Tuesday, 12 March 2013

Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools


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Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools

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A citizens' guide to what's wrong with the nation's radical federal education legislation—and a passionate call for change

The No Child Left Behind Act (NCLB) has become the most fiercely debated education issue of this election year, and it will be at the center of the national conversation about schools for the foreseeable future. NCLB, signed into law in 2002, purports to improve public schools—and especially the way they serve poor children—by enforcing a system of standards and accountability through high-stakes testing and sanctions. It is radically affecting the life of schools around the country.

Many Children Left Behind is a devastating brief against NCLB. Far from improving public schools and increasing the ability of the system to serve poor and minority children, the authors argue, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education—including Deborah Meier, Alfie Kohn, and Theodore R. Sizer—come together to show us how, point by point, NCLB undermines the things it claims to improve:

· How NCLB punishes rather than helps poor and minority kids and their schools
· How NCLB helps further an agenda of privatization and an attack on public schools
· How the focus on testing and test preparation dumbs down classrooms
· How we need alternatives to construing the idea of accountability in terms of test scores and sanctions.

Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.



    Saturday, 9 March 2013

    Assessing Teacher Competency: Five Standards-Based Steps to Valid Measurement Using the CAATS Model


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    Assessing Teacher Competency: Five Standards-Based Steps to Valid Measurement Using the CAATS Model

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    This comprehensive five-step model for measuring teacher knowledge and skills helps teacher educators and school administrators prepare fair, valid, and reliable assessments of teacher performance.




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      A Land We Can Share: Teaching Literacy to Students With Autism


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      A Land We Can Share: Teaching Literacy to Students With Autism

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      This book helps in-service and pre-service teachers understand how students with mild to significant autism can be perceived as literate and then supported to participate in literacy activities both in and out of school.




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        14 Reviews
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        7 of 7 people found the following review helpful
        5.0 out of 5 stars Parent's perspective, June 15, 2008
        By 
        This review is from: A Land We Can Share: Teaching Literacy to Students With Autism (Paperback)
        A Land we can Share is directed primarily at educators and para professionals working with children with ASD to welcome then into the world of literacy.

        My perspective is somewhat different. I am a parent of a 7 year old girl with ASD. We are currently in the throes of teaching our daughter to read (in collaboration with her teachers and therapists at school, of course). Whereas with my older children, the process of teaching them to read happened almost intuitively and naturally (on our part as parents), for our youngest the process has involved more effort. We have had to try more things, read more literature, consider different approaches, test more software programs and reader packages.

        And much as parents really just want a simple solution, the instructional rigour of Paula's book is at once insightful, engaging and inspiring. It resonated with us, in that it delved in a practical and useful way into different literacy approaches, and provided examples and... Read more
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        6 of 6 people found the following review helpful
        5.0 out of 5 stars Essential reading for all teachers at the primary and secondary levels, April 2, 2008
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        This review is from: A Land We Can Share: Teaching Literacy to Students With Autism (Paperback)
        It takes some adaptation to the curriculum and some insights on the part of the reading instructors, but autistic students can be literate students. "A Land We Can Share: Teaching Literacy To Students With Autism" is the collaborative work of Paula Kluth (consultant, teacher, author, and advocate in Oak Park, Illinois) and Kelly Chandler-Olcott (Associate Professor, Syracuse University Reading and Language Arts Center, Syracuse, New York) and specifically designed to teach the teacher of an autistic student in grades K-12 how to implement researched-based practices in reading and writing instruction (including those consistent with Read First recommendations); plan effective lessons that build on their student's strengths, interests, and individual needs; design a classroom environment that promotes literacy learning for all students while addressing the individual needs of mainstreamed autistic students; assess students who do not (or cannot) show their literacy learning in tradition... Read more
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        6 of 7 people found the following review helpful
        5.0 out of 5 stars A Must Read!, February 23, 2008
        This review is from: A Land We Can Share: Teaching Literacy to Students With Autism (Paperback)
        If you are looking for answers to help your students diagnosed on the Autism Spectrum with literacy activities look no further. Paula Kluth and Kelly Chandler-Olcott have put together a valuable resource. Not only will the activities in this text help differentiate your curriculum for those students on the Autism Spectrum but also for those students who are considered neurotypical. The text is very user friendly with explanations of what you will see in the child diagnosed on the Autism Spectrum, the components identified in a strong literacy program, straight-forward explanations of practices and approaches to use in developing your literacy program (both reading and writing), assessment strategies (so important today!), and help developing ideas to use in working with those students who have significant disabilities. Paula and Kelly use many testimonials by individuals that have experienced difficulties in the classroom and what helped them to make gains in the area of literacy... Read more
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        Must Read NCLB Meets School Realities: Lessons From the Field


