I have been watching closely as President Obama reviews NCLB and makes revisions. The part I am particularly concerned about is Title 1 as it relates to parental involvement. So far, he has left it alone and I am hopeful that he will continue to be hands off, because it has several components that could actually give schools some help in making a difference in increasing parental involvement.
ALL PUBLIC SCHOOLS (for NCLB accountability purposes, charter schools are treated like all other public schools, as they are public schools) are required to have Title I services that include meaningful parental involvement policies (agreed upon by a parental advisory group) and school practices that lead to increased student achievement. I personally believe that development of parental advisory groups are important in urban (inner city) schools, because middle class parents are usually in governance roles (e.g. PTO), even though the larger population is low-income parents, who for what ever reason, are more than likely not inclined to be members of a school's PTO.
State: Channing violates federal parental involvement law
ELGIN — Channing Memorial Elementary School in Elgin is in violation of the parent involvement requirements of the federal No Child Left Behind Act, according to the Illinois State Board of Education.
ISBE’s findings were presented to the Elgin School District U46 Board of Education by Channing parent Krista Badani at Monday night’s regular board meeting.
Badani, of Elgin, is one of 59 parents who filed a complaint with ISBE in February that the school was not involving parents, a requirement to receive federal Title I funds. That was after “parents did everything within our means to bring attention to the problems and get the district to comply with these federal guidelines,” she said.
They joined the U46 Citizens Advisory Council’s Committee for Family and Community Engagement; spoke to the district’s director of communication, chief of family and community engagement and school board; and sent emails and copies of Title I requirements for parent involvement to Gonzalez and U46 Superintendent Jose Torres. They also met with officials from the Kane County Regional Office of Education and sought guidance from ISBE, according to Badani.
“What astounds us most is that even when parents follow protocol and the chain of command, remain polite, and bring forth data and evidence of wrongdoing, this administration and the school board continue to fail by their inaction. … Somehow along the way, the administration has forgotten that this is about what is best for the children and families at Channing, the lowest-performing school in the district,” she said.
Knew about concerns - Torres admitted Monday, “We had heard concerns about Title I parent involvement. We believed they had been addressed.”
No Child Left Behind makes Title I funding available to provide supplemental instructional services for specific students — or entire schools — who have been identified as failing, or most at risk of failing, to met state standards, according to the ISBE website.
And it agreed with parents Channing is in violation of No Child Left Behind by not having a parent involvement policy, a parent-school compact developed with parents or Title I meetings.
30-day deadline - Those findings give the school and district 30 days to ensure parents are part of the school support team, develop a written parental involvement policy with parents and revise its parent-school compact to include input from parents. The document also gives U46 three months to prove a Title I meeting was held at the school and that parents were involved.
Gonzalez took a leave of absence from the school in February, and U46 announced he would not return as principal in mid-March. The district has declined to comment on the reason for his leave and said he has asked to be reassigned to a classroom for next school year. Badani said parents have not gotten a response from the district about Title I funds, but it has met with Stewart.
“She, in turn, has shown us that she is indeed excited to work with families to achieve great things at our school,” she said. “We are confident that together, with her leadership and actions, we will get there.” Source
57 comments:
An Anonymous person in the previous post thought that providing parents basic information on what constitutes a good reading program, etc... was degrading.
A parent advisory group is ususally made up of parents from Title 1 zip codes who are not inclined to be business professionals; sit on school boards; or be part of PTOs. They are just every day folk, who are trying the best way they can to get their kids through the quagmire that we call public education.
They don't know School Choice, NCLB, AYP, AP, or whatever. All they know is their child needs to go to school every day and get an education. But that does not mean they do not want to know and/or are not capable of knowing School Choice, NCLB, AYP, AP or whatever.
These parents have a right to and deserve our attention to their learning how to help educate their children - our future.
It's time to stop criticizing them and teach them about the resources that are available to them. The school District has the money specifically for this purpose.
I totally agree that parents and the community at large should have all these federal mandates explained to them. I just asked for and I think received data as to how much money is allocated to District 150 from all the various state and federal funds. I specifically wanted to know how much was designated and/or allowed for travel expenses. From my own observations I believe that these monies are often spent in questionable ways--on things that do not directly benefit students.
