affiliate and part of the National Council of Teachers of English, provides resources to help further English teaching methods and practices in Mississippi’s community colleges. Presidents of those schools and the Mississippi State Board of Community and Junior colleges support it.
In their positions as co-chairs, Brown and Moorer will have the responsibility of planning and running TYCAM conferences and textbook publications. Levy will serve as the liaison between Holmes’ English faculty and TYCAM, and will also work with the executive committee to run the annual conferences.
Brown, Moorer and Levy teach composition, as well as developmental English and reading at Holmes. Brown, co-chair of the college’s English department, also teaches American literature. Moorer, who also teaches creative writing, is the director of the Goodman Writing Center and has served as Holmes’ TYCAM representative on the executive committee since 2012. Besides composition and developmental English and reading, Levy teaches African American literature.
For more information, visit holmescc.edu.
Four State Universities to Share $20 Million NSF Grant
Jackson State University announced on Sept. 19 that it will be partnering with Mississippi State University, the University of Southern Mississippi and the University of Mississippi to establish the Center for Emergent Molecular Optoelectronics, an interdisciplinary, multi-institutional materials research program. MSU will serve as the project’s administrative lead, and USM will serve as the science lead.
The center will focus on collaborative research in optoelectronics, energy and biotechnology, especially in relation to the study of organic semiconductors, or solid, nonmetallic materials that exhibit electrical conductivity.
Osmon Best carefully looked at the eight steps to make a paper football.
After successfully crafting the football, the 12-year-old Thomas Johnson Middle School student stood it on a makeshift Washington Redskins table and plucked it to the other side. Touchdown!
Best and 39 other students from Thomas Johnson and Oxon Hill Middle School participated in various STEM projects Wednesday at the Howard B. Owens Science Center.
“I made a touchdown, but missed a field goal,” Osmon said while smiling at the engineering station.
The sixth-, seventh- and eighth-grade participants, decked out in blue “Pepco STEM All-Stars” T-shirts, were recognized for their academic achievements. The schools they attend are recognized as STEM (Science, Technology, Engineering and Mathematics) buildings.
The students from Thomas Johnson in Lanham would matriculate to DuVal High School, which has an aviation program. The Oxon Hill students would feed into Oxon Hill High School and can enroll in its science and technology program.
“This is intentional,” said Monica Goldson, interim CEO for the county schools system. “We hope at sometime during this three-year experience that something has grasped them to give them the courage they need to say, ‘I can do that, too.’”
During Wednesday’s event, students dispersed to four STEM stations, which all focused on a football concept.
At the mathematics station, Thuy Pham, 12, answered three questions based on a touchdown equaling seven points, a field goal equaling three points and a safety at two points.
One of the questions: If a quarterback completed 80 percent of the 35 passes he threw in the past three games, how many did he miss? The answer: seven.
“This was fun. I want to be a math teacher,” said Thuy, a seventh-grade student at Thomas Johnson. “My parents used to be math teachers, so it’s kind of a generational thing.”
The climax of the day came when students worked together on a few combination locks to open a black box.
Goldson led a countdown to open the boxes, which were filled with clues to let the students know they will attend Sunday’s Washington Redskins game at FedEx Field in Landover against the Carolina Panthers. She said tickets will also be provided for the student’s parents, courtesy of the Redskins and Pepco.
“Oh, yeah!” one student yelled from across the room.
Maybe it’s because my son has now reached my own height (which is insane). I find myself staring now and then at the doorway out of my kitchen, where all these little height marks on the doorjamb are labeled with a name and a date. I can see that year when he sprouted up a ton in the four months between his birthday and the start of the school year. And – almost too much to bear—I can see how tall he was at age 15 months.
There are some things from back then that I can’t see on the doorjamb. I can’t see just when he first spoke in full sentences, or when he first spent the night in big boy underpants. But those sure mattered a lot for how we adapted our parenting focus, while they were happening.
How do we measure these milestones, and what kinds of growth do we capture? It’s a critical question in early literacy, too.
Early Literacy in the MAP Suite
We designed our MAP Suite of assessments in early literacy to handle a parallel reality, around measuring what matters in these developmental years. You can see this reality reflected in the nature of reading standards. In most state standards, there are some “anchor” reading standards that span the entire K–12 space, that build upon each other as kids progress in facets of reading comprehension and vocabulary. Measuring those works on a continuous scale – like a doorjamb.
In the MAP Suite, the doorjamb is our RIT scale, continuous from K through 12 in Reading. The tool that makes those height marks is MAP Growth. Even before kids can read independently, they are making progress we can measure on these standards. When a teacher reads a story aloud to her students, she is still asking them to start comparing characters or noticing cause and effect relationships. With MAP Growth K-2, audio support lets us assess reading comprehension even before kids can decode words and sentences.
But state reading standards also include those shorter-lived standards, often called Foundational Skills. These include pieces that are, well, foundational while they matter, but then disappear altogether from the standards by late elementary grades.