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        NCLB Meets School Realities: Lessons From the Field

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        Based on data from 6 states and 11 districts, this essential resource helps educators understand the issues raised by NCLB and its implications for educating all children.




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          Why Doesn't The Press Call Bloomberg On This Kind Of Stuff?

          John Gambling fellates Michael Bloomberg one hour every week on WOR, letting our little mayor pontificate about all kinds of wonderful things like raising public school class sizes to standing room only without every pushing back on him and saying, "Hey, you're nuts!  You don't know what you're talking about!"

          Yesterday's radio program was a case in point:

          Mayor Bloomberg yesterday put his foot in his mouth by suggesting homeless shelters are bursting at the seams because anyone can get a bed — even the filthy rich.

          “You can arrive in your private jet at Kennedy Airport, take a private limousine and go straight to the shelter system, walk in the door, and we’ve got to give you shelter,” the billionaire mayor fumed on his weekly WOR radio show.

          “That’s what the law is. I didn’t write the law.”

          He was referring to a decree signed by Mayor Ed Koch 30 years ago that gives free shelter to anyone who says they need it.

          Bloomberg’s comments came the week that an advocacy group for the homeless released a report saying the city’s homeless population surged in the past year.

          “It’s pretty ludicrous to claim that there are people flying in private jets and taking private limos to the shelter system,” said Patrick Markee of the Coalition for the Homeless.

          “He didn’t seem to want to take responsibility for the fact that there are more than 50,000 people sleeping in city shelters, including 21,000 children.”

          City Comptroller John Liu piled on.

          “Only an out-of-touch mayor who travels by private jet and limo would make such a tone-deaf wisecrack about a homeless crisis that has only worsened under his careless watch,” said Liu, a likely mayoral candidate.

          Kudos to liu for calling Bloomberg out.

          Now if only Gambling could have said to his face, "Hey Mikey, you're an arrogant, crazy know-nothing and I can't wait for the next mayor to come into office so I don't have to listen to your crazy-ass crap and make believe in makes sense.

          Friday, 8 March 2013

          Education Reformer Caught Plagiarizing Column, Blames It On Assistant

          News Corporation journalist Juan Williams hates teachers unions because he believes they allow teachers to be unaccountable.

          Just last week, he wrote a Wall Street Journal opinion piece about how the largesse Bill Gates and other "business leaders" give to education reform and schools doesn't benefit students because of "a lack of teacher accountability and school choice."

          Williams believes union protections allow teachers to protect the "failing" status quo of the school system, fight even "modest efforts to alter the status quo," and hammer any politicians with the courage to take on the status quo with "strikes, protests, negative ads and litigation."

          Williams is cheered that politicians in both parties - like Bobby Jindal, Chris Christie, Rahm Emanuel, and Andrew Cuomo - are courageous enough to take on the evil teachers unions and begin to hold the up-til-now unaccountable public school teachers accountable for their performance and hopes that more politicians and business leaders will follow the reform path of teacher accountability.

          That column - with "the need for teacher accountability" as it's main theme - appeared on February 28.

          On March 2, Salon found that The Hill, a political journal Williams writes for, had published a Williams column on February 18 which Williams, the stickler for teacher accountability, had partly plagiarized from a Center for American Progress report on immigration.

          Here is Alex Seitz-Wald, the Salon writer who caught the plagiarism:

          In a case of apparent plagiarism, Fox News pundit Juan Williams lifted — sometimes word for word — from a Center for American Progress report, without ever attributing the information, for a column he wrote last month for the Hill newspaper.