For instance, I know that some Title I money was spent (and probably legitimately so in a roundabout way) on meal(s) for faculty attending workshops on our days off. I complained then. We could have and should have been allowed to take the lunch hour off to go to get lunch and return for the workshop--we didn't expect to be fed by Title I money.
Why did you wait til you were 70 plus years of age to have an understanding of these (funding) issues when you worked within the system for 30 years? What good does it do you now (i.e.) what is your action plan now that you "understand"?
Anonymous--Are you aware that many of these funding sources weren't available to District 150 during most of my whole career--43 years? Are you, also, aware that the FOIA laws weren't in place during almost, if not, all of my career, so nobody was going to give me any information about anything? Believe me, I was interested in why we were spending money on food to feed faculty and to parents, but no one wanted to give me that information.
Also, many new funding sources--any many new questionable ways of spending that money--have become available since I retired.
My plan of action now and has been to ask for the information, to get the information out to the public, etc., and then for others to decide whether or not things are going as they should--and to take action, to contact board members, etc. If no one (like you, I would guess) cares, then things will stay as they are--and stay hidden.
With regard to allowing parents to know specifics about reading programs--we now have an administration that is not allowing teachers any say in reading programs and textbook choices--so teachers probably have some questions and opinions about the programs that they are forced to teach but are not allowed to voice their opinions, based on experience that administrators quite often have not had.
Emerge said
"This happens because the majority of parents don't have the time and/or the inclination to look behind the facade. . ."
Could not agree more. I do not think parental ignorance about school curriculum, testing, college-prep, etc. is limited to those attending Title 1 schools. I talk to families everyday that are solidly middle class that do not have a clue about what the school their child attends really offers, what classes their student should be taking, etc. The education process has become so much more complex that it difficult for families to stay on top of things, even those that try.
Hey Emerge -
Remarkable Times has a good link to an Education Week article entitled "Early Achievers Losing Ground, Study Finds."
http://www.edweek.org/ew/articles/2011/09/20/05gifted.h31.html?tkn=ORZFxFV%2F%2B5Twlw%2BA4BZrH%2BcqMrdwpFqbBHut&cmp=clp-sb-ascd
Supports what I have been arguing on this blog for many years nowq.:)
Well as a product of dist. 150, especially the south end, I can tell you, I had a single mom, and after a certain point she found out that she could make more money on welfare, then working. I think it broke her spirit. She tried her best to raise to boys. She only made it to the 8th grade. Saying all this, she was more concerned with her own demons and trying to eke out a living, then whether or not I would go to college. Some parents are doing the best they can with what they have.
I agree with Emerge and Frustrated. I am not sure a new "bus" is the answer for parents, but if the Parent University is handle appropriately, it might be a good place to begin.
To the first Anonymous...NCLB came to us at the end of Sharon's career. So much that you were complaining about is a direct result of the legislation, and an education system now trying to meet the mandate of 2014, when 100% of the students must meet AYP.
Even though we have many students who excelling when other assessments are given, the ISAT is the standard-bearer, and President Obama is correct...we are now teaching to THAT test.
Three cheers for Sharon...she gets the information out here.
" and for others to decide..... to take action......to contact board members......" yadda yadda yadda. So you, as leader of the watch group, are content to be the town crier. You rail against the board but you won't engage them for the greater good. ok. At least you say thats all you want to do. Heaven forbid you engage them and they tell you things you refuse to admit or acknowledge. As you say - Ha! And for the record, I like your resolve, but question your focus. Only protecting union issues ain't the answer. Ain't is acceptable English ain't it....
And won't it be ironic and sad when NCLB comes to an abrupt end and we realize we have spent all this taxpayer money and drilled students to boredom (and they still can't read).
NCLB is based on the premise that the individual schools and the teachers are to blame. District 150 administrators have blamed the teachers, accordingly, because they, in turn, are under pressure to demand that teachers perform miracles.
NCLB is solely responsible for the gulf that has developed between teachers and administrators--NCLB has created tension and an atmosphere of blame. I don't know how many years it will take to overcome the damage.
And all the rules and regulations of Title are mostly on paper only and haven't helped parents to understand and/or to get help in understanding the educational options for their students. In fact, NCLB has given parents the illusion that they really do have a choice when the choice is not that great. Charter schools may have looked like a choice that would make a difference but in the end that does not seem to be the case.