          Almost two weeks after publication, the column was quietly revised online, with many of the sections rewritten or put in quotation marks, and this time citing the CAP report. It also included an editor’s note that read: “This column was revised on March 2, 2013, to include previously-omitted attribution to the Center for American Progress.”

          But that editor’s note mentions only the attribution problem, and not the nearly identical wording that was also fixed.

          In a phone interview Thursday evening, Williams pinned the blame on a researcher who he described as a “young man.”

          “I was writing a column about the immigration debate and had my researcher look around to see what data existed to pump up this argument and he sent back what I thought were his words and summaries of the data,” Williams told Salon. “I had never seen the CAP report myself, so I didn’t know that the young man had in fact not summarized the data but had taken some of the language from the CAP report.”

          Hugo Gurdon, the editor in chief of the Hill, told Salon on Thursday evening that: “CAP drew the similarities between Juan’s column and their report to my attention and I spoke to Juan about it. He went back and looked at the two and spoke to me having had a look and acknowledged there were unacceptable similarities.

          “And he gave me an explanation, which I found satisfactory. And I believe there was an honest mistake and it related to the transfer of copy and the use of a researcher and it was completely inadvertent. He was very concerned to set the record straight.

          “All parties — CAP, the Hill and Juan — were satisfied that we had not dramatically changed the column after the fact to conceal what had happened.”

          Williams told Salon that the researcher has submitted a letter of resignation, but that he has not decided whether to accept it. “I just feel betrayed,” Williams said.

          Williams claimed the plagiarized part of the column was "not the start or ending of the column — it’s not the theory of the column. It’s just the data.”

          Salon writer Seitz-Wald disagreed:

          There are three key passages where the CAP report and Williams’ original column are similar.
          In the first example, here’s the original language from the CAP study:
          According to the National Foundation for American Policy, immigrants will add a net of $611 billion to the Social Security system over the next 75 years. Immigrants are a key driver of keeping the Social Security Trust Fund solvent, and Stuart Anderson of the National Foundation for American Policy finds that cutting off immigration to the country would increase the size of the Social Security deficit by 31 percent over 50 years.
          Here’s what Williams wrote in the original published version of his February 18 column, as found through a Google cache search:
          According to the independent National Foundation for American Policy (NFAP), immigrants will contribute $611 billion to the Social Security system over the next 75 years. Indeed, immigrants are a key force in keeping the Social Security trust fund solvent for older Americans who are at or near retirement. NFAP also found that halting all immigration into the United Size [sic] would explode the size of the Social Security deficit by at least 31 percent over 50 years.
          To the first sentence, Williams added the word “independent.” In the second sentence, he added “indeed” and turned “key driver” into “key force.” He split CAP’s second sentence into two, but the language is strikingly similar — “cutting off” becomes “halting” while “increase” becomes “explode.”
          But that section of the story was dramatically rewritten and republished on March 2, with the editor’s note. Here’s how that paragraph is cast in the version of the column that appears online at The Hill now:
          The CAP report makes the point. It cites a study on the impact of immigration reform by the independent National Foundation for American Policy (NFAP). That study finds immigrants will contribute $611 billion to the Social Security system in the next 75 years. Indeed, the arrival of newcomers is key to funding Social Security for older Americans who are at or near retirement. NFAP found that halting all immigration into the United States would explode the size of the Social Security deficit. They estimate an increase of at least 31 percent in that deficit in the next 50 years without continued immigration.
          In this second example, we’ve italicized the borrowed wording:
          CAP writes:
          These big gains occur because legalized workers earn higher wages than undocumented workers, and they use those wages to buy things such as houses, cars, phones, and clothing. … Hinojosa-Ojeda found that the tax benefits alone from legalization would be between $4.5 billion and $5.4 billion in the first three years.
          Here’s how the cached version of Williams’ column reads:
          These big gains occur because legalized workers earn higher wages than undocumented workers, and they use those wages to buy things and stimulate the economy through commerce. Professor Hinojosa-Ojeda also calculated that the tax benefits alone from legalization would be between $4.5 billion and $5.4 billion in the first three years.
          The revised version not only attributes that to the CAP reports, but the paragraph is rewritten to put the borrowed language in quotation marks. Again, the editor’s note mentions only the attribution problem and not the word-for-word echo that now appears in quotes.
          In citing that study, CAP attributes the increase in GDP to gains that “occur because legalized workers earn higher wages than undocumented workers and they use those wages to buy” merchandise. That stimulates the economy through commerce.
          A third section of the story also appears to have been borrowed and then changed.
          In the CAP report:
          Demographers Randy Capps, Michael Fix, and Everett Henderson, for example, compared welfare-participation rates of legal permanent resident immigrants to the native born. When controlling for income, they found that immigrants had similar—if not lower—participation rates than natives in the three main social programs: welfare, food stamps, and Medicaid. At the 200 percent poverty line—a common threshold for low-income households—32 percent of native families received food stamps, compared to 22 percent of naturalized-citizen immigrant families.
          In Williams’ original column:
          Jeffrey S. Passel and Michael E. Fix, two respected demographers, recently compared the welfare participation rates of legal immigrants to native-born American citizens. Controlling for income, they found that immigrants had nearly identical — and in some cases lower — participation rates than citizens in the three big social programs: welfare, food stamps, and Medicaid. They found that 32 percent of natural-born citizen families at the 200 percent poverty line received food stamps, compared to only 22 percent of immigrant families.
          And finally the rewritten column, which again adds an attribution to CAP and quotation marks to the borrowed language, but retains many echoes:
           The CAP study also included reference to a report by Randy Capps, Everett Henderson and Michael E. Fix, respected demographers, comparing the welfare participation rates of legal immigrants to native-born American citizens. The Center’s conclusion is that the three demographers show that “controlling for income… immigrants had similar —if not lower — participation rates” than American-born citizens who get benefits from three safety net programs: welfare, food stamps, and Medicaid. They found that 32 percent of natural-born citizen families at the 200 percent poverty line received food stamps, compared to only 22 percent of naturalized immigrant families.

          What's worse than Williams' trying to minimize the plagiarism by changing the column after the revelations is how he tries to blame the mess on the assistant.

          To wit:

          “I was writing a column about the immigration debate and had my researcher look around to see what data existed to pump up this argument and he sent back what I thought were his words and summaries of the data,” Williams told Salon. “I had never seen the CAP report myself, so I didn’t know that the young man had in fact not summarized the data but had taken some of the language from the CAP report.”
           ...
          Williams told Salon that the researcher has submitted a letter of resignation, but that he has not decided whether to accept it. “I just feel betrayed,” Williams said.

          So Juan Williams was plagiarizing words from his assistant who had plagiarized them from the CAP report but Williams is the one who has been betrayed and the assistant is the one who has to lose his job.

          How's that for personal accountability from Juan Williams, the teacher accountability man?

          Williams should be fired from his Hill gig not only because he plagiarized a column from the Center for Amercan Progress report but because he sees nothing wrong with plagiarizing the words of his assistant without offering any attribution and only publicly discloses he lifted someone else's words when that someone else is caught lifting those words too.

          Just another example of an education reformer who promotes the idea that teachers need to be "held accountable" for performance but refuses accountability for himself.

          In that way, Williams fits right in with Bloomberg, Klein, Rhee, Duncan, et al.

          Parents Protest DOE's Failure To Inform Them About PCB's At PS 87

          From NY1:

          Parents are planning to protest at a Manhattan elementary school after finding out that hazardous toxins were found there months ago.

          A group of parents at P.S. 87 on the Upper West Side said that a smoking light fixture emitting PCBs was discovered in early December but wasn't replaced until almost three weeks later.

          They also said they didn't know about the leak until P.S. 87 appeared on a PCB remediation list published by NY1 last week.

          The group said they received a notice Wednesday, almost three months after the leak was discovered.
          City law requires that parents be notified within seven days.

          PCB leaks have been discovered in more then 300 schools across the city.

          In a statement, the city said it has been open about the whole process.

          A rally will be held after school on Friday.

          The NYCDOE motto - Children first.  Always.

          Just ignore the cancer-causing toxins those children the DOE puts first are breathing in.

          Which is easy to do since the DOE never actually informs you that your child is attending a school with cancer-causing toxins in it for months and months and months (and even then, only when caught!)