In truth (and I wish it weren't so), the demographics (especially and/or the poverty level) is the major determiner of the kind of an education a school offers and the educational environment of the school. The parents who are and have a right to be the most dissatisfied are those whose children are in classes with children who are performing at a much lower level than are their children--the greater the poverty level, the farther behind. At least, that seems to be the conclusion drawn by almost all studies.
As I've said before, I'm sure, blaming teachers and schools has caused the federal government to throw much money in an attempt to get teachers and schools to shape up. It just isn't going to work, but few outside the classroom want to draw that conclusion, so the insanity will continue.
It is poverty in our country that is at the root of the educational problems. As a previous Anonymous points out, many parents are just too busy eking out a living to pay much attention to their children's education--and some with little education of their own feel insecure about trying to help their own children. And I'm not saying that in any way to be demeaning because I was raised by parents who did not have a high school education and I know that they would not have felt comfortable challenging the system or even asking what the system was.
Anyway maybe we would all be better off if all the blame game created by NCLB would end. Everyone blames the teachers and the teachers blame the parents--why would anyone expect it to be otherwise?
"Everyone blames the teachers and teachers blame the parents..." Really. All I read from your posts is you blame administratin and the board and teachers agree. How about you work together....
"Everyone blames the teachers and teachers blame the parents..." Really. All I read from your posts is you blame administratin and the board and teachers agree. How about you work together....
You didn't read my post--I know it was long. NCLB has created the atmosphere--it has to undo the damage. The administration, at least in District 150, has not asked teachers to work with them--just work for them. Whom do you think sets the precedent for working together: the boss or the workers? Teachers just can't say, "Let's work together" and expect to get a response.
Now that educational institutions are following the business model, there is no such thing as voluntary cooperation.
I think it would be amazing if teachers and parents could work together to tell the administration what is needed.
For instance, the 3rd grader in my life just came to my house saying that he needs help reading faster so that he can do better on timed tests. That's what NCLB has done to children. Why should a 3rd grader just learning to read have to be concerned about the speed at which he reads? Instead of taking just one test a year--the NCLB assessment--now 3rd graders have to take timed tests all the time. Do you think these kids are going to get better or do you think they will just get discouraged and hate reading. NCLB is hurting children. Everything done in the classroom is focused on those damnable tests. There are no frills, no fun, no enjoyment of learning for the sake of learning--just testing. Schools don't teach literature anymore--just reading (and there is a difference).
Teachers can say "lets work together" and in that spirit they did by giving admin a longer working day. It just cost the taxpayers. The testing aspect is the central issue that they should bond together on to fight. Elections are coming. The POTUS has already abandoned other unions. I hope he supports our STUDENTS - the FUTURE! I admit I have my doubts.
My doubts r due to the lack of accountability our gov't aid provides. Education is the core of what makes America strong. Dr.King's message was central to that message. Why don't impoverished families embrace the opportunities that are provided?
Title I was first enacted in 1964. The Illinois FOIA was enacted in 1984.
Title I in 1964, but I didn't blame Title I--just how NCLB has used it to fund the fiasco of NCLB. It takes a while for things to catch on--not too many FOIA's to District 150.
WTF???!!!Either work towards a solution or give up your self-appointed bully pulpit.
"a third grader just learning to read..." Sharon - you are enabling the staus quo!! The problem we teachers have is most don't come to grade level ready to learn. Please advocate for them to be prepared. Thanks for all your efforts!
Anonymous, how did you draw the conclusion that I was enabling the status quo? I guess I assumed that you would know that "learning to read" is a gradual process and that 3rd grade is still the early stage of the reading process.
No, the third grader isn't just learning to read, but he is still learning to expand his vocabulary and his comprehension. If you are a teacher, then you should certainly be against anything that puts up a road block to learning and enjoying learning--timed tests do not help the process. I didn't mean to misrepresent this very bright and prepared child--he just is nervous about timed tests.
Other Anonymous--set up your own bullypulpit. I don't have a monopoly on expressing my opinions--your are free to offer your own solutions.
Jon, I did become curious about the history of the FOIA law.
I found out that "On July 4, 1966 President Lyndon Johnson signed into law the Freedom of Information Act. Since that day, it has been vigorously debated and occasionally amended, reflecting public pressures and the political struggle between the legislative and executive branches of government. In honor of the 35th anniversary of the FOIA, the National Security Archive presents a documentary review of the history of the FOIA through Democratic and Republican administrations and congresses.
" You are 22 years behind the times. :) It is interesting that Title I and FOIA laws were born at about the same time.
No, Jon wasn't behind the times--1984 is the right time for Illinois
Anonymous should also go to school board meetings and see how Sharon addresses the school board with professionalism and facts.
There have been changes in D150 thanks to Sharon. She has her data collected and made into reasonable facts that the school board understands.
Anybody around PEORIA for any length of time...which does not include NC administrators...understands what she does and why she does it. A long-time D150 employee, Peorian and concerned about the students. She makes no money from any of this, her interest is the improvement of the academic status of our students.
Argue all you like.
Three cheers for Sharon!
"Sharon addresses the school board with professionalism and facts."???
Interesting conclusion. Granted, often she presents data gathered thru her FOIAs. However, it is usually delivered with derision or sarcasm and many times coupled with rumors. And, yes, I have witnessed her presentations in person as well as read them on Elaine's blog.
And if it's not obvious the last anon is a teacher or a Sharon babysitter, just ask why a former Manual teacher and coach (Dennis Brown) wants to have his (as school board Pres)teachers tested. G'night.
Frustrated, I took a look at the article...
I'm not surprised that a conservative think tank like the Fordham Institute would come to these conclusions.
I think it depends on why a student is a "high flyer". Are they are high flyer because they are a good kid and will do the work to please the adults? Or, are they a high flyer because they thoroughly enjoy math, or reading, or science?
I believe that the students in the latter group will continue to be high flyers, regardless of being exposed to students who may be less ambitious.
Damn...
There's a lot of shooting going on in Peoria tonight!
Coupled with rumors--What? People who spread rumors do not usually present them as or call them rumors. I believe that I have always labeled things which may or may not be rumors--both at BOE meetings and on blogs. Rumors are spread behind people's backs--standing before the board and presenting things that I believe are true gives the board an opportunity to refute the "rumor." That has rarely, if ever, happened. If I wanted to spread falsehoods, why would I put myself in position to be contradicted publicly?
Frustrated, I read the article you posted. Thanks. However, I don't think that there are many conclusions that can be drawn based on the data presented. I'll use a sports analogy.
Sometimes kids who are great (e.g. basketball) players when they are 10 years old aren't "as good" when they are 16. Other times, kids who are OK when they're 10 turn out to be stars when they are 16. (remember Michael Jordan was cut from his sophomore high school team).
Those types of results have nothing to do with the type of coaching or program the player is in. As the article implies, more data is needed (e.g. for each quartile, are we learning more than we used to -regardless of which students are in those quartiles)?
I agree with some of what I read in the Fordham article, but must, also, agree with what Jon just said. Secondly, I think we are relying much too much on testing results. I know it would be difficult, but I think one of the best indicators of a school’s effectiveness would be to find out what its grads are doing 10 years after high school graduation. (And, of course, some of what happens after high school may overcome what the student did or did not do in high school). So many of us–following in line with NCLB assumptions–believe that standardized tests are the sole indicators of how well young people will do in the future. We. also, have preconceived notions about what success looks like.
We just have to get over this testing craze.
"Coupled with rumors--What?" Maybe we should test the teachers, or former teachers....
Whether you label it as a rumor or not, it is still a rumor.
Sharon, I heard that you were gay. I heard a rumor that you were gay.
Whether I called it a rumor or not, I am still spreading it (and I'm doing it to your "online" face rather than behind your back).
As I said, your comments to the board are "many times coupled with rumors".
"I think one of the best indicators of a school’s effectiveness would be to find out what its grads are doing 10 years after high school graduation."
Ughh... How are you going to qualify what they are doing in order to see how effective the school is? What are you going to measure? Whatever it is, have you not thus exchanged that for the NCLB tests?
Jon, you are unbelievable as are your rumors and attacks--but if they make you feel good, have at it. I trust that I will never resort to personal attacks. My comments have never been attacks on people--just on their educational decisions. I even try to be charitable to you and will continue to be, at least, civil.
I continue to believe that this constant testing is detrimental to education and to the educational environment--especially timed testing. The schools are at fault for yielding to this paranoia of continual practice tests--NCLB doesn't require the extra testing.
I truly believe anybody who believes it is "okay" to give up their body fluids to Denny Brown should do just that.
Denny Brown didn't give up his body fluids to D150 unless he was transporting students. Their board clearly stated that they were not worried about any specific teacher abusing drugs.
Giving up a Constitutional right is just plain silly on anybody's part without a Supreme Court ruling on every person, not just teachers.
The issue with this blog is education, not a bashing of the blogger. Where did that get lost in blogging?
Similar to 4th amendment rights to not hand over body fluid, the 1st amendment gives all of us the right to free speech. Name-calling is part of that right? Maturity tells us name-calling is even sillier.
Gotta love America...I'll keep my body fluids to myself and my right to back Emerge and Sharon as they make suggestions and avenues by which education in Peoria will improve.
Dictionary.com
gay: having or showing a merry, lively mood: gay spirits; gay music.
Obviously that rumor isn't true...
Sharon parties down...are you kidding me? She rocks a party when she is invited!
Students loved her...as is obvious by students who returned to say hi to her.
I like that we are all gay according to Jon and dictionary.com. That made my day! Thank you!
I love Sharon and her posts so according to Jon I am gay also! Yeah!
Jon & Emerge: I agree with your comments. I guess the part of the article that resonates with me is:
"NCLB’s emphasis on getting all students to reach proficiency on math and reading tests may have a negative effect on high-achieving students . . . Teachers working with students with a mix of abilities, he said, may not be able to cover as much material or in as much depth as they might if a majority of students in a class are high-performing."
1. When my children were in primary school there seemed to be an overemphasis on practicing for the ISAT. There was a pre-test in the beginning of the school year and even those students that scored in the 90% range or above had to spend the remainder of the school year "practicing" for the ISAT instead of reading more challenging literature, discussing ideas, working on projects that required communication and critical thinking, etc. Once my children began attending Washington, there was no more "practicing" just learning whatever was set forth in the curriculum and taking the ISAT test in the Spring -- done! To me, that is the way it should be.
2. I am now reaching the final years of my children's education and looking back -- I believe the factor that proved to be most valuable in offering a top educational opportunity for my children is the presence of a large pool of academically talented and motivated learners. If that is present the rest will follow. My oldest is now at Richwoods in what I would term a "school within a school." As he is enrolled in all Honor or AP courses he has the same 30 to 40 students rotating in and out of all his classes. He is challenged not by just the class work but by how capable his classmates are -- he wants to perform well and he studies hard because he knows the kids sitting on either side of him are going to do the same. It is a pack mentality it a good way.:) It is unfortunately that in most schools, not just District 150, this type of learning environment and opportunity is not offered until HS.
I love it! Now I'm off to the circus--which should be a gay experience for all the children and me. Jon, you are a trip. :)
"Gay" jon could never be! Rock on, Sharon!
"Gay" jon could never be! Rock on, Sharon!
And very gay lol.
In a merry way I must add. Though it was not his intentions, we all got a much needed laugh out of it.
"Ughh... How are you going to qualify what they are doing in order to see how effective the school is? What are you going to measure?"
She is going to measure for the future. Look at the number of people who get on here and say they are a product of. 10 years after kids have left school they probably have their own children beginning in the education system. Does Peoria thrive with these children, or do they move away...say, to the Chicago burbs...where a better education is awaiting them?
Dr. Philism-past behavior predicts future behavior...especially in education. The gay, ole gal on here readily admits that things are different in education than she was in school. I am sure we can all espouse that. Changes, changes, changes...which do we keep for future endeavors, which get pushed aside due to lack of evidence that they work?
"She is going to measure for the future."
Okayyyyy.....
Everything in education is about measuring for the future. Get your head out of the burbs and think clearly.
Data-driven decision making, which is what education is about right now, is taking what we know and applying it as we move forward.
Everything is about what we have learned. History is taught to indicate where we have been, and as a guide for where we are going. Science is about taking our knowledge and making the future better.
Easy. Our high school seniors who will have kids in Peoria schools in 10 years will not be happy with an ISAT that didn't work for them, and could now still be the standard bearer for their children? Whoa...scary thought!
We are all measuring for the future...well, those of us who care about the kids of Peoria, Illinois.
Am I wrong in assuming that standardized tests might be predictors of a student's potential to succeed in college? However, these tests do not necessarily predict success in a field that does not require college.
Also, many students may not have any intention of going to college, but experiences they have after high school might cause them to rethink their plans. I believe this is especially true of lower and middle class students--late bloomers are far more common than in the upper class in that parents who have a college education just assume and pass on the assumption to their kids that they will go to college.
I continue to state that judging a school's success by standardized test scores does not begin to tell the story. I said it would be difficult (and maybe impossible) but a study of what students actually do with their education (job, college, career, etc.) would provide a better picture.
It's not so much that I believe we should look for a way to measure success after high school. Rather I think we should stop pretending that extensive standardized testing advocated by NCLB is really making a difference and/or predicting a student's future.
For those of you who have been successful in your chosen work, how much of a role did standardized tests play in your success or in predicting your success? Were you all geniuses who aced all standardized tests in primary through high school?
Anon - I really can't follow what you are trying to say. I'll try and make this simple.
1. Data driven decision making. Are you for or against it?
2. Standardized tests (in general). Are you for or against them?
3. ISAT. Am I correct in assuming you don't think that particular test is a good indicator of how well a student is performing? (what about MAP, for instance?)
4. You say that you are measuring for the future. HOW? WHAT exactly are you measuring?
Anon-and lastly do you think jon is gay or straight?
Data is my life...you haven't been around education lately, have you? It tells me where we've been and I begin the map of where we are going...in any given subject.
I am okay with standardized tests, just not the standard bearer for NCLB...ISAT is biased, in many ways, described many times over and President Obama is now trying to fix that. I used to ace standardized tests...a good predictor of my being a future teacher.
We measure everything for the future. Aren't we all tired of hearing about ISAT scores from 2007? Great predictor, but told us how poorly Peoria's students measured. Learned our lessons from 2007 and moved on.
I guess you were one of those genuises our gay, ole gal spoke about. Still trying to twist everything to fit your agenda.
I think Jon should be more gay!
Cyberbully tells me he's quite convinced Jon is asexual. Methinks I agree.
maybe this:
dictionary.com
androgynous
neither clearly masculine nor clearly feminine in appearance
"Still trying to twist everything to fit your agenda."
No, still trying to figure out what point you are trying to make.
Me: "You say that you are measuring for the future. HOW? WHAT exactly are you measuring?"
You: "We measure everything for the future."
Oh well, in that case, I guess you've got everything covered. Sigh...
Jon: Guns, Gays, and God- are you a conservative blogger?
If you are, you might want to check into the fiscal reality of PSD 150 title one funds.
Paxton Patterson? Non title eligible program unless its two kids named Paxton and Patterson getting after school tutoring.
Sharon could use some help on the FOIAs so you might have to help her on that one.
"Jon: Guns, Gays, and God- are you a conservative blogger?"
Can you read? Comprehend much?
Thanks for your comments Frustrated - always thoughtful and informative.
Unfortunately in District 150 the "pack mentality" is in full effect, but not in a good way.
I of course would LOVE the opportunity to matriculate only with children who will inspire my child to do more. But those opportunities (though avialable) are not openly discussed and it takes parents like you talking about it so that other parents know how to TRY and work it.
Thanks again for giving other parents who read this blog the opportunity to hear from an involved parent, whose children are getting a good public education.
FINALLY, somebody has just ackowledged what I have been talking about - my sixth grade daughter is capable of doing college level math. NOW they are ready to let her learn more instead of holding her back with her class.
That is why I believe that children can be high flyers in a mixed environment, but it takes a team to support them - persistent parents and teachers who give a damn.
IMO the way to create the "pack mentality" is to get to students early before poor habits and negative attitudes can set in. Time Magazine has a good article on the importance of pre-k education:
http://www.time.com/time/nation/article/0,8599,2094847,00.html
The article discusses the need to overhaul early childhood education and eliminate the fractured system of delivery which has caused such programs to be less effective.
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